He has PSI in the 99 percentile while both VCI and WMI are in the 50-ish percentile. His FSIQ is in the low 120s.
For WIAT-III, his language subtests are grade-equivalent, but his math-related subtests are between 5th and 10th grade.
Should the spread between the PSI and VCI/WMI and the relatively weakness in language be a concern?
I wouldn't focus on the FSIQ - focus instead on the relative differences across VCI/etc and also look at variability in individual subtest scores. I would also consider for the WIAT (achievement tests) that your ds has had enrichment (I think?) in math - which would help bolster those scores relative to children his age who might not have been exposed to the same material. That's not saying he isn't talented at math - it's clearly a strength for him, but just noting that achievement and ability tests are too different types of beasts. The key when looking for potential 2e is looking at relative differences in achievement and correlations with relative discrepancies in ability testing.
Although it was noted above that differences such as your ds has are "common" for math-strong kids, I'd disagree with that. From what I understand from the neuropsychologists who've tested my 2e children, a difference of greater than 1.5 SD is the point at which it's commonly considered worth looking into the possibility of a challenge - if everything is great and wonderful and the student is functioning well and happily with academics, then perhaps a discrepancy is simply that and nothing more - and the higher area is a strength and that's it. However, if there are other things going on, such as issues with specific types of academic tasks, then you'll want to look at the big picture of what's happening by comparing performance at school, challenges observed at home (if there have been any), etc with test results to make sense of what's going on.
You mentioned that your ds' teacher recommended the testing - what was the reason she recommended it? Was it simply for gifted ability level, or did she have some concerns?
In looking back at your previous posts, I noticed this:
However, he complains whenever he has to do homework from school. Everything is sooooo hard (e.g. writing his name on the top of the sheet, coloring the butterflies, etc), but he isn't necessarily complaining about the difficulty of the actual content.
While it's easy for parents of high ability children to think complaints such as this are simply kids not wanting to do work that's easy... I'd suggest thinking back through this type of complaint and any other work resistance you've noted (or his teacher has noted) before your meeting with the psychologist - it's possible that the work he's not happy with may be correlated to the relative differences in his ability profile.
Trying to digest the information before the official psychologist meeting next week.
My suggestion is to put together a list of your observations, concerns and questions, but don't worry about over-thinking and figuring it all out re how things tie to test scores before this meeting - go to the meeting with the objective of listening to what the psychologist has to say. When we've had testing, I've found that no matter how well prepared you are going into that meeting, you're going to come away with more questions than answers (which doesn't mean you won't have answers, just means that it's usually a ton of info to take in and as you think through it during the next few weeks, you'll have more questions). Our psychs were willing to let us set up a follow-up meeting to discuss our follow-up questions, and I found that very helpful. If you don't have a lot of follow-up questions you might be able to get answers via email/phone call.
Best wishes,
polarbear
