Join Date: Feb 2007
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Laura - Mom to ds (10) and dd (7) "Time stands still best in moments that look suspiciously like ordinary life." Brian Andreas.
Sorry if I'm not clear...didn't want to get into the technical details but I can go look up all the test scales they used on her this time around if there are folks here who are familiar....
Basically, she is young (4.5) so many of the diagnoses are not "official" until much later (it's just "suspected" apd, "at risk for ADHD", etc simply because there are not ways to accurately measure these things for very young children). She is on the edge of PDD-NOS but doesn't really fit into that even. With regards to ADHD specifically, the psychologist said "if you couldn't understand what people around you were saying, you would get bored quickly too!" LOL Basically the APD could explain ALL of her issues. In a nutshell, one of the characteristics of APD is that sounds that are close to one another are difficult for these kids to distinguish (also described as dyslexia of the ear). So they could tell the difference between a W and a K sound, for instance, but a B and a P would sound identical to them. Now that DD is talking more, I hear these "mistakes" in her words all the time. It's just alot more than what is developmentally appropriate. Basically, she gets about 60% of what is being said around her and has to fill-in based on her past experience (like learning a foreign language or listening to a radio with lots of dropout). My brother had the same thing in a milder form that didn't affect early language as much.
With regards to the testing, on paper she definitely tests "out" of the IEP based on special needs. BUT part of the process is to go with what the early intervention folks (the county) are recommending and they are insisting that she needs to continue to get language support, social skills support and pragmatics support despite what the test scores are. The district seems ready to go with the county's assessment for now - but come next february, when the IEP comes around again and she again scores high enough to pass on some scales they might drop her, because that point she will be totally in their district. In fact the guy from the district kept saying "well with these scores" and basically he just got overpowered by the other professionals in the room.
The problem with these tests are something like this. Does she understand the concept of counting? Well yes, since she was two she could accurately count and recognize numbers. But if you ask her "how old are you?" she will look at you blankly. It's a social language thing.
Maybe my situation is just too weird. Any other suggestions from folks?
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