You are very welcome.
1)If you could explain what the weaker Sensitivity's are I should be able to have an idea were he fits.
Sorry, I was unclear. I meant that the test has lower sensitivity for distinguishing GT from NT children, not that he had weaker sensitivity. IOW, the difference in performance between GT and non-GT children is smaller on WM and PS than it is on the other index scores.
2) Given how complex our DS8 is it I am not sure how to know if he has challenges with speed, fine-motor coordination, or other skills. If I had some examples of what are used to gauge these things I can answer that question. The things he does/likes that could fall within this are, he excels at soccer and enjoys making origami. His ability to do math in his head to me is uncanny, I can give him multiplication problems verbally 1X4 or 2X2 and he has the answer as fast or faster than me with a calculator. Again not sure if these things apply to the question.
Your anecdotes suggest that his actual mental processing speed is fast, his fine motor skills (at least for creative, non-rote, non-pencil tasks) are good, and his automaticity (at least for math facts) is excellent. By elimination, that suggests that his lower Coding score arises from other factors. For some children, it is a reflective or perfectionistic working style. I take it you do not observe struggles or avoidance behaviors for pencil tasks or writing?
As we understand AdHD (please explain if you disagree) our DS8 is able to overcome his natural tendency to be over excited or hyper by focusing on the end goal of a situation or understanding he will not complete the task or game/activity if he allows himself to wander.
Yes. That sounds like he is able to inhibit impulses without too much difficulty.
3) I am glad you said this about his scores. It has been my work experience that #'s at ether extreme tend to be less accurate. I am so far unable to get anything official about V beyond saying 130+. I have read in many places that IV scores tend to be higher than V. my research indicates anywhere from 1% to about 3% on the sub-test that can be compared. I was also able to find a list for IV that shows population % of scores beyond 130. If I take his GIA of 154 and multiply it by 102% this would give him an approximate IV score of 157. Per the spreadsheet this puts him at the 99.98%. Am I way off base here? Is there any idea when they will be able to give the same breakdown for V? The only reason we care about this is our hope it can help us tailor his education and give a better understanding of how to help him with his social challenges.
You are, of course, correct, that scores near the tail of the distribution tend to have greater variability. (Consider that roughly 2000 individuals were in the norm group, divided into 3 age brackets per year from 6-0 to 16-11. Thus, a fractional person in the standardization sample represented all of the performers above the 99th %ile at each age level.) I should note, though, that your comments about obtaining WISC-IV equivalent scores are premised on some incomplete information. When it is stated that WISC-V scores are lower than WISC-IV scores, it is actually the reverse; it would be more accurate to state that WISC-IV scores obtained at the same time as WISC-V scores are inflated, due to a phenomenon called the Flynn effect (or, more properly, norm obsolescence). There is no reason to believe that WISC-IV scores obtained at the same norm age (which would be about a decade ago) would be any higher than WISC-V scores. Using the adjustments incorporated into the extended norms has more value, as they are based on a small norm population of very high IQ children (i.e., more than a fraction of a child per age bracket). If no one else mentions it before me (and I would think the Davidson Institute would have an interest in announcing it as early as possible), I will certainly post to this group when I become aware of their release.
4) If he does not have something significantly more challenging to do once he completes the 2nd grade work he exhibits disruptive or negative emotional behavior. He also responds better if he has input or a say in the tasks he works on while the rest of the class finishes there 2nd grade work. DS8 can stay focused on tasks he does not enjoy for long periods of time as long as he see's a light at the end of the tunnel,
Not uncommon among GT kiddos.
I am not sure what "impact on essential life functions" is?
I mean simply that his attention and impulse control are not impaired to a degree that they interfere with living a healthy, happy life.
5) Social skills is our biggest concern right now. It is easier to give more advanced learning material thank help him with his social challenges. We have been spoken to about him skipping one or more grades but due to his social skills we have held back. I am in my 40's and build long-term close relationships very rarely. I have a very aggressive opinionated personality and as such I know I am not the best role model for relationships. We have always tried to find other kids he can relate to but it has been hard. I am hoping that having his test scores it will help us find more compatible social circles. We live in the Midwest and are willing to go to fairly extensive lengths to give him the development he needs. Any advise or direction would be profoundly appreciated.
You are definitely not alone in this. There are many discussions on the forum regarding the tension between advancing based on academics and based on social skills. A discussion point that arises frequently is the question of whether the net effect is more positive if he is matched on academic level, but not on developmental level, or mismatched on both. (I betray my bias here!) Being with age peers does not automatically mean that he is in a social/developmental peer group. If he is equally a fish out of water with age peers and with older children, then it may be that the social cost of moving up is relatively little, but at least some of the academic/cognitive needs can be addressed more effectively. I say this as someone who was (cumulatively) radically accelerated, beginning with early entry to kindergarten, and who has also never broken the 10th %ile line in stature.
Others on this forum will, I am sure chime in with some specific activities that have been helpful for their children, such as state or national GT organization get-togethers, or clubs that tend to draw GT children.
