so if one disagrees with other what happens???

[lisad123isgoingcrazy]

have dx appointment for DD2 on 10th and im not sure what will happen. Specialist SALT gave some great feedback and is planning on doing ADOS test on assessment day. Specialist preschool have noted some ASD signs ect but she's only been there 3 weeks. Other "normal" preschool say nothing is wrong at all.

Now they SALT reports says lots of ASD type thing but one thing is shes flexiable is her play, as in she'll move tasks if asked, most of the time. Shes also not phased by new situations and places. Does this mean she wont meet the traid of ASD??

I guess I had finally got my head round the fact she has ASD, but what if they say she hasnt?

The SALT was clear that she would have never been picked up if I hadnt noted these things as her signs are very well hidden in a charming little girl.

I wouldn't worry about the preschool's disagree, the paed is going to be far more interested in what SALT has to say than non-medical professionals.

In terms of flexible play - as I understand it the triad point would be wider than her being easily moved on from activities - I think it would encompass whether her play tended to be repetitive or abnormal when left to herself.

I agree with total my DD (ASD) plays with everything in reception class and moves from activity to activity, school said she is getting on fine...but her inclusion teacher noted she repeats her play method on each activity and does not expand it beyond what she was initially shown. School is groundhog day without support. DD also loves daytrips or holidays but reacts extremely to other changes like her toothbrush or bedding.

I went through she is she isnt over and over...this is the annoying bit waiting. :( Stick to your instincts, you know her best. HTH :)

loads of comments about rigid play, and repeative play. also her unwillingness to let other play in a way that she doesnt want. thanks, im just so up and down with this.
good to know she'll listen to SALT, she has 2 of them :)

If they dont aqgree and no diagnosis then in theory it doesnt change anything, it doesnt change who dd2 is iyswim.
you know we went through this with our dd2 at the age of 3, and it was dismissed. but now at age 8 things are more obvious, and we're goingback down that road again.

thanks Leonie and others. My DDs are the same, DD1 is shy quiet and does as shes told (HFA) and DD2 is a confident little so and so

Does anyone know much about "Jargon" is it an ASD thing?? Its been noted in a number of the SALT reports.

oh and is not being able to accept that people can be boys and girls as well and have a name? DD2 will not let you say "his a boy, your a girl ect", her reply is always "NO IM J, and his F" ect. She also mixes up him and her often too.

SALT was only invovled since i asked for referal, not before and they have been wonderful tbh.
hugs to you too Leonie, and I hope it all goes well. Thanks misdee, I know thats what Im worried about, Herts dont like to do second opinion

i'm trying to find dd2 griffiths score test results stil lfrom age 3 which were done at CDC. if i find them you are welcome to have a look. i dont know if they do this anymore.

they were meant to do that test with her after last CDC but didnt get an appointment but Pead said she wasnt too worried about that. Thanks, be intresting though :)

put it this way. was way below cognative age for speech and social skills, ahead for everything else.

triad, what triad? seems like they ignored what was in front of them. ie dd2 telling them in very precise terms what to do when you get lost 'you go and find someone and say you cant find mummy' the facvt she was doing the puzzles for the 5-7yr old brackets. extremely bright but use of language wasnt right etc etc.

she still talks like an old lady, and will rabbit on for hours. have advised Senco at school NOT to get her started on pokemon unless she has a years spare listening time

I know Sarah, wish I had known more when you were going though it with your DD2, maybe I could have helped more :(

When should Jargon stop? She is also decribed as Echolalic.

gosh knows when jargon would stop.

i still remember dd2 at the age of 4, instead of saying hello to the docs and nurses at harefield, singing baa baa black sheep at them. every day. for months.

jargon, is that also known as gooblegook and babbling? dd2 still sometimes gets all muddled and says something in what sounds like a foreign tongue, especially when upset/worked up, and we have to stop her, slow her down, calm her and try and figure out whats wrong.

lisad123isgoingcrazy. My son is 3 he wont let you describe anyone as a girl or a boy either, its always no Im ........ he's........ by name. He even gets really upset if you say to him, your a monkey, tinker whatever is a jokey way. Its always no Im ........

He also has poor eye contact, SLI, repetative actions/talking etc. But does want to share things with you and watches the other kids at nursery (although doesn't really interact with them). As he he wants to but doesn't really know how. He wants to draw you into his games etc but always on his terms/playing in his way etc.

Due to the above portage refered him to asd panel. The paed we saw said she would definitly second the referal and would have done it herself if not already done. Nhs salt also noting asd traits etc, but OT and private salt saying no, theres more to it and its not asd.

As for me, I have a severley autistic brother and am well aware of the signs/traits etc. I find myself flitting from days of thinking ' I can absolutly see it', to days of 'maybe it isn't' to days of ' I'm sure its not' then back again.

Its not helped by the fact that he has an exxeptionally poor attention span/ cant keep still, is very impulsive and shouty etc. He also has sensory integration issues and poor motor skills co-ordination.

