I'm wondering if your son had any other evaluations done at the time the WISC-IV was given? (Achievement testing, such as the WIAT, for example?)

In general, when wide variations are seen between a child's strong VCI and weaker PRI, there is thought about NVLDs (Non-Verbal Learning Disorder.) I believe you've seen this previous discussion about a child with similar WISC test results: community.greatschools.net/q-and-a/275588/WISC-IV-scores-discrepancy-between-verbal-and-perceptual?
Do you feel that what was said in that discussion also matches your child?

Thanks for your help! The Woodcock Johson Achievement Test--greater than the 99.9% overall.

Behavior Assessmemt System for Children BASC-II--average, but anxiety symptems were 90th%.

ASDS-Asperger scale--all scores low except--did not meet criteria; however, sensorimotor subscale was 84th% percentile.

Various Anxiety and Obsessive Compulsive scales resulting in anxiety disorder not otherwise specified diagnosis.

I did find the other post interesting, but some behaviors are different and I am not sure if NVLD fits. There is definately a sensory integration problem. Hates shirt tags, only likes certain textures, sensitive to noise, etc. He does not pick up on many social cues and is very impulsive. I am curious what kind of doctor can evaluate these things to see if some accomodations can be made that might improve his attention and behavior at school. He goes to private school and they told me I should have him evaluated and if willing send them the info so they can try to assist him in the transition to third grade.

Would you describe your son as a perfectionist? It's often difficult to locate psychologists who have experience evaluating bright children....My son started off attending a parochial school, but we ended up switching him to a private gifted school, and they gave us a list of "approved evaluators" who could test and make reasonable recommendations for things to help gifted kids with other issues. You might do a "google search" for "gifted + the name of your state" and see if there's a local organization to contact. Often, they can give you names of qualified local evaluators. You might also find some helpful information among the resources I've listed in the "2e" (twice exceptional) group at community.greatschools.net/groups/16042

Yes, he is perfectionistic--not about his appearance unfortunately! I will try the search you suggested and in the twice exceptional group. I am afraid he will not be eligible for gifted resources as the iq required by the public school system here is 125, and he is at 120. However, if you ask any of his teachers they would disagree.

You might want to get the book "Freeing Our Families From Perfectionism," by Thomas S.
Greenspon, Ph.D., ' 2002. Free Spirit
Publishing Inc., Minneapolis, MN; 1-800-735-7323; www.freespirit. com. He participated in an on-line gifted conference addressing the topic of perfectionism in children, and was very well-received.

I have many years experience on IQ interpretation. It looks like you have a very bright, articulate child who will do very well in school and beyond. Every single score falls within the average to superior range. It was the overall score that prevented GT admission (at this time). The lowest scores on PSI suggest that your child may have been looking and writing very carefully and did not work fast enough as these are timed, writing subtests. It does not look like a NVLD...just seems that your child is much better at verbal skills and may just do better with reading than math...Not necessarily a learning "problem" though. Some systems require 130 IQ to qualify for GT and some require a combination of achievement scores. But all in all, you have a very bright child!

oh, and btw, based on the sensorial issues and social issues, there may be some AS characteristics and the student not meet the criteria for AS because it is not significantly interfering with overall functioning (at this time).If sensorial issues need addressed then desensitization, cognitive behavioral therapy, and/or occupational therapy could be useful (short-term). There are many gifts that children with AS have and many people often underestimate them. It is a growing syndrome. Hope this helps ya!

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.

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!

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...

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.

I agree that using practical intervention strategies are definitely worth trying...I'm concerned, however, that skinny's son may have "classic 2e" problems....The school won't recognize his giftedness, and he's not "performing poorly enough" to qualify for formal special ed services...Even if he was determined to have NVLD, that's not an IEP eligibility category, and I'd hate for them to try and categorize him as "ED" for his anxiety issues, just to get accommodations.