Testing Delayed

[esu]

What is the name of your state? Michigan

My 7 yo daughter is facing retention in the first grade. Last year her kindergarten teacher told me at first conference that she was a little behind. In March the teacher told me that she should be retained or attend summer school. I asked her at that time if she should be tested for any LD's and she said she could refer her and they would test next fall. I said no I want testing done now. If she had a problem I wanted her to get the help now. She asked for a speech/language eval and it was completed in April. She scored borderline low average. She did not qualify for spec ed. She was tutored when I was told in March regarding retention. A week before school ended the tutor asked if she was all set for summer school and I said I was still waiting for paperwork. She informed me that registration was weeks ago and it was probably all full. I went directly to teacher and she said she refers all students to office and they send out paperwork. I went to office and was told teacher did not have her on list. Teacher checked her paperwork and said she did not know what happened, that she should put some kind of check system in place so that does not happen again and told me to have a nice summer. I called the principal, the director of summer school, everyone I could. The tutor even said she made some phone calls. I was told summer school was full. I pleaded she needed it or she was facing retention. I was denied based on classes full. Some how she got in, I received letter a week later saying she was accepted. My daughter did not like going, had a hard time dropping her off but seemed to be happy when I picked her up and would reply that school was fun. Her summer school teacher reported she was not consistent some days and other days she said she did good. I spoke to her daily. Teacher said she was ready for first grade at the end of summer and also stated "she would be bored in kindergarten again". She is now in first grade and looking at retention again. At first card marking I was told she was below reading grade level. Second card marking I was told that retention was a possability. Mornings are rough with my daughter. She fusses and does not want to go to school. She complains about writing in her journal and centers. She complains at school of being sick, arm hurting, eyes hurting, leg hurting, etc. She complains at lunch time and has often gone to office and I get a call home. Office says no fever, does not seem to be sick. I talk to her and get her to go back to class. She usually comes home happy and says she had fun at school or had a good day. She tears up at school also. I have asked the teacher numerous times what else can be done, what other help is available? I have always been told she is getting all the help she needs. The teacher says she has her in many reading groups and an aid reads with her (along with 5-6 others at same time) weekly. The teacher has emailed me numerous times regarding the "stress she is exhibiting with the curriculum". The teacher referred her for a Speech/Langu. Eval (in April again). Her scores were 85-89, borderline low average. I asked the Speech/Lang Pathologist if she should be referred for more testing with scores that low. She said she did not know she only does Speech/Lang. A few days ago the teacher asked me how her dr. appointments went (I took her to eye dr. and pediatrician for well check). I informed her that the pediatrician stated that the school should test to rule out any LD's or attention problems before they retain a student. I told the pediatrician that I have been denied testing by the teacher and principal because she is not two years behind (they have told me this many times). The pediatrician told me to move to a new school district. The teacher apparently sent my email to the principal and I then received emails from the both of them. They both said I never asked for testing and they never denied it. The teacher said I only asked for her opinion. I have an email that reads: "I would like to know if XXX should be tested. I know she was tested informally last year but I want to make sure she is getting all the help that is available for her. I talked to the principal and he said she was reading with aid and there was no funding for anything else. I'm confused as to why there is special education for students with learning disabilities but there is nothing available for the students that fall between them and the ones that are thriving. I really want to get her the help she needs to succeed now. I welcome any testing available. Let me