IAnd what about asynchrony and 2e issues - does a child with these issues have a different scale to measure the level of giftedness?
Ashley, I'd try not to worry too much over what # is the cutoff for MG/HG/etc and instead just pay close attention to your child. I'd also keep in mind that one # from one test may be representative of a child's true IQ, or it could be just one # your child received from testing on one day at one moment in time - my 2e dd has *hugely* inconsistent testing results depending on.. all sorts of things ranging from her 2nd e to the fact that she likes to race like the wind when testing, especially if it's something she's not interested in and she thinks there might be a smoothie waiting for her when she's done. If we were to take the results of any *one* of her ability or achievement tests and didn't have the others, depending on which one we were considering we'd have 2-3 *very* different situations re perceived ability (just looking at one test). Instead we consider how she performs as a student, how she learns day-to-day, how and when she's challenged and bored, and go from there.
My 2e ds has had several ability tests over time and they all fall within the same (high) range when you look at his total scores but he's flipped-flopped back and forth between being higher in PRI vs VCI... so again, who knows what test score is more realistically representative of his ability? Personally I feel that it's what we see in the questions he asks, the concepts he comes up with etc that the real level of giftedness shows up. And... with all of my kids, as they've gotten older, it's been achievement testing that seems to be more relevant to helping me as a parent understand where they are at and where they need to be challenged at school etc.
But that's just my 2 cents
polarbear
