We are UMC and DH has ADHD. It has certainly held him back in his career. He’s very smart (biglaw) but it has been a struggle. Back when he was a kid ADHD wasn’t diagnosed.
Our kids have it also. Along with their high IQ came the ADHD. Genetics is a powerful force. However at their private school “everyone has an accommodation “. It’s another way of getting ahead. People gonna play the system.

My child had subtest scores ranging from 6-18 and FSIQ was calculated. Is this an invalid score?

Anonymous wrote:

Anonymous wrote:It is because smart people want to screw people that are creative and zany.

ADHD people are way more fun than neurotypical people.

The number is only gonna rise as reallyvsmart people continue to procreate with fun people.

Not all ADHD people are fun and outgoing.

There are outliers in every group.

Anonymous wrote:

Anonymous wrote:I have a child who is labeled 2E. Everyone has relative strengths and weaknesses. 2E students differences are much wider. Think rolling hills compared to tall mountains and valleys. Tests like the WISC are ruled invalid for my DC as a result. The lowest sub test score of 6 is 13 standard deviations from highest subtests (score of 19). So anything that combines the test results doesn't really tell the story. He hits the ceiling on several of the subtests. Some of his other reading tests are in the 1st percentile. He scores very high on vocabulary, comprehension, background knowledge, math, science, critical thinking.... He is a deep thinker. He is a curious person and wants to know how things work and how we came to be. He has a nearly encyclopedic memory. His writing ability is quite good but he needs an editor. It is his math ability that is truly exceptional. On the other side, he cannot parse a sentence or understand nuance or symbolism in fiction. It is as if he is blind to it. However, he loves a good story.

As a freshman, he took sophomore and junior level classes in college. He could have graduated in 3 years, but he wants to take every pure math class they offer (and triple minor) so that he will know as much as he can before he picks an emphasis for graduate school. We are encouraging him to seek out post baccalaureate programs to also give him more knowledge about what he may want to do.

He has received a reader and scribe (now electronic in college) and extra time as part of his accommodations. The extra time is granted because using a reader/scribe takes longer. He has other accommodations like audio books and use of specialized word processing programs. These help him access the curriculums and impart the knowledge he has learned in the classes.

He also grew up UMC. Which meant that his parents had the ability to recognize that he had issues, learn about them and get him the remediation he needed to be successful (some of it was at school some of it was privately done). It meant his parents had the wherewithal to fund the private remediation too. As well as fight for a decent IEP from 2nd grade on. He qualified for an IEP very easily has his LDs are severe, but making sure the IEP was up to snuff and then applied was another job altogether. FAPE was violated every single year, sometimes egregiously sometimes less so. For example, on the less so side, he did not receive his math textbook in audio format until January. That, fall I lost my voice reading it to him.

Not every 2E student is as easily identifiable as my son.

A standard deviation is 3 points.

You have talked a lot about his weaknesses. Does he have a diagnosis? He sounds dyslexic. Is he also on the spectrum? I have known quite a few people on the spectrum who have an affinity for math. Are they gifted? I would say they have a splinter skill. You describe your ds as a deep thinker, curious, and having a great memory—those traits don’t make someone gifted.

Sorry, I thought the SD on the sub tests was one point. He still has a 5 SD gap (perhaps wider since he hit the ceiling on many of the subtests). Which is still quite significant. Yes he has a diagnosis of dyslexia- triple or double depending on where you are in the community (decoding/ortho, phoneme/aural, RAN issues). Over 7 years of daily remediation (at school and with a private tutor) We were able to bring him up to low average on decoding and phonemes but he is still in the 1st percentile on RAN. His rate, accuracy and fluency is still quite low. He also has dysgraphia- both with motor integration and organization of thought (although graphic organizers went a long way there). He has been diagnosed in the gifted range in intelligence. His math skills are such that he is majoring in math at a top ten school for his major and aces all of his classes to date (including the two capstone classes he has taken). In my description, I was trying to give a fuller picture of his strengths and weaknesses. 2E students can be extremely complex. Have never heard someone use the term "splinter skill". He does not have ASD. His brother does however.

Anonymous wrote:

Anonymous wrote:I have a child who is labeled 2E. Everyone has relative strengths and weaknesses. 2E students differences are much wider. Think rolling hills compared to tall mountains and valleys. Tests like the WISC are ruled invalid for my DC as a result. The lowest sub test score of 6 is 13 standard deviations from highest subtests (score of 19). So anything that combines the test results doesn't really tell the story. He hits the ceiling on several of the subtests. Some of his other reading tests are in the 1st percentile. He scores very high on vocabulary, comprehension, background knowledge, math, science, critical thinking.... He is a deep thinker. He is a curious person and wants to know how things work and how we came to be. He has a nearly encyclopedic memory. His writing ability is quite good but he needs an editor. It is his math ability that is truly exceptional. On the other side, he cannot parse a sentence or understand nuance or symbolism in fiction. It is as if he is blind to it. However, he loves a good story.

