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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Sorry to hear OP- my DS had some problems in preschool too. A few hitting incidents and defiance. I agree with the posters recommending a dev pediatrician.

I wanted to say that it didn't end up as severe as I feared it would be-- turned out my son has some language impairments that he masked with long sentences and a big vocabulary.

We also suspect mild ADHD (un diagnosed as of yet).

My point is that preschool issues can seem quite dramatic and level out to something more mild as a child matures.

I smiled when you said "privileged." My DS comes from an environment that would be considered privileged- it didn't change his behavior one jot. [/quote]

NP here with find of the same issues as OP.

The post above about language rings a bell for my situation. Would you be willing to share what sort of language impairments could be masked by a big vocab and long sentences?[/quote]

Expressive/ receptive language impairment-- primarily abstract language and social pragmatics. The best way way I can describe it is "spectrum" light. Poor social skills, exceptionally gifted IQ, and not great at attention regulation (often either locked in, or inattentive to tasks). Impulse control is much better but there are still a few issues. Except for the language impairment, he's undiagnosed. We're planning to keep it that way unless it's clear he needs the school support. [/quote]

I'm not sure I gave a "straight answer" to your question. Yes, expressive/receptive language impairment as it relates to social pragmatics and abstract language can be overlooked up until about the 2nd grade, provided there are no obvious speech delays. Here is my experience of why:

1. It's easy to attribute it entirely to something else-- giftedness, ADHD being two big ones. 
2. In the younger years, kids tend to run, scream, play tag, etc. The social issues aren't as apparent until the games become more organized, the other kids have learned to sit quietly, and some divergent developmental trajectories have evened out. 
3. A big vocabulary and longer sentences are considered "smart" in young kids. When you think about the purpose of language however, it is to understand/be understood by adults and (this is really important) by your peers. in practical terms, my son uses ten words when he could have used five, and he masks his lower level capabilities to join groups, play reciprocally, compromise, take another point of view etc. behind words, explicitly learned rules/manners, etc. 
4. Abstract language comes into play when social rules become more complex. It can also begin to affect academics as written language assignments move from beyond the concrete and rely on higher level abstract/inferential thinking. [/quote]

My DS almost to a T, so what approach are you taking to help work through pragmatics and writing?[/quote]

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