Social communication disorder?

[Anonymous]

Anonymous wrote:It ultimately doesn’t really matter as long as he gets the supports he needs. But I will say that in higher functioning kids sometimes the repetitive behavior is not what the stereotype is - lining up toys etc. And some of the motor behaviors are harder to see when younger because young kids are all weird and hyper to an extent. Where you might see it more at a young age is insistence on sameness or other types of behavioral rigidity. As my kid got older his stimming became more obvious. Interestingly it is now one of the main ways he appears autistic - all of the other criteria have become much less impactful as he got older.

can you say more about what the repetitive behavior can look like in a higher functioning kid that doesn't fit the stereotype?

[Anonymous]

Anonymous wrote:

Anonymous wrote:It ultimately doesn’t really matter as long as he gets the supports he needs. But I will say that in higher functioning kids sometimes the repetitive behavior is not what the stereotype is - lining up toys etc. And some of the motor behaviors are harder to see when younger because young kids are all weird and hyper to an extent. Where you might see it more at a young age is insistence on sameness or other types of behavioral rigidity. As my kid got older his stimming became more obvious. Interestingly it is now one of the main ways he appears autistic - all of the other criteria have become much less impactful as he got older.

can you say more about what the repetitive behavior can look like in a higher functioning kid that doesn't fit the stereotype?

I mean when they are younger it is harder to see. they don’t line up cars or flip light switches up and down; but they may have tantrums or insist on routines due to rigidity - but unless extreme it can be hard to know if this is normal or not. They may jump up and down or do other physical stims but hard to distinguish between that and normal 3-4 year old behavior.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s unusual to have an SLI eligibility for social communication only when a child has a medical diagnosis of Autism because ASD eligibility would better describe the qualifying condition and the SLI eligibility criteria include certifying that the deficit is NOT due to another disability. That said, the child likely doesn’t meet the restricted/repetitive patterns of behavior or sensory criteria for an ASD eligibility but the school team still feels he needs support. The good news is that eligibility doesn’t drive services, so he will get the necessary services, accommodations and modifications regardless.

The only concern I would have is that not having an ASD eligibility may impact his future eligibility for adult services.

This is what I was thinking regarding the IEP placement with their recent meeting. The principal said they would no longer be able to implement his IEP anymore at his home elementary school. So the principal instead tried to place him at a learning center at another school (basically the least restrictive environment) for him. That was why my friend tried to find a psychologist outside of the school and file a mediation against the principal.

The change in placement is a much bigger deal than his eligibility category. It's hard to help you when you don't provide the facts up front.

How is he doing in school? What supports is he currently receiving? What is working/not working?

Sorry for late response again, but as far as I am aware with another recent discussion with my friend.

He is now in fourth grade but his current teacher and speech pathologist had noticed significant concerns with his academic performance that stated he was far below grade level in all subjects (except social studies, which was average) and had poor attention, was not able to follow directions and had difficulties with communication and social interactions with his classmates and was overall making no progress in his grade level.

When my friend got the update of their son’s school placement, their kid started crying and felt sad since he had a best friend he met from last year.

As far with services, he still receives speech language therapy both in and outside school and also receives occupational therapy outside of his school, since he no longer has it in school for some reason I do not know why.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s unusual to have an SLI eligibility for social communication only when a child has a medical diagnosis of Autism because ASD eligibility would better describe the qualifying condition and the SLI eligibility criteria include certifying that the deficit is NOT due to another disability. That said, the child likely doesn’t meet the restricted/repetitive patterns of behavior or sensory criteria for an ASD eligibility but the school team still feels he needs support. The good news is that eligibility doesn’t drive services, so he will get the necessary services, accommodations and modifications regardless.

The only concern I would have is that not having an ASD eligibility may impact his future eligibility for adult services.

This is what I was thinking regarding the IEP placement with their recent meeting. The principal said they would no longer be able to implement his IEP anymore at his home elementary school. So the principal instead tried to place him at a learning center at another school (basically the least restrictive environment) for him. That was why my friend tried to find a psychologist outside of the school and file a mediation against the principal.

