Re: FW: Aspergers versus HFA

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that's interesting learning that your son didn't have the language delay, yet struggles with reading. (I've met a person that has his PhD and struggled with dysgraphia his while life). this person now teaches language arts.... I can see the connection between executive functioning and how it impacts his writing skills. the same with my son. but I'm certain that with continued tutoring, practice, and the school being aware and working with him, he will also progress. How is your son with watching a movie? can you stop the DVD and he predict what would happen next ? can he explain the movie to you ?. that is what I'm told to do with my son. watch a movie together and pause it, then talk about what we just watched and what we think would happen next or if that was you, what would you do ?. <cindyelgamal@...> wrote: Oops, not sure how that was sent as I wasn’t finished... Even though my son did not have a language delay (speech) he does struggle with writing and always has. He has a diagnosis of dysgraphia and I also think the lack of executive functioning skills also impacts his writing (doesn’t know how to get started, doesn’t know how

to identify important points when reading his resources, etc.). I also think pragmatics are a big issue for him though he has improved a lot in this area as he has gotten older and with much practice. From:

[mailto: ] On Behalf Of Sent: Tuesday, August 12, 2008 11:52 PM Subject: RE: ( ) Aspergers versus HFA Rose – My 18 yo son is Aspergers (diagnosed at 15; had ADHD dx at 5). Even though he did not have a language delay (speech) he has st From: [mailto: ] On Behalf Of RoseSent: Monday, August 11, 2008 6:54 AM Subject: Re: ( )

Aspergers versus HFA confusing, right !. IMO, I feel its important for that to be clear - across the board - so our kids can get the right services. example, if a child has a DX of aspergers, and it's believed that aspergers had speech when younger, then in school they don't have to focus with all areas of speech, including writing skills & reading that goes along with speech. (because speech isn't that main problem) they can focus more on the social skills. also, if a child is DXed with autism or HFA, it would be clear to work on the pragmatics, speech writing and reading, and still be aware this child needs social

skills. If it keeps changing depending on what doctor or conference you go to, the fight in the schools for services will never end to get our children the right help they need. I brought this up to my therapist about the differences between the Classic Autism, Autism, HFA, Aspergers, & PDD-NOS and he told me instead of focusing on the DX, focus on the right services he needs and work on that. He did mention the correct DX was important for medical purposes, but for me, the services are important. right now, our school for what ever reason whats to continue the SAME services with my son. but they are very strong with changing his classification to OHI with a medical alert of Autism. I don't know why they felt that strong to do this change of classification. but his services are still the same

as from when he was in Kindergarten. just for middle school they want to change it. they said, unless he has Classic autism, it has to be changed. <cindyelgamalsbcglobal (DOT) net> wrote: At one time it was thought by many experts that they were different – HFA had language delay while Aspergers did not. Today most experts believe there is no difference. In fact, I just read an article on Tony Attwood’s site in which he says there is no difference; within the last year or so I read an article on his site that said they were different (for the reason I stated above).

From: [mailto: ] On Behalf Of ginaSent: Sunday, August 10, 2008 6:46 PM Subject: ( ) Re: PDD-NOS being re-named? ,I have the same question as you: what is the difference between AS and HFA. My son has been refferred to as both so I just assummed they were the same thing??????? > > >> > Thanks for that info. I find it very interesting in that my Aspie son> > fits into this criteria, especially the sensory stuff, but he has no> > speech delay, although he has trouble with communicating his thoughts>

> sometimes and is very bright.> >> > I suspect, that this "new" diagnostic criteria is to create a label> > for spectrum kids that clearly have issues, but are not "classic> > autism". Notice the line "A diagnosis can tell you what your child> > does not have." I notice that the article makes it very clear> > that "MSDD" will not be considered "autism" or even a "spectrum> > disorder". So the trend to list ADD/ADHD, Sensory Processing,> > apraxia, non verbal learning disorder, etc. etc. as part of spectrum> > disorders will cease to increase the autism numbers. Never mind that> > all those issues are rampant in our kids, and certainly were NOT> > 20,30 years ago or more.> >> > I also think that will be very convenient for the government, NIH,> > CDC, FDA, and medical establishment such as AAP, AMA to refute the>

> increase in spectrum disorders in the past 20 years and the autism> > epidemic.> >> > I don't care what NIH calls it - I want them to address the many> > causes and how to help our kids get better, and make sure this> > epidemic stops.> >> >> > > I was reading on the medline/NIH website today at work and did a> > > search on PDD-NOS. The results gave a site called dbpeds.org, which> > > is developmental and behavioral pediatrics online. Apparently PDD-> > NOS> > > is going to be re-named to "multisystem developmental disorder".> > > There was a great handout in PDF form that described my son> > perfectly.> > >> > > Anyone else ever heard of this? Here is the pamphlet's text.> > >> > > Multisystem Developmental Disorder> > > by Henry L

