Emotional disability and highly gifted, age 6...what next?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your DCs eligibility code right now?

Is that the thing on the IEP form? Developmental delay. But that is from last May.

Don't worry about the code. You may end up with OHI or Autism. MCPS will probably pressure you to change the code soon usually by age 7 but you can keep the code until age 9. The focus needs to be getting her on track behaviorally and then there will be more options.

The bolded is not true in MD.

Federal law specifically states that states can decide whether or not to offer a DD coding, and that they need to set an age limit. MD's limit is set at 7.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What is your DCs eligibility code right now?

Is that the thing on the IEP form? Developmental delay. But that is from last May.

My point in asking about the code is that you can't get into one of the Autism programs unless you have a diagnosis or a code of Autism. If Autism isn't anywhere in the picture on paper yet, and you are interested in these programs, you'd need an evaluation from the school first. The code represent the primary issue, but if you have a diagnosis from a private eval or findings consistent with Autism on a school eval, you can request a consult from an Autism program---assuming you think that would be a good fit.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your DCs eligibility code right now?

Is that the thing on the IEP form? Developmental delay. But that is from last May.

My point in asking about the code is that you can't get into one of the Autism programs unless you have a diagnosis or a code of Autism. If Autism isn't anywhere in the picture on paper yet, and you are interested in these programs, you'd need an evaluation from the school first. The code represent the primary issue, but if you have a diagnosis from a private eval or findings consistent with Autism on a school eval, you can request a consult from an Autism program---assuming you think that would be a good fit.

This is a violation of federal law. Federal law is very clear that students can't be placed based on eligibility code.

[Anonymous]

I am a bit confused, sorry, maybe I missed something. Did you share with the school the private evaluation?

[Anonymous]

Anonymous wrote:

Anonymous wrote:What is your DCs eligibility code right now?

Is that the thing on the IEP form? Developmental delay. But that is from last May.

How can there be a Developmental delay as a code, was this before IQ testing? You did WISC this time, correct and she tested high IQ? Sorry to bug you. Make sure you share with the school the new evaluation. They can't have her marked with developmental delay one year and then gifted the next. That would be very inconsistent. I have DS with major anxiety(and inattentive due to it) and DD with ADHD(hyper and inattentive) with some anxiety. They are teens now, so I have been through a lot. When did she start acting out at school? Recently? Or all the time? The reason I ask is, that SSRI's cause loss of inhibition, and some kids can act out and be completely inappropriate. It works for anxiety, no doubt, but the inappropriate behavior we experienced with DS was outrageous. As for ADHD DD, she is not in a gifted program, but she has 504 in MCPS and they were very accommodating, but they did look at her grades and evaluation, and basically 504 is due to inconsistency in grades and her eval. Once I showed them that, they were really fast to accommodate. Gifted program would not be the right choice for my DD, even though her IQ is very high in some areas(but not the combined results, which is typical of ADHD kids, as far as I was told.) As a fellow parent, I don't know what advice to give if your DD is acting out because she is bored in school. Is she hyper? As she is young, I would suggest holding off on gifted program, and enrolling her in some physical activity, like swimming, if you don't do that already, to get that extra energy burn out. Good luck.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your DCs eligibility code right now?

Is that the thing on the IEP form? Developmental delay. But that is from last May.

How can there be a Developmental delay as a code, was this before IQ testing? You did WISC this time, correct and she tested high IQ? Sorry to bug you. Make sure you share with the school the new evaluation. They can't have her marked with developmental delay one year and then gifted the next. That would be very inconsistent. I have DS with major anxiety(and inattentive due to it) and DD with ADHD(hyper and inattentive) with some anxiety. They are teens now, so I have been through a lot. When did she start acting out at school? Recently? Or all the time? The reason I ask is, that SSRI's cause loss of inhibition, and some kids can act out and be completely inappropriate. It works for anxiety, no doubt, but the inappropriate behavior we experienced with DS was outrageous. As for ADHD DD, she is not in a gifted program, but she has 504 in MCPS and they were very accommodating, but they did look at her grades and evaluation, and basically 504 is due to inconsistency in grades and her eval. Once I showed them that, they were really fast to accommodate. Gifted program would not be the right choice for my DD, even though her IQ is very high in some areas(but not the combined results, which is typical of ADHD kids, as far as I was told.) As a fellow parent, I don't know what advice to give if your DD is acting out because she is bored in school. Is she hyper? As she is young, I would suggest holding off on gifted program, and enrolling her in some physical activity, like swimming, if you don't do that already, to get that extra energy burn out. Good luck.