With the school trying to change the placement, it's time to get an attorney involved. Something is off here. It would be rare for a home school to be unable to meet the needs of a student with a speech-only designation.

Luckily, we already got a lawyer.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s unusual to have an SLI eligibility for social communication only when a child has a medical diagnosis of Autism because ASD eligibility would better describe the qualifying condition and the SLI eligibility criteria include certifying that the deficit is NOT due to another disability. That said, the child likely doesn’t meet the restricted/repetitive patterns of behavior or sensory criteria for an ASD eligibility but the school team still feels he needs support. The good news is that eligibility doesn’t drive services, so he will get the necessary services, accommodations and modifications regardless.

The only concern I would have is that not having an ASD eligibility may impact his future eligibility for adult services.

This is what I was thinking regarding the IEP placement with their recent meeting. The principal said they would no longer be able to implement his IEP anymore at his home elementary school. So the principal instead tried to place him at a learning center at another school (basically the least restrictive environment) for him. That was why my friend tried to find a psychologist outside of the school and file a mediation against the principal.

The change in placement is a much bigger deal than his eligibility category. It's hard to help you when you don't provide the facts up front.

How is he doing in school? What supports is he currently receiving? What is working/not working?

Sorry for late response again, but as far as I am aware with another recent discussion with my friend.

He is now in fourth grade but his current teacher and speech pathologist had noticed significant concerns with his academic performance that stated he was far below grade level in all subjects (except social studies, which was average) and had poor attention, was not able to follow directions and had difficulties with communication and social interactions with his classmates and was overall making no progress in his grade level.

When my friend got the update of their son’s school placement, their kid started crying and felt sad since he had a best friend he met from last year.

As far with services, he still receives speech language therapy both in and outside school and also receives occupational therapy outside of his school, since he no longer has it in school for some reason I do not know why.

Why are the parents fighting a new placement if he is struggling so much?

The diagnosis of SCD sounds wrong. This is one case where I think more comprehension cognitive testing would be merited to see if there is low IQ along with autism. He sounds like he could benefit from more services.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s unusual to have an SLI eligibility for social communication only when a child has a medical diagnosis of Autism because ASD eligibility would better describe the qualifying condition and the SLI eligibility criteria include certifying that the deficit is NOT due to another disability. That said, the child likely doesn’t meet the restricted/repetitive patterns of behavior or sensory criteria for an ASD eligibility but the school team still feels he needs support. The good news is that eligibility doesn’t drive services, so he will get the necessary services, accommodations and modifications regardless.

The only concern I would have is that not having an ASD eligibility may impact his future eligibility for adult services.

This is what I was thinking regarding the IEP placement with their recent meeting. The principal said they would no longer be able to implement his IEP anymore at his home elementary school. So the principal instead tried to place him at a learning center at another school (basically the least restrictive environment) for him. That was why my friend tried to find a psychologist outside of the school and file a mediation against the principal.

The change in placement is a much bigger deal than his eligibility category. It's hard to help you when you don't provide the facts up front.

How is he doing in school? What supports is he currently receiving? What is working/not working?

Sorry for late response again, but as far as I am aware with another recent discussion with my friend.

He is now in fourth grade but his current teacher and speech pathologist had noticed significant concerns with his academic performance that stated he was far below grade level in all subjects (except social studies, which was average) and had poor attention, was not able to follow directions and had difficulties with communication and social interactions with his classmates and was overall making no progress in his grade level.

When my friend got the update of their son’s school placement, their kid started crying and felt sad since he had a best friend he met from last year.

As far with services, he still receives speech language therapy both in and outside school and also receives occupational therapy outside of his school, since he no longer has it in school for some reason I do not know why.

Why are the parents fighting a new placement if he is struggling so much?

The diagnosis of SCD sounds wrong. This is one case where I think more comprehension cognitive testing would be merited to see if there is low IQ along with autism. He sounds like he could benefit from more services.

.

