Guest guest Posted December 11, 2008 Report Share Posted December 11, 2008 Hi, I usually don't post much, but have been in the group for a little while now. Well, we just had my 11 year old AS son's 3 year evaluation. Three years ago when he was first assessed by the school, I had to demand in writing that he would be evaluated, because they didn't think that anything was wrong. Now, they all of a sudden try to add all this other stuff. Now I realize that a lot of AS kids have more than just AS, but it seems to me that what they try to say are different disorders, could just as well be a part of the AS. They, and actually so have I, have him at clinically significant in the assessment for ADHD, Conduct disorder and ODD. I don't know what to make of it, they say that he could also be EBD. Now they are not saying that he does not have AS, they are saying that all of these other things are also a added possibility. Anybody else have any experience with that. I am a little torn, I want to give him the right help. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 12, 2008 Report Share Posted December 12, 2008 He should get the help he needs based on his needs not on his dx. So this is kind of a useless discussion with them in some ways. But I can see where you want to get it right because the way they approach him might be based on his dx and not his needs. Hope that made sense. I do not think it is that necessary to add these other dx's because they are usually part of AS. I would add them only if/when they are so pronounced that they are a major factor. For instance, if his ADHD is a major problem, then it might be worth while to add it to the list just so people realize it is there and a problem. Many kids with AS also have attentional problems but some have it as a major feature. I would use that as a guide. As for ODD and EBD, I think a lot of these things are part of the AS and people don't see how that fits. For instance, they try to force the kid into doing something he can't deal with, he balks, refuses, is even willing to fight physically to make them stop pushing him - is this really ODD? Or is it the fact that the people around him do not know how to manage and deal with a child with AS? There were times in middle school that they could have labeled my own ds as ODD or EBD but he wasn't. He was in a bad placement - the wrong classroom. The teacher he had was using a bad approach with him, they hated eachother and his behavior deteriorated. In contrast, once we moved him to anothe placement with a teacher who "got" his needs, he was well behaved. Suddenly he learned how to behave? No. Suddenly he was with people who understood what he needed and dealt with him appropriately. It was night and day and it reminds me always how important placement and the people teaching our kids can be to a successful educational experience. So for these dx's, I would want to know a few things. Does he have a BP? Is it working? Who wrote it? Did they do an FBA before they wrote the BP? Are they skilled in autism/behaviors? People who know autism and behavior can be invaluable in helping form a great plan for the school to follow. If it's someone who doesn't know autism or is winging it, they can mess things up and not realize the needs of a child with AS/HFA. So you have to be cautious about who is doing the FBA/BP. If they haven't done these things, before they label him, why not have one done by someone who is an expert in autism/behavior? It might shed some light on the problems and you can then decide if he's really ODD as a major feature or if he's just not being dealt with properly when he is struggling. And FBA would be a great piece to the 3 yr re-evaluation if his behaviors are that bad. RoxannaYou're UniqueJust like everyone else... ( ) IEP Mtg. Hi, I usually don't post much, but have been in the group for a littlewhile now. Well, we just had my 11 year old AS son's 3 yearevaluation. Three years ago when he was first assessed by the school,I had to demand in writing that he would be evaluated, because theydidn't think that anything was wrong.Now, they all of a sudden try to add all this other stuff. Now Irealize that a lot of AS kids have more than just AS, but it seems tome that what they try to say are different disorders, could just aswell be a part of the AS.They, and actually so have I, have him at clinically significant inthe assessment for ADHD, Conduct disorder and ODD. I don't know whatto make of it, they say that he could also be EBD. Now they are notsaying that he does not have AS, they are saying that all of theseother things are also a added possibility. Anybody else have any experience with that. I am a little torn, Iwant to give him the right help. No virus found in this incoming message.Checked by AVG - http://www.avg.com Version: 8.0.176 / Virus Database: 270.9.16/1843 - Release Date: 12/11/2008 8:36 AM Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 12, 2008 Report Share Posted December 12, 2008 > > Anybody else have any experience with that. I am a little torn, I > want to give him the right help. > From what you have said, all the dx'ing has been done by the school--is this correct? If so, that may be a problem. We had a problem with different people at the school thinking my son had different problems (14yo with Asperger, Developmental Coordination Disorder, Anxiety, gifted). It really helped to get our own medical dx done. We had a neuropsychological, occupational therapy and speech evaluations done at clinics under our health insurance, and