I appreciate everyone's feedback. It's very helpful to hear your thoughts on typing/writing. I think we'll try keyboarding this summer as a fun thing. If it's not working as I hope, then it can quietly slip from the school schedule in the fall.
I'm not sure how to multi-quote in a reply, but I wanted to answer a couple of questions:
@LittleCherub, you were absolutely right about the fluency/being timed issue. His lowest scores on all 3 areas of the WJ were the fluency portions.
@Grinity, I will definitely be looking up Lisa Bravo's book. Thank you for mentioning it. Dr. Amend mentioned a book called Children: The Challenge by R. Dreikurs for tips on dealing with perfectionism. Overall, ds does pretty well as long as he's getting adequate intellectual stimulation. The biggest issue we have is rigidity in his thinking and an unusually high need for structure. Dr. Amend recommended teaching ds to think of the best, worst, and more likely outcomes of a given issue/problem and told us about some specific games to help with learning the skill of flexible thinking.
I have another IQ question. I have read (I think it's Deborah Ruf's book that I'm remembering) about so many children with IQ's in the 180's-200 range. In comparison, 165 doesn't seem *that* extreme, but I'm realizing that it is a pretty unusual #. When I see these huge IQ #'s, are those coming from a different IQ test or are those children just scoring incredibly high?
