I just got the results back from my son’s language evaluation. It turns out that his vocabulary is a couple years ahead (92nd percentile). This score is way above his other scores. Some of his auditory processing scores are quite low. I started with language testing because my other son has significant language delays (HFA) and I knew where to go. Now we’re making an appointment with someone who can do more comprhensive testing. I’m told that because of his vacabulary scores we can expect a high IQ score. Can anyone tell me how discrepancies between ability and achievement are determined? He’s only 5 1/2 but it’s clear that he’s behind his peers in things like letter recognition and writing his name. Given how smart he is and our family history, I’m concerned about getting him started out on the right foot in school. We delayed putting him in kindergarten because we agreed with his pre-k teachers that he wasn’t ready but he has to start kindergarten in the fall. I know people will expect a lot from him and he will be sensitive to people being disappointed in him. Any ideas about how to prevent my son from getting discouraged would be appreciated.
Re: Looking for Words of Wisdon from the Experienced.
Does your son use a keyboard? One thing I would do,be it formal or informal,is get him proficient on a keyboard.
Start now giving him alternative ways to show how smart he really is.He is only in kindergarten,at some point it can be developmental,I knew with my boys when they were in kindergarten.You decide for yourself,only you would know.
As I have said before,if I had it to do all over again,I think I would of spent more time when they were younger, pushing for a keyboard in class.
Does he qualify for sped? I would ask for an OT evaluation.
Re: Looking for Words of Wisdon from the Experienced.
Be proactive. Ask to meet with his teacher before the start of the school year. Share with him/her briefly what the testing showed.
While you might want to get an IEP for him, until then letting the teacher know that he has a learning profile that is different from the norm can’t hurt.
Past that, certainly be there to support him telling him that some things come hard while other things come easy. With good support, this bright young man should be fine.
It helps to here from those who have been there.
Thank you all. There are other things we have been concerned about for awhile. He’s very sensitive… is often fearful and emotional… but can also be very out going and even theatrical so it’s confusing. He’s always fought sleep and been a very picky eater. Still wants a bottle. He definitely has some sensory issues… covers ears around noise that doesn’t bother other people, doesn’t like to get dirty or even touch sand. Enough people have recommended an OT eval (inluding the special ed director at my HFA son’s school) that I’m adding that to the list.
Re: Looking for Words of Wisdon from the Experienced.
Hi Rose,
One of your questions is about discrepancies between ability and achievement.
IQ scores are used to determine ability. This is more often than not the WISC-III. 100 is an average score, 101-110 is high average, etc. This score is a composite of several short subtests.
Achivement scores are based on a variety of testing. Most of these tests have an average composite score (combination of subtests) of 100. Some of the most typical educational tests are the Woodcock Johnson-III and the WIAT. There are other specific tests for language, reading etc. that can also be administered.
In my school system, special ed eligibility is based on the point discrepancy between ability and achievement. In some districts one standard deviation (15 points) qualifies a child for services. In others it is 1 1/2 standard deviations (22 to 23 points).
This point discrepancy is NOT supposed to be the only method for determining eligibility … unfortunately it often is.
For a really great paper on this go to Wrightslaw.com and read the paper “Understanding Tests and Measures.”
Re: Looking for Words of Wisdon from the Experienced.
I wish that I had known what I know now when my child was entering kindergarten. He was such a smart kid, amazing vocabulary and fantastic general knowledge to the point that strangers would over hear our conversations and say, “How old is he?”, “What a bright little boy”. I didn’t drill him with the alphabet because I thought he would be bored in Kindergarten. I wish I had known about phonemic awareness and how kids need to be able to unglue the sounds in words. If I were you, I would have him tested for phonemic awareness, rhyming and the ability to unglue the sounds in words. If he is having difficulty, get tutoring in Lindamood Lips or get Reading Reflex and start on your own. The time and money you spend now will make a huge difference later, all the research points to early intervention being the key.
As for OT, he sounds like a good candidate so get started with that to.
You are the mom, Rose, no one knows your kid better than you. I could kick all those teacher that said I was over-reacting, he was doing fine, just a late bloomer, etc. It delayed his remediation by 3 precious years. The self esteem loss he has suffered is so sad and could have been avoided.
Re: It helps to here from those who have been there.
You don’t want “just an OT eval” you want a SI eval. Sensory Integration Eval will reveal the real issues not just the “surface” ones. My dau past all the OT eval (barely) until the SI eval which showed HUGE deficits but unfortunely it was done VERY LATE in the game to be of the most help to her. Now is the time to get it done and it must be done by an OT certified in SI. If you haven’t read the book The Out of Sync Child by Carol S. Kranowitz you may want too…if the SI eval comes backs with issues.
Re: Looking for Words of Wisdon from the Experienced.
Dear Rose,
I have a 9 1/2 year girl and your situation sounds familar. She is a well adjusted, good student now but we went through a litany of early interventions. Areas to explore:
1) Good eye exam-seek out a developmental optometrist who can asssess how your child processes visual information. May or may not recommend vision therapy.
2) An evaluation by an OT. How your child feels about the enviroment and how to use his body has a huge impact on his confidence and success in new learning situations. Also affects his ability to attend. Someone mentioned the book “The Out-of-Sync Child” . It is wonderful source on why children react to situations that baffle most adults. Also lots of tips on how help build their sensory skills.
3) Build sound symbol recognition. One helpful book I have found is the reading book Called Phonografix. There is a website www.readamerica.net by the author.
Diane
Re: Looking for Words of Wisdon from the Experienced.
Thank you all for all of your ideas. Knowing that they are based on experience means a lot to me. I have read some of “The Out of Sync Child” (in the waiting room when my other child has been in speech therapy) and the first child they wrote about was a lot like my son. The information I hear about Linda Mood-Bell sounds interesting and I will continue looking at that. Thank you all again for sharing your perspective with me.
Since he will be going to K this fall why not keep a careful eye, but I would consider holding off on testing unless their are other “flags” you have not mentioned.