we also had our own educational evaluation done. It helped end a lot of the school's guessing. Just check with your school first and make sure you use people they consider qualified--otherwise they may reject the results. And like Roxanne said--they probably aren't trying changing his dx, rather they are just focusing on certain symptoms. Hope this helps. Good luck! Ruth Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 13, 2008 Report Share Posted December 13, 2008 Roxanna – You are so right re: proper placement of our kids. My son is a senior in a private high school that specializes in kiddos with Aspergers, PDD, ADHD, dyslexia and other learning disabilities. We placed him there last year as a returning junior (initially they didn’t have enough kids for a senior class as it was only their second operational year and then when they did add enough for a senior class we decided he was so beaten down from public schools that he needed another year). This school has made the world of difference in his life as well as ours. I am learning to be kinder to myself as I spent almost all last year beating myself up and feeling guilty that we had not done something sooner. I couldn’t believe I hadn’t “gotten it” before. Tyler had spent two years in middle school in a self-contained classroom – he had been placed there due to behaviors but once there we discovered it wasn’t a behavior problem but a situational or environmental problem. Those were probably the happiest and most successful years he had in public school – he loved his teacher and aide and they loved him, too. This placement has allowed him to be successful and feel good about himself and learn many skills he will need for college. At one point Tyler was labeled ED (emotionally disturbed) by the school system – I disagreed but the label allowed him some services that he needed, and wouldn’t have gotten without the label, so I didn’t fight it. Like you said, many of the behaviors are usually a part of AS and many people don’t understand that. From: [mailto: ] On Behalf Of Roxanna Sent: Friday, December 12, 2008 7:50 AM Subject: Re: ( ) IEP Mtg. He should get the help he needs based on his needs not on his dx. So this is kind of a useless discussion with them in some ways. But I can see where you want to get it right because the way they approach him might be based on his dx and not his needs. Hope that made sense. I do not think it is that necessary to add these other dx's because they are usually part of AS. I would add them only if/when they are so pronounced that they are a major factor. For instance, if his ADHD is a major problem, then it might be worth while to add it to the list just so people realize it is there and a problem. Many kids with AS also have attentional problems but some have it as a major feature. I would use that as a guide. As for ODD and EBD, I think a lot of these things are part of the AS and people don't see how that fits. For instance, they try to force the kid into doing something he can't deal with, he balks, refuses, is even willing to fight physically to make them stop pushing him - is this really ODD? Or is it the fact that the people around him do not know how to manage and deal with a child with AS? There were times in middle school that they could have labeled my own ds as ODD or EBD but he wasn't. He was in a bad placement - the wrong classroom. The teacher he had was using a bad approach with him, they hated eachother and his behavior deteriorated. In contrast, once we moved him to anothe placement with a teacher who " got " his needs, he was well behaved. Suddenly he learned how to behave? No. Suddenly he was with people who understood what he needed and dealt with him appropriately. It was night and day and it reminds me always how important placement and the people teaching our kids can be to a successful educational experience. So for these dx's, I would want to know a few things. Does he have a BP? Is it working? Who wrote it? Did they do an FBA before they wrote the BP? Are they skilled in autism/behaviors? People who know autism and behavior can be invaluable in helping form a great plan for the school to follow. If it's someone who doesn't know autism or is winging it, they can mess things up and not realize the needs of a child with AS/HFA. So you have to be cautious about who is doing the FBA/BP. If they haven't done these things, before they label him, why not have one done by someone who is an expert in autism/behavior? It might shed some light on the problems and you can then decide if he's really ODD as a major feature or if he's just not being dealt with properly when he is struggling. And FBA would be a great piece to the 3 yr re-evaluation if his behaviors are that bad. Roxanna You're Unique Just like everyone else... ( ) IEP Mtg. Hi, I usually don't post much, but have been in the group for a little while now. Well, we just had my 11 year old AS son's 3 year evaluation. Three years ago when he was first assessed by the school, I had to demand in writing that he would be evaluated, because they didn't think that anything was wrong. Now, they all of a sudden try to add all this other stuff. Now I realize that a lot of AS kids have more than just AS, but it seems to me that what they try to say are different disorders, could just as well be a part of the AS. They, and actually so have I, have him at clinically significant in the assessment for ADHD, Conduct disorder and ODD. I don't know what to make of it, they say that he could also be EBD. Now they