As a freshman, he took sophomore and junior level classes in college. He could have graduated in 3 years, but he wants to take every pure math class they offer (and triple minor) so that he will know as much as he can before he picks an emphasis for graduate school. We are encouraging him to seek out post baccalaureate programs to also give him more knowledge about what he may want to do.

He has received a reader and scribe (now electronic in college) and extra time as part of his accommodations. The extra time is granted because using a reader/scribe takes longer. He has other accommodations like audio books and use of specialized word processing programs. These help him access the curriculums and impart the knowledge he has learned in the classes.

He also grew up UMC. Which meant that his parents had the ability to recognize that he had issues, learn about them and get him the remediation he needed to be successful (some of it was at school some of it was privately done). It meant his parents had the wherewithal to fund the private remediation too. As well as fight for a decent IEP from 2nd grade on. He qualified for an IEP very easily has his LDs are severe, but making sure the IEP was up to snuff and then applied was another job altogether. FAPE was violated every single year, sometimes egregiously sometimes less so. For example, on the less so side, he did not receive his math textbook in audio format until January. That, fall I lost my voice reading it to him.

Not every 2E student is as easily identifiable as my son.

A standard deviation is 3 points.

You have talked a lot about his weaknesses. Does he have a diagnosis? He sounds dyslexic. Is he also on the spectrum? I have known quite a few people on the spectrum who have an affinity for math. Are they gifted? I would say they have a splinter skill. You describe your ds as a deep thinker, curious, and having a great memory—those traits don’t make someone gifted.

It sounds like he has a diagnosis from a real dr so I trust that over a stranger on the Internet who doesn’t know the kid. I doubt real doctors are in this thread offering advice.

Anonymous wrote:I have a child who is labeled 2E. Everyone has relative strengths and weaknesses. 2E students differences are much wider. Think rolling hills compared to tall mountains and valleys. Tests like the WISC are ruled invalid for my DC as a result. The lowest sub test score of 6 is 13 standard deviations from highest subtests (score of 19). So anything that combines the test results doesn't really tell the story. He hits the ceiling on several of the subtests. Some of his other reading tests are in the 1st percentile. He scores very high on vocabulary, comprehension, background knowledge, math, science, critical thinking.... He is a deep thinker. He is a curious person and wants to know how things work and how we came to be. He has a nearly encyclopedic memory. His writing ability is quite good but he needs an editor. It is his math ability that is truly exceptional. On the other side, he cannot parse a sentence or understand nuance or symbolism in fiction. It is as if he is blind to it. However, he loves a good story.

As a freshman, he took sophomore and junior level classes in college. He could have graduated in 3 years, but he wants to take every pure math class they offer (and triple minor) so that he will know as much as he can before he picks an emphasis for graduate school. We are encouraging him to seek out post baccalaureate programs to also give him more knowledge about what he may want to do.

He has received a reader and scribe (now electronic in college) and extra time as part of his accommodations. The extra time is granted because using a reader/scribe takes longer. He has other accommodations like audio books and use of specialized word processing programs. These help him access the curriculums and impart the knowledge he has learned in the classes.

He also grew up UMC. Which meant that his parents had the ability to recognize that he had issues, learn about them and get him the remediation he needed to be successful (some of it was at school some of it was privately done). It meant his parents had the wherewithal to fund the private remediation too. As well as fight for a decent IEP from 2nd grade on. He qualified for an IEP very easily has his LDs are severe, but making sure the IEP was up to snuff and then applied was another job altogether. FAPE was violated every single year, sometimes egregiously sometimes less so. For example, on the less so side, he did not receive his math textbook in audio format until January. That, fall I lost my voice reading it to him.

Not every 2E student is as easily identifiable as my son.

A standard deviation is 3 points.

You have talked a lot about his weaknesses. Does he have a diagnosis? He sounds dyslexic. Is he also on the spectrum? I have known quite a few people on the spectrum who have an affinity for math. Are they gifted? I would say they have a splinter skill. You describe your ds as a deep thinker, curious, and having a great memory—those traits don’t make someone gifted.

Anonymous wrote:I would be ADHD if I were raised as a kid today. The pressures kids have to sit still and focus for hours on end each day at younger and younger ages is truly ridiculous. I had 3 recesses until I was 9 years old. My kid has ONE for less than 30 minutes. I have more of a recess in my current job than he gets at school! No human can focus like that for hours without medication.

This. We expect kids to do much more at school, including homework at younger ages, and schools often communicate information in inconsistent ways, while adopting policies like not accepting late homework at all, which makes immature, ADHD or otherwise challenged kids feel like complete failures. For boys, especially, who might be later bloomers, it is extremely difficult to get by in the middle school years, even without ADHD. Add that to the mix, and you can see why more parents pursue a diagnosis. Before high school, kids need to move and blow off steam during the day, and they don't get it. Parents can't help their kids get organized, because teachers don't communicate assignments, test dates, etc. to parents. Heck, they don't even send tests home.

I agree PP, I couldn't make it through a day of middle school. I'm positive.

