High IQ, average processing speed

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do. High IQ (144), average processing speed and working memory.

He is 17 and has done ok, but not great in high school. He has to work very hard for his grades. Over the years he has had a specialized tutor who has worked with him to develop systems to compensate for his organizational challenges. DSL uses Google calendar, cold turkey.com, and various apps and reminder systems for school assignments.

He does have accommodations in school include preferential seating and electronic submission of homework.

He scored a perfect 2400 on the SATs last spring.

On the whole he is doing great.

Did you son have extra time to take the SATs? If so, how did you go about getting permission to do that. Thanks!

NP - we had time and a half and double time for our two children, the more severe SN child had Aspergers/ADHD/anxiety. The other child got time and a half for Exec. Function/Anxiety. Our private school did all the paperwork for us.

New to this board and conversation. Would you mind sharing which private? Starting to consider what options exist for similar 11-yr-old.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, a kid with high IQ and "average" processing speed is not a special needs child. "High" + "average" = above average.

Agree. Why is this even in SNs?

Wrong. These can be "2e" "twice exceptional" children who can be struggling in the conventional classroom because they have a very high i.Q. but processing speeds two standard deviations below, which creates issues for both the teacher and the student. These kids can exhibit a lot of anxiety. Even public schools will give (yeah, you have to fight) IEPs and 504s for extraordinarily gifted kids who have other LDs that make it difficult for them to learn in the conventional classroom.

They can be struggling, and it can be the sort of situation in which a child has a genuine learning disability. I am sympathetic to that sort of situation, of course.

But I have to say, from the viewpoint of a Special Needs mom -- an average SN Mom -- this thread comes off as very elitist. How can I get testing accommodations for my very bright child who just doesn't test as absolutely perfectly as he/she should? And really, that's not a Special Need. That's your need.

Sorry you're offended by special needs that differ from the one you're dealing with. But rest assures it comes with real struggles and comorbidities that are very serious (anxiety, depression, the s-word I won't even say because the thought of it in the context of my child freaks me out).

What is the s word?

[Anonymous]

hint: it has to do with ending your own life.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, a kid with high IQ and "average" processing speed is not a special needs child. "High" + "average" = above average.

Agree. Why is this even in SNs?

Wrong. These can be "2e" "twice exceptional" children who can be struggling in the conventional classroom because they have a very high i.Q. but processing speeds two standard deviations below, which creates issues for both the teacher and the student. These kids can exhibit a lot of anxiety. Even public schools will give (yeah, you have to fight) IEPs and 504s for extraordinarily gifted kids who have other LDs that make it difficult for them to learn in the conventional classroom.

They can be struggling, and it can be the sort of situation in which a child has a genuine learning disability. I am sympathetic to that sort of situation, of course.

But I have to say, from the viewpoint of a Special Needs mom -- an average SN Mom -- this thread comes off as very elitist. How can I get testing accommodations for my very bright child who just doesn't test as absolutely perfectly as he/she should? And really, that's not a Special Need. That's your need.

Not the PP, but another 2e mom. To me, you're view comes off in a way that is exactly the problem we 2e parents struggle with, in addition to meeting the needs of our children. I don't belittle your child's needs or your difficulties in getting them met. Why should you belittle mine? I have a child who is on the highest IQ portion of the spectrum. His processing speed is more than 2 standard deviations lower than his IQ. He's been diagnosed mild ASD. He recently turned in an assignment, spelling a teacher's name wrong in the email that he had to send her with the completed project b/c he didn't have enough time to write down her uncommonly spelled name/email. For this, he got a zero on the assignment. When he saw the grade, he quite literally freaked out, his entire body shaking and otherwise paralyzed from anxiety. Another teacher has commented about how stressed he is. Neither of them yet know his diagnosis b/c we're sorting through how we want to handle (it's recent). So, in your world, b/c he is so high functioning, he shouldn't be helped and shouldn't have accommodations? Sorry, not agreeing with you.

Until you walk in my shoes, you don't know what it's like to have a child about to snap at any time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, a kid with high IQ and "average" processing speed is not a special needs child. "High" + "average" = above average.

Agree. Why is this even in SNs?

