Finally got the report from the autism research center!

[amo_mea_filiis.]

Ds's neurological stuff came back normal. Thrilled, but disappointed at the lack of answers.

 

This weekend I got the report from the autism research center. He was evaluated for 5 hours back in october, and I was never given their opinion.

 

The psychologist's diagnostic impression- what she thinks ds should be formally evaluated for (list to rule out, so nothing actually diagnosed, but it's nice to have her opinion).

 

ADHD, ODD (both already ruled out), expressive language disorder, generalized anxiety disorder, separation anxiety disorder, developmental coordination disorder, learning disorders.

 

I can absolutely see GAD, DCD, and expressive language disorder. I think his learning problems are related to his language and anxiety (he seems scared to learn something new, but does well when language is reduced).

 

He sees the psychiatrist soon. Autism stays on his paperwork as primary diagnosis (for services), but I'm going to ask about GAD and treating with meds. I'm also going to ask his OT about formally diagnosing DCD, and the SLP about the expressive language diagnosis.

 

The report also said they were concerned that since ds isn't in ps, he has no way to develop normal peer relationships. I was unaware of this and I think I should inform ds that he can no longer play with his friends. Actually, thinking about it, I guess they're right. Ds's regular friends are 3, 9, 9, 12, and 14. He regularly plays with 4 yo twin boys as well. Not a group he'd be able to have a relationship with in ps, so I guess it's not "normal."

 

There was a whole bunch of carp in the report all related to ps (like a ridiculous chart that ds should use to "self monitor" his attending during lessons. Basically they think a young boy with attention problems should set a timer to go off every 5 minutes and he has to ask himself if he's paying attention and check the box. He WAS paying attention, until the timer disturbed him! Lol), but at least I got a little bit of info. They want him to see neuropsych for a full scheduled profile.

 

I'm holding off on neuropsych until I find someone better. He does not want to work for people, will repeat "I don't know" until time runs out or the person gives up, rarely talks to others, etc. Before anything formal is started, ds needs to meet the dr a few times and we have to figure out if he'll actually try. I'm not about to get more inaccurate info about him or a third iq number far out from the first 2!

 

I finally got the book The Explosive Child by Ross Greene and the description fits very nicely. Unfortunately, I doubt the model will work without meds, and it's very language heavy. I'm still going to ask all therapists to read it and see if we can try it. Everyone has to be on board, especially the behaviorist, SLP, and dd's therapist. The behaviorist needs to do her own assessment and help me fill in the skill gaps.

[Crimson Wife]

:grouphug: :grouphug: :grouphug:

 

Most professionals have graduate degrees and a very "schoolish" mindset. We are fortunate to have a pediatric neurologist who is very pro-HS (she said about DS to put him in a classroom only if there is absolutely no possible way to continue HS). But everyone else that we have ever worked with has been skeptical at best and hostile at worst. :glare:

[Alessandra]

Oh, you have a lot on your plate! The timer thing is pretty weird.

 

What jumps out at me is that your ds has a LOT of friends/playmates for someone on the spectrum. It sounds like a better group than he would get at ps -- and I say this as someone who is not anti-ps. Playing with younger kids can be so appropriate for a kids w/ a language diagnosis. And older kids can often be more tolerant than age peers, imo. If you have the time, would you want to build on that by doing Challenger sports or other special needs activities -- in my experience, they are usually not restricted to a narrow age group.

 

This also struck me:

"I think his learning problems are related to his language and anxiety (he seems scared to learn something new, but does well when language is reduced)."

Is there any reason ds's work can't be reduced for a while, either instead of or in conjunction with medication. I know that none of these decisions are at all easy.

 

Good luck to you and your family!

[amo_mea_filiis.]

His work has been reduced lately. Since I go year round, we just do a little at a time. His new behaviorist should be able to help with all this as well.

 

He's also scheduled for dental surgery next week and currently has strep throat! I'm not pushing anything right now.

[amo_mea_filiis.]

:grouphug: :grouphug: :grouphug:

 

Most professionals have graduate degrees and a very "schoolish" mindset. We are fortunate to have a pediatric neurologist who is very pro-HS (she said about DS to put him in a classroom only if there is absolutely no possible way to continue HS). But everyone else that we have ever worked with has been skeptical at best and hostile at worst. :glare:

 

 

His neuro was very pro-hs'ing. But we don't need to follow up unless something changes. His exams were slightly off (DCD?) but the work up was normal. MRI, EEG, blood work were normal. They're not concerned about his sleep since the arousals were not seizure activity. This leaves the poor kid with a few sleep disorders (night terrors, confusional arousals, fragmented sleep) on top of other stuff.

 

Anyway, the biggest hs'ing advocate we worked with is no longer needed! It stinks. Everyone else thinks he should be in school. No one seems to grasp that hs'ing is newer than the behaviors.