My daughter is receiving services this year in a pullout format for reading and in class for writing and organization during handwriting. She is doing well and according to her teacher and sped aide she is at grade level. When the psychologist did the second round of testing last year there was a suggestion of executive function disorder. She also continues to have difficulty decoding new words and has no strategies to begin to sound them out. When writing she continues to leave out sounds at the beginning and ending of the words and does not look for missing vowels. Her teacher is not concerned about this. Her are her scores:
WISC III- SS
Verbal 111 77%
Perf 120 91%
Full Scale 116 86%
Verbal subtests- Information 8
Similarities 13
Arithmetic 12
Vocab 11
Comprehension 15
Digit Span (12)
Performance Picture Completion 13
Coding 10
Picture Arrangement 11
Block Design 12
Object Assembly 19
Symbol SEarch (19)
Whoops... disregard the heading...
… I sorta read the one below and clicked this link. Not a good visual processor :)
Re: THose -- by themselves -- aren't
My daughter is 8,8 years old. When we begun the process of what is going on in school she was at the beginning of second grade. We pursued an auditory processing eval which came out fine. Although she was in an ideal situation where she was in a sound proof booth and had one on one attention. Results of audiological were fine in background noise. A speech eval was done in conjunction with the audiological eval. They did the Scan III test and part of the Self III. All of her scoring was in the 50% indicating average or above average processing skills. Speech testing was done and here are the results from the school: Clincial Eval of Lang. Fundamentals III = composite score of 122 for expressive lang and unable to do receptive due to testing done at 2 different places. Although subtest numbers are Concepts and directions=98%, and listening to paragraphs =84%. They were unable to do a composite score for receptive. Test of problem solving skills = SS of 53, The Token test for children = SS of 504, Expressive Vocab Test = SS of 91, Language Processing Test = SS of 64. Her comprehension of linguistic terms is judged to be excelllent as she demonstrated comprehension of 49 out of 50 terms.
No one has ever tested her spelling skills. I dont know if that is part of any eval. I guess i am just frustrated with trying to figure out what is going on with my child and trying to decide what is the best approach for now. We are going to go talk to an outside consultant next week prior to out IEP mtg. Maggie
Re: THose -- by themselves -- aren't
the use of decoding strategies would probably be wise. Her IQ score is in the high average range so her ability to compensate would be a strong possibility. What have you done at home to practice letter/sound and word recognition?
Re: THose -- by themselves -- aren't
Samantha, I have not done much related to sound recognition at home during the school year. We have done letter spelling games with tiles over the summer. It is hard to add more to her homework piece because at the end of the school day it is hard to get her to do her homework and i think she would resent doing more. Maggie
How old is she?
Are there any measures of plain ol’ reaidng & math skills?
THe difficulties with the soudns of words — not having decoding strategies, dropping beginnings and ends of words — are significant but wouldn’t be measured by *any* of these tests. That in itself also sounds more like an auditory processing problem — the information not going in right — as opposed to an executive function probelm (the brain not knowing what to do with the information it’s got).
What these tests show are someone who has one significant low score and one significantly higher score — and the low score isn’t *that* much lower, and is in the subtest that measures thefacts she’s picked up along the way, not how she thinks and processes. It makes me wonder whether those auditory processing problems meant she didn’t really hear the questions right and she knows more than the “8” shows — I’d love to know what kind of errors she made (lots of “I don’t know” answers, or wrong answers…)
In fact — again *JUST* from these scores, not from seeing the kiddo or any other information, and this is by no means a complete picture, I would suspect that she had fine and peachy executive functioning that she was using to compensate for the static and interference that seems to be tied to auditory input.
Has she had any auditory testing? How about a speech-language evaluation from a speech pathologist?