are not saying that he does not have AS, they are saying that all of these other things are also a added possibility. Anybody else have any experience with that. I am a little torn, I want to give him the right help. size=2 width="100%" align=center> No virus found in this incoming message. Checked by AVG - http://www.avg.com Version: 8.0.176 / Virus Database: 270.9.16/1843 - Release Date: 12/11/2008 8:36 AM Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 14, 2008 Report Share Posted December 14, 2008 Hi, I'm new to the group but have been in alt.support.autism for about a month now. I work in human services and have worked with adults with developmental disabilities, and now am back working with people with brain injury teaching them independant living skills. Anyhow, the reason I joined is my 7 year old daughter is now being tested for Aspergers. At first the private christian school she goes to thought she just had issues because she's an only child, but the meltdowns have increased, the bullying, the lack of friends, and yet her grades remain in the honor/high honor area. She fits most of the traits including: She doesn't understand sarcasm, She is extremely literal She is face blind She prefers adults or younger kids She reads at a 6th grade level, and has an adult vocabulary She is extremely clumsy and can't tie her shoes no matter how many tactics we've tried to teach her She is an expert on the PC and obsessed with video games and animals She's a great kid all in all, I would have never probably noticed what was happening if she weren't so unhappy about school. In school she has no friends, she cries alot, she hates gym, the teachers are somewhat cruel. We are working with a therapist that I hired to see what we can do about an IEP and giving Sierra some self confidence. She will tell you " I'm a freak " and " They think I'm weird, no one understands me " . My question is, there is no programs in Upstate NY that I can find so far that will assess her needs. She has gone to a private christian school since kindergarten but this may be more than they can support. They so far have been very resistent to following instructions from the therapist (such as tracking). I am also going to take Sierra to a pediatric neuropsych. My supervisor at work's son also has Aspergers so this is where a majority of the resource info I've gotten has come from. I'm hoping the therapist will have some ideas as well. We go back again tomorrow. She is going to identify any other possible dx to rule it out. So far she thinks it's only Aspergers, which beats what the pediatrician thought. The pediatrician attempted to put her on Paxil for situational anxiety disorder and depression. She's depressed but only in regards to school, and she's anxious, because she can't socialize. Anyhow any advice is appreciated! This is rough, having worked in the field I still never thought she was anything beyond really smart. I never noticed the social issues until recently. > > Roxanna - You are so right re: proper placement of our kids. My son is a > senior in a private high school that specializes in kiddos with Aspergers, > PDD, ADHD, dyslexia and other learning disabilities. We placed him there > last year as a returning junior (initially they didn't have enough kids for > a senior class as it was only their second operational year and then when > they did add enough for a senior class we decided he was so beaten down from > public schools that he needed another year). This school has made the world > of difference in his life as well as ours. I am learning to be kinder to > myself as I spent almost all last year beating myself up and feeling guilty > that we had not done something sooner. I couldn't believe I hadn't " gotten > it " before. Tyler had spent two years in middle school in a self- contained > classroom - he had been placed there due to behaviors but once there we > discovered it wasn't a behavior problem but a situational or environmental > problem. Those were probably the happiest and most successful years he had > in public school - he loved his teacher and aide and they loved him, too. > This placement has allowed him to be successful and feel good about himself > and learn many skills he will need for college. At one point Tyler was > labeled ED (emotionally disturbed) by the school system - I disagreed but > the label allowed him some services that he needed, and wouldn't have gotten > without the label, so I didn't fight it. Like you said, many of the > behaviors are usually a part of AS and many people don't understand that. > > > > > > > > _____ > > From: > [mailto: ] On Behalf Of Roxanna > Sent: Friday, December 12, 2008 7:50 AM > > Subject: Re: ( ) IEP Mtg. > > > > He should get the help he needs based on his needs not on his dx. So this > is kind of a useless discussion with them in some ways. But I can see where > you want to get it right because the way they approach him might be based on > his dx and not his needs. Hope that made sense. > > > > I do not think it is that necessary to add these other dx's because they are > usually part of AS. I would add them only if/when they are so pronounced > that they are a major factor. For instance, if his ADHD is a major problem, > then it might be worth while to add it to the list just so people realize it > is there and a problem. Many kids with AS also have attentional problems > but some have it as a major feature. I would use that as a guide. > > > > As for ODD and EBD, I think a lot of these things are part of the