I don't know the general view of how parents with children who have autism see social communication disorder but it seems like it’s just a lazy excuse that I think is a “junk diagnosis”. It really is just an unnecessary diagnosis.

TLDR; SPCD/SCD is just autism to me.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s unusual to have an SLI eligibility for social communication only when a child has a medical diagnosis of Autism because ASD eligibility would better describe the qualifying condition and the SLI eligibility criteria include certifying that the deficit is NOT due to another disability. That said, the child likely doesn’t meet the restricted/repetitive patterns of behavior or sensory criteria for an ASD eligibility but the school team still feels he needs support. The good news is that eligibility doesn’t drive services, so he will get the necessary services, accommodations and modifications regardless.

The only concern I would have is that not having an ASD eligibility may impact his future eligibility for adult services.

This is what I was thinking regarding the IEP placement with their recent meeting. The principal said they would no longer be able to implement his IEP anymore at his home elementary school. So the principal instead tried to place him at a learning center at another school (basically the least restrictive environment) for him. That was why my friend tried to find a psychologist outside of the school and file a mediation against the principal.

The change in placement is a much bigger deal than his eligibility category. It's hard to help you when you don't provide the facts up front.

How is he doing in school? What supports is he currently receiving? What is working/not working?

Sorry for late response again, but as far as I am aware with another recent discussion with my friend.

He is now in fourth grade but his current teacher and speech pathologist had noticed significant concerns with his academic performance that stated he was far below grade level in all subjects (except social studies, which was average) and had poor attention, was not able to follow directions and had difficulties with communication and social interactions with his classmates and was overall making no progress in his grade level.

When my friend got the update of their son’s school placement, their kid started crying and felt sad since he had a best friend he met from last year.

As far with services, he still receives speech language therapy both in and outside school and also receives occupational therapy outside of his school, since he no longer has it in school for some reason I do not know why.

Get tested for auditory processing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s unusual to have an SLI eligibility for social communication only when a child has a medical diagnosis of Autism because ASD eligibility would better describe the qualifying condition and the SLI eligibility criteria include certifying that the deficit is NOT due to another disability. That said, the child likely doesn’t meet the restricted/repetitive patterns of behavior or sensory criteria for an ASD eligibility but the school team still feels he needs support. The good news is that eligibility doesn’t drive services, so he will get the necessary services, accommodations and modifications regardless.

The only concern I would have is that not having an ASD eligibility may impact his future eligibility for adult services.

This is what I was thinking regarding the IEP placement with their recent meeting. The principal said they would no longer be able to implement his IEP anymore at his home elementary school. So the principal instead tried to place him at a learning center at another school (basically the least restrictive environment) for him. That was why my friend tried to find a psychologist outside of the school and file a mediation against the principal.

The change in placement is a much bigger deal than his eligibility category. It's hard to help you when you don't provide the facts up front.

How is he doing in school? What supports is he currently receiving? What is working/not working?

Sorry for late response again, but as far as I am aware with another recent discussion with my friend.

He is now in fourth grade but his current teacher and speech pathologist had noticed significant concerns with his academic performance that stated he was far below grade level in all subjects (except social studies, which was average) and had poor attention, was not able to follow directions and had difficulties with communication and social interactions with his classmates and was overall making no progress in his grade level.

When my friend got the update of their son’s school placement, their kid started crying and felt sad since he had a best friend he met from last year.

As far with services, he still receives speech language therapy both in and outside school and also receives occupational therapy outside of his school, since he no longer has it in school for some reason I do not know why.

Why are the parents fighting a new placement if he is struggling so much?

The diagnosis of SCD sounds wrong. This is one case where I think more comprehension cognitive testing would be merited to see if there is low IQ along with autism. He sounds like he could benefit from more services.

.

I don't know the general view of how parents with children who have autism see social communication disorder but it seems like it’s just a lazy excuse that I think is a “junk diagnosis”. It really is just an unnecessary diagnosis.

TLDR; SPCD/SCD is just autism to me.