Wrong. These can be "2e" "twice exceptional" children who can be struggling in the conventional classroom because they have a very high i.Q. but processing speeds two standard deviations below, which creates issues for both the teacher and the student. These kids can exhibit a lot of anxiety. Even public schools will give (yeah, you have to fight) IEPs and 504s for extraordinarily gifted kids who have other LDs that make it difficult for them to learn in the conventional classroom.

They can be struggling, and it can be the sort of situation in which a child has a genuine learning disability. I am sympathetic to that sort of situation, of course.

But I have to say, from the viewpoint of a Special Needs mom -- an average SN Mom -- this thread comes off as very elitist. How can I get testing accommodations for my very bright child who just doesn't test as absolutely perfectly as he/she should? And really, that's not a Special Need. That's your need.

Not the PP, but another 2e mom. To me, you're view comes off in a way that is exactly the problem we 2e parents struggle with, in addition to meeting the needs of our children. I don't belittle your child's needs or your difficulties in getting them met. Why should you belittle mine? I have a child who is on the highest IQ portion of the spectrum. His processing speed is more than 2 standard deviations lower than his IQ. He's been diagnosed mild ASD. He recently turned in an assignment, spelling a teacher's name wrong in the email that he had to send her with the completed project b/c he didn't have enough time to write down her uncommonly spelled name/email. For this, he got a zero on the assignment. When he saw the grade, he quite literally freaked out, his entire body shaking and otherwise paralyzed from anxiety. Another teacher has commented about how stressed he is. Neither of them yet know his diagnosis b/c we're sorting through how we want to handle (it's recent). So, in your world, b/c he is so high functioning, he shouldn't be helped and shouldn't have accommodations? Sorry, not agreeing with you.

Until you walk in my shoes, you don't know what it's like to have a child about to snap at any time.

+1

The chasm between my teenage son's "raw" IQ and his processing speed and working memory is enormous. He is thisclose to testing as ADD and has executive function-based LDs, including a math LD, based on Stixrud testing. He is remarkably verbal and presents as super-intelligent - which he is - but then produces so-so written work because of his difficulties planning ahead and expressing his ideas in writing. He has a hard time producing information in an organized format in a timed testing situation (poor working memory) and despite lots of practice, has not memorized math facts. (His dx includes a math disability.) His teachers interpret this as laziness and/or carelessness. I think they ding him extra-hard because he is seemingly so intelligent and capable.

As I mention above, his SATs are a perfect 2400 but his GPA is a mediocre 3.3. This is representative (IMO) of his "raw" skills contrasted with his performance measured in the context of homework (missing a lot of the time), tests, essays he struggles with, etc.

It has been an exhausting road and although he is headed to college next year (small liberal arts, therefore $$$, he would drown at the large state U.), I am pretty sure he'll need support for a good long while. When he is eventually ready to enter the job market, I imagine he'll need some help identifying work environments where he will thrive (self-starter he is not; he has trouble initiating and organizing). I do worry about that.

No one is entitled to characterize my concern about these issues as "elitist."

[Anonymous]

Another 2e high IQ low PS parent, and the big issue isn't getting the highest SAT scores-- it's behavior, especially frustration, anger, and anxiety. Like mY 13 year old sitting on the floor sobbing because he is overwhelmed by a standard math homework assignment or refusing to start a project because it is just too much. This pattern of ADHD is a real problem for parents and kids. This is not #humblebrag. In my case at least, I am genuinely concerned about DC.

[Anonymous]

Anonymous wrote:Another 2e high IQ low PS parent, and the big issue isn't getting the highest SAT scores-- it's behavior, especially frustration, anger, and anxiety. Like mY 13 year old sitting on the floor sobbing because he is overwhelmed by a standard math homework assignment or refusing to start a project because it is just too much. This pattern of ADHD is a real problem for parents and kids. This is not #humblebrag. In my case at least, I am genuinely concerned about DC.

+1

Depression and anxiety are closely aligned with this brain profile.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, a kid with high IQ and "average" processing speed is not a special needs child. "High" + "average" = above average.

Agree. Why is this even in SNs?

Wrong. These can be "2e" "twice exceptional" children who can be struggling in the conventional classroom because they have a very high i.Q. but processing speeds two standard deviations below, which creates issues for both the teacher and the student. These kids can exhibit a lot of anxiety. Even public schools will give (yeah, you have to fight) IEPs and 504s for extraordinarily gifted kids who have other LDs that make it difficult for them to learn in the conventional classroom.

