Puzzled over comprehension issues

[Triggles]

DS2 is 5yo, attending y1 in MS, with FT 1:1. The school has been wonderfully cooperative (with a few hiccups here and there). DS2 is quite advanced in maths and reading, however he really struggles with comprehension. He has a scary good memory for facts (number patterns, spelling, etc), but doesn't seem able to draw a conclusion (or read between the lines of any sort) unless it's presented to him numerous times (and even then not always).

The SALT has been working with him regularly, and sends home reports, stating she is so pleased with how well he is advancing. Apparently, he is doing well in 1:1 testing/work with the SALT, supported by his TA in a quiet room with no distractions. Which is lovely, really, but he certainly is not able to put this into practice anywhere outside this type of situation. I personally think he is memorising responses, which is often what he does at home. So it looks like he is learning this skill, but I honestly don't think he is. I am concerned that they feel his comprehension is much more than it really is. There are just so many things/situations/ideas that children his age should understand that he is in no way near comprehending, even after having it explained.

I've mentioned this once or twice to the SALT, but she's just so pleased with how he's "testing" that she's not fussed over it.

Does this make sense? Or am I losing my marbles here? I'm planning on bringing it up again at his IEP review tomorrow as well, as I am concerned that some assumptions are being made with regards to his understanding.

zzzzz No, I don't have that book - I will look for it, thank you! I have noticed primarily that his comprehension on the reading books is just not on par - he just accepts whatever he reads, doesn't draw any inferences. If something happens, it's not due to something the character has done, it just "happens" IYSWIM.

I've noticed that when he is being asked questions about why things happen or what might happen, they rephrase the question a couple times, then stop when he gets it right. It doesn't take a genius to figure out that when they stop asking, you've hit the right answer. So then similar situations, he'll trot out the answer verbatim, without really understanding the situation, only recognising that "this is the answer they wanted the other time." I suppose that means he is learning, but he's actually learning the answer without understanding the question, if that makes sense.

Have a look at Language for Thinking It has different levels of questions about real life situations and topics for discussion. A fantastic resource, but it may be better to suggest the school starts using it with your DS rather than try to 'work' with him at home. My DS used it and I use it with the DC I support, although he is getting a bit old for some of the scenarios.

But, Triggles, be prepared that he while your DS2 will improve with teaching, inference and prediction will probably always be tricky for him. It won't come naturally, but that's not to say that he can't learn how to give the answer he thinks you want, IYSWIM?

Yes it sounds typical impairment for asd (I'm assuming that's what he has? )

Inferencing is hugely difficult.

When I get a chance I'll have a look through some of the resources I've got, we've covered this a bit with ds's ABA, so I might have something useful.

I felt the same when DS was a similar age, that his good salt testing scores (good enough he was discharged from SALT). were not adequately reflecting his conversational difficulties (oddly inference never been a massive issue with us). maybe ask SALT for worksheets on inferencing? DS was v slow off the mark with reading, so his comprehension didn't lag behind his level 1 books with spared us some problems1

Actually, the paed isn't certain about the ASD. She has given a dx of ADHD/DCD, but still assessing further on other things. There are so so so many things he does that literally screams ASD, but she's uncertain.

But I would say that he does - IMO he is squarely on the spectrum based on a number of things we have seen and things we have read (including info from the paed, so go figure, eh?).

But yes, inference is near to impossible.

EllenJane - thanks - I will look at that book. My list of books to read is growing! eeek! I don't generally "work" on things like that with DS2. More along the lines of reading through it myself and seeing if general stuff we are doing is counterproductive to it IYSWIM.