Asperger? Hyperactive?
-
Just want to provide an update. The 1st result I was not convinced. So I decided to go for a second thorough tests. Diagnosis... He is an asperger.
The news takes a while to sink in. I am now very much aware of his differences and fully understand why he is acting in a certain way.
I am a bit upset. But I guess life has to go on and I have to make the best of his short coming. -
en, try to cheer up, k? coz life has to go on, like you said. At least with the diagnosis, you can seek appropriate and early intervention.
Regardless our kids' shortcomings, we have to accept and love them for who they are. Take care, dear. :hugs: -
[quote]en, try to cheer up, k? coz life has to go on, like you said. At least with the diagnosis, you can seek appropriate and early intervention.
Regardless our kids' shortcomings, we have to accept and love them for who they are. Take care, dear. [/quote]Thanks mathsparks for reaching out. I will just have to work on his shortcoming and hope he will be able to enjoy his childhood as much as possible. -
EN:
Take heart, EN. It will take a while for the news to sink in and you will feel resentful and angry. But don't lose faith and don't resign yourself and DS to fate.Just want to provide an update. The 1st result I was not convinced. So I decided to go for a second thorough tests. Diagnosis... He is an asperger.
The news takes a while to sink in. I am now very much aware of his differences and fully understand why he is acting in a certain way.
I am a bit upset. But I guess life has to go on and I have to make the best of his short coming.
Looking on the bright side of things, now that you know, at least you can do something about it. Getting early intervention is important and with a holistic approach (right therapy and therapists, nutrition etc), it will help DS integrate better into society.
There will be the ups and downs, but you must believe that it WILL get better. And it WILL!! :hugs: -
EN:
You know... what we see as shortcoming may turn out to be his greatest talent and strength
I will just have to work on his shortcomingEN:
Don't let the label determine his life. It's how we nurture and help our children to develop their potential and talents that will give them the best experiences possible.... and hope he will be able to enjoy his childhood as much as possible.
:lol: -
Thanks schweppes for your kind words. I am not resentful nor angry. Just a bit sad everytime I heard his non-stop chatter on things that he finds interesting or when he suddenly gets upset over trivial things or jokes that he thinks are inappropriate. I am sure he will grow up fine. I think I am upset because I was shock of the result. But at least the labelling helps us to understand him better.
The CGC doesn't provide much help since ds is not disruptive or having big social issues in school or outside. So, we as a family need to contain and correct the issues at home. Yeap, love him very much still and I think it is great that he is into non-fictional stuff, mature and a very neat kid.
:celebrate: -
snowyqueen:
hiI only has one puzzle which I cannot solve. How come her superb visual memory power deteriorates when her behaviour changes for the good as she gets older.
One example, my mother is teaching my sister's child Han Yu Pin Yin today and we just wondered how my girl learnt Han Yu Pin Yin when she was P1. We never really taught her but she was really good and eventhough her chinese teacher always complained about her walking around in class and not paying attention. Her \"giftness\" in learning Chinese has faded with time though she is still able to do well for Chinese but no special \"suprise\". It even took her quite some time to remember her script for show and tell. But I have no complaint. I am less stressful as compared to the past
.
I'm a therapist. I also work with some children with autism.
I have also noticed this deterioration in visual skills, esp decoding & spelling. in some children who have \"normalised\".
At first, I wasn't sure if that was a side-effect of normalisation as the bulk of them were in K1-P1 (early literacy phase). All had superior decoding reading and/or spelling skills at start of intervention. However as they were all aged 5 or so, reading materials typically consisted of shorter words.
Some of them had dyslexic spelling mistakes and broken grammar after social skills improved. Some made copying mistakes.
Later I had a P2 child with Asperger. He had established very good literacy skills from reading books solely. As he interacted more with peers, his grammar and spelling deteriorated steadily. By P4, he was able to speak some Singlish and it showed in his written work. He too made unusual spelling mistakes. He used to be able to spell some of those words.
This grp of children were of abt average intelligence & had milder sensory issues. As they became more sociable and like typically developing peers, certain literacy skills showed a marked/significant deterioration. A few were non-verbal initially but were able to decode words.
It appears that as the brain is \"re-wired\" to perceive social and pragmatic cues, the child loses his near-perfect & automatic (effortless) visual perception skills. Decoding, esp multi-syllabic words, are now effortful. The prevalence of Singlish also affected the child's grammatical processor as he is now attuned to multiple sources of language input.
Most retain at least 1 asd trait but lay persons tend to perceive those behv as quirks, or being quick-tempered or awkward.
not too sure if the \"normalisation\" is stable or long-term. some say very stressful events/high anxiety may cause regression in adulthood.
I haven't had the time to read thro the research papers since kids' discharge.
