Just thinking, in order to complete the evaluation he really needs to be there so they can collect data. If you change his routine, it may impact the results by adding a variable like change in schedule. Just a thought, you know your child best of course. You dont really want him to "improve" and not qualify, smile. It is one of those times where, to get him in, it is not the time to look on the bright side when describing him (not lie of course, but emphasize the challenges so you can get protection and support in school). When they present the ideas for assessment, please make sure they are doing a functional behavior analysis along with the ability/achievement/motor/language/hearing/vision/evaluation. You should get the checklists that were mentioned before, like the Connors, and other adaptive behavior checklists. I have a son with a low average IQ but a very low adaptive behavior profile so he functions much lower than his ability would suggest. The checklists can give clues to things that may be factors that influence the repetitive behavior, and the inability to sit and attend. They should include observations where they define the behaviors of concern and count them in different settings, describe the environment (where, how many kids, how much noise, lots of lecture or active lesson, before lunch or snack or after???????) My son shows tons of behavior in settings where lots of academic demands are made and other kids with special needs are humming, singing, saying inappropriate things etc. and does well behaviorally in classes with mainstream kids. That data is collected thru an fba. we can use that to work on behaviors with him. Does that make sense? If you dont fully understand the list of assessment protocols they propose tomorrow, then make sure they explain or give you a chance to go home and look them all up. You can come here and ask people here if they have heard of them too and if any of us would add anything.... You dont have to sign right there, it is approriate to say this looks great, give us a day to reveiw it.
In the mean time, I would look for a private neuropsychological complete evaluation. This can be a day long or even two day long evaluation. They have a broader view and over the years when he changes schools or you move or whatever, you can go to this kind of evaluation to mark the progress and see changes or new concerns. School can be given these results to assist in planning the IEP when that time comes. It may catch things school misses in the evaluation too. It is overwhelming but worth the effort. Just MHO... you are doing great for having just come to terms with this. Everything you are saying and feeling is perfectly expected. In the end, no matter what the diagnosis or label, he is still the marvelous kid you created and love!
Yes, it stinks this all takes so long. In the mean time there are things that they can do in school to support ANY child that they suspect has issues that are not just choosing to misbehave. They can break things down into little chunks. Make sure everything is presented visually and auditorily (like use a post it or wipe on/off board of his own to write what he is to do down). Reinforce every single thing they see he is doing well. He can get stickers on a paper that when he gets ten he gets a treat. never let them take any stickers off for "bad" behavior! Just doesn't get a sticker until he does the right thing. He may need a squishy seat on his chair so he can wiggle. A large ball with a box lid under it to keep it from rolling can be his chair too. Maybe he needs something to hold in his hand if he likes to go touching things....some kind of squishy toy or plush toy. These are common adaptations for kids who like to touch things (it keeps their hands busy on some thing that is OK) Just some ideas....