lørdag den 15. december 2012

Becoming Dull in a few weeks!

Undercover Gifted Kid: http://www.blogtalkradio.com/amyalkon/2013/06/10/dr-sb-kaufman-your-child-can-be-more-than-his-test-scores-1
Use of the WISC - IV for Gifted Education
http://www.nagc.org/sites/default/files/Position%20Statement/Use%20of%20the%20WISC-IV%20for%20Gifted%20Education.pdf

This kidlet was retested in 2015 - and his FSIQ cannot be used due to him being Gifted and the fact the there was too much scatter. Scatter caused by inadequate schooling. Read about scatter, cielings and realise that a child tested while feeling uncomfortable is a test wasted. A child in "faillure to thrive" due to inadequate schooling, being bullied or emotional distress due to asperger, autism, adhd or even dyslexia often does not test well OR has scatter indicating the FSIQ or even GAI cannot be used. Please read and understand scores - make sure you do not just get FSIQ and request the "whole" IQ test with scores. In Denmark this is done by requesting the front page of the test so you have index scores, raw scores ect. The WISC test is useless unless the child is observed at school and at home when there are problems. Rule og thumb: A child can test with too low scores, never too high. A child that scores a high score and then low indicates the child is in a wrong educational setting for THAT child. Children are different - this means gifted children are also different. Not all of them are small scientists ... or writers some seem quite normal, not smart at all. Those kiddies are the ones at risk - they do not belong in sped classes just as they do not belong in normal class with no accomodation. These kids assimilate to their environment ... all they want to do is fit it. Fitting in is a coping strategy, a dangerous one when they are not spottet and helped to gain their full potential. Just see these scores ... this is a 2e child, being 2e and being put in an educational setting where accomodations where not made or cannot be made results in failure to thrive but most of all - it can be seen on test scores.


Wechsler thought that it would be much more legitimate to base his classifications on the Probable Error (PE) so his classification was (6):

ClassificationIQ LimitsPercent Included
Very Superior128 and over2.2
Superior120-1276.7
Bright Normal111-11916.1
Average91-11050
Dull Normal80-9016.1
Borderline66-796.7
Defective65 and below2.2
Oki, doki ... my son has been scored FOUR times in an IQ test! I expected the numbers to be sort of around the same range but he keeps surprising me!

In 2007 he scored above the 90th percentile. That means he was Superior with an IQ above 119. He was in real bad shape and bullied as well as misunderstood ect.

In 2008 he scored just under the 10th percentile and landed on an IQ of 116 but did not care to take the test and kept complaining had several crazy and foolish ways to stop the test., He even worked out if he answers wrong she stops asking .... 

In 2009 he took a CHIPS test that landet him the thinking bracket of what was expected for an 11 year old while he was only 7! By using the idea of: 
The Secret Weapon: An IQ-to-Grade Conversion Chart by by Valerie Bock 


This chart is nothing more than the result of calculating a range of values from the definition of IQ which calculates IQ as the ratio of mental age (MA) to chronological age(CA) For this reason, the original source of the chart (which has been lost to the ages) is not relevant. http://gtworld.org where the exact article can be found at http://vcbconsulting.com/gtworld/iqgrade.html

I and the psychologist estimated he scored an estimated IQ of somewhere about Mensa range. We had no other means and agreed via his abilites that it was a good estimate. As well as to test him for dyslexia - that was diagnosed with a huge reading/writing deficit.

So, you might also be as surprised as I was when I got his report and noticed his IQ had dropped to 89! I will chart his WPPSI vs WISC scores to see where he lost so much footing and hope that I can be pointed in some direction, although I am quite sure he either fooled the tester OR is in such bad shape that he needs Psychiatric care ... I just have no idea!

The test was done in CPS custody after about 6 weeks of isiolation and only seening me once a week as well as no contact with any other people he knew, except his sister .... and according to CPS they fight like cat and dog. He has also had to be restrained often by adults holding him down for his and the safety of the people around him.

WOW, I am shocked, freaked and totally desperate. What happened during that test? What are we seeing? When will people start to hear me - this is ALL wrong very wrong.

So much for my personal wish since 2007 that he has a WISC test done by a Gifted Child professional! I know he is severly dyslexic ... and I also know he is smart ... but Dull? That bit comes as a surprise to me. How did he become DULL ... now that needs some explaining.


It takes more than an IQ to describe how our brains work
Age, gender, even an ability to play computer games all determine our intelligence

Intelligence Quotient, or IQ, has been used to sort people, whether job candidates or schoolchildren, for decades. Now, a century after psychologists first came up with the idea of “general intelligence”, the world’s biggest study of its kind has put paid to the simplistic idea that we can use an IQ figure to describe the astonishing abilities of the human brain.
Anecdotally, we all know people who are fantastic at speaking French, but poor at puzzles, or who can reel off telephone numbers from the top of their heads but are hopeless at maths. We also know that it would be absurd to use an “athletics quotient” to compare a long-distance runner with a sprinter. But in science you need hard evidence, and that is what we have managed to produce, with the help of 100,000-plus people – including many Daily Telegraph readers – who took part in the largest online intelligence test of its kind. http://www.telegraph.co.uk/science/9758391/It-takes-more-than-an-IQ-to-describe-how-our-brains-work.html

Hehe


Object Assembly subtest score reflects the visual-motor skills of puzzle construction.  Remembering numbers aka Digit Span measures short-term auditory memory and attention. Letter-Number Sequencing measures attention span, short-term auditory recall, processing speed and sequencing abilities.

Has alot more to do with learnign to read (dyslexic bias here) than math ... but concept in article very interesting!

Why is a history of IQ tests important?
Children who have dyslexia or other specific learning disabilities and who are not remediated will demonstrate a reduced level of "IQ." This is NOT because the child has become less intelligent over the years. It IS because the child has not been remediated and thus cannot compete with "normal" children who have. Some children cannot demonstrate their intelligence on traditional IQ tests and an experienced practitioner will need to examine the child. http://www.dphilpotlaw.com/html/school_accountability.html

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.