I thought that the processing speed was supposed to be recalculated in gifted children and that was one of the main reasons that you are supposed to be tested by someone who is specifically familiar with gifted children.
Maybe this will help...
try this link and then read more below
http://books.google.com/books?id=Zb...ifted%20children%20on%20WISC&f=falseThe Increased Emphasis on Processing Skills Measures as Part of the FSIQ *Perhaps* the inclusion of more processing skills measures is appropriate for lower functioning children. If the child's processing speed on paper-and-pencil tasks is so slow that he or she cannot complete work in a reasonable amount of time in the classroom, processing speed may be such a limiting factor that it should be included in IQ scores. Likewise, if short-term auditory memory is so poor that the teacher's instructions can't be retained at all, this is a significant problem. However, gifted children rarely perform extremely poorly in these areas on an absolute scale. It makes much more sense to identify them as gifted based on assessments emphasizing reasoning, provide them gifted learning experiences, and then add any accommodations based on relative weaknesses to the gifted accommodations. A Full Scale IQ score that averages gifted reasoning and average processing skills fails to identify either the giftedness or the relative weaknesses.
Test authors have wrongly assumed gifted children are fast processors. Some are very quick; others are reflective or perfectionistic, slowing their speed. Gifted children also show a preference for meaningful test materials, and may not perform well on short-term memory tests or other tasks that utilize non-meaningful material. They usually perform so much better with meaningful material that their scores with non-meaningful material are difficult to interpret.
If a strand is added to an IQ test that identifies a different group as scoring the highest than was identified by the other strands, there will be a confounding of the Full Scale IQ score. The newly revised and renormed tests do exhibit confounding in the Full Scale scores (note the fact that the gifted group in the WISC-IV normative sample scored a 124.7 on Verbal Comprehension and a 120.4 on Perceptual Reasoning, but only earned a 112.5 in Working Memory and a 110.6 in Processing Speed, according to the WISC-IV Technical Manual, p. 77). Given these issues, it will be a challenge for testers of the gifted to choose tests appropriate to document gifted strengths and diagnose weaknesses, without eliminating children from gifted program entrance requirements.
LOL! Believe me, I have been researching this since the kid was a baby! HAHA! She had me quite stumped and just found it to be so fascinating and that I find myself having to be the one to "teach" the teachers what it means, so I am well researched and armed with information.