Question about diagnosing Autism

[Bastiansmom]

Autism - Did you know?

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I really have no idea how to say what I am thinking so I will preface this by apologizing for rambling or not making my questions clear.

We had DS7 (1st grade) IEP re-evaluation yesterday afternoon, and the Spec Ed teacher told us that based on her 30-45 minute evaluation (they tested) she thinks he MAY have Autism.

(Side note: he is on an IEP because when he was 4 in in Pre-K he had problems concentrating/ focusing on his work. At the end of that year, we found out he has really poor eyesight and he got glasses. He started K at age 4, (his b-day was 2 days before the cutoff), and went to special ed classes to do most of his work. We decided to repeat K, mostly because of his age, and had to fight for him to be in a regular classroom to do his work. He has excelled in the regular classroom during the 2nd year in K and so far in first grade. The entire purpose of the IEP meeting was for him to "test out")

Back to the Autism statement.. her reasons for thinking he may have autism is because 1. He did make eye-contact with her during their meeting 2. He fidgeted 3. He has poor handwriting/ penmanship. Those are her ONLY reasons.

I've done a some research about this and while her reasons are listed at characteristics of a child with Autism.. can't those also be signs of a child who is nervous and needs to slow down when he is writing?

Wouldn't he always do those things, not just with her? We have never been concerned with him not making eye contact and the only time he fidgets is when he's getting in trouble.

My son is a little "quirky." Not very good at playing sports, but enjoys watching them, really into "scary" stuff like Goosebumps. He does get "into" something and like it for awhile, but doesn't overreact when he can't do it or has to stop. He has developed socially a little later than some kids, but now he is fine. Usually the first one picked in groups, has plently of friends, etc. He is the sweetest kid I have ever known (and I'm not just saying that because he is mine). He really cares about people and hates the idea of anyone being sad or upset. What other things should I look for that may indicate he is on the Autism Spectrum? Do you think these are Austic tendencies or is the Special Ed teacher just "label-happy." As is every kid needs to be labeled.

To those parents of children with Autism (on the Spectrum).. did you always know? Like you couldn't get in his/her brain or reach him/ her?I don't feel that way at all about my DS7, but I also don't want to be naive about the situation.

PS (this is just me bragging ) One of the sections on the evaluation she gave him was "Factual Knowledge," questions about science, humanities, social studies, etc. He was 1st grade, 5 month and tested at 3rd grade 5 month level. She said he tested higher than any kid she has ever tested. That makes me really proud!

 

[Kat77]

Back to the Autism statement.. her reasons for thinking he may have autism is because 1. He did make eye-contact with her during their meeting 2. He fidgeted 3. He has poor handwriting/ penmanship. Those are her ONLY reasons.

I've done a some research about this and while her reasons are listed at characteristics of a child with Autism.. can't those also be signs of a child who is nervous and needs to slow down when he is writing?

WAY TO GO MAMA BEAR!
According to our dev.pedi ALL of those things are CLASSIC ADHD symptoms. ADHD individuals often focus on other things while absorbing information. This may come across to some as lacking eye contact but they are really doing what they need to do to focus!

Sounds a bit "label happy" to me. Also, the school may get extra funding for accomodating AS students.... . You know your kiddo best. Do not agree to ed. labels you have reserves about. Go observe your child in the classroom because sometimes teachers DO see things we can not at home due to the setting.

 

[turkeymama]

I posted a reply to your other thread.

 

[Kat77]

Just read TMs response on the other thread and wanted to second that edu. labels mean nothing in the real world. They are for school purposes only.
Yup, services that otherwise would not be covered for your DS could be the reasoning here. Teachers may certainly be seeing something you are not when comparing your child to peers.

 

[Bastiansmom]

Just read TMs response on the other thread and wanted to second that edu. labels mean nothing in the real world. They are for school purposes only.
Yup, services that otherwise would not be covered for your DS could be the reasoning here. Teachers may certainly be seeing something you are not when comparing your child to peers.

His classroom teacher did not bring this to our attention.. the Spec Ed teacher did, but only after spending at whole 45 minutes with him. He was in the Special Ed classroom almost full time the 1st year of Kindy, and that teacher never had any suspicions.

