Why request the AAP package?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thanks so much! This is useful. ‘On the cusp’ is a 123 NNAT and a 131 COGAT but also has an IEP for an LD. AART thinks that DC is a good case for ‘twice gifted’.

Did you mention LD? I did not mention ADHD but wish I had.

What are the pro/cons of mentioning ADHD in packet? Curious to know...

The reason I think it might be a pro is that it suggests the overall intelligence could be higher than standardized tests and classroom participation are showing. I didn't mention it because I didn't want my DC to be treated differently. Also, DC is on ADHD meds, which helps some of the focus issues we dealt with before being diagnosed, so maybe it was a non issue this time. However, I may mention it if I have to appeal.

Completely off topic but what if you suspect your child has ADHD but never evaluated? My child's pediatrician suggested that we maybe get an evaluation. DC is not currently having any issues in class so I have been on the fence about whether we really need to go down that rabbit hole. I am planning to schedule a WISC for appeal. Would it be a better idea to go ahead and do the whole ADHD workup so that the info can be included?

[Anonymous]

Anonymous wrote:Thanks so much! This is useful. ‘On the cusp’ is a 123 NNAT and a 131 COGAT but also has an IEP for an LD. AART thinks that DC is a good case for ‘twice gifted’.

OP, my DC had almost the exact same scores a few years ago as well as ADHD that the school knew about (had 504 in place). I requested the file, and saw that DC got a 15 GBRS and had great commentary from the school. I relaxed and did not sign up for a WISC. Sure enough, got in first round.

[Anonymous]

Part curiosity, part because I felt if her GBRS was strong, I didn't have to worry about her admission.

[Anonymous]

Anonymous wrote:Part curiosity, part because I felt if her GBRS was strong, I didn't have to worry about her admission.

Same.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Thanks so much! This is useful. ‘On the cusp’ is a 123 NNAT and a 131 COGAT but also has an IEP for an LD. AART thinks that DC is a good case for ‘twice gifted’.

Did you mention LD? I did not mention ADHD but wish I had.

Yes, we mentioned it as AART said that it could make a difference in the decision. FCPS has been accused of not serving LD kids well in AAP. The argument is that these kids are twice gifted/exceptional because they perform well in spite of their LD.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thanks so much! This is useful. ‘On the cusp’ is a 123 NNAT and a 131 COGAT but also has an IEP for an LD. AART thinks that DC is a good case for ‘twice gifted’.

Did you mention LD? I did not mention ADHD but wish I had.

What are the pro/cons of mentioning ADHD in packet? Curious to know...

The reason I think it might be a pro is that it suggests the overall intelligence could be higher than standardized tests and classroom participation are showing. I didn't mention it because I didn't want my DC to be treated differently. Also, DC is on ADHD meds, which helps some of the focus issues we dealt with before being diagnosed, so maybe it was a non issue this time. However, I may mention it if I have to appeal.

Completely off topic but what if you suspect your child has ADHD but never evaluated? My child's pediatrician suggested that we maybe get an evaluation. DC is not currently having any issues in class so I have been on the fence about whether we really need to go down that rabbit hole. I am planning to schedule a WISC for appeal. Would it be a better idea to go ahead and do the whole ADHD workup so that the info can be included?

My DC is in third grade, and we only began treating for ADHD this year. DC took the WISC last year, which showed a very high FSIQ but only average scores in processing speed and working memory. That was a big kick in the pants that we should pursue the ADHD question instead of ignoring the signs we had seen in kindergarten and first grade and writing them off as simple immaturity.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thanks so much! This is useful. ‘On the cusp’ is a 123 NNAT and a 131 COGAT but also has an IEP for an LD. AART thinks that DC is a good case for ‘twice gifted’.

Did you mention LD? I did not mention ADHD but wish I had.

What are the pro/cons of mentioning ADHD in packet? Curious to know...

The reason I think it might be a pro is that it suggests the overall intelligence could be higher than standardized tests and classroom participation are showing. I didn't mention it because I didn't want my DC to be treated differently. Also, DC is on ADHD meds, which helps some of the focus issues we dealt with before being diagnosed, so maybe it was a non issue this time. However, I may mention it if I have to appeal.

Completely off topic but what if you suspect your child has ADHD but never evaluated? My child's pediatrician suggested that we maybe get an evaluation. DC is not currently having any issues in class so I have been on the fence about whether we really need to go down that rabbit hole. I am planning to schedule a WISC for appeal. Would it be a better idea to go ahead and do the whole ADHD workup so that the info can be included?

