Re: Any success with an IEE? ADOS test? Trouble with ASD criteria too 'severe'

[Guest guest]

Thanks , for your explanation.

Our daughter (age 7), is currently being evaluated by the school district team.

So far, I don't think they've used the ADOS or ADI-R this time.

Three years ago, when she was first evaluated for ASD by the school. At that

time, they used Module 3 of the ADOS, and she didn't score high enough for ASD.

They did a full evaluation also, including observations and the ADI-R etc. They

kept her in Special Education under the Early Childhood Developmental Delay

(ECDD) qualification.

, you said " The diagnosis must come from a neurodevelopmental specialist as

it relates to educational services and IDEA. This specialist, if they are worth

anything, will use their own observations and alternative evaluation tools along

with standardized testing to determine the diagnosis. " I don't think that there

is a neurodevelopmental specialist on the school team. So far she is being

evaluated by a psychologist, social worker, physical therapist and speech

pathologist. An " autism consultant " is going to observe her too.

When I spoke with the social worker today, who observed her today for the first

time, he said he didn't feel comfortable labeling her with ASD. He is leaning

towards the ECDD again, for this year. I questioned him why he thought the ASD

label would be negative. He thinks the language of " lifelong disability " etc.

would cause people to treat her like she couldn't learn as well as she can. He

acknowledges she has social problems. While the label is ASD, the language in

the criteria our school district uses seems geared towards the more severe end

of the spectrum.

Have others had experiences like this? How do we help our children on the

" higher " end of the spectrum get the services they need longterm?

[Guest guest]

Hi ,

I don't know too much about the whole process yet, but I seem to recall that

children " age " out of the developmental delay category around age 7 or 8. (Could

someone please confirm that I am correct?) If that is so, what will happen to

your daughter's eligibility for special education if they do not give her an ASD

diagnosis? Would the school district try to drop her from the program at that

point? Something to look into for down the road...

Bridget

>

> Thanks , for your explanation.

>

> Our daughter (age 7), is currently being evaluated by the school district

team. So far, I don't think they've used the ADOS or ADI-R this time.

>

> Three years ago, when she was first evaluated for ASD by the school. At that

time, they used Module 3 of the ADOS, and she didn't score high enough for ASD.

They did a full evaluation also, including observations and the ADI-R etc. They

kept her in Special Education under the Early Childhood Developmental Delay

(ECDD) qualification.

>

> , you said " The diagnosis must come from a neurodevelopmental specialist

as it relates to educational services and IDEA. This specialist, if they are

worth anything, will use their own observations and alternative evaluation tools

along with standardized testing to determine the diagnosis. " I don't think that

there is a neurodevelopmental specialist on the school team. So far she is

being evaluated by a psychologist, social worker, physical therapist and speech

pathologist. An " autism consultant " is going to observe her too.

>

> When I spoke with the social worker today, who observed her today for the

first time, he said he didn't feel comfortable labeling her with ASD. He is

leaning towards the ECDD again, for this year. I questioned him why he thought

the ASD label would be negative. He thinks the language of " lifelong

disability " etc. would cause people to treat her like she couldn't learn as well

as she can. He acknowledges she has social problems. While the label is ASD,

the language in the criteria our school district uses seems geared towards the

more severe end of the spectrum.

>

> Have others had experiences like this? How do we help our children on the

" higher " end of the spectrum get the services they need longterm?

>

>

>

[Guest guest]

First thought: The social worker is injecting his personal " opinions " on

labeling a child. This is not OK. However, many school personnel do this.

I've heard it ALL.

Our son, now 12, qualified for Early Childhood with Developmental Delay up until

age 7 (in MN, they have to be reevaluated at age 7, b/c the Early Childhood

Category of Special ed is no longer an option). At age 7, he did not have the

AS diagnosis from a medical dr. yet. But, he did have a diagnosis of

Developmental Coordination Disorder (also known as dyspraxia), which goes right

along with AS. Anyway, they used the medical diagnosis to get him spec. ed.

services under the category of physical impairment. Does your daughter have any

other medical diagnoses than AS? Just a thought.

Also, the ADOS is good, but it depends a little on the examiner as to what

he/she sees. It's usually done by a psychologist and sometimes they use a one

way glass to observe the child. Ask if you can watch, since the child would not

know you were there. If they say no, get the Early Childhood person (whom I

think you said was " on your side " ) watch, too, and give her opinions to the

psychologist. I'm pretty sure they usually have two people administering at

least one portion of the test. And, to request the ADOS to be done, request it

IN WRITING via snail mail AND email (so it gets there faster). Did you sign

something that said what tests they are planning to do for the eval?

My son was diagnosed with AS, medically, at age 9. Then, the next eval they

did, he qualified for ASD in school. But, we had a good psychologist who didn't

have those kind of opinions on labeling. Oh, and he had the ADOS done at age 5

in a medical eval - and they didn't see signs of autism, but at age 9 when they

did it in school, they saw it.