AS and > people don't see how that fits. For instance, they try to force the kid > into doing something he can't deal with, he balks, refuses, is even willing > to fight physically to make them stop pushing him - is this really ODD? Or > is it the fact that the people around him do not know how to manage and deal > with a child with AS? There were times in middle school that they could > have labeled my own ds as ODD or EBD but he wasn't. He was in a bad > placement - the wrong classroom. The teacher he had was using a bad > approach with him, they hated eachother and his behavior deteriorated. In > contrast, once we moved him to anothe placement with a teacher who " got " his > needs, he was well behaved. Suddenly he learned how to behave? No. > Suddenly he was with people who understood what he needed and dealt with him > appropriately. It was night and day and it reminds me always how important > placement and the people teaching our kids can be to a successful > educational experience. > > > > So for these dx's, I would want to know a few things. Does he have a BP? > Is it working? Who wrote it? Did they do an FBA before they wrote the BP? > Are they skilled in autism/behaviors? People who know autism and behavior > can be invaluable in helping form a great plan for the school to follow. If > it's someone who doesn't know autism or is winging it, they can mess things > up and not realize the needs of a child with AS/HFA. So you have to be > cautious about who is doing the FBA/BP. If they haven't done these things, > before they label him, why not have one done by someone who is an expert in > autism/behavior? It might shed some light on the problems and you can then > decide if he's really ODD as a major feature or if he's just not being dealt > with properly when he is struggling. And FBA would be a great piece to the > 3 yr re-evaluation if his behaviors are that bad. > > > > Roxanna > You're Unique > Just like everyone else... > > ( ) IEP Mtg. > > > > Hi, I usually don't post much, but have been in the group for a little > while now. Well, we just had my 11 year old AS son's 3 year > evaluation. Three years ago when he was first assessed by the school, > I had to demand in writing that he would be evaluated, because they > didn't think that anything was wrong. > > Now, they all of a sudden try to add all this other stuff. Now I > realize that a lot of AS kids have more than just AS, but it seems to > me that what they try to say are different disorders, could just as > well be a part of the AS. > > They, and actually so have I, have him at clinically significant in > the assessment for ADHD, Conduct disorder and ODD. I don't know what > to make of it, they say that he could also be EBD. Now they are not > saying that he does not have AS, they are saying that all of these > other things are also a added possibility. > > Anybody else have any experience with that. I am a little torn, I > want to give him the right help. > > > _____ > > size=2 width= " 100% " align=center> > > > No virus found in this incoming message. > Checked by AVG - http://www.avg.com > Version: 8.0.176 / Virus Database: 270.9.16/1843 - Release Date: 12/11/2008 > 8:36 AM > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 14, 2008 Report Share Posted December 14, 2008 Hi, only have a minute now (lucky for you or this might get long, LOL) but some of what you wrote reminded me of my son (now 19). > She is extremely literal > She reads at a 6th grade level, and has an adult vocabulary > She is extremely clumsy and can't tie her shoes no matter how many > tactics we've tried to teach her > She is ....obsessed with video games Above reminds me of him. Also he finally learned sarcasm, I was a good teacher on that, LOL. But where he might know when *I* or brothers were using sarcasm, might have difficulty with those outside family. Tying shoes - he was in 3rd, maybe 4th, grade when he finally got it! Though I still don't like today the way he ties, loops are too big but he won't change it; at least he can tie them. I remember being frantic when he was outgrowing the age (or rather size foot) where I could find the velcro type shoes he could wear. So his learning to tie was at a good time! Regarding school, wanted to pass this on about Child Find. Here's one link, you can probably google lots more about it: http://www.wrightslaw.com/info/child.find.index.htm Gotta go, > > Hi, I'm new to the group but have been in alt.support.autism for > about a month now. I work in human services and have worked with > adults with developmental disabilities, and now am back working with > people with brain injury teaching them independant living skills. > > Anyhow, the reason I joined is my 7 year old daughter is now being > tested for Aspergers. At first the private christian school she goes Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 14, 2008 Report Share Posted December 14, 2008 My adopted son is 11 and just dx with AS...I had to push for it because for some reason the therapist continued to treat as if it's just behavioral issues due to being a foster child...However, I have had my son for 19 months now and it is obvious something else was going on...He fits AS in the DSM IV perfectly...I asked his therapist and he says, "oh, yes he's definitely AS." I thought to myself...why didn't he tell me a year and half ago? hmmmmmmmmmmm. Oh well...now my son is getting reevaluated at school and we have appt. next week for an IEP modification. Now that he's going to be DX with Autism at school IEP, we can