Confused - need opinions! (long)

[Guest guest]

Hi all -

My son, who is 3, is in the process of being evaluated for services through the

preschool division of our local school district. He is currently being seen by

private OT (for sensory processing disorder) and a developmental therapist (for

help with emotional regulation, rigidity, social skills). The school district

psychologist went and did a playground/classroom observation of my son today,

and she did not see any of the things which concern us. She thought that his

social interactions with peers were appropriate and that he made good use of

gestures and facial expressions, which she said she would not expect to see in a

child on the spectrum, even a high functioning one. When I secretly observed the

psychologist observing my son (from an upstairs classroom overlooking the

playground), during the period I was watching (which was not the entire time),

all I saw was my son digging alone with trucks in the sand, which is pretty much

what I see him doing every time I pick up and drop off on the playground at

school. My son definitely does have good social interactions with adults (except

he often cannot bring himself to say goodbye), but with kids it has always been

hit or miss. He likes preschool, but tells me he wishes the other kids would not

be there.

My question to you all is this - can a young child have an autism spectrum

disorder and not show glaring social delays? The reasons I have come to believe

he has AS (and his OT does too, by the way - it's not just me) is: the sensory

processing disorder, the rigid thinking, the unusual interests, the obsession

with trains, the lining things up, the difficulty with emotional regulation, not

reading the body language of peers, difficulty with transitions. Could a child

really have all of those symptoms and not be on the spectrum somewhere? I should

add that my son is hyperlexic and can read, spell, and do simple math.

The techniques which the developmental therapist has been using are ones which

are typically for kids on the spectrum like picture schedules, social stories, a

little bit of floortime, a little bit of early start Denver model, and a dash of

pcit. I should add that we had an initial intake interview at TEACCH and they

did decide that they would give my son an ADOS test (although the waiting list

is 9 months long). The counselor at TEACCH mentioned the possibility of PDD-NOS.

My son has a vibrant personality, but also these other issues which make it

clear to us that something is going on. No one seems to know what to make of

him; the child psychologist we saw through early intervention called him a

puzzle and said she had never met another child quite like my son.

I am feeling really confused and lost, and I wonder if any of you have had

people doubt your kids had AS because of their gestures, interest in people,

when in the end they were dx with AS or PDD-NOS? I appreciate any insight anyone

can offer!

Thanks,

Bridget

[Guest guest]

Hello Bridget,

I also had someone (his Kindergaren teacher) tell me "he's never seen anyone like Dylan in all his 15 years of teaching) and called him quirky. Then I see a book out there called Quirky Kids.I bought the book but haven't received it yet.

My son (7) started signs of not being like the other kids around 5. Then was diagnosed with ADHD, but at 6,7 started showing other stuff, like the ones you mentioned. Then his new psych. said it sounded like PDD but has to meet him 1st.

I think you should go with your gut feeling. I am. Maybe he doesn't have to be labeled AS to get the help he needs, but maybe he does. I'm going for it because my school district needs that diagnosis to give my son appropriate accomodations.

At least you're jumping on this early, good for you! I know a lady who was in complete denial about her son. Now he's 15 and can't even write a coherent sentence. I'm NOT going to let that happen.

Good luck and keep us up to date,

From: bridget <beanniferj@...> Sent: Tue, September 28, 2010 12:03:01 PMSubject: ( ) Confused - need opinions! (long)

Hi all -My son, who is 3, is in the process of being evaluated for services through the preschool division of our local school district. He is currently being seen by private OT (for sensory processing disorder) and a developmental therapist (for help with emotional regulation, rigidity, social skills). The school district psychologist went and did a playground/classroom observation of my son today, and she did not see any of the things which concern us. She thought that his social interactions with peers were appropriate and that he made good use of gestures and facial expressions, which she said she would not expect to see in a child on the spectrum, even a high functioning one. When I secretly observed the psychologist observing my son (from an upstairs classroom overlooking the playground), during the period I was watching (which was not the entire time), all I saw was my son digging alone with trucks in the sand, which is pretty much what

I see him doing every time I pick up and drop off on the playground at school. My son definitely does have good social interactions with adults (except he often cannot bring himself to say goodbye), but with kids it has always been hit or miss. He likes preschool, but tells me he wishes the other kids would not be there. My question to you all is this - can a young child have an autism spectrum disorder and not show glaring social delays? The reasons I have come to believe he has AS (and his OT does too, by the way - it's not just me) is: the sensory processing disorder, the rigid thinking, the unusual interests, the obsession with trains, the lining things up, the difficulty with emotional regulation, not reading the body language of peers, difficulty with transitions. Could a child really have all of those symptoms and not be on the spectrum somewhere? I should add that my son is hyperlexic and can read, spell, and do simple math. The

techniques which the developmental therapist has been using are ones which are typically for kids on the spectrum like picture schedules, social stories, a little bit of floortime, a little bit of early start Denver model, and a dash of pcit. I should add that we had an initial intake interview at TEACCH and they did decide that they would give my son an ADOS test (although the waiting list is 9 months long). The counselor at TEACCH mentioned the possibility of PDD-NOS. My son has a vibrant personality, but also these other issues which make it clear to us that something is going on. No one seems to know what to make of him; the child psychologist we saw through early intervention called him a puzzle and said she had never met another child quite like my son. I am feeling really confused and lost, and I wonder if any of you have had people doubt your kids had AS because of their gestures, interest in people, when in the end they were dx with AS

or PDD-NOS? I appreciate any insight anyone can offer!Thanks,Bridget

[Guest guest]

Thank you for your support, Cathleen. In my heart I know there is something

going one with my son, and I believe he is on the spectrum somewhere. In

addition to the other things I mentioned before, he has a few of the other

non-behavioral flags for AS, like his grandfather was an engineer, he has an

older cousin wish some similar behaviors, and even the rapid head growth during

early infancy (from the 25th% at birth to the 90th% by 9 months!). I am going to

check out the book you recommended.

My fear is that the school district will not qualify my son for services without

a dx and a clear need for services beyond OT. I don't think showing his need for

OT is a problem (in addition to the sensory processing disorder dx, he has a

congenital hand difference), but OT is not a stand alone service for the school

district. We can see how well our son responds to the treatment for SPD and the

techniques we have learned from the developmental therapist and we want to make

sure he can continue receiving them. Since starting therapy over the summer, his

overall disposition has really improved. Now I am wondering if he has gotten

enough help that the school evaluator was unable to see the underlying issues!

Thanks,

Bridget

>

> Hello Bridget,

>

> I also had someone (his Kindergaren teacher) tell me " he's never seen anyone

> like Dylan in all his 15 years of teaching) and called him quirky. Then I see

a

> book out there called Quirky Kids.

