So frustrated!Also, at theIEP we didn't have the PDDNOS dx so I actually want more speech and more OT now, and I am getting kind of frustrated that they want to cut services to less than she had when she didn't have the dx. All I keep hearing is how good she is doing which is great, but I don't agree that socially she is doing as good as they say. I know she is doing good with the routine of K and doing her work without meltdowns, but there is no way her initeractions are good. They are better than they were 5 months ago but at her psychological evaluation the evaluator said that socially she presented more like a 3 year old. Dd is just finally saying bye to someone when they say bye to her. Yes, that is good but she is socially nowhere near a typical 5 year old. Below are some quotes from her eval that I sent to the special ed teacher in making my case that dd's interactions are not "good". I am just frustrated because I knew this would happen. Dd has a good attention span and is pretty well behaved, and I knew that those qualities were going to make them think she was doing good for her dx. I am just highly annoyed right now. I asked the spe ed teacher how 1/2 hour speech a week is going to address the following: *Abigail rarely looked at this
examiner during standardized assessment (Page 8). She demonstrated a
delayed processing time on
language based tasks and often said, “What” when asked a
question. *Articulation difficulties were noted as she
said “hab” for “have” and “gub” for “glove” (Page
8)
*Wechsler Preschool and
Primary Scale of Intelligence (Page 8). “…her verbal skills were less developed
and fell in the borderline range} (Verbal Score was
83)
*Vineland Adaptive
Behvaior Scale (page 9). “Her receptive language skills fell in the moderately
low range while her expressive skills fell in
the very low range.” * *Autism Diagnostic
Observation Scale (Page 10) “Overall, Abigail used poorly modulated eye contact to initiate or
regulate social interactions…”
*ADOS (Page 10) “Most of
Abigail’s interactions were restricted to her
own demands with a modest attempt to engage the
examiner”
*ADOS (Page 10)
“Interactions with her were sometimes comfortable but most often felt awkward and
stilted.
*DSM-IV (Page 11 and 12) Significant
impairment areas of 1a, 1b, and 2b. 1a. “marked impairment in the use
of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body
pstures, and gestures to regulate social interaction.” Examiner note: “Abigail
makes limited, fleeting contact
with even her mom.” 1b. “failure to develop peer relationships appropriate to
developmental level. Report note given by me: She does not have any
special friends outside of her brother. 2b. “marked impairment in the
ability to sustain a conversation with others.” “…..but (Abigail) has difficulty understanding the concept of a give and
take in conversation. *(Page 13) Impressions: “Abigail demonstrates an average nonverbal intelligence but borderline verbal and processing speed skills.” “Lowest scores were obtained on measures of motor skills, expressive language and interpersonal relationships I dont have any advice, in fact ive never been though the speech thing in school myself, but indeed, id take it as a compliment that they feel she does good enough to not require so much of it, but at the same time id also feel that 30 minutes a week just wont cut it, and to prep for middle and high school she will require a little more attention. If the school wont help her, give her at least an hour, i wonder if their is another way u can get assistance after school through the gov't. with just a little more assistance, i bet many kids would get much better, not the bare minimum. |
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