- Pregnancy
- Baby & Toddler
- Parents
- Getting Pregnant
- Baby Names
- Product Reviews
-
Registry
- Community
-
More
Want a personalized experience?
Download the free app
Special Needs
Can you tell me about your child who was diagnosed at 3.5 or 4 yrs?
Diagnosed with anything like ASD or SPD or anything behavioral.
My child is awaiting an eval. We have never had concerns before starting pre-school this sept. Now teacher is reporting some behaviors that are prompting us to get the eval.
If your child was dx'd around this age with no prior alarming behviors I would love to hear about it. I'd also love t hear how your child is doing, what kind of treatment he/she is getting and overall how he/she is. My child has some "quirks" for sure but schoool seems to be bringing out the worst.
Thank you so very much in advance for sharing!
One beautiful toddler and one beautiful baby.
This discussion has been closed.
Re: Can you tell me about your child who was diagnosed at 3.5 or 4 yrs?
We got an SPD diagnosis much younger than 3.5 but just so you know what you're experiencing is more the "norm". It's uncommon to diagnose a child before three and many parents don't know the "quirks" are atypical until their child is put in a classroom setting.
As a mom with a kiddo with SPD, after a year of OT combined with finding the right sensory diet we have a whole different kid.
Thanks so very much for sharing. Will school provide OT or do people typically pay out of pocket? Also is the diet you are speaking about the gluten free, casien free one?
What were your childs main symptoms? (if you dont mind me asking.)
Agreed, you're in the norm. My son was identified very early because our DCP's parents were special ed teachers; so she was on high alert for any behaviors that were different. DS was first eval'ed by the school at 19 months, and by a dev. pedi just before he turned 3. Both times ASD (pdd-nos). At 19 months he had few words, didn't engage in "typical" play, didn't make regular and consistent eye contact, didn't "point" for objects (instead he'd pull our hands to get something he wanted), and just in general was fussy and not happy around other kids. The signs were incredibly subtle to DH and I. We were really flabbergasted. But it was our first child, and we didn't know any better.
We qualified for 2 hours/week ST and OT privately, and about 6 hours to start of public school ST/OT in a group setting and at home. Now DS is 4.5 and gets 10 hours of therapy privately in a group setting and 15 hours publically in a group setting. He is a very sweet and happy kid- and talks nonstop- but clearly has some social deficits. He still has a tendency to ignore other kids unless forced. He can talk a blue streak with me but will clam up around other kids. His OT concerns are stereotypical of ASD- weak core, low tone, general clumsiness, and it is affecting his fine motor issues. He'll be in a mainstream kindy class with occasional pull-outs.
Good luck!
It was the SpEd Team at DS's inclusive public preschool that first brought the fact that my son needed help to my attention. It was with in a week of his 3rd birthday. I always knew he was busy, for lack of a better word, but I had no idea how it (attention and sensory issues) affected him in the learning environment. I also had no idea where speech was expected to be at 3. He was talking in short sentences but no where near as long or as complex as is expected at that age. He also had no concept of personal space or boundaries. He would bump into people (mostly adults) and touch other kids faces. Sit too close etc.
Within a few months he had an IEP and was/is receiving services at school (classified as the generic Preschooler with a Disablility) He receives SpEd instruction, ST, and OT in an inclusive general ed preschool.
In July he received a PDD-NOS diagnosis. He was about 3 years 10 months.
Now privately DS receives OT mostly for sensory issues but also fine motor and core strengthening. He also receives group speech therapy where all of his goals are social speech.
He has come soo far in less than a year in a half. At the beginning of last school year he was talking in 2-3 words most of the time. He was parallel playing and not really playing with toys at all (he liked to dump them). He couldn't sit for a non-preferred activity at all. He couldn't answer yes or no questions.
Now he's a chatter box and most of his speech goals are social (have a back and forth on topic conversation with a variety of peers for 3-4 turns is one of them) He's playing and pretending with peers and toys. He has very little problem attending to non-preferred activities (circle time). He answers questions appropriately and they're working on some of the harder Wh questions. I'm not saying he doesn't still struggle or that he's now on the same level as his typical peers but the progress he has made is amazing.
I am incredibly grateful to his SpEd teacher (and really his entire Special Ed Team) for bringing the issues to my attention. I don't think he would be anywhere near where he now with out the support and services he receives.
