And the 2nd evaluation DX said....

torrey111 · April 2012

So,

first the background,

My DS was Dx in 2009 with ADHD- inattentive type by a psychologist at a center referred to us by our pediatrician.

Not that I thought it was wrong, but with ongoing issues at school (mostly) I thought maybe there was something else that hadn't been discovered. (Main issue is school performance- cognitively he is right where he should be, but his performance lags far, far behind. Staying on task, attention, completing work and organization are his issues).

So, we took him to the University of Minnesota for another eval- with a group of people I feel very confident in. And after a significant period of testing they said....

totally, 100% ADHD- inattentive type.

I had braced for anything- PDD-NOS, AS, LD, combo of a few. They said he doesn't fit the diagnostic criteria in any area, not even close, so Autism is out. Then, they explained to me from his performance on the testing with my input and the teachers reports that they are quite confident in the Dx. They were also certain that he doesn't have an LD.

SO, I guess I feel happy. I feel like I went and got the 2nd opinion, I know as much as I can, and I feel like we can move forward and start to work towards helping him with the school stuff (meds will be involved- getting referred to a pediatric developmental psch. for that)

The best part was that they looked over his IEP, of course, and found three major issues with it. I am so glad they brought these issues to my attention because I would have never known it WAS an issue. Already have a meeting set up with Spec Ed teacher to talk about this. Now, how not to come across as a total biotch at that meeting.....?????

mum2jack&littleb · April 2012

Would you mind sharing what the 3 things were on his IEP? My son has a 504 plan and, since he is medicated, the school seems (in my opinion) to be a bit lax about following up on the accomodations. Just curious.

Also - I think I recall your son had issues adjusting to meds/finding the right med or combo of meds. Have you all made progress on that front, or did the 2nd team have advice on it?

meghans30 · April 2012

mum2jack&littleb:
Would you mind sharing what the 3 things were on his IEP? My son has a 504 plan and, since he is medicated, the school seems (in my opinion) to be a bit lax about following up on the accomodations. Just curious.

Also - I think I recall your son had issues adjusting to meds/finding the right med or combo of meds. Have you all made progress on that front, or did the 2nd team have advice on it?

A 504 is very difficult to enforce.

meghans30 · April 2012

Glad you got the 2nd opinion. I'm interested in your son's IEP accommodations as well. Trevor's primary dx on the IEP is ADHD.

torrey111 · April 2012

Yes, I def. will write about those issues. I think you all (kids with IEPs will find it very interesting). I'll write about it tonight after the kids are in bed.

I'll also address the medication ?. It's been a journey as I've gone from "WILL NEVER" to "please, we're desperate".

torrey111 · April 2012

mum2jack&littleb:
Would you mind sharing what the 3 things were on his IEP? My son has a 504 plan and, since he is medicated, the school seems (in my opinion) to be a bit lax about following up on the accomodations. Just curious.

Also - I think I recall your son had issues adjusting to meds/finding the right med or combo of meds. Have you all made progress on that front, or did the 2nd team have advice on it?

First of all, the school cannot be lax about what is on the IEP- it's a legal document.

That is why WHAT is on there is SO important. I didn't realize that some important info. is missing from my son's IEP.

#1 Under the "Special Education and Related Services" section their is a box for each service the child will receive with the SPECIFICS of that service (start date, location, anticipated frequency, length of session, etc.) On our IEP it doesn't state what the service is, but rather, says OHD -which is Other Health Disability. The people at the U said this was very unusual and completely out of line and that I need to get that cleared up asap.

#2 Since he does have fine-motor issues- which was found by the school and the evaluations, he should be getting services for that. Currently, he's getting two sensory breaks per day, but not "working" with the OT, which it states in the report from when the school tested for special ed that, "...would benefit from consultation and specialized instruction with regard to his fine motor skills". So, I've got to first ask them why they haven't initiated that and then get them on it.

#3 Homework accomadations. Basically less work (which is really only busy work anyways).

Re: meds.

