autism, or something else?

[buczko]

Please help.  My son is 6 and in kindergarten.  He is very smart.  He's reading above his grade level and has no problems with his school work.  I had a meeting with his school and they are telling me he has a high functioning form of autism.  He has a problem with winning/losing, or not getting called on.  He will absolutely have an emotional break down, crying so hard he can't stop himself.  Sometimes we can talk him out of it, and sometimes we can't.  That's the biggie.  His meltdowns are very random and very over the top.  He has no speech problems, doesn't obsess over one toy, eye contact is about 50/50, he isn't literal.
I've been searching the internet for characteristics of Autism and Asperger's, and I can't tell if they are right.  If they are, then I want to do whatever I need to for him, but I feel like they are just throwing in the A word because it's a convenient diagnosis.  If they are wrong, what else can it be?  Please help.  I want to do what's best for him, and I want to help him for what's really wrong.  I just don't know where to go to find the answer.
Thank you.
Amanda  

[mjthewriterdad]

Was this meeting with a multi-disciplinary team (m-team)?  Who was at this meeting? Did they have expertise or experience in his area of developmental situation?  You can ask for an m-team evaluation iof this was not done already.  If he was m-teamed then he is on his way to getting help.  


Bear in mind the EDUCATIONAL definition of "autism" differs from the mental health community DSM definition.  For educational purposes, they use broad categories defined by the Individuals with DisAbilities Education Act (IDEA).  Also bear in mind autism runs a wide range of functional levels and IQ scores.

The 13 categories of IDEA are:
Autism
Deaf-blindness
Deafness
Hearing impairment
Mental retardation
Multiple disabilities
Orthopedic impairment
Other health impairment
Serious emotional disturbance
Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment, including blindness

As a parent, you have the right to receive a copy of the evaluation report on your child. You also have the right to receive a copy of the paperwork about your child's eligibility for special education services. If  you think they're wrong, you can ask for an independent evaluation at no expense to you.  That may be a good route to go.

Nothing should go without your written consent.  When they evaluated your boy, they should have sent you something in writing that they were doing this.

It may be a "convenient" diagnosis, but it may be the best they can come up with to get the needed services for your boy.  

Autism is not death.  I personally know of some very successful adults with autism.  My very own daughter graduated high school at the top 10% of her class.  She even had some college education.  

Many famous people have admitted to having autism or Aspergers:

Daryl Hannah  was diagnosed as a child as being  borderline autistic
Matthew Laborteaux, actor on Little House on the Prairie  
Dan Aykroyd stated he has Asperger's, he may have been joking
Richard Borcherds, mathematician specializing in group theory and Lie algebras
Craig Nicholls, of the band The Vines
Gary Numan, British singer and songwriter  
Dawn Prince-Hughes, PhD, primate anthropologist, ethologist, and author of Songs for the Gorilla Nation  
Vernon L. Smith, Nobel Laureate in Economics  
Satoshi Tajiri, creator of Pokemon

[buczko]

Thank you for your post!  It was very encouraging.  I must admit when they first said autism, my heart sank.  Thank you for being so positive.  
This was a domain meeting with the school principal, his teacher, the school psychologist, and two "autism specialists" (I don't know what their specific qualifications are, that's just how they presented themselves).  We knew he was being evaluated, and we were so excited to get some help with his emotional outbursts!  But then when we had the meeting all we heard were "Red Flags" and "On the spectrum".  I thought or I guess expected that they would have looked at several options for his behavior, but that didn't seem to be the case.  When I asked if it could be something other than autism the two specialists kind of prickled up and told me that I was welcome to take him to a clinic to be diagnosed.  I was just curious if there was another disease/disorder that he could have.  Is it just bad parenting?  Maybe he's just really smart and weird...like Einstein or Beethoven (but not quite that smart!)
If he does have autism, I'm ok with that.  It doesn't change who he is or the behavior we've been living with.  My main goal is to get him the help he needs, but I want it to be what is best for him, not what's convenient for his school.  
Where can I take him to get him medically diagnosed?  What does that entail?  If he is medically diagnosed, what then?  
Thank you for your help!