know about the testing and any other help available for her". Teachers reply: To qualify for special education help a student needs to be performing almost two years below grade level. I do not feel that Erica would qualify for this type of help at this time. It is often difficult for young children, even those that have some difficulties, to qualify for special education because the reading on the test for a child of her age is very minimal. She also states that XXX's stress appears to be at high end. I now know that I should have put my request in writing to the Special Ed Office. I thought I was following the proper chain of command. I spoke to the teacher numerous times and the principal on two occasions. As far back as February (principal) and earlier with the teacher. They never once pointed me in the right direction, they never suggested I contact Spec Ed Director or offered any other solution except retention. I have recently spoke to two advocates. I have also requested an IEE at public expense. The Spec Ed Director called me and said she does not have any knowledge about my daughter and that she hopes I can trust her (Shouldn't she know about my daughter if her staff tested her). She said she will have her tested by the end of the month. She said she would send papers home for me to give permission and for me to return ASAP. One advocate tells me to push for IEE at public expense, that they are lying to me, that I would be wasting my time if I let them test her and that they have already had two chances testing her and they did not do a complete eval because they only did a Speech/lang eval and that isn't even valid because they did not do an IQ to compare it to. Another advocate says I have to let them test her first and then if I do not agree I can then request an IEE at public expense. I received the paperwork and there were many discrepencies on them. First of all it was dated 3/16/05 (should be 5/10/05), only has Learning Disabled and should include Emotionally Impaired (according to second advocate), says she was referred by teacher in the cover letter and Child study team process on the form (neither is true - I referred her), reason for ERT referral states "slow progress in first grade. She has difficulty in comprehending directions", (I never heard anything about difficulty in comprehending directions (should read: below reading grade level, difficulties in math, spelling, geometry, fluency, counting to 500 by 10's, 200 by 2's and back from 60, exhibiting stress, difficulty writing complete sentences). I do not trust any of them and I do not know what direction to turn. I do not feel any of them are accountable or reliable. I left messages for the psychologist and Spec Ed Director regarding my concerns about the cover letter and permission form having wrong information and stated that I wanted it corrected before I would sign them and said I would come in to meet with them. The psychologist left me a message after I phoned her regarding all the discrepencies and said she was in a hurry that day and should have changed some things on the paperwork, that she was trying to get another student and my daughters paperwork out before the end of the day. I left numerous messages for Spec Ed Director and she left me a message and said I need to sign the paperwork and not delay the process and return them as soon as possible so they can get started with testing. I do not understand the laws completely and feel like they are playing games with me. Should I file a complaint against all of them? Shouldn't the principal and teacher have told me who to contact regarding testing? I do not know what to do at this point and am emotionally drained. I am reading everything I can get my hands on but do not understand most of it. I feel like I have failed my daughter because I did not know the proper way to request testing. Please advice me in any way you can. I also would like your opinion on retention. I do not agree with retention. I feel intervention, additional help, accomodations, etc. would be more helpful than her repeating the same grade over again. They say she would have a different teacher and every teacher is different but I still do not agree with it. They say she has a self confidence problem and is unsure of herself. What kind of harm will retaining her do? They say it all depends on how it is handled at home. They just think I just don't want to accept retention. I want my daughter to get the help she needs and that starts with the proper testing to rule out any LD's or attention problems!!! Please advice me in any way you can!!!!!!!!!!!!

