Hello,

My daughter (age 6 year, 9 month at WISC testing) suffers from Selective Mutism. At home, she talks non-stop, is a comedian, displays her intelligence, etc., etc. At school she speaks the bare minimum, rarely elaborates, etc., etc. She also suffers from high anxiety and is a perfectionist and hates to get things wrong.

In May we received the results of the school issued NNAT2. She scored really high. My husband and I knew she was smart but we did not expect her score that high. The school though sees her as "average" because of her quietness in the classroom. As a result, we decided to have a WISC-IV done on her. One of my thoughts was that we'd see a large score difference between the Verbal portion and the Working Memory/Perceptual Reasoning. From my understanding, the WM/PRI sections require very precise answers, where the Verbal scores depend more on how the child responds to the questions.

We got her WISC-IV results back. After going over them with the psychologist I realized that she scored 100% on four sections. I believe the psychologist also stopped testing her once she hit a score of 19 (is that possible? Or did she really just score a full out 19 on three sections?). My daughter sees a different psychologist bi-weekly for her Selective Mutism/Anxiety but this psychologist did not give the test. However, my daughters regular psychologist implied that my daughter reached the "ceiling" several times and the administering psychologist then moved onto the next section.

Even if extended norms should have been used, from my understanding right now it could not raise her score because they stopped testing once she scored 19 points and did not go farther. Am I correct? Had she been able to do the extended norm, then my daughter's PRI score could have been high enough to be eligible as a DYS. I asked the psychologist administering the test about extended norms but I have not yet heard back from her. I am wondering if she is not that familiar with them. I also was not expecting my daughter to reach the "ceilings", otherwise I would have asked before testing about extended norms. I know the extended norms would not push her FSIQ above 160, but when I looked at Technical Report #7 her WM score could have gone up and her PRI score could have gone up which would have also raised her FSIQ (if I understood correctly).

The psychologist's report indicated that her Selective Mutism and Anxiety probably played a part in her lower scores on those sections and that they would expect those scores to rise if my daughter's anxiety dissipated as she gets older.

So - I am looking for confirmation on what I understand, and any other advice. I plan to share her report with the school, but if there is a possibility her true score could have been higher, I'd like to point that out to them as well and/or have the administering psychologist add a sentence to the official report about that possibility. One thing I am not really sure on is if she just made it to a score of 19 or if they just stopped there. Is that possible to stop at a certain point knowing anything beyond that won't "make a difference"?

Anyway, here are her scores (Standard Score/Percentile):
FSIQ 137/99
VCI 110/75
PRI 143/99.8
WMI 150/99.9
PSI 112/79

Digit span 19/100
Letter number sequencing 19/100

Block design 14/91
Picture concepts 18/100
Matrix reasoning 19/100

Coding 12/75
Symbol search 12/75

Similarities 11/64
Vocabulary 12/75
Comprehension 14/84