Gifted Issues Discussion homepage Forums Identification, Testing & Assessment Need some help interpreting WISC-IV results...

We recently had our 9yo son tested and are now trying to sort through the results, as well as considering applying for DYS. There is obviously a fair degree of scatter - with processing speed being the biggest weak link - and we're trying to assess what sort of LD might be driving that, as well as the oddly low scores in picture concepts - any advice would be appreciated. We realize his GAI is a few points below cut-off for DYS, so we'd be using his achievement tests and a portfolio of advanced math and science projects for his application.

WISC-IV scores:
VC Index: 140
Similarities: 16
Vocabulary: 19
Comprehension: 15
Information: 16

PR Index: 131
Block Design: 17
Picture Concepts: 11
Matrix Reasoning: 17
Picture Completion: 11

Working Memory Index 120
Digit Span: 14
Letter-Numbering Sequencing: 13
Arithmetic: 17

Processing Speed Index: 94
Coding: 7
Symbol Search: 11

GAI: 143

The suggestion we got from the neuropsych was that he's 2E, with possible inattentive ADD, though not meeting the clinical definition. Also, he noted that it was possible that the low picture concept/completion scores were the result of our son getting creative with his responses and not following the instructions, but I'd also like to get some ideas as to what else might be behind those scores, as they stand out from the other GAI subtests.

Our son is very unhappy in school (general ed) at the moment and we'd really like to get a better understanding of his issues so we know what to advocate for to help improve his school experience.

I don't have his achievement scores with me, but the results were mostly 145+, except for ones that had a timing component where his scores dropped significantly.

Thanks in advance for any suggestions, feeling rather lost as to what to do with these results...

Does your son have any vision problems at all?

The fact that he did so well on digit span makes ADHD seem unlikely, but I'm no expert. Coding and symbol search rely on quickly scanning images and if he has any vision problems or visual processing disorders that would make those tests very difficult for him. You mention his scores dropped on the timed achievement subtests, but he did exceptionally well on the block design cognitive test, and that's generally considered the most difficult timed test.

The picture concepts were low on my son's first test because he draws stick figure dioramas rather than detailed, pretty art. The tester decided the drawings were basic, rudimentary, and poorly constructed. Some of that really is subjective.

As to the scatter, maybe it is ADD, maybe not. Our 2E kids sometimes look like ADD even when it isn't. My oldest has ADHD and is textbook classic. My youngest sometimes appears that way but is not. He is usually "spaced out" due to thinking in depth about something, not caring whether he goes fast enough on a timed test, etc. So I'd be slow to allow a label while you looked further into it.

What is your son's arrangement for education now? Is he in gifted classes at all? Does he need accommodations beyond serving his higher IQ (i.e. longer time to take tests, etc.)?

Thanks for the replies.

Right now he's in 4th grade at a public school. The only accommodation is accelerated math (6th grade). He doesn't like school at all, though it's hard to sort out exactly what he doesn't like, since the answer is usually "everything". I imagine a gifted school would be a better fit, but there isn't one where we live. We don't really know what other sort of accommodations we should ask for.

We're going to have his vision tested. He did vision therapy when he was younger and it seemed to resolve those issues.

ADD has been suggested, but it doesn't seem conclusive at all so we're not sure how to pursue that/get more insight

-Elise

I just wanted to address this part of a response. There are no written or drawing tests on the WISC at all. The only parts that involve a paper and pencil are the two PSI (processing speed) tests: coding and symbol search.

Picture concepts is described as,


In regard to the OP, my oldest, whose processing speed was much lower than her other indices has done very well with acceleration and GT placement. I certainly would not see lower speed as a preclusion for acceleration.

Possible accommodations you can ask for, and that we've seen work for our kiddos, include:

-a grade skip
-subject acceleration (will they do this for any subjects other than math where he's already getting this?)
-extra time on tests if needed in order to place him at the appropriate level and have him perform well

Ack. You, of course, are correct, Cricket. I was confusing two of the test names. The one I was thinking of was SOI (Structure of the Intellect), Divergent Production of Figural Units (DFU). It is a timed test of the student's ability to draw creatively.

My sincere apologies on my misleading post. I'll be more careful.

Thanks for the suggestions. He's already young for his class so we don't think a grade skip would be good from the social/emotional standpoint. Also, he has a few friends in his class that are the one positive thing for him at school so reluctant to give that up.

Any idea what issue could be causing the lower picture concept/completion given the other subtests in that category are fairly strong/inconsistent with these two scores.

thanks!
Elise

That's understandable. FWIW, my one who skipped a grade was already the youngest in grade, but she is also a girl so being smaller wasn't as big of a deal for her and she wanted the skip. Is subject acceleration in more subjects an option that might keep him with his friends for most of the day but get him a better fit educationally?

IMHO, the other two tests in PRI are more visual spatial/engineering/mathy than picture concepts. Picture concepts to me stands out as a bit different than the other two in that it is testing more of a "what's different here" where as the other two tests are testing patterns made of blocks, stuff like tantrix and tetris types of things.

OTOH, it could be something totally random. For instance, my youngest had a weird pattern on the VCI subtest with a 19, 17, and a 12 if I recall correctly. She's hugely socially aware and the test that was low was comprehension, which tests if you are aware of the socially appropriate responses. Years after, it randomly came up in conversation and it turns out that dd gave a bunch of socially deviant responses that involved things like stealing money that you should return b/c she is a budding criminal mastermind and always coming up with ways to subvert rules, which fortunately she doesn't implement. Her response was that they were asking her not what she should but what she would do.