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<blockquote data-quote="EB67" data-source="post: 48186" data-attributes="member: 3750"><p>Tell your friend to feel free to PM me if she'd like to discuss this process more as my 7 year old received his diagnosis of combined type ADHD earleir this year and I can share the ins and outs of diagnosis and working with the school.</p><p></p><p>In a nutshell, in Seb's case it went like this:</p><p></p><p>In kindergarten we had a lot of feedback that Seb would not stay seated, that he was impulsive and disruptive. In 1st grade, more of the same... the file was growing.</p><p></p><p>At the start of second grade we started to hear more of the same, but this time the schoool psychiatric was brought on board to participate in the parent / teacher discussions. The words "inattention" and "difficulty focusing" were used liberally to the point that I asked: "Are you suggesting that he has ADD?". To which they replied: "Oh, no, we can't diagnose. But we feel you should take it up with his pediatrician".</p><p></p><p>Until that point I just thought he was a very bright kid who was bored with work that was too easy. He's an arrogant kid, he's cantakerous and explosive. I just thought it was his character. His pediatrican seemed to think he was just an intense, smart kid.</p><p></p><p>Pediatricians don't spend a lot of time around your kid and they aren't able to make a correct diagnosis, by in large. Seb's pediatrician referred us to a behavioral neurologist.</p><p></p><p>Meanwhile, the school administered an IQ test and two ADHD diagnostic tests: The Connors rating Scale and the Conners Continuous Performance Test. The Rating Scale is basically a series of questions that the parents and teachers answer. The questions pertain to behaviors and traits of children with ADHD. </p><p></p><p>The continuous performance test is useless. It measures a child's response time by using a computer-- the child has to hit the space bar every time a certain character apppears. Trouble is, many ADHD can lock into this test and perform perfectly as Seb did. The test reported that he had an 86% chance of not having ADHD. He has an intense form of the combined type.</p><p></p><p>The IQ test confirmed the suspected giftedness and demonstrated a disconnect between cognitive ability and performance.</p><p></p><p>When we brought Seb for an evaluation, we brought the results of the IQ test, the ADHD diagnostic tests administered by the school and Seb's files from Kindergarten and 1st grade. The neurologist spent about two hours reviewing the materials and talking with Seb and us and then he made his diagnosis.</p><p></p><p>As your friend will learn here, ADHD is rarely a stand alone condition. It's usually the first diagnosis and then from there other aspects of the child's temperament / behavior / mental and physical health are explored.</p><p></p><p>When we received the official diagnosis we met with the school and informed them. Seb was then referred to the CSE for a 504 plan-- our meeting is this Thursday.</p><p></p><p>Where it comes to the school, your friend would do well to research 504 plans and to understand what types of accommodations might benefit her child. Then she should be prepared to fight for them.</p><p></p><p>That's the bare bones of it, I would be happy to give her support.</p></blockquote><p></p>
[QUOTE="EB67, post: 48186, member: 3750"] Tell your friend to feel free to PM me if she'd like to discuss this process more as my 7 year old received his diagnosis of combined type ADHD earleir this year and I can share the ins and outs of diagnosis and working with the school. In a nutshell, in Seb's case it went like this: In kindergarten we had a lot of feedback that Seb would not stay seated, that he was impulsive and disruptive. In 1st grade, more of the same... the file was growing. At the start of second grade we started to hear more of the same, but this time the schoool psychiatric was brought on board to participate in the parent / teacher discussions. The words "inattention" and "difficulty focusing" were used liberally to the point that I asked: "Are you suggesting that he has ADD?". To which they replied: "Oh, no, we can't diagnose. But we feel you should take it up with his pediatrician". Until that point I just thought he was a very bright kid who was bored with work that was too easy. He's an arrogant kid, he's cantakerous and explosive. I just thought it was his character. His pediatrican seemed to think he was just an intense, smart kid. Pediatricians don't spend a lot of time around your kid and they aren't able to make a correct diagnosis, by in large. Seb's pediatrician referred us to a behavioral neurologist. Meanwhile, the school administered an IQ test and two ADHD diagnostic tests: The Connors rating Scale and the Conners Continuous Performance Test. The Rating Scale is basically a series of questions that the parents and teachers answer. The questions pertain to behaviors and traits of children with ADHD. The continuous performance test is useless. It measures a child's response time by using a computer-- the child has to hit the space bar every time a certain character apppears. Trouble is, many ADHD can lock into this test and perform perfectly as Seb did. The test reported that he had an 86% chance of not having ADHD. He has an intense form of the combined type. The IQ test confirmed the suspected giftedness and demonstrated a disconnect between cognitive ability and performance. When we brought Seb for an evaluation, we brought the results of the IQ test, the ADHD diagnostic tests administered by the school and Seb's files from Kindergarten and 1st grade. The neurologist spent about two hours reviewing the materials and talking with Seb and us and then he made his diagnosis. As your friend will learn here, ADHD is rarely a stand alone condition. It's usually the first diagnosis and then from there other aspects of the child's temperament / behavior / mental and physical health are explored. When we received the official diagnosis we met with the school and informed them. Seb was then referred to the CSE for a 504 plan-- our meeting is this Thursday. Where it comes to the school, your friend would do well to research 504 plans and to understand what types of accommodations might benefit her child. Then she should be prepared to fight for them. That's the bare bones of it, I would be happy to give her support. [/QUOTE]
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