finally getting dd assessed .... what to expect, what does it mean ...

[frazzledbutcalm]

Long story short .. Dd (child 3) is now 10. Today we had a meeting with Children and Young People's Service (formerly CAMHS, I think!?!) ..
We've been sent home with questionnaires to complete and 2 for school to complete. We've got Conners' Parent Rating Scale, Social Communication Questionnaire (lifetime) and a Development History ASD Assessment form. School has been given Social Communication Questionnaire (current) and Conners' Teacher Rating Scale.
Is this normal? Are these helpful? I've read the forms and they just don't seem to tell very much about dd .... I have to fill one in basing it on when she was between 4 and 5 years old!!??
I believe there's something amiss with dd but I'm feeling that as she's come a huge way in the last 5 years then these forms are not going to give a true indication of her problems ...
Any advice appreciated.

we've been on this journey for four years (slightly different, began aged 4, via CDC so Developmental Paeds) and I am a veteran of these questionnaires, we fill in about three per year. This year we had a glut of them as we are getting nearer to NHS diagnostic assessment for ASD. I wouldn't set too much store by them, I think they are to guide the assessment process and make sure she's being seen by the right team, they don't seem to have benefited us much. Social Communication aged 4-5 appears to be really important in diagnosing Autism Spectrum Disorders which explains the 4-5 year old questionnaire. Such questions are hard to answer, I went rifling through old videos of my dd2 on holiday, literally speaking to nobody to jog my memory. Next step will be face-to-face at CAMHS and a full developmental history. They may ask you to come with or without your dd. Hope your journey doesn't take to long. Good luck with it all

They are screening forms to help rule in or out possibilities of things like autistic spectrum disorders and/or ADHD. They will help the professionals decide which direction(s) they should be looking at in more detail. Usually all the relevant information will be taken at a face to face meeting with the parents and decisions will not be made on these forms alone.

Thanks to you both. The meeting today involved dd also. The lady was really lovely, kept asking dd things, talking to her. Dd rarely made eye contact, just smiled and shrugged her shoulders mostly. All she told the lady was her siblings names ... nothing else the whole time! She took a lot of information today and there was a lot of information from the original referral. I just can't understand why I need to base the form on when she was 4years old when she's now 10?? I'm also worried that the school side will just say she's fine. That's all they've ever said for the past 7 years! Even though dd didn't speak to staff and other children for the first 2 years, then only built up enough to be able to talk about the schoolwork side, but nothing else really.

Your Dd sounds just like mine frazzled she was finally diagnosed with Asd when she was 9 after 3.5 years of assessments and appointments.

Her school didnt support me and maintained she had no issues. I moved her in the end because she was so unhappy and within a term her new school had helped with supporting evidence and she got the diagnosis she so badly needed.

She still masks her symptoms very effectively at school and this can cause her all sorts of difficulties and stress. She rarely talks to staff other than a few favourites and never tells anyone when she is upset.

I hope you get the support you need and that the appointment leads to something useful.

Good luck

It sounds like CAMHS varies depending on region. We've had our first appointment (DS 5 possible autism/spd) in Warwickshire and the lovely lady asked us lots of questions And talked things through, such as when we/school first noticed something was up, how he reacts to certain situations, how he eats/sleeps/interacts with family etc. We were warned there is a long waiting list in terms of months, rather than weeks, but was unable to give more of a timescale. She said it sounded like the strategies we had come up with ourselves were good ones to deal with him, ie preparing him in advance, giving countdowns etc. She is now going to refer us to her colleagues for the next assessment stage. So nothing I can suggest other than it may be regional
differences in how they deal with things.

Thanks Ineed ... Her time at school has been horrendous. From nursery to year 2 she cried all the time, early reception was so traumatic I don't even like to think about it. In year 3 she had a fantastic teacher who 'got' her insecurities and needs. She had a really good year (by our experiences, still not to the expected average child coping iykwim). Year 4 was so so. She now in year 6 and for the past year or so has learned to cope with the various challenges of school life. She's ok at school in as much as she gets on with her work and gets through her day. When she comes out however she's horrible! She needs a while at home to settle down, relax and get her head together. She holds it all in at school then bursts at home. In a way I think this is worse as it prevents her from getting the help/understanding she needs. I've had a chat with her teacher today to let her know the situation and she said she hasn't noticed anything at all with dd so it's a complete surprise. I feel we're going to have a good year though as her teacher was completely understanding, talking already about extra steps available on transition to next school if needed etc. I said how dd now does speak up to answer questions and I know would now approach her teacher with work related issues. She thought for a moment and said yes, dd has spoken to her about work but she cannot recall dd having just general chatter with her in the 3 weeks since school started back. Dd is very academic, excelling in maths. All I want is for her to feel happy at school. Fingers crossed.

I agree tiger - I'm just pleased our process has started. Good luck for your ds.

I am glad your Dd is settled at school at the moment frazzled. I totally get what you are saying about some children being able to hold it together at school. Dd3 is exactly like this, no one at school knows if she is struggling because she just holds it all in until the bell goes and she can escape.

I always take a drink and a snack for her at the end of the day and we walk home so she has some time to destress bit even that isnt enough sometimes.

I hope your yr6 teacher carries on in the same way, she sounds ok.