 

[rmet4nzkx]

It is very difficult reading your rambling post, have you heard of paragraphs? If this is how you communicate, that may be a factor in your difficulty obtaining a LD assesment for your child. You also seem to have difficulty following directions even though your intent is good.

Take the waivers, make the corrections on the document and sign it and initial all the changes you make, don't delay the testing. Also ask the psychologist to test your child for Asperger's Syndrome as well, this is sometimes refered to as a non verbal learning disorder, the speach pathologist may have noticed some aspects of this while working with your child. You might also ask your child's doctor for a referal to a child psychiatrist to assess the emotional and psychiatric aspects.

Have you worked with a dietician at all, diet may affect behavioral issues.

 

[esu]

testing delayed response

Yes I have heard of paragraphs and sorry for rambling. It was 4:00 am, I had not slept in 21 hours and I had been on the internet for the past six hours before I came upon this site. I wanted to give as much information as possible and did not type in complete sentences because I thought who ever read the information would be able to figure out what I was trying to say. This is my first time on any type of message board. Exactly what directions did they give me that I did not follow?

I am not trying to delay the testing. I did not know I could make changes on the documents and just initial them. I will do that Monday morning and deliver them to the school. I will also contact a dietician. I have contacted a therapist and my daughter has seen her twice. I intend to continue taking her to the therapist.

Why do you sound so hostile?

 

[rmet4nzkx]

I volunteer my time here like everyone else. I have expertise in the area of your concern. It is difficult following your post, more than likely, the communication problems you are having here are affecting your success in helping your child. I am trying to be objective and helpful, not hostile, but I would be remiss not to point out what may be making your quest so difficult. Please follow my suggestions and specifically ask about Asperger's as educational requirements are significantly different than for other learning disorders. When you amend the waivers it is ok to correct dates but not to change the intent of the waiver. Please update us on your progress. When you contact the dietician, be sure to let them know your child may have learning or other disorders, they may want to try some elimination diets in case your child is sensitive to gluten etc. don't eliminate any food without supervision of the dietician and or your child's doctor.

 

[notsmartmark]

Here are my 2 cents.

I do not think the behaviors that you describe are of a child who has an emotional disability. Your daughter's behavior suggests separation anxiety. Has there been any trauma in your house, i.e., separation, divorce, high-tension house, abuse to you or her? Is she an only child? Did she go to preschool? Many schools do reading as the first subject. If it is separation issues and reading is the first subject, she might not be emotionally ready to learn. Are you reading with her daily? And, are you setting up her environment as a learning environment? Is her TV time restricted? Are there books and learning toys surrounding her?

When the school says she is having difficulty with reading, what is the exact difficulty? Is she having difficulty with her sight word vocabulary or initial sounds/blends? You can work on these activities daily with your daughter and do the activities in a fun way.

Please remember you want the best for your daughter. You are going down a path of increased stress for you, your daughter and the school. There are times to do it. But no matter what is done, your daughter will be in someone’s class the next day. The better the relationship between you and the school, the better off your daughter will be. Also, the interventions that were provided to her are vary similar, if not the exact, to interventions provided to students who are sped qualified. Try not to focus on blame, instead keep focusing on solutions and you daughter. Mistakes are easy to find, especially in others, solutions are difficult and require a team that is working together.

Now, to some of the questions you asked. The school is correct to say qualifying as a learning disabled student in the area of reading is difficult at your daughter’s age. Currently, there needs to be a significant discrepancy between your daughter’s potential to learn and her skills. At her age, and if she has a normal ability to learn, it’s tough to meet the required discrepancy. You do know the testing can come back and say your daughter’s learning potential is reduced and if it is reduced qualifying is that much more difficult? Many parents do not want to know this at her age.

Your Doctor is correct to suggest that sped testing should be completed before retention. Your second advocate is correct. As long as the district is willing to test, you need to allow them to test before requesting an IEE. FYI, the district has the right to select who does the IEE. The advocate is wrong to suggest that every language evaluation requires IQ testing. Language qualification is based on percentage (8th percentile and lower), not discrepancy. The sped director would not know your child unless the district is very small. But, s/he now knows your daughter. Yes, you are right that referrals must be in writing, unless you cannot write. And, yes, everyone is right to suggest that testing should not be delayed.

You need to read with your daughter on a daily basis if you are not. Here’s one quick way to see if your daughter is having concerns with sight vocabulary, but your school can give you a pile of other ideas for the other concerns. Look at a Dolch word list. Here’s a link, http://gemini.es.brevard.k12.fl.us/sheppard/reading/dolch.html. Find three words that she knows and select 7 words around those words that she doesn’t know. Make up some flash cards, and practice them with her on a daily basis. First start off by saying the word and having her repeat the word. Do this a couple times a day for two days. Then on the 3rd day, start presenting the words. If she gets a word wrong, just state the correct answer and have her repeat and go on to the next word. She should know all of the words in about 5 to 7 days. The goal is to destinguish between a "can't learn" - a potential sped issue and a "hasn't learned" - a teaching issue.