> I bought the book but haven't received it yet.

>

> My son (7) started signs of not being like the  other kids around 5. Then was

> diagnosed with ADHD, but at 6,7 started showing other stuff, like the ones you

> mentioned. Then his new psych. said it sounded like PDD but has to meet him

1st.

>

>

> I think you should go with your gut feeling. I am. Maybe he doesn't have to be

> labeled AS to get the help he needs, but maybe he does. I'm going for it

because

> my school district needs that diagnosis to give my son appropriate

> accomodations.

>

> At least you're jumping on this early, good for you! I know a lady who was in

> complete denial about her son. Now he's 15 and can't even write a coherent

> sentence. I'm NOT going to let that happen.

>

> Good luck and keep us up to date,

>  

>

>

>

> ________________________________

> From: bridget <beanniferj@...>

>

> Sent: Tue, September 28, 2010 12:03:01 PM

> Subject: ( ) Confused - need opinions! (long)

>

>  

> Hi all -

>

> My son, who is 3, is in the process of being evaluated for services through

the

> preschool division of our local school district. He is currently being seen by

> private OT (for sensory processing disorder) and a developmental therapist

(for

> help with emotional regulation, rigidity, social skills). The school district

> psychologist went and did a playground/classroom observation of my son today,

> and she did not see any of the things which concern us. She thought that his

> social interactions with peers were appropriate and that he made good use of

> gestures and facial expressions, which she said she would not expect to see in

a

> child on the spectrum, even a high functioning one. When I secretly observed

the

> psychologist observing my son (from an upstairs classroom overlooking the

> playground), during the period I was watching (which was not the entire time),

> all I saw was my son digging alone with trucks in the sand, which is pretty

much

> what I see him doing every time I pick up and drop off on the playground at

> school. My son definitely does have good social interactions with adults

(except

> he often cannot bring himself to say goodbye), but with kids it has always

been

> hit or miss. He likes preschool, but tells me he wishes the other kids would

not

> be there.

>

>

> My question to you all is this - can a young child have an autism spectrum

> disorder and not show glaring social delays? The reasons I have come to

believe

> he has AS (and his OT does too, by the way - it's not just me) is: the sensory

> processing disorder, the rigid thinking, the unusual interests, the obsession

> with trains, the lining things up, the difficulty with emotional regulation,

not

> reading the body language of peers, difficulty with transitions. Could a child

> really have all of those symptoms and not be on the spectrum somewhere? I

should

> add that my son is hyperlexic and can read, spell, and do simple math.

>

>

> The techniques which the developmental therapist has been using are ones which

> are typically for kids on the spectrum like picture schedules, social stories,

a

> little bit of floortime, a little bit of early start Denver model, and a dash

of

> pcit. I should add that we had an initial intake interview at TEACCH and they

> did decide that they would give my son an ADOS test (although the waiting list

> is 9 months long). The counselor at TEACCH mentioned the possibility of

PDD-NOS.

> My son has a vibrant personality, but also these other issues which make it

> clear to us that something is going on. No one seems to know what to make of

> him; the child psychologist we saw through early intervention called him a

> puzzle and said she had never met another child quite like my son.

>

>

> I am feeling really confused and lost, and I wonder if any of you have had

> people doubt your kids had AS because of their gestures, interest in people,

> when in the end they were dx with AS or PDD-NOS? I appreciate any insight

anyone

> can offer!

>

> Thanks,

>

> Bridget

>

[Guest guest]

My answer to your question is, yes. ASD looks a little different in everyone.

Some kids have subtle social deficits that can be dismissed as normal behavior,

especially in a 3 year old.

Observation by the school psychologist is tricky because they see the child

briefly in only one setting. Has the psychologist given you any evaluation

forms to fill out such as the Gilliam Autism Ratings Scales? It lets you put in

your own observations of your child's behavior. I have filled it out about 3

times for my daughter. Age three is young for a clear cut diagnosis if the

behaviors are borderline. My daughter didn't qualify for a full autism

diagnosis at age three, they labelled her PDD-NOS. Now she fits the HFA/AS

category very obviously at age 5. Your son sounds very similar to my daughter.

Good luck!

[Guest guest]

Bridget, don't give up and don't discount the sense that something is 'off' for

your child. I have a 13 yr old daughter on the spectrum with Asperger's

syndrome and she's considered unusual as well. Instead of the standard of

emotions stuck in 'neutral', she's stuck on happy, to the point that when she

did get overly stressed during a family emergency, her body started expressing

her anxiety and unhappiness as hives, but she had no way of understanding what

emotions were there to figure out why. She does however strongly show symptoms

on the other three axes of the spectrum, hence why she was diagnosed with

Asperger's when she was 11. The final straw with her getting a diagnosis was

with her pragmatic language lagging as far behind as it did. She is considered

highly gifted, but at the age of 11, if you said 'someone let the cat out of the

bag' she was looking for a cat.

In my dd's case we were able to track many of my younger daughter's better

socialization habits to the fact that she had an older sister who is rather

'bossy' and from very early play when dd could not understand what she was

supposed to do, she would give scripts of what should be said and how the

younger one should act within a certain situation. If your son already has

sensory issues that you know of, possibly motor skills issues, I'd say there's a

good chance he either doesn't have as MUCH of the normal social issues, or it

hasn't reached a critical mass(usually happens around 3rd or 4th grade, when

kids become more aware of differences), especially with him getting a lot of

early intervention.

Good luck.

>

> Hi all -

>

> My son, who is 3, is in the process of being evaluated for services through

the preschool division of our local school district. He is currently being seen

by private OT (for sensory processing disorder) and a developmental therapist

(for help with emotional regulation, rigidity, social skills). The school

district psychologist went and did a playground/classroom observation of my son

today, and she did not see any of the things which concern us. She thought that

his social interactions with peers were appropriate and that he made good use of

gestures and facial expressions, which she said she would not expect to see in a

child on the spectrum, even a high functioning one. When I secretly observed the

psychologist observing my son (from an upstairs classroom overlooking the

playground), during the period I was watching (which was not the entire time),

all I saw was my son digging alone with trucks in the sand, which is pretty much

what I see him doing every time I pick up and drop off on the playground at

school. My son definitely does have good social interactions with adults (except

he often cannot bring himself to say goodbye), but with kids it has always been

hit or miss. He likes preschool, but tells me he wishes the other kids would not

be there.

>

> My question to you all is this - can a young child have an autism spectrum

disorder and not show glaring social delays? The reasons I have come to believe

he has AS (and his OT does too, by the way - it's not just me) is: the sensory

processing disorder, the rigid thinking, the unusual interests, the obsession

with trains, the lining things up, the difficulty with emotional regulation, not

reading the body language of peers, difficulty with transitions. Could a child

really have all of those symptoms and not be on the spectrum somewhere? I should

add that my son is hyperlexic and can read, spell, and do simple math.

