Released from IEP and now child getting D
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Anonymous
That has nothing to do with processing as measured on an IQ test. Same word, different meaning. |
Anonymous
| There are a few different methods for identifying learning disabilities. The discrepancy model does not require a processing deficit, the patterns of strengths and weaknesses model does require a processing deficit. Often, districts will have a specific method they use. So, its possible that a student would qualify in one district and not another. |
Anonymous
OP here. What tests can the pediatrician do? |
Anonymous
How old is your son now? How is he doing now wrt work etc? What kind of services did the school provide and which school system? |
Anonymous
Yes it does! The student was administered an assessment of their processing abilities. It’s right here. Please tell me where OP’s kid shows a below average in any of the processing areas: Index/Subtest Index/Scaled Score Percentile Rank 95% Confidence Interval Qualitative Description Verbal Comprehension 100 50 92-108 Average Similarities 11 63 Vocabulary 9 37 Visual Spatial 92 30 85-100 Average Block Design 7 16 Visual Puzzles 10 50 Fluid Reasoning 88 21 82-96 Low Average Matrix Reasoning 11 63 Figure Weights 5 5 Working Memory 91 27 84-99 Average Digit Span 9 37 Picture Span 8 25 Processing Speed 86 18 79-97 Low Average Coding 11 63 Symbol Search 4 2 Full Scale IQ 93 32 88-99 Average |
Anonymous
A Conners or Vanderbilt. |
Anonymous
He went to MCPS. (All my kids did and another one had an IEP for completely different reasons). In addition to his home school he went to Thomas Edison and learned a trade. From there he went to MC (on full scholarship) where he earned a certificate in his trade - no degree because he didn’t have the capabilities to pass the tests but could demonstrate the skills. Now he works for the county. He’s since gotten a commercial driver’s license which was no small feat. I had to work a lot with him to accomplish that and it took longer than it takes most people but he did it. In middle school he got put into Read 180 which is a program that teaches comprehension skills. I supplemented that with private services addressing the same thing and some additional language related skills that he was missing. In HS the most important services were case management related. One of the services was to notify me of any assignment over a certain point value (basically any amount that would or could result in a grade F for the quarter). This was in lieu of extra time because extra time just resulted in a snowball effect. They also had to chunk those assignments and have interim due dates with feedback. And of Course he had resource which got the same information as I did so there were a lot is us keeping him on track. You can probably guess that he D’d out of HS but this enabled him to get a diploma and become a successful adult. |
Anonymous
I'm here. Thank you for sharing this. I can only hope my DC can be a successful adult too. Is Resource a class only for kids with IEP? What do they teach in that? Is it an extra elective? Can I ask for that if my kid doesn't have an IEP? Is Read 180 instead of the usual English class? How does it differ? |
Anonymous
Thank you. Are these tests for ADHD? We don't need a specialist or spend thousands on psycho analysis to get the diagnosis? Can a neuropsychologist at Children's also do this with one visit? I read about Stixrud on this forum and people saying they spent thousands. |
Anonymous
| I meant OP here. Not I'm here. Damn autocorrect. |
Anonymous
They are checklists (from you and teacher) that can tell the pediatrician if there are enough symptoms to be classified as ADHD. A diagnosis alone won't get you an IEP. A full neuropsych will both give you more information (what else could be causing his difficulties) and be a stronger advocacy document with the school. But if your goal is medication, the checklist diagnosis could be a good place to start. |
Anonymous
It is in many counties/areas. Check their Basis of Committee Decisions. |
Anonymous
while it’s not a requirement for IDEA, in Virginia in order to qualify for a learning disability you need both, a processing deficit and the academic/cognitive discrepancy. I would assume the posters who keep referencing the processing are in VA. If you have not taught in other states, you wouldn’t know that a processing deficit is not always required. |
Anonymous
OP, many people in this thread are giving you incorrect information by saying that there is nothing in these scores above that indicate a processing deficit. They are wrong. Generally, there are a variety of ways of comparing scores to ID processing deficits - 1) IQ/achievement significant discrepancy (whether or not below grade level) 2) Significant discrepancies between any 1 of the 4 IQ components, e.g. Verbal Comprehension of 120 but Processing Speed of 90 would be a significant discrepancy 3) pattern of strengths and weaknesses - often "composites" or "averages" hide significant discrepancies in the subscores - this is the pattern that your DC very clearly demonstrates! Look, for example at Verbal Comprehension @100 (perfect median score - exactly average). Subscores - similarities (11) and vocabulary (9) are close together, just on either side of the median of 10. But look more closely at the scatter in scale scores - where the median is 10, and a standard deviation is +/- 3 and a "significant discrepancy" is a difference of 4.5 points. In Fluid Reasoning (88),Matrix Reasoning (11) and Figure Weights (5) are 6 points apart! And in Processing Speed (86) Coding (11) and Symbol Search (4) are 7 points apart. These significant discrepancies mean that the broader score in Processing speed and Fluid Reasoning inaccurately appear "average" because the underlying subscores show above average strengths (11 is above the median 50th percentile) which are averaged out by other significantly discrepant scores. I do not believe it's professionally appropriate for a psychologist or a school IEP team member to represent this FSIQ as accurately representative of your DC's intellectual capacity. I don't have time to write more but there are definitely other problems I see with this assessment in the WJ scores. I will try to come back to this with more citations & info later this week. I would definitely ask for an IEE. Maybe others can chime in about how that works in your school district in VA. |
Anonymous
Either going to Children’s or someplace like Stixrud are going to cost both time and money. Children’s does take insurance. And they are also going to do a Connor’s or Vanderbilt as part of their eval. Your ped can get this done really quickly. I’m not suggesting that a full work up wouldn’t be helpful. But while you’re in process you’re potentially delaying services. Also if your child recently had evaluations, a neuropsych won’t repeat them until a period of time has elapsed. |