I do not see any reasons to bring up concerns about Asberger's. If you have concerns, which nothing in your post suggests it, bring it up with your doctor who sounds educationally knowledgeable. If she has had 2 language evaluations, I would think that they would have raised some concerns. There are the professionals that work closely with kids with Asberger's.

Best to you, your daughter and the school.

 

[rmet4nzkx]

Here are my 2 cents.

I do not think the behaviors that you describe are of a child who has an emotional disability. Your daughter's behavior suggests separation anxiety. Has there been any trauma in your house, i.e., separation, divorce, high-tension house, abuse to you or her? Is she an only child? Did she go to preschool? Many schools do reading as the first subject. If it is separation issues and reading is the first subject, she might not be emotionally ready to learn. Are you reading with her daily? And, are you setting up her environment as a learning environment? Is her TV time restricted? Are there books and learning toys surrounding her?

When the school says she is having difficulty with reading, what is the exact difficulty? Is she having difficulty with her sight word vocabulary or initial sounds/blends? You can work on these activities daily with your daughter and do the activities in a fun way.

Please remember you want the best for your daughter. You are going down a path of increased stress for you, your daughter and the school. There are times to do it. But no matter what is done, your daughter will be in someone’s class the next day. The better the relationship between you and the school, the better off your daughter will be. Also, the interventions that were provided to her are vary similar, if not the exact, to interventions provided to students who are sped qualified. Try not to focus on blame, instead keep focusing on solutions and you daughter. Mistakes are easy to find, especially in others, solutions are difficult and require a team that is working together.

Now, to some of the questions you asked. The school is correct to say qualifying as a learning disabled student in the area of reading is difficult at your daughter’s age. Currently, there needs to be a significant discrepancy between your daughter’s potential to learn and her skills. At her age, and if she has a normal ability to learn, it’s tough to meet the required discrepancy. You do know the testing can come back and say your daughter’s learning potential is reduced and if it is reduced qualifying is that much more difficult? Many parents do not want to know this at her age.

Your Doctor is correct to suggest that sped testing should be completed before retention. Your second advocate is correct. As long as the district is willing to test, you need to allow them to test before requesting an IEE. FYI, the district has the right to select who does the IEE. The advocate is wrong to suggest that every language evaluation requires IQ testing. Language qualification is based on percentage (8th percentile and lower), not discrepancy. The sped director would not know your child unless the district is very small. But, s/he now knows your daughter. Yes, you are right that referrals must be in writing, unless you cannot write. And, yes, everyone is right to suggest that testing should not be delayed.

You need to read with your daughter on a daily basis if you are not. Here’s one quick way to see if your daughter is having concerns with sight vocabulary, but your school can give you a pile of other ideas for the other concerns. Look at a Dolch word list. Here’s a link, http://gemini.es.brevard.k12.fl.us/sheppard/reading/dolch.html. Find three words that she knows and select 7 words around those words that she doesn’t know. Make up some flash cards, and practice them with her on a daily basis. First start off by saying the word and having her repeat the word. Do this a couple times a day for two days. Then on the 3rd day, start presenting the words. If she gets a word wrong, just state the correct answer and have her repeat and go on to the next word. She should know all of the words in about 5 to 7 days. The goal is to destinguish between a "can't learn" - a potential sped issue and a "hasn't learned" - a teaching issue.

I do not see any reasons to bring up concerns about Asberger's. If you have concerns, which nothing in your post suggests it, bring it up with your doctor who sounds educationally knowledgeable. If she has had 2 language evaluations, I would think that they would have raised some concerns. There are the professionals that work closely with kids with Asberger's.

Best to you, your daughter and the school.

Mark,
I had specific reasons for suggesting Asperger's which is not usually covered in standard learning Disabilities evaluations, if it is ruled out so much the better but if the child is identified as SED as oposed to LD or DD that eliminates many resources. Also, since you are new here, we can't diagnose, we can refer or suggest, very different.

