I have not given my kids the test scores - only assured them that they are bright. I think an 8 year old is especially young to fully digest what the scores may or may not mean. In both my children'a cases they have wide scatter, and both the neuropsychologist and I have explained to them their strengths and weaknesses. (ie your verbal and non verbal "thinking" skills are quite high. What this means is....... You have a bit more difficulty processing information quickly - speedily taking it in and spitting it back out . You probably see this when....... What this means is.........). My son is now 14 and is invited to IEP meetings. He will be there the next time he is evaluated (age 16) and we discuss the report and the numbers - IQ and others. I feel uneasy about this, but I do believe he should have access to the "numbers" as he moves toward adulthood. And, he will have the maturity and sense of self to keep the data in perspective. But, even at his last evaluation, (age 13) we did not give him the nitty gritty details.
My son has taken the WISC IV 4 times. His scores follow the same general pattern, but are NEVER the same. I agree with the Dottie that there are far too many variables that affect the "number" and therefore I don't want my kids to label themselves with an IQ score that seems to be a moving target. Plus, we talk about multiple intelligences. Since both my kids have learning disabilities, it is important for them to understand the other "gifts" they bring to the table. For instance, the WISC doesn't measure leadership, interpersonal savvy, "stick to it ness", and like-ability. Yet, these skills go a long way toward school and life success.
I'd like to help them think more broadly about what it means to be smart and successful. Admittedly, my perspective may be different since I have one average kid and one gifted, and the average one has it much easier in school.
