Need explanation of test results

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I had a ton of tests done recently for college accommodations. My parents and I are shocked by the results of one. This is the exact text from my report, please explain it to me.

Results of the Integrated Visual and Auditory Continuous Performance Test, Advance Edition

Kayden achieved a full scale response control quotient of 62, which places him in the lowest 1% of the population, categorized as severely impaired range. Breaking this score down into auditory and visual component, his auditory response control quotient of 84 places him in the lowestr 15% percent of the population, categorized as mildly impaired range. His visual response quotient of 44 is in the lowest 1/10 of 1% of the population, placing him in the extremely impaired range.

These findings indicates that his functioning in response to visual stimulation is very impaired as measured by errors of commission. It indicates a tendency to respond impulsively to incorrectly to visual material. In response to the auditory stimulation his functioning is mildly impaired.

Kayden achieved a full scale attention quotient of 65, which places him in the lowest 1% of the population, categorized as the extremely impaired range. His full scale visual attention quotient of 81 places him in the lowest 9% of the population, categorized as the mildly impaired range. His full scale auditory attention of 56 places him in the lowest 1/10 of 1% of the population, placing him in the extremely impaired range.

These findings indicate that Kayden's functioning in response to auditory stimulation is extremely impaired as measured by errors of omission, His response to visual stimulation is mildly impaired as measured by errors of omission.

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In addition to explaining this, how can I supposedly have been this impaired and not a single person noticed? I did very very well in school with not support. No one ever suggested having me tested for attention issues. I feel this is more an Aspie thing as I couldn't separate the visual and audio stimulation well enough to know when to respond.

A similarly shocking test given to my niece as part of her business-college entrance testing showed that she had (has) a borderline IQ. The college staffers suggested that she would have a difficult time at college and might want to reconsider her life goals. She enrolled anyway and graduated from that college with a business certificate, and later graduated from an arts college with an associate's dedgree in culinary arts and management. So much for lowered expectations.

You know what you can do better than any test and its interpreters. If I were you, I would consider the test's interpretative description to be just another opinion, nothing more or less.

they highlight specific weaknesses within visual and auditory processing as opposed to intelectual disability-which is am guessing what they mean by functional impairment- because medicaly speaking functioning is determined by inteligence level.

to be diagnosed as ID,woud need to have a functional assessment as well as an IQ assessment as well as full developmental history assessed.
am diagnosed under mild intelectual disability and those of us under this group still have high support and complex needs,reliance on others for basic personal care and life skills needs, and have continuous moderate or severe challenging behavior,we required significant support at school plus all of us adults have been special school educated as schools just didnt cater for us.
its a global impairment that affects every area of life so woud not have gotten through life like that,even with the borderline form of it.

however am not sure if they meant something entirely different by functioning because they havent used the term ID,or the horrid MR like they did on mine when it was last updated [altered from severe to mild,but that was an assessment spread over four months with access to entire life history and regular chats with mum & dad as was detained/sectioned in a ID acute hospital].

yea it's not for IQ, my IQ came out above average

Can you clarify what you mean by you couldn't separate visual and auditory well enough to know when to respond?

During my diagnosis, the Psychologist administered the Integrated Visual and Auditory Continuous Performance Test (IVA+Plus).

My diagnosis report indicates that: "The IVA+Plus is a computerized test designed to assess response control and attention and aid in the diagnosis of Attention-Deficit/Hyperactivity Disorder. It measures the ability to shift responses to a mildly-boring, repetitive visual and auditory task. The IVA+Plus also requires the inhibition of a previous response after a particular type of responding has been learned. For example, a person is required to click a mouse when he/she sees or hears the number '1' and not click a mouse when he/she sees or hears the number '2'".

If I recall correctly, while taking the test, I talked myself through the ?proper? action. That is, when I saw or heard "1", I would say out loud, "1 is click" and would subsequently click the mouse. Likewise, when I saw or heard "2", I would say out loud, "2 is don't click" and would not click the mouse.

According to my diagnosis report, ?Rocket attended to both visual and verbal information and responded deliberately?.

yes Rocket123 that is what my test was.

btbnnyr what I mean is that I once a voice was saying numbers and a different number was simultaneously flashing on the screen I could not separate what I heard and what I saw fast enough to make a decision on weather or not to click the mouse. It was not an issue of me spacing out, I couldn't focus on both the audio and the visual at the same time. I could focus on one, but not both.

Ask the person who administered the test or someone who is familiar with that specific test (perhaps someone at the college). Only they will know what the test scores really mean. A person who does not have experience scoring that test will probably give you inaccurate information about what the scores mean. Is there something on the score report that tries to explain what the scores mean in practical terms (not psychology jargon)?

ASdogGeek yea, on screen there was, for example, a 4 and a voice was saying 8. and I was only to click when I heard or saw a 3 or a 5.

Not really. It says exactly what I typed. I want to know how this should be impacting my life. How would this manifest itself if I really am scoring that low? Because if I am not actually impacted how someone with theses scores should be, then the test should be wrong. If that makes sense.

I agree with you that the low scores are very likely related to your ASD. In a way, that's what the low scores are saying. The impact might be that you may benefit from sensory integration therapy or equivalent activities or development of self-awareness and compensatory techniques.

In terms of college, if you have difficulty following a professor with visually complex powerpoint slides who speaks quickly and moves through the slides rapidly, you might prepare for this by reading the textbook beforehand or looking at slides beforehand. You might ask classmates to look at their notes, you might join study groups to help you cover what you missed in class, you might use a laptop to take notes, you might ask to record the class, and you might look up alternate explanations of the same topic online understanding that this will take additional study time compared to other students. You might want to take a college study skills class. Most reasonable professors would allow students to use a laptop during lectures and to record with your device, although it is polite to check with the instructor beforehand. If they are not reasonable, you may be better off taking a section with a better teacher, but disability accommodations might get you through the class. You can check student ratings of professors of classes before you take them and try to select especially good and naturally accommodating teachers from the reports of other students. Just be aware that how people judge others can sometimes be biased and inaccurate and from my experience this applies to the specific case of student ratings of professors.

For more info:
Abnormal white matter microstructure in children with sensory processing disorders

Julia P. Owen
Elysa J. Marco
Shivani Desai
Emily Fourie
Julia Harris
Susanna S. Hill
Anne B. Arnett
Pratik Mukherjee

"Sensory processing disorders (SPD) affect 5?16% of children and can cause long-term impairment of intellectual and social development from disrupted processing and integration of high-bandwidth information from multiple sensory modalities simultaneously .... There is co-morbidity with ... autism ... but SPD often exists in isolation....

Current hypotheses regarding the underlying basis of SPD implicate both primary sensory cortical areas and higher-order cortical regions subserving multimodal sensory integration (MSI). Specifically, the posterior parietal cortex and superior temporal sulcus are involved in auditory?tactile integration, whereas dorsolateral prefrontal cortex helps mediate attentional control....

Microstructural characteristics of white matter tracts, such as axonal diameter, fiber density and myelination are crucial for determining the speed and bandwidth of information transmission in the human brain. Microstructural abnormalities of fibers in primary sensory tracts and/or in tracts connecting multimodal association areas may result in loss of the precise timing of action potential propagation needed to accomplish accurate sensory processing and MSI. The advent of diffusion tensor imaging (DTI) has enabled the noninvasive evaluation of white matter microstructure (Basser et al., 1994, Mori et al., 1999 and Mukherjee et al., 2008)."