>

> The techniques which the developmental therapist has been using are ones which

are typically for kids on the spectrum like picture schedules, social stories, a

little bit of floortime, a little bit of early start Denver model, and a dash of

pcit. I should add that we had an initial intake interview at TEACCH and they

did decide that they would give my son an ADOS test (although the waiting list

is 9 months long). The counselor at TEACCH mentioned the possibility of PDD-NOS.

My son has a vibrant personality, but also these other issues which make it

clear to us that something is going on. No one seems to know what to make of

him; the child psychologist we saw through early intervention called him a

puzzle and said she had never met another child quite like my son.

>

> I am feeling really confused and lost, and I wonder if any of you have had

people doubt your kids had AS because of their gestures, interest in people,

when in the end they were dx with AS or PDD-NOS? I appreciate any insight anyone

can offer!

>

> Thanks,

>

> Bridget

>

[Guest guest]

We filled out the ASRS checklist for the school district psychologist, and she

did report finding elevated scores in a number of the categories, particularly

in rigid thinking and unusual interests. The developmental therapist has said

that my son's rigidity is one of her top concerns, along with emotional

regulation. To give you an example, he was very concerned yesterday when we

arrived at OT and there was a mirror in an unusual place (the OT also tries to

work on the rigidity, as well as sensory integration).

In your experience, is PDD-NOS problematic to diagnose? From the little I have

read, the criteria seem sort of vague. We are on the waiting list for an ADOS at

TEACCH, but the counselor there said she could also recommend some private

practitioners who would be able to do an ADOS test sooner. I am wondering if it

would be best to wait for the people at TEACCH who work exclusively with autism

spectrum and related conditions?

Thanks for your support, I felt like I was going nuts after speaking with the

psychologist earlier, as though I was seeing things that were not there. The

developmental therapist, OT, and our previous early intervention coordinator all

seemed to think my son would qualify for school district services, so hearing

the glowing report on the classroom observation and the possibility of being

denied services came as a shock.

Bridget

>

> My answer to your question is, yes. ASD looks a little different in everyone.

Some kids have subtle social deficits that can be dismissed as normal behavior,

especially in a 3 year old.

>

> Observation by the school psychologist is tricky because they see the child

briefly in only one setting. Has the psychologist given you any evaluation

forms to fill out such as the Gilliam Autism Ratings Scales? It lets you put in

your own observations of your child's behavior. I have filled it out about 3

times for my daughter. Age three is young for a clear cut diagnosis if the

behaviors are borderline. My daughter didn't qualify for a full autism

diagnosis at age three, they labelled her PDD-NOS. Now she fits the HFA/AS

category very obviously at age 5. Your son sounds very similar to my daughter.

>

> Good luck!

>

>

>

[Guest guest]

Hi Bridget, you mentioned TEACCH so assume you're in NC too?

To answer your question - my now 21 yr old son with Aspergers, OCD and

dysgraphia was very social at that age. Even older. He loved being around

other kids and wanted to join in. I loved watching his facial expressions as he

grew up.

Your son may do better at play that is structured, arranged, group

activity/game. He may actually prefer to dig. I think any child at this age

can have their own preferred play. What I'm trying to say is that I don't think

whether he joins in or plays alone indicates AS, but rather how he does when he

does try to join in.

Oh, those school observers! I didn't get evaluated until 8th grade.

The school autism " specialist " observed him one day and didn't see anything

indicating autism. He participated in class, said appropriate answers, etc. At

lunch she observed him and he seemed to interact well, etc. Oh yeah, well was

she listening to WHAT he said to the others, hearing what everyone said, what

was responding to, etc.? No. Sigh, things like that.

Anyway, TEACCH evaluated in 8th grade. I had to fill out all that

paperwork and write his history down. When he was young, I felt he showed

traits but not " enough " for a diagnosis. So I just was aware and addressed his

needs from that " trait " perspective. Actually I didn't even know all those

years ago how to go about getting him evaluated, etc. I didn't even know of

Aspergers til he was older too, though I did know enough of autism to know he

reminded me of it.

I think the things you've indicated all show some traits. If your son does get

PDD, he will still qualify for services. Early intervention would be great for

him to get now at this age. You stick with your gut feeling. It sounds like

the preschool is addressing some of his needs now, where you mentioned the devl

therapist is using some techniques.

Quick thoughts,

>

> Hi all -

>

> My son, who is 3, is in the process of being evaluated for services through

the preschool division of our local school district. He is currently being seen

by private OT (for sensory processing disorder) and a developmental therapist

(for help with emotional regulation, rigidity, social skills). The school

district psychologist went and did a playground/classroom observation of my son

today, and she did

[Guest guest]

Thanks, . My son definitely has the sensory issues, of that we are certain

(and he does have an official dx of spd which was made by one OT and confirmed

by the one we currently see). That is very interesting that your older daughter

instinctively played therapist to your younger one. It frustrates me to think

that all of the steps we take to make sure my son has a good day at school may

work against us in terms of securing services. Do most parents have to make a

picture list, read a social story about school, crush between pillows, and rub

down with a Wilbarger brush before school each day to make their child feel

comfortable around other kids? I also spent a huge amount of time researching

and visiting preschools to find one with the right environment (small class

size, very organized, neat, not visually chaotic or overstimulating, and

extremely strong on routine and warning before transitions) before choosing the

one he is in, and that is just when I thought he was " spirited " . I feel like the

psychologist saw him under ideal circumstances, where my son's routine is

unchallenged and he feels safe (of course, we want him to feel safe and secure

in preschool!).

We have seen some subtle problems with pragmatic language, especially when

compared to my son's expressive and receptive language, which are very strong.

At the meeting with the psychologist, OT, SLT, and resource teacher, they were

trying to get my son to ask for help using prompts (specifically to wash his

hands, which were covered in paint), and he just couldn't seem to do it, even

though he was clearly uncomfortable with his messy hands. He also has problems

with things like saying goodbye, even when prompted, reading body language (of

peers, better with adults), and using his words instead of sounds at times.

Sometimes he meows or hisses like a cat instead of using speech, as well. I feel

so much better hearing the experiences of everyone here and knowing that I am

not just making a mountain out of a molehill.

