Discrepancy between Cogat and NNAT2 scores mean anything?

[Anonymous]

Anonymous wrote:I posted almost the exact same question last year. Our daughter scored very high on the on one and lower on the other. She is incredibly intelligent (I know as we had to do a battery of tests for ADHD). She has ADHD and for her, that really messes with her test scores. I am not saying your son has ADHD, but I know in our case there were extenuating circumstances.

what're the scores?

[Anonymous]

How is this possible? Is this an error- if so its really scary.

"My DC got a 130 on the CogAt and 124 on the NNAT2 and didn't make it in the pool. Interesting. "

[Anonymous]

Anonymous wrote:Poster @18:20 I think you got it backwards.

The CogAT generally measures "achievement" and the NNAT measures "ability/potential." Though I'm guessing that the Non-verbal CogAT is close to the NNAT (but don't quote me on that).

My child had a lower score on NNAT than on CogAT. When I questioned it, I came to the conclusion that A.) NNAT was given before the CogAt, so it was my child's first ever test of this type. (I don't know which the kids took first this year.) And B.) NNAT is a timed test and CogAT is not. That would definitely impact my child's performance on a test, perhaps yours too.

If any single CogAT subtest or NNAT score is at or above the cutoff for the pool, then a child would be in the pool. The CogAT comprehensive score can be lower.

Actually, they're both ability measures.

[Anonymous]

Those who made it to the pool had to score 130+ on either NNAT or at least one of the individual tests on CogAT. Composite 130+ on CogAT does not count.

[Anonymous]

OP here: I didn't know much about this whole process when I posted. I assumed the pool cutoff was 130, since that is what his total was; fyi he got a 137 on one part of the cogat, so that must be why he's in the pool. sorry if I confused anyone . . .

Thanks to poster raising the adhd issue -- we have a strong family history of it and I think the discrepancy is enough to warrant a talk with his dr. Makes me even more sure he isn't a good match for an aap center. thxs for the helpful answers . . .

[Anonymous]

Hi OP,
I can't remember how you started off the post other than you didn't think DS was AAP material even though he made the pool. I wouldn't completely write off AAP yet. Talk to his teachers for the past 2 years if possible and see what they think.

We have 2 kids in AAP and there are plenty of 2E kids thriving there with IEPs. Just because he may be ADD doesn't mean he necessarily wouldn't benefit.

[Anonymous]

Makes me even more sure he isn't a good match for an aap center.

I can assure you that there are many kids at the center with ADHD.

But if you get in, you can defer placement through grade 7. Once you're in you're in.

[Anonymous]

Kind of off topic here, but you parents are lucky that the school will test the children with two separate tests. Here in Saint Paul, Minnesota, the school district only tests with the NNAT2, which other school districts have refused to used after finding that it identifies fewer gifted children, even of those already labelled gifted by other tests and assessments.

You may want to take that into account, the fact that the NNAT2 identifies fewer gifted kids, as a reason why there is a disparity in scores.

[Anonymous]

Anonymous wrote:

Makes me even more sure he isn't a good match for an aap center.

I can assure you that there are many kids at the center with ADHD.

But if you get in, you can defer placement through grade 7. Once you're in you're in.

The ADHD kids who are in GT, are they on meds?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Makes me even more sure he isn't a good match for an aap center.

I can assure you that there are many kids at the center with ADHD.

But if you get in, you can defer placement through grade 7. Once you're in you're in.

The ADHD kids who are in GT, are they on meds?

Why does it matter?

[Anonymous]

http://aappolicy.aappublications.org/cgi/reprint/pediatrics;108/4/1033.pdf

RECOMMENDATION 1: Primary care clinicians should establish a management program that recognizes ADHD as a chronic condition (strength of evidence: good; strength of recommendation: strong).

RECOMMENDATION 2: The treating clinician, parents, and the child, in collaboration with school personnel, should specify appropriate target outcomes to guide management (strength of evidence: good; strength of recommendation: strong).

RECOMMENDATION 3: The clinician should recommend stimulant medication (strength of evidence: good) and/or behavior therapy (strength of evidence: fair), as appropriate, to improve target outcomes in children with ADHD (strength of recommendation: strong).

RECOMMENDATION 4:When the selected management for a child with ADHD has not met target outcomes, clinicians should evaluate the original diagnosis, use of all appropriate treatments, adherence to the treatment plan, and presence of coexisting conditions (strength of evidence: weak; strength of recommendation: strong).

RECOMMENDATION 5: The clinician should periodically provide a systematic follow-up for the child with ADHD. Monitoring should be directed to target outcomes and adverse effects by obtaining specific information from parents, teachers, and the child (strength of evidence: fair; strength of recommendation: strong).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Makes me even more sure he isn't a good match for an aap center.

I can assure you that there are many kids at the center with ADHD.

But if you get in, you can defer placement through grade 7. Once you're in you're in.

The ADHD kids who are in GT, are they on meds?

Why does it matter?

Because we as a family are weighing the benefits of putting our child on ADHD. Her scores are good enough for GT, but her issues with ADHD hold her back. I'm wondering if the kids who have ADHD in GT are on meds to help me understand if this is an important piece to our puzzle.

It is by no means meant to be devisive, but it would help.

[Anonymous]

I'm sorry, that should be the info would be helpful.

[Anonymous]

Anonymous wrote:http://aappolicy.aappublications.org/cgi/reprint/pediatrics;108/4/1033.pdf

RECOMMENDATION 1: Primary care clinicians should establish a management program that recognizes ADHD as a chronic condition (strength of evidence: good; strength of recommendation: strong).

RECOMMENDATION 2: The treating clinician, parents, and the child, in collaboration with school personnel, should specify appropriate target outcomes to guide management (strength of evidence: good; strength of recommendation: strong).

RECOMMENDATION 3: The clinician should recommend stimulant medication (strength of evidence: good) and/or behavior therapy (strength of evidence: fair), as appropriate, to improve target outcomes in children with ADHD (strength of recommendation: strong).

RECOMMENDATION 4:When the selected management for a child with ADHD has not met target outcomes, clinicians should evaluate the original diagnosis, use of all appropriate treatments, adherence to the treatment plan, and presence of coexisting conditions (strength of evidence: weak; strength of recommendation: strong).

RECOMMENDATION 5: The clinician should periodically provide a systematic follow-up for the child with ADHD. Monitoring should be directed to target outcomes and adverse effects by obtaining specific information from parents, teachers, and the child (strength of evidence: fair; strength of recommendation: strong).

I'm sorry, but this is not helpful in the least and I'm going to assume you are trying to be helpful and not a smartass.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Makes me even more sure he isn't a good match for an aap center.

I can assure you that there are many kids at the center with ADHD.

But if you get in, you can defer placement through grade 7. Once you're in you're in.

The ADHD kids who are in GT, are they on meds?

Why does it matter?

Because we as a family are weighing the benefits of putting our child on ADHD. Her scores are good enough for GT, but her issues with ADHD hold her back. I'm wondering if the kids who have ADHD in GT are on meds to help me understand if this is an important piece to our puzzle.

It is by no means meant to be devisive, but it would help.

Some students are on medication and some are not. Some are undergoing therapy and some are not. Some are on medication and undergoing therapy and some are not.

You may wish to post on the Special Needs forum here if you are supporting a 2e student.