Thanks so much for your insightful reply. It's of some strange comfort to have someone look at the situation and say, "Yep, that's gotta be frustrating."
1) Gotcha.
2) We got no raw scores. The tester did state that he obtained the maximum possible score in each subtest, but it's not clear to me if that refers to raw or scaled scores (I can't imagine it being the former.) As a qualitative data point, last year we were meeting with his teacher and guidance counselor to chat about him, and the counselor said she'd just chatted with the tester who said he'd never seen scores as high as my son's. I'm somewhat ashamed to say that was the first time I started taking a closer look at them!
3) I don't envision him being tested again, but your insight into the pattern you've seen before is interesting. Thank you!
4) Frustrating- yes! There was no academic achievement testing. Once he moved beyond his destructive classroom tendencies when challenged specifically with writing tasks, he always did reasonably well. Though his frustration with his output remains, he expresses it in a way that allows for classroom function. Other tests given were Bender II (advanced classification, with note "the order in which he placed the designs was rather disorganized", BASC 2 (No significant findings), and Children's Sentence Completion Tests (no significant findings) all seemed normal.
I think we all of us, him included, imagine he would write with greater success. His breakdown is clearly in elaboration/theme development, and as well as in mechanics. He found the physical act of writing uncomfortable for some time, but has been keyboarding to good effect for years now. I will definitely be looking for information specific to these tasks- thank you for the pointer!
5) I have Smart but Scattered (wonderful! though we haven't found a magic bullet). I will be looking at the others immediately, and thank you for the suggestion!
Thanks again for taking the time to put together your response. I will definitely be following up.