Thanks,

Bridget

> >

> > Hi all -

> >

> > My son, who is 3, is in the process of being evaluated for services through

the preschool division of our local school district. He is currently being seen

by private OT (for sensory processing disorder) and a developmental therapist

(for help with emotional regulation, rigidity, social skills). The school

district psychologist went and did a playground/classroom observation of my son

today, and she did not see any of the things which concern us. She thought that

his social interactions with peers were appropriate and that he made good use of

gestures and facial expressions, which she said she would not expect to see in a

child on the spectrum, even a high functioning one. When I secretly observed the

psychologist observing my son (from an upstairs classroom overlooking the

playground), during the period I was watching (which was not the entire time),

all I saw was my son digging alone with trucks in the sand, which is pretty much

what I see him doing every time I pick up and drop off on the playground at

school. My son definitely does have good social interactions with adults (except

he often cannot bring himself to say goodbye), but with kids it has always been

hit or miss. He likes preschool, but tells me he wishes the other kids would not

be there.

> >

> > My question to you all is this - can a young child have an autism spectrum

disorder and not show glaring social delays? The reasons I have come to believe

he has AS (and his OT does too, by the way - it's not just me) is: the sensory

processing disorder, the rigid thinking, the unusual interests, the obsession

with trains, the lining things up, the difficulty with emotional regulation, not

reading the body language of peers, difficulty with transitions. Could a child

really have all of those symptoms and not be on the spectrum somewhere? I should

add that my son is hyperlexic and can read, spell, and do simple math.

> >

> > The techniques which the developmental therapist has been using are ones

which are typically for kids on the spectrum like picture schedules, social

stories, a little bit of floortime, a little bit of early start Denver model,

and a dash of pcit. I should add that we had an initial intake interview at

TEACCH and they did decide that they would give my son an ADOS test (although

the waiting list is 9 months long). The counselor at TEACCH mentioned the

possibility of PDD-NOS. My son has a vibrant personality, but also these other

issues which make it clear to us that something is going on. No one seems to

know what to make of him; the child psychologist we saw through early

intervention called him a puzzle and said she had never met another child quite

like my son.

> >

> > I am feeling really confused and lost, and I wonder if any of you have had

people doubt your kids had AS because of their gestures, interest in people,

when in the end they were dx with AS or PDD-NOS? I appreciate any insight anyone

can offer!

> >

> > Thanks,

> >

> > Bridget

> >

>

[Guest guest]

Thanks, Chris. We are indeed in NC, and we were referred to TEACCH by early

intervention. It is so helpful to hear that just because a child is social and

has facial expressions does not mean that he cannot be on the spectrum; I have

always heard the saying that if you know one person with autism, you know one

person with autism, so I don't understand how all the other stuff can be

discounted because one aspect is less obviously expressed in an individual. The

developmental therapist is not through the school, but as you say, she

approaches the traits directly (from her perspective, labels are unimportant,

although I think that is not entirely true from a practical standpoint) and

deals with them using pretty traditional autism therapy methods. The school is

very nurturing and is supportive of helping my son with his sensory needs,

although they have not had to do much so far.

My son definitely loves to dig, he is both a sensory seeker and sensory avoider,

and all that " heavy work " of digging is wonderful for him. His true passion,

though, is trains. Trucks and sand come in second. (maybe third after letters,

actually) He does not tend to be interested in group activities -does not seem

to see the point of them- although at school he does follow along when there is

an official activity like circle time and snack. Pretty much everything else is

optional. It is a 2 year old classroom, so they do not expect much in the way of

organized activities from the kids.

When your son was evaluated by TEACCH in the 8th grade, where they the ones who

gave him a dx? During our intake meeting with them, I came away with the feeling

that at least there they understand that not all people on the spectrum are

obvious; the counselor told me of one young man she knows with AS whose outward

symptoms are so subtle that few non-experts would notice them.

Thanks,

Bridget

> >

> > Hi all -

> >

> > My son, who is 3, is in the process of being evaluated for services through

the preschool division of our local school district. He is currently being seen

by private OT (for sensory processing disorder) and a developmental therapist

(for help with emotional regulation, rigidity, social skills). The school

district psychologist went and did a playground/classroom observation of my son

today, and she did

>

[Guest guest]

Bridget, my son sounds so much like yours when he was younger. He was looked at

as doing fine because he " played " with other kids and adults loved him because

of the way he interacted with them. The problem was that just because he was

and wanted to be with other kids didn't mean he was successful. He communicated

great with adults but couldn't figure out how to be with other kids. He not

only had great verbal communication but expressive also. His teachers up until

7th grade when we found an expert, insisted there was nothing wrong with him

because he was great in class and he " wasn't failing " ! That's why it is so hard

for other adults to see it and believe us. When my sons twin was born with a

cleft lip and palate everyone could see it and understood what we were going

through. Unless you spend lots of time with my son it's hard to " see " and

understand it. I don't sometimes! You aren't alone. Glad you have a good

person to work with.

Sent from my Verizon Wireless Phone

bridget <beanniferj@...> wrote:

>Thanks, Chris. We are indeed in NC, and we were referred to TEACCH by early

intervention. It is so helpful to hear that just because a child is social and

has facial expressions does not mean that he cannot be on the spectrum; I have

always heard the saying that if you know one person with autism, you know one

person with autism, so I don't understand how all the other stuff can be

discounted because one aspect is less obviously expressed in an individual. The

developmental therapist is not through the school, but as you say, she

approaches the traits directly (from her perspective, labels are unimportant,

although I think that is not entirely true from a practical standpoint) and

deals with them using pretty traditional autism therapy methods. The school is

very nurturing and is supportive of helping my son with his sensory needs,

although they have not had to do much so far.

>

>My son definitely loves to dig, he is both a sensory seeker and sensory

avoider, and all that " heavy work " of digging is wonderful for him. His true

passion, though, is trains. Trucks and sand come in second. (maybe third after

letters, actually) He does not tend to be interested in group activities -does

not seem to see the point of them- although at school he does follow along when

there is an official activity like circle time and snack. Pretty much everything

else is optional. It is a 2 year old classroom, so they do not expect much in

the way of organized activities from the kids.

>

>When your son was evaluated by TEACCH in the 8th grade, where they the ones who

gave him a dx? During our intake meeting with them, I came away with the feeling

that at least there they understand that not all people on the spectrum are

obvious; the counselor told me of one young man she knows with AS whose outward

symptoms are so subtle that few non-experts would notice them.