How? I see no way how it could even be that, other than it sounds like a “weaker autism”

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s unusual to have an SLI eligibility for social communication only when a child has a medical diagnosis of Autism because ASD eligibility would better describe the qualifying condition and the SLI eligibility criteria include certifying that the deficit is NOT due to another disability. That said, the child likely doesn’t meet the restricted/repetitive patterns of behavior or sensory criteria for an ASD eligibility but the school team still feels he needs support. The good news is that eligibility doesn’t drive services, so he will get the necessary services, accommodations and modifications regardless.

The only concern I would have is that not having an ASD eligibility may impact his future eligibility for adult services.

This is what I was thinking regarding the IEP placement with their recent meeting. The principal said they would no longer be able to implement his IEP anymore at his home elementary school. So the principal instead tried to place him at a learning center at another school (basically the least restrictive environment) for him. That was why my friend tried to find a psychologist outside of the school and file a mediation against the principal.

The change in placement is a much bigger deal than his eligibility category. It's hard to help you when you don't provide the facts up front.

How is he doing in school? What supports is he currently receiving? What is working/not working?

Sorry for late response again, but as far as I am aware with another recent discussion with my friend.

He is now in fourth grade but his current teacher and speech pathologist had noticed significant concerns with his academic performance that stated he was far below grade level in all subjects (except social studies, which was average) and had poor attention, was not able to follow directions and had difficulties with communication and social interactions with his classmates and was overall making no progress in his grade level.

When my friend got the update of their son’s school placement, their kid started crying and felt sad since he had a best friend he met from last year.

As far with services, he still receives speech language therapy both in and outside school and also receives occupational therapy outside of his school, since he no longer has it in school for some reason I do not know why.

Get tested for auditory processing.

I do not think auditory processing works. Looks like the kid needs to significantly improve on communication despite the fact the psychologist no longer diagnosed them with ASD.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s unusual to have an SLI eligibility for social communication only when a child has a medical diagnosis of Autism because ASD eligibility would better describe the qualifying condition and the SLI eligibility criteria include certifying that the deficit is NOT due to another disability. That said, the child likely doesn’t meet the restricted/repetitive patterns of behavior or sensory criteria for an ASD eligibility but the school team still feels he needs support. The good news is that eligibility doesn’t drive services, so he will get the necessary services, accommodations and modifications regardless.

The only concern I would have is that not having an ASD eligibility may impact his future eligibility for adult services.

This is what I was thinking regarding the IEP placement with their recent meeting. The principal said they would no longer be able to implement his IEP anymore at his home elementary school. So the principal instead tried to place him at a learning center at another school (basically the least restrictive environment) for him. That was why my friend tried to find a psychologist outside of the school and file a mediation against the principal.

The change in placement is a much bigger deal than his eligibility category. It's hard to help you when you don't provide the facts up front.

How is he doing in school? What supports is he currently receiving? What is working/not working?

Sorry for late response again, but as far as I am aware with another recent discussion with my friend.

He is now in fourth grade but his current teacher and speech pathologist had noticed significant concerns with his academic performance that stated he was far below grade level in all subjects (except social studies, which was average) and had poor attention, was not able to follow directions and had difficulties with communication and social interactions with his classmates and was overall making no progress in his grade level.

When my friend got the update of their son’s school placement, their kid started crying and felt sad since he had a best friend he met from last year.

As far with services, he still receives speech language therapy both in and outside school and also receives occupational therapy outside of his school, since he no longer has it in school for some reason I do not know why.

Why are the parents fighting a new placement if he is struggling so much?

The diagnosis of SCD sounds wrong. This is one case where I think more comprehension cognitive testing would be merited to see if there is low IQ along with autism. He sounds like he could benefit from more services.

Does the IDEA not state that IEPs cannot be no longer implemented at the school? Seems like its the principal and teams responsibility to check on the IEP.

Though yes, I disagree with the SCD diagnosis, as I know a lot of parents here have never even heard of this diagnosis. Personally, I think the kid still has autism.