[mjthewriterdad]

You have a right to disagree and get an independent evaluation at no expense to you.   It will always be on the back of your mind if you didn't.   We did this with our daughter and took her to the University and they did a great job of different specialists looking at her learning styles, her thought process.  We came out of there wioth a lot of good info about her.

When you go to thise kinda meetings, I ALWAYS SAY:  BRING SOMEONE WITH YOU.  These first time m-team meetings are VERY EMOTIONAL for parents.  You could and should ask what other options did they consider this is called a "differential diagnosis."   You could still ask that.

Autism is NOT A RESULT OF BAD PARENTING!   This was a myth that perpetuated about 30 years!  Autism is a neurological disorder.  Beware of the bad parenting "diagnosis!"  This is a diagnosis made up by in-laws, teachers, friends and family and church groups.

Maybe Einstein and Beethoven was on the spectrum, but autism wasn't even identified until 1943.  Before that, it was called "other" things.  

Just remember after his diagnosis, he's the same boy as before.  His behoivior patterns now just have a name.  Once you feel okay with his diagostic label, you may want to let him know.  He KNOWS he's different.  Problem is, other kids make up their own diagnositc labels for him.   It id devastating when he starts to believe these made-up labels.  Teachers also make up diagnostic labels as well.   He needs to know what his ACTUAL diagnosis is.

I don't know where you live, but maybe there is a state University childrens clinic?  Maybe the boy's ped may refer him to someone.  One thing you got going with the school route is that you don't get health insurance hassles.  Autism may be one of those pre-existing condition bugaboos that insurance companies love.

Respectfully, what diagnosis is convenient for the school may very well be what is best for the boy as far as getting school services are concerned.   You don't want individual teachers "making up their own diagnoses"  I've heard some dooseys:   "Oppositional, defiant, stuborn, strong-willed, problem-child short attention span"    

Please read my journals.  I wrote a lot of the stuff there.  

[buczko]

Thank you.  I absolutely will.  You've been a great help.

[MJIthewriter]

You can read my journals as well. Being autistic, I can help explain some of the triggers that cause me to lash out. It may or may not be the same for your son, but it is worth reading.

[buczko]

Thanks!  I have read both of your journals.  They are very informational and supportive.  One thing I haven't found (and admittedly I haven't throughly searched) is information about being very emotional, but only sometimes.  Are random emotional outbursts part of all this?  He just gets soooo upset over the littlest things.  And the worst part is, there's no rhyme or reason to it.  For example, we were at Karate Class the other day and he raised his hand in response to a "did you get this" question from his instructor.  When he looked at me I shook my head no and mouthed "we didn't get that".  He immediately started crying.  And not just crying, but out of control temper tantrum crying that lasted almost an hour.  Even after I explained what was going on he still continued.  Now, the very next day he had an argument with his brother which almost always sets him off.  But this time when I intervened and asked (as usual) what he should do instead of yelling he said, "just walk away.  I got it mom, it's no big deal."  ????? This is where I get so confused.  How do I parent to this?  I really am trying, but when it changes every day I just want to give up.  It is so exhausting.   I would really appreciate some advice.
Thanks!

[mjthewriterdad]

Cjildren with autism take things VERY literal "Did you get this" means "did you understand this"  He may have had a fit because he didn't understand what he was saying.  It didn't make sense to him.   Many children with autism don't understand sarcasm or hidden meanings or "double meanings"  or "just kidding"     One example: The plumber walks in the house the child asks "are you the plumber?" the plumber responds "no, I'm  a martian"  This will probably cause a meltdown.  

If something goes against his set pattern or pre-programmed set of expectatioins -- this causes a conflict in his brain. It's not a little thing to someone who NEEDS structure.  