DS 09/2008
Not at all! I seriously had no idea there was something wrong with my child. We started speech therapy at a young age solely because I had a genetic condition that required speech therapy for a long time (apraxia) so I had an advantage in professionals working with my child by the time he was 1 1/2 since he had a pretty large delay (1 year) in language. At that age we had him at story time in the library for socialization but most of the kids were girls and I just thought he was more active since he was a boy. I didn't realize it was atypical that he ran in circles while the other kids participated in songs/sat for the story and made no eye contact with the librarian. He literally had no attention span though he would hyperfocus for an abnormal amount of time on preferred activities. He had little/no eye contact with adults. His activity levels were really high (and still are). He constantly needed touch but I assumed he was a high maintanance first born. He literally would shake in fear from touching certain fabrics and had no tolerance to loud noises. I just wrote them off as quirks.
I was honestly kind of blindsided when the speech therapist suggested we have him evaluted for possible SPD at 22 months after working with him for nearly 3 months with no success. We had the eval around his 2nd birthday and he came back with moderate to severe sensory modulation difficulties. Literally they started therapy by bringing in cereal and rewarding him for signing more just to get him to sit--it was that bad. We did a lot of work at home--we tried lots of activities with him and kept a journal to see if they seemed to rev up his nervous system more or were calming. When we got an idea of which ones helped, we created a sensory diet for his day. He thrives on structure and routine so it made a big difference. Everything about his day is sensory related to the crunchy bagel; he eats for breakfast. We rotate between physical activities (like jumping/climbing his slide) to calming activities (which for him includes play doh time and his trains). We limit things that overstimulate him (like bubbles and spinning in circles).
Getting his body under control made all the other issues vanish--his attention is great and his language has really come along. He still definitely has off days where even if we do everything right he's out of control but it's a lot better than it was and he can function around other children.
My DD1 was dx'd with autism at three.
She met all of her milestones, motor and otherwise, until about 2.5. Then her speech -- which had been on the slow side of normal -- became echolalic (repetitive, she'd constantly repeat the last few words I said, and words/phrases from TV/books, but ishe'd use them in mostly-proper context so it wasn't obvious that her spontaneous speech was very delayed) and her speech/social progress didn't keep up with peers.
She has always been more of an observer than a participant, or the type to be throwing leaves on the edge of things rather than racing cars with the other kids. She was in a twice-weekly toddler class from about 20 months on (I'm a SAHM), and after a year, one of the teachers asked if we had ever had her evaluated because she "just doesn't process things like the other kids." Her affect is somewhat flat (face and voice tone don't show much emotion, compared to other kids), but that has really improved in the last year or so.
Some of the differences are really subtle and I didn't notice a lot of them until I had my DD2, who is neurotypical. Like, DD1 would put a toy phone up to her ear and just hold it, not talk; DD2 will have an entire conversation, she has someone in mind that she's "talking" to, etc. It's kind of like DD1 has the rudiments but not the rest of the picture, if you kwim.
She started four days a week of preschool, about 5 months after dx, in a mixed class of typical kids and those with IEPs, led by a SpEd teacher. She receives speech, social support, and some OT for fine motor delays. We do some private therapy (floortime) as well and did a year of RDI. This year she is in a regular mainstream class and is on track for kindy.
She is an awesome, cuddly, sweet little girl. She plays soccer, learned to swim this summer, is learning to read, and was PT'd in a typical timeframe. She doesn't do a lot of the typical toe-walking, spinning things, flapping or tantrumming; no major sensory issues. She and her little sister adore each other and play really well. Her biggest hurdles are social communication, especially with peers, and abstract concepts. Eye contact is a sporadic issue, she needs a lot of reminders/repeated directions and social coaching.
DD1, 1/5/2008 ~~~ DD2, 3/17/2010
Thank you all so much for responding. It is greatly appreciated that you all took the time to share with me. Reading the responses though don't sound like my child. I was sort of hoping to see glimmers of my child in the responses so that I could say...YES! That's it!!
It was so hard to schedule the eval. Its TWO months away! I want to be prepared for everything which is why I am trying to figure it all out before then!
Here are some of the issues (cut and pasted from my file that I made to bring to the eval). Any thoughts???
? Difficulty with social interactions in the classroom. Does not participate with other children in interactive games; prefers to spend time alone. Always plays by self. "Free play" on the playground is typically all the kids engaging in a game together and my child off to the side alone.
? Trouble communicating with kids in the classroom. Teacher reports that sometimes my child will speak to another child, without being aware that the child has his/her back to my chld and is not hearing anything that my kid is saying. Apparently she doesn?t initiate social conversation with other children in the class.
? On occasion, teacher reports my child ?getting stuck? on a topic and speaking about this topic off and on throughout the entire class.
? Sensitive to loud noises and will cover ears - - fire sirens, vaccuum, lawn mowers..
