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You be the psychiatrist
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<blockquote data-quote="Marguerite" data-source="post: 281690" data-attributes="member: 1991"><p>At the risk of repeating what you may have been told in previous posts/threads - </p><p></p><p>1) For the ODD type of stuff, read "The Explosive Child" by Ross Greene. It can help you find a different way of looking at him, to find a way around the "No!" problem. No method is perfect, if whatever you're trying isn't working then you need to not bother with it, look around for something else which MAY work (you don't know until you at least run it through in your head).</p><p></p><p>2) The "unofficial diagnosis" you want from us all - sounds like so far there is a lot of consensus on Pervasive Developmental Disorder (PDD) in some form, especially high-functioning autism or Asperger's. Of course we can't diagnose that. Even if we were qualified, you would need to examine the boy in person, take a detailed history from you on his early development history in much more detail than you gave us, plus do some detailed testing, look at reports from schools etc and then put all the puzzle pieces together.</p><p></p><p>3) But there is more that you can do for yourself, to speed up the process mentioned in the above point. The quickest thing you can do NOW, is go to <a href="http://www.childbrain.com" target="_blank">www.childbrain.com</a> and loook for their Pervasive Developmental Disorder (PDD) questionnaire. It also cannot be used to diagnose but YOU can use it to give you a 'feel' for the sort of things you need to understand baout him. You can even ask it to score for you, to see (unofficially) how likely a Pervasive Developmental Disorder (PDD) diagnosis could be. Print out the results and take them to a specialist. It will at least show the areas of concern for you. Keep a copy in your files, to refer back to in years to come.</p><p></p><p>4) Something that can help in terms of good communication with school, plus some fast response to problems, is to bring in a "Communication Book". It travels to and from school in difficult child's bag. It should NEVER be difficult child's responsibility to hand it over to anyone, teachers should get it from his bag at school and put it back when they're done with it. Similarly at home, YOU get it form his bag and put it back in.</p><p>The book is used to pass notes back and forth. You might write, "He slept badly last night, he's begun wetting the bed again." The teacher might reply with, "He did moderately well thismorning, he completed his worksheets. However, I noticed he was very agitated after the lunch break. I wonder if there is something going on in the playground."</p><p>The Book can hep either teachers or parents see behaviour patterns BEFORE they would otherwise become obvious. If there is a problem developing (such as a sudden increase in anxiety, perhaps due to bullying) then the Book helps find this fastest. The sooner you can put a stop to a problem, the less long-term hassles from it. And vice versa. It really helps, but you need to have it in the IEP and make sure they follow it.</p><p></p><p>Your son may turn out to have something other than what has already been suggested. A neuropsychologist appointment is something to aim for, to give you some definitive and useful answers. With a diagnosis, support doors can open. Without it, hands are tied (or sat on) and everyone gets frustrated. You, the child, teachers - anyone who has to work with him.</p><p></p><p>The sooner you know, the sooner you can help him as effectively as possible.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 281690, member: 1991"] At the risk of repeating what you may have been told in previous posts/threads - 1) For the ODD type of stuff, read "The Explosive Child" by Ross Greene. It can help you find a different way of looking at him, to find a way around the "No!" problem. No method is perfect, if whatever you're trying isn't working then you need to not bother with it, look around for something else which MAY work (you don't know until you at least run it through in your head). 2) The "unofficial diagnosis" you want from us all - sounds like so far there is a lot of consensus on Pervasive Developmental Disorder (PDD) in some form, especially high-functioning autism or Asperger's. Of course we can't diagnose that. Even if we were qualified, you would need to examine the boy in person, take a detailed history from you on his early development history in much more detail than you gave us, plus do some detailed testing, look at reports from schools etc and then put all the puzzle pieces together. 3) But there is more that you can do for yourself, to speed up the process mentioned in the above point. The quickest thing you can do NOW, is go to [url]www.childbrain.com[/url] and loook for their Pervasive Developmental Disorder (PDD) questionnaire. It also cannot be used to diagnose but YOU can use it to give you a 'feel' for the sort of things you need to understand baout him. You can even ask it to score for you, to see (unofficially) how likely a Pervasive Developmental Disorder (PDD) diagnosis could be. Print out the results and take them to a specialist. It will at least show the areas of concern for you. Keep a copy in your files, to refer back to in years to come. 4) Something that can help in terms of good communication with school, plus some fast response to problems, is to bring in a "Communication Book". It travels to and from school in difficult child's bag. It should NEVER be difficult child's responsibility to hand it over to anyone, teachers should get it from his bag at school and put it back when they're done with it. Similarly at home, YOU get it form his bag and put it back in. The book is used to pass notes back and forth. You might write, "He slept badly last night, he's begun wetting the bed again." The teacher might reply with, "He did moderately well thismorning, he completed his worksheets. However, I noticed he was very agitated after the lunch break. I wonder if there is something going on in the playground." The Book can hep either teachers or parents see behaviour patterns BEFORE they would otherwise become obvious. If there is a problem developing (such as a sudden increase in anxiety, perhaps due to bullying) then the Book helps find this fastest. The sooner you can put a stop to a problem, the less long-term hassles from it. And vice versa. It really helps, but you need to have it in the IEP and make sure they follow it. Your son may turn out to have something other than what has already been suggested. A neuropsychologist appointment is something to aim for, to give you some definitive and useful answers. With a diagnosis, support doors can open. Without it, hands are tied (or sat on) and everyone gets frustrated. You, the child, teachers - anyone who has to work with him. The sooner you know, the sooner you can help him as effectively as possible. Marg [/QUOTE]
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