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<blockquote data-quote="jennd23" data-source="post: 422110" data-attributes="member: 11755"><p>No, I appreciate them! This is what I need help with! Sometimes I just feel "stuck" not knowing what to do next. </p><p> </p><p>I completely agree that the depression & anxiety are not normal. I think a lot of what she's seeing as depression/anxiety is more sensory/emotion overload and she is not used to seeing that. The main problems were @ recess - he would suddenly walk off the playground, and go sit in the corner with his head down. Obviously I wasn't there, but I've seen him do this. When he's not getting is way, or when he's overwhelmed he'll (sometimes) withdrawl instead of lashing out. I know the neuropsychologist saw depressive tendancies as well but I'm not sure if the evaluator is really picking up on the differences of overloaded & depression. </p><p> </p><p> </p><p>Yes, he has a child psychiatrist that I LOVE. He is very thourough and each appointment has been over an hour so far. He spends a lot of time talking to my son and really wants as much info as possible. He completely agrees with the diagnosis although he suspects more Aspergers than Pervasive Developmental Disorder (PDD)-not otherwise specified. I think he would probably be willing to write/sign something but I haven't thought to ask. </p><p></p><p>Thanks for the heads up, I updated my signature with medications <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /> </p><p></p><p> </p><p>His behavior got "better" when he started ADHD medications. It has gotten even better with his teacher this year. I loved both teachers so far but I think he's just getting more of what he needs this year because his teacher knows what to do. </p><p></p><p></p><p>Thanks for the suggestions on what evaluations to have! That's exactly what I need! I have already written them in my "school folder" for the meeting! Unfortunately I have been railroaded by the school and not educated enough in all of this to know better so at the time I assumed the autism evaluation would include all of those things. Silly me, I know now <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /> </p><p></p><p>I think the teacher is willing to push for it to a degree. She didn't come out and say she thinks he needs the program in our previous meetings but she was very honest about her concerns and the things that she thought would help him. I need to ask her what her opinion will be. The advocate is in our school district and sees a lot of kids for social skills group from the area, I think she will be aware of the program and able to help me push for it. </p><p></p><p></p><p>He had a comprehensive one done at the begining of the school year through a private company. The reason I want to push so hard for it at school is that my insurance does not cover it because its not "traditional" speech therapy. The school has a copy of that report. Similar to the bad assumptions on my part, I didn't ask specifically about the speech evaluation because I assumed it would be included in the autism evaluation. Shame on me. </p><p></p><p>Unless the social skills problems are really blatant, in my experience, you will not get anywhere asking for support for these - in the absence of other deficits - unless you have a really progressive and well bankrolled school district. If so then I would think the best they would offer is to have him do a social skills group at the school once a week and they probably have a way to do that outside of the IEP process. If the social skill deficits were really obvious then it should have shown up in the reports.</p><p> </p><p>The social skills deficits are pretty obvious and several are called out in the evaluation report that I have. Unfortunately I can't think of any of the ones called out off the top of my head, but he really struggles in this area. I never would have thought the school would provide this until I found out about this autism program where they specifically work with these kids on speech, social skills, and content mastery. Its a pull out so, they're still mainstreamed most of the day. </p><p> </p><p>Based on your examples for Occupational Therapist (OT), I'm sure he wouldn't qualify through the school. He CAN write legibly, although 90% of the time he does not. </p><p></p><p>We have an order for a full blood work up (which I have been procrastinating on because I know its going to be a huge meltdown...) and he had allergy testing done last year, it did not include foods though and I'd like to get him back to one for that. </p><p></p><p>Have you been able to identify triggers at home? Are his problems mostly with transitions? If so then this is one reason he may be doing OK at school right now. One teacher, skilled at working with ASDers, almost no transitions except to/from school and maybe to/from recess, a highly structured predictable environment. The teacher may be consciously or unconsciously using a lot of the methods that work best with ASDers.</p><p> </p><p>My biggest problem at home is that I can NOT identify the triggers. I feel like a terrible parent for admitting that but you never know what will set him off. I would say a good 70% is not getting his way or getting in trouble. He struggles with transitions but I do as much as I can to prevent this. We have a visual schedule and I attached a timer to it, so "You have 30 minutes for X, then we're going to do X, I'm setting the timer now" the timer has a 1 min warning so then I can remind him, ok, here's your 1 min warning. A lot of it is when he is tired. Its very very frustrating because I really never know which child I'm going to pick up from school. Yesterday it was the happiest kid in town. He was fine all evening and then when we were reading a book, it said something about Darth Vader cutting off Luke's hand and he LOST it because that isn't how it happened. (it IS how it happened but obviously not how he remembered it). He was crying, hysterical, swatting at me, he was still mad at me when he went to bed. When I see it coming I can usually head it off, this morning was going down hill so quickly I threw in "you can earn double TV tokens if you can get dressed before 7:25" and he was fine, that doesn't always work but sometimes it does. When I don't see them coming they can get out of control. I'm trying to remember what happened the other morning but it ended in the car with him throwing his video game at me, followed by a shoe. So it can be anywhere from a little whiney/crying fit (that lasts for hours) to a full blown out of control thing. Basically this paragraph is probably no help but I'm leaving it anyway LOL. </p><p></p><p>Thanks again, I appreciate all the questions and the time you guys take to look at this <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /></p></blockquote><p></p>
