New Here with Questions

Post Reply New Topic

I would strongly second DW's advice that you not begin ADD meds for a condition your son may not have - if he does have AS then the ADD symptoms are likely to be a natural part of that. I also second denvrdave's advice to not have your child's condition determined by your school's special ed people, or at the very least get a second opinion from an outside, professional source. I am always given hope when I hear tales of wonderful school staff who are supportive and objective and correct in their assessments. But having only ever experienced the polar opposite of that phenomenon, I always advise parents to go outside of their school system for these kinds of answers. Just remember that the most important thing is that your child is happy. Learning comes after (and only because of) that

Again, I appreciate all of your replies and suggestions. I guess that the main reason that I don't feel totally comfortable with the school staff's "diagnosis" of ADD would be that when I brought up my suspicions of autism at the IEP meeting, the two members of the special ed department shook their heads. The speech therapist at the school said that as my son carried on conversations with some of the other kids in her room, he would not be autistic. The special ed teacher also gave me the impression that autism would be a very serious diagnosis and that we do not need to consider it. His classroom teacher seems to see that he has some autistic tendecies, as well as his classroom teacher last year.
From what I've read, though, it appears that the autistim spectrum includes kids with all different severeties and clusters of symptoms.
If he is diagnosed, he will still be the same sweet, gentle, creative kid, who works very hard in this world.
The only reason that I would have him diagnosed would be to give his teachers a clearer understanding of where he is coming from and where exactly his challenges lie.
To me it seems that even those in our special ed dept. have pre-conceived ideas of what an autistic child looks like, and what they can expect from him.

I do realize that these professionals have a good deal of experience with children with different disabilities, and I also know that my child may not quite fit the mold of typical autism, but there are so many things that point to that diagnosis when you connect the dots.
But it worries me what kind of assumptions the world will make about him.

I agree that you should be wary on account of the dismissal of an autism diagnosis based on "having conversations with other kids". My son is textbook Aspergers in many, many ways, but he is fully capable of and often does carry on conversations with other kids. They are less frequent, less successful, more one-sided, more obsession-based, and often over the heads of the other kids - but he definitely has conversations. It sounds to me like you have good instincts - trust them!

I just wanted to add one more thought - the other benefit of obtaining a diagnosis - if it applies - is ensuring your son's teachers not only understand his challenges as you say, but also what specifically what they can do for him because of those challenges.

For example, when our Educational Psychologist diagnosed my son, she wrote in her report for the school that he should be allowed to pursue his interests in class (meaning they need to let him go off-curriculum and find ways to teach the same concepts they are teaching to the other kids, but using his particular interests) and also that he needs to be allowed to a) finish his work if he's been required to set it aside based on the class schedule (so for example, if he was working on a drawing but then the recess bell rings, it can be nearly impossible for an AS child to let go of that work they were doing - he needs to be allowed to stay in and finish it); and b) be excused from certain activities - or have activities modified for him - where those activities are incompatible with his AS (for example, my son has major sensory processing issues and gym class will simply NOT work for him - he needs to be either excused or given an alternative activity). These kinds of accommodations would likely not be made for a child without a diagnosis, so there is that benefit as well.

^^
What she said.

Velmom: Thanks for adding more information, would be a bit concerned if there were several different teachers with differing opinions. And like Caitlin said - one instance of not 'fitting the textbook example' is not a reason to dismiss a possibility.

If the school thinks your child is ADD/ADHD and is pushing you to 'medicate' him - you will have to see your pediatrician first. This would be a perfect opportunity to discuss this stuff with the doctor. My 10 year old son is ADD - and there is no comparison between his and his Asperger sister's behaviors (except when the tattle on or argue with each other - )

On the bright side - you have some information and a couple of directions/options to follow. On the down side - sometimes things are just not as clearly defined as we wish they were. Then back to the up side - knowledge is power and the more you know the better off you and your child will be.