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[quote=Anonymous]http://www.davidsongifted.org/db/Articles_id_10678.aspx

Tips for Parents: Neuropsychological Testing Q&A
Crawford, M. 
Davidson Institute for Talent Development 
2010

This Tips for Parents article is from a seminar hosted by Dr. Melanie Crawford, who provides a Q&A about many different topics of neuropsychological testing.

The goal for this seminar was to increase parents’ knowledge neuropsychological testing as well as discuss how test results can be helpful in better understanding their children. Many questions were asked about intellectual assessment (IQ testing), achievement testing (academic assessments), as well as other measures of neuropsychological functioning (e.g., executive functioning, visuospatial skills, phonological processing). Below are abbreviated answers to some of the questions answered during the seminar.

What do the four indices of the Wechler Intelligence Scale for Children - Fourth Edition (WISC-IV) measure?

The Verbal Comprehension Index of the WISC-IV measures verbal reasoning abilities and the Perceptual Reasoning Index measures non-verbal and spatial reasoning skills. These two indices are the most important when considering a child’s intellectual ability. Working memory involves holding information in memory, performing some operation on it, and producing a result (e.g., solving arithmetic problems in your head). Tests within the Processing Speed Index require rapid visual scanning and coordination of simple visual information as well as sustained concentration and attention to detail.

What does it mean when a child scores within the gifted range on the Verbal Comprehension and Perceptual Reasoning Indices and shows much lower scores on the Working Memory and Processing Speed Indices of the WISC-IV?

It is common for gifted children to show significantly lower scores on the Processing Speed and Working Memory Indices of the WISC-IV, when compared to their performance on the Verbal Comprehension and Perceptual Reasoning Indices. However, very large discrepancies can sometimes be indicative of problems with attention or something else that is getting in the way of a child being able to focus or process and respond to information quickly (i.e., anxiety, depression, visuomotor coordination, perfectionism). When this is the case, a comprehensive neuropsychological evaluation would be required to help tease this apart.[/quote]

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