Confused about next steps for autistic 5yo

[Anonymous]

Hello. Our 5yo autistic son was diagnosed at 2.5, and since then he has really benefited from PT (as a baby), Speech, music classes and more recently OT. He has a strong IEP and will attend K next year with many accommodations.

I feel a little confused as to where to go from here. Should I be getting on a wait list for a neuropsych eval? Seeing a developmental pediatrician more regularly (tbh I never found the dev ped appts to be super different from regular ped appts). I wonder about ADHD (DH and I both have it) and dysgraphia as he can't use a pencil. Lately he's been melting down more often than he ever has, which has been really tough.

I'd appreciate any suggestions. I'm tired and feeling like I'm missing something. Thank you.

[Anonymous]

ABA

And consider doing an intensive home program until he has basic skills that allow for a better transition to school.

[Anonymous]

Develop a backup plan in case Kindergarten doesn't fo as planned.

[Anonymous]

I’d probably get on wait lists for a neuropsych so you have the full picture.

[Anonymous]

He’s too young for a nueropsych.

[Anonymous]

Anonymous wrote:He’s too young for a nueropsych.

You should return your degree, it’s useless.

[Anonymous]

Anonymous wrote:

Anonymous wrote:He’s too young for a nueropsych.

You should return your degree, it’s useless.

The PP is correct, 5 is too young for a helpful neuropsych. Many of the tests, especially the academic ones, have 6 as a minimum age.

OP, if you are happy with the IEP, there's nothing you need to do now. Consider maintaining outside therapy to focus on whatever you think is the area of greatest need. Prepare to request an IEP meeting 30 days after the start of school, so that you can check in on how it's going. With that information, you can decide if you need more outside therapy and/or evaluations.

[Anonymous]

Anonymous wrote:ABA

And consider doing an intensive home program until he has basic skills that allow for a better transition to school.

So autistic students who are age eligible for kindergarten should stay home until they have "basic skills"?

Why do you post in this forum when you know nothing about IDEA and clearly don't like children with disabilities?

[Anonymous]

Anonymous wrote:

Anonymous wrote:ABA

And consider doing an intensive home program until he has basic skills that allow for a better transition to school.

So autistic students who are age eligible for kindergarten should stay home until they have "basic skills"?

Why do you post in this forum when you know nothing about IDEA and clearly don't like children with disabilities?

They don’t need to stay home but it’s easier and more efficient to teach skills in a 1:1 setting, particularly early learning skills. There’s many benefits to doing this at home, or part time at school. Most IEPs won’t provide that, unless you’ve had this setup at home and can show enough data and results that warrant this in school. It’s certainly not expected and most don’t do it but the best outcomes I’ve observed will have done intensive EIBI and slow transition to school with 1:1 supports. OPs question was things she may not have considered, so I provided this perspective. IME it’s ideal to have heavy supports in the early years that results in fewer needed supports in the older years. For some reason in this area that’s frowned upon, many states welcome this and have much better EIBI services and transition services and supports. I post here because I have years of experience. Not that I consider such experience or knowledge better than any other knowledge, but to provide an alternative view of how things are typically done. I’ve been in the field of ASD since the 90s, I’ve seen many methods and techniques, and dealt with many people like you. Fortunately for those that recognize there is something to be learned from different opinions I will continue to share. Have a great day!

[Anonymous]

Anonymous wrote:ABA

And consider doing an intensive home program until he has basic skills that allow for a better transition to school.

OP here. We prefer not to do ABA and it also doesn't really apply to our son's needs. He has many skills fortunately, I'm more wondering if there's anything diagnostically that I could be doing

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:He’s too young for a nueropsych.

You should return your degree, it’s useless.

The PP is correct, 5 is too young for a helpful neuropsych. Many of the tests, especially the academic ones, have 6 as a minimum age.

OP, if you are happy with the IEP, there's nothing you need to do now. Consider maintaining outside therapy to focus on whatever you think is the area of greatest need. Prepare to request an IEP meeting 30 days after the start of school, so that you can check in on how it's going. With that information, you can decide if you need more outside therapy and/or evaluations.

OP again, Thank you! OK, it sounds like getting on a neuropsych waitlist now may result in him actually seeing someone by age 6 or 7 which would be more appropriate anyway. Is there much difference in a neuropsych eval and seeing a psychologist since he already has a diagnosis and IEP?

Great idea to suggest the IEP meeting 30 days after school starts. We will definitely keep him in outside services for SLP and OT, too, they're so helpful.

[Anonymous]

OP, when our child got a diagnosis at age 5, we started seeing a child psychiatrist. DC is not yet on medication, but it is super helpful to have a standing quarterly check in appointment. The psychiatrist gives us great advice and does not push medication at all, but if DC does need it she has

We also enrolled our child in a social skills class led by SLPs and started weekly OT (which it sounds like you are already doing. DC enjoys both.

[Anonymous]

Anonymous wrote:

Anonymous wrote:ABA

And consider doing an intensive home program until he has basic skills that allow for a better transition to school.

OP here. We prefer not to do ABA and it also doesn't really apply to our son's needs. He has many skills fortunately, I'm more wondering if there's anything diagnostically that I could be doing

OP you should really consider ABA. We were pushed by the program at Georgetown to do it, and it’s made a huge difference. It gets a bad rap on here, but we’ve found it very helpful. Started at 5 and wish we have started earlier. You say you don’t need it, yet you say he’s having meltdowns. ABA has given my 7 year old the skills to prevent meltdowns. I’d strongly consider doing it for 2 months before K starts.

[Anonymous]

Anonymous wrote:

Anonymous wrote:He’s too young for a nueropsych.

You should return your degree, it’s useless.

PP's degree is not useless. Several of the tests that neuropsychologists turn to are for age 7+.

[Anonymous]

Anonymous wrote:

Anonymous wrote:ABA

And consider doing an intensive home program until he has basic skills that allow for a better transition to school.

OP here. We prefer not to do ABA and it also doesn't really apply to our son's needs. He has many skills fortunately, I'm more wondering if there's anything diagnostically that I could be doing

DP. I don’t really think so, unless you want to try medications.

I would continue working with the OT but make sure it is actually on skills like writing and getting dressed.

stay on top of whether he is learning to read, write and do basic math in K and 1st and get tutoring or additional IEP hours if necessary

For home, if you don’t want to do ABA, a behavioral psychologist could still help you understand more about positive and negative incentives.

Daily living skills are so important - hygiene, chores, learning to order in restaurants.

And don’t forget the fun stuff! Whatever you prioritize as a family, do that. I wanted DS to learn to ride a bike and swim, so we spent time on those things.