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ASD Diagnosis

Discussion in 'Special educational needs' started by Leapyearbaby64, Feb 12, 2011.

  1. Leapyearbaby64

    Leapyearbaby64 New commenter

    There is a child in my F2 class who appears to have many traits of ASD. Examples are little interest in others, plays alone, repetitive play, some extreme sensory reactions, lack of ability to take part in conversations, repeating stock phrases rather than building own sentences, lack of understanding of language, repetitive physical hand movements. The Ed Psych has seen him twice and has ruled out ASD because of "willingness to engage". At the time she last saw him "it's your turn" was one of his stock phrases. She has said it's global delay (working at 2.5 years) rather than anything specific. I'm inclined not to agree as the language issues are very particular. So where do we go from here? This child really needs some 1:1 support ready for moving into year 1 and I'm not sure that global delay will do the trick, particularly as there are no behaviour issues. Having involved the Ed Psych would it be wrong of me to ask the parents to go to the GP for ASD assessment?
     
  2. Our son has a diagnosis of Aspergers Sydrome and is willing to engage!
    Went to a seminar last week given by the Head of Research for NAS and he said it is an impairment in engagement - and because it is a spectrum you can have one end - no engagement whatsoever and at the other end full engagement but it might be inappropriate - such as engaged, but not sure when to stop, copying others poor behaviour etc!
    I would ask for a second opinion - or if it is appropriate ask the parents to seek a diagnosis from a paediatrician?
    Hope you get things sorted!
     
  3. languageisheartosay

    languageisheartosay Occasional commenter

    If you feel language issues are a particular concern, have you tried to get referral to speech and language therapy? Many children with comprehension difficulties behave oddly and there are some with issues in the area of semantics and pragmatics who do not fulfil the criteria for ASD diagnosis.
     
  4. Leapyearbaby64

    Leapyearbaby64 New commenter

    The child already goes to developmental language clinic. There is no understanding of questions relating to events in the immediate past (he doesn't understand what's going on in our recall sessions). He can describe photos with simple statements. No understanding of abstract concepts at all.
     
  5. I always understood that ASD diagnosis was given by a team of professionals and not 1 individual. Will diagnosis alter the amount or type of support he recieves? The classroom startegies you will need to use to help him acess learning will be the same whether he has a diagnosis or not.If he has language or communiation issues your 1st port of call should be SALT, as by addressing these you may get a clearer picture for further referal or not depending on his response to communcation startegies.
     
  6. Arrangements for diagnosis vary with locality, that's why there's currently a consultation on the NICE guidelines.
    http://www.nice.org.uk/guidance/index.jsp?action=folder&o=52732
    I agree about talking to a SALT first.
     
  7. acthell

    acthell New commenter

    Hi! Rather than ask them that ... have you discussed your concerns with the parents? You've not said how the Ed Psych became involved... what does the SENCo say? where on intervention are you at?
    Just a few of the items you've mentioned would make me think SLCN as a primary trait rather than ASD .... the hand movements could be tourettes and therefore the EP could be correct in terms of MLD....
    Good luck with how you handle it ....
     
  8. Leapyearbaby64

    Leapyearbaby64 New commenter

    The child came to us "already in the system" as it were. S&L (developmental language clinic). OT, paediatrician. We involved the Ed Psych because he was not accessing what was going on in the formal sessions of school at all. Main concern academically is lack of understanding of language. Can talk about a picture in a simple way (colour) but lacks any descriptive vocab and if the picture was of a train going into a tunnel, would not be able to answer "where is the train going?". Also lack of interaction, avoiding interaction, repetative play, needing constant modelling for talk, talk is parrot-fashion not own sentences, hyper sensitive to touch and warmth, high pitched monotone voice. "Being a bit behind" is just not ringing true. It's more specific than that. In terms of interventions, he does 2:1 language development, small group work for social interaction (sharing and turn taking), counting, gross motor skills, fine motor skills, works with younger children 5 times a week doing talking activities while the rest of the class do phonics. Does maths and literacy with the nursery chidlren. So we're doing about as much as we can to give him support and input appropriate to his level of development.
     
  9. In that case, whether or not he has a diagnosis of ASD isn't going to make much difference.
    Many children diagnosed with ASD show the sensory abnormalities you describe. It's highly likely that a child with abnormal sensory functioning would develop 'autistic' behaviours and that a child with auditory processing abnormalities would show the array of language problems you list.
    Sounds as if you are doing all the right things.
     
  10. Fuzzybrainjo

    Fuzzybrainjo New commenter

    From what you have said I agree with the other poster who said SLCN as primary need. If he is having difficulty accessing the curriculum it will be difficult for him to engage. But there does also sound like other co-morbidities which exist. We have children who have a primary need with secondary needs of traits of ASD. In my area the paediatrician gives the diagnosis of ASD after Speech and Language has seen the child and after receiving reports from the school and talking to the parents. It does sound like it differs in areas though. I can see why you are questioning ASD. Does your area have the ASD scales sheet which looks at each area and gives a score which helps with identifying how their difficulties map on the triad of impairments?
    My son has aspergers and his biggest difficulty is social understanding but also understanding language at a more complex level.
    It sounds like he needs a very careful transition into his next class with lots of preparation, pictures, social stories, visits and conversations.
    We run interventions which pre-teach vocabulary that will be used in the classroom, concepts such as under/on/behind etc. The language for learning programme/course is a great resource to help children with these sort of difficulties.
    It may be worth trying to get a second opinion though, although it does sound like he is being supported with the right level of intervention that you can at the moment.
    Does your school have outreach support from a specialist communication and interaction school in your area?
     
  11. Leapyearbaby64

    Leapyearbaby64 New commenter

    No Fuzzy, that's the frustration. We have ASD support teachers who have every case of ASD on their case load and turn up and offer support for even the children with mild ASD (who function pretty normally in the classroom). And then for this type of child there is nothing. I'm going to ask parents to take him back to the paediatrician. I have massive concerns for him in Y1. At his age-related stage of development he's not ready for formal learning yet.
     

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