What does your child’s low processing speed “look” like?
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Anonymous
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My 9 year old is 13th percentile for speed processing (PSI), while his VCI and VSI are 99/98th percentile so he is bright but has major issues with executive functioning, written expression, and computation of math. He does have a diagnosis of ADHD-I and is medicated, we see improvements in processing speed with math when medicated but the executive functioning is still a big problem. I found a book that is called “Bright Kids that Can’t Keep Up” and it was as if it was written for him. The book listed examples of speed processing disorders being hereditary and tested parents of kids who were having issues to find out one suspected parent also had a very low processing speed. In our case, it does no seem to be hereditary but I’m confused that these adults who turned out to have lower speed processing then my son were able to become doctors/lawyers without major supports in school. The book gave some vague reasons. My son needs LOTS of executive functioning help in school already.
All to ask, how much does your child’s low processing speed impact them? While my son is a slow processor with many things, why can he have such fast speed processing with preferred activities- he is a “speed reader” (obsessive reader) and can always finish building robotics and legos before his peers in after school programs. You’d think speed processing would be consistent if it’s how the brain functions? |
Anonymous
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It's a good question.
My DS8 does not have as large a disparity as that, but I wonder if it's larger than reported! He struggles with math computation, too, and also following directions (or even just getting started on a task)—the neuropsych suggested extra time so he can "show what he knows." It's part of the whole melange of issues with ADHD+ so hard to say what is what. But I have really had to try to refrain from saying "hurry up!" which is a constant struggle  It's easy to forget.
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Anonymous
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Op, I don't think there is any ceiling on what a kid who is that bright can do--as long as he is motivated and interested, of course. I think the biggest issue is really how he feels about himself. I think the slow processing speed/high IQ combo is extremely frustrating. I also think that kids with slow processing speed compare themselves to others and can get really down on themselves. For my son, it's a challenge to find an environment that is emotionally supportive enough but still very academically stimulating. We ended homeschooling for a few years, which was just what he needed at the time, and then switching to a very small mainstream private.
I think I fit this profile, too, though I have never been diagnosed with anything. On the one hand I do think it resulted in a lot of anxiety for me--in college I was terrified of being called on in class and not being able to think quickly enough on my feet... and as a result, my mind would go blank. On the other hand, the fact that it took me longer to do my homework didn't bother me at all. I just organized my time in a way that worked for me. I have three degrees from ivy league schools--so I don't think this profile kept me from doing anything I wanted to do. |
Anonymous
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I think DD’s is in the 30th percentile.
—Super aloof socially. —Does not like/is terrible at sports —poor handwriting —she does not like video games and I noticed she has a harder time with complex movies. But she is also a super, speed reader. Reads multiple grades above her age. She is also the fastest kid academically in her class. But I think this is because she’s so smart not because she’s quick. I don’t know. She studies math about 4 grades above her grade level. She’s a pretty quick writer. Her issues are entirely visual processing. She isn’t ADHD best we can tell, and she isn’t medicated. |
Anonymous
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ADHD and processing speed usually interact. I don't think you can easily tease out which is at the root of executive functioning issues. My child has extremely low processing speed, high 'intelligence.' and is diagnosed with ADHD-I and anxiety (age 15) and is a voracious reader and can pay keen attention to what is interesting to them. I'm going to copy some excerpted quotes from a recent neuropsych exam where the psychologist tried to explain how these factors interact (especially on non-preferred task) since I can't adequately paraphrase.
"Executive functioning describes an individual’s facility with directing his attention, working efficiently, being strategic, planning and evaluating the quality of his performance, controlling his behavioral impulses, and seeing tasks through to completion. An adolescent’s ability to do these cognitive tasks indicates how well he can “self-monitor” and to what extent he requires external support to function across settings. Attention, behavior regulation (i.e., impulsivity and hyperactivity) and metacognition (e.g., planning, organization, working memory, and self-monitoring) are all subsumed under the umbrella term of executive functioning, which includes all the steps necessary for initiating and successfully completing tasks. CHILD has executive functioning and arousal regulation deficits that create more stress and uncertainty in his academic life and fuel his anxiety about schoolwork. "CHILD completed the Conners’ Continuous Performance Test, Third Edition (CPT-3), a purposely-tedious computer-administered task, which requires the respondent to consistently respond to target letters presented on the screen and consistently inhibit responses to one non-target letter. The task lasts for 14 minutes and is designed to simulate low levels of arousal. As such, it is a good measure of sustained attention, efficiency, and self-monitoring during disinteresting tasks. By tracking minute changes in reaction times, the CPT-3 is designed to detect the brain’s interest level, vigilance, and impulse control over the course of the test as well as during differing levels of stimulation. CHILD's CPT-3 results suggest inattention. His reaction time was very slow and his speed slowed down more as the test progressed, both indications of low arousal for mundane tasks. "His symptoms include trouble with concentration and task initiation, poor time management, forgetfulness, tendency to make careless mistakes, and avoidance of tasks that require sustained mental effort. CHILD's symptoms are not observed by his teachers to the same degree that they are observed by his parents. This is likely because CHILD is a quiet and compliant student who wants to please his teachers and does not want them to know that he is struggling or falling behind. It is important that they know that, beneath the surface, his executive functioning delays, and anxiety all have a negative impact on his ability to demonstrate his true aptitude." |
