Did any of you get the kind of discrepancy in the tests?
Yes and then some. On the WISC-IV we had subtest scores range from 2% to 99.6%. His overall processesing speed was 9%. In our case it explained a lot of the issues he was having at school which led to us to testing (in our case these became more obvious in grade one with the increased writing expectations which for our DS are a challenge).
But his teachers told us that while he talks slowly, everything he says makes sense. And his processing is so low at 40%.
I'm far from an expert but to me it makes sense that low processing speed could result in a slow talker. My DS was speech delayed (at 2.25 he had about 5 words and that was 9 months into speech therapy). By 3 he had caught up to his peers and he graduated from the speech therapy program. In our case he isn't a slow talker but he does take time before he starts speaking. If you rapid fire questions at him it is a disaster because he is working on his first response by the time you've asked the third. He asks a million questions and then hours later returns with follow up questions after he's processed everything and developed his new theory that he then has to grill us on.
I don't know what kind of information re-testing might give us, but I am mostly interested in parenting help, extra curricular resources, and DYS support.
For parenting help I've used this board, another more local board, books, the Hoagies website and other parents (I work with a lot of very smart people who it turns out have very smart kids).
Extra-curricular - as mentioned above we've mostly focused on sports but others use music or drama in a similar way. At home we do a lot based more on his strengths (google and youtube are amazing resources).
DYS - I'm in Canada so we can't apply. Hopefully others will be able to help with that.
But I think what is missing right now is a close friend with building abilities close to his, and also programs that let him participate at his abilities level (instead of age). Oh, and also while we are qualified to work with him on his interests (I am an applied mathematician and DH is computer scientist), I am often ready to drop when I get back from work. We have a 6 months old as well.
We can't find kids with similar building abilities (or interests) so we look for other commonalities instead. At that age it is exhausting but for us it has become easier as he's getting older and is able to get information on his own rather than relying on us for everything.
They do say that when there are standard deviations between one or more other indexes and the "processing" speed, that the child may not appear to teachers or strangers to be as gifted as they seem at home. And it can be a bottleneck that frustrates the child internally too.
This has been extremely true for us as well. Many teachers were focused on how slow he was doing tasks and while some realized that by talking to him you could see the gifted side many were just frustrated by the fact that he wouldn't complete any of the work they were trying to get him to do. DS was also incredibly frustrated at school. He knew he was very smart (not from us telling him but he just figured it out) and couldn't understand why all of the other kids were having an easier time writing when it was so hard for him. In some ways I think it challenged his view of himself. When we got the results back we told him that he was very smart at some things but that things like writing were going to be challenging. He actually looked relieved.
