test results--!! !! !

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School's test---Help! The speech pathologist's summary of my son said that "He often exerts control over others through negative behaviors such as withdrawing his attention, making noises, rocking and failing to maintain eye contact." She goes onto say that he does not "make good choices nor does he seem to understand the consequences of his behavior."

His performance is average to low average in pragmatics and problem solving and he doesn't always understand irony and sarcasm. He scored low on "negative contractions" due to his poor listening skills and impulsivity.

In response to a stimulus, he described a girl as a jerk and then asked if jerk was a bad word and then accused the tester of trying to get him expelled from school. LOL--I had to chuckle over this one.

He tried to answer questions with ambiguos, vague and incomplete sentences--but then modified it in a more precise way. He scored in low average range with the most difficulty in regulating.

Any ideas? He was diagnosed with pdd-nos, private evaluation with no LD's. He is described as very bright, verbal and, I think, the team believes he is manipulative and is capable of more than he really is. I'm so frustrated! He's been making noises, muttering to himself etc since he was little--at home, by himself--so who is he trying to control then???? Bizarre. She probably made him anxious! Oh, sure--all eight-year olds start rocking and humming and making odd noises when they're nervous!! !! UGH. What is the matter with people? Should I disagree, request a private evaluation???? He has a mandation of autism but I don't want him to be left out of services he needs.

I'm thinking, just a hunch, that this report would ignite just fine in my fireplace.

equinn

who is this wack-a-doo, and what box did she get her license out of ?????? obviously , the speech path does not understand Aspergers.....I'd attempt to address your concerns with her....If you don't get anywhere, go over her head

I find that I often tend to agree with the professional's assessment over the parent's assessment, but even I think that this report sounds like it was made by someone who got into the wrong career. I don't think I'd want my child to receive services from this person, even if there was nothing else available.

Thanks for the responses. I agree, she doesn't seem to understand the particulars of ASD's in general. I think he must have got under her skin during the evaluation which was over the course of a week. the tone of the report suggets this. She was older, past 50's I'd say, and I don't know where they got her. Our district is touted for the best special services. I really am beginning to wonder. I'm looking to move by next year and I really don't think I'll stay in this town. I haven't had very good results. It's an uphill battle. They are clueless when it comes to ASD's/ASpergers as far as I'm concerned. They seem to know more about lower functioning/profoundly autism kids but as far as hfa or mildly affected kids like my son, they don't seem to get it and I'm tired.

equinn

BTW--I am an official raven. I like this.

I would be very careful in this situation.

We have lived in two states -- Pennsylvania, where much has been done for our PDD-NOS son without having to fight for it. Most of the professionals in the school district have the child's best interest at heart.

California -- where we spent one year, RIGHT after our son was diagnosed, and where we lived there, we fought tooth and nail for everything. We had a VERY SIMILAR situation with the school psychologist.

In California, in this particular school district, it was the JOB of the professionals to NOT have the child's best interest at heart, but rather to save the school district money. They did literally EVERYTHING they could to provide the least amount of services possible, thereby saving the school district money.

We got an alternative diagnosis from MIND institute in Sacramento, and things improved. But the only way to really get what we wanted was to go to parent support groups and ask which local school districts were inclined to "do the right thing" and then move to one of those school districts. We moved back to Pennsylvania because our research found that we had just left one of the best places in the country to be for a kid on the spectrum. But I think that we would have been fine to have stayed in California IF we had moved to a better school district.

Get an independent evaluation.

Kris

Unfortunately, school teachers and school administrators typically have an unfortunate combination of ignorance and arrogance when it comes to autism. They typically have only a passing familiarity with autism, but they think they are experts.

what about getting an outside eval ?

I suppose I could. I don't really feel like putting him through more testing. But, I suppose it isn't so awful, especially with an outside person. I'd have to look into insurance. I really can't afford anything out of pocket.

I might wait to see what they are recommending at the PPT in acouple of weeks. Then, I'll take it from there. He will get social skills group (he's had this all along). He also is closely monitered during unstructured times--recess, lunch etc. I like this, honestly. He has more variety and isnt' stuck in the mainstream with so many personalities and kids all day. He gets more individualized instruction, more time to do his typing and work at his own pace. He's a smart kid and learns better when not pressured. Ithink working in the mainstream creates its own pressures. For my son, this is too much right now.

Speech classes aren't exactly top on my list. I just want to make sure we are all on board with his issues and problems intepreting others intentions, sarcasm and irony theory of mind, etc. I think assistance in a more natural setting with interventions when necessary is more realistic and more practical. This is pretty much what he has now. Maybe I couuld ask for a buddy system for recess and lunch, someone to help him, guide him and provide some older attention. He also does better with 1:1 then with a group of kids. Maybe a fifth grader willing to pal around with him, provide company, listen to him and be a role model. I wonder how successful this is for kids on the spectrum? It was recommended in Attwood's book and other readings along with his independent evaluation from last March.

Anyone familiar?

thanks for responses,

equinn

My son is in first grade and recently tested very well on a non-verbal IQ test at his school. We have had him tested in the past and he always scored better on Verbal IQ than non-verbal IQ. This time he scored better on the non-verbal portion of the test. I always thought that NLD and Asperger people had higher VIQ than PIQ. Anyone have any information or experience with this?

(I don't why but I'm having a hard time posting a new topic! Can't figure out how to post new message. Sorry.)

If you disagree with the eval, then under the federal law, you should be able to appeal and have the school dist. pay for an outside evaluation- if you win the appeal to the school board that is. I'm just learning the ins and outs of IDEA - Individuals with Disabilities Education Act. I just bought a great book- started it today- "The Truth About Special Education" by Robert Cimera. I highly recommend it. I read one of his other books, "Mental REtardation Doesn't Mean Stupid" and I loved it- My 5 y/o was dxed as mild MR.

The biggest catch with the federal laws is that it's mandated that all children receive a "Free and Appropriate Education" that doesn't mean the best education for the child, but appropriate- and often "appropriate" is determined by the school dist.

from what i've read, most people with aspergers have a discrepancy between their verbal IQ and their performance IQ