>

>Thanks,

>

>Bridget

>

>

>> >

>> > Hi all -

>> >

>> > My son, who is 3, is in the process of being evaluated for services through

the preschool division of our local school district. He is currently being seen

by private OT (for sensory processing disorder) and a developmental therapist

(for help with emotional regulation, rigidity, social skills). The school

district psychologist went and did a playground/classroom observation of my son

today, and she did

>>

>

>

[Guest guest]

My son sounds a lot like 's. He's 7 years old and he plays well with other children (as long as they are willing to play his games) and the other children seem to enjoy playing with him. At times they will look at him as if he's odd, but for the most part the move on and continue to play with him. Once he's comfortable or likes an adult, he will engage them in conversation, especially if they are interested in talking about what he's interests him. When he's happy and having fun, no one can see anything different about him. Some people would rule him out as just being rude and spoiled when he refuses to greet/acknowledge or say good-bye to others. Or they look at me strangely when he has his meltdowns, which usually occurs when he's hurt, angry and bothered by some thing. I usually have to stay nearby, in order to determine what set him off or

to prevent a meltdown from developing. If you don't know or understand him, then you will be clueless as to what disturbed him. He doesn't like people, who are not close to him, to touch him or talk to him. He just started hugging me last year, before that he would let me hug him, but would never initiate being affectionate. Before his homeopathic treatment, if someone tried to touch him, he would become extremely hostile and seem like he's about to attack them. Now he just pulls away and stares hard at them. The more someone tries to calm him down or restrain him, the more uncontrollably violent he will become.

Oforiwa

>Thanks, Chris. We are indeed in NC, and we were referred to TEACCH by early intervention. It is so helpful to hear that just because a child is social and has facial expressions does not mean that he cannot be on the spectrum; I have always heard the saying that if you know one person with autism, you know one person with autism, so I don't understand how all the other stuff can be discounted because one aspect is less obviously expressed in an individual. The developmental therapist is not through the school, but as you say, she approaches the traits directly (from her perspective, labels are unimportant, although I think that is not entirely true from a practical standpoint) and deals with them using pretty traditional autism therapy methods. The school is very nurturing and is supportive of helping my son with his sensory needs, although they have not had to do much so far.

>

>My son definitely loves to dig, he is both a sensory seeker and sensory avoider, and all that "heavy work" of digging is wonderful for him. His true passion, though, is trains. Trucks and sand come in second. (maybe third after letters, actually) He does not tend to be interested in group activities -does not seem to see the point of them- although at school he does follow along when there is an official activity like circle time and snack. Pretty much everything else is optional. It is a 2 year old classroom, so they do not expect much in the way of organized activities from the kids.

>

>When your son was evaluated by TEACCH in the 8th grade, where they the ones who gave him a dx? During our intake meeting with them, I came away with the feeling that at least there they understand that not all people on the spectrum are obvious; the counselor told me of one young man she knows with AS whose outward symptoms are so subtle that few non-experts would notice them.

>

>Thanks,

>

>Bridget

>

>

>> >

>> > Hi all -

>> >

>> > My son, who is 3, is in the process of being evaluated for services through the preschool division of our local school district. He is currently being seen by private OT (for sensory processing disorder) and a developmental therapist (for help with emotional regulation, rigidity, social skills). The school district psychologist went and did a playground/classroom observation of my son today, and she did

>>

>

>

[Guest guest]

Hi Bridget, yes they diagnosed as HFA/Aspergers. We had quite a waiting

period too before the actual eval, I think 9 mos for us too; hate to hear it's

still such a long wait after all these years (he's 21 now and this was back at

start of 8th grade).

I, too, believe everyone is " individual " and that it takes someone who works

with all levels of functioning (like TEACCH hopefully) to understand.

>

> When your son was evaluated by TEACCH in the 8th grade, where they the ones

who gave him a dx? During our intake meeting with them, I came away with the

feeling that at least there they understand that not all people on the spectrum

are obvious; the counselor told me of one young man she knows with AS whose

outward symptoms are so subtle that few non-experts would notice them.

>

> Thanks,

>

> Bridget

>

[Guest guest]

Hi

I think the waiting list at TEACCH is not going to be getting shorter anytime

soon, because they said they now have a lot of adults referring themselves for

AS testing, people whom they did not used to see a lot of.

We had a good meeting with our developmental therapist today, and she agreed

that the school observations can be next to useless. Based on what she has seen,

she thinks my son would fit the criteria for PDD-NOS at this age. She is going

to send the school district coordinator a letter outlining the issues she has

seen for which therapy is needed. Hopefully that will be helpful. Our OT has

also provided them information.

I sent an email today confirming our appointment for the meeting to make the

final determination of eligibility for school services, and I tried to " spin "

the outcome of the school observation by saying, Isn't it great how the OT and

DT have been helping my son to function well in the classroom setting -

hopefully they will be willing to consider it in that light!

Bridget

>

> >

> > When your son was evaluated by TEACCH in the 8th grade, where they the ones

who gave him a dx? During our intake meeting with them, I came away with the

feeling that at least there they understand that not all people on the spectrum

are obvious; the counselor told me of one young man she knows with AS whose

outward symptoms are so subtle that few non-experts would notice them.

> >

> > Thanks,

> >

> > Bridget

> >

>

[Guest guest]

My son was tested by the school (very poorly done) and reached to conclusion of ADHD. They never even considered the AS even though all the signs were there. The school psychologist was young and inexperienced. I am currently seeking lost cost eval at our Regional Center here in SD.

Also am looking into private eval. How do they miss the signs?, Idon't know. But it does drive you and I nuts.

Cathleen

From: bridget <beanniferj@...> Sent: Tue, September 28, 2010 6:31:25 PMSubject: ( ) Re: Confused - need opinions! (long)

We filled out the ASRS checklist for the school district psychologist, and she did report finding elevated scores in a number of the categories, particularly in rigid thinking and unusual interests. The developmental therapist has said that my son's rigidity is one of her top concerns, along with emotional regulation. To give you an example, he was very concerned yesterday when we arrived at OT and there was a mirror in an unusual place (the OT also tries to work on the rigidity, as well as sensory integration). In your experience, is PDD-NOS problematic to diagnose? From the little I have read, the criteria seem sort of vague. We are on the waiting list for an ADOS at TEACCH, but the counselor there said she could also recommend some private practitioners who would be able to do an ADOS test sooner. I am wondering if it would be best to wait for the people at TEACCH who work exclusively with autism spectrum and related conditions?

Thanks for your support, I felt like I was going nuts after speaking with the psychologist earlier, as though I was seeing things that were not there. The developmental therapist, OT, and our previous early intervention coordinator all seemed to think my son would qualify for school district services, so hearing the glowing report on the classroom observation and the possibility of being denied services came as a shock. Bridget>> My answer to your question is, yes. ASD looks a little different in everyone. Some kids have subtle social deficits that can be dismissed as normal behavior, especially in a 3 year old.> > Observation by the school psychologist is tricky because they see the

child briefly in only one setting. Has the psychologist given you any evaluation forms to fill out such as the Gilliam Autism Ratings Scales? It lets you put in your own observations of your child's behavior. I have filled it out about 3 times for my daughter. Age three is young for a clear cut diagnosis if the behaviors are borderline. My daughter didn't qualify for a full autism diagnosis at age three, they labelled her PDD-NOS. Now she fits the HFA/AS category very obviously at age 5. Your son sounds very similar to my daughter.> > Good luck!> > >

[Guest guest]

the more they miss they less they have to provide - ADHD is an easy answer becuas ethey expect parents to medicate to help remedy versus doing the more complicated accomodations needed for a child with AS- that has been my personal experience anyways.

