Gifted Issues Discussion homepage Forums Identification, Testing & Assessment WISC-V test results - teacher conference next week

Anyone have insight into what this all means?

I finally had my DS7 tested (beyond speech related testing for his IEP because he stutters and has disfluent speech). I just have the numbers, I won't get the written report for another week or two (Psych out of town) and then because of scheduling it's going to be about a month before we can meet to go over the report/results with the psychologist. I think the wait is going to drive me crazy.

I don't plan to share results with school until after I meet with the psychologist. But, Parent/Teacher conferences are next week so I'd love to understand this better. DS's teacher has already complained that he doesn't pay attention in class (but no other behavior issues that I'm aware).

WISC-V
Age: 7yr 7months
Scale/Sum of Scaled Scores/ Composite/ Percentile

VCI: 32, 133, 99%
VSI: 29, 126, 96%
FRI: 30, 128, 97%
WMI: 27, 120, 91%
PSI: 27, 119, 90%
FSIQ: 103, 133, 99%

The psych also said she hasn't calculated the GAI yet (not sure what that is) but will with the written report.

THANKS!

Those are strong even scores! I don't know much at all about the WISC V but I am sure others more knowledgeable will chime in. Congrats on great scores.

GAI stands for "general ability index," and it is a composite score that leaves out working memory and processing speed. It can be a better measure of cognitive ability, especially in 2e kids. Just eyeballing those numbers, I doubt will be much different from the FSIQ for your son, but it will probably be a few points higher. aeh will be able to tell you more.

Yes, those are nice even scores. You probably won't see much difference from the FSIQ when the GAI is calculated (I'm estimating around 134), as the range of index scores is only 14 points from top to bottom. This kind of profile is usually easier for teachers to understand and appreciate than the more diverse ones. No problem with working memory, which usually means that attention per se is less likely to be a problem, which suggests that the inattention in class is probably not pathological. It may well be poor instructional fit.

Do you have subtest scores, too? If you do, I can run the GAI right now.

aeh, are these the scores you need? As you can tell, the numbers don't mean very much to me.

SI: 16
VC:16
BD: 14
VP: 15
MR:14
FW:16
DS:13
PS: 14
CD:14
SS:13

I also really appreciate your comments, especially your opinion of the attention issue. I was really beginning to worry that I was missing something, such as ADHD, since this is his third teacher to complain that he doesn't pay attention in class. Thanks!

GAI = 133

His index scores are also very nicely internally consistent.

In terms of looking at ADHD, it might be valuable to look at how well he regulates attention across settings. If school is the only place where inattention is reported, that suggests it is something about the interaction of his profile and that setting (e.g., instructional mismatch), rather than something intrinsic to him. If inattention is reported in multiple settings (not just by multiple classroom teachers), that increases the likelihood of some kind of neurologically-based dysregulation of attention.