I really don't know the answer because my kid was diagnosed with ADHD after everything was already submitted for the AAP application, and was admitted on the first round.
Why does the pediatrician think you might want to get your child evaluated?
Where are you planning to schedule the WISC? If it's with a private psychologist, you could probably discuss in advance and they could probably work with you to do the WISC and then discuss if they think a full psychoeducational eval would be beneficial.
Do you know your kid's GBRS? The only reason I think an ADHD diagnosis could "help" an application is if test scores are high and GBRS are low, the ADHD eval might help explain the lower GBRS. Or if the kid started medication and took the tests again, and did much better - that could point towards disregarding older, lower test scores - but I don't think that would help you in this case.
Anyway, I am not an expert - but those are my preliminary thoughts.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thanks so much! This is useful. ‘On the cusp’ is a 123 NNAT and a 131 COGAT but also has an IEP for an LD. AART thinks that DC is a good case for ‘twice gifted’.

Did you mention LD? I did not mention ADHD but wish I had.

What are the pro/cons of mentioning ADHD in packet? Curious to know...

The reason I think it might be a pro is that it suggests the overall intelligence could be higher than standardized tests and classroom participation are showing. I didn't mention it because I didn't want my DC to be treated differently. Also, DC is on ADHD meds, which helps some of the focus issues we dealt with before being diagnosed, so maybe it was a non issue this time. However, I may mention it if I have to appeal.

Completely off topic but what if you suspect your child has ADHD but never evaluated? My child's pediatrician suggested that we maybe get an evaluation. DC is not currently having any issues in class so I have been on the fence about whether we really need to go down that rabbit hole. I am planning to schedule a WISC for appeal. Would it be a better idea to go ahead and do the whole ADHD workup so that the info can be included?

I really don't know the answer because my kid was diagnosed with ADHD after everything was already submitted for the AAP application, and was admitted on the first round.
Why does the pediatrician think you might want to get your child evaluated?
Where are you planning to schedule the WISC? If it's with a private psychologist, you could probably discuss in advance and they could probably work with you to do the WISC and then discuss if they think a full psychoeducational eval would be beneficial.
Do you know your kid's GBRS? The only reason I think an ADHD diagnosis could "help" an application is if test scores are high and GBRS are low, the ADHD eval might help explain the lower GBRS. Or if the kid started medication and took the tests again, and did much better - that could point towards disregarding older, lower test scores - but I don't think that would help you in this case.
Anyway, I am not an expert - but those are my preliminary thoughts.

It probably could also explain lower test scores. It takes focus to complete those tests, and kids with ADHD sometimes don't have the attention span/concentration to give it their all. We had our DC take the Cogat again this school year after scoring in the low 120s last year. The second time, DC was on ADHD medication, and the composite score was 9 points higher, with verbal significantly higher than the first time. DC is also participating more in classes without getting temperamental, and that has improved the "motivation to succeed" portion of the GBRS compared to last year. I think the teacher and AART knew that DC was smart and a possible candidate for the program last year, but this year, DC's performance has improved in every way. I'm glad we got it checked out.

[Anonymous]

Thank you for the feedback.

His pediatrician made the suggestion because he would not be still, insisted on sitting on the floor fidgeting, and would not stop touching things. Not appropriate behavior for an 8 yr old but he also gets very anxious at the doc office. He is very impulsive and a tactile learner which has always been a problem.

I was planning to schedule the WISC with GMU so I may just stick with that for now and see how it pans out. GBRS came back OK, not great. The motivation to succeed section was the lowest so that is interesting.

[Anonymous]

Anonymous wrote:Thank you for the feedback.

His pediatrician made the suggestion because he would not be still, insisted on sitting on the floor fidgeting, and would not stop touching things. Not appropriate behavior for an 8 yr old but he also gets very anxious at the doc office. He is very impulsive and a tactile learner which has always been a problem.

I was planning to schedule the WISC with GMU so I may just stick with that for now and see how it pans out. GBRS came back OK, not great. The motivation to succeed section was the lowest so that is interesting.

What do you consider an "okay" GBRS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Thank you for the feedback.

His pediatrician made the suggestion because he would not be still, insisted on sitting on the floor fidgeting, and would not stop touching things. Not appropriate behavior for an 8 yr old but he also gets very anxious at the doc office. He is very impulsive and a tactile learner which has always been a problem.

I was planning to schedule the WISC with GMU so I may just stick with that for now and see how it pans out. GBRS came back OK, not great. The motivation to succeed section was the lowest so that is interesting.

What do you consider an "okay" GBRS?

GBRS was a 10