From: Cathleen Veloria <cathleen.veloria@...>Subject: Re: ( ) Re: Confused - need opinions! (long) Date: Wednesday, September 29, 2010, 2:06 PM

My son was tested by the school (very poorly done) and reached to conclusion of ADHD. They never even considered the AS even though all the signs were there. The school psychologist was young and inexperienced. I am currently seeking lost cost eval at our Regional Center here in SD.

Also am looking into private eval. How do they miss the signs?, Idon't know. But it does drive you and I nuts.

Cathleen

From: bridget <beanniferj@...> Sent: Tue, September 28, 2010 6:31:25 PMSubject: ( ) Re: Confused - need opinions! (long)

We filled out the ASRS checklist for the school district psychologist, and she did report finding elevated scores in a number of the categories, particularly in rigid thinking and unusual interests. The developmental therapist has said that my son's rigidity is one of her top concerns, along with emotional regulation. To give you an example, he was very concerned yesterday when we arrived at OT and there was a mirror in an unusual place (the OT also tries to work on the rigidity, as well as sensory integration). In your experience, is PDD-NOS problematic to diagnose? From the little I have read, the criteria seem sort of vague. We are on the waiting list for an ADOS at TEACCH, but the counselor there said she could also recommend some private practitioners who would be able to do an ADOS test sooner. I am wondering if it would be best to wait for the people at TEACCH who work exclusively with autism spectrum and related conditions?

Thanks for your support, I felt like I was going nuts after speaking with the psychologist earlier, as though I was seeing things that were not there. The developmental therapist, OT, and our previous early intervention coordinator all seemed to think my son would qualify for school district services, so hearing the glowing report on the classroom observation and the possibility of being denied services came as a shock. Bridget>> My answer to your question is, yes. ASD looks a little different in everyone. Some kids have subtle social deficits that can be dismissed as normal behavior, especially in a 3 year old.> > Observation by the school

psychologist is tricky because they see the child briefly in only one setting. Has the psychologist given you any evaluation forms to fill out such as the Gilliam Autism Ratings Scales? It lets you put in your own observations of your child's behavior. I have filled it out about 3 times for my daughter. Age three is young for a clear cut diagnosis if the behaviors are borderline. My daughter didn't qualify for a full autism diagnosis at age three, they labelled her PDD-NOS. Now she fits the HFA/AS category very obviously at age 5. Your son sounds very similar to my daughter.> > Good luck!> > >

[Guest guest]

Good spin on that Bridget! Keep us updated on everything.

>

>

> Hi

>

> I think the waiting list at TEACCH is not going to be getting shorter anytime

soon, because they said they now have a lot of adults referring themselves for

AS testing, people whom they did not used to see a lot of.

>

> We had a good meeting with our developmental therapist today, and she agreed

that the school observations can be next to useless. Based on what she has seen,

she thinks my son would fit the criteria for PDD-NOS at this age. She is going

to send the school district coordinator a letter outlining the issues she has

seen for which therapy is needed. Hopefully that will be helpful. Our OT has

also provided them information.

>

> I sent an email today confirming our appointment for the meeting to make the

final determination of eligibility for school services, and I tried to " spin "

the outcome of the school observation by saying, Isn't it great how the OT and

DT have been helping my son to function well in the classroom setting -

hopefully they will be willing to consider it in that light!

>

> Bridget

>

>

[Guest guest]

Hi, TEACCH is wonderful...been reading their newsletter for years best info for ADHD I have ever found! I'd give anything if I lived closer to NC to get Maeci in there! : ) Elinor From: bridget <beanniferj@...> Sent: Wed, September 29, 2010 12:16:32 PMSubject: ( ) Re: Confused - need opinions! (long)

Hi

I think the waiting list at TEACCH is not going to be getting shorter anytime soon, because they said they now have a lot of adults referring themselves for AS testing, people whom they did not used to see a lot of.

We had a good meeting with our developmental therapist today, and she agreed that the school observations can be next to useless. Based on what she has seen, she thinks my son would fit the criteria for PDD-NOS at this age. She is going to send the school district coordinator a letter outlining the issues she has seen for which therapy is needed. Hopefully that will be helpful. Our OT has also provided them information.

I sent an email today confirming our appointment for the meeting to make the final determination of eligibility for school services, and I tried to "spin" the outcome of the school observation by saying, Isn't it great how the OT and DT have been helping my son to function well in the classroom setting - hopefully they will be willing to consider it in that light!

Bridget

>

> >

> > When your son was evaluated by TEACCH in the 8th grade, where they the ones who gave him a dx? During our intake meeting with them, I came away with the feeling that at least there they understand that not all people on the spectrum are obvious; the counselor told me of one young man she knows with AS whose outward symptoms are so subtle that few non-experts would notice them.

> >

> > Thanks,

> >

> > Bridget

> >

>

[Guest guest]

Can I ask what homoeopathic treatment you are on?

Cathleen

From: Oforiwa <oforiwa27@...> Sent: Wed, September 29, 2010 4:43:14 AMSubject: Re: ( ) Re: Confused - need opinions! (long)

My son sounds a lot like 's. He's 7 years old and he plays well with other children (as long as they are willing to play his games) and the other children seem to enjoy playing with him. At times they will look at him as if he's odd, but for the most part the move on and continue to play with him. Once he's comfortable or likes an adult, he will engage them in conversation, especially if they are interested in talking about what he's interests him. When he's happy and having fun, no one can see anything different about him. Some people would rule him out as just being rude and spoiled when he refuses to greet/acknowledge or say good-bye to others. Or they look at me strangely when he has his meltdowns, which usually occurs when he's hurt, angry and bothered by some thing. I usually have to stay nearby, in order to determine what set him off or to prevent a meltdown from developing. If you don't know or understand him, then

you will be clueless as to what disturbed him. He doesn't like people, who are not close to him, to touch him or talk to him. He just started hugging me last year, before that he would let me hug him, but would never initiate being affectionate. Before his homeopathic treatment, if someone tried to touch him, he would become extremely hostile and seem like he's about to attack them. Now he just pulls away and stares hard at them. The more someone tries to calm him down or restrain him, the more uncontrollably violent he will become.