They can be struggling, and it can be the sort of situation in which a child has a genuine learning disability. I am sympathetic to that sort of situation, of course.

But I have to say, from the viewpoint of a Special Needs mom -- an average SN Mom -- this thread comes off as very elitist. How can I get testing accommodations for my very bright child who just doesn't test as absolutely perfectly as he/she should? And really, that's not a Special Need. That's your need.

Not the PP, but another 2e mom. To me, you're view comes off in a way that is exactly the problem we 2e parents struggle with, in addition to meeting the needs of our children. I don't belittle your child's needs or your difficulties in getting them met. Why should you belittle mine? I have a child who is on the highest IQ portion of the spectrum. His processing speed is more than 2 standard deviations lower than his IQ. He's been diagnosed mild ASD. He recently turned in an assignment, spelling a teacher's name wrong in the email that he had to send her with the completed project b/c he didn't have enough time to write down her uncommonly spelled name/email. For this, he got a zero on the assignment. When he saw the grade, he quite literally freaked out, his entire body shaking and otherwise paralyzed from anxiety. Another teacher has commented about how stressed he is. Neither of them yet know his diagnosis b/c we're sorting through how we want to handle (it's recent). So, in your world, b/c he is so high functioning, he shouldn't be helped and shouldn't have accommodations? Sorry, not agreeing with you.

Until you walk in my shoes, you don't know what it's like to have a child about to snap at any time.

+1

The chasm between my teenage son's "raw" IQ and his processing speed and working memory is enormous. He is thisclose to testing as ADD and has executive function-based LDs, including a math LD, based on Stixrud testing. He is remarkably verbal and presents as super-intelligent - which he is - but then produces so-so written work because of his difficulties planning ahead and expressing his ideas in writing. He has a hard time producing information in an organized format in a timed testing situation (poor working memory) and despite lots of practice, has not memorized math facts. (His dx includes a math disability.) His teachers interpret this as laziness and/or carelessness. I think they ding him extra-hard because he is seemingly so intelligent and capable.

As I mention above, his SATs are a perfect 2400 but his GPA is a mediocre 3.3. This is representative (IMO) of his "raw" skills contrasted with his performance measured in the context of homework (missing a lot of the time), tests, essays he struggles with, etc.

It has been an exhausting road and although he is headed to college next year (small liberal arts, therefore $$$, he would drown at the large state U.), I am pretty sure he'll need support for a good long while. When he is eventually ready to enter the job market, I imagine he'll need some help identifying work environments where he will thrive (self-starter he is not; he has trouble initiating and organizing). I do worry about that.

No one is entitled to characterize my concern about these issues as "elitist."

Look, you are pretty tone deaf not to realize how this comes off. You have an academically successful child going to a good college who will be self supporting and have normal chances of a social life. I get that he may not have lived up to your expectations (and also that he may have struggled) but can't you see how very very different your story is than many on here who wonder if their children will ever be independent, able to function in the work force, and be accepted socially?

[Anonymous]

Look, you are pretty tone deaf not to realize how this comes off. You have an academically successful child going to a good college who will be self supporting and have normal chances of a social life. I get that he may not have lived up to your expectations (and also that he may have struggled) but can't you see how very very different your story is than many on here who wonder if their children will ever be independent, able to function in the work force, and be accepted socially?

NP here. PP, It sounds as if you have a child with a disability of some kind -- but not the disability that is the topic of this thread, is that correct? Specifically, you do not have a child who is not what is colloquially called "2e." Your child has a completely different disability.

Can you please then explain why you clicked on THIS thread, you are participating in THIS thread, and you are attempting to police the discussion about an actual neurological disability that does not affect your life?

Where do you get off announcing that there now is a ranking of neurological disabilities? And that you have been appointed the master of deciding which SN parents get air time to discuss their concerns and which SN parents do not

You don't get to decide which kids do not make the cut, based on your omniscient knowledge of "who has it the worst." And it is emphatically not "tone deaf" to discuss the neurological deficiencies and struggles of a child simply because some other child with a different diagnosis will not have the same options in life.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, a kid with high IQ and "average" processing speed is not a special needs child. "High" + "average" = above average.

Agree. Why is this even in SNs?