Rent the video RAINMAN with Dustin Hoffman and Tom Cruise. Dustin Hoffman play the part VERY WELL!  You see many scenes where he has a tantrum over 1.  envioronmental (smoke alarm scene) , 2. change in routine (must see judge wopner, underwear scene) , 3. memory "triggers" that establised a precedent. (bath scene).  You also see echolaia (whos on first), attention to details, litteral thinking (walk/don't walk trafic lite scene).

There is ryme and reason if you try to understand.   Sometimes something as simple as a flashing burned out florescent lite or a noisy television flyback transformer (the high pitched horizontal scan frequency) can set a child with autism off.

mj talks a lot about returning home and finding a plant stand appearing in the house,  She was upset!   I think she handled it in a more mature way, but the change visibly bothered her.  

Once I closed the hatchback on my car and said to her "watch your head"  She replied "I can't watch my head, my eyes are in my head"  She got upset because I said something like "keep your eyes peeled out for ..."  You can immagine what this meant to her (gross).  If you "invite a friend over for dinner" he may expect just dinner and nothing more.  Just eat dinner and not stay to chat.   Imagine what he thinks if you say "let's have joe here for dinner"  Are we Canabals?

[buczko]

I don't think I conveyed what I meant very well.  I'll try to explain...
He's not literal, not at all.  He talks in slangs and cliches.  We talk about his "flip outs" (i.e. tantrums) with him and he tells us if he "flipped out" at school or not.   He doesn't get upset at changes in environment or patterns.  He seems absolutely normal, though very immature...but only sometimes, and that's the kicker.  Sometimes.  We have no idea when or why something is going to set him off.
  He might cry when it's time to come in from recess or to stop playing video games.  Sometimes it's an all out melt down, and sometimes there is no problem at all.  He might completely flip out if he gets an idea in his head that let's say, we're going to grandma's, but when he asks if we can go and we have to say no, it could be a meltdown, or he could just look at us and say "well, maybe next weekend."  Other things that are possible meltdowns (or not) are disagreeing about which movie to watch with his brother, what we are eating for dinner, asking him to help out around the house, doing homework or going somewhere with dad.  All of those things have been meltdowns sometimes, and no big deal at other times.   ????
  He seems like just an average little boy in every other way, but these random flip outs are the problem that caused the school to ask us if he could be observed, and what causes me so much stress.  Is this a part of autism?  Is this something that kids who are "on the spectrum" experience?  

Thanks

[mjthewriterdad]

My neurotypical 16 year old girl has problems with chores and homework!
What you can do is videotape his flipouts and play tape to school teachers/psyc whatever.  

One autistic boy of a friend of mine  has problems with barometric presure.  Some days he's good with something done at the wrong time and the very same thing, he's smashing his hand thru a window on another day.  We charted it and found a strong correlation with the weather.  Then we looked at the barometric pressure.  

A lot of classroom teachers can tell you about general classroom behavioir problems and weather.  Sounds strange, but they know.

[888mom]

Do flipouts mean autism?  My friend has a 4 year old boy who still throws tantrums and it's bad, it's worse than a 2 year olds.  He also takes things very literally.  So how do you tell what is autism and what is not?  And can the school system assess it?  I wouldn't trust the school system that much, I'd go see a specialist and get a second opinion.  He might have something else that is causing the flipouts.

Oh, the 4 year old boy, I don't think is autistic.  He might be, who knows, but his parents are both musicians and he himself is a young musician, who started playing violin at age 2.  So his flipouts might just be his temperment.  Sometimes artists are a bit tempermental... but I guess there is a difference between being moody, tempermental, flipping out, and having flip outs that seriously impact how you relate to society.

Anyways, I'd try to find out what your boy does have, if anything, and not be afraid of any diagnosis either.  

[buczko]

Yes!  That's exactly what I'm asking!!  How do you tell what is autism and what is not?  Are temper tantrums and flip outs indicative of autistic behavior?  His temper tantrums are just like the other little boy....worse than a two year old's.  
The barometric pressure thing is interesting.  I'll have to pay close attention to his flip outs and see if there are any commonalities.  I would have never thought of that.  You guys have been so helpful!!  
Thank you!

