On the spectrum...or not?

[Anonymous]

Anonymous wrote:I think A (which refers simply to "deficits" in social-emotional interactions or communications) and D ("Symptoms together limit and impair everyday functioning") are the places where the subjective nature of the diagnosis between different evaluators can take place.

D is also very tricky to pin down because it depend a lot on the subjective feedback of parents and teachers.

Chess mom, if you are out there and willing to share, curious about how D applies to your experiences?

Chess mom here. My DS was diagnosed at 4 with Asperger's and received supports and services since then so most of the things that would have impaired his everyday functioning like the inability to make friends have been mitigated. He has friends, does very well in school fully mainstreamed and excels at chess. He is actually a pretty popular kid, really smart and very good looking (looks help, all the adults think he is adorable), dresses well and self confident. Never bullied or picked on. Other kids like and want to be friends with him but he comes off more as aloof rather than social ackward.

DS is 9 now in 4th grade with IEP. He gets social skills classes with a SLP at school which he says is his least favorite thing at school because he says it interferes with his studies. But I think he hates social skills classes with this particular slp because she is newer - he hasn't known her as long - and she pushes him out of his comfort zone in something he is NOT good at. His teachers have commented that DS is better able to verbalized his feelings and his ability to make small talk has improved markedly since 2nd grade. Still a work in progress and something he'll struggle over his whole life.