Gifted Issues Discussion homepage Forums Identification, Testing & Assessment WAIS-IV results...what's the FSIQ and GAI?

Just got my child's test results, but the FSIQ and GAI are nowhere to be found. Reaching the neuropsychologist has been challenging.
My child is 16 years old.

VCI...149
Sim 19
Voc 16
Info 19

PRI...149
Block Design 17
Matrix Reasoning 16
Visual Puzzles 18

WMI...114
Digit Span 12
Fwd 13
Bkwd 11
Seq 13
Arithmetic 13

PSI...114
Symbol Search 13
Coding 12

My child a bright kid, but loses hw/ textbooks/papers/notes often. My child is chronically late handing in any long term paper/project. When my child finally does hand the work in, it blows the teachers away...its just always late. My child has difficulty finishing exams on time as well. I'm trying to get a 504 plan (was turned down last year, before I had this neuropsych test done). I think the FSIQ and GAI got cut off, as I'm missing the last page....but I need the results to go to the school, now with the testing results, to get my child some help! Neuropsych report does say mild ADHD, anxiety, and executive functioning and organizational issues.

Thanks for any help...opinions?

The GAI is a calculation of IQ that doesn't include the working memory and processing speed scores. In your child's case I'd bet it's much higher than the FSIQ because his WMI and PSI scores are so comparatively low. There's a good discussion of scores and some info about GAI here: http://www.hoagiesgifted.org/highly_profoundly.htm

Did you tester give you scores based on the WISC-IV Extended Norms? 19 is the ceiling for the subtest scores, so it looks like he hit the normal ceiling in VCI. With DD's first test, we had to ask after the fact, but the tester was happy to revise the report and include that data.

No extended norms on the WAIS-IV. This is the adult version of the test, which we don't see frequently here.

Yes. Your child is a very bright kid. I can look up his scores tomorrow, but for now, I'll suggest some resources on organization and EF:

Peg Dawson, "Smart but Scattered for Teens"
https://www.amazon.com/Smart-but-Scattered-Teens-Executive/dp/1609182294/

Joyce Cooper-Kahn, "Late, Lost, and Unprepared"
https://www.amazon.com/Late-Lost-Unprepared-Executive-Functioning/dp/1890627844/

Joshua Langberg, "HOPS (Homework, Organization, and Planning Skills Interventions)"
https://nasp.inreachce.com/Details?&groupId=4855787c-7a1e-47d7-94cb-9e9aa942c495

pm'd you numbers.

You'll still need that last page for future advocacy efforts.

thank you so much!!!

I agree, I still need the official last page.

Do you think the gap in my child's numbers warrants some accommodations? My child is a 2E kid in my mind....it's convincing the school that seems to be the problem.

Hopefully armed with the neuropsych this time around, the school concurs with the testing, which clearly recommends extended test time, preferential seating, distraction-free testing, and organizational coaching.

Yes, when my child was 10, she had an IQ test, the WISC, and also scored a few 19's. The psychologist said my child was very bright and that she could take the extended test, but felt it wasn't necessary since she had already scored so high...I was so floored by her results as it was and this was a whole new world for me to explore to try and figure out what was going on with her!

I would agree with the accommodations you've listed. Perhaps you've seen these OCR resources, which may be useful for advocacy purposes:

Dear Colleague letter and Resource Guide on 504s for ADHD: http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf

Parent guidance on above letter: https://www2.ed.gov/about/offices/list/ocr/docs/dcl-know-rights-201607-504.pdf

(same info in a couple of other languages) http://www.parentcenterhub.org/repo...nd-resource-guide-on-students-with-adhd/

Note in particular language on page 12 of the resource guide regarding excessive effort as indication of educational impact:

"Someone with ADHD may achieve a high level of academic success but may nevertheless be substantially limited in a major life activity due to his or her impairment because of the additional time or effort he or she must spend to read, write, or learn compared to others.44 In OCR’s investigative experience, school districts sometimes rely on a student’s average, or better-than- average, grade point average (GPA) and make inappropriate decisions."