[mjthewriterdad]

Please, autism does NOT CAUSE tantrums!  Buczko can get a second opinion which is a good idea.  Even if the idependent evaluation (second opinion) concurs,  there may be more information learned about the boy.

Funny, you mention music.  Isn't extraordanary musical ability (perfect pitch) one characteristic of Williams syndrome?

Persons with Williams syndrome also tend to have simmilar symtom descriptors as autism.  Persons with Williams usually have very good social skills, however.

Williams syndrome is fairly rare genetic disorder.  There are definite genetic testing to confirm.  Children have very distinct "elf-like" facial features.  Very cheerful, easy to talk with strangers.  They tend to have a higher incidence of cardiovascular problems than the general population. Also lack of depth perception and an inability to do things like jigsaw puzzles (to see how parts fit into a whole).  That's about all I know about Williams syndrome

[buczko]

Hold on now, I don't think I said anything close to "autism causes tantrums".  
1.My boy has tantrums
2. The school says they think he has Autism
3. I wonder if other kids who are Autistic have tantrums.

I think that given facts 1 and 2, 3 is a pretty logical question  My intent is not to get into a debate about what Autism is or what it does or does not cause.  My question is and has been from the start, are tantrums something that is a "red flag" or "indicative of", or "common in children with" Autism, or is there another "disease" "disorder" or "affliction" that it could be.  All I want to do is help my son and save just a sliver of my sanity...which is pretty close to obliterated by the way.

[mjthewriterdad]

That response was to the question :  Do flipouts mean autism?   from 888mom, sorry.

the answer to your point 3 is yes, but I want to qualify that answer in that tantrums are not unique to autistc children.  My NT child diagnosed as "teenage nos"  has tantrums!

sorry to  offend anyone here.    I wasn't trying to debate, just an honest answer to a question.

Tantrums can be an indicator of autism but other things as well. That is to say, not the only red  flag.  

[mjthewriterdad]

This is something I got from our local autism society:

Common Characteristics of People With Autism
The following are characteristics frequently observed in people with autism:

Communication: Language develops slowly or not at all.  May display non-speech sounds, echolalia (mimicking words without any understanding of the meaning), may communicate with gestures or behaviors instead of words.  Frustration with lack of speech is common.

Sensory:  May be very sensitive (hyper-sensitive) or very insensitive (hypo-sensitive) to sounds, textures, tastes, touch, and sights.  May be unaware of various physical stimuli such as pain.  

Social:  May prefer to spend time alone rather than with others.  May show lack of interest in peers, lack of eye contact, may seem unaware of others, may treat others as objects, may prefer parallel play rather than interactive play and display lack of imaginative play.  May show limited understanding and responsiveness to social cues such as eye contact or smiles.

Behavior:  May be overactive or very passive.  May not be interested in being picked up or cuddled.  May perseverate (show an obsessive interest in a single item, idea or person i.e. flapping hands, spinning, balancing, tiptoe walking, lining things up).  May display a lack of common sense, show aggression to others or self.  May be resistant to changes in routine.

Play:  May prefer to play alone or parallel play.  May lack spontaneous or imaginative play, may not initiate pretend games, may prefer to use toys in odd ways i.e. lining them up or spinning the wheels on toy cars.

Splinter Skills:  May display great interest and/or talent in an area such as drawing, music, math, calendars, memory, computer or mechanical areas such as complex video/audio equipment.

...

Autism Checklist



Individual's with autism usually exhibit many of the traits listed below.  These symptoms can range form mild to severe and may vary in intensity from symptom to symptom.  In addition, the behavior usually occurs across many different situations and is consistently inappropriate for the child's age.