find OT for him to help with his fine motor skills and countless other resources.His sister we adopted as well...she's now 8. She has many traits as her brother; however, she is obviously not AS but has difficulty in school...huge behavioral issues as you mentioned with your daughter. All seems to be due to social anxiety. About 4 weeks ago she started on 25mg of Zoloft and, "what a difference it has made." She seems to be able to focus more at school and understands social contexts better due to the anxiety being lifted. She is on a low dose and is able to have normal emotions--meaning she can cry when appropriate. But she's not yelling at the other kids or having fits in class any longer. What improvement. Her self esteem is also being bolstered because of the positive response from her fellow students. She was even invited to her first slumber party. Yeah! I don't plan on keeping her on medication forever. I think of this as her being able to have a chance to see what happens when her behavior is considered normal socially. With age and understanding, she will be able to handle social situations better without medication. It's just a helping aid for now...soon she will be able to do it on her own.She has always behaved badly at school. I would be here all day typing all her adverse behaviors. This is the first time she can consously make better choices. Also, my son is on medication for his AS...Adderall and Wellburtrin. He is a different person without them.I live in California and here the school can evaluate students and Dx for IEP. A therapist and doctor can also write letters of Dx to support your argument that your daughter is AS. Then interventions can be put in place--such as, social groups, and OT, From: sierraznikki <PinkyNik@...>Subject: Re: ( ) IEP Mtg. Date: Sunday, December 14, 2008, 8:47 AM Hi, I'm new to the group but have been in alt.support. autism for about a month now. I work in human services and have worked with adults with developmental disabilities, and now am back working with people with brain injury teaching them independant living skills. Anyhow, the reason I joined is my 7 year old daughter is now being tested for Aspergers. At first the private christian school she goes to thought she just had issues because she's an only child, but the meltdowns have increased, the bullying, the lack of friends, and yet her grades remain in the honor/high honor area. She fits most of the traits including: She doesn't understand sarcasm, She is extremely literal She is face blind She prefers adults or younger kids She reads at a 6th grade level, and has an adult vocabulary She is extremely clumsy and can't tie her shoes no matter how many tactics we've tried to teach her She is an expert on the PC and obsessed with video games and animals She's a great kid all in all, I would have never probably noticed what was happening if she weren't so unhappy about school. In school she has no friends, she cries alot, she hates gym, the teachers are somewhat cruel. We are working with a therapist that I hired to see what we can do about an IEP and giving Sierra some self confidence. She will tell you "I'm a freak" and "They think I'm weird, no one understands me". My question is, there is no programs in Upstate NY that I can find so far that will assess her needs. She has gone to a private christian school since kindergarten but this may be more than they can support. They so far have been very resistent to following instructions from the therapist (such as tracking). I am also going to take Sierra to a pediatric neuropsych. My supervisor at work's son also has Aspergers so this is where a majority of the resource info I've gotten has come from. I'm hoping the therapist will have some ideas as well. We go back again tomorrow. She is going to identify any other possible dx to rule it out. So far she thinks it's only Aspergers, which beats what the pediatrician thought. The pediatrician attempted to put her on Paxil for situational anxiety disorder and depression. She's depressed but only in regards to school, and she's anxious, because she can't socialize. Anyhow any advice is appreciated! This is rough, having worked in the field I still never thought she was anything beyond really smart. I never noticed the social issues until recently. > > Roxanna - You are so right re: proper placement of our kids. My son is a > senior in a private high school that specializes in kiddos with Aspergers, > PDD, ADHD, dyslexia and other learning disabilities. We placed him there > last year as a returning junior (initially they didn't have enough kids for > a senior class as it was only their second operational year and then when > they did add enough for a senior class we decided he was so beaten down from > public schools that he needed another year). This school has made the world > of difference in his life as well as ours. I am learning to be kinder to > myself as I spent almost all last year beating myself up and feeling guilty > that we had not done something sooner. I couldn't believe I hadn't "gotten > it" before. Tyler had spent two years in middle school in a self- contained > classroom - he had been placed there due to behaviors but once there we > discovered it wasn't a behavior problem but a situational or environmental > problem. Those were probably the happiest and most successful years he had > in public school - he loved his teacher and aide and they loved him, too. > This placement has allowed him to be successful and feel good about himself > and learn many