Help! I don't agree with the School Psychologist

While I don’t agree with a “blanket policy” of no more ability testing after two consistent evals, on average, ability scores do tend to remain stable after the age of 8. Is there a reason why the team feels that the previous testing does not currently reflect the student’s functioning? Has something changed or maybe has not been addressed sufficiently, leading you to request more information? I guess the basic question you and the team need to answer is why do you need this information to make appropriate instructional decisions for the student? If you can provide that information, the administration may change their minds. But it is true, as you suggested, that the team, including the parents, should decide what is needed for a re-eval, regardless of any unwritten rule of what testing you can order. You just need to be specific as to why you need that information. Sometimes I worry that too many people look at IQ scores as the ultimate source of information. Actual performance in the classroom, achievement scores, etc. gives a team much more information than repeating an IQ test. Just my opinion.

Shelby

I agree that way TOO much emphasis is placed soley on the IQ score. I can not, for confidentiality reasons, give out any specifics over the message board but I can tell you that there was more than sufficient documentation from all seven teachers that work with this student and his/her parent to warrant additional evaluation. And you might find it interesting to know, that in this last case, the IQ dropped more than twelve points. I still feel strongly that an unwritten rule is not a rule at all … . . what do you think?

Yep, I agree an unwritten rule is no rule at all. Besides no one could make that rule and still be acting within the requirements of law. Regarding the drop in IQ, I’m not sure if the 12 points would still be within the bounds of the confidence interval. There is always some error in testing, that’s why using confidence intervals vs a sole score is a more legitimate way of assessing kids. If you consider 5 or 6 points above or below the earned score to be likely to occur 95% of the time, a 12 point difference from one testing to another may not be that significant. There is also a phenomenon called the Matthew effect, in which kids with learning disabilities, particularly those in reading, tend to score lower on IQ tests over time, as many IQ tests, such as the WISC-III include items requiring general information that most people gain through reading and general life experiences. What happens is that the disability, not the ability, is what then is measured. Unfortunately in some states using discrepancy formulas, the gap is narrowed, not by the achievement coming up, but by the ability score coming down and they are removed from services. Very unfair.

It sounds like you have two questions: One, the blanket policy that is ridiculous and two, this particular student’s profile. The policy should be challenged. The student’s profile may not be that unusual and the teachers and parents should understand that it’s more likely the demands and limitations of the test, the impact of the student’s disability, and the fact that the student has not been successfully remediated, that are contributing to the “drop” in scores. I would guess that if tested again, the drop may be even more noticable. But the student is not losing IQ, they just are not accelerating at the same pace as their peers. That is the point to be addressed.

I hope I’ve been helpful. Good luck in advocating for this student.

Shelby

Shelby, you have been VERY helpful. Thank you. I am usually very apprehensive about posting anything on a message board because so many itmes message boards are filled with angry people that attack every opinion and problem with an almost scary vengence. You have been helpful, and POLITE. Thanks again!!!!!!!

I was just wondering, from a parents point of view, I always understood that an average persons IQ will always be the same but a child with LD can have continued drops in IQ if they are not remediated or helped properly? That is what Matthews Effect is?

K.

If you really want it done, tell them about the Matthews Affect, that the longer a student can’t read, he can lose up to 50 IQ points. Why do you want to have it retested? IQ really doesn’t have anything to do with being able to learn unless, of course, it is real low and then he would be classified as MR. When IDEA is revamped, IQ tests won’t even be necessary. What you need is educational testing.

We discussed the truth to the IQ is static question. For populations without a lot of learning issues, a reasonably enriched and stable life environment, and who attend school regularly, the IQ will probably remain the same. For some LD populations, one might see Vocab, Information, and Arithmetic drop the older the kid gets (especially if severe reading problems and accommodations aren’t especially good.) VIQ might, however, grow if the student had early language and/or speech problems—despite reading achievement.

Did you feel that the child was developmentally slow in particular areas? Were there speech/language problems?

The real bottom line here, though, is whether you are tenured and whether jobs in your area are easy to come by. I wouldn’t want to give up extra pay for tenure (some states have programs for that) and I like my school district. Is this situation really worth rocking that boat? What will you gain? What services? What knowledge that really affects teaching and learning?