Wrong. These can be "2e" "twice exceptional" children who can be struggling in the conventional classroom because they have a very high i.Q. but processing speeds two standard deviations below, which creates issues for both the teacher and the student. These kids can exhibit a lot of anxiety. Even public schools will give (yeah, you have to fight) IEPs and 504s for extraordinarily gifted kids who have other LDs that make it difficult for them to learn in the conventional classroom.

Yeah but having high IQ + avg processing speed is not considered a learning disability. You will not get an IEP or even a 504 with just that unless you have another diagnosis like ADHD or ASD.

High IQ + avg processing sp is not "2e"

[Anonymous]

I wish I could meet (most of) you guys. I feel so lonely with my DS. It is a relief to hear that there are others like me out there. I love my DS. He is a great kid, and is going to have a wonderful life. But it is wearing having everybody assume he is an A+ student when he is a C student. It would be nice to meet with you guys and have somebody who would have some idea that I'm not lying, this really is possible.

[Anonymous]

Anonymous wrote:I wish I could meet (most of) you guys. I feel so lonely with my DS. It is a relief to hear that there are others like me out there. I love my DS. He is a great kid, and is going to have a wonderful life. But it is wearing having everybody assume he is an A+ student when he is a C student. It would be nice to meet with you guys and have somebody who would have some idea that I'm not lying, this really is possible.

I don't want to sound snarky but not working up to one's potential for whatever reason is not a special need. The world is full of A+ students who only earn Cs and if he is a "great kid... Going to have a wonderful life" - don't worry too much about his grades.

[Anonymous]

Anonymous wrote:

Look, you are pretty tone deaf not to realize how this comes off. You have an academically successful child going to a good college who will be self supporting and have normal chances of a social life. I get that he may not have lived up to your expectations (and also that he may have struggled) but can't you see how very very different your story is than many on here who wonder if their children will ever be independent, able to function in the work force, and be accepted socially?

NP here. PP, It sounds as if you have a child with a disability of some kind -- but not the disability that is the topic of this thread, is that correct? Specifically, you do not have a child who is not what is colloquially called "2e." Your child has a completely different disability.

Can you please then explain why you clicked on THIS thread, you are participating in THIS thread, and you are attempting to police the discussion about an actual neurological disability that does not affect your life?

Where do you get off announcing that there now is a ranking of neurological disabilities? And that you have been appointed the master of deciding which SN parents get air time to discuss their concerns and which SN parents do not

You don't get to decide which kids do not make the cut, based on your omniscient knowledge of "who has it the worst." And it is emphatically not "tone deaf" to discuss the neurological deficiencies and struggles of a child simply because some other child with a different diagnosis will not have the same options in life.

New poster: question for you. In what other arenas do you hold out you child as having a neurological disability? To his pediatrician? His summer camp? His college? His grandparents? Or is this simply a label that you can utilize when it works to get something you need for him?
Because I can tell you I have a child with a neuro disability and it's not subtle. Don't throw that term around.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Look, you are pretty tone deaf not to realize how this comes off. You have an academically successful child going to a good college who will be self supporting and have normal chances of a social life. I get that he may not have lived up to your expectations (and also that he may have struggled) but can't you see how very very different your story is than many on here who wonder if their children will ever be independent, able to function in the work force, and be accepted socially?

NP here. PP, It sounds as if you have a child with a disability of some kind -- but not the disability that is the topic of this thread, is that correct? Specifically, you do not have a child who is not what is colloquially called "2e." Your child has a completely different disability.

Can you please then explain why you clicked on THIS thread, you are participating in THIS thread, and you are attempting to police the discussion about an actual neurological disability that does not affect your life?

Where do you get off announcing that there now is a ranking of neurological disabilities? And that you have been appointed the master of deciding which SN parents get air time to discuss their concerns and which SN parents do not

You don't get to decide which kids do not make the cut, based on your omniscient knowledge of "who has it the worst." And it is emphatically not "tone deaf" to discuss the neurological deficiencies and struggles of a child simply because some other child with a different diagnosis will not have the same options in life.

New poster: question for you. In what other arenas do you hold out you child as having a neurological disability? To his pediatrician? His summer camp? His college? His grandparents? Or is this simply a label that you can utilize when it works to get something you need for him?
Because I can tell you I have a child with a neuro disability and it's not subtle. Don't throw that term around.