 

[notsmartmark]

I am sorry if any one thinks that this format could ever be used as a means of diagnosis for disability or that someone might think I would use it as such. What I was suggesting was only an opinion. It sounds like they are barely in the referral process and haven't decided the scope of the evaluation, which sounds like that will be done tomorrow.

I do have some other opinions. I have questions regarding the "rule out" theory. Special education's goal isn't to rule out anything. The school's job is to identify suspected disabilities and only evaluate in all the areas in which a disability is suspected.

Many districts are doing the evaluation process backwards. Starting with a category concern (learning disability, Asperger’s, ADD, etc.) instead of first identifying areas of concern. I would suggest to anyone going into a meeting to develop the scope of an evaluation to identify concerns that you and the school believe rise to the level of disability. Are you concerned about you child’s ability to learn? What areas are you concerned about and why? Be as specific as possibly. Are you concerned about your child’s behavior? Think about concerns and add specific examples? Keep doing this with communication and so on. Write down your concerns that you believe go beyond a child who is typically developing. Also, think about milestones and events in your child’s life. Are there other family members who had difficulty in school? I don’t believe the team should at this stage worry about qualifying areas. The concerns raised should lead the evaluation, and the results should identify disability categories, if any.

If you trust your doctor use her during this time of great stress. Before seeking evaluation beyond the school's consult your child's pediatrician, and let her know what the school is planning on doing.

There was a statement about qualifying category (Health Impaired/DD/SLD) and resources. Services or resources should have nothing to do with a qualifying category. Some categories can drive certain types of intervention. For example, intervention for a child who is identified as MR vs. LD with reversals might be different, but services should be based solely on qualifying needs. A student can be identified as learning disabled and receive behavioral and communication supports. This is true for any qualifying disability category.

 

[rmet4nzkx]

I am sorry if any one thinks that this format could ever be used as a means of diagnosis for disability or that someone might think I would use it as such. What I was suggesting was only an opinion. It sounds like they are barely in the referral process and haven't decided the scope of the evaluation, which sounds like that will be done tomorrow.

Then you do you basically, say to OP, don't listen to this expert, who is qualified to do these evaluations and don't express your concerns because Mark who is 'not smart', says so? You said, "I do not see any reasons to bring up concerns about Asberger's. If you have concerns, which nothing in your post suggests it, bring it up with your doctor who sounds educationally knowledgeable. If she has had 2 language evaluations, I would think that they would have raised some concerns. There are the professionals that work closely with kids with Asberger's." The language signs of Aspergers are very subtle, such as conductive aphasia or other oddities of speach. I did refer OP to a psychilogist and psychiatrist for further testing.

They have been trying to get referals for more than a year and early intervention is essential for some disorders like Asperger's where children learn by rote and can't abstract. If they are misdiagnosed as SED it is virtually impossible to get appropriate services and the child in the mean time learns, by rote, inappropriate behaviors by being wrongly classified. Misdiagnosis may also keep them from discovering their strengths so that employment in the future many be seriously impacted.

I do have some other opinions. I have questions regarding the "rule out" theory. Special education's goal isn't to rule out anything. The school's job is to identify suspected disabilities and only evaluate in all the areas in which a disability is suspected.
There are specific aspects that will make it possible to rule it out in some cases, Asperger's is under diagnosed and can have a good prognosis if identified early and there is a good support system for the child.

Many districts are doing the evaluation process backwards. Starting with a category concern (learning disability, Asperger’s, ADD, etc.) instead of first identifying areas of concern. I would suggest to anyone going into a meeting to develop the scope of an evaluation to identify concerns that you and the school believe rise to the level of disability. Are you concerned about you child’s ability to learn? What areas are you concerned about and why? Be as specific as possibly. Are you concerned about your child’s behavior? Think about concerns and add specific examples? Keep doing this with communication and so on. Write down your concerns that you believe go beyond a child who is typically developing. Also, think about milestones and events in your child’s life. Are there other family members who had difficulty in school? I don’t believe the team should at this stage worry about qualifying areas. The concerns raised should lead the evaluation, and the results should identify disability categories, if any.