? Can be VERY stubborn and VERY independent. Not sure of the difference between quirky 3 year old or 3 year old with a problem. Has recently started telling the preschool teacher ?NO? and refusing to participate in certain things.
? Sometimes my child ignores me and it?s as if she can?t hear me. I will have to say her name 4-5 times to get her to respond to me.
? Very limited in what she will eat. Unwilling to try new foods. (will eat chicken nuggets, hot dogs, pizza, french fries, rice, all fruit, cereal, cereal bars, pancakes, waffles, eggs, yogurt - that's about it!).
? Has difficulty unwinding at night and falling asleep. Once asleep, though, she sleeps thru the night with only very occasional waking.
Other!
? Enjoys hugs, kisses and ?snuggling?
? Exhibits empathy. Will offer me support, for example, if I say I?m not feeling well. ?Its ok, mama. You?ll feel better soon, don?t worry?
? At home, likes playing with me in addition to playing alone. Will always ask, ?Mama, wanna play with me??
? Engages in make believe play - - not sure if this is ?normal? or not, but for example, she will pretend to be a cat, a pirate, a dog, etc.
? Outside of the classroom, my child is friendly with neighbors and neighborhood children, family, friends and even strangers. Does fine in large groups or around people she is comfortable with. Likes going to storytime, playspaces (like those bouncy house party places where she will usually make a ?friend? to run around with).
Anyway, sorry this is so long. Any thoughts???? Thank you all again so much, in advance!
Ok, now THIS resonates with my DD!
Based on all that I was thinking she has some social anxiety disorder or something. Different than your daughter, mine never regressed with speech, she was always able to pretend play with a play phone, for example. She seems to struggle most with the social interaction at school.
I'm glad to hear your DD is doing so well!!! It gives me such hope no matter what her dx turns out to be. Thanks so much for sharing!
I see a few similarities to my DD with your follow-up post. In addition to the ones you noticed, I definitely see her kind of unaware of a need to adjust her communication for other people's spatial relationship to her -- like, she'll talk to someone's back or if prompted to apologize, will do it to the air when the person is across the room. It helps to tell her to "find x's face."
My DD often asks us to play. She loves board games and puzzles. Her pretend play repertoire is very short and tends to be the same thing (let's go here, let's go there, rather than picking a task or storyline). Right now she loves birds and is constantly pretending to be a bird. She warms up to people quickly, especially adults, and she likes to hang/climb all over them if they'll allow it. She's well-behaved in public (I take her grocery shopping with me almost every week), going new places is not a problem, and leaving generally isn't either (no major issues with transitions).
She will do a new thing readily, but once she figures it out, she tends to do it the same way over and over rather than try a new approach. Like at preschool, she liked dressing up in the "dance studio" center and she would always pick the bee costume. And once that's her thing, that's "the way" she plays in that center. Not being a teacher vs. dance student, not wearing a princess costume or putting on a different headpiece; it's like that stuff doesn't even zip across her radar once she's made that initial decision.
She's really good with introductions, so she will go up to complete strangers or talk to store clerks and they may even say, "she's so social/friendly!" But she has a hard time getting beyond that easy, predictable initial back-and-forth. Adults accommodate that without really thinking about it, or chalk it up to sudden shyness; kids often don't really know what to do with her.
DD1, 1/5/2008 ~~~ DD2, 3/17/2010
Thanks so much for sharing! Does it sound to you like my dd will get an asd dx? Or have I not provided nearly enough info? Sometimes I read symptoms online and I think....oh, she does that it must be asd or it must be SPD or it's anxiety and she just gets nervous at school.
If I'm her mother and see so many different things it could be how will a professional dx her in 90 mins? ???
90 minutes? Who is doing the diagnosing? We are getting my DD evaluated for ASD and they told me to prepare for a 4-5 hour eval.
I read the blurb about your DD and a lot of it seems like SPD. The reaction to loud noises/food aversions/trouble with getting to sleep is common of kids with SPD. Ignoring you like she can't hear you is a sign of auditory processing difficulties which isn't uncommon in SPD.
Lots of kids with ASD have sensory issues as well so it's tough to weed out if it's one or both at play. I hope you get some answers soon!
She is being evaluated by a developmental pedi at children's hospital. I was told 90 mins. Is this not normal??
Auntie What is the nature of her conversations with you and other adults? Seems pretty normal. We talk about our day, what we did/are going to do, random things like about something we read in a book or something.
Is she able to do a give and take volley about a subject that isnt of her choosing? Yes
Does she rabbit on about facts related to a topic of interest? No
Does she ask an inordinate number of questions; often the same ones? No. But she will get something in her head and keep bringing that up. I.e we just read a Xmas book that had carolers in it. She keeps talking and talking and talking about how we are going to go caroling tonight which we're not.