skills he will need for college. At one point Tyler was > labeled ED (emotionally disturbed) by the school system - I disagreed but > the label allowed him some services that he needed, and wouldn't have gotten > without the label, so I didn't fight it. Like you said, many of the > behaviors are usually a part of AS and many people don't understand that. > > > > > > > > _____ > > From: > [mailto: ] On Behalf Of Roxanna > Sent: Friday, December 12, 2008 7:50 AM > > Subject: Re: ( ) IEP Mtg. > > > > He should get the help he needs based on his needs not on his dx. So this > is kind of a useless discussion with them in some ways. But I can see where > you want to get it right because the way they approach him might be based on > his dx and not his needs. Hope that made sense. > > > > I do not think it is that necessary to add these other dx's because they are > usually part of AS. I would add them only if/when they are so pronounced > that they are a major factor. For instance, if his ADHD is a major problem, > then it might be worth while to add it to the list just so people realize it > is there and a problem. Many kids with AS also have attentional problems > but some have it as a major feature. I would use that as a guide. > > > > As for ODD and EBD, I think a lot of these things are part of the AS and > people don't see how that fits. For instance, they try to force the kid > into doing something he can't deal with, he balks, refuses, is even willing > to fight physically to make them stop pushing him - is this really ODD? Or > is it the fact that the people around him do not know how to manage and deal > with a child with AS? There were times in middle school that they could > have labeled my own ds as ODD or EBD but he wasn't. He was in a bad > placement - the wrong classroom. The teacher he had was using a bad > approach with him, they hated eachother and his behavior deteriorated. In > contrast, once we moved him to anothe placement with a teacher who "got" his > needs, he was well behaved. Suddenly he learned how to behave? No. > Suddenly he was with people who understood what he needed and dealt with him > appropriately. It was night and day and it reminds me always how important > placement and the people teaching our kids can be to a successful > educational experience. > > > > So for these dx's, I would want to know a few things. Does he have a BP? > Is it working? Who wrote it? Did they do an FBA before they wrote the BP? > Are they skilled in autism/behaviors? People who know autism and behavior > can be invaluable in helping form a great plan for the school to follow. If > it's someone who doesn't know autism or is winging it, they can mess things > up and not realize the needs of a child with AS/HFA. So you have to be > cautious about who is doing the FBA/BP. If they haven't done these things, > before they label him, why not have one done by someone who is an expert in > autism/behavior? It might shed some light on the problems and you can then > decide if he's really ODD as a major feature or if he's just not being dealt > with properly when he is struggling. And FBA would be a great piece to the > 3 yr re-evaluation if his behaviors are that bad. > > > > Roxanna > You're Unique > Just like everyone else... > > ( ) IEP Mtg. > > > > Hi, I usually don't post much, but have been in the group for a little > while now. Well, we just had my 11 year old AS son's 3 year > evaluation. Three years ago when he was first assessed by the school, > I had to demand in writing that he would be evaluated, because they > didn't think that anything was wrong. > > Now, they all of a sudden try to add all this other stuff. Now I > realize that a lot of AS kids have more than just AS, but it seems to > me that what they try to say are different disorders, could just as > well be a part of the AS. > > They, and actually so have I, have him at clinically significant in > the assessment for ADHD, Conduct disorder and ODD. I don't know what > to make of it, they say that he could also be EBD. Now they are not > saying that he does not have AS, they are saying that all of these > other things are also a added possibility. > > Anybody else have any experience with that. I am a little torn, I > want to give him the right help. > > > _____ > > size=2 width="100%" align=center> > > > No virus found in this incoming message. > Checked by AVG - http://www.avg. com > Version: 8.0.176 / Virus Database: 270.9.16/1843 - Release Date: 12/11/2008 > 8:36 AM > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 14, 2008 Report Share Posted December 14, 2008 Do you know about the TEACCH program for children with autism? I recently attended a three day workshop provided by this program and one of the presenters stated that an EBD classroom is no place for children with autism. "It is putting the prey in with the predators." My grandson is a child with autism and the principal tossed the idea of his current placement to be inappropriate and the ARC committee would need to consider another placement option (which I knew to be and EBD classroom). After a Functional Behavior Assessment was completed and the recommendations put into place in his classroom his behaviors begin to improve. I hope that classroom will no longer be an option. The TEACCH program originates from Duke University in North Carolina. I was informed by the presenter that they will send a representative from their program to do consultation with the school in which my grandchild is enrolled. The school district would be responsible for paying for their expenses if the ARC agreed this was what is needed. From: beanmeister_mn <sabinemcgraw@...