Sketel, with your Asperger’s diagnosis, those old scores are totally meaningless, except for the value the had at the time to assist with educational planning. As you know from your own experience, the developmental trajectory of a person on the ASD spectrum is entirely different then for neurotypical individuals. If you are curious about your measured IQ now you would want to arrange current testing with instruments suitable for adults-- but I think your current status as a PhD student should give you all the information you should need to know. Obviously you are highly intelligent…
Were you given other tests besides the Weschler? Here’s a study you might be interested in:
I would not think that the 55 Performance could be valid, if so it is doubtful that you could have made it through regular education math & science classes in high school. Students “on the spectrum” are difficult to assess and notoriously score lower than they actually perform. My guess is that you did not understand what was expected of you on the Picture Completion, Block Design, and Object Assembly Subtests, or you were too visually distracted to focus on them. Standardized IQ tests are very rigid in their delivery, with the evaluator having to stick to the script of giving directions exactly how they were to the standardization sample. This often doesn’t work well for students on the spectrum.
I was on Mensa official test - Figure Resoning Test (very similar to Raven matrices) . I’ve had IQ 68 (Cattell scale with standard deviation 24) last year. In current year, I have IQ 128 on FRT. However, this second result can be overstated, because I often did www.iqtest.dk (very similar to Raven Matrices and FRT).
I am not familiar with the Figure reasoning test, but if it is like the Ravens it is very spatially loaded, and it would be quite surprising that a person who had such difficulty with the v/s aspects of the WISC (whichever version you had) and has a HFA/Asperger diagnosis would now score almost 2 standard deviations above the norm on a spatially loaded task.
“Honesty, I think the vast majority of people don’t know or care about their IQs at all”
– I go into high school psych class and spend two days going over an old IQ test (been doing this over 20 years), having them do subtests, etc. The students are really attentive and interested. Teacher tells me that every year students list it on class evaluation as their favorite part of the class.
It’s very different to tell kids about IQ tests…and have them do subtests or sample questions…and understand what they might mean…than knowing their OWN IQ scores.
What I said was…most people do NOT know their IQ scores at all. And if they do, they don’t really care about them.
That is why they are interested! They all want to know “how smart they are” (their words, not mine). Yes most people don’t know their IQs because it is not something that would typically be tested. Kids I test are overwhelming interested in what the tests mean & how they score on them…again I suspect the “most people” you are referring to are adults, which may be different, although some of my closer staff members have asked me to give them an IQ test because they have always “wondered” what their’s was.
@JustOneDad funny you should mention that. When I go into the psych classes a familiar pattern has emerged over the years. The classes are comprised of mostly “4 year college” type of kids, but there are some students who are not of that level sprinkled in. Initially they are all “into it”, but about midway through the first class, students who sense they are not getting questions that most of their classmates are, “check out” and are fairly disengaged for the remainder of the two days.