I could cry with laughter

[lougle]

DD2 gave me some kisses and hugs. I told her how much I loved her.

Then, she started blowing just below my neck

She announced: "I'm warming your heart."

How funny is that?

Love it

Very sweet ! Quirky.... but very sweet

Awww lovely :)

This is the brilliant end of SN

We should write a book.......it would be a best seller!!

We would fill it so quickly between us all. I feel a bit guilty because no-one in the real world (apart from DD1's carers) acknowledges that DD2 has any issues, so I'm a bit of a fraud posting about her here. But you guys all get her

Lovely! She's warmed my heart just by having you repeat that story!

Aww shes an absolute delight

Aw bless her, that's lovely .

Hi sammy, 'I'm not sure' is the answer. DD1 was severely delayed, so DD2 seemed like a genius at the time. Then DD3 came along and we were blown away. SO....who knows? She has a good vocabulary but her sentence structure is wobbly much of the time not that school seems to notice

Did you attempt that questionnaire I sent yet?

Or are you just thinking about the questions?

I did the questionnaire, Star.

Qs 1-26: 54
Qs 27-50: 52
Qs 50-70: 23

I did a little digging and saw that they separate the questionnaire into Qs 1-50 and 51-70, so that would be 106 and 23. Of course I haven't got the foggiest clue what it actually means!

I don't know what they mean either. Sorry. I don't have access to Ds' version ATM but when I do am happy to send to you the scores I gave.

This of course is all a bit stab-in-the-darky, but I was hoping some of the questions would give you specific things to raise the next time you're facing a professional or to request it is done formally by so done who can score it.

The trouble is that I gave the SALT (via the SENCO) a 6 page document detailing our concerns. I just looked at the document.

-I actually gave 23 specific examples of phrases she's used which, another SALT has informally told me, indicate she is 'quite disordered'.

-I gave 15 specific examples of her literal thinking.

-8 Specific examples of pedantic/precise language issues, where she hadn't realised that we could 'fill in the gaps.'

-Examples of inflexibility.

-Examples of chanting/repetitive utterances.

-Specific examples of restricted imagination.

-Specific examples of her narrow interests.

-Specific examples of her restricted play skills.

-Specific examples of her need for order/neatness.

-Specific examples of her sensory issues.

-Specific examples of the need for explicit learning.

-Poor conversational turn taking/attention skills/eye contact, etc.

It's all there. She's seen it. The SENCO's seen it. The Paed has seen it.

But, school say she's ok, so there we go.

The fact that all week she's a stressed, aggressive girl and by Sunday afternoon we've got 'our DD2' back is irrelevant.

Even my father, who was brought up in the 1950s, says to me 'there's something not right there.'

That checklist once scored gives a breakdown of 10 scales (apparently):

Scale A speech
Scale B syntax
Scale C semantics
Scale D coherence
Scale E initiation
Scale F scripted language
Scale G context
Scale H nonverbal communication
Scale I social relations
Scale J interests

I would pester the SALT until she has completed the assessment, insist on a score plus interpretation for each of these scales and then tell them you expect guidance on how to address or work on any areas that show deficits.

I wouldn't say so for original sentences, zzzzz. Practiced sentences, certainly better. Once she's taught a sentence she can be pretty reliable at repeating it accurately. I still have to think hard to interpret what she's talking about a lot of the time.

Thanks, Star, I'll give it some thought.

It's a dilemma. All you can say for certain is that you heard his cry and responded I hope I am that brave if the time comes.

Lougle your list reads like my afternoon with private assessor doing the ADI-R/ADOS (school not raising concern re ASD). Outcome was very confusing: impaired across all criteria but 'not severe enough' to formally diagnose. Despite his acknowledgement that dd2 is affected 'significantly' and 'every day'.

But: school have nonetheless taken everything and we now have 1:1 TA sessions, social skills group, cards to request help, home/school communication book/IEP.

Which is great. Still confused though!

*taken everything from the report on board