Emotional disability and highly gifted, age 6...what next?

[Anonymous]

FWIW psychologist recently told me anything 99% or above is the same essentially and it's like splitting hairs to differentiate anything above 99%.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How high is her IQ? Big difference between 130 and 145+. Is her verbal IQ lower than her perceptual reasoning? Or are they both high?

Eh, not really: http://www.hoagiesgifted.org/highly_profoundly.htm

"There is the numerical answer: a child of IQ 160 is as different from a moderately gifted child of 130, as that child is from an average child of 100. But IQ scores are no longer derived from a ratio, with the numerical difference between scores indicating the variation. Today's IQ tests score on a curve, so that the difference between 100 and 115 is far less than the difference between 130 and 145, and the difference between 130 and 145 is far less than the difference between 145 and 160, though the ranges appear similar numerically.

And there are lots of different levels of development to consider in each child. There is intellectual development, the development measured by an IQ test. There is also physical development - gross and fine motor skills, social and emotional development, and spiritual development. And all of these development levels characterize the gifted child."

Yeah really. An IQ of 130 is equal to or higher than every 2 out of 100 kids.- 2 Standard Deviations away from mean. So if a school has 100 kids you would expect to find about 20 students with that IQ or higher (and you would find more students with that IQ at a higher SES school and not as many at a low SES school since there is a strong correlation between a mother's level of education and her child's IQ). Once you get to 145 the percentile rank is 99.9 -3 Standard Deviatiins from the mean . That is equal to or higher than 1 out of 1000 students. That student might not have an intellectual peer group at the school.
An IQ of 137 is plenty gifted. If there are no issue at home and there are issues at school, I would really look into how she does in the community. If there aren't issues in the community- she owes fine at outside classes, play dates, camps, then I would wonder if you just haven't found the right school for her.

Can someone clarify this?

No, the PP's math is wrong. Like the PP noted, a 130 IQ is the 98th percentile, so out of 100 kids, higher than 98 of them. So in a class of 100 that has a normal distribution, you would expect 2 kids (not 20) to have an IQ of 130 or higher.

+1. And to put that in context, in my middle school of 300 kids per grade, one can expect, statistically speaking, 6 kids with an IQ above 130. Given that kids are rarely grouped by ability in MS and the number of middle school classes (7-8) one takes, the likelihood of a kid with an IQ of 130 being grouped together with other kids of similar ability is very low. The likelihood that all 6 will be in the same classes -- making it easier for a teacher to differentiate for them and for them to learn from one another and form a peer group -- is next to nothing. This is why the HGCs and MS magnets exist.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How high is her IQ? Big difference between 130 and 145+. Is her verbal IQ lower than her perceptual reasoning? Or are they both high?

Eh, not really: http://www.hoagiesgifted.org/highly_profoundly.htm

"There is the numerical answer: a child of IQ 160 is as different from a moderately gifted child of 130, as that child is from an average child of 100. But IQ scores are no longer derived from a ratio, with the numerical difference between scores indicating the variation. Today's IQ tests score on a curve, so that the difference between 100 and 115 is far less than the difference between 130 and 145, and the difference between 130 and 145 is far less than the difference between 145 and 160, though the ranges appear similar numerically.

And there are lots of different levels of development to consider in each child. There is intellectual development, the development measured by an IQ test. There is also physical development - gross and fine motor skills, social and emotional development, and spiritual development. And all of these development levels characterize the gifted child."

Yeah really. An IQ of 130 is equal to or higher than every 2 out of 100 kids.- 2 Standard Deviations away from mean. So if a school has 100 kids you would expect to find about 20 students with that IQ or higher (and you would find more students with that IQ at a higher SES school and not as many at a low SES school since there is a strong correlation between a mother's level of education and her child's IQ). Once you get to 145 the percentile rank is 99.9 -3 Standard Deviatiins from the mean . That is equal to or higher than 1 out of 1000 students. That student might not have an intellectual peer group at the school.
An IQ of 137 is plenty gifted. If there are no issue at home and there are issues at school, I would really look into how she does in the community. If there aren't issues in the community- she owes fine at outside classes, play dates, camps, then I would wonder if you just haven't found the right school for her.

Can someone clarify this?

No, the PP's math is wrong. Like the PP noted, a 130 IQ is the 98th percentile, so out of 100 kids, higher than 98 of them. So in a class of 100 that has a normal distribution, you would expect 2 kids (not 20) to have an IQ of 130 or higher.

+1. And to put that in context, in my middle school of 300 kids per grade, one can expect, statistically speaking, 6 kids with an IQ above 130. Given that kids are rarely grouped by ability in MS and the number of middle school classes (7-8) one takes, the likelihood of a kid with an IQ of 130 being grouped together with other kids of similar ability is very low. The likelihood that all 6 will be in the same classes -- making it easier for a teacher to differentiate for them and for them to learn from one another and form a peer group -- is next to nothing. This is why the HGCs and MS magnets exist.

To put in another context: on the other end of the bell curve would be someone in the 2nd percentile, or around a 70 IQ. That person would almost certainly qualify for an IEP with a cognitive disability and might be in a self-contained classroom.