This is long, forgive me. Meeting is tomorrow. Definitely going to do a reconvene on this, as neither her case manager nor her therapist knew about it in time to attend. Let a message for the advocate, too. I have this pile of paperwork that I don't really get. The summary from SpEd teacher is that kiddo is "within normal limits". How's that again? She "may benefit" from social activities and learning how to better express her anger. Okay, kid decided to quit scouts, and the anger management classes she took were a total waste of time. Kiddo indicated that she cannot make up her mind about things, has to push herself to do her work, has trouble sleeping, is always tired (really? only when you expect her to do something!), gets nervous when things don't go her way, gets mad easily, feels others do not like the way she does things, feels alone even when she's with people, feeling hurt easily, feels other people are happier than her, feels someone will tell her she does things the wrong way. Describes herself as intelligent, easily frustrated, and very sensitive. Sometimes intentionally doesn't do homework because she gets bored easily. That she gets headaches and stomachaches. She thinks she is doing well in school but doesn't like school. A lot of mentions of marine biology. Said she would not change a thing about herself. Okay, if that's "within normal limits" we need to reexamine our society. From the SpEd psychologist, the report has the wrong medications. Says doctor at psychiatric hospital diagnosis'd her as bi-polar affective disorder, atypical, and ODD. Says her reg (the one we're going to quit seeing) psychiatrist diagnosis'd her as ADHD, anxiety, and disruptive behavior disorder. Claims to be from parental background report. Really? Some of that is news to me. Achenbach rating from both parent and teacher show her to be "clinically significant" in internalizing, externalizing, and total problems. (How is that "within normal limits"? Do these people even talk to each other?) Her "testing profile is most similar to that of an Emotionally Disabled student." Whatever that means. Difficulty working in peer groups is noted repeatedly. Vineland Adaptive (2nd edition) I have no idea what any of it means. Can anyone explain this thing and what the numbers mean? Maladaptive behavior index scores are elevated and clinically significant. Again, I have no clue what they mean specifically. I know she has maladaptive behaviors. CBCL/6-18 Competence (parent input) shows low to mid normal ranges. I'm clueless. CBCL/6-18 Syndrome (parent input) shows low to mid clinical ranges. Still clueless. TRF/6-18 Internalizing/Externalizing/Total Problems (teacher input) shows mid level clinical. TRF/6-18 Syndrome (teacher input) shows 2 borderline (anxious/depressed and rule-breaking), 2 normal but almost borderline (withdrawn/depressed and attention problems) and 4 clinical (somatic complaints, social problems, thought problems, and aggressive behavior). Functional Behavioral Assessment - again shows a lot of problems working with peers and does better working/being alone. This is another stack of incidents and interventions (all of which, I note, were prior to her visit to psychiatric hospital). There is a BIP. I am so lost. They still don't see what others with spectrum kids have viewed as red flags, even though some of those behaviors are clearly noted, they seem to attribute to them to other things.