If you trust your doctor use her during this time of great stress. Before seeking evaluation beyond the school's consult your child's pediatrician, and let her know what the school is planning on doing.

There was a statement about qualifying category (Health Impaired/DD/SLD) and resources. Services or resources should have nothing to do with a qualifying category. Some categories can drive certain types of intervention. For example, intervention for a child who is identified as MR vs. LD with reversals might be different, but services should be based solely on qualifying needs. A student can be identified as learning disabled and receive behavioral and communication supports. This is true for any qualifying disability category.

A thorough evaluation is necessary which includes IQ testing in addition to other testing. An appropriate diagnosis, opens the door to many resources besides the short bus. In part resources for the family and case managers who can assist in finding ways for the child to move forward in life and educaiton.

 

[esu]

testing next week

State MI

The paperwork has been delivered to the school and I met with the psychologist today. She told me that she expects my daughter will test as average. I asked how she could just expect that and she stated that most do unless they are mentally retarded. She also asked me if it turns out it is an attention problem would I be willing to medicate her. It sounds like she has already diagnosed her. This is why I do not trust them. She seems very unorganized and forgetful; and I'm talking about the psychologist.

She said an IEP has been scheduled for June 8th at 8:00 am. I asked if I could get the reports as soon as they are prepared and she said she would have them at the meeting for me. I stated that I would like to come prepared if we are going to develop a plan for my daughter and that would require me getting the reports before the meeting for me to have time to review them and plan for the meeting. I would also like to go over them with the advocate I have been speaking to. She said she is doubtful that she will have them any earlier. I feel like they are just goint to ambush me with their decision and expect me to go along with what ever they want. Is there a law stating that a parent must get the reports in advance?

I would also like to respond to previous posted questions: There has been no trauma in our household. Her grandfather has past away two years ago and she does frequently say she misses him. We talk to her about it and tell her he is in heaven with the angels watching over her. When ever she gets a balloon she lets it go to her grandfather. However, she did not really spend much time with her grandfather and I would not describe their relationship as "close". I am a stay at home mom. We have been in the same play group since my daughter was three weeks old. She has good friendships with the other children. We have mett for the past seven years on a weekly basis. She did attend pre-school for two years. She barely spoke in class. Did not make any friendships. This year is the first year she has made any real friends in the class room. There is also a four year old sister and 15 month old brother in the house. My daughter is becoming increasingly aggressive towards them. She is very controlling and when she does not get them to do what she wants she yells and hits or pushes (mostly her sister). She is very defiant, does not listen to rules, basically thinks she can do what ever she wants. She makes statements such as "your mean" or "you never let me do anything I want". She is starting to lie a lot. So there is more than just the academic problems.

She has always had many, many books around her growing up. We read books at bedtime almost every night. She has always had the V-tech educational toys, computer software, educational books, and games. She rarely gets involved with these things. She finds them to be boring or gets very mad if you try to do anything educational with her. I practice her word wall words with her on flash cards. Some days she has no problems and other days she can't recall some of them. She has always mixed up "d" and "b", and "t" and "n". She is much much better with this but on occasion she still does it. Sometimes she even reads no as on or adds letters where they are not in a word. She has always been described and "not consistent" by all her tutors and teachers. One day she does excellent, the next you think what the heck happened.

Today at school she got hurt at recess and they called me. Secretary said she was not bleeding, no bumps or bruises. She was crying and I told her to sit in office till she felt better and then go to class. I said I would come see her when I drop her sister off for pre-school. When I arrived in her class her teacher told me that the bus driver had to bring her into school this morning because she was crying excessively, saying she "wanted her mom". The teacher said she was crying because she didn't want to go to school because it was hard. The teacher said she talked to her and told her she was working real hard and everyone learns at a different pace and she needs to go to school and explained why.

