Gifted Issues Discussion homepage Forums Identification, Testing & Assessment WPPSI Clarifications?

Hello all,

I'm posting against my better judgement, unable to quite stick to my vows about steering clear of the internet for a while in the interests of sanity.

We had my eldest boy (six in a couple of weeks) tested with WPPSI-III in May. He scored 99.7 - VIQ 140, PIQ 138 and processing of 117, so FSIQ 141. The psychologist thinks the processing speed isn't a good reflection of his capacity (and lordy he was fast with the subtests he was really into) and was pretty comfortable guesstimating a score quite a bit higher. So I'm wondering if anyone knows what the effect on the FSIQ would be if the processing speed has been in line with other scores? I did try to get it out of the psychologist, but she very reasonably swerved away. I didn't press her (didn't want her to think I was obsessive!). And of course I know it's just an arbitrary number, and not a very good test at that level anyway, and that I should take a look at the bigger picture etc butbutbut....

I would still really like to know. Just because. Well partly because my boy doesn't seem particularly different on the face of it - clearly bright but no outstanding accomplishments. Mmm perhaps his slightly odd interest in politics and current affairs... Sorry, starting to ramble a bit - can you tell I'm still working through all this? And really should head to bed.

Thanks for any advice anyone can offer.

Regards,
BK

Hi Dottie, thanks for your advice. Part of me envies your illicit stash of info, but another part just knows it wouldn't be good for me!

We haven't had achievement testing done. I'm not from your part of the world (I'm assuming you're from the States?) so don't know what your system is - our system is such that he won't start Grade 1 until 2009. Not great, but it's a newly introduced system that hasn't been around long enough for the state to feel comfortable allowing exceptions. As I said, he doesn't have a string of accomplishments - no self-taught reading to springboard from - so achievement testing would come up looking pretty ordinary! I suppose I'll just have to steel myself to be patient and see what the next year or two brings, and possibly retest if it seems necessary.

I did wonder too about how much I should rely on Wechsler test results at all given the David Wechsler's often cited statement that his tests shouldn't be used for over 130 - then read that he died a REALLY long time ago, so thought perhaps this was outdated? Going right to the source, I email Harcourt, only to be advised that they "couldn't comment". Why on earth not I wonder - wouldn't you expect them to know?

The more I read, the more it seems like wading through treacle - will head off now for a lie-down in response...

Regards,
BK

You might be surprised by the achievement testing. I was for our son. I knew he could read, but I didn't know how well he was reading. I knew he knew his numbers and some basic math, but even his math score was higher than I expected. The achievement testing was what made me face my GT denial.

If you want to know more, Dottie's right: get the achievement testing sometime along the line. Maybe it won't be surprising, but my DS7's was at least a full SD higher than I expected it to be, and I expected it to show that he was GT.

Hi Kriston,

You're probably right - I should ask the school what they've got available. For the most part I read those lists (eg Ruf's) and a lot of things don't leap out at me, but then he'll do/say something that really makes me look. And my younger boy too - a few months ago he surprised us by tossing out answers to his big brother's sums while jigsawing, but if he catches you quizzing him there's no way he's going to participate.

I'd love to know more about my boys - what makes them tick. If only there was a manual! I don't think I'd quite sell my soul for ultimate knowledge, but I might be tempted to trade a few things to get a better look at my children.

Thanks for your thoughts.

I think the point has been made here before not to focus heavily on processing speed. We have one fast HG+ kid and one "in my sweet time" HG+ kid. In the end, numbers aside I would include some googling under highly gifted not only gifted. Like Ruff, you'll see where you fit and where some other families have some more unique "opportunties" (as defined by 'dear God help us').

My guess is your struggles of seeing his abilities may be due to the first born and not have hug out with an "average" school crowd. Or maybe I'm superimposinng my own issues on you.

And like your younger son, our middle daughter can only read if she doesn't realize you notice. In the beginning, it was the achievement testing that made more impact on us. Because we didn't understand IQ scores much - or the vast impact or difference of a score like 141 vs a school's typical cut for gt services.

So just this morning I find my DS4 flicking through a new comic and asking if we can get the game that has Mario at the Olympics. I can't see why Mario would have anything to do with the Olympics, but he insists it does and on closer inspection there are some tiny little words - no symbols, just the words. "How did you know?" I asked. "Oh, I just did. Don't ask me Mummy!"

Re the school crowd, I'm really only becoming aware of those differences having done some 'helping' in class in the last few weeks, so am now starting to worry about the appropriateness of the peer group. It's all still very much play-based pre Grade 1, so DS(nearly)6 hasn't noticed much yet, but I really can't see any kindred spirits coming out of that group. And since we've had some unprecedented behaviour troubles in the last few weeks I'm currently watching warily.

I might cement my standing as a troublesome parent by inquiring about availability of achievement testing while talking to the Principal about the latest lunch break spent in the office. Perhaps he'll surprise us all - I remember how secretive I was with school about the IQ testing in case nothing showed up. I suppose it can't hurt...?