We did try three different ones (2 stimulants and 1 non-stimulant) but each had such upsetting, negative side effects we didn't last longer than two days on any of them. So, now we are going to try again, under the guidance of someone who knows what the heck they are all about- not our general pediatrician.

I'll keep you all updated on how meds go.

Hope that helps.

meghans30 · April 2012

torrey111:
mum2jack&littleb:
Would you mind sharing what the 3 things were on his IEP? My son has a 504 plan and, since he is medicated, the school seems (in my opinion) to be a bit lax about following up on the accomodations. Just curious.

Also - I think I recall your son had issues adjusting to meds/finding the right med or combo of meds. Have you all made progress on that front, or did the 2nd team have advice on it?

First of all, the school cannot be lax about what is on the IEP- it's a legal document.
That is why WHAT is on there is SO important. I didn't realize that some important info. is missing from my son's IEP.
#1 Under the "Special Education and Related Services" section their is a box for each service the child will receive with the SPECIFICS of that service (start date, location, anticipated frequency, length of session, etc.) On our IEP it doesn't state what the service is, but rather, says OHD -which is Other Health Disability. The people at the U said this was very unusual and completely out of line and that I need to get that cleared up asap.
#2 Since he does have fine-motor issues- which was found by the school and the evaluations, he should be getting services for that. Currently, he's getting two sensory breaks per day, but not "working" with the OT, which it states in the report from when the school tested for special ed that, "...would benefit from consultation and specialized instruction with regard to his fine motor skills". So, I've got to first ask them why they haven't initiated that and then get them on it.
#3 Homework accomadations. Basically less work (which is really only busy work anyways).
Re: meds.
We did try three different ones (2 stimulants and 1 non-stimulant) but each had such upsetting, negative side effects we didn't last longer than two days on any of them. So, now we are going to try again, under the guidance of someone who knows what the heck they are all about- not our general pediatrician.
I'll keep you all updated on how meds go.
Hope that helps.

It's next to impossible to know what needs to be checked and what goals should look like. I am a teacher and have access to the special education supervisor for my district, but I had really no idea what should be included on an IEP. It's why I am thankful to to have advocate who knows the laws inside and out. She check would and will check over his IEP. I'd advise you to find one to help you along on this journey.

torrey111 · April 2012

meghans30:
torrey111:
mum2jack&littleb:
Would you mind sharing what the 3 things were on his IEP? My son has a 504 plan and, since he is medicated, the school seems (in my opinion) to be a bit lax about following up on the accomodations. Just curious.

Also - I think I recall your son had issues adjusting to meds/finding the right med or combo of meds. Have you all made progress on that front, or did the 2nd team have advice on it?

I am so glad you shared this! I am in a state of disbelief about this whole IEP thing! Why are parents thrown blindly into this process? How are we supposed to know what the heck should/shouldn't be there, let alone a lot of other issues!

First of all, the school cannot be lax about what is on the IEP- it's a legal document.
That is why WHAT is on there is SO important. I didn't realize that some important info. is missing from my son's IEP.
#1 Under the "Special Education and Related Services" section their is a box for each service the child will receive with the SPECIFICS of that service (start date, location, anticipated frequency, length of session, etc.) On our IEP it doesn't state what the service is, but rather, says OHD -which is Other Health Disability. The people at the U said this was very unusual and completely out of line and that I need to get that cleared up asap.
#2 Since he does have fine-motor issues- which was found by the school and the evaluations, he should be getting services for that. Currently, he's getting two sensory breaks per day, but not "working" with the OT, which it states in the report from when the school tested for special ed that, "...would benefit from consultation and specialized instruction with regard to his fine motor skills". So, I've got to first ask them why they haven't initiated that and then get them on it.
#3 Homework accomadations. Basically less work (which is really only busy work anyways).
Re: meds.
We did try three different ones (2 stimulants and 1 non-stimulant) but each had such upsetting, negative side effects we didn't last longer than two days on any of them. So, now we are going to try again, under the guidance of someone who knows what the heck they are all about- not our general pediatrician.
I'll keep you all updated on how meds go.
Hope that helps.

