GADS Quotient

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Hi. We recently got the report from the testing center. It stated my son had a quotient score of 87 on the GADS which indicates "high/probable probability of Asperger's". Can someone please explain what this means? The spec ed director said she didn't really understand the report. I am talking to her today and would like to be able to explain it to her. Thanks!

Try looking at this:

http://portal.wpspublish.com/portal/page?_pageid=53,83852&_dad=portal&_schema=PORTAL

And this:

http://www.docstoc.com/docs/26758949/Gilliam-Aspergers-Disorder-Scale-_GADS__1_

Did you get an explanation from the testing center. I've got a 13 page report that explains it pretty clearly and includes my children's GADS results as well as other things. My middle son came out with 98 and 97 quotient from the questionaires his teacher and I filled out, respectively. He's very high functioning and probably won't ever qualify for services at school because he does well academically and isn't disruptive.

Kiley

My daughter just had her tests through school, they gave me a 15 page report. They do the ASDS. They also did Wechsler IQ. Each part of the test and all of the sections were explained as well as changes in scores from previous tests (she is tested every 3 years).

Each of her teachers fill out the ASDS and add their own commentary to the report.

I'm sure that you can ask them for a more comprehensive report which will explain each section and how the scores for those sections affect the evaluation as a whole.

My daughter's report actually showed that some of her teachers scored her as not being 'on the spectrum' while other's did. Her IQ was at 121 - but once it was broken down by section - she scored very high on one section, high on another, average on a third and very low on the fourth - her evaluation broke down the scores and ex[plained why the overall score would be misleading. The same for her ASDS. Which is why a full report is important to have, numbers can be very misleading, many times with kids like ours you have to have the full picture in front of you to see what areas are most effected and what areas are not as concerning.

That kind of difference between the different kinds of IQ was part of how they diagnosed my guys too. For NTs the IQ is more clustered with strengths and weaknesses but there isn't usually such a big span. My oldest has a very low score in one area, a very high score in one area, and is average/above average everywhere else. My middle son is in the Superior/High Superior range for most stuff, but has an average score in the same area his brother has a very low score. Both of them came out very highly probably Aspies in the developmental scale thingy, the Australian thingy and the GADS thingy. They also all came out as having ADHD on a battery of tests for that. My third son's test scores were also very unusual but don't indicate that he's in the spectrum though he had been diagnosed as PDD-NOS and didn't speak until he was 5. He's unique.

It's all been very useful to us in making educational decisions for the boys.

LOL @ 'thingy' --- one of my personal favorite descriptives!

I know - with those basic scores and no explaination, you would see everything as 'normal' - but once it's all broken down and you see how much they can swing from one area to another - it can be a real eye opener.

My son is ADHD - he's completely different than my daughter, we ended up putting him on Vivance this year. (4th grade) He's still the same kid (which was a huge concern) but he's able to focus and he's doing really well. They have kept a close eye on him at school - partially because of the ADHD and partially because they know his sister and her AS. His tests have come back as ADHD but he's not anywhere on the spectrum. What amazed us was that they tested him after he was on his medication and he jumped up two levels in math and reading. He went from being about a year behind to being almost a year ahead of his class. Our scholl is really good about meeting with us a couple of times a year (sometimes more than that) and letting us know about what's going on and how the kids are doing on a continuous basis. Those reports certainly help too - you can sit down and read them - several times if need be - and kind of figure out how to work in skills at home without it seeming like 'homework'.