Hope it helps. -
pingsped:
You know what? Was reading about brain experiments which studied savants and autistic people with \"supernormal\" powers like drawing in great detail after looking at a photograph for 10mins, or even reading two books at the same time with perfect recall. The researchers tried to alter the minds of normal people with mind altering drugs to produce the same brain activity as savants (MRI scans allow for accurate measurement). These normal people started to have savant-like qualities, ie photographic memory. But the powers faded as the effect of the drugs wore off.
hisnowyqueen:
I only has one puzzle which I cannot solve. How come her superb visual memory power deteriorates when her behaviour changes for the good as she gets older.
One example, my mother is teaching my sister's child Han Yu Pin Yin today and we just wondered how my girl learnt Han Yu Pin Yin when she was P1. We never really taught her but she was really good and eventhough her chinese teacher always complained about her walking around in class and not paying attention. Her \"giftness\" in learning Chinese has faded with time though she is still able to do well for Chinese but no special \"suprise\". It even took her quite some time to remember her script for show and tell. But I have no complaint. I am less stressful as compared to the past .
I'm a therapist. I also work with some children with autism.
I have also noticed this deterioration in visual skills, esp decoding & spelling. in some children who have \"normalised\".
At first, I wasn't sure if that was a side-effect of normalisation as the bulk of them were in K1-P1 (early literacy phase). All had superior decoding reading and/or spelling skills at start of intervention. However as they were all aged 5 or so, reading materials typically consisted of shorter words.
Some of them had dyslexic spelling mistakes and broken grammar after social skills improved. Some made copying mistakes.
Later I had a P2 child with Asperger. He had established very good literacy skills from reading books solely. As he interacted more with peers, his grammar and spelling deteriorated steadily. By P4, he was able to speak some Singlish and it showed in his written work. He too made unusual spelling mistakes. He used to be able to spell some of those words.
This grp of children were of abt average intelligence & had milder sensory issues. As they became more sociable and like typically developing peers, certain literacy skills showed a marked/significant deterioration. A few were non-verbal initially but were able to decode words.
It appears that as the brain is \"re-wired\" to perceive social and pragmatic cues, the child loses his near-perfect & automatic (effortless) visual perception skills. Decoding, esp multi-syllabic words, are now effortful. The prevalence of Singlish also affected the child's grammatical processor as he is now attuned to multiple sources of language input.
Most retain at least 1 asd trait but lay persons tend to perceive those behv as quirks, or being quick-tempered or awkward.
not too sure if the \"normalisation\" is stable or long-term. some say very stressful events/high anxiety may cause regression in adulthood.
I haven't had the time to read thro the research papers since kids' discharge.
Hope it helps.
The conclusion is that the brains of savants and autistic persons trade off perfect memory with understanding. So when there is less understanding, the memory recall is superior. But once understanding starts to creep in (perhaps the brain is now busier with making connections), it has less capacity for memory.
This is really interesting stuff! -
EN:
[quote]They also watched her during \"play\". to look out for prominent behaviour. One of the traits as I had shared before for AS child is repetitive movement/action. Also, my girl liked to line up her toys and flash cards in a straight line when she was two years old and this was one of the symptoms as well.
Often I have seen he line up his cars, lego too. The psychologist repeatedly ask me if my child does play pretend. [/quote]OMG! My DS loves to line up his things or toy cars in a straight line since very young (2?) too! Does that mean something? He does pretend play a lot, but I am not sure when he lines up his toys, is that part of his pretend play or just that he likes to do so without a reason.
He is generally well-behaved, especially in school or in a class, but he can be a terror at home or with his sister. He can also be very stubborn and obsessed about certain things. I call him a \"man\" (boy) of habits - when he was younger, it used to be so difficult to get him to wear new clothes/shoes (nothing to do with discomfort as I had made sure it wasn't due to that), among other things. On the other hand, I haven't seen that he has any socialising issue with other children. He's 3.5 years old. Need I be concerned?? -
[quote]This grp of children were of abt average intelligence & had milder sensory issues. As they became more sociable and like typically developing peers, certain literacy skills showed a marked/significant deterioration. A few were non-verbal initially but were able to decode words. [/quote]
Hmm... I notice that trend too. Or was it because I no longer spend quality time with my child doing what we love to do? I'll feedback again once I'm back on my track. Have been side track working & near zero bonding time.
Hello! It looks like you're interested in this conversation, but you don't have an account yet.
Getting fed up of having to scroll through the same posts each visit? When you register for an account, you'll always come back to exactly where you were before, and choose to be notified of new replies (either via email, or push notification). You'll also be able to save bookmarks and upvote posts to show your appreciation to other community members.
With your input, this post could be even better š
Register Login