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<blockquote data-quote="Marguerite" data-source="post: 504216" data-attributes="member: 1991"><p>Neuropsychologist. It's a psychologist who specialises in assessing and quantifying learning difficulties as well as giftedness and everything in between.</p><p></p><p>On that topic - I want to reiterate what I have said here so many times before - please, please do NOT accept any IQ number as hard and fast, locked in cement and an accurate assessment of your child's intelligence. This is not what IQ testing was originally designed for, the plot has been lost along the way.</p><p></p><p>When assessing difficult children, when assessing very young children, there are too many other variables which can skew the results. You can generally get false low scores, but not false high ones. You can't fake answers you don't know, but inattention/lack of motivation can lead to a child getting a lower score than they deserve.</p><p></p><p>Also with many difficult children, you get a wide disparity in the subscores of IQ testing. And according to the rules on how to analyse these test results, when there is wide disparity then the subscores should NOT be averaged out to give one number. But too many people, especially parents, want that one number. "How smart is my child really?"</p><p></p><p>The number can be meaningless in a number of different situations. The best way to use the results of IQ testing, is to look at the differences between the scores. Has your child scored well in some areas? Badly in others? What do the low score tests have in common? For example, difficult child 3 scores off the scale (high) in non-verbal problem solving. But his score in verbal performance was in the bottom 1% of the population. A HUGE disparity, he splinter skills went from 1st percentile to 99th. We were never given an overall IQ score (our NP knew her stuff, knew better) but it was clear that in some areas, his standard had plummeted. Armed with this information, we began to investigate and it turned out to be an issue of medication side effects. Until the test results we didn't know. By comparing the new test with the previous testing, we were able to see the deterioration and we then looked at the time-line - when did this happen? What changed for difficult child 3 in that time? And that led us to the cause. It took a few months to wash the medications out of his system and he said afterwards that he hadn't realised how much in a fog his brain had been.</p><p></p><p>Keep all test results, even the bad ones, and use them to compare as he gets older and is tested again. When there are low results, investigate those areas further and use the data to actively help your child improve.</p><p></p><p>IQ testing is an artificial construct. As such, it is only an approximate assessment of intelligence, and even then only in some aspects of an individual's functioning. However, it is a very useful tool if used wisely. But beware, it can be too readily abused by educators who know a lot less than they would like you to think!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 504216, member: 1991"] Neuropsychologist. It's a psychologist who specialises in assessing and quantifying learning difficulties as well as giftedness and everything in between. On that topic - I want to reiterate what I have said here so many times before - please, please do NOT accept any IQ number as hard and fast, locked in cement and an accurate assessment of your child's intelligence. This is not what IQ testing was originally designed for, the plot has been lost along the way. When assessing difficult children, when assessing very young children, there are too many other variables which can skew the results. You can generally get false low scores, but not false high ones. You can't fake answers you don't know, but inattention/lack of motivation can lead to a child getting a lower score than they deserve. Also with many difficult children, you get a wide disparity in the subscores of IQ testing. And according to the rules on how to analyse these test results, when there is wide disparity then the subscores should NOT be averaged out to give one number. But too many people, especially parents, want that one number. "How smart is my child really?" The number can be meaningless in a number of different situations. The best way to use the results of IQ testing, is to look at the differences between the scores. Has your child scored well in some areas? Badly in others? What do the low score tests have in common? For example, difficult child 3 scores off the scale (high) in non-verbal problem solving. But his score in verbal performance was in the bottom 1% of the population. A HUGE disparity, he splinter skills went from 1st percentile to 99th. We were never given an overall IQ score (our NP knew her stuff, knew better) but it was clear that in some areas, his standard had plummeted. Armed with this information, we began to investigate and it turned out to be an issue of medication side effects. Until the test results we didn't know. By comparing the new test with the previous testing, we were able to see the deterioration and we then looked at the time-line - when did this happen? What changed for difficult child 3 in that time? And that led us to the cause. It took a few months to wash the medications out of his system and he said afterwards that he hadn't realised how much in a fog his brain had been. Keep all test results, even the bad ones, and use them to compare as he gets older and is tested again. When there are low results, investigate those areas further and use the data to actively help your child improve. IQ testing is an artificial construct. As such, it is only an approximate assessment of intelligence, and even then only in some aspects of an individual's functioning. However, it is a very useful tool if used wisely. But beware, it can be too readily abused by educators who know a lot less than they would like you to think! Marg [/QUOTE]
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