Diag. Center is done
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| Wed, 12-13-2006 - 8:26pm |
We got alot of information but I was a bit disappointed. The more I go back and look at what we got it was good, but they weren't able to answer the magic middle school question and that bummed me out.
They were very vague in thier recomendations for middle school and it was still a great big "don't know". It wasn't anything we didn't already know there and there still isn't a appropriate program. But that we should pick one very soon and start the transitional process either determine if his aide is following him or if he has a new one have them come and get to know him. And get the special ed staff to know him, etc.
Here are the rest of the findings.
1) First, even though he is functioning better than previously and doing mostly well in classes he STILL has the processing deficits associated with autism and STILL needs the supports for that to a greater extent than he currently has (back with visual schedule, sensory diet, etc)
2) THey have definitively ruled out a mood disorder. Mike outbursts are definitely caused by processing issues related to his autism. This was nice as the OT is constantly making comments about her thinking Mike has BP. THey put her in her place 2 times today. YEAH!They consistently referred to him as autistic, the psychologist said "aspergers" at one point and then corrected him self to autistic. I don't have the paperwork yet but I would assume that may answer at least that one question I had but really apples, apples, It is all the same.
3) Sensory - They feel sensory is a BIG piece and reprimanded the OT a bit for not having a sensory diet in place for him. That even though he is coping it is still aparent and that they have to teach it to him and make sure he does it scheduled. Not count on him to initiate it. (hehehehehehe, my evilness enjoyed this)
4) We have to redo his behavior intervention plan with a heavy emphasis on teaching him replacement behaviors for his frustration.
5) Social stories, more social stories or power cards and training for the teacher to do it.
6) Deal with his perfectionism and rigidity through the social stories and music therapy. Everyone should be working on the same skill with the same intervention. Start with teaching him it is ok to make mistakes or be angry.
7) His speed in work and particularly handwriting. They want assistive tech and to get him using an alpha smart. They also want to have them use a peer for taking notes using that special copy paper.
8) Utilize peer tutors.
I think that was it for now. I don't have the report for a few weeks so it is hard to remember without anything written.
Renee
PS, hey on a REALLY good note, I was half offered a job as an autism co-teacher for the district. I can't tell if the district rep was kidding but I don't think she was and it would be perfect. I just have to find out if I can do it on an internship.


Don't ya love the "hmmmmm" there is something going on....what though, we're not sure."
Actually, the Hmmmmm we don't know was about where to send him in the fall. The guy seemed pretty definitive on diagnostics but the problem is the whole IEP team was there so I didn't want to sound like an idiot, so what diagnosis...etc. He was clear on the no mood disorder and no ADHD and seems he was definitive on the autism but he just kept referring to it like it was a given so it was never clearly stated.
I shouldn't care but I am a rigid person myself who needs concrete clear cut answers (hmmmmmm). With Mike they have always said he is on the spectrum but wavered where because he is an enigma. He regressed around 7-8 and more fits the autism dx now but he didn't have the significant language delay, etc as a toddler. But he didn't have the advanced langauge either.
I do feel better to finally have a definite answer on the mood stuff and ADHD. Those have been tailing him forever. Doctors keep mentioning it but I don't agree. It just doesn't truly fit and I finally have a definitive thorough statemnt to that fact.It isn't that I don't believe in or think badly of BP or ADHD, I just know that it wasn't part of his makeup. That other things were mimicking the symptoms and to make the wrong diagnosis would enact the wrong treatment. I have a friend who similarly has been told numerous times to evaluate her ds for Aspergers. The kid is quirky as all get out, has definite symptoms and is gifted/LD. He presents like a kid with AS but he is definitely NOT AS but gosh if it hasn't been evaled about 20 times. There used to be a boy (also named Liam) who's mom came here and it was the same thing. She FINALLY had him definitively dx'ed as NOT AS. He had "Liamism" lol. He had LD's and other things but not autism.
From what he did tell me about his philosophy of comorbids and impressions of Mike I can infer from these folks prior to getting the report that he has autism with comorbid of anxiety and OCD. Not sure his take on tics or tourettes as we only briefly discussed it.
Renee
I know you're a bit disappointed but it sounds like you have good info (even if much of it you already knew) that will back you up with the district. It's always good to have the experts on your side. :-}
You also reminded me that I really need to push the district here on what will happen next year-- waiting until April or May is too long.
Congrats on the possible job. that's incredible!
Betsy
That sounds like a really good plan. I'm sorry they didn't have more to offer for middle school though.
Does Mike know how to type? If they are getting him an alphasmart he'll need keyboarding instruction.
Samantha
Bummer about the middle school thing. It sounds like they said "Off you go now Renee
visit my blog at www.onesickmother.com
Geez...I don't know if I should say "Hooray" or "Boo" on this one! I guess both, huh?
(((((Renee)))))
Amy
Never heard back and now I am nervous. I may have misunderstood and made an A$$ of myself. OYE!
Oh well
Renee