Oforiwa>Thanks, Chris. We are indeed in NC, and we were referred to TEACCH by early intervention. It is so helpful to hear that just because a child is social and has facial expressions does not mean that he cannot be on the spectrum; I have always heard the saying that if you know one person with autism, you know one person with autism, so I don't understand how all the other stuff can be discounted because one aspect is less obviously expressed in an individual. The developmental therapist is not through the school, but as you say, she approaches the traits directly (from her perspective, labels are unimportant, although I think that is not entirely true from a practical standpoint) and deals with them using pretty traditional autism therapy methods. The school is very nurturing and is supportive of helping my son with his

sensory needs, although they have not had to do much so far.>>My son definitely loves to dig, he is both a sensory seeker and sensory avoider, and all that "heavy work" of digging is wonderful for him. His true passion, though, is trains. Trucks and sand come in second. (maybe third after letters, actually) He does not tend to be interested in group activities -does not seem to see the point of them- although at school he does follow along when there is an official activity like circle time and snack. Pretty much everything else is optional. It is a 2 year old classroom, so they do not expect much in the way of organized activities from the kids.>>When your son was evaluated by TEACCH in the 8th grade, where they the ones who gave him a dx? During our intake meeting with them, I came away with the feeling that at least there they understand that not all people on the spectrum are obvious; the counselor told me of one young

man she knows with AS whose outward symptoms are so subtle that few non-experts would notice them. >>Thanks,>>Bridget>>>> >>> > Hi all ->> > >> > My son, who is 3, is in the process of being evaluated for services through the preschool division of our local school district. He is currently being seen by private OT (for sensory processing disorder) and a developmental therapist (for help with emotional regulation, rigidity, social skills). The

school district psychologist went and did a playground/classroom observation of my son today, and she did>>>>

[Guest guest]

This makes sense,

Cathleen

From: Jadczak <bjadczak@...> Sent: Wed, September 29, 2010 12:10:06 PMSubject: Re: ( ) Re: Confused - need opinions! (long)

the more they miss they less they have to provide - ADHD is an easy answer becuas ethey expect parents to medicate to help remedy versus doing the more complicated accomodations needed for a child with AS- that has been my personal experience anyways.

From: Cathleen Veloria <cathleen.veloria@...>Subject: Re: ( ) Re: Confused - need opinions! (long) Date: Wednesday, September 29, 2010, 2:06 PM

My son was tested by the school (very poorly done) and reached to conclusion of ADHD. They never even considered the AS even though all the signs were there. The school psychologist was young and inexperienced. I am currently seeking lost cost eval at our Regional Center here in SD.

Also am looking into private eval. How do they miss the signs?, Idon't know. But it does drive you and I nuts.

Cathleen

From: bridget <beanniferj@...> Sent: Tue, September 28, 2010 6:31:25 PMSubject: ( ) Re: Confused - need opinions! (long)

We filled out the ASRS checklist for the school district psychologist, and she did report finding elevated scores in a number of the categories, particularly in rigid thinking and unusual interests. The developmental therapist has said that my son's rigidity is one of her top concerns, along with emotional regulation. To give you an example, he was very concerned yesterday when we arrived at OT and there was a mirror in an unusual place (the OT also tries to work on the rigidity, as well as sensory integration). In your experience, is PDD-NOS problematic to diagnose? From the little I have read, the criteria seem sort of vague. We are on the waiting list for an ADOS at TEACCH, but the counselor there said she could also recommend some private practitioners who would be able to do an ADOS test sooner. I am wondering if it would be best to wait for the people at TEACCH who work exclusively with autism spectrum and related conditions?

Thanks for your support, I felt like I was going nuts after speaking with the psychologist earlier, as though I was seeing things that were not there. The developmental therapist, OT, and our previous early intervention coordinator all seemed to think my son would qualify for school district services, so hearing the glowing report on the classroom observation and the possibility of being denied services came as a shock. Bridget>> My answer to your question is, yes. ASD looks a little different in everyone. Some kids have subtle social deficits that can be dismissed as normal behavior, especially in a 3 year old.> > Observation by the school psychologist is tricky because they see the child briefly

in only one setting. Has the psychologist given you any evaluation forms to fill out such as the Gilliam Autism Ratings Scales? It lets you put in your own observations of your child's behavior. I have filled it out about 3 times for my daughter. Age three is young for a clear cut diagnosis if the behaviors are borderline. My daughter didn't qualify for a full autism diagnosis at age three, they labelled her PDD-NOS. Now she fits the HFA/AS category very obviously at age 5. Your son sounds very similar to my daughter.> > Good luck!> > >

[Guest guest]

Boy, is that frustrating to think about. When you think of the potential our

kids have, for schools (and insurance companies!) to stand in the way of getting

them the interventions they need to meet that great potential is just so sad. I

guess that is why the parents here have all had to learn to be such strong

advocates for their children.

Bridget

> >>

> >> My answer to your question is, yes. ASD looks a little different in

everyone.

> >>Some kids have subtle social deficits that can be dismissed as normal

behavior,

> >>especially in a 3 year old.

> >>

> >> Observation by the school psychologist is tricky because they see the child

> >>briefly in only one setting. Has the psychologist given you any evaluation

forms

> >>to fill out such as the Gilliam Autism Ratings Scales? It lets you put in

your

> >>own observations of your child's behavior. I have filled it out about 3

times

> >>for my daughter. Age three is young for a clear cut diagnosis if the

behaviors

> >>are borderline. My daughter didn't qualify for a full autism diagnosis at

age

> >>three, they labelled her PDD-NOS. Now she fits the HFA/AS category very

> >>obviously at age 5. Your son sounds very similar to my daughter.

> >>

> >> Good luck!

> >>

> >>

> >>

> >

> >

> >

>

[Guest guest]

I would guess that the school psychologist is not looking at or for the same kinds of issues that you are seeing. In addition, I don't think one observation during a recess is sufficient. I would want to observe him during multiple situations - during class, recess, free time, etc and during more than one recess, class time, etc. Even your saying that you never see him doing something else is data that you can use. If you pick him up and every single time he is in the same place, not playing with peers or interacting with a variety of experiences - you have data that is highlighting a problem.

I would go and do my own observation and list the things you do see to counter the eval being done by the school psychologist. If you make a detailed report over many situations and more than just one recess, it will certainly look more complete than the school observation. How many times does he interact with other kids and what is he doing if he does? Sometimes they see the kid around other kids and call that "interaction". I remember one time my ds went out to "play" with the neighbor kids - who were playing tag. My ds ran around, laughing and very excited but he had no clue what was going on and certainly didn't participate with the game. The other kids seemed to realize how clueless he was and just left him out of the loop - he was never tagged and was mostly ignored by them all. So a person could have seen that and said, "Gosh, he's playing appropriately with the other kids" and not even seen what I saw.

