Any MCPS services for mildly autistic children?

[Anonymous]

I just want to make sure I'm not missing something here. DS has had an IEP since K for attention/organization issues (he has severe ADHD), and is now in middle school with a wonderful resource class to help him. Overall the year is going extremely well.

We have not shared with the school that he has Asperger's, because in elementary that really didn't stand out as point of need compared to all the other stuff. However, his case manager this year offered to enroll him in a boys' club specifically for socialization (during school hours, managed by YMCA). One area he struggles with is writing: not only is there an ADHD-related organizational issue, but also, and I believe this stems from his Asperger's, he can write in a very stilted way, using words and constructs that are not completely appropriate. It's hard to describe, but somehow some of his writing feels "off". I taught him to write at home years ago, and he also writes for his native language class on weekends, so I notice it a lot. I'm not sure the teachers notice anything wrong with his writing, however, and 6th grade English is pretty basic. He can also talk in a stilted way, too, but it's much less noticeable verbally.

In your experience, do you think DS could benefit from other services if we added that diagnosis to his IEP? We would like to keep him at his current school, as it seems to working right now.

Thank you for your insight!

[Anonymous]

My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

[Anonymous]

OP here.

Thank you, PP! That they can add pragmatic speech and writing support without changing the label is very reassuring to hear.

[Anonymous]

You may get more pushback if your child doesn't have an ASD coding. That's just our experience. It opens up more resources.

[Anonymous]

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

He gets OT and use to get PT for stairs and playground equipment in prek and K. He also has a developmental coordination disorder diagnosis. He got his IEP under developmental delay in prek4 which was changed to autism in K. He does not need academic help never has, always been above grade level academically but it's easier to get an IEP in prek when they focus more on life and social issues.

Keep trying to get help for pragmatics and social skills. It's made a tremendous difference for DS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

He gets OT and use to get PT for stairs and playground equipment in prek and K. He also has a developmental coordination disorder diagnosis. He got his IEP under developmental delay in prek4 which was changed to autism in K. He does not need academic help never has, always been above grade level academically but it's easier to get an IEP in prek when they focus more on life and social issues.

Keep trying to get help for pragmatics and social skills. It's made a tremendous difference for DS.

Unfortunately we had an IEP in PreK and were in PEP. At the conclusion of the school year, they reevaluated him and determined that he had met his goals and would be going into K without an IEP. The idea of starting the process over when his only needs are pragmatics and social skills is overwhelming. Do you like the SLP that provides the pragmatics are your school? I've heard that this is a real speciality for SLPs--some are great, others are good, and still others can't really do it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

PP, This is chess mom and her son goes to a really accommodating charter school. I've never heard of anyone else getting anywhere near this level of services. We've also heard that you can't get an IEP for only pragmatics if a child is on or above grade level. They claimed it would not be enough to show an educational impact.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

PP, This is chess mom and her son goes to a really accommodating charter school. I've never heard of anyone else getting anywhere near this level of services. We've also heard that you can't get an IEP for only pragmatics if a child is on or above grade level. They claimed it would not be enough to show an educational impact.

I know chess mom says her kid is an exception, but many people with social cognition/pragmatic deficits also have trouble with reading comprehension (understanding characters' motivations and feelings, just like they have trouble understanding real life people's motivations and feelings) and writing (since what you write requires you to take your reader's perspective and understand theory of mind). So even if a child is, generally, on grade level, those particular skills might need support, thereby justifying an IEP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

He gets OT and use to get PT for stairs and playground equipment in prek and K. He also has a developmental coordination disorder diagnosis. He got his IEP under developmental delay in prek4 which was changed to autism in K. He does not need academic help never has, always been above grade level academically but it's easier to get an IEP in prek when they focus more on life and social issues.

Keep trying to get help for pragmatics and social skills. It's made a tremendous difference for DS.

Unfortunately we had an IEP in PreK and were in PEP. At the conclusion of the school year, they reevaluated him and determined that he had met his goals and would be going into K without an IEP. The idea of starting the process over when his only needs are pragmatics and social skills is overwhelming. Do you like the SLP that provides the pragmatics are your school? I've heard that this is a real speciality for SLPs--some are great, others are good, and still others can't really do it.

Actually, DS prefers the school counselor. The current SLP is his least favorite service provider according to the SLP herself. It really has a lot to do with how well they mesh personality wise. The IEP team was thinking next yr in 5th grade, we may discontinue speech with the SLP to reduce pullouts since DS gets a lot of social supports anyway. DS's neuropsych and his psychiatrist thinks stopping pragmatic speech services at that point will be ok too.