One other note, put EVERYTHING in writing. Voice your concerns about the

opinions the eval team members are giving you. Send it to a special education

supervisor in your district, and possibly even a copy to the superintendent.

I used to be a special ed. teacher, but it was only for 3 years and really

getting to be a long time ago. I guess I know most of this stuff from having

two children on IEP's.

Also, get an advocate to come to the meeting with you, if you can.

Blessings,

Leah

>

> Thanks , for your explanation.

>

> Our daughter (age 7), is currently being evaluated by the school district

team. So far, I don't think they've used the ADOS or ADI-R this time.

>

> Three years ago, when she was first evaluated for ASD by the school. At that

time, they used Module 3 of the ADOS, and she didn't score high enough for ASD.

They did a full evaluation also, including observations and the ADI-R etc. They

kept her in Special Education under the Early Childhood Developmental Delay

(ECDD) qualification.

>

> , you said " The diagnosis must come from a neurodevelopmental specialist

as it relates to educational services and IDEA. This specialist, if they are

worth anything, will use their own observations and alternative evaluation tools

along with standardized testing to determine the diagnosis. " I don't think that

there is a neurodevelopmental specialist on the school team. So far she is

being evaluated by a psychologist, social worker, physical therapist and speech

pathologist. An " autism consultant " is going to observe her too.

>

> When I spoke with the social worker today, who observed her today for the

first time, he said he didn't feel comfortable labeling her with ASD. He is

leaning towards the ECDD again, for this year. I questioned him why he thought

the ASD label would be negative. He thinks the language of " lifelong

disability " etc. would cause people to treat her like she couldn't learn as well

as she can. He acknowledges she has social problems. While the label is ASD,

the language in the criteria our school district uses seems geared towards the

more severe end of the spectrum.

>

> Have others had experiences like this? How do we help our children on the

" higher " end of the spectrum get the services they need longterm?

>

>

>

[Guest guest]

Yes, as said, I would try to make a list of what services your daughter would receive based on the different diagnoses that are being talked about regarding your daughter.

I would love to hear what other parents think on this issue, because "to label or not to label" is such a difficult, difficult decision for us as parents. I can say from experience however, that my children do not walk around with neon "labels" over their heads! The labels come into play with adults and professionals that work with my children, and "labels" can be very helpful in getting children/students the help that they need.-----------------------.When I spoke with the social worker today, who observed her today for the first time, he said he didn't feel comfortable labeling her with ASD. He is leaning towards the ECDD again, for this year. I questioned him why he thought the ASD label would be negative. He thinks the language of "lifelong disability"etc. would cause people to treat her like she couldn't learn as well as she can. He acknowledges she has social problems. While the label is ASD, the language in the criteria our school

district uses seems geared towards the more severe end of the spectrum. Have others had experiences like this? How do we help our children on the "higher" end of the spectrum get the services they need longterm?

[Guest guest]

,

I think that I may have spoken too soon. This requirement for a

neurodevelopmental specialist may be state specific. I live in NJ and I become

so involved with trying to help others out that I forget who my audience is... a

nation-wide group.

This is a requirement for NJ. If you would share with me what state that you

live in, I will look into it for you.

Regards,

>

> Thanks , for your explanation.

>

> Our daughter (age 7), is currently being evaluated by the school district

team. So far, I don't think they've used the ADOS or ADI-R this time.

>

> Three years ago, when she was first evaluated for ASD by the school. At that

time, they used Module 3 of the ADOS, and she didn't score high enough for ASD.

They did a full evaluation also, including observations and the ADI-R etc. They

kept her in Special Education under the Early Childhood Developmental Delay

(ECDD) qualification.

>

> , you said " The diagnosis must come from a neurodevelopmental specialist

as it relates to educational services and IDEA. This specialist, if they are

worth anything, will use their own observations and alternative evaluation tools

along with standardized testing to determine the diagnosis. " I don't think that

there is a neurodevelopmental specialist on the school team. So far she is

being evaluated by a psychologist, social worker, physical therapist and speech

pathologist. An " autism consultant " is going to observe her too.

>

> When I spoke with the social worker today, who observed her today for the

first time, he said he didn't feel comfortable labeling her with ASD. He is

leaning towards the ECDD again, for this year. I questioned him why he thought

the ASD label would be negative. He thinks the language of " lifelong

disability " etc. would cause people to treat her like she couldn't learn as well

as she can. He acknowledges she has social problems. While the label is ASD,

the language in the criteria our school district uses seems geared towards the

more severe end of the spectrum.

>

> Have others had experiences like this? How do we help our children on the

" higher " end of the spectrum get the services they need longterm?

>

>

>