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Re: Gifted 9 year old girls struggles
FrameistElite
12/04/25 10:03 AM
It sometimes matters, as some issues with a certain test may indicate potential further issues to explore. She does not need to have significant impairment in multiple settings as that was a DSM-IV requirement. The DSM-V and TR version simply states there is "clear evidence" of impairment or interference, and the impairment does not need to be significant.
To be clear, are you referring to issues as in impairment or issues as in symptoms?
Developmentally gifted kids may be ahead so they should be assessed against developmental age, not chronological age.
However there are many other issues that could cause forgetfulness so be sure to go to physical doctors too and other professionals as necessary.
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Re: Gifted 9 year old girls struggles
Worriedmom23
11/28/25 10:50 PM
They used the wisc 5 or something like that. All of her categories ranged from 96 to 98 percentile. Her profile wasn't spikey. (Not.sure if that matters)
She doesn't have an expressive language delay. She is capable of giving more answers, but just doesn't. Or says she doesn't remember.
We really don't have many issues at home. I think that is why they are hesitant to diagnose. They said she has to have significant impairment in two settings.
She can focus at home. But she can be forgetful sometimes. Deep down, I feel she has it. But I read online that gifted children can appear inattentive at school if they're bored.
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Re: Gifted 9 year old girls struggles
FrameistElite
11/24/25 10:18 AM
Why did they not diagnose your daughter? Did something else explain the symptoms or not? It may also be because of learning disabilities or expressive language delays.
How did they observe your daughter?
You can PM me about the processes and instruments and I can give you my viewpoint.
But sometimes ADHD in gifted can be underdiagnosed due to compensation and milder presentation.
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Re: Gifted 9 year old girls struggles
aeh
11/23/25 11:54 PM
Welcome, wmom!
Sometimes ADHD (especially primarily inattentive) is more subtle in higher cognitive kiddos, because they're a lot better at masking, or at using compensatory strategies to power their way through some of the tests used. But it's also possible that something else is in play. We don't have much to work with in terms of data at this moment, but what you describe could also result from an auditory processing disorder, especially with difficulty following multistep directions and comprehending oral language. One-sentence answers also raise questions regarding expressive language delays. It can be hard to tease out all the possible factors, especially depending on the nature of the evaluation data you obtained.
There are also other executive dysfunctions that don't meet ADHD diagnostic criteria. But just because they don't meet criteria doesn't mean they don't affect one. If you feel comfortable posting, what instruments did they use? (If not publicly, you can pm me; just let me know you did so, or ask me to pm you, as my inbox is kind of full!)
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Re: Struggles behaviorally with body management
aeh
11/23/25 09:21 PM
Welcome, Dwayne! It takes a minute for new posters to show up in the feed, so sorry no one replied earlier.
We also had a relatively young first grader (a few years back!) who was wiggly and impulsive. On the whole, ours would have had even more difficulty with self-regulation if given less intellectual stimulation--which even the school staff acknowledged by the end of the school year.
With yours, repeating her due to nonresponsive staff seems, TBH, like forcing the child to take the consequences for adult failings. The data on retentions has been very consistent for decades, and finds that it is, at best, nonimpactful, and at worst, deleterious. There is usually a short-term bump in performance, followed by diminishing benefits until somewhere in the middle grades, concluding with losses compared to comparison peers by the end of high school.
Now obviously, group data do not determine individual outcomes, so for any given student-family-school combination, it is possible that repeating has good outcomes. But fwiw, the numbers do not favor retention.
In your position, I think I would let the OT have an opportunity to work with her on sensory processing strategies and accommodations. Even if the staff are not enthused, once they see the benefits to them (in reduced demands on staff for management), they may be more cooperative. Lukewarm staff, in my experience, respond better to concrete tools than to strategies. For example, many sensory kids do well with elastic bands across the front legs of their chairs as a kind of gross motor fidget (nice thing to bounce on instead of tipping the chair or tapping one's feet). Also it gives some body-in-space feedback. You can also try teaching her to wrap her feet around the front two legs of the chair, which stabilizes her in the seat, and gives some of that sensory feedback.
Your what-if question is fair, but also water under the bridge at this point! But as an academic point of discussion, really it's a question of which skill would have experienced developmental mismatch this year, and what would have been of more value for her and your family holistically. At least one of them would have--it just would have been different ones. You can speculate on that, but no one can say in hind-sight how it would have played out, nor could you have predicted it a year ago. As parents, we just make the best decisions we can based on the information and conditions we have available at the time.
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Gifted 9 year old girls struggles
Worriedmom23
11/21/25 01:46 AM
My daughter's teacher two years ago noticed my daughter didn't comprehend as well as she could read. Would only give one sentence answer etc. also noticed she wasn't great at following multiple steps directions and would have to ask the teacher what she was to be doing. We decided to have an psycho educational assessment on her. She didn't qualify for an ADHD diagnosis, but they found out her IQ is 130.