Insistence on sameness; resists changes in routine

Severe language deficits

Difficulty in expressing needs; uses gestures or pointing instead of words

Echolalia (repeating words or phrases in place of normal, responsive language)

laughing, crying, or showing distress for reasons not apparent to others

Prefers to be alone; aloof in manner

Tantrums; displays extreme distress for no apparent reason

Difficulty in mixing with others

May not want to be touched or may not be physically affectionate

Little or no eye contact

Unresponsive to standard teaching methods

Sustained odd play

Spins objects or self

Inappropriate attachment to objects

Apparent oversensitivity or undersensitivity to pain

No real fear of dangers

Noticeable physical overactivity or extreme underactivity

Not responsive to verbal cues; acts as if deaf even though hearing tests in normal range

Uneven gross/fine motor skills (may not kick a ball, but can stack blocks)


Please note this symptom list is not a substitute for a full-scale diagnostic assessment.

----------------
I hope this helps.  I apologize for any misunderstandings

[888mom]

Ha ha ha... maybe if flipouts don't mean autism, they might cause autism?   JOKING here... I'm trying to keep my sense of humor this week (had a rough week so far).  

Oh, another thing that can cause flipouts is OCD.  My sister has very mild OCD and had some meltdowns as a kid if things didn't go as she expected or planned.

Anyways, go see a professional doctor and get a diagnosis from him, not the school system.  

[MJIthewriter]

I know I can get very emotional at slight things. The reasons vary from case to case. One trigger for me to have an upset, is when I am trying to explain something that's clear and bright as day in my head.  I try to speak it out, stumble over my words, stutter, and the other person is confused... The stuttering may or may not happen, but it frustrates me when I try to get my point across and people don't react in the way I expected them to.  If I fumble over my words I may try to repeat until I can say it exactly how I have the sentence in my head... People outside of me get annoyed...which in turn makes me all the more vexed and upset.

Also I fail to realize, perhaps the person doesn't get it because they have a different viewpoint.  For example I see a field and hear that it's going to be torn down and developed. In my head I want to convince the other person the land is worth saving, but if their viewpoint is excitement to see the new shopping mall, then we are not going to get along...  That's something that may be more normal.

On a smaller scale but still equally emotional:  This is a real example. My dad will probably rant that I still remember this and I realize now it isn't important, but at the time I really had a tantrum...  I came upstairs and found some our dinner napkins wet. Dad was like don't ask about the wet napkins. I wanted to know what happened and why my parents were so defensive.  They kept refusing to tell me and I kept asking, until it escalated into a tantrum and argument. I felt hurt because I felt like my parents were deliberately being mean to me by not telling and the thought they were keeping it secret, only made me more irritated.

Bottom line: I took the situation personally. To me my mind tends to break things down into black/white when it comes to people and reactions.  Either things go as I expected or they don’t. If not, then it shakes me up to a varying degree.

I tend to jump to the worst cases when it comes to people. I hate being ignored or rejected. Any time I feel like I'm being ignored I start to break down. I feel rejected.  But in reality, the person may have either not seen me, had something else on their mind, or if it is happening over the internet, the person may have had some emergency or other important thing come up that prevented them from checking their email that day.  I'm trying to pace myself these days and try to recognize when I'm making these assumptions, but it's not an easy process. I tend to think worst first and then try to think more optimistically. Part of it may be my past. In school (grades 2-4) I faced really harsh bullying, both verbally and physically. Grades 5-6 I faced rejection, verbal abuse, and alienation.  Grades 7-12 were much better years, but I still got by with very few friends.

[MJIthewriter]

I also want ot add, sometimes I get emotional because I feel an innter conflict. For example there was a teacher assistant helping to teach my highschool health class. We were discussing drug addictions.  I forgot what he said he was addicted to, but I think it was alcohol and some other thing.  He gave up those addictions, but he admitted he continues to smoke even though he's not really addicted.

I was torn between myself, whether I am stepping out of line or doing the right thing. In my head I was stern and confident. In practice, my voice shook and I cried as I spoke...

