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Have 3 year old and test results...Please help me understand them. Scores posted.
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<blockquote data-quote="slsh" data-source="post: 417187" data-attributes="member: 8"><p>Hi Maisey and welcome. I have to tell you, the scores are Greek to me. I will leave discussion on that to others who are more up on that. <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite2" alt=";)" title="Wink ;)" loading="lazy" data-shortname=";)" /></p><p></p><p>Test scores are test scores, and I think they have to be taken in context of the bigger picture of the whole child. My oldest is essentially nonverbal (has a good yes/no), a quadriplegic. No functional motor skills. A vision impairment caused both by optic nerve atrophy as well as cortical damage (impossible to really have a good grasp on what he sees, but he *does* see something). If you were to look at test scores alone, you would assume that he's just this side of comatose, and nothing could be further from the truth. It was an ongoing battle for years, and I never was successful in getting most school staff or the alleged professional testers to acknowledge the simple fact that just because he can't knock the shorter stack of blocks over or can't *tell* them how to make a PB&J doesn't mean he doesn't get it. They were testing him on oranges, and he only does apples. A few school staff, and most definitely all of the folks at his adult program, looked beyond test results and saw my *son* - the kid who has a wicked and appropriate sense of humor (a sign of higher cognitive functioning because humor is abstract), the kid who *can* get his needs met (so much for his nonexistent adaptive behavior scores on tests), and the kid who has unintelligible speech yet can approximate correct number of syllables and tone inflection so that when you give him a multiple choice question and then take the time to really *listen*, he is communicating. </p><p></p><p>I also found that having a first child with a significant daughter, and being involved in early intervention services from the second he came home from the hospital, made me hypersensitive to my other kids' development. I was ready for to my third son to get evaluated at 9 months because he wasn't doing the (bear?) crawl - you know, the one where they stick their behind in the air, kind of the precursor to getting ready to walk? Luckily, oldest's PT was a very down to earth woman and she told me to chill out, LOL. <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite2" alt=";)" title="Wink ;)" loading="lazy" data-shortname=";)" /> Third son was also very delayed (compared to second son) in speech. His receptive speech was obviously right on, but he didn't really start talking until after his 3rd birthday. </p><p></p><p>Kids develop at different rates and on their own timeline. I look at my third son now and I think his "delayed" speech was more an indication of his temperament than it was of his development. He's a very stoic soul - has been from birth. He's also wicked smart - a human calculator - but also incredibly stubborn - hates English and has just made up his mind that there are some things he's just not going to do. I honestly think his needs were being met and he just didn't have a need to verbally communicate until after he hit 3.</p><p></p><p>I don't mean to downplay the results of your kiddo's test or the concerning paragraph they tossed in there. I am a firm believer in EI and think the more services you can get, the better. But at the same time, I would be hesitant to jump to the conclusion that there's a more significant daughter going on in a not-yet-3-year-old based on 1 set of tests, especially not knowing how he's doing generally. Is he communicating - verbally or nonverbally? How is his adaptive behavior? Are you seeing any other warning signs - delayed fine/gross motor, (gosh it's been so long since I've had a 3-year-old, I'm struggling to remember what is age-appropriate behavior, LOL)? Does he get object permanence? Is he showing signs of grasping cause/effect concept? </p><p></p><p>With such a statistically significant and relatively rare discrepancy, especially if you're *not* seeing any hugely concerning deficits in behavior/communication/function at age 2, I would tend to not give a single set of testing results a whole lot of weight as far as a predictor of severity of daughter (if in fact there is going to be a long-term daughter). Tester could have been having an off day, your son could have been having an off day or maybe he just wasn't into the testing/tester. It's a snapshot of how he did on that *particular* day. <u><strong>You</strong></u> have a much better grasp on how he's doing as a whole. I'd take advantage of every EI service available and see how he does. </p><p></p><p>As far as an advocate - depends. Based on the testing, obviously he qualifies for EI services. I guess my thought would be to see how the initial IEP mtg goes, especially since you've been down this road before. If you're not satisfied, you can always ask for another mtg and bring an advocate with- you then.</p><p></p><p>This is just my opinion, Maisey, based on my journey. Again, welcome and I'm glad you found us!</p></blockquote><p></p>