It's next to impossible to know what needs to be checked and what goals should look like. I am a teacher and have access to the special education supervisor for my district, but I had really no idea what should be included on an IEP. It's why I am thankful to to have advocate who knows the laws inside and out. She check would and will check over his IEP. I'd advise you to find one to help you along on this journey.

torrey111 · April 2012

-auntie-:
torrey111:

First of all, the school cannot be lax about what is on the IEP- it's a legal document. That is why WHAT is on there is SO important. I didn't realize that some important info. is missing from my son's IEP.

It's all about the measurable goals. That's what drives the services. If you identified educational needs and translate them to goals, services will follow.

#1 Under the "Special Education and Related Services" section their is a box for each service the child will receive with the SPECIFICS of that service (start date, location, anticipated frequency, length of session, etc.) On our IEP it doesn't state what the service is, but rather, says OHD -which is Other Health Disability. The people at the U said this was very unusual and completely out of line and that I need to get that cleared up asap.

OHI or OHD is an official IEP classification. There are only 12 or 13 of these that can be used- OHI/OHD is often used for ADHD since it isn't specifically a learning disability. If a school wants to play rough, they can suggest EBD (which is emotionally/behaviorally disordered) because ADHD is a behavior disorder.

It sounds like they filled this information on the wrong line of the form. Only services are listed with dates, times, etc. Location is important if you want services pushed in to the classroom. You would also want to know the number of other kids being serviced along with your child. In some scenarios small group is more effective than individual instruction, but not always.

#2 Since he does have fine-motor issues- which was found by the school and the evaluations, he should be getting services for that. Currently, he's getting two sensory breaks per day, but not "working" with the OT, which it states in the report from when the school tested for special ed that, "...would benefit from consultation and specialized instruction with regard to his fine motor skills". So, I've got to first ask them why they haven't initiated that and then get them on it.

Sometimes the consult takes place with the teacher who is the one giving instruction in things like handwriting and scissor use. It's pretty usual for teachers to be the one doing "specialized instruction" around these skills.

#3 Homework accomadations. Basically less work (which is really only busy work anyways).

You need to look at how this works. Is he being given half the problems or being told to work the same amount of time as other kids? Why does he need this accommodation? If handwriting is an issue, might it make sense to move onto an Alphasmart and keyboarding or to allow him to produce some work in the form of oral presentation? Going forward, do you need to consider rolling due dates, chunked assignements and tests?

Auntie- the people at the U said that the OT should be giving the specialized instruction! I know his teacher has said to me that she cannot constantly help my son stay on task because it isn't fair to the other kids. Like, that was the quote. When I told the Dr.s at the U that, they were stunned and said that "except it says right here (in the IEP) that he (legally) should be getting that extra help. SO, here is my other ?. How do I know if the teacher is doing what she should be given what the IEP says? How is it enforced? To I just have to hope that it is happening because I very much get the sense that she is overwhelmed as it is and my kid only makes her job harder. I feel like she abandons ship on him, and he's left to what ever the special ed people do during the day to help him along.

meghans30 · April 2012

Not Auntie, but just telling you what we do. I go observe; I send our advocate to observe; call and question. You should also be getting IEP progress reports. If you feel they are not following the legal document, contact the person in charge of such matters at his school. You just have to keep track and be present. They can get get in major trouble for not following the leal document!

torrey111 · April 2012

-auntie-:
Auntie- the people at the U said that the OT should be giving the specialized instruction! I know his teacher has said to me that she cannot constantly help my son stay on task because it isn't fair to the other kids. Like, that was the quote. When I told the Dr.s at the U that, they were stunned and said that "except it says right here (in the IEP) that he (legally) should be getting that extra help. SO, here is my other ?. How do I know if the teacher is doing what she should be given what the IEP says? How is it enforced? To I just have to hope that it is happening because I very much get the sense that she is overwhelmed as it is and my kid only makes her job harder. I feel like she abandons ship on him, and he's left to what ever the special ed people do during the day to help him along.