Many parents (on this thread and others) cherish the diagnosis because it got their child more one-on-one attention/ therapy. DS7 is doing better (socially, academically, all of it) since he has been in the "regular" classroom full-time. He still goes to speech, but will test out this year and we have the option of continuing OT for his poor handwriting (that is the only reason he is in OT)

 

[Kat77]

Like I said, you know your child best and have a feel for the school. If it sounds wrong, tell the school this and stick to your guns. Tell them you will seek happlily seek and more in-depth evaluation from a medical professional if this ever concerns for you.

 

[Bastiansmom]

The Special Ed teacher said she planned on him testing out and completely eliminating the IEP. Since she noticed some of the "characteristics" she wants us to keep him on a monitored IEP just in case something happens in the future. So we won't have to have him re-evaluated to get him help if he needs it. Do any of you think this is beneficial? Part of me thinks it can't hurt but I also know that from our experience when teachers see IEP they kind of expect him to fail.

 

[turkeymama]

The Special Ed teacher said she planned on him testing out and completely eliminating the IEP. Since she noticed some of the "characteristics" she wants us to keep him on a monitored IEP just in case something happens in the future. So we won't have to have him re-evaluated to get him help if he needs it. Do any of you think this is beneficial? Part of me thinks it can't hurt but I also know that from our experience when teachers see IEP they kind of expect him to fail.

It can't hurt to have the IEP. He may or may not need all the accommodations that are listed in it. However, if the IEP is eliminated completely, and then he suddenly demonstrates a need, the process would have to be started over from the beginning. If he still has an active IEP and demonstrates a need, they can easily make some quick modifications.

I'm curious how the special ed teacher plans on accommodating his need for OT if he was going to test out of special ed. If you're convinced he needs the OT, keep the IEP. Without the IEP, the school wouldn't be bound to provide the services for him. It would be pretty much at-will and if they decided to pull the services, you wouldn't have much recourse. I'm not positive, but I don't think OT can be covered under a 504 plan. Maybe someone else can chime in on that one.

 

[bookwormde]

Welcome,
First Autism genetics is not something you "have" it is something you "are".
The reasons she gave are certainly not from a highly informed perspective. Executive function (EF) differentials like concentration on linear process (speech, writing and reading for example) are more difficult for children who have strong non linear (visual) skills related to the autism genetic set.
lack of eye contract is a potential indicator for lack of innate social skills, but it is far from a primary one.
If they have concerns they should do WPS SRS evaluations to determine the any apparent social sills differentials
Fidgeting can be an indication of anxiety, which is the primary maladaptive manifestation for Autism genetics or it may be an indication of sensory differentials, particularly porproceptive. Again without a full sensory profile it is hard to know the precise cause. Handwriting is also and indication of potential sensory issues and is very common in children with Autism genetics, but again no of this is into itself conclusive.
I can see why someone would recommend a full autism evaluation based on what was seen (all 3 of the primary characteristics (social skills/TOM, EF and sensory), but should reserve conclusions.
Empathy has been removed as a valid indicator.
Most people do not realize that along with some challenges, that there are often amazing gifts that come along with Autism genetics, his exceptional factual knowledge is probably one of the strongest indicators.
I would suggest educating yourself by reading Tony Attwood's "The Complete Guide to Aspergers" which is available on Amazon for about $17. He is the leading clinician in the world on the high functioning end of the Autism spectrum and reading this will allow you to make informed choices.
May of the smartest of our kids self adapt to a great extent so until social complexities and/or EF issues become overwhelming to uniformed individual they appear quite typical.
The SPED teacher did the right thing by bring the possibility to you, now is the time to begin a comprehensive school and clinical evaluation.
If he does have Autism genetics congratulations, his potential with proper supports is well beyond that of average children.

Bookwormde

 

[turkeymama]

I just want to say I think Bookwormde makes a good point bringing up the sensory profile. The fidgeting and poor handwriting could fit in with some sensory problems. I suspect that if they do an evaluation for autism, they will do a sensory profile as well.