[QUOTE="jennd23, post: 422110, member: 11755"] No, I appreciate them! This is what I need help with! Sometimes I just feel "stuck" not knowing what to do next. I completely agree that the depression & anxiety are not normal. I think a lot of what she's seeing as depression/anxiety is more sensory/emotion overload and she is not used to seeing that. The main problems were @ recess - he would suddenly walk off the playground, and go sit in the corner with his head down. Obviously I wasn't there, but I've seen him do this. When he's not getting is way, or when he's overwhelmed he'll (sometimes) withdrawl instead of lashing out. I know the neuropsychologist saw depressive tendancies as well but I'm not sure if the evaluator is really picking up on the differences of overloaded & depression. Yes, he has a child psychiatrist that I LOVE. He is very thourough and each appointment has been over an hour so far. He spends a lot of time talking to my son and really wants as much info as possible. He completely agrees with the diagnosis although he suspects more Aspergers than Pervasive Developmental Disorder (PDD)-not otherwise specified. I think he would probably be willing to write/sign something but I haven't thought to ask. Thanks for the heads up, I updated my signature with medications :) His behavior got "better" when he started ADHD medications. It has gotten even better with his teacher this year. I loved both teachers so far but I think he's just getting more of what he needs this year because his teacher knows what to do. Thanks for the suggestions on what evaluations to have! That's exactly what I need! I have already written them in my "school folder" for the meeting! Unfortunately I have been railroaded by the school and not educated enough in all of this to know better so at the time I assumed the autism evaluation would include all of those things. Silly me, I know now :) I think the teacher is willing to push for it to a degree. She didn't come out and say she thinks he needs the program in our previous meetings but she was very honest about her concerns and the things that she thought would help him. I need to ask her what her opinion will be. The advocate is in our school district and sees a lot of kids for social skills group from the area, I think she will be aware of the program and able to help me push for it. He had a comprehensive one done at the begining of the school year through a private company. The reason I want to push so hard for it at school is that my insurance does not cover it because its not "traditional" speech therapy. The school has a copy of that report. Similar to the bad assumptions on my part, I didn't ask specifically about the speech evaluation because I assumed it would be included in the autism evaluation. Shame on me. Unless the social skills problems are really blatant, in my experience, you will not get anywhere asking for support for these - in the absence of other deficits - unless you have a really progressive and well bankrolled school district. If so then I would think the best they would offer is to have him do a social skills group at the school once a week and they probably have a way to do that outside of the IEP process. If the social skill deficits were really obvious then it should have shown up in the reports. The social skills deficits are pretty obvious and several are called out in the evaluation report that I have. Unfortunately I can't think of any of the ones called out off the top of my head, but he really struggles in this area. I never would have thought the school would provide this until I found out about this autism program where they specifically work with these kids on speech, social skills, and content mastery. Its a pull out so, they're still mainstreamed most of the day. Based on your examples for Occupational Therapist (OT), I'm sure he wouldn't qualify through the school. He CAN write legibly, although 90% of the time he does not. We have an order for a full blood work up (which I have been procrastinating on because I know its going to be a huge meltdown...) and he had allergy testing done last year, it did not include foods though and I'd like to get him back to one for that. Have you been able to identify triggers at home? Are his problems mostly with transitions? If so then this is one reason he may be doing OK at school right now. One teacher, skilled at working with ASDers, almost no transitions except to/from school and maybe to/from recess, a highly structured predictable environment. The teacher may be consciously or unconsciously using a lot of the methods that work best with ASDers. My biggest problem at home is that I can NOT identify the triggers. I feel like a terrible parent for admitting that but you never know what will set him off. I would say a good 70% is not getting his way or getting in trouble. He struggles with transitions but I do as much as I can to prevent this. We have a visual schedule and I attached a timer to it, so "You have 30 minutes for X, then we're going to do X, I'm setting the timer now" the timer has a 1 min warning so then I can remind him, ok, here's your 1 min warning. A lot of it is when he is tired. Its very very frustrating because I really never know which child I'm going to pick up from school. Yesterday it was the happiest kid in town. He was fine all evening and then when we were reading a book, it said something about Darth Vader cutting off Luke's hand and he LOST it because that isn't how it happened. (it IS how it happened but obviously not how he remembered it). He was crying, hysterical, swatting at me, he was still mad at me when he went to bed. When I see it coming I can usually head it off, this morning was going down hill so quickly I threw in "you can earn double TV tokens if you can get dressed before 7:25" and he was fine, that doesn't always work but sometimes it does. When I don't see them coming they can get out of control. I'm trying to remember what happened the other morning but it ended in the car with him throwing his video game at me, followed by a shoe. So it can be anywhere from a little whiney/crying fit (that lasts for hours) to a full blown out of control thing. Basically this paragraph is probably no help but I'm leaving it anyway LOL. Thanks again, I appreciate all the questions and the time you guys take to look at this :-) [/QUOTE]
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