Anonymous wrote:Anonymous wrote:Public or private, jumping to a neuropsych, based on what you've written here, is ridiculous. But I'm assuming this is a private school and they can recommend/ask for anything they want.
But here's the deal: most private schools know very little about typical/atypical development. They mostly have experience with more "advanced" development and then get flustered when there is a deviation from that. There is also a good chance that the person who recommended a "neuropsych evaluation" to you doesn't even really understand what that means.
The good news is that you can probably start with something cheaper if you are concerned and/or want to try to stay at the school. See if you can find a psychologist (doesn't have to be a neuropsychologist) to do a school consult for you. Meet with you, meet with your kid, talk to the teachers, and maybe observe at school. Not cheap, but also likely not $3,000.
Or, probably even cheaper, find an OT who can assess/work with him on fine motor and emotional regulation.
Or, do nothing and start looking for another school. I agree that they may want to counsel you out. Which, frankly, if this is their bar, your child would be better of elsewhere. Good teachers know how to teach all kinds of kids. If someone is getting squirrely because a Kindergartener is crying every few weeks, well, they should find a new job.
I don't think it is jumping at all. The DC is having episodes at school (the ones that are reported) every three weeks and same at home. It's time. My DD had her first around 3 or 4. It wasn't until the 4th neurospsych at 16 that we finally got the first clear picture of what we are dealing with: Aspergers/spectrum/anxiety/ADHD. The prior testers had missed the autism. Yes, we paid a bundle for both kids to be tested but we learned something every time.
Anonymous wrote:Anonymous wrote:Anonymous wrote:well it will take you 3 years to get a neuropsych exam, so doesn’t seem like a great recommendation.
I’d talk to the school SPED team and ask what the meaning of the recommendation is. They have an affirm duty to start the evaluation process if they suspect a disability.
well that's wildly untrue.
Depends where you live boo
Anonymous wrote:Anonymous wrote:Anonymous wrote:[snip]My greatest regret is not understanding when my child’s school was DONE with them and they made DC miserable to force us to pull them.
[snip]
OP here -- what finally tipped you off that your child's school was DONE with them?
I feel like I'm not at that point yet. Since we get the daily progress reports, I feel like if they started being negative every day, maybe I'd be at that point. But his daily reports are still positive far more often than not. So I think we're still in the realm of "if you do what we ask, we will continue to work with you."
I just don't want the school to start treating my son badly. He's actually a very positive, optimistic, enthusiastic student and loves being at school. I don't want them to squelch that.
In retrospect though they had made up their minds within a couple months and probably around the first time they communicated with us. As you will find out, if there are issues, it takes time to set up evaluation and remediation (and we threw $$ at everything and private paid so I really doubt we could have moved faster) and they just kept implying we were dragging our feet and our child was this big problem and why had we not had this evaluation within a month etc. We finally sent in an observer who noted that more than once multiple children would be doing something minimally against rules (like talking too much during a group lesson) and my child would be the only one specifically called out and in trouble. The observer told us we needed to get DC out of there right away and that was when I realized how bad things were.
In retrospect my child had stopped enjoying school around the time we first started getting observations despite having been happy and high performing at their previous placement. That’s why I think they decided DC was a bad kid and acted accordingly around that time.
I would really pay attention to how they frame the observations. If they are worried about him as an individual they may be actually concerned. If they frame it as a problem for the classroom they may not give you much time to help him before they decide he has to go. To a certain extent I understand that- who wouldn’t want a class of easy kids and at private you can make that happen. I just wish they had been more upfront about it honestly.
Anonymous wrote:Anonymous wrote:Is he a six year old in kindergarten? Is he one of the older kids in the class? Is this his first school experience? His first group experience?
As someone who has done psych testing, and who has also worked in a variety of school settings, a referral for neuro-psych testing would NOT be where I’d start for assessment and referrals given what you’ve described.
He turned 6 in October, so he's one of the older kids. Has done preschool since age 2, but last year 4-days/week half-day -- this is his first year of 5 days per week and his first year of full days.
If neuropsych is not where you'd start for this, mind sharing where you would start? OT? Developmental pediatrician? Psychologist?
Anonymous wrote:I would keep an eye on the shape copying. That could mean dysgraphia which causes challenges, esp in middle & high school note taking — at least it did for our DS. It wasn’t on my radar so thought I’d mention.
Anonymous wrote:Are you going to answer if this is private or public school?
Anonymous wrote:I would keep an eye on the shape copying. That could mean dysgraphia which causes challenges, esp in middle & high school note taking — at least it did for our DS. It wasn’t on my radar so thought I’d mention.
Anonymous wrote:Anonymous wrote:[snip]My greatest regret is not understanding when my child’s school was DONE with them and they made DC miserable to force us to pull them.
[snip]
OP here -- what finally tipped you off that your child's school was DONE with them?
I feel like I'm not at that point yet. Since we get the daily progress reports, I feel like if they started being negative every day, maybe I'd be at that point. But his daily reports are still positive far more often than not. So I think we're still in the realm of "if you do what we ask, we will continue to work with you."
I just don't want the school to start treating my son badly. He's actually a very positive, optimistic, enthusiastic student and loves being at school. I don't want them to squelch that.
Anonymous wrote:Anonymous wrote:Is he a six year old in kindergarten? Is he one of the older kids in the class? Is this his first school experience? His first group experience?
As someone who has done psych testing, and who has also worked in a variety of school settings, a referral for neuro-psych testing would NOT be where I’d start for assessment and referrals given what you’ve described.
He turned 6 in October, so he's one of the older kids. Has done preschool since age 2, but last year 4-days/week half-day -- this is his first year of 5 days per week and his first year of full days.
If neuropsych is not where you'd start for this, mind sharing where you would start? OT? Developmental pediatrician? Psychologist?
Anonymous wrote:Anonymous wrote:Do you have other kids op? I feel like I saw my child’s issues more clearly when I had the experience of raising another child.
For better or worse, we do not. Which is one of the reasons I'm seeking input here -- I legitimately have no idea. Which is why, as stated above, I do value the school's recommendation -- they should be experts in determining what normal 6-year old behavior is, while I'm about as inexperienced as you could be at it.
Anonymous wrote:My son’s preschool did the same thing to me - pressured me to get a neuropsych and an appointment with a very expensive private testing company. My son is quirky and had some issues that we were already addressing privately. I didn’t feel the need to shell out $3 K for a full on evaluation. I chose to ignore the preschool’s advice. Fast forward to middle school - my son is AAP, making straight As and the teacher’s love him. He also has a good set of nice friends. He’s outgrown some of his issues.
My take is, if your child doesn’t fit the mold, they always think it’s a “problem” when it may not be. Go with your gut.
Anonymous wrote:Do you have other kids op? I feel like I saw my child’s issues more clearly when I had the experience of raising another child.