My dd's 30 day transition IEP is coming up and they are not going to be recommending the RSP that her previous district recommended. We moved counties recently so that is why her previous IEP is being re-evaluated.
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