looking for help interpreting wisc iv scores

Just to be clear...I am not suggesting medication for ADHD. I have not worked with her son. With that said, regardless of the scores and the differential diagnositics, real-world interventions and teaching resiliency skills helps ALL children.

elle1e1, although my own son is gifted and has ADHD, I'm hesitant to suggest skinnykh's son has ADHD or could benefit from medication because his WISC profile clearly shows superior attentive abilities, at least when presented with verbal information, like on Digit Span. While skinny's son does show inattentive behaviors, it seems to me like they're perhaps more related to his sensory/self-stimulating issues, and his mediocre perceptual reasoning abilities...I could see suggesting medication, but more for his anxiety/OCD than ADHD...

He may need social skill instruction, extracurricular solo activity such as martial arts or track, and/or light medication...I have seen this combination be like a miracle for lots of kids. You can buy real life social skills training DVDs online specifically geared towards students with AS or AD/HD to help with "theory of mind" - the ability to understand and predict social interactions. I am also a strong believer in treating children (even with special needs) as normal as possible and helping them to "channel" their disability into something positive. For example, even if a person has AD/HD they should still be held accountable for using their coping skills (resiliency). This summer may be a wonderful opportunity to help him with those sensorial/social/hyperactive issues. He should improve in time anyway due to his high level of intellect! Good Luck and Stay Positive!

Thanks for you input. I really appreciate it! I had read that a point spread of greater than 15 points between VCI and PRI warranted investigation. My son's is 32 points. I am just looking for any help I can find to improve his behavior/performance at school. Academically he is fine, but it is the attention, staying seated, doing things to bring attention to himself, lack of peer relationships, and the ability to pick up on social cues that are the problem. He does not seem to like work and says there is too much work, yet it is easy for him. Teachers say that he needs to be given individual instructions--though he looks as though he is attending when directions are given, he does not hear them. He does have a hard time turning off his thoughts--its the obsessive/compulsive thing I imagine. I am guessing this is why he does not hear instructions to the group. He is so busy in his own head all the time. The school has asked for any information/evaluations so that they can consider how to best transition him to third grade. I am just not sure where to go from here and what to provide them with and how to improve his behavior.