I forgot to mention another qccommodation DS gets which is Untimed testing for standardized tests (PARCC) in a quiet room without distractions but this is mostly for the school than DS at this point. DS tests very well so his school really wants him to do the best of his ability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

PP, This is chess mom and her son goes to a really accommodating charter school. I've never heard of anyone else getting anywhere near this level of services. We've also heard that you can't get an IEP for only pragmatics if a child is on or above grade level. They claimed it would not be enough to show an educational impact.

there are no charters in MCPS. if people are posting general that doesn't apply to MCPS, that's less helpful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

He gets OT and use to get PT for stairs and playground equipment in prek and K. He also has a developmental coordination disorder diagnosis. He got his IEP under developmental delay in prek4 which was changed to autism in K. He does not need academic help never has, always been above grade level academically but it's easier to get an IEP in prek when they focus more on life and social issues.

Keep trying to get help for pragmatics and social skills. It's made a tremendous difference for DS.

Unfortunately we had an IEP in PreK and were in PEP. At the conclusion of the school year, they reevaluated him and determined that he had met his goals and would be going into K without an IEP. The idea of starting the process over when his only needs are pragmatics and social skills is overwhelming. Do you like the SLP that provides the pragmatics are your school? I've heard that this is a real speciality for SLPs--some are great, others are good, and still others can't really do it.

Actually, DS prefers the school counselor. The current SLP is his least favorite service provider according to the SLP herself. It really has a lot to do with how well they mesh personality wise. The IEP team was thinking next yr in 5th grade, we may discontinue speech with the SLP to reduce pullouts since DS gets a lot of social supports anyway. DS's neuropsych and his psychiatrist thinks stopping pragmatic speech services at that point will be ok too.

I forgot to mention another qccommodation DS gets which is Untimed testing for standardized tests (PARCC) in a quiet room without distractions but this is mostly for the school than DS at this point. DS tests very well so his school really wants him to do the best of his ability.

That's kind of an asshole thing to say. My child also gets untimed testing for all standardized tests (and all tests) in a quiet room without distractions. DS does not test particularly well, but his school still wants him to do the best of his ability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid in 4th grade with Asperger's and ADHD, combined type, gets supports mostly for social communication issues and writing not attention/organization issues. He gets pragmatic speech with SLP since preK4, lunch bunch (which is specifically for socialization) and social skills classes with the school counselor using Superflex and Unstuck and On Target.

His speech and writing appears NT. Academically he tests above grade level. He gets writing help since 2nd grade per his neuropsych eval which diagnosed a learning disability in written expression and ADHD. He types on a laptop for writing in two languages (DS is fully mainstreamed at a language immersion school and has been there since prek4). His IEP is under "autism" but most of his issues are from the ADHD and we did not bother adding ADHD to his IEP label since the IEP is individualized to the child and their needs.

You don't need to add the diagnosis to his IEP but it sounds like your DS will benefit from getting help with pragmatic speech and writing. Services can be easily added to an IEP without adding/changing the label under which they originally qualified for the IEP.

Are these your childs only accomodations/goals? My child has an ASD dx and needs pragmatics but I was discouraged for going for an IEP if that was his only need.

PP, This is chess mom and her son goes to a really accommodating charter school. I've never heard of anyone else getting anywhere near this level of services. We've also heard that you can't get an IEP for only pragmatics if a child is on or above grade level. They claimed it would not be enough to show an educational impact.

I know chess mom says her kid is an exception, but many people with social cognition/pragmatic deficits also have trouble with reading comprehension (understanding characters' motivations and feelings, just like they have trouble understanding real life people's motivations and feelings) and writing (since what you write requires you to take your reader's perspective and understand theory of mind). So even if a child is, generally, on grade level, those particular skills might need support, thereby justifying an IEP.

Thank you for posting this. This is exactly what my son is struggling with. You linking the pragmatics to the reading comprehension/writing as a reason for the IEP is extremely helpful.

[Anonymous]

We argued this but as our child is above grade level no dice. Also chess mom's kid is in DCPS.

[Anonymous]

Anonymous wrote:We argued this but as our child is above grade level no dice. Also chess mom's kid is in DCPS.

Actually chess mom's kid is in a DC charter school. So even more of a unicorn (unfortunately for everyone else).