Yeah. I'm not qualified to diagnose autism by any stretch of the imagination, but that description did remind me of the experience of assessing kids who already have an autism diagnosis. These behaviors can really affect testing. It means you might be surprised and find out your kid can do something you didn't know they could do, but you probably wouldn't want to use the scores by themselves as evidence of what your child cannot do. That's why school psychs write full reports with behavioral observations and interpretations.
It sounds like it really is a complicated case. Jumping to conclusions or trying to second guess is premature at this point. The school psychologist is being great about sharing information before the full report is ready. Also looks like she is being responsive to things that come up in testing.
Hopefully you'll have a full draft of the report to review before the eligibility meeting. The school psych may or may not sit down with you before the eligibility meeting to go over the report and answer any questions. Then, at the eligibility meeting, you review the test results and other information you have. There may be a lively discussion.
As a team, you will decide whether or not your son has a disability, and what his educational needs are. You may review the criteria for one or more eligibility categories for Special Education, or the criteria for a Modification Plan. And you may develop the plan at that meeting, or schedule a separate meeting at a future date. Quite a bit of the timing may be determined by state and federal timelines for evaluations. In any case, it is a team decision at every step. The assessments are evidence to be considered. Experiences at home and in the classroom are evidence to be considered. All of that needs to be considered and discussed before educational decisions are made.
