ADHD combind type?

What were all the other WJ-III scores?

She only did Working Memory 99 and Broad Attention 98
(Numbers Reversed 97 Auditory Working memory 95 Pair Cancellation66
Auditory Attention 62 ) All of these subtest make up the Broad Attention
Score. There were no other test done on the WJ III .

This test to me looks like mild Auditory problems and mild tracking problems

BBDT looks like mild fine moter problems

CPT showed Within average range on all areas except Attentiveness (d’)
which was mildly Atypical
On the Hits the Commissions were Markedly Atypical

This test to me looks like impulsivity and a poor perceptual sensitivity

If you need all the actual scores let me know I will type them .
Thank you Janis.

Basically your daughter is very verbal, smart but impulsive and with Aspergers she probably has problems with social skills. Kids with ADHD have problems with impulsivity on the Connors unless they have compensatory self-monitory skills to control their impulsivity. I almost aced the TOVA with a perfect score but I was trying really hard to stay on task and do my best, and I knew exactly when I messed up…It was so boring and it was murder…

I think additional testing by a neuropsyche would be beneficial as it would rule out what problems are related to ADHD and what is related to Aspergers and how they are combined.

That is funny you knew when you messed up. She told me the
same thing when we let the office. I kept missing the X’s no matter
how hard I tried. Is this typical? To realize you didn’t get it?

You actually might want to go to a developmental psychologist rather than a neuropsychologist. I would pay attention seriously to the comment on Asperger’s type difficulties, this can seriously affect a child’s self esteem if left unnoticed. I always like a fair amount of testing on kids I see but you have to be careful to draw the line somewhere. Sometimes more is not better especially if it isn’t the right kind of testing. You do not need more of the same. I recommend getting a referral to someone who specializes in social skills and auditory processing. You may be best going somewhere where there is a team. You definely want a speech therapist and psychologist who specializes in treatment and probably an occupational therapist as well. If she has asperger’s issues you are most likely dealing wth something called Sensory Integration Dysfunction as a root cause of attention and social issues. More questiosn feel free to email me. I have ADHD and treat a lot of kids with it.

I liken it to being hypervigilant, kind of like when a kid is playing a Playstation game. It was a challenge and I rose to the occasion, only problem was I had to count ABC”S 1, 2, 3 etc…just to keep myself focused. I can only focus that intensely for a short while.

I suppose my score and your daughter’s scores aren’t typical for ADHD individuals. Most ADHD individuals wouldn’t be able to perform that vigilantly according to the person who tested me, he said they would be unaware of their mistakes. However, I also know that the TOVA does have it’s problems and it isn’t an accurate way of diagnosing ADHD, one has to look at the performance on the TOVA as a piece to the puzzle that makes up the whole person.

According to the TOVA given visually I am not ADHD. They didn’t bother testing me with the TOVA auditorially as that is my weakest link. My behavior and my performance in college has been impacted by not only my hearing impairment but my inability to keep my mind focused when I am tired from listening too hard. I might be there physically but my mind is elsewhere…

Since I tried meds my grades improved, my writing is much more organized and focused and I have improved understanding and comprehension of material that has been presented to me auditorially.

I am currently in graduate school to become an SLP. I really enjoy this field, it isn’t boring by any means…That is probably why I like it because it is very stimulating intellectually to figure out what is inhibiting a child from learning and emotionally satisfying when I am able to assist another human being in facillating communication and being understood.

I definitely agree on a speech and language assessment specifically addressing pragmatics and probably a battery of CAPD testing by an audiologist wouldn’t hurt. I thought a neuropsyche would be able to pull all the reports that have been done together, along with some additional testing and suggest a suitable program. I think young girl has already seen a psychologist who specializes in gifted girls. A neuropsyche refers patients to me. She is very good at putting the puzzling pieces of difficult cases together and suggesting a suitable remediation program which I follow through on.