I have a kid with this profile, and it is closely linked to ADHD, which my DS has. So who do we tell that he is 2e/ has SNs? People who need to know. His school (he's under a 504), close family members, definitely sleep away camp (he takes medication). Even his after school babysitter, so she understands how to deal with homework and behavioral issues as they arise. It's on any extracurricular forms that ask about medical issues and/or medication. Maybe not my next door neighbor, but DS comes off as very bright, but also a bit "off" socially, so I'm sure they wouldn't be surprised if we told them. And it's not "holding out" anything. Extensive neuropsych testing tells us that he DOES have this IQ profile and DOES have serious ADHD.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, a kid with high IQ and "average" processing speed is not a special needs child. "High" + "average" = above average.

Agree. Why is this even in SNs?

Wrong. These can be "2e" "twice exceptional" children who can be struggling in the conventional classroom because they have a very high i.Q. but processing speeds two standard deviations below, which creates issues for both the teacher and the student. These kids can exhibit a lot of anxiety. Even public schools will give (yeah, you have to fight) IEPs and 504s for extraordinarily gifted kids who have other LDs that make it difficult for them to learn in the conventional classroom.

They can be struggling, and it can be the sort of situation in which a child has a genuine learning disability. I am sympathetic to that sort of situation, of course.

But I have to say, from the viewpoint of a Special Needs mom -- an average SN Mom -- this thread comes off as very elitist. How can I get testing accommodations for my very bright child who just doesn't test as absolutely perfectly as he/she should? And really, that's not a Special Need. That's your need.

Not the PP, but another 2e mom. To me, you're view comes off in a way that is exactly the problem we 2e parents struggle with, in addition to meeting the needs of our children. I don't belittle your child's needs or your difficulties in getting them met. Why should you belittle mine? I have a child who is on the highest IQ portion of the spectrum. His processing speed is more than 2 standard deviations lower than his IQ. He's been diagnosed mild ASD. He recently turned in an assignment, spelling a teacher's name wrong in the email that he had to send her with the completed project b/c he didn't have enough time to write down her uncommonly spelled name/email. For this, he got a zero on the assignment. When he saw the grade, he quite literally freaked out, his entire body shaking and otherwise paralyzed from anxiety. Another teacher has commented about how stressed he is. Neither of them yet know his diagnosis b/c we're sorting through how we want to handle (it's recent). So, in your world, b/c he is so high functioning, he shouldn't be helped and shouldn't have accommodations? Sorry, not agreeing with you.

Until you walk in my shoes, you don't know what it's like to have a child about to snap at any time.

+1

The chasm between my teenage son's "raw" IQ and his processing speed and working memory is enormous. He is thisclose to testing as ADD and has executive function-based LDs, including a math LD, based on Stixrud testing. He is remarkably verbal and presents as super-intelligent - which he is - but then produces so-so written work because of his difficulties planning ahead and expressing his ideas in writing. He has a hard time producing information in an organized format in a timed testing situation (poor working memory) and despite lots of practice, has not memorized math facts. (His dx includes a math disability.) His teachers interpret this as laziness and/or carelessness. I think they ding him extra-hard because he is seemingly so intelligent and capable.

As I mention above, his SATs are a perfect 2400 but his GPA is a mediocre 3.3. This is representative (IMO) of his "raw" skills contrasted with his performance measured in the context of homework (missing a lot of the time), tests, essays he struggles with, etc.

It has been an exhausting road and although he is headed to college next year (small liberal arts, therefore $$$, he would drown at the large state U.), I am pretty sure he'll need support for a good long while. When he is eventually ready to enter the job market, I imagine he'll need some help identifying work environments where he will thrive (self-starter he is not; he has trouble initiating and organizing). I do worry about that.

No one is entitled to characterize my concern about these issues as "elitist."

Look, you are pretty tone deaf not to realize how this comes off. You have an academically successful child going to a good college who will be self supporting and have normal chances of a social life. I get that he may not have lived up to your expectations (and also that he may have struggled) but can't you see how very very different your story is than many on here who wonder if their children will ever be independent, able to function in the work force, and be accepted socially?

He is not in college and I have no idea how successful he will be there and beyond.

You don't get to rank neurological disabilities according to how disabling you think they are/are not.

Why are you even participating in this thread?