WISC-IV and WIAT results help

[Whichway15]

Hi,

Just wondering if anyone has any experience or understanding of similar results being so spikey?

Verbal comprehension - 1%
Working memory - 2%
Perceptual reasoning - 34%
Processing speed - 13%

WIAT results
Word reading - 0.1%
Spelling - 1%
Reading comprehension - 0.1%
Mathematics reasoning - 1%

Perceptual reasoning always seems to come out higher, leaving everyone saying he's a mystery and I'm just so confused so any help at all would be brilliant, thank you

Hello,

Hoping to help here, but I'm a first time poster, so sorry if I don't get the format used on here.

I've seen this pattern of results lots of times. It's not too unusual. This means your kid is currently better non-verbally than verbally. They need lots of practical resources to help them learn, and pictures to help explain information/ instructions to them.

They also need a referral to a speech and language therapist. School should be able to request one. Sorry if you weren't after this sort of advice and I've given too much advice! You might already know these things. Just wanted to help. Hope this is helpful!

Thank you for your reply, that is brilliant.

He has already had intense speech therapy for 5 years but they had sadly end it because he was making very minimal progress and they said it has become apparent his needs are complex and not specific to speech and language.

It has been a long few years going from one person to the next and getting nowhere really, they all just add something else to his list of difficulties, but no diagnosis.

Thank you for your reply :-)

Do you have experience of EHCP's? Would the low results mean the LA would be more likely to agree to assess for EHCP? Or because his perceptual reasoning is higher would that mean he wouldn't need one? We have just requested 2 weeks ago

Hello,

Glad to be of help. So sorry to hear that about the speech therapy. Sometimes, I guess, there isn't a diagnosis, it's just a case of teaching the way that suits the child, considering their strengths and interests, as well as their needs.

It's good news that the perceptual reasoning is higher. It suggests that with teaching methods which use less language, and rely less on working memory, your child has potential to make more progress than they are currently making. An e.g. of this is the block method in maths (like on this website: www.thinkingblocks.com/). Obviously though, I am making this suggestion cautiously, as I don't know how old your child is, or their other needs, or the school environment etc.

EHCPs vary from one area to another. Usually, some weight is given to the severity of the child's needs, and some to the amount of help they need to make progress. From those scores, and the lack of progress, your child should definitely get an EHCP. More weight should be given to curriculum measures (the WIAT scores), than ability measures (the WISC scores). The WISC scores tentatively suggest the child's potential, whereas the curriculum scores actually tell you where your child is up to.

Again, hope that is of help. And please take everything I say with a pinch of salt, as I don't know your exact situation!

I had a feeling that's what perceptual reasoning was as he is very good with matching games and sequence of numbers, and scored quite highly on the raven matrices assessment last year at 75th percentile, which further confused them as to why he wasn't making progress with the speech therapy.

In regards to the EHCP, I'm hoping they will agree to assess but I've heard a lot of horror stories, and my son is only 7 so I'm hoping that won't be a factor they refuse for because surely the younger the better, and he's had 1:2 support since he started school so feel his own 1:1 is the only way forward at this point but time will tell. The educational psychologist did state on the report that his special educational needs are complex and likely to be long term.

Thank you for Your information, it has been excellent, you have explained it much better than anyone else has and I now feel I have a much better understanding.

Sorry I meant sequence of patterns above, not numbers.

I haven't seen any numbers for test results; our ed psych liked to keep things vague. But everyone saying your ds is a mystery rang a lot of bells with me - we keep being told our ds is a puzzle. Did the ed psych who did the test offer any advice about how to support your ds and what support he should receive? I would focus less on the numbers and more on what this practically means in terms of support required.

Just looked at my sons which are even more spiky!! He has asd and is good academicaly but has major social issues at school which mean he isn't coping

Verbal comprehension 19
Perceptual reasoning 87

Oops pressed post too early
Working memory 27
Processing speed 2