I tried to ask something like, "If you're not addicted to smoking, then why are you doing it? You must know the consequences because you are helping to teach this class. You overcame your other addictions, you should try to quit smoking too."  I mean we studied the effects of smoking... and for him to say he's not addicted but smokes anyway puzzled me to no end... I felt like he should set a better example for the class by quitting smoking.  Just how to say that in a nice way??  I felt awkward because I knew my words were harsh, even triggering a few "Ooo's" from the fellow students because I was acting out. But at the time I felt I really needed to step up and be the one to make the difference in this person's life!

[buczko]

Thanks for the info!  I have gotten myself super-stressed out about this.  This last week has been an emotional roller coaster for what I can see now, is no apparent reason.  I have decided that I don't need to have a name for what he does.  I've been obsessing about whether or not he fits into the autism category or the OCD category or the just-a-weird-kid category.  But you know, it doesn't matter.  They can use what ever techniques they want with him.  If Autism stuff works, fantastic!  If it doesn't, we'll find something else.  He's just him and that hasn't changed just because 2 "Autism Specialists" say that he has red flags.  He's a sweet, loving boy that happens to flip out.  We'll figure it out sooner or later.  Thanks for all your help!!

[Specialteacher101]

Being a special education teacher, I must say I was shocked to read some of the things I found in the above paragraphs. In order for your child to be put under the label as having autism he must have displayed many of the characteristics of having autism. During your meeting, you should have seen your child's teacher, special education teacher, speech, physical therapist, OT and sometimes the school nurse.  Each of these people will play a big role as to what is going on with your child at school. Autism isn't easily defined anymore in the school systems throughout the country. But with they way you say your son is acting does display some big concerns for him in his future for learning. Because I am not there, and can not do a full range of test.... (reading, social interaction, playtime, sensory, large motor skills, fine motor skills, tactile... ect...) then I can not say or say yes. your child has this or no, you child does not have this.... I wish I could visit some of the parents I met on here ..... because they need answers and help. I didn't go into teaching for the money :) LOL I went into it to help students, and parents.

Here are some ideas for you and the teacher to start working on...

1. If you are getting ready to play a game remind the child that it is okay to not win everytime.
2. If you don't get pick this time say "are we going to whine?" let the child know that maybe next time they will get picked do color in the weather graph or be line leader.
3. If your child can not control himself, then quietly tell the child to go to the cozy corner .... ( there should be somewhere in the classroom, and at home filled with blankets, pillows and books soft big objects) for him to chill out, relax and then tell him when he is done crying he can join the rest of the class... he might cry all day, and that will be hard hearing as a parent that your child cried... but it is a step that will be learned, maybe not for a day, but maybe it will take him sometime to learn that it is okay not to be first.
4. Remind him it is not a choice to scream unless it is outside.

There is a child in our building who is high functioning autism... he is in a normal classroom all day, does not present many of the characteristics of having autism until it comes to being potty trained. Yep.... he is in kindergarten and is still in pull-ups. He has perfect vision, hearing, sensory, motor skills, he gets a long with everyone in the classroom but his aggressiveness towards being potty trained has put red flag in his teachers mind and we were able to see this now instead of 3-4 years down the road.

I would strongly urge you to talk to you child's teacher again. Ask for a special education teacher to be there as well. It takes months for the process and final testing to be done. It's not done over night. They will have someone sit in with your child's class for 2-3 days see his interaction. There will be someone who will play games, read, go for walks and give him learning test then the process goes to a GEI team who talks about all the information gathered during this 2-3 month process. Now it is present to you and what your child's teacher, special education teacher may think.

All these different people play a big role.