You may have found a good neuropsych, I haven’t. Actually its hard to find anyone to pull all the pieces together. To be honest I usually end up doing it for parents myself. It may be a matter of getting a good referral from a parent in the area who has been pleased with their testing. Maybe a local chapter of CHADD would provide a good reference.

Could you tell me which book to buy that would explain to me adhd and
difficulties or deficits that can come with it?
I know she needs social skills work.
She has problems with pragmatics.
And she has spatial problems.
I would like to have testing done for the auditory problem,tracking problems, and testing for dyslexia?
Or am I on the right track? I have read that gifted girls with adhd
can work around this disorder in elementary, but problems start to
show up in middle or high school.

These are many different things that you want to address and one book isn’t going to cover it all. Kids with your daughter’s skills can have trouble interacting successfully with their peers. Pragmatics skills can be taught to them that they can use to fit in with their peers.

I have seen what you are describing with other HS students. One girl doesn’t relate well to her peers but she does well one on one and does spend a lot of time by herself writing in her journal. Another boy is extremely gifted but very abrasive in his conversations with other peers, he can be very demeaning of other students who aren’t as smart as he is but he has no social skills, he too is a loner.

Conversations by Barbara Hoskins (thinking publications) is a good book for language intervention for pre-teens, adolescents and young adults. It uses a interactive conversations approach to teach people skills they need to navigate through conversations. Things like how to listen, respond, to maintain a topic of conversation, how to introduce a topic, how to change a topic, to ask for clarification, and how to respond when someone asks for clarification. It teaches them about non-verbal cues and how to understand them, how to take turns in conversations, etc…it is a very good resource for SLP’s and teachers can use it in the classroom as well.

There are lots of books out there to read more about ADHD. Driven to Distraction is one of my favorites..I have another one published by Lingui Systems called the Source for ADD/ADHD by Gail Richards and Joy Russell. Lingui Systems publishes many books that may interest you and Gail Richards has other books about children with Non-verbal learning differences.

spatial problems could be addressed through an OT. Auditory processing tests can be done by an audiologist and some from an SLP.

I was cleaning out some of my Advance magazines and found a brief article about non-verbal learning disabilities. It really describes what you have shared about your daughter.

It states that NVLD show up in elementary school and that the kids don’t appear to have learning differences because they are good readers, good at spelling, articulate and have good rote memory skills. But NVLD children can have difficulty with motoric, visual-spatial-organizational and social skills. It states that a person with NVLD has a history of poor motor coordination, and perhaps dysgraphia. The problems with visual-spatial-organization difficulties occur as a person with NVLD stores information in his brain by verbal labels rather than visual images. They may have poor memory for novel or complex information which isn’t easily explained verbally. A person with a NVLD talks himself through situations as a compensatory strategy for his deficiencies with motoric and visual spatial skills. The person with NVLD may have problems remembering the shapes of letters, the sequence and how to form the letters themselves. The person may also have problems with pragmatics in regards to social awareness and judgment. Sometimes a person with a NVLD can be labeled as annoying because they don’t quite fit in due to their misunderstanding of non-verbal cues and how they inappropriately react to new situations. They have difficulty in turn taking and are very concrete thinkers and take what is said literally. They may also not understand idiomatic and slang terms used by their peers in language. This misinterpretation and misjudgment leads to failed interactions with their peers. They may also be misdiagnosed as ADD. In addition, a person with NVLD has a dysfunction in how they processes information cerbrally and will need specialized support and modifications in their school program. A book that was mentioned was B.P. Rourke Syndrome of Nonverbal Learning Disabilities by Guilford Press. and a website for NLD was also given. I hope this helps you. http://www.nldontheweb.org

But I wouldn’t necessarily start with Dr. Rourke’s book. I’ve always thought that he tends to paint a rather negative picture of the disorder, ignoring the “fringes” (those people who don’t meet the strictest “Rourkian” definition of NLD but still show essentially the same patterns of strengths and weaknesses). IMHO, Sue Thompson’s book is a better place to start.