Shapiro MD> > > Multisystem Developmental Disorder (MSDD) is one of the newer terms> > to> > > describe a group> > > of children with communication, social, and sensory processing> > > problems who do not fit into> > > other categories such as autism. MSDD is usually diagnosed in early> > > childhood.> > > Abnormal reaction to sounds, smells, textures, movement,> > temperature,> > > and other> > > body sensations> > > Disturbed behavior that seems more related to unpleasant experiences> > > than lack of> > > interest in participating> > > Some impairment in communication development> > > Relatively normal interest in communicating and interacting socially> > > when they are> > > not reacting to their environment> > >

Varying amounts of attention and organization problems> > > Varying amounts of coordination problems or clumsiness> > > Varying amounts of problems regulating sleep, activity, and appetite> > > These problems must interfere significantly with everyday life, and> > > interfere with normal> > > development to warrant a diagnosis.> > > MSDD is thought to differ from autism in several ways. First,> > children> > > with MSDD tend to> > > respond to treatment better than children with autism. They are less> > > likely to have severe> > > delays in mental ability, and less likely to have severe rituals or> > > repetitive behaviors. Still,> > > these diagnoses are hard to tell apart in young children since> > > children with both diagnoses,> > > Autism and MSDD, may have

similar behavior problems.> > > Emotional outbursts or "meltdowns"> > > Refusal to eat certain foods> > > Insistence on wearing certain clothing, or not liking clothing at> > all> > > Extreme reactions to noise or movement> > > Avoidance of sensory experiences or seeking out extreme sensory> > experience> > > Abnormal reaction to pain> > > Sleep disturbance> > > Avoidance or lack of pleasure in being touched or cuddled in spite> > of> > > interest in> > > being with you socially> > > Refusal to have hair washed, touched, combed, cut, etc.> > > Toe walking. Refusal to walk on certain surfaces (such as walking on> > > grass in bare> > > feet)> > > Like many childhood developmental problems, we have few specific> > > treatments or

cures.> > > Most of our treatment is meant to help a child work around a> > problem,> > > or to guide them into> > > learning or discovering skills that they are not mastering on their> > own.> > > What kind of problems do children with MSDD have?> > > Is it MSDD or Autism?> > > What behaviors are seen in MSDD?> > > How do we treat MSDD?> > > Multisystem Developmental Disorder Page 1> > > Reprinted from dbpeds.org on 8/8/2008. © All rights reserved> > > Sensory Integration therapy is often a mainstay of treatment. It> > tries> > > to help a child> > > overcome their extreme sensitivity and reaction to their sensory> > > experiences. Sensory> > > Integration therapy is targeted at problems related to sensation.> > > These include

problems> > > with touch, body position, movement, sound, food textures, and so> > > forth. Techniques may> > > involve deep pressure, brushing, and swinging. We do not know how> > > these treatments work> > > but often they can be helpful.> > > Speech and Language therapy is also an important part of the> > equation.> > > Sometimes,> > > therapy has to be aimed at social and pragmatic problems. A home> > > program is crucial, since> > > children need to practice skills throughout the day. A therapist> > > should be sharing goals and> > > techniques with parents and teachers. There are many handouts on> > this> > > website that can> > > help.> > > Behavior specialists can also be helpful in helping parents choose> > > goals and

learn> > > techniques to teach appropriate behaviors and eliminate problem> > > behaviors. In general,> > > psychotherapy for the child is not effective for MSDD.> > > Medications can help in certain cases, but medication is not> > curative> > > Potential side effects> > > and treatment benefit have to be weighed carefully.> > > It is important to be an advocate for your child. Make sure that you> > > and the doctor are very> > > clear about the goals of treatment, including when you are going to> > > stop or change> > > treatment.> > > Children often have to be given diagnoses to get services. Sometimes> > > the diagnosis also> > > helps guide treatment. It may predict how the child may do in the> > > future. A diagnosis can> > > also tell

you what your child does not have.> > > The MSDD diagnosis is getting better known, and is now being taught> > in> > > early childhood> > > special education courses. Some clinicians will still diagnose> > autism,> > > pervasive> > > developmental disorder, developmental delay, and language> > impairment.> > > Sensory> > > integration disorder is also diagnosed.> > > The most important thing is to understand your child's needs and> > > strengths, to set goals,> > > monitor progress, and make changes when things are not working.> > > First published: 5/27/2004> > > References> > > Zero to Three Diagnostic Classification Task Force. (1994).> > Diagnostic> > > Classification> > > of Mental Health and Developmental Disorders of Infancy and

Early> > > Childhood> > > (DC:0-3)™. Zero to Three. ISBN: 0943-657-32-6> > > Advocacy> > > Multisystem Developmental Disorder Page 2> > > Reprinted from dbpeds.org on 8/8/2008. © All rights reserved> > >> >>