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What to expect? ASD Multidisciplinary Assessment

(8 Posts)
tartanterror Fri 29-Apr-16 19:21:22

I had assumed that it would be DS, DH, me plus OT, SALT, Paed and Psych and we were told their might be a follow up visit to school if they needed it later. I was told this week that DS' teacher will also attend. For some reason this has thrown me a bit. On the one hand it will mean the school is fully aware but on the other hand I've always felt the school don't think there is much of a problem so I'm worried that if they have significant influence on the process we could end up in limbo..... Anyone else had anything like this? Can you reassure me? DS is 7 but we are going the community paed route instead of CAMHS as we have been in touch with the community team for some years about feeding problems.

PolterGoose Fri 29-Apr-16 19:40:16

I would not have wanted school involved in the assessment process in that way, it's feels intrusive and over-stepping to me.

tartanterror Sat 30-Apr-16 01:02:21

Thanks. That was my initial reaction. I might find out what the aim is and how they will be involved.....

Imaginosity Sat 30-Apr-16 08:54:42

With our assessment I took DS to meet all the specialists separately to assess him.

They did up their own reports - and the psychologist made her diagnosis based on their reports and her own findings.

The psychologist asked us and the school to fill put detailed questionnaires about DS and his behaviour.

The psychologist visited the school and observed DS in the classroom and the yard.

Even though DS's school was very supportive I would not have wanted them sitting in on the assessment itself.

BackforGood Sat 30-Apr-16 09:03:34

These things vary in different parts of the country, but it is important, to get the right diagnosis, that there is input from everyone who has something to do with your dc, and, like it or not, school is going to be a big part of any child's life.
I would go with some documents already written out - bullet points if you like of all the things that you want to mention - have it all noted before the meeting so you don't get put off by the teacher and don't forget to say anything you feel relevant.

tartanterror Sat 30-Apr-16 20:25:43

Thanks everyone. I had started to scribble down a list of quirks and compensations as my mind goes blank if I'm asked what the issues are. Should I organise them in rough age/date order or try to group them against the diagnostic categories? I'm aware we don't have long - less than 2 hours for this first meeting, so I'd like to make the most of it!

BackforGood Sun 01-May-16 01:59:37

I would do in whatever order you think of.
Perhaps go through the last 5 days and think of everything that your ds does, that is unusual, or that makes you think he might have ASD, and include all the things that you make adjustments for, (or avoid doing all together) so that he is less anxious.
If you can avoid words like 'sometimes', 'often', and use words that are specifically measurable..... eg number of times a day/week/month or the length of time something goes on for.

So rather than saying 'doesn't sleep well' specify he goes off to sleep at 9pm, does sleep through but from 5am is awake and ready for the day........ or will go to sleep at 8 but is up 3 times most nights.....etc.
Rather than 'is a fussy eater' specify will eat x/y/z, but only off a green plate and only if not touching each other, ... and so on.

tartanterror Mon 02-May-16 09:01:40

Thanks - very useful

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