The special education teacher will teach and help co-teach his regular classroom teacher to adapt to his particular learning style and emotional outburst.
The OT- will work with him using toys, objects and places to re-connect
The PT- might take him on walks daily, practice some sensory issues
The RTI -might take him and read with him one on one with pop up books

All these people are specially trained. They went to 4 years of college, 2 years of speciality school and much more. We (teachers) know what we are talking about. I know you want what is best for your son. Try this route, it this isn't it then okay.... but maybe it is something and you are being a GREAT parent who is active. That's what being a parent is all about. I know its a shock and confusing to deal with all at once, but you are doing a great job so far from what I read up above. Keep doing your great work!

[buczko]

Wow!  Thanks for the information.  I am a former teacher myself, and I have friends who are still in the profession.  The night before our meeting I called one of my friends who is a Special Education teacher and asked her what to expect.  Even after all her advice and help, I was still overwhelmed and confused.  
Just recently one of the "Autism Specialists" gave me 2 books to read about autism, and I read them cover to cover.  My son does not fit ANY of the examples.  I'm not being closed minded about autism, I'm ok with whatever diagnosis he may have, but I want him to get the right type of help...ya know?  
His teacher and principal are great! I can't stress enough how helpful they have been.  It's the "Autism Specialists" I have problems with.  What are their qualifications?  Do they only know about autism and go around looking for red flags?  That's what it seems to me.  
When the school psychologist came to our home to ask us 2 hours worth of questions, I told her that I thought he was pigeon holed into Autism.  The specialists talked about red flags that we just don't see at home.  After several very specific Autism questions (and I only know that's what they were because I researched ahead of time) she admitted that he didn't look like he fit the profile.  But, she explained, because Special Ed was state funded he had to fit one of the "Special Ed Categories" in order to get help.  She said that he may not be autistic but that was the most likely categorical fit.  Now that made sense to me.  I understand that there's probably some guy that's never taught a day in his life sitting at his desk making up these stupid specifications and hoops to jump though.  
As much as I truly believe in public education, sometimes it's so counterintuitive!  

[srt12780]

How about sensory dysfunction disorder?  Try to google that and see if it fits.  

[mjthewriterdad]

The Educational definition of autisn differs from the Medical definition of autism.   The MEDICAL DEFINITION is more specific,  The EDUCATIONAL DEFINITION has to follow IDEA federal law.

Bottom line:   If your boy gets any help from the school system,  he needs to fit the EDUCATIONAL definition of autism.  Medically, he may be diagnosed  ASPERGERS or PDD-NOS (or something else.).  But there is NO EDUCATIONAL DEFINITION OF PDD-NOS nor Aspbergers.  So the best fit is autism in the IDEA sense of the word.   This way he gets special ed servioces.  .

Unless you see any of the other 12 IDEA categories he fits better go for it. But from what you describe, I think autism (IDEA definoition) looks like the best fit to me.

Deaf-blindness
Deafness
Hearing impairment
Mental retardation
Multiple disabilities
Orthopedic impairment
Other health impairment
Serious emotional disturbance
Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment, including blindness

For a long time, autism wasn't recognized as an IDEA category.   We parents and other advocates  fought hard just to get autism on the board.   Now it's there and this general definition kept a lot of children from being left behind.

[mjthewriterdad]

Oh, and sensory dysfunction disorder is also not on the IDEA list neither,  but this nay also fit into the scholl definition of autism.

Perhaps "serious emotioinal disturbance" may also apply.  Maybe you can see if that fits better:.  

The IDEA definition of autism:

Autism: A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has a serious emotional disturbance as defined below.

The IDEA definition os serious emotional disturbance:

Serious emotional disturbance: A condition exhibiting one or more of the following characteristics, displayed over a long period of time and to a marked degree that adversely affects a child's educational performance:



An inability to learn that cannot be explained by intellectual, sensory, or health factors

An inability to build or maintain satisfactory interpersonal relationships with peers or teachers

Inappropriate types of behavior or feelings under normal circumstances

A general pervasive mood of unhappiness or depression

A tendency to develop physical symptoms or fears associated with personal or school problems.


As I looked it up, the word "serious" was dropped in 1997.  Now it is refered to as "emotional disturbance"  Same text, just a name change.