Quotes about auditory skills and related issues

About IQ

Carl U. Weitman, PhD.  Clinical Neuropsychology

IQ can be useful, but is more frequently misused.
With regard to Auditory Processing Disorder (APD), IQ may set a ceiling on what to expect even with normal function or with improvement.
Some aspects of Auditory Processing (AP) are sufficiently narrow as to operate independently of IQ, some interact with it.
Within large groups, IQ successfully predicts school and vocational success fairly well.
Within small groups or within individuals, IQ landmarks a variety of (likely) clinical problems.
One problem with most of the IQ tests and achievement tests is that they are calibrated to national norms.
Accordingly, a child with a “normal” IQ, e.g. SS = 100 +/- 15 may nonetheless struggle in an advanced suburban school, but still not qualify for special services.
Many people mistakenly equate “verbal” with “auditory,” and this is not always correct.
For example, although Digit Span items are orally delivered to the subject, solution requires (cognitive) visual rotation.
As to some other tasks, it would not be a surprise to discover that a child whose listening has improved, will also know more reportable facts within a year or two.
Finally, a “standard deviation” does not by itself render the Full Scale I.Q. “invalid,” although it does provide important clinical information.

In complex cases you do have to look in many direction.  IQ would be of interest but…

My experience with children and adults with low IQ’s, has reinforced, over and over again, to consider the IQ test as ‘an achievement test’ and not a measure of the person’s potential. My favorite patient was a man with Down Syndrome with a 31 IQ.  Although his IQ remained essentially unchanged, in 2 1/2 years he learned to speak, read, sing a bit, make little jokes and he was my assistant giving part of the Phonemic Training  Program to another person with a 40 IQ.

About Therapy

Regardless of IQ levels a child struggling with listening issues in the real world will benefit from Auditory only based therapies

We should include auditory skills training along with speech- cognitive- linguistic intervention
Granted some need more Auditory intervention and some may need minimal brush up
The potential to improve overall skills is huge when the auditory intervention is also included
Carl U. Weitman, PhD.  Clinical Neuropsychology
Everyone benefits, some from therapy, some from enrichment

About malingering:

Carl U. Weitman, PhD.  Clinical Neuropsychology

Fake Bad for some secondary gain, legal advantage or medical advantage or disability advantage.

Fake Good (although the term is not often used this way) to obtain tangible advantage or social approval. There is also the so-called Munchausen Syndrome, faking by proxy i.e. on another person’s behalf. At the more normal level, there is the so-called cry for help (e.g. exaggerate in an Emergency Room to avoid being consigned to the long term waiting room).

At the even more normal level, there is performance anxiety or stage fright.

Malingering is usually measured by failures on “simple” items that are inconsistent with failures on more complex items that subsume the content and process of the easier items.

At the less deliberate level, there is either innocent false conclusion or self-deception

Errors may be due to:

  1.   A person does well on a complex test, then blows it on a subsequent easy task…often due to fatigue from the hard test.
  2. A person does well on a complex test, marked by forced coherence in the items, then does poorly on an easy task, because an element of the easy task is not easy for the subject. This happens in variant verbal vocabulary tasks all the time

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