Anonymous
That's a good question that I never thought of. My son was also diagnosed with low processing speed, executive functioning issues, and ADHD, but he's really good at math and never seems to have any trouble processing math concepts or doing calculations quickly. However, when his educational psychologist gave him a timed math test, he did pretty well, but not as well as he did on an untimed test. |
Anonymous
| OP here, thanks to all that replied. It’s nice to know I’m not alone in dealing with a child like this. It’s very hard because we are telling him to hurry up all the time, including younger siblings who are fast processors. I definitely need to watch his self esteem. |
Anonymous
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Sigh. We have been living the nightmare of my son's low processing speed every since his birth 14 years ago, practically. He has significant ADHD, and will soon be tested for high-functioning autism and possibly other disorders (anxiety?), because we fear there is something more going on here that impact his processing speed. So far, we understand that he's slow because: 1. Of unchangeable, intrinsic slowness. 2. Inattention stemming from his ADHD, unless medicated. 3. Perfectionism, possibly linked to OCD/anxiety. 4. Poor understanding and prioritizing of tasks, possibly linked to autism. 5. Motor coordination issues and poor spatial awareness. Result: he's in middle school and spends ALL his time doing his homework. He does not see friends. He loves video games but has little time for them. He takes more time than average to find things, he takes more time to eat, more time to dress, more time to tie his shoelaces. All this times accumulates and he is late to everything, because of course he always underestimates the time it takes to prepare and cannot time manage easily. I am somewhat slow myself and so is my husband, but not nearly as bad. Our son probably got a double dose of low processing traits from us
As for your interesting question on how one can succeed with these traits: my husband got an MD and a PhD in a different country where you didn't have to be well-rounded, present a slew of extra-curriculars, etc. All you needed was to do well on the exams at every level. This is something we all do well in the family. However, we are concerned my son will not be able to go to a good college if they are looking for multitasking and soft skills. He's strong academically but doesn't do those! |
Anonymous
OP here, gosh I feel like you are my future. I’m scared, the homework isn’t even that much yet and he complains and it takes him so long for math. He will grow depressed if his whole after school life turns into homework, and angry. Does your son complain? Interesting about you and your husband! |
Anonymous
| I have a similar child and agree very much with what previous posters have mentioned. One particular thing to watch out for is acceptance into gifted classes, if they are based primarily/exclusively on test scores. My son is only in second grade, but he finds even the 40 minute “MAPS” tests to be positively unbearable. For him, this means just answering it as quickly as possible to get it finished with. His well–attuned teacher told him he had to do it again, which raised his score about 15-18 percentile points (after a tearful outburst). She was the one who alerted us to be aware in the next year or two when they start selecting for advanced classes. |
Anonymous
| OP- Does your child have a 504 plan? An IEP? If not, he can get accommodations in school and on tests like extended time, frequent breaks, small group testing, reduced workload, etc. |
Anonymous
PP you replied to. My son complains and gets stressed over his homework, but he also has an inner drive to do it, and an interest in all academic subjects. He is in the GT/LD (gifted talented and learning disabled) program in MCPS, and has resource class and a case manager that oversees his schedule and work. We ALL tell him (teachers included!), that he should do it quicker, not as perfectly, not take as much time to think through the questions... and he can't. Perhaps he won't? It's to tease out the "why" he can't work quicker that Stixrud is evaluating him again this summer, before he goes to high school. Seriously, this is making us all crazy in the house. It's an incredibly source of frustration for me, and sometimes I don't handle it well: I yell at him to hurry and get so angry. |
Anonymous
| 14:58, your child sounds just like mine except we’ve never had her diagnosed. It makes for such a difficult life, for her and the rest of the family. She’s extraordinarily bright, gets great grades and doesn’t seem to mind spending all her time on homework but I’d love for her to have a more well-rounded life. |
Anonymous
Yes, we have a IEP based on speed processing disorder that gives him lots of accommodations- pull-outs for writing, push-ins for math, extended time, etc. we are fortunate that our base school is an AAP center that also is great with special needs. He got into AAP this year for 3rd, he’s doing well but I hear the homework, projects, tests, etc and executive functioning needed to juggle it all get intense in 5-6th grades so right now we are taking it one year at a time in AAP. |
Anonymous
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8:36- thanks for your reply! OP here and everything you say sounds so similar. He complains about studying for a test but because he has perfectionist tendencies, after I say- “fine, don’t study, get a bad grade”- he freaks out, cries, begs me to help him study (quiz him). It’s so frustrating and crappy how so much of after school time is dedicated to him, younger siblings get shaft
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