> Sent: Thursday, December 11, 2008 11:07:29 PMSubject: ( ) IEP Mtg. Hi, I usually don't post much, but have been in the group for a little while now. Well, we just had my 11 year old AS son's 3 year evaluation. Three years ago when he was first assessed by the school, I had to demand in writing that he would be evaluated, because they didn't think that anything was wrong. Now, they all of a sudden try to add all this other stuff. Now I realize that a lot of AS kids have more than just AS, but it seems to me that what they try to say are different disorders, could just as well be a part of the AS. They, and actually so have I, have him at clinically significant in the assessment for ADHD, Conduct disorder and ODD. I don't know what to make of it, they say that he could also be EBD. Now they are not saying that he does not have AS, they are saying that all of these other things are also a added possibility. Anybody else have any experience with that. I am a little torn, I want to give him the right help. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 14, 2008 Report Share Posted December 14, 2008 > Regarding school, wanted to pass this on about Child Find. Here's > one link, you can probably google lots more about it: > > http://www.wrightslaw.com/info/child.find.index.htm > > Gotta go, > > Well that really clarified the issue of whether or not they have to follow an IEP. My issue too is it's beginning to be somewhat hostile for my daughter as she gets a lot of nonsense from certain teachers when she has a public meltdown. There's only 8 kids in 2/3rd with the same teacher, she is in 2nd but way ahead of the kids in 2nd (there are 3 boys and herself). She is in a reading group by herself and is 2 books ahead of the other 3. I have asked for her to be moved to a 3rd grade reading group and was met with a no. She feels she is punished by being put alone. The pace is stressful as she has to have 4 pages of seatwork done before snack recess or she can't go, and 5 before lunch recess or she can't go to that recess either. Sorry if I'm ranting, it's just been rough. She goes for her 2nd play therapy meeting tomorrow and I haven't received any tracking data from the school. Instead, Sierra tells me when she was sick the gym teacher refused to let her get water, and when she had new shoes last week the gym teacher told her she was faking when she said her toe hurt. Coincidentally she had bronchitis when she complained the first time, and this time the shoes were tied too tightly. She cries at school at times and rather than them talk to me or her nicely about it they respond in a way that humiliates her. When a boy that was bullying her hit her with a zipper in the mouth she cried, the teacher sent her into the nursery alone to collect herself. She didn't bother contacting me or even making sure Sierra was ok. The daycare person picked her up and put ice on it and let me know what happened. This was when we noticed things were going badly. The latest crying meltdown was during library they played memory and the boy was teasing her for losing and she cried. The librarian's response was " if you're going to cry we aren't going to play " . I'm just so frustrated. They all know she is going for therapy now, they had tried to tell me not to bother and that she was just " used to being an only child " as our youngest is only 7 months old. I'm fed up pretty much and have stopped socializing with the church or sunday school program as they are just filled with the same people. When my child comes home crying that " I'm a freak, they hate me, no one understands me, they call me weird " and she tells me that in art class a boy drew a " Sierra cannon " and this is put up with, I'm just heartbroken for her. Her therapist is one I picked personally and this seems to be the way to go. She's kind and will hopefully help us make the decision on where to place her as she doesn't think this school is going to be in her future either. Through this all, she missed high honors by .8 points due to her penmanship grade (which that's a WHOLE other rant I'd love to make, cursive writing is relative and should not receive a letter grade) being an 82. Gah, anyway thanks for reading and the advice! Nikki P.S. Luckily girls shoes come in the elastic types all the way up, unluckily Sierra is obsessed with certain brands and most require tying such as heeleys. I hide the wheels though... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 15, 2008 Report Share Posted December 15, 2008 Paxil could alleviate some of the anxiety and social stress that she is experiencing. Even if it is "only at school", which I doubt. Usually these problems are problems all the time but you/family/neighborhood people are all making allowances that the school is not. Or she is not socializing outside of school more than one person at a time, or older or younger - more choice involved outside of school. First, though, you might check out your local school system and have her evaluated for special services. At the least, she would be able to get a 504 plan to help her with any problems at school. Social skill programs are usually provided by the school counselor or speech therapist. OT could work on fine motor, handwriting (and shoe tying.) "I'm a freak" reminds me a book a kid with AS wrote - "Freaks, Geeks and AS" or something similar. You could look it up on Amazon and show it to her or get it from the library. She might be interested to know she is not all alone at all. I don't know if this book is good or not as I haven't read it, but the title and your dd's phrase connected in my brain. <g> --> Freaks, Geeks & Asperger Syndrome: A User Guide to Adolescence (Paperback)by Luke RoxannaYou're UniqueJust like everyone else... ( ) IEP Mtg.