OP, if you think he mostly has social anxiety, have you considered medicating him for anxiety?

OP here, I don't find him rigid. I also don't think he is obsessed at the psych thinks.
Ds has friends at school but not outside of school. He has lots of people he texts, snapchat.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

Also, he does not need academic accommodations but knowing that he has both HFA/ADHD has been very helpful in formulating his IEP.

How can he have an IEP if he doesn't need any accommodations or support? What does his IEP say?

You can't have an IEP without goals (which would indicate deficits in functioning) and services.

He has social communication goals like he needs to ask for help when he needs it, etc.

He gets OT (learned to touch type last yr in 2nd grade), pragmatic speech, and socials skills.

He does fine academically, above grade level across the board, so does not have any academic goals.

So, he continues to have needs in the areas of fine motor, pragmatic speech, and social skills that the school accommodates.

The OP stated that her son needs no accommodations. But being allowed to type in 2nd grade, receiving support with pragmatic communication, and assistance with forming relationships and interacting with peers all qualify as accommodations. So, my advice about a kid who does not need or benefit from accommodations doesn't apply to your child.

From OP's description, it sounds like her kid needs "help" with social skills/making friends and with obsessions/rigidity just not academics.

We have a similar child. My DC with ASD never has an IEP nor 504, it was too much hassle to fight the school and the resources were horrible for remediation- so we went private for those things. He just graduated from HS, from what I hear, the ES is much more likely to grants a 504 or IEP for a child like him now- 10 years ago - not so much. They were still in the "needs to have an academic impact to receive services" mantra nonsense.

Op here, i do plan on doing a full psych ed asst just in case it is needed in college.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

Also, he does not need academic accommodations but knowing that he has both HFA/ADHD has been very helpful in formulating his IEP.

How can he have an IEP if he doesn't need any accommodations or support? What does his IEP say?

You can't have an IEP without goals (which would indicate deficits in functioning) and services.

He has social communication goals like he needs to ask for help when he needs it, etc.

He gets OT (learned to touch type last yr in 2nd grade), pragmatic speech, and socials skills.

He does fine academically, above grade level across the board, so does not have any academic goals.

So, he continues to have needs in the areas of fine motor, pragmatic speech, and social skills that the school accommodates.

The OP stated that her son needs no accommodations. But being allowed to type in 2nd grade, receiving support with pragmatic communication, and assistance with forming relationships and interacting with peers all qualify as accommodations. So, my advice about a kid who does not need or benefit from accommodations doesn't apply to your child.

From OP's description, it sounds like her kid needs "help" with social skills/making friends and with obsessions/rigidity just not academics.

I'm the PP here, the one who states that kids who truly need no accommodations don't meet criteria for autism. I agree that it's quite possible that the OP's son would benefit from accommodations, and that she's either not thinking of his needs in that way, or he's not currently getting what he needs. I think that for most kids with a disability, going into college with a current neuropsych is a good idea. Even if accommodations aren't set up before the first day, having recent testing allows the student to get help quickly if things go wrong. Sometimes, it's hard to anticipate what supports a young person will need until they are in that situation.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

Also, he does not need academic accommodations but knowing that he has both HFA/ADHD has been very helpful in formulating his IEP.

How can he have an IEP if he doesn't need any accommodations or support? What does his IEP say?

You can't have an IEP without goals (which would indicate deficits in functioning) and services.

He has social communication goals like he needs to ask for help when he needs it, etc.

He gets OT (learned to touch type last yr in 2nd grade), pragmatic speech, and socials skills.

He does fine academically, above grade level across the board, so does not have any academic goals.

So, he continues to have needs in the areas of fine motor, pragmatic speech, and social skills that the school accommodates.

The OP stated that her son needs no accommodations. But being allowed to type in 2nd grade, receiving support with pragmatic communication, and assistance with forming relationships and interacting with peers all qualify as accommodations. So, my advice about a kid who does not need or benefit from accommodations doesn't apply to your child.

From OP's description, it sounds like her kid needs "help" with social skills/making friends and with obsessions/rigidity just not academics.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

Also, he does not need academic accommodations but knowing that he has both HFA/ADHD has been very helpful in formulating his IEP.

