Sheila:
here is my parent input. wondering if you could find a minute to read over it and give me your opinion. would greatly appreciate it. if i need Occupational Therapist (OT) delete or add to it...and so on. i know i am asking a lot and i am sorry, just trying to do the best i can.
Introduction to _______ _______
_______ is an average appearing 6-year-old boy who is presently 48 inches tall and weighs 45 pounds with blonde hair, green eyes and is left hand dominant. He is very energetic with a passion for physical activities such as bike riding, skate boarding, racing, swimming, running and jumping on his trampoline. _______ enjoys playing gameboy, watching movies, reading, collecting baseball cards and doing puzzles just to name a few.
In our home _______ has a guinea pig that he is fully in charge of. Also, he has a daily chore chart that he completes in order to earn his weekly allowance.
Family History
_______ lives in a 4 bedroom, 2-story home with his father, mother, sister and a stepbrother that visits every other weekend and usually most of the summer time. _______s parents have been married for 11 years and have lived in the same home since before _______ was born. For the past 9 years his father has been a welder for a limousine company which _______ loves to hear about and help out on. _______ and his father spend a great amount of time together working on limos, walking our dog, reading together and doing homework. His father is his biggest role model. I (_______s mother) have been working from home for the past 4 years as a medical transcriptionist. Prior to that I ran an in-home daycare for 5 years. My interests are gardening in the spring and summer and cooking and decorating our home in the fall and winter. I am also very passionate about parenting my children. _______s sister attends _______ Elementary in the fourth grade. She has always been an A and B student with no concerns in academics, behavior or social skills. _______s stepbrother _______ lives with his mother in Waynesville, MO and is 13-years-old. He is one of _______s biggest idols. They enjoy skateboarding and playing PlayStation II together. In our family we have one Boxer dog named Sadie. She is just over 1-year-old and loves _______ to death. This is _______s best friend. He is very protective of Sadie and shows great compassion towards her. As mentioned above _______ also has a black longhaired guinea pig names Tiger. He has been raising Tiger for about 9 months. Tiger lives in a cage in _______s room. _______ is solely responsible for feeding, playing and grooming Tiger and has done a wonderful job at it.
We are very proud of _______ and our entire family. We value the importance of school and remind our children frequently exactly why school is to be respected. We are very involved in our school volunteering for nearly every event and I have given my time for the past 2 years creating the school yearbook. We do this in hopes of showing our children that we value their school and how important their time spent at _______ truly is. We also attend Cherry Street Baptist Church and enforce the importance of our faith by talking to our children about God. _______ was Saved during our summer Kidz Blitz festival this past year and is looking forward to being baptized soon.
Medical History
Pregnancy and Birth History: During the pregnancy of _______ there were no concerns. He was born by scheduled C-section full term with no difficulties. He was 8 pounds 9 ounces, 21 inches long. Approximately 24 hours after birth _______ was noted to have erythroblastosis fetalis, which is a rare blood disorder, called Rh incompatibility. This is a genetic disorder, which caused severe anemia resulting in blood transfusions and a 4-day long stay in ICU. Due to his blood not being able to clot adequately his circumcision was not completed until after his 1-year-old birthday. He has recovered from this disorder fully as far as we are aware of. At around 13-months of age he had a febrile seizure, trip to hospital via EMS. Only known cause was high fever.
Developmental: We had been involved in the Parents as Teachers program since our first daughter was born and continued it throughout _______s development. He always met his developmental milestones within appropriate limits. There were no notes ever made on developmental delays and no concerns.
Medications and Immunizations: He is up to date on all of his immunizations. He did have quite a few ear infections from age 6 months through age 2 never having the need for ear tubes. _______ has had many antibiotics given, and the regular Tylenol and Motrin for febrile illnesses. No medications other than that. No known drug allergies. He has never been hospitalized. Only procedure was an in-office circumcision without complications.
Mental/Emotional History
Family History: Father side: Father was in Learning Disability (LD) classes throughout school years. Grandfather with history of alcohol abuse. Has a second cousin with diagnoses of Attention Deficit Disorder/Mood Disorder/not otherwise specified. Responded well to medication. Mothers side: Mother with diagnoses of depression and anxiety. Grandmother with diagnosis of depression and history of alcoholism. Grandfather with explosive mood disorder, not diagnosed. Aunt with diagnosis of Bi-Polar disorder and history of Learning Disability (LD) classes in school years.
Social History
In the beginning we were not concerned with any deficits or abnormalities with _______s social interactions although looking back, he was very angry and through massive temper tantrums beyond what would be considered normal. _______ did not like being held. I do not remember a time I rocked him to sleep, although I tried, he just did not like it. At about 2-years-old _______ was potty trained fully and started talking more and more. To sum it up in one word, _______ was very angry. He would bite, spit, slap, swear, hurt himself. I was not able to let him play safely with other children.
He did have strange quirks like not putting bare feet on grass, not feeling comfortable with dirty hands. As he got older, he did not like certain clothes like if the tags scratched him in the back of his neck or if the pants were not long enough
the list goes on. He wasnt afraid of strangers and would often run away from our home or in stores. Very stressful. For disciplining at this point we really had not studied all the different options therefore we used spankings and time outs, which only seemed to make him angrier.
_______ started going to preschool at age 4 at _______ Elementary school in the Wonder Years Program. The entire year was horrible. I should have kept all the documents and behavior slips but I did not. He disrupted the entire class all year long and his teachers were pulling their hair out with him. I had many meetings with the teachers and principal over _______s behavior, none of which resulted in any kind of advice or positive outcome. His teacher mainly used these words to describe _______ disrespectful, lack of conscious, angry.
