Hello again!
Two years later we are still trying to figure this little guy out. He's doing great in school except for anything that has to do with writing or that is timed, and the kids still don't get him. His teacher is worried about his attention as he will ask questions about the inner workings of thunderstorms during phonics instruction or he will tune her out and miss directions. They put an aide in his IEP for next year. He also occasionally cries at school that he is worried about me, again during instruction that might just be repetitive for him.
Signed him up for a developmental eval at a nearby children's hospital. The intake social worker mentioned all the things I had looked up, dysgraphia, AdHD inattentive, Nonverbal learning disorder, Auditory or Visual Processing problems, but said working off of the IQ and Achievement tests of two years ago would be fine. DS7's appointment is in November for the neuro-developmental workup. (His school reevaluation testing is next spring, after his November appointment.)
My question is, wouldn't it be better to have recent scores if we are basing diagnoses and all my educational advocacy on them? Is the difference between taking the tests at 5 and 7 years old likely to be different if maturity and comfort with taking tests and doing challenging things has increased?
I think I will seek outside testing but I just am not sure if its necessary if the social worker was not concerned with the tests being two years old.
How much of these diagnoses are based on IQ and achievement and how much are based on behavior?
Thanks!!
