thanks for the explanation.
The district used the FSIQ 105 to qualify her for IEP because of a 23 point difference between FSIQ and OWLS (82).
But because of all the private remediation, she has "improved" in her reading score. Hence I am concerned that they may exit her.
The evaluator is a neuropsychologist and didn't comment on the spread between VCI and PRI, however, my understanding of VCI is that it does not really measure comprehension.
The district denied her services recommended by the evaluator claiming that her "processing speed" and "memory" are within the average range. I am not sure how I can convince them that the PSI and WMI are not measures of auditory skills.
VCI 2006 2010
similarities 9 10
vocabulary 7 10
comprehension 10 6
PRI
block design 5 12
Picture concepts 13 11
matrix reasoning 15 16
Picture completion N/A (7)
WMI
Digit Span 13 12
Letter Number Sequencing 14 11
PSI
Coding 11 11
Symbol Search 10 10
When she was a toddler, she was qualified for OT, but the woman didn't really teach her too much. She has good hand writing.
I thought it was interesting that WMI and PRI scores flipped, and I asked myself "what if" she maintains her WMI, would her FSIQ be much higher? The neuropsych didn't explain why, I assumed because the test was a snapshot of the child and as long as the data was within the same range, they would consider it as "normal".
Yes, she has a language based disability and was classified under specific learning disability. She has pulled out for Math and Language Arts. However, I requested to mainstream her for Math, I taught her at night, she has a reasonably good memory, hence she can memorize the basic Math facts much better than the regular ed kid.
The school only gave her WJ-III, I managed to get an independent evaluation for Speech and neuropsych after she was diagnosed with APD, both came back and said that she has a deficit in phonemic awareness. Her expressive and receptive language were low based on CELF-4. They are providing her 1x 30 minutes of speech per week. But the school speech pathologist decided to teach her the words she missed in the CELF-4 test. I have been arguing that the results represented a bigger problem.
