Worried about Pre-school

[maznorm]

I have had the report back from the Ed Psych. She has stated that DD gave limited eye contact, didn’t talk and didn’t play with the other children. At the end of her report she states that DD’s behaviours appear consistent with autism and autistic spectrum disorder. She states that DD will likely need additional support in school and has suggested a phased entry into school.

I’m having mixed emotions at the minute.

I have been told that this person (not her particularly but this job role) is usually the one that says there is nothing wrong with the child and that they will be fine in school. The fact that she has stated the above makes me wonder if the Ed Psych is just a good one if DD’s issues are so bad and so obvious that they can’t be ignored.

In other news, DD’s speech is improving. She can say more words now, although not particularly correct or clearly. She woke me up the other night and walked me to the stairgate and said “Tee”, which I took to mean “Key” which I assume she meant open the gate. Then when we got downstairs she said “Wite” which means “Light” so I switched the light on. Then we got in the kitchen and she said “Doo” which means “Juice”. It is probably the first time she has told me as well as shown me by using my hands what it is she wants.

 

[*Seanaci*]

I have had the report back from the Ed Psych. She has stated that DD gave limited eye contact, didn’t talk and didn’t play with the other children. At the end of her report she states that DD’s behaviours appear consistent with autism and autistic spectrum disorder. She states that DD will likely need additional support in school and has suggested a phased entry into school.

I’m having mixed emotions at the minute.

I have been told that this person (not her particularly but this job role) is usually the one that says there is nothing wrong with the child and that they will be fine in school. The fact that she has stated the above makes me wonder if the Ed Psych is just a good one if DD’s issues are so bad and so obvious that they can’t be ignored.

In other news, DD’s speech is improving. She can say more words now, although not particularly correct or clearly. She woke me up the other night and walked me to the stairgate and said “Tee”, which I took to mean “Key” which I assume she meant open the gate. Then when we got downstairs she said “Wite” which means “Light” so I switched the light on. Then we got in the kitchen and she said “Doo” which means “Juice”. It is probably the first time she has told me as well as shown me by using my hands what it is she wants.

I am glad to hear that they have diagnosed/given their imput on your DD's behaviour.

As for your feelings on whether or not the Ed Psych really knows what she/he is talking about...given the majority of the time they evaluate a child there is nothing wrong with the child...slow deep breaths. I think that at your DD's age...a child's behaviour is so...erratic because they are testing boundries and asserting their independce that when a parent wants them evaluated, it turns out to be just that...a child being a child. However, given everything I've read from your pertaining to your daughter, it sounds as though your DD is one of the rare cases that something is...amiss (I won't say wrong, because it's not wrong...it's just a hurdle)...and she will need extra help in school and what not.

Here in the states...I feel parents are too quick to try and self-diagnose their children and have them evaluated for atuism or ADHD. And the doctors are too quick to bend to the parents persistance that their child needs to be on drugs to control their behaviour that we have many many young children un-necessarily medicated in the states.

Count your blessings...and move on to the next step in your daughters life with this evaluation. Seek out the help she will need. And you will have an extrodinary child. <3

 

[jodifla]

I have had the report back from the Ed Psych. She has stated that DD gave limited eye contact, didn’t talk and didn’t play with the other children. At the end of her report she states that DD’s behaviours appear consistent with autism and autistic spectrum disorder. She states that DD will likely need additional support in school and has suggested a phased entry into school.

I’m having mixed emotions at the minute.

I have been told that this person (not her particularly but this job role) is usually the one that says there is nothing wrong with the child and that they will be fine in school. The fact that she has stated the above makes me wonder if the Ed Psych is just a good one if DD’s issues are so bad and so obvious that they can’t be ignored.

In other news, DD’s speech is improving. She can say more words now, although not particularly correct or clearly. She woke me up the other night and walked me to the stairgate and said “Tee”, which I took to mean “Key” which I assume she meant open the gate. Then when we got downstairs she said “Wite” which means “Light” so I switched the light on. Then we got in the kitchen and she said “Doo” which means “Juice”. It is probably the first time she has told me as well as shown me by using my hands what it is she wants.

Before I let people evaluate my child now, I make sure I understand their training and background. In the U.S., there are actually national calibrations for tests like the CARS, a standard autism assessment. So if I mention that and the evaluator looks at me like I've got three heads, I know they aren't qualified to do the evaulation.

Learning how to give these tests properly take HOURS of training and retraining.

Also, a child with a severe language disorder can also present as "autistic" or with "autism spectrum disorder" (and not there are no actual clinical definition for the term ASD as of now, or though there likely will be in 2013).
Without good receptive language, a child will often withdraw, fail to make eye contact, not want to play with other kids.

We have a message board for late talkers at www.naturallatetalkers.com if you want to join us.