Would anyone have curriculum recommendations for a child with GT scores when looking at GAI, but low working memory and processing speeds? This is a new diagnosis and explains a lot but might mean some big changes in approach.

A few quick notes, although I should emphasize that every child is different and has different learning preferences.

With low working memory and processing, I would make sure that most information was presented in formats that allowed the child to easily refer back to it and that did not require extensive note-taking during instruction. Mastery should not be demonstrated based on timed drills or other formats requiring quick response time. Extended time on tests should be considered.

If the low processing score is reflecting poor motor skills, getting appropriate OT and allowing keyboarding for tests and written assignments are both things to consider.

Evaluating the child for problems with hearing, vision, attention, and auditory and visual processing might also be in order, if it hasn't been done already. (Hearing and vision screenings at school or pediatricians' offices, or ordinary eye exams don't count.)

I had my final meeting with the psychologist. She concluded that DD's problems with processing are related to her Cerebral Palsy. She recommended giving her a calculator.????

She has been evaluated for hearing (she had an ABR because they thought she was deaf as an infant) and is actually an auditory learner according to their results. She has been to the opthamologist for her eyes, she does wear glasses.

Right now I'm just at a loss, thank you aculady.

Melmichigan, who did the eval? Was it just an IQ test, or more extensive?

Have you ever had a full workup by a neuropsychologist? Honestly, "give her a calculator" makes me think you need another expert's strategic opinion. That is strange and suspect advice, if that was the extent of it.

DeeDee

Weell, I dunno. Giving her a calculator could be very useful, if low processing speed and working memory are causing her to get entangled in elementary aspects of problem solving so that she can't get to answers even when she can see a good strategy. Not a whole answer, of course, but I wouldn't dismiss it.

This is a neuropsychologist who did the eval. I haven't seen the final report yet, just had a follow up meeting to discuss the overall test results. The emphais was on her inability to see the "big picture" (although at this age we are teaching details), poor executive functioning skills, the difficulties with low WMI and PSI versus her GAI, and that she is an auditory learner. The psychologist who did her testing before said R/O CAPD, and felt she was an underachiever, but at the time she didn't read. So basically they are telling me this is all CP related and she just has to be taught to deal with it, which I find troubling.

Mel, what do your CP experts say about this issue? Do they agree that these processing issues are typical?

I will say that "just has to be taught to deal with it" is very often true of whatever you find in these kinds of evaluations. However, knowing accurately what's going on does help you figure out what "it" is and how the "dealing with" will be done... it's important.

I think you're right to follow up.

DeeDee

She has a more mild spastic diplegia. She was premature and had low oxygen from a hospital mistake for an unknown amount of time. Right now she is back in PT because of muscle weakness as she has grown. She had extensive OT for motor planning and PT for gait, she had ST as part of early intervention. She is down to SMO's now, braces that just come above her ankle bone. She is now an active 8yo. She has beautiful handwriting, but it slow. She will often have something to say but the pause to get it out is noticeable if there is a lot going on to distract her. On the other hands she always has the oral narration answers, her auditory comprehension isn't a problem and is her strength according to the testing. She is a very slow reader, and was a late reader because of visual problems, but her comprehension can be very high.

I'm not sure who we turn to for more definative answers. She has had the neurophsych eval., she sees a developmental pediatrician for PT and her braces, but he doesn't address any of the cognitive issues. I agree she needs very specific accomodations, but I don't know how to find them. I see so much potential (even before her IQ scores) but it's like it's locked in a bottle.