I ended up taking her home, mainly to test the situation. Sure enough, once I was finished talking to the psychologist, she said she was ready to go back to class and was upset that I said no. I believe she is manipulating her teacher and staff into thinking she is upset because she misses me, but in actuality she just doesn't want to do something. She told me she had a headache but when we left the class room she was skipping down the hall.

I just don't know anymore. I don't know if she has ADD or Aspergers or any other LD or behavioral problems or both. When I look at the symptoms of ADD and Aspergers I do see many of them in my daughter. One symptom I found on Aspergers is "awkward posture". Am I understanding this correct if I think it means actual "posture", like in the way she would stand? My daughter has always had very odd posture. She stands with her belly sticking way out and a big curve in her back. Some times it is not noticeable but other times it is very noticeable. She is very self absorbed, moves from one task to another, never seems happy or satisfied, narrow minded, repeats thoughts and sentences, does not listen when spoken to, does not look you in the eye (she looks away numerous times when she is spoken to or doesn't even look your way at all), always moving or jumping, always needs to be doing something. She was so shy in preschool and never spoke. When one of the teen teachers came to baby sit she said she could not believe the difference because my daughter was so talkative and active. She wrote her name and the alphabet at about 2 1/2 years of age. She would often grab anything and just copy and rewrite the words. She new her alphabet, and once she entered kindergarten it seems as though she started going backwards.

Well I'm rambling again. If you have any remarks to additional information or answers to my questions that would be great: How far in advance are parents supposed to receive test reports before IEP? Aspergers: "awkward posture" meaning?

 

[Tinaa]

Educate yourself before you go. Here is a site form a school that may help you: http://www.allenisd.org/aisdweb.nsf/content/spedard
Here is another: http://www.fecoop.net/id33.htm

These sites are from Texas but federal law oversees it all. Google IDEA.

 

[rmet4nzkx]

Persons with Aspergers are much as you describe. When you talk about the transposition of letters, one usually thinks re Dyslexia, but that is a left brain dysfunction where as Asperger's is right brain, so they may still transpose letters but that is because they learned it wrong and continue doing it wrong, for that reason they will develop oddities of speech for example intentionally mis pronouncing words, not saying proper nouns or conductive aphasia. Children with Dyslexia are usually more social. With Aspergers, they are usually clumsy and their body often times is stronger on one side, usually the right side, opposite the side of the brain without the dysfunction, a child could have some dysfunction on both sides. They may be hypersensitive about textile sensations while oblivious to others. Also AS is often misDx as ADD/ADHD. IQ will be in the normal to high range with AS and usually unless there is epilepsy or head injuries, a 15 pt difference between PIQ & VIQ. Confabulation is not uncommon, judgement is difficult and persons with AS are selfcentered because they have difficulty interpreting their environment accurately, they have difficulty reading emotions and understanding humor. They are manipulative, immature, thus often inappropriate. They may be very clingy and many defenses. There may be bipolar. ODD/OCD/ADHD. They may be able to recite all the rules but never apply them without constant coaching. They may be very concrete and therefore stubborn. This can vary in severity. You should insist on getting the report ahead of time.

 

[notsmartmark]

Diagnosis

There was raised concerns about diagnosing on this board, but I feel pretty good about this diagnosis, and I am ready to make it:
rmet4nzkx, you have a bias towards Asberger's and need to be careful with the single focus information you are providing this parent.

 

[Obnoxious1]

There was raised concerns about diagnosing on this board, but I feel pretty good about this diagnosis, and I am ready to make it:
rmet4nzkx, you have a bias towards Asberger's and need to be careful with the single focus information you are providing this parent.

Rmet is not diagnosing she is suggesting a possibility. She is also very correct that aspergers is grotesquely under diagnosed. Aspergers is a part of the autism spectrum but it doesn't really resemble the other types of autism so once the other types of autism are not suspected the doctors rule out an ASD without considering aspergers unless the symptoms are very extreme. Most doctors are not familiar enough with autism to consider suggesting the proper testing unless the child shows the signs of one of the other types. In most cases of autism the child doesn't talk or uses echolalia, that and the physical problems associated with the other types of autism are the usual tip off for the doctor. With aspergers the child usually has a very good vocabulary and doesn't always have the problems with motor skills that signify an ASD.

