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Joined: Dec 2005
Posts: 7,207
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Joined: Dec 2005
Posts: 7,207 |
Hi Dazy, I wrote this for Hoagies about this very problem. The Wings are a metaphore for Inkys's 'Abstract Thought and Insight' Spread His Wings and Fly!
My son was "invisible" to the School Folks at his old school. I made up a story in my mind that his giftedness was like a pair of huge, heavy, invisible wings, that most teachers couldn't see. These wings were filled with light, and sparkled so brightly that looking directly at them could be painful.
Most people only saw the way those invisible wings knocked things over and made my son wobble when he walked. Everyone could tell he was different, and most thought he was just clumsy and awkward, and he was clumsy at walking, flying and sitting at a desk. His flying was clumsy because he was young and inexperienced, but I did sometimes observe tremendous grace. But didn't every mother find her own child to be miraculous at times?
There was almost no place to practice flying during the school day. We were concerned that he hold his wings politely in and not knock over the other children. It was sad that he came home so tired and worn out from holding those wings tightly against his body, but we didn't know what else to do. The wings would take care of themselves until the wonderful day when he could use them, wouldn't they?
It doesn't work quite that way, and we got quite an education. I'm grateful to my son for opening my eyes. It is sad as it is when a teacher doesn't see a child's wings. But there isn't anything sadder than a winged person who can't see his own wings, but only feels a vague heavy weight, and sees people around him get mysteriously knocked down.
The number one reason for educating ourselves about gifted issues, and unraveling our own pasts, is to be able to hold a mirror up to our children so they can see and understand themselves better, strengths and challenges both. -- Grinity
Coaching available, at SchoolSuccessSolutions.com
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Joined: Feb 2009
Posts: 42
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Posts: 42 |
Wow, what a wonderful metaphor! That perfectly describes my DS5. He thrives on abstract thought and insight, and there is VERY, VERY little of that in preK. His teachers do recognize it this year, but they still feel like there is very little they can do to meet his needs. He definitely stands out--the awkward one bumbling around with invisible wings. His teachers comment that he is such a "thinker," but being a "thinker" in PreK is a miserable experience b/c not much thinking is going on! So sad! He is not yet into the 3Rs, but instead is more of a scientist/philosopher at this stage. I guess schools don't know what to do with that.
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Joined: Apr 2008
Posts: 1,815
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Posts: 1,815 |
OH yes wonderful, wonderful, wonderful Grinity!
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Joined: Feb 2009
Posts: 173
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Joined: Feb 2009
Posts: 173 |
Hi, this is a question for Dottie about the specifics of the tests and scoring.
(It's so great to have a place where you can ask obsessive questions about these tests...)
Based on you post from several days ago, I went back and checked my son's scores, and sure enough, he did much better on Arithmetic (scaled score 16) than on Letter-Number sequencing (scaled score 11)-- but the Arithmetic is a supplemental test and was not used in the WMI score.
So the test, as scored, was Digit Span 16 an Letter-Number Sequencing 11, which yielded a WMI of 120.
My question is, can you easily calculate what the WMI would be if they used the Arithment score of 16 instead? And how that would affect the FSIQ?
Also, under what circumstances do they use the supplemental tests? Now that I am looking at his results, I see that he also maxed out (19) on the two supplemental Verbal tests (Information and Word Reasoning), and got 19 on Similarities and Vocabulary too, though he got only got 16 on Comprehension, which was used to calculate the VCI.
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Joined: Feb 2009
Posts: 173
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Posts: 173 |
Oops, I meant to add... Thanks. It's a little embarrassing to obsession over the fine details of these tests...
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Joined: Feb 2009
Posts: 173
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Joined: Feb 2009
Posts: 173 |
Wow, Dottie you are good! Wow!
I must sheepisly admit that in my amatuer poking around on the Internet I already discovered the extended norms, printed out the conversion chart, and asked the tester for his raw scores.
These did not seem to raise his scores that much-- I think it was 2 scaled score in two subtests, and 3 in one. (Vocabulary, I think)
Again, I am impressed! Thanks.
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Joined: Feb 2009
Posts: 173
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Joined: Feb 2009
Posts: 173 |
By the way the tester did note, in his description of my son's behavior on the test, that he showed no interest in the questions he viewed as "too easy"-- answered the other questions "quickly, even impulsively"-- and refused to guess the answers to questions he was not sure of.
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Joined: Feb 2009
Posts: 173
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Joined: Feb 2009
Posts: 173 |
Nice!
Mine complained about feeling sick, had to be coaxed back into the room (by me and tester), then emerged half an hour later with a fever of 102. Though strangely none of that was mentioned in the narrative at all. Maybe tester was afraid that if he wrote that it would invalidate the whole test?
In what order are the tests administered?
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Joined: Feb 2009
Posts: 173
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Posts: 173 |
I do think, though, that the results as reported (without me picking and choosing the highest scores) pretty accurately reflect his strengths and weaknesses...
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Joined: Apr 2008
Posts: 1,815
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So having to predetermine the use of an alternate test, is that to prevent *tweaking* the FSIQ? BUt sometimes you might not know there is an issue until after the test. If you have two subtest scores A and B that differ by say 8 pts, you can't draw any conclusions. But say you also ahve subtest C in that same section which is supposed to be measuring the same thing, for ex: WMI, and that score is 1 pt away from score A, that leads me to believe that A and C are closer to that subtest index. no?
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