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[quote=Anonymous][quote=Anonymous][quote=Anonymous]OP you say your chid has always assimilated well into any preschool environment, with or without an ABA.
Why are you getting ABA therapy if your child is doing fine without it? [/quote]

Well - I think I needed to reevaluate my opinion of "fine," and "assimilated well."  He wasn't violent or throwing objects or himself, but would stay within the room and his peers - but usually do his own thing.  We provided supports as the teachers weren't specifically trained in handling him.  He is only 3 years and 4 months, so he spent some time after turning 3 into our previous county program (Wake County, Raleigh NC).  That program is TEACCH based, and differs greatly from what we are seeing in Mont. Co.  Also - we were much smaller and this was the only offering - there were no options with regard to developmental delays, type, and classroom, like in Mont Co.   We weren't totally satisfied with what we saw in Wake County - but weren't upset with it either.  We enjoy him in a parochial preschool for a variety of reasons, and moving to Maryland gave us the opportunity to use ABA within the parochial preschool setting as it's covered by our insurance here (it's not in Wake County, at least, it wasn't for us).

I'm at a crossroads still, after a long discussion with his ABA, and his developmental pediatrician.  It seems that both environments will help him obtain some tools to get better at "being in the classroom," before he enters kindergarten.  I have no reference of which one may work a little better - the ABA and the parochial environment, or the PEP or CAPP program at Mont. Co.  They both seem to follow the same guideline - one on one instruction and once a child has some defined skills, they are given the opportunity to interact more in a "normal" school environment.  I am unsure about what to do - the only other upside to Mont Co is that it's free.  The other is obviously a cost - but, I really like being aware of the day to day activities and skills and management of his therapy.  tHe private ABA allows me to do that.  Our experience with county programs are they aren't super communicative until it's IEP time.  I rarely got a status update - just "he did fine today."

Any words of wisdom would be appreciated.  We also, I think, had some blinders on with regard to the severity of his ASD.  It has gone from mild aspergers, to classical HF ASD, to now Mod/Severe ASD.  He is extremely cognitively advanced for his age (reading, doing math, can identify states and capitols), can speak but uses basically scripting and echolalia, so does not really communicate....but can rarely handle social interaction for long periods of time.  [/quote]

Does he already have an IEP or not?  If he has one from NC, transfer it to MoCo and put him into the PEP program.  PEP will reevaluate and also help you with placement for K.

If you have an IEP, put into the IEP that the Sp Ed or general education teacher gives you a short progress report everyday.  Our school does this for all kids in preK daily using a communication notebook so it's not too much to ask for.  You can put into the IEP, how much and how often you want reports on his therapies and progress so it's not left up in the air at the whim of the therapist/school.  [/quote]

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