Dyscalculia and IQ: How Can a 128 Score Be Achieved?
When my 18-year-old daughter received her diagnosis of dyscalculia, it was with some surprise that she also received a standardised IQ test administered by a psychologist, the Wechsler Adult Intelligence Scale (WAIS). How could she have scored 128 if dyscalculia impacts arithmetic pattern recognition and spatial skills?
Dyscalculia is a specific learning disability that primarily affects an individual's ability to understand and manipulate numbers, perform arithmetic operations, and recognize numerical patterns. However, it is important to note that dyscalculia does not necessarily impact all cognitive abilities equally.
Cognitive Profile
The WAIS measures various cognitive abilities, including verbal comprehension, perceptual reasoning, working memory, and processing speed. An individual with dyscalculia might have strengths in areas unrelated to numerical reasoning. For example, she might excel in verbal comprehension or other non-mathematical reasoning tasks, contributing to a higher overall IQ score.
Specific vs. General Intelligence
Dyscalculia is specific to mathematical skills. An individual can possess general intelligence and perform well in other cognitive domains while still experiencing difficulties with math. This means that her strengths in other areas could compensate for challenges in arithmetic and numerical reasoning.
Test Structure
The WAIS consists of multiple subtests that assess different cognitive skills. A high score in certain subtests, such as verbal comprehension or visual-spatial reasoning, can elevate the overall IQ score even if performance in math-related subtests is lower due to dyscalculia.
Compensatory Strategies
Individuals with dyscalculia often develop compensatory strategies to manage their difficulties. They may use verbal reasoning or visual aids to solve problems, leading to better performance in certain tasks on the WAIS.
Variability in Performance
It is also possible for individuals with learning disabilities to have variable performance across different tasks. They may struggle with specific types of problems while excelling in others, leading to a higher overall IQ score.
In conclusion, a score of 128 indicates that your daughter has above-average cognitive abilities in areas unrelated to her dyscalculia. The diagnosis of dyscalculia highlights specific challenges but does not define her overall intellectual capacity.
Understanding the nuances of cognitive profiles and IQ tests can help parents and educators better support individuals with learning disabilities like dyscalculia. By recognizing and leveraging strengths in non-affected areas, we can provide more comprehensive and effective educational support.