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Discussion Starter · #1 ·
I just met with DS's one day a week teacher (we homeschool the rest of the time). She's thinking asperger's, but wonder if maybe it's in part because she just took a class on it (yk, suddenly she's seeing it everywhere).

DS meets the DSM criteria, except for:

Quote:
Restricted repetitive and stereotyped patterns of behaviour, interests, and activities
This is not the case, at all.

As for this:

Quote:
A. Qualitative impairment in social interaction,
as manifested by at least two of the following:

1) marked impairment in the use of multiple nonverbal behaviours such
as eye-to-eye gaze, facial expression, body postures, and gestures
to regulate social interaction;

2) failure to develop peer relationships appropriate to developmental
level;

3) a lack of spontaneous seeking to share enjoyment, interests or
achievments with other people (eg: by a lack of showing, bringing,
or pointing out objects of interest to other people);

4) lack of social or emotional reciprocity.
DS has SPD, and I notice more of these types of behaviours when he's focused on self-regulation. DS is pretty egocentric; in the moment of stress, he only sees his POV. He can usually see another's POV during a debrief, but may stay stuck on his interpretation. In group environments, he can start the whole pacing/busy/eyes to the ground thing, because he's at once overwhelmed by sensory input AND excited and engaged with whatever's being discussed.

He spontaneously engages anyone we encounter who seems friendly - he compliments people. He told the cashier yesterday that her hair was very nice, making full eye contact, and then they carried on a further conversation.

So, as I write this out, I realize that these behaviours are pronounced in group environments, and largely absent at home. He's really not good at reading others when in a group setting, and occasionally clueless with intimates (but then, he's 6).

Any thoughts? I'm really torn about having him evaluated, as I suspect that he'll "just miss" the diagnostic criteria, and it will be a waste of his time and the system's resources. On the other hand, he would benefit from the therapies a diagnosis would fund, and I don't want him to go without due to his mother making a poor choice on his behalf.
 

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If there's *something* going on, and it might be ASD, it would probably be good to have that evaluated by a specialist.

My son is much younger, and at home with one of us most of the time, so we don't see all the Asperger's behaviors because he engages us, makes wonderful eye contact, is giggly and loving and wants to play, and will transition from one activity to the other fairly easily. But when he is stressed out and there's a lot going on, it really shows. He's also been in therapy for a year now, and all of those things - eye contact, speech, transitions - are a lot better than they were a year ago.
 

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I would ask you to really think about the repetative behaviour criteria. My ds2 hd some but I didn't even realise how much repetative behavior he had until it was pointed out to me.

As for the other stuff, ds1 has some pretty serious group setting issues. They are pretty much what keep him in full time special education setting at school. Seriously a quarter of his iep goals have to do with him in group settings. He does just fine in school one on one but loses it in groups. Part of this is due to sensory issues so it could just be spd.

If all you are worried about is a little wasted time, I would have him evaluated. I kind of felt the same way with ds2 and my dh thought it was a total waste of time. He was diagnosed with pdd-nos a year ago. I'm happy because while we don't get much for him now, we are building a safety net for him when he starts school next year. We are getting resources and people who can help us in place so he doesn't have to start having serious difficulty before we get help.
 
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