Ok .. this is 10:16 .. didn't realize this was an old thread. Well, hopefully it helps someone now

OP, I don't have time to read all of the responses now but I will come back later.

My DS is 9yo now and he has ASD (aspergers), ADHD, LD, and anxiety. He was first tested at 6yo and found to have above average intelligence, average working memory, but processing speed was more than 3 standard deviations below his strengths. We weren't happy with multiple things about the testing (not directly related to the WISC portion, but there were glaring problems in the report) so we went to a more reputable place and did a full neuro-psych. The psychologist there felt that the WISC had not been administered correctly .. among other things, they reported it as the WISC-V when it had to have been the WISC-IV. So she re-administered the WISC and DS tested as average IQ, average working memory, and below average processing speed. She also commented that she didn't think the test was truly indicative of his strengths. With the combination of anxiety and slow processing speed, he does really poorly on anything where he feels timed and/or pressured. All of this is to say that IQ testing can be helpful but there are instances where it really doesn't speak to a child's strengths.

Meanwhile, DS is doing fine academically. He's been in a low-stress environment. He does struggle with language arts because of his LD and he can't cope with a full day of activities. Frequently after school he just needs to decompress. Once when I picked him up early and had back-to-back well child and dentist appointments (all routine, no shots or fillings or anything like that) he burst into tears during TKD later in the evening. I think he works harder at school and it does drain him. Speaking of sports .. soccer was horrible. TKD is mostly going well. There are evenings where he's just too tired to go, but when he goes, he is super focused and motivated. It's really good to see. Swimming was also good so long as the class sizes were small. Once there were more than 3 or 4 kids, he couldn't follow what he was supposed to be doing.

I've never been tested but pretty sure I've got lower processing speed and ADHD ... and I've ended up in technology management. I get really good ratings from people who've worked for me because I ask a lot of questions and let them solve their own problems. It takes me a while to wrap my head around things but so long as I'm asking more questions, I'm both getting more time to think and more information. And they think it's genius .. hahahaha

Anonymous wrote:Does slow processing ability affect social and athletic skills?

I am writing as a person living with FASD. I have slow processing issues. I have been tested by a professional. What I understand so far , slow processing affects my math and problem solving. Because I have FASD I have difficulty keeping friends; i understand this is my personality traits that comes with my condition. I don't believe slow processing has anything to do with social skills . If any of you mothers drank alcohol while pregnant, and your child has slow processing. You now know why.

Not reading all these but..swimming is a great sport..you work towards personal best, safety, organization..packing pool bag etc..., time management. It also can be a team sport..so camaraderie in that. Lot's of kids slow processors...things can change when you are not constantly being measured by school....

OP,

1. Parse the IQ test carefully. If you say the total score is average but he has extremely low processing speed, then other scores have to be significantly higher than average, correct? Or do you mean that taken individually, his highest sub-scores are in the average range?

2. My son with severe ADHD and learning disorders (which we were told stemmed from the ADHD) has extremely low processing speed. It was measured as low as the 4th percentile, and I don't have the words to tell you how much it negatively impacts all our lives. Team sports and races are out. Individual sports, chess, activities where thought takes precedence over speed, are all for him, except he can't do more than one at a time. He also has a nice singing voice, and is happy singing in a choir, to give him that team spirit.

3. IMPORTANT! We found that meds for ADHD significantly increased his processing speed (we tested him before and after introducing medication).

4. Since DS is a "little professor" type, and the spawn of two research scientists, we are confident that he will find his place in academia and research. Public research, where his father works currently, prizes quality over quantity. It's perfect for slow thinkers who think deeply.

Anonymous wrote:

Anonymous wrote:My son was just evaluated and we learned he has an average IQ and slow processing speed in the borderline range. Very slow. He also has inattentive ADHD.

Anyone here have a similar SN child? We have found it challenging to find extracurricular activities that he enjoys. His slow processing speed impacts his ability to keep up in team sports.

Looking ahead, we wonder what job or career he would enjoy and experience success. Any ideas?

Any information shared on slow processing speed would be appreciated.

DD does karate and plays rec soccer. She is pretty much a bench warmer for soccer but very much enjoys the social aspect of the team.

I often wonder about a career for her. Due to her slow processing and inability to think quick on her feet, we have ruled out courtroom attorney.

She has a huge heart so we are thinking something like hospice nurse.

DH is in high tech and works with a wide range of people (mostly men) - many brilliant but social misfits on the spectrum. He always comes across people he would say, "Does good work but needs to do more of it." I think if your DS choose a slow paced career where he does not have to think fast on his feet, he will be fine.

We've ruled out emergency room physician for precisely this reason. My DD has a similar profile. She does karate and OT. Both are supposed to help with the executive functioning. Her handwriting speed has improved a ton since she started OT. Social skills in a fast paced decade are hard. I try to make sure she does a lot of individual play time and small groups, rather than lots of girls together.

Team sports where most kids sit on the bench (this probably for high school) Getting plenty of exercise at practice. No shame if benched for games since most are. The comraderie of being part of a group.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How does slow processing speed affect the social skills of older kids? Can they have back and forth conversation, participate in group discussions / team projects?

My DS does very well in smaller groups. In larger settings he needs more encouragement from the teachers to participate in class. When asked questions directly, he does fine. If he has to jump in, it is more difficult for him. If it is a subject he feels confident about, he does well too.

These are not dumb kids. They just absorb information a bit slower. Right now my DS's passion is World War II, and he shows impressive knowledge about the era, devouring book after book. Cannot stop talking about it

How do you get teachers to do this? DD has slow processing and is very shy. She has two classes where teachers are sticklers on participation - worth 25% of the grade. She has and NC (F) in one class for participation and C- in the other. These grades bring down her overall grade. Her 504 plan says only ask her one question (with the hope of her raising her hand) as she was nervous about any follow up question and not knowing the answer to the second question that she would not raise her hand. This has helped some but she has a hard time formulating a response quick enough to raise her hand before the teacher moves on. She's struggling....

I'm the teacher who posted above. For my students with slow processing speeds, I do three things to amp up their verbal participation. The first is that I provide the class with discussion questions in advance and let the student know a small number of questions that I might ask him or her. So if the post-reading reflection has six questions, I might stop by Larla's desk and put a small dot next to two questions. Larla knows that I will ask her one of those two. The second thing that I do is to "The Remix". My students love this. I will write down everyone's contributions on the board at the beginning of class and then 5 minutes before the bell I say "Reeeeeeeeeeeeeh Mixxxxxxxxxx!" in a silly dubsteppy tone. Students have a couple minutes to "remix" someone else's answer with new info and share with a classmate. I let Larlo know before my announcement that I will call on him for "The Remix". The simplest thing of all is that we do "But the Most Important thing to remember is..." and I pick 4 to 5 students. They have to be additive, until you get to the last person who can be additive OR repetitive. I pick the child who processes slowly last so that they have time to either formulate a new answer or they can declare someone else's answer the most important thing to remember.

By the way, your teachers sound like they need more training with Wait Time 1 AND Wait Time 2.

Wow. You have singlehandedly restored my faith in teacherdom! What great methods. I don't even think I would have thought of them, but of course I haven't been taught the science of teaching, which you clearly were. Wish I knew where you teach so I could send an email/letter to your principal.