WAIS-IV Index Score Gaps

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26 May 2015, 2:16 am

How much of a gap between any two index scores (verbal, processing speed, working memory, and perceptual reasoning) do you think warrants suspicion as a learning disability?

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26 May 2015, 6:25 am

Isn't there an official answer to this?

50 points maybe?

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26 May 2015, 9:56 am

Just curious, when you ask about Score Gaps, are you referring to absolute score or percentile?

As a side note, my two biggest scoring gaps were within a "category". Within Working Memory, I landed in the 63% percentile for Digit Span and the 99% for Arithmetic. Which seems like a fairly high difference. Those two scores, from a percentile basis, reflected my lowest (Digit Span) and highest (Arithmetic) sub-test scores across the entire test.

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26 May 2015, 11:44 am

Rocket123 wrote:

Just curious, when you ask about Score Gaps, are you referring to absolute score or percentile?

I meant the standard score for each index, although I suppose one could use the percentiles as well.

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26 May 2015, 12:24 pm

Well, my crappy working memory score lead to me being diagnosed with ADHD, so I'm guessing there's something Shrinks look for.

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26 May 2015, 12:28 pm

XFilesGeek wrote:

Well, my crappy working memory score lead to me being diagnosed with ADHD, so I'm guessing there's something Shrinks look for.

Was it crappy compared to your other scores, crappy compared to average scores, or both?

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26 May 2015, 2:14 pm

I think suspicion of learning disability should start with observed problems in some area of learning, then IQ subtest scores are checked to see if there are big gaps between indices.

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26 May 2015, 2:29 pm

btbnnyr wrote:

I think suspicion of learning disability should start with observed problems in some area of learning, then IQ subtest scores are checked to see if there are big gaps between indices.

So, I am curious. Both of my daughters had fairly significant issues with reading comprehension. When my eldest daughter was in 4th grade, we used one of those tutoring programs to help get her back to grade level (at the time, she was 2-3 years behind grade-level). Fast forward 18 years, and my eldest daughter continues to struggle with this (in college). She easily spends 2-3x more time studying than her peers. I just explain to her that, when I was in college, I had to read the text book at least 3 times in order to understand things. Fortunately, for me, I had no social life in college (as I lived at home). So, spending a lot of time studying was not an issue.

Question - Is it worthwhile to get my eldest daughter evaluated for a learning disability? Or is it too late?

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26 May 2015, 2:37 pm

Rocket123 wrote:

btbnnyr wrote:

I think suspicion of learning disability should start with observed problems in some area of learning, then IQ subtest scores are checked to see if there are big gaps between indices.

I think it is worthwhile, since she is still in college, 2-3X more time is a big difference.
Did she ever get tested to figure out what aspects of reading comprehension were hardest for her?
What is her major and future career field?
There could be ways to deal with reading comprehension problems other than just reading things multiple times.
Perhaps LD/reading specialist would be able to identify the specific problems and how best to deal with them.

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26 May 2015, 3:46 pm

Rocket, what was your strategy for doing digit span on the IQ test?

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26 May 2015, 5:14 pm

btbnnyr wrote:

Rocket, what was your strategy for doing digit span on the IQ test?

Btbnnyr –I’m not certain I had a strategy. I just tried to keep all the numbers in my head at the same time. Which obviously didn’t work too well (for me). As a note, I did worse on Digit Span Backward (50%) than Digit Span Forward (63%).

Now that I think about it, I not certain how I scored so well on Arithmetic. Because I didn’t have a strategy for that either. With that being said, I have always had a fondness for numbers and always enjoyed doing calculations in my head.

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