I posted these a while ago but still need more input/analysis. Here are my daughter's (age 10) scores:
WISC IV scores:
Verbal Comprehension 134
Similarities 14
Vocabulary 15
Comprehension 18
Perceptual Reasoning 104
Block Design 11
Picture Concepts 7
Matrix Reasoning 14
Working Memory 135
Digit Span 19
Letter-Number Sequencing 13
Processing Speed 106
Coding 12
Symbol Search 10
Full Scale IQ 125 (but noted that too much scatter to really measure)
Other notes:
1. She is excellent socially. NLD/Aspergers not indicated.
2. She performs "average" in district-wide math testing, but in the 99th
percentile on all subtests given (including numerical operations and mathematics reasoning) on the WIAT. However, her verbal and non-verbal OLSAT scores were 118 and 114 respectively, which is why she did not make it into the gifted program.
3. She is observed to frustrate easily when not getting a concept right
away (such as in math). Also, she often misses details during tests, and sometimes doesn't hear when assignments are given.
4. The Conners Continuous Performance Test was given. There was a
91.64% change that no significant, clinical attention problem exists. However,
of the 12 overall measures, four placed in the mildly atypical range, suggesting
impulsivity and inattentiveness. It was also noted that response style was
different from a typical respondent in the norm group in that the child
reponded more often. REaction time was fast, but performance was below-
average in the area of discriminating targets from one another, which
(according to the tester) suggests impulsivity. Her performance overall was
described as "fast and inaccurate".
The school basically said she was fine and didn't have any issues (even though I know she seems to get very disorganized)...and finally agreed to put her in the gifted program and in advanced math...but I'm worried because she obviously has a low PRI for a reason and I don't know where to go from here to understand it better. Someone had suggested looking into visual issues...but I called some of those "vision therapy" places and they cost a fortune...for something I don't even know if she needs!
She really wants to be in advanced math...which essentially is pre-algebra as a sixth grader..but her in class testing actually put her one level below that...still advanced, but not as advanced as her friends. I know she is not as strong in math as in verbal things, and I'm so worried that we are making the wrong decision about that as well.
I need to understand how someone can have such a wide range of subtest scores and what it really means.
Anyone?
Last edited by Eden; 06/26/09 07:50 PM.