Up to now He's currently been flagged up as potenially asd, adhd, dcd SLI and aspergers (although I've written the later of as I'm sure delayed language doesn't fit this pattern, think this was just the EP guessing).

I guess because many of these overlap, its really hard to tease apart in a young child, this doesnt help with support in school etc as he has no dx.

I am unsure what happens/will happen if they disagree. I was told that adhd would not be dx until hes at least 5. And that there will be a years wait for the asd panel.

After that who know?. Sorry this maybe hasn't helped much, good to know the paed will listen to professional reports rather than schools but what happens when the professionals disagree?

It is all so confusing.

DD1 (4.11) has set patterns for speech.

"3 hours" - when she is excited and wants you to know she wants to do something lots.

"bowleat" - food

"bestfriendwholewidelife" - she loves you

a new one, "thatIcallit...." which, I am slowly working out, means "this is what we say when we want to/don't want to do x. So this morning she said "thatIcallit 'no'"

She will supply us with her desired phrase before answering, so she will say

"say....'what the matter DD1?"

and won't tell us what is the matter until we ask.

She will say "say....'are you ok??'"

She has just literally right now said "I've got a keyboard too!" and when I said "oh!" she said (to herself) "thatIcallit 'yes'"

She is unable to extend play beyond what is seen. Still no imaginative play (unless copied from her younger sisters) at almost 5, and she can't play appropriately. I'd say for sure that her 18 month old sister is more advanced than her in play skills.

She is rigid in routines, and 'routinises' many experiences. For example, she went to my SIL house, and she was given a pink drinking straw to drink with. The next time we went, she immediately asked for the 'pink daw' and when we didn't understand her, she went to the draw and got it out.

One of her main areas of difficulty is transition - she finds it very hard when one activity finishes and moves on. But unless it is an activity of her choosing, she finds it very hard to join in.

She is soooo self-led. You literally have to beg to get her to join in with an activity unless it is one of her obsessions (glue, paint, messy play).

But our Paed, whose special interest in ASD and neurodisability doesn't feel she fits the triad

lougle - yep, it is confusing, as sometimes the language delay/disorder problems are so hard (sometimes I wonder if it's even possible tbh) to distinguish from ASD. it can be a bit chicken and egg - does your DD routinise experiences to make up for the receptive language deficit - or does the routinising and receptive language deficit stem from the same impairment? I genuinely don't suggest one or the other btw, just throwing out ideas.

lisa - re:boy - girl DS was probably nearly 4 when he "got" the difference between boys and girls.

I have been reading this thread with interest, we seem to have a similar issue with professionals disagreeing. The SALT who assessed Dd3 has covered areas such as social/emotional language, taking things literally not understanding inference and other things. And yet school say they don't see any of the above, this has slowed down the whole process of seeking a dx. The paed who we saw on Tuesday was the first person to take an interest in other issues such as sensory and co ordination difficulties. And has referred Dd3 to camhs and OT.
I agree that some professionals could do with reading up on different presentations of ASD in girls. If we can find the information, why can't they.
I hope your meeting goes ok and your thoughts are taken into account.
Good luck [hsmile].

we get lots of words that make sense:

Tick tock =clock
Pink = cake
Colour= juice
stretcher= tape measure

there are some word I have no idea what she means and her questions are very confusing, eg "what are you doing?" sometimes means where are we going, whats for dinner, anything really, very hard to work out some days!

I suppose we are lucky to have got a dx of ASD just before she was 5 but are finding the language issues harder to deal with. Only had a partial SALT assesment during dx process and just started seeing SALT in school last week...not sure what she thought yet as we havent spoken yet. It was a shock to find DD had such difficulties with understanding and processing language as we had only just digested the ASD dx.

She refers to her classroom as carebear room...took me ages to figure it meant catterpillar room from toy story 3. Everything at home is Mickey Mouse related, she has renamed us Mini Mummy, Goofy Daddy and Clubhouse is home. She calls me daddy and daddy mummy all the time, cant seem to focus language at all.

We get hours of reasonably good speech, (a few sentences and responsive), followed by hours of 'dugadugadugadugaduga'. Lots of 'you ok?...you say it' if she wants us to question. She also cant relate to being anything other than DD...Id say DD is a big sister...she'd say 'no dd is DD'. She is inventive with her own words for objects and her own key phrases...'so very much' means i love you. :) Similar to others she expects the same thing to happen every time we revisit relatives or places. Her recent focus was her birthday so she became more repetative about it to everyone, shopkeepers, school, strangers. She couldnt grasp the countdown and even the day before was saying 4 weeks repeatedly. Her new focus is 'DD want to go to space'...I cant think how to explain thats not possible.

OMG we have dugga dugga dugga loads!! how weird :)

Have been told that preschool thatdont think there is anything wrong, are... wait for it.... bringing 2 staff memembers??

wonder if they know it will be me, 2 SALT and her special school saying completely oppersite.
Im so glad I have backing from Special school otherwise I think I would be

do think 2 is trying to be a little forceful imo

bumping for leonie