Thanks! Actually you raised an interesting point. What do you think about Linda Silverman's research about visual spatially gifted children? Any resources that talk about the debunking? Silverman thinks that the children need to be taught differently to read, and so far her written work seems to make sense. This is actually affecting our school selection and we don't know if it should. Basically the premise is that schools that does a lot of rote memory learning is not going to work. We do have an excellent traditional schools in our area, which we ruled out because of this. There is one school for gifted kids that we ruled out because that is too far from us. That leaves us with two schools for gifted children, that are startups, this is one of the startups, but they both have been started by the people who had worked at that faraway school.
As to the score, we are curious. We have read various sources, including from a psychologist who did cross-test her clients for free, that newly normed tests depress the scores, and the difference in scores against older tests is much more pronounced amongst gifted children who are at the right end of the bell curve (i.e. the diff could be as much as 20 points in the wppsi-iv case mentioned). Also wppsi-iii results seemed higher than wppsi-iv, and I am assuming the same with wisc-iv vs. wisc-v.
Are you sure DYS kids must have social issues? My son prefers older companions on certain things, but he has been ok with his same age peers on other things. I also have worked with extremely gifted adults, but they don't have social issues. I recall reading that social issues do not show unless the IQ is greater than 150, but then again that could be another stereotyping, as it seems that the test scores are sensitive to various things, including ceiling and the age of the test.
