Gifted Issues Discussion homepage Forums Identification, Testing & Assessment New here -- WISC IV Results

Hi,

I am new and had my DS6 tested a while back on the WISC IV.
The tester said there might be some processing issues because of his profile, but didn't have more to offer. I am wondering if to your trained eyes you can see anything going on by looking at his scores.

VCI: 112
Similarities: 13
Vocabulary: 13
Comprehension: 11

PRI: 139
Block Design: 15
Picture concepts: 16
Matrix Reasoning: 18

WM: 99
Digit Span: 11
Letter-Number Sequencing: 9
(Arithmetic: 15)

PSI: 97
Coding: 8
Symbol Search: 11

GAI: 130

She said GAI was more of an accurate estimate than the Full Scale. And why is the Arithmetic in parentheses? Is it not calculated?

Thank you for any insights!

Hanna

Welcome!

He has some very nice scores, with strengths in the abstract thinking and visual-spatial areas, often associated with mathematics. Good solid, high average verbal ability. Relatively speaking, speed and working memory, which have more to do with efficiency than problem solving, are weaker, but still age-appropriate. Unless you have concerns with speed or memory in real life, these are not definite indicators of problems; it is somewhat common for GT individuals to have relatively weaker scores in those areas, in the average or high average range.

I would agree that the GAI is likely to be more accurate than FSIQ, because of the WMI and PSI. (The GAI doesn't include the WM and PS subtests.)

Arithmetic is in parentheses because it does not contribute to any of the Index or IQ scores (although it can be used as a substitute in WMI, and is felt by some examiners to be a better representation of WM in GT children). In combination with the PRI subtests, especially Matrix Reasoning, it also suggests that math is his strength.

As to processing issues, I would speculate that the examiner was referring either to the lower WM and PS scores, or to the 27 pt difference between VC and PR--which is actually the difference that I would be more interested in a priori (not knowing how he presents in real life). In some individuals, this would be reflective of a language-based learning disability (commonly affecting reading, writing, listening, speaking skills, or some combination thereof). In some GT individuals, this might indicate only a visual-spatial/conceptual preference. Whether the emphasis is on the deficit or the strength depends quite a bit on real-life performance, as a skewed cognitive profile does not obligatorily result in a learning disability.

Do you have concerns about his real-life academic, social, or behavioral progress?

DS was 6 when he was tested and had the same 27 point gap between PRI and VCI (PRI was higher). Neuropsych just called it a relative weakness. His processing speed and working memory were both around 110 and he said the processing speed may show up in terms of being "slow" with school work. He is accelerated 3 years for math so almost all of his peers in that class are 2-4 years older and I don't think he is any slower than average comnpared to even these older kids, at least when it comes to math. DD had a processing speed score of 93 and with her it is more obvious, esp since she also has ADHD. It shows up as a really slow work pace and poor fluency in terms of recalling math facts and writing.

edited to add, I just read aeh's post and should have mentioned that DS has dyspraxia and had delayed speech, which may have resulted in the big gap between PRI and VCI. If he was tested again now at 8 1/2 I suspect the gap wouldn't be as big.

Thank you for your responses. Yes, the tester was very interested in the 27 point gap. Mentioned a possible language disorder. We have noticed and so have the teachers at school that he does seem to need repetition with instructions, often asking "what did you say?". It almost seems like he is not hearing the instructions or can't understand the words that are being spoken at times.

I have noticed slower processing as well, although he is really quick with his math facts. All sections of math on his achievement test was around or over 160. Tester said that is very high and that she would have expected higher IQ scores.

The interesting thing about the achievement test was that his verbal scores we're all in the 130's and 140's and don't seem to match the 112 IQ score at all. She seemed confused about the lower verbal score. She also said she noticed some visual issues on the perceptual section. She thinks the scores are likely an under estimate.

Any thoughts?

Thank you for your responses. Yes, I think she was referring to the 27 point gap between the verbal and the perceptual.

He is very strong in mathematics. I looked up the scores on the achievement test and he was constant in the 160's in all mathematical subtests. I do remember her saying that is very high. She was also wondering why his verbal scores on the achievement test was in the 140s but his verbal IQ only came out as high average. Maybe this is what she was referring to when she mentioned processing issues?

Another thing I have been thinking about is his low processing speed. When doing arithmetic he is so quick. Wouldn't the processing speed affect this as well? Verbally he is not very quick and needs time to think about things. Teachers have complain about him making errors and taking a long time in all language subjects. I think they are confused since he is so good with math. They might be expecting the same in his verbal abilities.

Thank you for any input.