fredag den 4. september 2015

Use of the WISC - IV for Gifted Education #gifted #wisc #2eKids

Use of the WISC - IV for Gifted Education

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 "failure 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.

Essentials of WISC - IV Assessment, deem the FSIQ “not interpretable” if Composite scores vary by 23 points (1.5 standard deviations) or more. The GAI utilizes only scores from the Verbal Comprehension and Perceptual Reasoning Composites, not Working Memory and Processing Speed. If the Verbal Comprehension and Perceptual Reasoning Composite scores vary by less than 23 points, “the GAI may be calculated and interpreted as a reliable and valid estimate of a child’s global intellectual ability” (p.128).)

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.

Becoming Dull in a few weeks!
Each subtest delivers a scaled score, which may range from 1 (lowest) to 19 (highest).

Gifted students typically have very high scores in the abstract subtests and somewhat lower scores in the concrete subtests. Gifted students with disabilities typically have a wide "scatter" or discrepancy within either or both the verbal and performance sections. They might demonstrate much lower scores in digit span, which tests a student's ability to hear and repeat - forward and backward - a meaningless string of numbers, or coding, which tests visual-motor integration. Students with weak visual memory, anxiety, and difficulty with concentration or pencil manipulation may score lower than typically expected. School districts typically use a discrepancy between the verbal and performance sections as an indicator of a learning disability, although they might not provide special services unless there are additional indicators. Yet, gifted students with learning disabilities might not demonstrate the typical discrepancy between the verbal and performance sections.

Although the WISC places some ethnic groups at a disadvantage, it is an excellent way to discern a student's strengths and limitations. (It places "very" poor kids at a disadvantage too ... )

Diagnostic Accuracy

Based on their qualitative analysis of decades of IQ subtest scatter research, Kramer, Henning-Stout, Ullman, and Schellenberg (1987) found no evidence that subtest scatter uniquely identified any diagnostic group and opined that “we regard scatter analysis as inefficient and inappropriate” (p. 45).

PS. WISC III and WISC IV cannot be directly compared. The test has been significantly changed so a word of caution ... the articles explain scatter .... to compare WISC III and IV is impossible except for "processing speed index" ...

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.