Semantics

[Guest guest]

Oy Vey. Where to start. It is all a matter of semantics I guess.

We had 's annual IFSP today which went rather well I felt. We

did his annual today and also determined what evaluations for PLOPs

we wanted to do for his three year old eligiblitiy requirements.

Sandy, the ECE director, and Shari, his teacher, suggested evals that

specifically addressed things I wanted to look at even before I could

voice those particulars. They also had wonderful suggestions for

adaptations for and more goals than I can remember. His

services and placement are changing immediately!

(caveat: If measure 28 passes we have services for the remainder of

the school year, and possibly ESY. If measure 28 fails all services

end in April until the next school year)

So, with that in mind we moved him to a class that meets two

mornings a week for ninety minutes. It is very structured and

focuses on early childhood skills and modeling. will also be

receiving direct OT services for DSI and some fine motor but the

amount will be determined when she is finished with her evaluation

of him. (sounds reasonable). He will be receiving 1:1 speech with a

speech path for twenty minutes a week broken into two sessions. The

break allows for variations in a two year old attention span, LOL.

There is also a staff person that specializes in DTT and similar

therapies that will be working with him 1:1 ten minutes twice a week

on specific skills goals, particularly those that pertain to eye

contact and communication reciprocity to start with. Heck, I'd be

happy if the kid would point to what he wants. It would beat

screaming hands down, LOL. So, all in all I think that is quite

enough for a two and a half year old to be doing.

Where the semantics come in is the part where we were going over the

strengths and then the things we needed to address. After going over

all the communication issues and the sensory piece, behavioral stuff,

etc Sandy asked me if I wanted an autism eval done on him. I told

her I didn't really feel that he was autistic. I didn't think he was

out of the woods yet, but I didn't feel that he was quite autistic,

and Sandy agreed. He does not fit the specific criteria for autism

so it is PDD-NOS.

PDD-NOS??? Umm.......I wasn't thinking in those terms I thought to

myself. PDD-NOS? I wasn't planning on going there with this child.

He has a significant expressive language and nonverbal communication

delay and DSI which interferres with just about everything, but PDD-

NOS? ? Noooo....ummm.........well....but then....isn't that

what I just said with all those other words? Sigh. And here I am

thinking I was reasonably good at calling a spade a spade. Well darn

it all.

>SMACK< - That would be the sound of my hand hitting my forehead.

This is a case of allready knowing what I didn't want to know. We

even discussed hyperlexia and modifying the PECS for so they

have little pictures and big words so maybe he will use them instead

of flinging them. Pictures are superflous you know.

Pictures...that's another goal...attending to pictures.

who officiall now lives in a three ring circus.

[Guest guest]

>

> PDD-NOS??? Umm.......I wasn't thinking in those terms I thought to

> myself. PDD-NOS?

Oh, dear. Uh, I'm not surprised? I could tell he didn't fit an autism

label from what you have said but he had all these bits, and, well, that's

PDD-NOS. Right.

Sometimes I think it would be easier if we just all labeled our kids right

now, appropriate or not, as some kind of ASD and just left it at that so

that we could get a bit of peace in our lives.

Boo, hiss.

Salli

[Guest guest]

> No surprise, but DAMN, hunh?

Yup.

>

> (((hugs)))

Thanks.

[Guest guest]

> No surprise, but DAMN, hunh?

Yup.

>

> (((hugs)))

Thanks.