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psychiatrist appointment undie resolution
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<blockquote data-quote="TerryJ2" data-source="post: 184273" data-attributes="member: 3419"><p>Apparently it's not uncommon to find doctors who disagree on the definition. I found this online:</p><p></p><p>In regard to svcs, he's already in a private school, and other than the fact that the classes are accelerated, he is getting all of the following, which is the suggested educational route for PDDNOS kids:</p><p></p><p><em>Education is the primary tool for treating PDDNOS. Many children with PDDNOS experience the greatest difficulty in school, where demands for attention and impulse control are virtual requirements for success. Behavioral difficulties can prevent some children from adapting to the classroom. However, with appropriate educational help, a child with PDDNOS can succeed in school.</em></p><p></p><p><em>The most essential ingredient of a quality educational program is a knowledgeable teacher. Other elements of a quality educational program include: </em></p><p></p><ul> <li data-xf-list-type="ul"><em>structured, consistent, predictable classes with schedules and assignments posted and clearly explained; </em><br /> </li> <li data-xf-list-type="ul"><em>information presented visually as well as verbally;</em><br /> </li> <li data-xf-list-type="ul"><em>opportunities to interact with nondisabled peers who model appropriate language, social, and behavioral skills;</em><br /> </li> <li data-xf-list-type="ul"><em>a focus on improving a child's communications skills using tools such as communication devices;</em><br /> </li> <li data-xf-list-type="ul"><em>reduced class size and an appropriate seating arrangement to help the child with PDDNOS avoid distraction;</em><br /> </li> <li data-xf-list-type="ul"><em>modified curriculum based on the particular child's strengths and weaknesses; </em><br /> </li> <li data-xf-list-type="ul"><em>using a combination of positive behavioral supports and other educational interventions; and </em><br /> </li> <li data-xf-list-type="ul"><em>frequent and adequate communication among teachers, parents, and the primary care clinician.</em></li> </ul><p>Following are the attributes that stand out. I agree, my son does not have the speech affectation, the stare, lack of expressions, or other <em>obvious</em> traits of Asperger's. (And the dr did agree that he had some similiarities, but again, not the whole ball of wax.)</p><p></p><p><strong><em>Unusual Patterns of Behavior</em></strong></p><p></p><p><em>The unusual responses of children with PDDNOS to the environment take several forms. </em></p><p></p><p></p><p></p><p><strong><em>Resistance to change</em></strong></p><p></p><p><em>Many children are upset by changes in the familiar environment. Even a minor change of everyday routine may lead to tantrums. Some children line up toys or objects and become very distressed if these are disturbed. Efforts to teach new activities may be resisted.</em></p><p></p><p></p><p></p><p><strong><em>Ritualistic or compulsive behaviors</em></strong></p><p></p><p><em>Ritualistic or compulsive behaviors usually involve rigid routines (e.g., insistence on eating particular foods) or repetitive acts, such as hand flapping or finger mannerisms (e.g., twisting, flicking movements of hands and fingers carried out near the face). Some children develop preoccupations; they may spend a great deal of time memorizing weather information, state capitals, or birth dates of family members. </em></p><p></p><p></p><p></p><p><strong><em>Abnormal attachments and behaviors</em></strong></p><p></p><p><em>Some children develop intense attachments to odd objects, such as pipe cleaners, batteries, or film canisters. Some children may have a preoccupation with certain features of favored objects, such as their texture, taste, smell, or shape.</em></p><p></p><p></p><p></p><p><strong><em>Unusual responses to sensory experiences</em></strong></p><p></p><p><em>Many children may seem underresponsive or overresponsive to sensory stimuli. Thus, they may be suspected of being deaf or visually impaired. It is common for such young children to be referred for hearing and vision tests. Some children avoid gentle physical contact, yet react with pleasure to rough-and-tumble games. Some children carry food preferences to extremes, with favored foods eaten to excess. Some children limit their diet to a small selection, while others are hearty eaters who do not seem to know when they are full.</em></p><p></p><p></p><p>Maybe we agree more than I think we do and I'm just too emotional to deal with-it right now.</p></blockquote><p></p>
[QUOTE="TerryJ2, post: 184273, member: 3419"] Apparently it's not uncommon to find doctors who disagree on the definition. I found this online: In regard to svcs, he's already in a private school, and other than the fact that the classes are accelerated, he is getting all of the following, which is the suggested educational route for PDDNOS kids: [I]Education is the primary tool for treating PDDNOS. Many children with PDDNOS experience the greatest difficulty in school, where demands for attention and impulse control are virtual requirements for success. Behavioral difficulties can prevent some children from adapting to the classroom. However, with appropriate educational help, a child with PDDNOS can succeed in school.[/I] [I]The most essential ingredient of a quality educational program is a knowledgeable teacher. Other elements of a quality educational program include: [/I] [LIST] [*][I]structured, consistent, predictable classes with schedules and assignments posted and clearly explained; [/I] [*][I]information presented visually as well as verbally;[/I] [*][I]opportunities to interact with nondisabled peers who model appropriate language, social, and behavioral skills;[/I] [*][I]a focus on improving a child's communications skills using tools such as communication devices;[/I] [*][I]reduced class size and an appropriate seating arrangement to help the child with PDDNOS avoid distraction;[/I] [*][I]modified curriculum based on the particular child's strengths and weaknesses; [/I] [*][I]using a combination of positive behavioral supports and other educational interventions; and [/I] [*][I]frequent and adequate communication among teachers, parents, and the primary care clinician.[/I] [/LIST] Following are the attributes that stand out. I agree, my son does not have the speech affectation, the stare, lack of expressions, or other [I]obvious[/I] traits of Asperger's. (And the dr did agree that he had some similiarities, but again, not the whole ball of wax.) [B][I]Unusual Patterns of Behavior[/I][/B] [I]The unusual responses of children with PDDNOS to the environment take several forms. [/I] [B][I]Resistance to change[/I][/B] [I]Many children are upset by changes in the familiar environment. Even a minor change of everyday routine may lead to tantrums. Some children line up toys or objects and become very distressed if these are disturbed. Efforts to teach new activities may be resisted.[/I] [B][I]Ritualistic or compulsive behaviors[/I][/B] [I]Ritualistic or compulsive behaviors usually involve rigid routines (e.g., insistence on eating particular foods) or repetitive acts, such as hand flapping or finger mannerisms (e.g., twisting, flicking movements of hands and fingers carried out near the face). Some children develop preoccupations; they may spend a great deal of time memorizing weather information, state capitals, or birth dates of family members. [/I] [B][I]Abnormal attachments and behaviors[/I][/B] [I]Some children develop intense attachments to odd objects, such as pipe cleaners, batteries, or film canisters. Some children may have a preoccupation with certain features of favored objects, such as their texture, taste, smell, or shape.[/I] [B][I]Unusual responses to sensory experiences[/I][/B] [I]Many children may seem underresponsive or overresponsive to sensory stimuli. Thus, they may be suspected of being deaf or visually impaired. It is common for such young children to be referred for hearing and vision tests. Some children avoid gentle physical contact, yet react with pleasure to rough-and-tumble games. Some children carry food preferences to extremes, with favored foods eaten to excess. Some children limit their diet to a small selection, while others are hearty eaters who do not seem to know when they are full.[/I] Maybe we agree more than I think we do and I'm just too emotional to deal with-it right now. [/QUOTE]
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