Autism referral for 4yo daughter?

My little girl has gone through the 1st steps of the assessment and spent nearly 6 weeks in intervention and has received the referral to undergo the full autism evaluation. (if anything I suspect high functioning autism, aspergers, or pdd-nos) What I'm wondering is, how common is a diagnosis of the autism spectrum made after a child is given the full referral? I mean, there has to be reasons why they want to give her the full work up and all. If anybody knows or can refer me to a site that would tell me, that would be great. Thanks!Autism referral for 4yo daughter?
They wouldn't recommend a full work-up without pretty strong red flags. We found our daughter's diagnosis to be a relief. It wasn't just a label for us. The standard behavior strategies had never worked for her. But an AS diagnosis helped us and her TEAM develop positive strategies and accomidations that actually have worked to improve her educational and social experience.



You may want to log on to www.autismspeaks.org for lots of good reference material and sites. Invaluable for us was their free First 100 days- a guide for families through the first 100 days following an Autism Spectrum Diagnosis.Autism referral for 4yo daughter?
I would expect a dx on the spectrum, anyone I know who has gone through the full eval comes away with something and many come away with PDD.NOS and then later its changed to asperger's.Autism referral for 4yo daughter?
speak to her pediatrician and the school pyschologist about your concerns.
This totally depends on who is doing the referral. If it is a team of teachers and administrators, then she may very well not be autistic. In our district, a full 93% of autism referrals result in no diagnosis.



The second thing you need to know is that the school cannot "diagnose" autism. Only a doctor can diagnose autism. This usually ends up being a neurologist or child psychiatrist. However, the school can give your child an educational label of ASD.



In the school system, there is not a full autism evaluation. What they are doing is giving her an evaluation that any child with a suspected disability will get. In other words she will be tested for intelligence, speech and language, academics, childhood development and fine motor issues. In addition, you will be asked to fill our an autism rating scale such as the GARS (Gilliam Autism Rating Scale.) Try to be as objective as possible when you fill it out.



When they get the results of the testing, there are criteria that must be in place in order for your child to receive an educational label of ASD.



A. A total of six (or more) items from (1), (2), and (3), with at

least two from (1), and one each from (2) and (3)



(1) qualitative impairment in social interaction, as manifested by at least two of the following:



a) marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction



b) failure to develop peer relationships appropriate to

developmental level



c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing,

bringing, or pointing out objects of interest to other people)



d) lack of social or emotional reciprocity ( note: in the

description, it gives the following as examples: not actively

participating in simple social play or games, preferring solitary

activities, or involving others in activities only as tools or

"mechanical" aids )



(2) qualitative impairments in communication as manifested by at least one of the following:



a) delay in, or total lack of, the development of spoken language

(not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)



b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others



c) stereotyped and repetitive use of language or idiosyncratic

language



d) lack of varied, spontaneous make-believe play or social

imitative play appropriate to developmental level



(3) restricted repetitive and stereotyped patterns of behavior,

interests and activities, as manifested by at least two of the

following:



a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in

intensity or focus



b) apparently inflexible adherence to specific, nonfunctional

routines or rituals



c) stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole body movements)



d) persistent preoccupation with parts of objects



B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:



(1) social interaction



(2) language as used in social communication



(3) symbolic or imaginative play



C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder



If your child meets the criteria, then the IEP team (including you) will decide what should be her priority educational need. A placement in an autism class is not always the preferred placement. It strictly depends on the degree of autism.



I would go to the Wright's law website to make sure they proceed in a lawful manner. Also, they will be giving you a Procedural Safeguards booklet when you have the meeting, which also outlines your rights as a parent of a child with special needs. Though schools generally have the child's best interest in mind, it is better for you to have an understanding of the process so you can advocate for your daughter.