Are you confusing Developmental Disability with Developmental Delay?

Developmental Delay is the code given to kids when the evaluation team feels that the kid is too young to figure out a specific diagnosis, but that they would benefit from special education because they are behind in one or more critical skills. It sounds like this kid's critical skills might be some combination of attention, self-regulation, and impulse control.

A child can absolutely have a developmental delay in one or more areas and simultaneously test in the highly gifted range.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your DCs eligibility code right now?

Is that the thing on the IEP form? Developmental delay. But that is from last May.

My point in asking about the code is that you can't get into one of the Autism programs unless you have a diagnosis or a code of Autism. If Autism isn't anywhere in the picture on paper yet, and you are interested in these programs, you'd need an evaluation from the school first. The code represent the primary issue, but if you have a diagnosis from a private eval or findings consistent with Autism on a school eval, you can request a consult from an Autism program---assuming you think that would be a good fit.

This is a violation of federal law. Federal law is very clear that students can't be placed based on eligibility code.

Read it again---I said the code or it is listed as additional disability. The Autism Programs are designed for the unique needs of people with Autism.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your DCs eligibility code right now?

Is that the thing on the IEP form? Developmental delay. But that is from last May.

How can there be a Developmental delay as a code, was this before IQ testing? You did WISC this time, correct and she tested high IQ? Sorry to bug you. Make sure you share with the school the new evaluation. They can't have her marked with developmental delay one year and then gifted the next. That would be very inconsistent. I have DS with major anxiety(and inattentive due to it) and DD with ADHD(hyper and inattentive) with some anxiety. They are teens now, so I have been through a lot. When did she start acting out at school? Recently? Or all the time? The reason I ask is, that SSRI's cause loss of inhibition, and some kids can act out and be completely inappropriate. It works for anxiety, no doubt, but the inappropriate behavior we experienced with DS was outrageous. As for ADHD DD, she is not in a gifted program, but she has 504 in MCPS and they were very accommodating, but they did look at her grades and evaluation, and basically 504 is due to inconsistency in grades and her eval. Once I showed them that, they were really fast to accommodate. Gifted program would not be the right choice for my DD, even though her IQ is very high in some areas(but not the combined results, which is typical of ADHD kids, as far as I was told.) As a fellow parent, I don't know what advice to give if your DD is acting out because she is bored in school. Is she hyper? As she is young, I would suggest holding off on gifted program, and enrolling her in some physical activity, like swimming, if you don't do that already, to get that extra energy burn out. Good luck.

Are you confusing Developmental Disability with Developmental Delay?

Developmental Delay is the code given to kids when the evaluation team feels that the kid is too young to figure out a specific diagnosis, but that they would benefit from special education because they are behind in one or more critical skills. It sounds like this kid's critical skills might be some combination of attention, self-regulation, and impulse control.

A child can absolutely have a developmental delay in one or more areas and simultaneously test in the highly gifted range.

Yes, I guess confused it. Sorry.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is your DCs eligibility code right now?

Is that the thing on the IEP form? Developmental delay. But that is from last May.

My point in asking about the code is that you can't get into one of the Autism programs unless you have a diagnosis or a code of Autism. If Autism isn't anywhere in the picture on paper yet, and you are interested in these programs, you'd need an evaluation from the school first. The code represent the primary issue, but if you have a diagnosis from a private eval or findings consistent with Autism on a school eval, you can request a consult from an Autism program---assuming you think that would be a good fit.

This is a violation of federal law. Federal law is very clear that students can't be placed based on eligibility code.

Read it again---I said the code or it is listed as additional disability. The Autism Programs are designed for the unique needs of people with Autism.

Well, sort of. In actuality, the needs are not that "unique." IDEA/FAPE has a handful of very limited categories, and have you noticed how thick the DSM is?

You can have a variety of other diagnoses, and still get coded as Autism for the sake of the IEP. That's just how works IRL, mate.

[Anonymous]

How high is her IQ? Big difference between 130 and 145+. Is her verbal IQ lower than her perceptual reasoning? Or are they both high?

[Anonymous]

OP here...nutshell history is,

- issues started on and off in a private prek. We did childfind eval and they naturally said all was wonderful. By Feb. 2016 we were on verge of being kicked out and we called childfind again and they agreed to revisit, came out and observed her 4/2016, then had IEP/PEP meeting with them and the "home elementary school" special ed teacher 5/2016. In May we also started ritalin. Moderate improvement.