I have observed one of my ds's in countless situations just like this where I am told how appropriately he is engaging with toys or other kids and it is not so. Once in pre-k, they said my ds was playing appropriately in the doll house. He had the toy vacuum cleaner and was making the noise for it as he moved it around the house. But in reality, my ds was terrified of the vacuum at home and had to leave the house if I vacuumed. And his play was not appropriate - he didn't do anything else in the house or with the toy people - he just obsessively moved that vacuum around over and over again. lol. Another time with a different ds of mine, I went to see how often he talked to anyone else and found out that he wasn't talking to anyone the whole time he was at school. Not a peep. It was a lot worse than I thought and all the while, they were saying how great he was doing.

I could go on with more examples. But you get the idea. You need to do your own observations and take your own data. Trust your instincts. Do not accept what you are told as the truth if you suspect otherwise and it does not sound like your child. I don't remember any time I have questioned something and not gone and found out that I was more right than I guessed. I learned that if it didn't sound like my kid, it probably wasn't. It isn't so much that the person is "lying" - although some staff might say things to deny services on purpose - but a lot of times, people just don't pay attention to the more basic underlying problems. They see a kid in a group, laughing - and that means there is no social problem at all. But that is not accurate at all, as we know. You can be in the middle of tons of people and be totally alone and have no interactions or be out of the loop.

Roxanna

"I

predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) Confused - need opinions! (long)

Hi all -

My son, who is 3, is in the process of being evaluated for services through the preschool division of our local school district. He is currently being seen by private OT (for sensory processing disorder) and a developmental therapist (for help with emotional regulation, rigidity, social skills). The school district psychologist went and did a playground/classroom observation of my son today, and she did not see any of the things which concern us. She thought that his social interactions with peers were appropriate and that he made good use of gestures and facial expressions, which she said she would not expect to see in a child on the spectrum, even a high functioning one. When I secretly observed the psychologist observing my son (from an upstairs classroom overlooking the playground), during the period I was watching (which was not the entire time), all I saw was my son digging alone with trucks in the sand, which is pretty much what I see him doing every time I pick up and

drop off on the playground at school. My son definitely does have good social interactions with adults (except he often cannot bring himself to say goodbye), but with kids it has always been hit or miss. He likes preschool, but tells me he wishes the other kids would not be there.

My question to you all is this - can a young child have an autism spectrum disorder and not show glaring social delays? The reasons I have come to believe he has AS (and his OT does too, by the way - it's not just me) is: the sensory processing disorder, the rigid thinking, the unusual interests, the obsession with trains, the lining things up, the difficulty with emotional regulation, not reading the body language of peers, difficulty with transitions. Could a child really have all of those symptoms and not be on the spectrum somewhere? I should add that my son is hyperlexic and can read, spell, and do simple math.

The techniques which the developmental therapist has been using are ones which are typically for kids on the spectrum like picture schedules, social stories, a little bit of floortime, a little bit of early start Denver model, and a dash of pcit. I should add that we had an initial intake interview at TEACCH and they did decide that they would give my son an ADOS test (although the waiting list is 9 months long). The counselor at TEACCH mentioned the possibility of PDD-NOS. My son has a vibrant personality, but also these other issues which make it clear to us that something is going on. No one seems to know what to make of him; the child psychologist we saw through early intervention called him a puzzle and said she had never met another child quite like my son.

I am feeling really confused and lost, and I wonder if any of you have had people doubt your kids had AS because of their gestures, interest in people, when in the end they were dx with AS or PDD-NOS? I appreciate any insight anyone can offer!

Thanks,

Bridget

[Guest guest]

It is more likely that the school evaluator will not do a thorough enough evaluation. Remember that if you do not agree with the team - if they say he doesn't qualify and you disagree, you can write "I disagree" and why on the report. Then you can write a follow up letter to the director of sped and request an Independent educational evaluation be done at their expense. They will not need a dx to qualify him for services but you will have to show need. Also, you can ask for the written procedure for eligibility for pre-k students. i.e. find out what the criteria is exactly for qualifying - in writing.

Roxanna

"I

predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) Confused - need opinions! (long)

>

> Â

> Hi all -

>

> My son, who is 3, is in the process of being evaluated for services through the

> preschool division of our local school district. He is currently being seen by

> private OT (for sensory processing disorder) and a developmental therapist (for

> help with emotional regulation, rigidity, social skills). The school district

> psychologist went and did a playground/classroom observation of my son today,

> and she did not see any of the things which concern us. She thought that his

> social interactions with peers were appropriate and that he made good use of

> gestures and facial expressions, which she said she would not expect to see in a

> child on the spectrum, even a high functioning one. When I secretly observed the

> psychologist observing my son (from an upstairs classroom overlooking the

> playground), during the period I was watching (which was not the entire time),

> all I saw was my son digging alone with trucks in the sand, which is pretty much

> what I see him doing every time I pick up and drop off on the playground at

> school. My son definitely does have good social interactions with adults (except

> he often cannot bring himself to say goodbye), but with kids it has always been

> hit or miss. He likes preschool, but tells me he wishes the other kids would not

> be there.

>

>

> My question to you all is this - can a young child have an autism spectrum

> disorder and not show glaring social delays? The reasons I have come to believe

> he has AS (and his OT does too, by the way - it's not just me) is: the sensory

> processing disorder, the rigid thinking, the unusual interests, the obsession

> with trains, the lining things up, the difficulty with emotional regulation, not

> reading the body language of peers, difficulty with transitions. Could a child

> really have all of those symptoms and not be on the spectrum somewhere? I should

> add that my son is hyperlexic and can read, spell, and do simple math.

>

>

> The techniques which the developmental therapist has been using are ones which

> are typically for kids on the spectrum like picture schedules, social stories, a

> little bit of floortime, a little bit of early start Denver model, and a dash of

> pcit. I should add that we had an initial intake interview at TEACCH and they

> did decide that they would give my son an ADOS test (although the waiting list

> is 9 months long). The counselor at TEACCH mentioned the possibility of PDD-NOS.

> My son has a vibrant personality, but also these other issues which make it

> clear to us that something is going on. No one seems to know what to make of

> him; the child psychologist we saw through early intervention called him a

> puzzle and said she had never met another child quite like my son.

>

>

> I am feeling really confused and lost, and I wonder if any of you have had

> people doubt your kids had AS because of their gestures, interest in people,

> when in the end they were dx with AS or PDD-NOS? I appreciate any insight anyone

> can offer!

>

> Thanks,

>

> Bridget

>