Finally, after the school year had ended our pediatrician Dr. RXXXX after many complaints of _______s behavior over the years scheduled us to meet with a child psychologist through BXXXX BXXXX. We as a family met with the counselor once a week for 3 months. She stated many times that he showed symptoms of ODD clearly, but was not seeing any ADHD. We were taught the importance of not showing too much negative emotion, not to spank, consistent parenting, time-outs, reward systems, 1-2-3 Magic, and using behavior charts.
We were very pleased with our progress and _______ responded rapidly to the positive disciplining techniques. We thought the concern was over until we witnessed his mood states cycling rapidly for no apparent reason. We have shown _______ stability in that we stick to a strict daily routine with no major changes and that seems to be very important in his daily success.
Scholastic History
_______ is in the first grade at _______ Elementary. Throughout his school life, he has always gotten bad marks for behavior and impulsive tendencies but has remained within the basic or proficient range in academics until this year. Although he is able to perform at home in quiet, organized, calm settings most of the criteria listed on his latest grade card such as reading, writing and comparing whole numbers up to 100, skip counting by 2s, 5s and 10s, adding/subtracting, simple patterns and making exchanges between coins, his teacher noted ND (not demonstrating) on most of them. This is one of my biggest concerns. In comparison to his last years grade card he had been performing those tasks better than at current. He has the ability to perform, but he either refuses or is unable to in his current setting at school.
This is reason to suspect, in my opinion, an underlying unknown disability preventing him from reaching or receiving his full educational potential. This year he has been described by his teacher as showing signs of bullying other children. He also has been showing signs at home of anxiety and depression by stating that his teacher doesnt like him, he will only get on red today anyway which are only getting worse. He is sat out most of the time during lunch periods, recess, movie times due to poor behavior. He has been pulled out of assemblies and his classmates have told _______ he is the worst kid in the class. In addition, he has been suspended from school for one day for Assaultive Behavior/Class I, has had in-school suspension twice, once for disorderly conduct, the second for Assaultive Behavior/Class I. At home he is now not wanting to go to school. He has physically vomited before going to school, and now he has picked up a calming mechanism of deep breaths to try to relieve his feelings of anxiety.
Assessment History
1. BXXXX BXXXX XXXXX (Summer of 2006) with child psychologist Dr. _______ _______. Her assessment was that _______ was not meeting the full criteria of ODD but showed classic symptoms. She believed to have ruled out ADD and ADHD through some individual meetings with _______.
2. BXXXX BXXXX XXXXX (Oct 2007 through present) with child psychologist Dr. _______ _______. So far she believes he does not meet the criteria for ODD but that he does have a Disruptive Behavior Disorder. Recently she has just mentioned Pediatric Bipolar Disorder and has referred _______ to psychiatry for consultation regarding mood-stabilizing medications.
3. Dr. _______ (_______s PCP) referred him for Sensory Integration Disorder (SID) (Sensory Integration Dysfunction Testing) on Nov 1, 2007. He attended the Sensory Integration Disorder (SID) testing at the MXXXX Center with an occupational therapist, which we will be continuing to see weekly for 30-minute therapy sessions. She believes _______ would benefit from Occupational Therapist (OT) given his hypersensitivity to loud noise, and touch. He also craves the stimulation of movement i.e. jumping bike ramps, running, swinging, bouncing. It is a comforting mechanism for him.
4. On Nov 10, 2007 _______ was seen by Dr. _______ a neuropsychologist. A few weeks later, we received his report, which lists the assessment results to include:
A. Displays abrupt rapid mood swings.
B. Has irritable mood states.
C. Has elated or silly, goofy, giddy mood states.
D. Argues with adults, is willful and refuses to be subordinated by others.
E. Is easily angered in response to time setting.
F. Has protracted, explosive temper tantrums.
G. Displays aggressive behavior towards others.
H. Destroys property intentionally.
I. Makes moderate threats to others and self.
J. Has made clear threats of suicide.
K. Is fascinated with gore, blood or violent imager.
His diagnoses include:
A. Mood Disorder/Pediatric Bipolar Disorder.
B. Underachievement in school.
C. Rule out Oppositional Defiant Disorder vs. Disruptive Behavior Disorder not otherwise specified.
Concerns Present and Future
We see _______ is loosing his enthusiasm for learning, his confidence and if not addressed will only get worse as academics become more demanding. We want him to be a productive, independent member of society. We wish for him to have a great support network of good friends, and hope that by the time he is an adult, _______ will have the ability to read social situations realistically and problem solve appropriately.
While he is very motivated to make friends, he has a hard time knowing how to appropriately interact with the few children who will play with him. He has a serous deficit in social skills that impact him both at school and at home.
It is time for an early intervention to help my son. In my opinion, chronic school failure demoralizes children, can cause loss of status and rejection by peers, destroys self-esteem, and undermines feelings of competence. As a result, it can undermine a child's attachment to teachers, parents, school, and the values they promote. It also generates hopelessness and helplessness. Children cease to believe that their efforts make a difference in outcomes and this is what I am seeing in _______. Although schools cannot change underlying impairments that affect children's cognitive, social, and emotional performance, they can help prevent impairments from causing academic and social failure by providing appropriate accommodations and early intervention.
We respectfully request our goals be included as part of our parent input.
:
