Martie,
I know you said you don't know much about the RIAS that was adminstered to my daughter. I did use the link Sheila gave me and found out what the subtests are and then based on what information I got from that link, I asked for the T scores and such.
I need to know if there is something I need to be looking for that they won't tell me about based on the T scores and such. The RIAS reports intellectual indexes rather than IQ scores. My daughter's VIX is 104 and her NIX is 129. The VIX (verbal) is comprised of two subtests which show a T score of 53 on 'Guess What' and 51 on 'Verbal Reasoning'; the NIX (nonverbal) is comprised of two subtests which show a T score of 65 on 'Odd Item Out' and 65 on 'What's Missing'. This gives her a Composite Intellectual Index of 117. Then there is the Composite Memory Index (CMX) which is also comprised of two subtests, verbal memory and nonverbal memory. On the VRM (verbal) she has a T score of 26 and on the NVM she has a T score of 60, with a CMX of 88.
I just wondered if you could tell me if there is something that jumps out because of the discrepancy in the verbal and nonverbal being so high? We are talking about a child who has been in the gifted program (qualified with an IQ on the WISC in K of 136 and scored off the bell curve in creativity), reads at above high school level and comprehends at that level as well. She also talked in paragraphs by the time she started kindergarten.
It isn't as if I am looking for something if there is nothing, but I do not trust them to inform me if this does indicate a problem. About the only thing they do say besides indicating how infrequently some of these discrepancies occur in the general population, is to say this indicates she is a visual/spatial learner. However a lot of the recommendations they give for a visual/spatial learner, my daughter has already had problems with. Such as they recommend the use of an overhead for teaching, but this is a big problem for difficult child and always has been. She loses her place both on the material on the overhead and on her paper as she looks back and forth. Perhaps that is due to the visual/motor difficulties they claim she doesn't have?
If you have any ideas, please let me know. We have an IEP meeting on Friday.
mistmouse
I know you said you don't know much about the RIAS that was adminstered to my daughter. I did use the link Sheila gave me and found out what the subtests are and then based on what information I got from that link, I asked for the T scores and such.
I need to know if there is something I need to be looking for that they won't tell me about based on the T scores and such. The RIAS reports intellectual indexes rather than IQ scores. My daughter's VIX is 104 and her NIX is 129. The VIX (verbal) is comprised of two subtests which show a T score of 53 on 'Guess What' and 51 on 'Verbal Reasoning'; the NIX (nonverbal) is comprised of two subtests which show a T score of 65 on 'Odd Item Out' and 65 on 'What's Missing'. This gives her a Composite Intellectual Index of 117. Then there is the Composite Memory Index (CMX) which is also comprised of two subtests, verbal memory and nonverbal memory. On the VRM (verbal) she has a T score of 26 and on the NVM she has a T score of 60, with a CMX of 88.
I just wondered if you could tell me if there is something that jumps out because of the discrepancy in the verbal and nonverbal being so high? We are talking about a child who has been in the gifted program (qualified with an IQ on the WISC in K of 136 and scored off the bell curve in creativity), reads at above high school level and comprehends at that level as well. She also talked in paragraphs by the time she started kindergarten.
It isn't as if I am looking for something if there is nothing, but I do not trust them to inform me if this does indicate a problem. About the only thing they do say besides indicating how infrequently some of these discrepancies occur in the general population, is to say this indicates she is a visual/spatial learner. However a lot of the recommendations they give for a visual/spatial learner, my daughter has already had problems with. Such as they recommend the use of an overhead for teaching, but this is a big problem for difficult child and always has been. She loses her place both on the material on the overhead and on her paper as she looks back and forth. Perhaps that is due to the visual/motor difficulties they claim she doesn't have?
If you have any ideas, please let me know. We have an IEP meeting on Friday.
mistmouse