disappointed in annual evals | Autism PDD

Hi...

I just received my son's reports.  His CSE annual review is 3/5/07, so all testing is completed.  He is 5 and a half and his speech eval came in at 1 year 9 months, and his OT eval came in at >30 months? Not very specific.  He scored in the 1% for speech and OT.  His ABA/Special Ed head teacher's report listed programs that they are running, and Short term objectives that are being met, so that was a little more hopeful.

What upsets me about the speech is that it hasn't changed in 3 years...  At first, during EI, he was 1 year behind.  The next year, 2 years behind, and now, almost 4 years behind his chronological age.

I really thought that this year would show an increase in development, because he is saying more "single" word utterances.  I guess that he can't string them into sentences has something to do with it?

I guess I'll be very inquisitive at the meeting.

Anybody here experience this before?

Thanks in advance for any responses

Nakama
This is more common that not.  The standards get harder as the child gets older, so the testing shows bigger and bigger gaps in many if not most cases.  The testing is best used to gauge your CHILD's progress from last year to this year versus himself.  If your child has made significant progress, that's what counts.  However, if your child has not made progress as compared to HIMSELF, that is where the District needs to focus attention. PROGRESS is the standard by which FAPE is measured.  FAPE = Free Appropriate Public Education.  And the ultimate goal of an IEP is to provide FAPE.  FAPE means making progress. Has your son met the IEP goals from last year? Has the testing shown progress v his old skills?  If not, the school district MUST give more and better intervention.  If he has, but he is still "behind," ASK the members of the IEP Team to explain why he is still behind.  The hard fact is, only a very small percentage of ASD kids EVER meet age level standards.  Yes, plenty of Aspie kids do (academically at least), but unless a child with ASD has few language issues, the chance of him meeting age/grade standards are not the greatest.  That's not to say the parents and schools shouldn't genuinely TRY to get the child to meet those standards.  But what you are seeing is typical. THe great concern is, is YOUR child moving forward compared to HIMSELF.  Think of what he'll need to know by kindergarten.  That is what the school is supposed to be preparing him for. Make them explain the speed of his progress and what the testing says is keeping him from meeting those age-appropriate goals.  Ask them what they intend to do to help him progress better and faster.   Most likely, what you are REALLY seeing is how autism impairs a child.  BTDT.
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