The assessor said the GAI was a better representation of his cognitive ability, but I am wondering how it could be higher than any of the others?
I'm not a testing expert, but I was told by our neuropsych that the GAI/FSIQ can be higher than the other scores because high scores are less likely to occur together.
His achievement in Math fluency (47th) was very low as well, but on the un-timed math portion 99th percentile.
His processing speed likely impacted the math fluency score - it's a timed test. The other math achievement tests are untimed and test conceptual ability etc. This happened to our dysgraphic ds who has a fine motor challenge, and he's very good at math, just not speedy at filling out answers using handwriting on timed tests. Did you notice any dip in the other achievement tests labeled "fluency"? They are all timed, and there is one for reading and writing as well as math.
He is right at average for PSI and WMI on the WISC but it's so far below the other indices.
Do you have his subtest scores? It might help to post them too. Each of the scores you've posted is an average, and the actual subtest scores can be useful in understanding what's up with the lower PSI and WMI. I'm also curious - what type of provider gave the full eval? Was it administered through school or privately? If it was private, was it a neuropsych eval where other tests were provided to understand what was driving the discrepancies? There can be different reasons for them... ADHD is one possible explanation but there can be others too - and sometimes the behavior children exhibit at school that *looks* like ADHD is a child's way of coping with some other type of unrecognized challenge.
Last year, when we had the KBIT done, The Psychologist recommended a full assessment but we declined after we found out that he was accepted into the academic magnet.
What reasons did last year's psych give for thinking a full evaluation would be helpful? Was it based solely on test score discrepancies, or did he/she have other observations?
2. How long does it normally take to get an IEP in place? The psychologist wrote specific suggestions in the report to improve achievement (longer time for tests, less homework if showing mastery, etc)
It depends on your school district, but first a request has to be made from either the teacher or a parent to start the process, which includes an eligibility review which may take anywhere from 45-60 days typically. I think what you are more likely seeking is a 504 however. What you've mentioned are accommodations; IEPs are used for providing educational services and you haven't mentioned your ds needing individualized instruction. The 504 process in our school district is much quicker than getting an IEP; you request a 504 hearing in writing, the 504 team meets and will usually make a decision very quickly. One warning - you might not get a 504 if the team feels that the accommodations you are requesting or that the team feels your ds needs can be met in the classroom and at school without it.
He qualified for the EXPLORE test, but I am thinking we won't do well since it's another timed test, which he doesn't perform to his best ability. Does anyone know if ACT would accommodate for extra time if there is evidence of a processing discrepancy? Is this test even worth it? Or do I have what I need with the WISC and Achievement scores?[/b]
We haven't applied for accommodations on the Explore or to the college board yet, but I have a ds with a significant discrepancy between processing speed and his other subtests on the WISC. He routinely qualifies for test accommodations, but there is usually a process that has to be followed to request the accommodations along with specific paperwork and you usually need lead time before the test to get the accommodations. The thing you'll need isn't just the discrepancy in scores but the psych's report (which you have). In our ds' case, it has also been helpful to have the accommodations officially documented at school to (our ds has an IEP, but a 504 would work just as well for this).
I'd also add - don't be scared away from tests like this due to your ds' challenges. Research the actual tests - how are they given (what type of response is required etc), is it given on a computer, does your ds typically use extra time on tests etc. You *will* most likely want to apply for accommodations to be on record for the long run, but it's possible you might want to consider letting him take the test without accommodations this time around if you can't get them. You can always look back at the results and note that they were what he achieved *without* accommodations - we have done this with our ds and it hasn't hurt him in any direct way that I can see. He's also had on standardized test administered through the schools where his accommodations weren't given (even though he was supposed to have them), and it has actually been useful to us as it very clearly demonstrated where he needs the accommodations. *Do* absolutely definitely advocate to get those accommodations however, even if you don't have them in time to take this year's Explore.
He has always been HIGH energy and very impulsive, but every time I mentioned ADHD to teachers they were quick to say that they didn't think that was the case - (he could sit for long periods of time to build legos, etc from age 4)
I think it's possibly significant that your ds' teachers don't think it's ADHD. On the one hand, perhaps your ds has ADHD and is simply holding it all together while he's at school, but otoh, I have two children who have both been mistaken by teachers as having ADHD when they didn't, both times based on behaviors. My dd11, in particular, is a very high energy child, and she used to really look like she had ADHD, but instead she had a vision challenge (and a *very* low PSI score).
Good luck as you advocate for accommodations at school - keep us posted!
Best wishes,
polarbear
