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Welcome, Word_Nerd93!

How were you identified as gifted in high school?
That may help you qualify for American Mensa.
More info here:
1) Join using past test scores - https://www.us.mensa.org/join/testscores/
2) Mensa testing - https://www.us.mensa.org/join/testing/

This forum also has a section which may be of interest:
Age or Ability Specific > Adult - https://giftedissues.davidsongifted.org/bb/ubbthreads.php/forums/29/1/adult.html geometry dash scratch

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.

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.

Your experience really helps put things into perspective. Did you find certain teachers more open to adjusting their approach than others?

Welcome, ERM.

To support your children's intellectual giftedness, advocate for: appropriate academic challenge, and true intellectual peers.
This old thread includes lots of information from parents on this forum, over the years:
https://giftedissues.davidsongifted...y_Advocacy_as_a_Non_Newt.html#Post183916 Slope

Especially for those who are on the leading edge or looking at something from a new direction.

Your story sent a chill down my spine. So good to hear of breakthroughs and encouragement to think outside of the box, go above and beyond, and be persistent.

Future readers of this thread may be interested to view this youtube video, The unique inner lives of gifted children block blast, featuring a keynote speech by Dr. Linda Silverman.