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Nursery suspect asd

Kforkaterina

My ds3 has been showing signs of high functioning austism at nursery, and theyve asked me to call my health visitor. My son is very academically bright, and can read like a 6/7 year old. I think he does show some indications of asd; he loves order and rules. He struggles with transitions, and he's not too keen on children his own age, but he is getter much better at playing with his peers. He also seems to have a few mild sensory issues. 

He is also very empathetic, loves cuddles, understands sarcasm and word play jokes. He doesn't have tantrums at home and I'm dubious. I am happy to have him assessed, maybe I'm blind to it. However, my sister in law (who is a senco), says that he won't get any extra help anyway, because he doesn't need it. Therefore, is there any benefit in having a diagnosis? I'd love to hear other people's experiences. This is all very new to me. 

Parents

  • I agree, assessment is benign at worst and can be immensely helpful.

    My DD is 9 and has only just been dx with ADHD and asperger's type ASD.  There were lots of little signs all through, from birth, which i never added up.  SHe never went to nursery due mostly to logistics (we were moving house/buying a house several times over those years).  Even once she began school i continued to wonder, watching her struggle with certain things, but it was only when she was 7 and because almost phobic about school, really really distressed by going in, that i sought a CAMHS referral.

    We got her final dx this week, after 17 months of assessment, but even being able to say to the school "CAMHS say it could be this" was immensely helpful!  My DD "copes okay" and so doesn't qualify for official extra help either.  But still her life is very different.

    When she fidgets, instead of being told to sit still she is invited to go into the corridor to run and jump or given one of her many aids (toys to fiddle with, a silicon neck pendant she can chew, a weighted lap pad, a "wobble cushion"), instead of being given "meaningful looks" to direct her behaviour teachers all use clear, simple verbal instructions, she is not seen as being "insolent" for not making eye contact when asked to listen attentively (she can't do both at once), and when she has social problems (fairly common, 9yo girls have them a lot anyway, without ASD in the mix) several staff are able to help her navigate them.  The school nurse is hyperalert to her anxiety and is quick to give me a call if she's concerned.  The school have absolutely rallied around her and us and it's made a huge difference to her emotional state in school and to her ability to access the curriculum.

    There are a lot of opinions on this sort of thing, but i will tell you it has changed our lives being able to name what is behind her difficulties and my youngest, a nearly-3yo boy with a language delay, is already awaiting ASD assessment and in speech therapy because now i see the difference intervention can make i am keen to get him it as early as possible.

    Best of luck to you.

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  • I agree, assessment is benign at worst and can be immensely helpful.

    My DD is 9 and has only just been dx with ADHD and asperger's type ASD.  There were lots of little signs all through, from birth, which i never added up.  SHe never went to nursery due mostly to logistics (we were moving house/buying a house several times over those years).  Even once she began school i continued to wonder, watching her struggle with certain things, but it was only when she was 7 and because almost phobic about school, really really distressed by going in, that i sought a CAMHS referral.

    We got her final dx this week, after 17 months of assessment, but even being able to say to the school "CAMHS say it could be this" was immensely helpful!  My DD "copes okay" and so doesn't qualify for official extra help either.  But still her life is very different.

    When she fidgets, instead of being told to sit still she is invited to go into the corridor to run and jump or given one of her many aids (toys to fiddle with, a silicon neck pendant she can chew, a weighted lap pad, a "wobble cushion"), instead of being given "meaningful looks" to direct her behaviour teachers all use clear, simple verbal instructions, she is not seen as being "insolent" for not making eye contact when asked to listen attentively (she can't do both at once), and when she has social problems (fairly common, 9yo girls have them a lot anyway, without ASD in the mix) several staff are able to help her navigate them.  The school nurse is hyperalert to her anxiety and is quick to give me a call if she's concerned.  The school have absolutely rallied around her and us and it's made a huge difference to her emotional state in school and to her ability to access the curriculum.

    There are a lot of opinions on this sort of thing, but i will tell you it has changed our lives being able to name what is behind her difficulties and my youngest, a nearly-3yo boy with a language delay, is already awaiting ASD assessment and in speech therapy because now i see the difference intervention can make i am keen to get him it as early as possible.

    Best of luck to you.

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