In many ways it's unfair to have aspergers considered a part of the ASD because of the way aspergers is ignored since it doesn't resemble the other forms of autism.

You are accusing rmet of diagnosing, which she is not, but you are quick to diagnose the child with separation anxiety. A child with an ASD should be treated for that but often times is treated symptomatically for a host of other things which do not address their real special needs. It could not hurt to have the child checked by a panel of experts (which is what it takes for an ASD diagnosis) but ignoring the possibility could lead to long term problems. I cannot remember who authored the book "Wrong Planet Syndrome" but it is very good reading for anyone who is interested in learning about the specific problems associated with autism and aspergers.

 

[rmet4nzkx]

There was raised concerns about diagnosing on this board, but I feel pretty good about this diagnosis, and I am ready to make it:
rmet4nzkx, you have a bias towards Asberger's and need to be careful with the single focus information you are providing this parent.

Notsmartmark,
You seem to have some bias against an accurate and objective assessment being done and YOU seem to have some prejudice against persons with Asperger's. YOU were quick to diagnoise this child as not having a\Asperger's and were against ruling out specific diagnoisis. Why is this?

Asperger's is under diagnosed and we frequently have questions re Asperger's here on these boards. Because of the nature of Asperger's, early intervention is essential before bad habits are learned by rote and misdiagnosis significant'y impacts the resources available for these families. One of the reasons Asperger's is underdiagnosed is because it may resemble other disorders but with different causes.

Here, the parent, after looking at this, described in some detail many AS traits, or signs that might have several sources. They also, after discussion with the school psychologist, were concerned that the psychologist had already formed a biased diagnosis without testing, that the child had ADD/ADHD because of the comments on Rx. If the psychologist has a bias, they may not do all the testing requires to make a diagniosis or rule out a diagnosis. The parent was also concerned that with this demonstrated bias, the psychologist did not want to provide the report of the testing so the parent could review it prior to the IEP. The parent is feeling railroaded and that after all this difficulty obtaining getting an assessment, which should have been done at least 3 years ago, is not going to obtain the services the school is required to provide.

 

[rmet4nzkx]

Rmet is not diagnosing she is suggesting a possibility. She is also very correct that aspergers is grotesquely under diagnosed. Aspergers is a part of the autism spectrum but it doesn't really resemble the other types of autism so once the other types of autism are not suspected the doctors rule out an ASD without considering aspergers unless the symptoms are very extreme. Most doctors are not familiar enough with autism to consider suggesting the proper testing unless the child shows the signs of one of the other types. In most cases of autism the child doesn't talk or uses echolalia, that and the physical problems associated with the other types of autism are the usual tip off for the doctor. With aspergers the child usually has a very good vocabulary and doesn't always have the problems with motor skills that signify an ASD.

In many ways it's unfair to have aspergers considered a part of the ASD because of the way aspergers is ignored since it doesn't resemble the other forms of autism.

You are accusing rmet of diagnosing, which she is not, but you are quick to diagnose the child with separation anxiety. A child with an ASD should be treated for that but often times is treated symptomatically for a host of other things which do not address their real special needs. It could not hurt to have the child checked by a panel of experts (which is what it takes for an ASD diagnosis) but ignoring the possibility could lead to long term problems. I cannot remember who authored the book "Wrong Planet Syndrome" but it is very good reading for anyone who is interested in learning about the specific problems associated with autism and aspergers.

Thank you for your remarks.
Your reference to "Other Planet" is to Janet Norman-Bain, who coined the apt description/phrase "Wrong Planet Syndrome".
Children with Aspergers often have Separation Anxiety because they have difficulty with abstraction and thus any change in routine. They may also defend themselves with dissociative episodes.