> > > > Hi, I usually don't post much, but have been in the group for a little> while now. Well, we just had my 11 year old AS son's 3 year> evaluation. Three years ago when he was first assessed by the school,> I had to demand in writing that he would be evaluated, because they> didn't think that anything was wrong.> > Now, they all of a sudden try to add all this other stuff. Now I> realize that a lot of AS kids have more than just AS, but it seems to> me that what they try to say are different disorders, could just as> well be a part of the AS.> > They, and actually so have I, have him at clinically significant in> the assessment for ADHD, Conduct disorder and ODD. I don't know what> to make of it, they say that he could also be EBD. Now they are not> saying that he does not have AS, they are saying that all of these> other things are also a added possibility. > > Anybody else have any experience with that. I am a little torn, I> want to give him the right help. > > > _____ > > size=2 width="100%" align=center> > > > No virus found in this incoming message.> Checked by AVG - http://www.avg.com > Version: 8.0.176 / Virus Database: 270.9.16/1843 - Release Date: 12/11/2008> 8:36 AM> No virus found in this incoming message.Checked by AVG - http://www.avg.com Version: 8.0.176 / Virus Database: 270.9.18/1848 - Release Date: 12/14/2008 12:28 PM Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 15, 2008 Report Share Posted December 15, 2008 I would definitely consider taking her out of that school. She shouldn't have to deal with that each day. RoxannaYou're UniqueJust like everyone else... Re: ( ) IEP Mtg. > Regarding school, wanted to pass this on about Child Find. Here's > one link, you can probably google lots more about it:> > http://www.wrightslaw.com/info/child.find.index.htm> > Gotta go,> > Well that really clarified the issue of whether or not they have to follow an IEP. My issue too is it's beginning to be somewhat hostile for my daughter as she gets a lot of nonsense from certain teachers when she has a public meltdown. There's only 8 kids in 2/3rd with the same teacher, she is in 2nd but way ahead of the kids in 2nd (there are 3 boys and herself). She is in a reading group by herself and is 2 books ahead of the other 3. I have asked for her to be moved to a 3rd grade reading group and was met with a no. She feels she is punished by being put alone. The pace is stressful as she has to have 4 pages of seatwork done before snack recess or she can't go, and 5 before lunch recess or she can't go to that recess either. Sorry if I'm ranting, it's just been rough. She goes for her 2nd play therapy meeting tomorrow and I haven't received any tracking data from the school. Instead, Sierra tells me when she was sick the gym teacher refused to let her get water, and when she had new shoes last week the gym teacher told her she was faking when she said her toe hurt. Coincidentally she had bronchitis when she complained the first time, and this time the shoes were tied too tightly. She cries at school at times and rather than them talk to me or her nicely about it they respond in a way that humiliates her. When a boy that was bullying her hit her with a zipper in the mouth she cried, the teacher sent her into the nursery alone to collect herself. She didn't bother contacting me or even making sure Sierra was ok. The daycare person picked her up and put ice on it and let me know what happened. This was when we noticed things were going badly. The latest crying meltdown was during library they played memory and the boy was teasing her for losing and she cried. The librarian's response was "if you're going to cry we aren't going to play". I'm just so frustrated. They all know she is going for therapy now, they had tried to tell me not to bother and that she was just "used to being an only child" as our youngest is only 7 months old. I'm fed up pretty much and have stopped socializing with the church or sunday school program as they are just filled with the same people. When my child comes home crying that "I'm a freak, they hate me, no one understands me, they call me weird" and she tells me that in art class a boy drew a "Sierra cannon" and this is put up with, I'm just heartbroken for her. Her therapist is one I picked personally and this seems to be the way to go. She's kind and will hopefully help us make the decision on where to place her as she doesn't think this school is going to be in her future either. Through this all, she missed high honors by .8 points due to her penmanship grade (which that's a WHOLE other rant I'd love to make, cursive writing is relative and should not receive a letter grade) being an 82. Gah, anyway thanks for reading and the advice!:)NikkiP.S. Luckily girls shoes come in the elastic types all the way up, unluckily Sierra is obsessed with certain brands and most require tying such as heeleys. I hide the wheels though... No virus found in this incoming message.Checked by AVG - http://www.avg.com Version: 8.0.176 / Virus Database: 270.9.18/1848 - Release Date: 12/14/2008 12:28 PM Quote Link to comment Share on other sites More sharing options...
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