How can he have an IEP if he doesn't need any accommodations or support? What does his IEP say?

You can't have an IEP without goals (which would indicate deficits in functioning) and services.

He has social communication goals like he needs to ask for help when he needs it, etc.

He gets OT (learned to touch type last yr in 2nd grade), pragmatic speech, and socials skills.

He does fine academically, above grade level across the board, so does not have any academic goals.

So, he continues to have needs in the areas of fine motor, pragmatic speech, and social skills that the school accommodates.

The OP stated that her son needs no accommodations. But being allowed to type in 2nd grade, receiving support with pragmatic communication, and assistance with forming relationships and interacting with peers all qualify as accommodations. So, my advice about a kid who does not need or benefit from accommodations doesn't apply to your child.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

Also, he does not need academic accommodations but knowing that he has both HFA/ADHD has been very helpful in formulating his IEP.

How can he have an IEP if he doesn't need any accommodations or support? What does his IEP say?

You can't have an IEP without goals (which would indicate deficits in functioning) and services.

He has social communication goals like he needs to ask for help when he needs it, etc.

He gets OT (learned to touch type last yr in 2nd grade), pragmatic speech, and socials skills.

He does fine academically, above grade level across the board, so does not have any academic goals.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

One of the DSM V criteria that must be met is this:

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

If someone's functioning is not impaired, then they do not have ASD.

So My kid is "cured"!?!

Are you the same PP above whose kid has an IEP? What skills are targeted on the IEP, what services does he receive?

Also, there's a difference between maintaining a diagnosis that has been remediated, and getting a new diagnosis. For example, you can keep the diagnosis of dyslexia if you once met the criteria, but have now closed the gap with intensive reading intervention. But a 16 year old who reads on grade level, despite never having treatment for dyslexia isn't going to get a dyslexia diagnosis.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

One of the DSM V criteria that must be met is this:

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

If someone's functioning is not impaired, then they do not have ASD.

So My kid is "cured"!?!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

Also, he does not need academic accommodations but knowing that he has both HFA/ADHD has been very helpful in formulating his IEP.

How can he have an IEP if he doesn't need any accommodations or support? What does his IEP say?

You can't have an IEP without goals (which would indicate deficits in functioning) and services.

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

One of the DSM V criteria that must be met is this:

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

If someone's functioning is not impaired, then they do not have ASD.

Anonymous wrote:The big difference with autism and therapies is ABA. Insurance and other places will not pay for ABA without the golden autism diagnosis. It also can pay for other therapies that they may not cover with other issues. Otherwise, if he doesn't need accommodations, it makes no difference. Its about services.

ABA has never been recommended for my kid with HFA by anyone.

Anonymous wrote:

Anonymous wrote:If you anticipate that he will receive any kind of accommodations in college, such as scheduling priority, extended time on tests, opportunity to test in a quiet location, a notetaker, or a single room (just some examples), he'll need an evaluation done after his 16th birthday. It might be worth having them look at the possibility of HFA.

If he truly needs no accommodations, at school (no 504?) or in college, then I would question the need to explore an HFA diagnosis. One of the criteria for autism is that you that you find challenging, or areas in which you need support. If that isn't true of him then he might be quirky, and he might share a lot of characteristics with Autistic people, but he doesn't have it.

20:48 here I disagree. It is a question of whether they meet the clinical criteria not whether someone is "disabled" by it. DS finds reading body language and social cues difficult but bc he has had a lot of supports/social skills training, it is hard to tell that he had this issue. He still has autism, however, and doesn't just "share a lot of characteristics with autistic people."

Also, he does not need academic accommodations but knowing that he has both HFA/ADHD has been very helpful in formulating his IEP.

Anonymous wrote:The big difference with autism and therapies is ABA. Insurance and other places will not pay for ABA without the golden autism diagnosis. It also can pay for other therapies that they may not cover with other issues. Otherwise, if he doesn't need accommodations, it makes no difference. Its about services.

But a 16 year old wouldn't do ABA.