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5 year old screaming at teachers
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<blockquote data-quote="soapbox" data-source="post: 682676" data-attributes="member: 13003"><p>He's five. First year in school, really.</p><p> </p><p>I'm wondering if there is any pattern to when his behavior is worse? For example, does he get worse as the day wears on? Or perhaps when transitioning from one activity to another? Or better on days when the class is more quiet, and worse when it's noisy?</p><p> </p><p>I suspect you have a "complex kid". Sometimes called a "conundrum kid". Hard to figure out. Keep an open mind, and do lots of research. There may be one key diagnosis. But whether there is or not, there may well be other things happening too.</p><p> </p><p>Subtle things like Auditory Processing Disorders (APD), especially problems with auditory figure ground, are a massive challenge in a classroom setting. This is where the person hears everything but can't focus in on the "one" sound that needs to be listened to (i.e. teacher's voice, for example). Kids with this problem will do better working one on one in a quiet environment - and then can't do the same thing in a classroom. There is specific testing that can be done, and specific interventions.</p><p> </p><p>Another thing to watch out for is motor skills problems. One possible diagnosis here is Developmental Coordination Disorder (DCD), where there is no problem with the musculo-skeletal system, nor with the brain, but in how the two work together. This can affect fine motor skills (writing, coloring, tying shoes), or gross skills (sports, riding a bike), or both. Either one is a huge challenge at school, and some kids deal with impairment in both fine and gross motor skills.</p><p> </p><p>It can be useful to get an Occupational Therapy evaluation done ahead of the comprehensive evaluation, unless you know for certain that the comprehensive evaluation will include this testing. An Occupational Therapist can test for motor skills issues and sensory challenges, and they have therapies and interventions to help both. The report you get from this evaluation can be sent to the person/team doing the comprehensive evaluation - they will consider this professionals perspective and findings.</p></blockquote><p></p>
[QUOTE="soapbox, post: 682676, member: 13003"] He's five. First year in school, really. I'm wondering if there is any pattern to when his behavior is worse? For example, does he get worse as the day wears on? Or perhaps when transitioning from one activity to another? Or better on days when the class is more quiet, and worse when it's noisy? I suspect you have a "complex kid". Sometimes called a "conundrum kid". Hard to figure out. Keep an open mind, and do lots of research. There may be one key diagnosis. But whether there is or not, there may well be other things happening too. Subtle things like Auditory Processing Disorders (APD), especially problems with auditory figure ground, are a massive challenge in a classroom setting. This is where the person hears everything but can't focus in on the "one" sound that needs to be listened to (i.e. teacher's voice, for example). Kids with this problem will do better working one on one in a quiet environment - and then can't do the same thing in a classroom. There is specific testing that can be done, and specific interventions. Another thing to watch out for is motor skills problems. One possible diagnosis here is Developmental Coordination Disorder (DCD), where there is no problem with the musculo-skeletal system, nor with the brain, but in how the two work together. This can affect fine motor skills (writing, coloring, tying shoes), or gross skills (sports, riding a bike), or both. Either one is a huge challenge at school, and some kids deal with impairment in both fine and gross motor skills. It can be useful to get an Occupational Therapy evaluation done ahead of the comprehensive evaluation, unless you know for certain that the comprehensive evaluation will include this testing. An Occupational Therapist can test for motor skills issues and sensory challenges, and they have therapies and interventions to help both. The report you get from this evaluation can be sent to the person/team doing the comprehensive evaluation - they will consider this professionals perspective and findings. [/QUOTE]
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