Can she retell an event like a story she heard or tell about what she did when she was away from you in school? Yes although some days she won't share anything about school. I'll ask when I pick her up but she'll say 'I don't know, I don't remember, etc"
I just feel so confused. I can't figure out what she has. It terrifies me that she'll be an outcast at school and never have friends. This is all so scary. Thank you all for your help! Greatly appreciated!
He was evaluated by and SLP and OT and it was recommended he get additional therapies outside of school from both.
He was also referred to a child psych for "the gold standard" of development evaluations. Including breaks that appointment was about 4 hours long. She was looking for anything atypical, not just ASD.
I was where you are at last year. The wait list to see the Dev Ped was brutal and then when I told his SpEd teacher the Dev Pedi didn't think it was ASD she gave me a look and that made it clear she was holding back. Then there was a few more months between the Dev Pedi and the Psychologist. I had to just take a step back and away from Dr Google. It was seriously stressing me out to the point I couldn't sleep. It seemed like every single behavior or quirk was a symptom on multiple red flag lists ADHD, ASD, more I'm not remembering and not being a professional I couldn't parse out what it all meant. I made the conscious decision to find professionals I trusted and leave the diagnosing up to them. While not exactly expected or easy to hear the Dx was somewhat of a relief.
So far that limbo period was the hardest time for me. I'm sorry you are there right now and I hope you get answers soon.
DS 09/2008
Thank you for taking the time to respond and for your sympathy for me during this "limbo" time. Yeah, it sucks.
What ended up happening with your child? What was the official dx? What was the tx? Are you seeing improvement?
Thank you again!
I outlined some of it in my first post above but I'll flesh it out a little.
DS is on the ASD spectrum. He received a PDD-NOS diagnosis from the child psych. When I got the Dx I allowed my self to jump back into research mode and read the books I was afraid of before it was official. I'm still reading and learning (a lot from this board and especially auntie). His presentation is subtle if you don't know what you're looking for but the diagnosis fits him.
He receives 30 minutes a week of individual or small group support from his SpEd Teacher, SLP, and OT each all with in the mainstream/general education classroom at the public preschool I originally enrolled him. He's doing fantastic. He met all of his goals for his IEP last year and we set some pretty great new ones in Oct.
Privately he gets a hour one-on-one OT a week. Where he works on mostly sensory stuff. She throws in some fine motor and core strengthening stuff here and there too. He definitely needs the fine motor and his core is was slightly weak at his initial OT eval.
He also attends a Story-Time Friends Speech therapy class. It's two SLP's and a volunteer. 7-10 kids between the ages of 3 and 5. It's an hour and 45 minutes once a week. They play at centers for a bit, read and talk about a story, then make and eat a snack. All the time the SLP's and volunteer are facilitating and modeling appropriate and social speech. It's pretty awesome and perfect for him. He does have specific goals. One is getting the attention of the other person before making a request.
At home we loosely follow a sensory diet. It's mostly just making sure he gets the input and heavy work he needs to stay self regulate. I fit in social skills classes and other social classes as I am able. Right now I'm looking into some kind of drama group or class on the recommendation of his SpEd teacher. I also do as many play dates as we can fit in. I joined a mom's group and have forced myself out of my shyness and actually made a few new friends. :-)
DS is doing great. The progress he's made in less than a year and a half astounds me. He even has a few peers at school that he does have reciprocal friendships. Last year he was parallel playing and didn't acknowledge hellos and good byes unless prompted, and often not even then. Now he initiates conversations (a met goal from last year) and full engages in playing outside and in the centers. He's always loved other people and being social but now he has some of the skills needed to be an active participant with his peers.
He struggles with back and forth dialogue. He can do it with adults and the friends I mentioned above but in less predictable situations he often either doesn't answer or blurts out something unrelated and random after the first few turns.
He definitely has a hard time with non-verbal language and social cues. For instance the little girl who he adores (and she adores him too) was clearly very angry with him at pick up. She had the whole exaggerated scowl and arms folded thing going on. The teacher clued me in that he had been pushing and that's why M was mad. On the way home I was talking to him and he had NO CLUE she was mad at him, none. He tried to argue with me that she was fine.
I'm not sure what he's responding to (all of it, some of it, add in a year of maturity) but he's doing really well right now. He does have set backs here and there but over all I'm happy with where he's at right now. He really is a great kid. :-)
Sunday we will be exactly 6 months out from diagnosis. I'm obviously very new to it all but things are much better right now than they were in limbo. Much much better. Still, I'm kind of expecting ups and downs along the way.
Good Luck!
DS 09/2008