Pne thing to be very careful around is that the people who are clinicians doing the dxing sequested off in a teaching hospital or university setting are not the educators or special education attorneys. Often they are ignorant of the realities of IDEA.
-----Sure, I get that, but they also see a lot of IEPs and corresponding evaluations done by the school so when soemthing looks weird, it really sticks out

OK, the IEP says something about OT; but it isn't the job of an OT to keep a child "on task". An OT would deal with fine motor or sensory processing- not attentional difficulties. Why is he getting OT if the team agrees his dx is ADHD?
-----No, I am not saying that the OT should be working with him to stay on task. But she should be working with him sometimes of his fine-motor issues that are mentioned in the school's own eval. As of this time, he never sees the OT, just gets two sensory breaks/day.

If your son's goals are properly written they would be measurable and you would be given data collected around them at least quarterly. If it's accommodations like extra time or modified assignments, you might not be as able to confirm this and may need to have pne of your private team members confirm.

Is your son the one who attends the language immersion school? What did the clinician at the U think of that choice given your son's issues?
-----------Yep, he's in Spanish Immersion and they asked me why we chose that school...I mean, if I had known when he was five that he'd have full-blown inattentive type ADHD, I wouldn't have placed him there. Sadly, the reason I'm really sad he's there now is because the attitude of the school itself- they basically want a group of perfect stepford-like kids who will get high scores on the MEA tests...and LD or ADHD or other issue, and it's like, "you're not really welcome here" sort of attitude...

torrey111 · April 2012

-auntie-:
Yep, he's in Spanish Immersion and they asked me why we chose that school...I mean, if I had known when he was five that he'd have full-blown inattentive type ADHD, I wouldn't have placed him there. Sadly, the reason I'm really sad he's there now is because the attitude of the school itself- they basically want a group of perfect stepford-like kids who will get high scores on the MEA tests...and LD or ADHD or other issue, and it's like, "you're not really welcome here" sort of attitude...

So why are you still there? Do you have a better place scoped out for next year?

If I have one regret in raising my son it is that I finished the year in a school that wasn't a good fit for my son. I knew by March that he needed a different program, and yet I sent him to a school where his main teacher treated him like a burden every single day.

Because he loves his school! His two best friends go there and his cousins. I feel like he'd fall into depression if we put him in a new school where he knew no one. Also, it only goes through 5th.

torrey111 · April 2012

-auntie-:
torrey111:
-auntie-:

Yep, he's in Spanish Immersion and they asked me why we chose that school...I mean, if I had known when he was five that he'd have full-blown inattentive type ADHD, I wouldn't have placed him there. Sadly, the reason I'm really sad he's there now is because the attitude of the school itself- they basically want a group of perfect stepford-like kids who will get high scores on the MEA tests...and LD or ADHD or other issue, and it's like, "you're not really welcome here" sort of attitude...

So why are you still there? Do you have a better place scoped out for next year?

If I have one regret in raising my son it is that I finished the year in a school that wasn't a good fit for my son. I knew by March that he needed a different program, and yet I sent him to a school where his main teacher treated him like a burden every single day.

Because he loves his school! His two best friends go there and his cousins. I feel like he'd fall into depression if we put him in a new school where he knew no one. Also, it only goes through 5th.

My son loves chocolate cake and Mountain Dew for breakfast, but fortunately he has a mother whose more invested in what's best for him than he is.

These best friends, are they the same kids who told him he was annoying? This is the place where he's says he's feeling isolated and friendless? These the same teachers that, according to previous posts, don't understand him and barely tolerate him.

Yes and yes, BUT, who's to say this wouldn't happen at another school. We can't afford the very expensive school designed especially for ADHD kids, so he has to go to public. How would I know it'd be better anywhere else? And if it wasn't, he'd be bad off.

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