These issues are still apparent now two years later, so I decided to get a second ADHD opinion. She still doesn't quality. Mostly because we don't notice symptoms at home and they say she isn't significantly impaired.
I am at a loss of what to do. Anyone else's gifted childs teacher think they had ADHD but they don't?
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Re: Did you know?
Sofia Baar
11/18/25 07:34 AM
No real hunch. Like some here we just thought all kids were smart little sponges.
We were once sitting at a wedding reception with our probably 3 yr old son beside a lady we had never met. She kept asking him all kinds of questions and he would elaborate on his answers. She tipped us off.
Looking back we kind of knew I guess but we are a pretty nerdy group and he just blended in.
When he was three he was always wanting to read parts of the books at bed time. Anywhere we went he had to read everything at the library or museums. Every morning he would read the nutritional labels on boxes of cereal and trying to figure the percentage values for a full day of eating.
Again around three maybe four we went to a pool party and all the kids were swimming and the adults were sitting around with their feet in the pool. He pulls in several life jacket and was reading type code and warnings on the tags. Asking questions about certain words he was sounding out and asking questions about drowning. The others were looking at us like we were the most crazy parents, almost like we were torturing him. I remember just shrugging. It’s interesting how those little clues only make sense in hindsight. At the time it just feels like “this is our kid, this is normal,” especially when you’re already in a nerdy or curious household. What you described doesn’t sound forced at all — just a kid who was naturally drawn to information and wanted to understand the world around him. It’s funny how strangers sometimes notice things before we do. And honestly, there’s nothing “crazy” about letting a child follow their curiosity, even if it looks unusual to others. Sounds like you handled it exactly right.
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Re: WISC-V Index Scores & Confidence Intervals
jaritsaa44
11/11/25 09:43 AM
Hi everyone, My son is taking the WISC-V soon, and I�m trying to learn all I can about the test. After reading the extended norms report, I�m left with a couple questions: If I understand correctly, the WISC-V subtests are all normally distributed and imperfectly correlated with one another, so composite indices derived from multiple subtests should have lower standard deviations than what is obtained through averaging those of its components (for example, an index comprised of two subtests with mean = 10 and standard deviation = 3: an index averaging the two should have a mean of 10 but a standard deviation less than 3). This makes sense to me, as a student averaging +1 SD on two sufficiently unique but equally relevant tasks would yield a > +1 SD composite score. Indices such as the VCI and FRI, both derived from two subtests, seem to support this, as a sum of 38 on either index, or average score of 19 (+3 SD), yields a composite score of 155 (+3.67 SD). The effect is even stronger in the GAI, derived from five subtests: an average subtest score of 19 yields a GAI of 160 (+4 SD). However, when three more subtests are added to the GAI to make the EGAI, the effect stays the same (mean = 19 : +4 SD). This is also true for the VCI and VECI and the GAI, CPI, and FSIQ. Was this done to maintain consistency in interpretation, or have the additional subtests been designed with substitution in mind? In the last case, the FSIQ seems to be an average of the other two top-level indices. I am also struggling to understand why the confidence intervals listed are the same size throughout the scaled score continuum for every index. From what I�ve read on Item Response Theory, the standard error of measurement is calculated from the inverse square root of the test�s information function (which I assume is high around the average score of 100 and tapers off at the extremes, since the test is designed to work best around the population average). I took the expected score moving up within the confidence intervals the higher the score as an indication of the information function bottoming out and scores subsequently regressing to the mean, but the size of the SEm appears to be constant. The gifted sample undoubtedly helps in providing more information for the upper extreme, but even so, I can�t imagine why the SEm wouldn�t change throughout such a large scale. I am neither a psychologist nor a statistician, so anything I�ve written here could be erroneous; nevertheless, any help would be appreciated. I’ve been in a similar “too much to manage at once” phase, and that’s actually when I first tried bringing in extra hands through https://neklo.com/it-staff-augmentation-services/ to keep projects moving while I focused on the important stuff. It freed up a surprising amount of mental space. If anything, it taught me that sometimes the smartest move is just reducing your own load so you can process information calmly. Thanks in advance. I’ve run into similar confusion with WISC-V scoring before, so you’re definitely not alone. A lot of the quirks come from how the composite scores are built and how Pearson keeps interpretation consistent across indices, even when the number of subtests changes
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Re: Contest or program for business plans
toti777
11/10/25 07:18 PM
If the goal is to teach students the components of a business plan brainstorming ideas, researching competition, projecting finances, defining target markets then a program makes a lot of sense: it provides structured guidance, mentorship, perhaps even workshops or classes. If instead the objective is to motivate students to produce something more actionable (and maybe even compete for recognition or seed funding), then a contest can spark focus, momentum, and real outpu
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