Wow, what ugly a**holes on here. And ignorant

Anonymous wrote:I would be ADHD if I were raised as a kid today. The pressures kids have to sit still and focus for hours on end each day at younger and younger ages is truly ridiculous. I had 3 recesses until I was 9 years old. My kid has ONE for less than 30 minutes. I have more of a recess in my current job than he gets at school! No human can focus like that for hours without medication.

+1

Anonymous wrote:It is because smart people want to screw people that are creative and zany.

ADHD people are way more fun than neurotypical people.

The number is only gonna rise as reallyvsmart people continue to procreate with fun people.

Not all ADHD people are fun and outgoing.

I have a child who is labeled 2E. Everyone has relative strengths and weaknesses. 2E students differences are much wider. Think rolling hills compared to tall mountains and valleys. Tests like the WISC are ruled invalid for my DC as a result. The lowest sub test score of 6 is 13 standard deviations from highest subtests (score of 19). So anything that combines the test results doesn't really tell the story. He hits the ceiling on several of the subtests. Some of his other reading tests are in the 1st percentile. He scores very high on vocabulary, comprehension, background knowledge, math, science, critical thinking.... He is a deep thinker. He is a curious person and wants to know how things work and how we came to be. He has a nearly encyclopedic memory. His writing ability is quite good but he needs an editor. It is his math ability that is truly exceptional. On the other side, he cannot parse a sentence or understand nuance or symbolism in fiction. It is as if he is blind to it. However, he loves a good story.

As a freshman, he took sophomore and junior level classes in college. He could have graduated in 3 years, but he wants to take every pure math class they offer (and triple minor) so that he will know as much as he can before he picks an emphasis for graduate school. We are encouraging him to seek out post baccalaureate programs to also give him more knowledge about what he may want to do.

He has received a reader and scribe (now electronic in college) and extra time as part of his accommodations. The extra time is granted because using a reader/scribe takes longer. He has other accommodations like audio books and use of specialized word processing programs. These help him access the curriculums and impart the knowledge he has learned in the classes.

He also grew up UMC. Which meant that his parents had the ability to recognize that he had issues, learn about them and get him the remediation he needed to be successful (some of it was at school some of it was privately done). It meant his parents had the wherewithal to fund the private remediation too. As well as fight for a decent IEP from 2nd grade on. He qualified for an IEP very easily has his LDs are severe, but making sure the IEP was up to snuff and then applied was another job altogether. FAPE was violated every single year, sometimes egregiously sometimes less so. For example, on the less so side, he did not receive his math textbook in audio format until January. That, fall I lost my voice reading it to him.

Not every 2E student is as easily identifiable as my son.

Anonymous wrote:I would be ADHD if I were raised as a kid today. The pressures kids have to sit still and focus for hours on end each day at younger and younger ages is truly ridiculous. I had 3 recesses until I was 9 years old. My kid has ONE for less than 30 minutes. I have more of a recess in my current job than he gets at school! No human can focus like that for hours without medication.

This is an interesting observation. One of the reasons we are looking at private, alternative schooling (not a pressure-cooker elite private) is because it seems like schooling is increasingly at odds with normal child development. I did attend an elite private (not in DC), and I did not get HW until 2nd grade. And that too was 1 page a week that was only "graded" on whether you turned it in.

Anonymous wrote:

Anonymous wrote:FISQ 133
dyslexic
presto 2E

This area has a very high percentage of overacheivers. JDs, MDs, PhDs, multiple masters, all marrying. Therefore, this area will have a higher rate of gifted kids.

The 2e thing is new to me. My DC was having trouble in school, got tested, and this is the Dx. Now the ADHD thing I'm not so sure about. I think if the LD is treated, the ADHD will go away but only time will tell.

Why so many LDs? 10% of all kids have dyslexia. Not sure the rate on ADHD or HFASD. IQ and those things can be mutually exclusive. Also, 2e kids are wired different. I'm hoping is happy no matter life choices but mean mommies like you should be ashamed of yourselves and the mean things your kids say to mine.

This.

And also because 2e kids can also present as average -- their giftedness masking/compensating for the LD -- and only a certain type of parent will dig into that and get help. And that's the kind of parent who frequents DCUM.

Lol u totally just described me.

I didn’t know what 2E was until a psychologist told me my kid was that.

I am probably considered “well educated” (graduate degree) and I had questions about my own kid. I paid OOP and brought my kid in for a full psychoeducational eval when he scored well on the COGAT but was having some reading and writing issues at school. It turns out he has ADHD (combined type, but mainly inattentive and fidgeting).

The public school was NEVER going to test him for anything on their own because he wasn’t below grade level and his behavior is fine. My DH probably is the same as our son but he was never diagnosed with anything. I’m sure my kid could have never gotten a diagnosis and we could have spun our wheels for years trying to help him. Now we understand his strengths and weaknesses more and can help him more.

I would be ADHD if I were raised as a kid today. The pressures kids have to sit still and focus for hours on end each day at younger and younger ages is truly ridiculous. I had 3 recesses until I was 9 years old. My kid has ONE for less than 30 minutes. I have more of a recess in my current job than he gets at school! No human can focus like that for hours without medication.