[QUOTE="slsh, post: 417187, member: 8"] Hi Maisey and welcome. I have to tell you, the scores are Greek to me. I will leave discussion on that to others who are more up on that. :winking: Test scores are test scores, and I think they have to be taken in context of the bigger picture of the whole child. My oldest is essentially nonverbal (has a good yes/no), a quadriplegic. No functional motor skills. A vision impairment caused both by optic nerve atrophy as well as cortical damage (impossible to really have a good grasp on what he sees, but he *does* see something). If you were to look at test scores alone, you would assume that he's just this side of comatose, and nothing could be further from the truth. It was an ongoing battle for years, and I never was successful in getting most school staff or the alleged professional testers to acknowledge the simple fact that just because he can't knock the shorter stack of blocks over or can't *tell* them how to make a PB&J doesn't mean he doesn't get it. They were testing him on oranges, and he only does apples. A few school staff, and most definitely all of the folks at his adult program, looked beyond test results and saw my *son* - the kid who has a wicked and appropriate sense of humor (a sign of higher cognitive functioning because humor is abstract), the kid who *can* get his needs met (so much for his nonexistent adaptive behavior scores on tests), and the kid who has unintelligible speech yet can approximate correct number of syllables and tone inflection so that when you give him a multiple choice question and then take the time to really *listen*, he is communicating. I also found that having a first child with a significant daughter, and being involved in early intervention services from the second he came home from the hospital, made me hypersensitive to my other kids' development. I was ready for to my third son to get evaluated at 9 months because he wasn't doing the (bear?) crawl - you know, the one where they stick their behind in the air, kind of the precursor to getting ready to walk? Luckily, oldest's PT was a very down to earth woman and she told me to chill out, LOL. :winking: Third son was also very delayed (compared to second son) in speech. His receptive speech was obviously right on, but he didn't really start talking until after his 3rd birthday. Kids develop at different rates and on their own timeline. I look at my third son now and I think his "delayed" speech was more an indication of his temperament than it was of his development. He's a very stoic soul - has been from birth. He's also wicked smart - a human calculator - but also incredibly stubborn - hates English and has just made up his mind that there are some things he's just not going to do. I honestly think his needs were being met and he just didn't have a need to verbally communicate until after he hit 3. I don't mean to downplay the results of your kiddo's test or the concerning paragraph they tossed in there. I am a firm believer in EI and think the more services you can get, the better. But at the same time, I would be hesitant to jump to the conclusion that there's a more significant daughter going on in a not-yet-3-year-old based on 1 set of tests, especially not knowing how he's doing generally. Is he communicating - verbally or nonverbally? How is his adaptive behavior? Are you seeing any other warning signs - delayed fine/gross motor, (gosh it's been so long since I've had a 3-year-old, I'm struggling to remember what is age-appropriate behavior, LOL)? Does he get object permanence? Is he showing signs of grasping cause/effect concept? With such a statistically significant and relatively rare discrepancy, especially if you're *not* seeing any hugely concerning deficits in behavior/communication/function at age 2, I would tend to not give a single set of testing results a whole lot of weight as far as a predictor of severity of daughter (if in fact there is going to be a long-term daughter). Tester could have been having an off day, your son could have been having an off day or maybe he just wasn't into the testing/tester. It's a snapshot of how he did on that *particular* day. [U][B]You[/B][/U] have a much better grasp on how he's doing as a whole. I'd take advantage of every EI service available and see how he does. As far as an advocate - depends. Based on the testing, obviously he qualifies for EI services. I guess my thought would be to see how the initial IEP mtg goes, especially since you've been down this road before. If you're not satisfied, you can always ask for another mtg and bring an advocate with- you then. This is just my opinion, Maisey, based on my journey. Again, welcome and I'm glad you found us! [/QUOTE]
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Have 3 year old and test results...Please help me understand them. Scores posted.
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