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<blockquote data-quote="SRL" data-source="post: 464496" data-attributes="member: 701"><p>Hugs to you. It's always hard reading those evaluations.</p><p></p><p>What type of diagnostician did the report?</p><p></p><p>My suggestion would be to go through the report and see what seems to be in the ball park. Does he have expressive and receptive communication skills? If so, then he needs a follow-up evaluation by an audiologist for hearing as well as a speech/language pathologist. Does he have mood issues? Does he show signs of anxiety? Is he hyperactive and/or inattentive? If so, these need to be monitored and addressed on the homefront and school whether or not it's called mood issues or depression, tendencies towards anxiety or anxiety disorder. Think of the labels as tools to take a trip. They can be both a ticket to school services and insurance coverage. They can also be a very road sign to point adults in his life in the right direction to help him. They are not a life sentence. </p><p></p><p>If this evaluation seems that most of it is in the ball park, I'd go ahead with it and take it to the school if you're needing it to get services started. If there are glaring errors, I'd talk with the diagnostician to get them corrected. This first round of evaluations is usually a starting point to get the ball rolling. A year later revisit the diagnosis. See if it fits any better or any worse. See if the recommendations and interventions put in place helped. See if any more diagnostic work needs to be done. Consider it a place to start, and keep in mind that diagnoses often do change as more is learned about the child in various environments and based on how they respond to interventions.</p><p></p><p>I know it's worrisome to have parents and dad not on board. They rarely are in the beginning...they usually don't have to deal with the worst of it like Mom does, plus they generally have a whopping case of Gene Pool Pride.</p></blockquote><p></p>
[QUOTE="SRL, post: 464496, member: 701"] Hugs to you. It's always hard reading those evaluations. What type of diagnostician did the report? My suggestion would be to go through the report and see what seems to be in the ball park. Does he have expressive and receptive communication skills? If so, then he needs a follow-up evaluation by an audiologist for hearing as well as a speech/language pathologist. Does he have mood issues? Does he show signs of anxiety? Is he hyperactive and/or inattentive? If so, these need to be monitored and addressed on the homefront and school whether or not it's called mood issues or depression, tendencies towards anxiety or anxiety disorder. Think of the labels as tools to take a trip. They can be both a ticket to school services and insurance coverage. They can also be a very road sign to point adults in his life in the right direction to help him. They are not a life sentence. If this evaluation seems that most of it is in the ball park, I'd go ahead with it and take it to the school if you're needing it to get services started. If there are glaring errors, I'd talk with the diagnostician to get them corrected. This first round of evaluations is usually a starting point to get the ball rolling. A year later revisit the diagnosis. See if it fits any better or any worse. See if the recommendations and interventions put in place helped. See if any more diagnostic work needs to be done. Consider it a place to start, and keep in mind that diagnoses often do change as more is learned about the child in various environments and based on how they respond to interventions. I know it's worrisome to have parents and dad not on board. They rarely are in the beginning...they usually don't have to deal with the worst of it like Mom does, plus they generally have a whopping case of Gene Pool Pride. [/QUOTE]
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