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<blockquote data-quote="soapbox" data-source="post: 609680" data-attributes="member: 13003"><p>Welcome... sorry you had to find us, but glad you did.</p><p> </p><p>Grade one is a major proving ground for problems. Including really showing up social skills issues. We tend to evaluate our kids' social skills on how they interact with adults, but the defining relationship is same-age-peers. (I didn't know that until my kids were in HS) By about age 5 or so, most kids' social skills take a major leap forward, but some of our challenged kids don't make those milestones, and the social gap gets bigger fast. Plus... kids are mean. As soon as you are just a bit different and they start to notice, bullying tends to rear it's ugly head, even if it's subtle our kids notice.</p><p> </p><p>Beyond that? Not sure who gave you the diagnosis, and not saying it's outright wrong but... in my experience, it's probably at least incomplete.</p><p> </p><p>Has he ever had an Occupational Therapist (OT) evaluation for sensory and motor skills issues? either of those could be clobbering him in a classroom setting. Occupational Therapist (OT) report is useful for other evaluators. Occupational Therapist (OT) has therapies and interventions and accommodations that work. And at least here (I'm not in US), Occupational Therapist (OT) report has some traction at school in getting help.</p><p> </p><p>He's too young yet for a full Auditory Processing Disorders (APD) evaluation, but that should be on your radar also. Not just the classical form of Auditory Processing Disorders (APD) - if he had that, you'd probably already know because that affects processing of verbal language. But there are other forms of Auditory Processing Disorders (APD), such as auditory discrimination and auditory figure ground, that have a huge impact on school. They usually don't test for this until at least age 7, due to the complexity of the testing and the need for accurate response and focus over a fairly intense period (a couple of hours). But start watching for it. Does he tend to miss your instructions if it's noisy and do better if it's quiet? That's likely related to auditory figure ground - where the person hears everything but can't filter out the background noise, so can't make sense of what is important. Does he get the generalities of speech and the meanings of words, but sometimes has an inappropriate response because he heard a word wrong? The ability to distinguish similar sounds is auditory discrimination.</p><p> </p><p>If he has a problem with any of these, he will be putting in a huge effort, with little results. This makes him "stupid" in the eyes of his peers... really fast. If he's having trouble getting started on reading, they should be pulling him for one-on-one instruction, partly because it takes out any risk of Auditory Processing Disorders (APD) being a factor, and partly because success at reading is the single most important skill for school and for life.</p><p> </p><p>Motor skills issues, even subtle ones, mean he will be left behind on the playground. By the time he gets out there, other kids will already have their play underway and there won't be room for him. Because his skills may be behind theirs, they have no patience with clumsiness or slowness. Kids can be really mean especially on the playground where there is limited supervision.</p><p> </p><p>Any of the above would just be in addition to an ADHD diagnosis... and not uncommon to have these go together. </p><p>But... he could also be a more complex kid. It may be too early to get a full diagnosis especially if he's fairly high functioning. But in the long run, keep an open mind. He could be something like Asperger's.</p></blockquote><p></p>
[QUOTE="soapbox, post: 609680, member: 13003"] Welcome... sorry you had to find us, but glad you did. Grade one is a major proving ground for problems. Including really showing up social skills issues. We tend to evaluate our kids' social skills on how they interact with adults, but the defining relationship is same-age-peers. (I didn't know that until my kids were in HS) By about age 5 or so, most kids' social skills take a major leap forward, but some of our challenged kids don't make those milestones, and the social gap gets bigger fast. Plus... kids are mean. As soon as you are just a bit different and they start to notice, bullying tends to rear it's ugly head, even if it's subtle our kids notice. Beyond that? Not sure who gave you the diagnosis, and not saying it's outright wrong but... in my experience, it's probably at least incomplete. Has he ever had an Occupational Therapist (OT) evaluation for sensory and motor skills issues? either of those could be clobbering him in a classroom setting. Occupational Therapist (OT) report is useful for other evaluators. Occupational Therapist (OT) has therapies and interventions and accommodations that work. And at least here (I'm not in US), Occupational Therapist (OT) report has some traction at school in getting help. He's too young yet for a full Auditory Processing Disorders (APD) evaluation, but that should be on your radar also. Not just the classical form of Auditory Processing Disorders (APD) - if he had that, you'd probably already know because that affects processing of verbal language. But there are other forms of Auditory Processing Disorders (APD), such as auditory discrimination and auditory figure ground, that have a huge impact on school. They usually don't test for this until at least age 7, due to the complexity of the testing and the need for accurate response and focus over a fairly intense period (a couple of hours). But start watching for it. Does he tend to miss your instructions if it's noisy and do better if it's quiet? That's likely related to auditory figure ground - where the person hears everything but can't filter out the background noise, so can't make sense of what is important. Does he get the generalities of speech and the meanings of words, but sometimes has an inappropriate response because he heard a word wrong? The ability to distinguish similar sounds is auditory discrimination. If he has a problem with any of these, he will be putting in a huge effort, with little results. This makes him "stupid" in the eyes of his peers... really fast. If he's having trouble getting started on reading, they should be pulling him for one-on-one instruction, partly because it takes out any risk of Auditory Processing Disorders (APD) being a factor, and partly because success at reading is the single most important skill for school and for life. Motor skills issues, even subtle ones, mean he will be left behind on the playground. By the time he gets out there, other kids will already have their play underway and there won't be room for him. Because his skills may be behind theirs, they have no patience with clumsiness or slowness. Kids can be really mean especially on the playground where there is limited supervision. Any of the above would just be in addition to an ADHD diagnosis... and not uncommon to have these go together. But... he could also be a more complex kid. It may be too early to get a full diagnosis especially if he's fairly high functioning. But in the long run, keep an open mind. He could be something like Asperger's. [/QUOTE]
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