- Issues on and off through the fall, some dosage tweaks etc., issues accelerated after Thanksgiving. Major incident in early January that unnerved us. Her therapist suggested psych testing, and we had intake on that at tail end of January. Pricey but felt we needed to do it. Got report a couple days before spring break, and yep gave it to the school. No real response to it yet.

- Testing was WISC-IV. Full scale IQ was 137. Verbal was lower than fluid reasoning, is that the same as percetual?

I probably missed some questions. I don't know boredom is causing the behaviors, that was just me speculating. None of the increasing array of medical professionals has indicated as such

[Anonymous]

I have a child with a similar profile- severe ADHD, severe anxiety, high IQ. He is also so much better at home because anxiety is not an issue and we can meet his needs easier.

We were in the home school for k-3, and each year was a frustrating experience. We would have teachers frustrated with his behavior (though they were all wonderful people who tried hard, but classes are big and you only have so much time for each child), calls home all the time, and even a couple of suspensions. We had FBAs done and a BIP, but to be honest the special ed teachers are not really trained in creating them so it was not accurate or effective. He was always in the in between zone- his behavior was not really severe enough or frequent enough for a placement change but too much for his home school.

During his 3rd grade year I really pushed for a placement change. The county continued to be resistant, but I got the principal to help, and enlisted the sped teacher to collect more data to actually make him look worse than he was! It was not smooth, but he made the change to the ED program for his 4th grade year. It has been so much better. If he has a behavior, they don't even flinch. They deal with it and move on. Because they know how to handle him and have the staffing to follow his IEP, he has had so many fewer issues as well. They are all trained to help. He has been in the gen ed class for almost all subjects, except writing because he produces more in a quieter environment. Therefore, he gets enough enrichment and has even been in compacted math. We have been so pleased with it.

I know this is long, but wanted to share my story in case it can help. I don't know what the future holds, but having him in a place that is supportive now has made all of the difference. If you get an opportunity for a placement change, I would definitely consider it- the county does not just pass them out.

[Anonymous]

Anonymous wrote:OP here...nutshell history is,

- issues started on and off in a private prek. We did childfind eval and they naturally said all was wonderful. By Feb. 2016 we were on verge of being kicked out and we called childfind again and they agreed to revisit, came out and observed her 4/2016, then had IEP/PEP meeting with them and the "home elementary school" special ed teacher 5/2016. In May we also started ritalin. Moderate improvement.

- Issues on and off through the fall, some dosage tweaks etc., issues accelerated after Thanksgiving. Major incident in early January that unnerved us. Her therapist suggested psych testing, and we had intake on that at tail end of January. Pricey but felt we needed to do it. Got report a couple days before spring break, and yep gave it to the school. No real response to it yet.

- Testing was WISC-IV. Full scale IQ was 137. Verbal was lower than fluid reasoning, is that the same as percetual?

I probably missed some questions. I don't know boredom is causing the behaviors, that was just me speculating. None of the increasing array of medical professionals has indicated as such

OP, ChildFind does NOT diagnose. They assess whether or not your kid is delayed enough for services/IEP.

Did you actually see a developmental pediatrician and/or psychiatrist for a full evaluation b/f starting ritalin? (I hope to God, you're not just getting this through your pediatrician.) Or maybe you are just forgetting major pieces to your nutshell summation.

If your kid actually has anxiety and ADHD, you might need to start with stabilizing the mood, i.e., treating the anxiety b/f the ADHD. Your kid is very young; getting behavior in check needs to be a priority gifted or not.

[Anonymous]

Anonymous wrote:How high is her IQ? Big difference between 130 and 145+. Is her verbal IQ lower than her perceptual reasoning? Or are they both high?

Eh, not really: http://www.hoagiesgifted.org/highly_profoundly.htm

"There is the numerical answer: a child of IQ 160 is as different from a moderately gifted child of 130, as that child is from an average child of 100. But IQ scores are no longer derived from a ratio, with the numerical difference between scores indicating the variation. Today's IQ tests score on a curve, so that the difference between 100 and 115 is far less than the difference between 130 and 145, and the difference between 130 and 145 is far less than the difference between 145 and 160, though the ranges appear similar numerically.

And there are lots of different levels of development to consider in each child. There is intellectual development, the development measured by an IQ test. There is also physical development - gross and fine motor skills, social and emotional development, and spiritual development. And all of these development levels characterize the gifted child."

[Anonymous]

There is GTLD placement in MCPS. I can't remember if you mentioned which school system you are in. But, with that IQ, I would look into that. I'm not sure what grade it starts in.