About Michelle Fattig Expertise I can answer questions about educational testing, autism, Asperger's Syndrome, ADD/ADHD, Special Education, IEP, Learning Disabilities, Sensory Processing, Parent Advocacy, Response to Intervention, living and parenting with disabilities, parent rights in special education, school psychology, and more. I cannot provide a medical diagnosis.
Experience I am a school psychologist, medical technologist, author of the Annie Books series: Experience Aspeger's Syndrome and Attention Deficits Through the Eyes of a Child, RTI facilitator, ILCD facilitator, parent advocate, presenter, and researcher. My children and I have Asperger's, ADD/ADHD, and learning disabilities.
Organizations National Association of School Pyschologists, American Medical Technologists, Learning Disabilities Association of Nebraska
Education/Credentials Ed.S. in School Psychology, doctoral studies in SPED Law, SPED Systems Enhancement Leadership, and doctoral candidate Education Leadership. MT(AMT) and MLT(ASCP)
Question Hello Michelle. I have a question about my 6 year old son. When he was in preschool (age 4), his teacher mentioned that she suspected SID in my son because he flapped his hands. I haven't spoken to our pediatrician about it, or anyone else. My son has never displayed this behavior in front of his doctor. My son still flaps his hands when he is excited or frustrated, in the middle of a basketball game he is playing in, soccer games, too! He sits in the W position all of time. He cannot tie his shoes, despite numerous attempts to teach him. He still has trouble swimming (although we swim all spring and summer and despite a few years of lessons). His handwriting is illegible and in first grade he is still making his numbers and letters backwards. He is obsessed with star wars (it's all he can talk about). He is very very smart and amazes his teachers with his spelling and math skills. My question is, should I have him tested for SID? I don't want him to suffer for my failure to have him tested and worked with. SID seems to run in my family. My brother has it, as do his twin daughters. I realize now that I have it (self diagnosed). Thank you.
Since SID is often a part of Asperger's and Autism, you may wish to consider requesting a comprehensive multidisciplinary evaluation through his school and talk with the school psychologist about your concerns and family history. There tends to be a fundamental lack of awareness of what Aspeger's and high functiong autism "look like," so you may have to arm yourself with knowledge ahead of time! The evaluation can indicate areas that your son may receive supports such as a sensory diet or occupational therapy supports. I'm am copying and pasting an portion of a report I am writing for a student today:
Sensory Integration
"Children and adults with autism, as well as those with other developmental disabilities, may have a dysfunctional sensory system. Sometimes one or more senses are either over- or under-reactive to stimulation. Such sensory problems may be the underlying reason for such behaviors as rocking, spinning, and hand-flapping. Although the receptors for the senses are located in the peripheral nervous system (which includes everything but the brain and spinal cord), it is believed that the problem stems from neurological dysfunction in the central nervous system--the brain. As described by individuals with autism, sensory integration techniques, such as pressure-touch can facilitate attention and awareness, and reduce overall arousal. Sensory integration focuses primarily on three basic senses--tactile, vestibular, and proprioceptive. Their interconnections start forming before birth and continue to develop as the person matures and interacts with his/her environment. The three senses are not only interconnected but are also connected with other systems in the brain. Although these three sensory systems are less familiar than vision and audition, they are critical to our basic survival. The inter-relationship among these three senses is complex. Basically, they allow us to experience, interpret, and respond to different stimuli in our environment.: In general, dysfunction within these three systems manifests itself in many ways. A child may be over- or under-responsive to sensory input; activity level may be either unusually high or unusually low; a child may be in constant motion or fatigue easily. In addition, some children may fluctuate between these extremes. Gross and/or fine motor coordination problems are also common when these three systems are dysfunctional and may result in speech/language delays and in academic under-achievement. Behaviorally, the child may become impulsive, easily distractible, and show a general lack of planning. Some children may also have difficulty adjusting to new situations and may react with frustration, aggression, or withdrawal.
Evaluation and treatment of basic sensory integrative processes is performed by occupational therapists and/or physical therapists. The therapist's general goals are: (1) to provide the child with sensory information which helps organize the central nervous system, (2) to assist the child in inhibiting and/or modulating sensory information, and (3) to assist the child in processing a more organized response to sensory stimuli." Retrieved from: http://www.autism.org/si.html
Children diagnosed with Executive Functioning disorders may be impulsive or hyperactive, and they have significant problems paying attention and organizing. They may appear to be daydreaming, "spacey," easily confused, slow moving, and lethargic or hyperactive and ‘bouncing off the walls.’ They may have difficulty processing information as quickly and accurately as other children. When the teacher gives oral or even written instructions, this child has a hard time understanding what he or she is supposed to do and makes frequent mistakes. Yet the child may sit quietly, unobtrusively, and even appear to be working but not fully attending to or understanding the task and the instructions.
Autism impacts normal development of the brain in the areas of social interaction and communication skills. The disorder makes it hard for us to communicate with others and relate to the social world. In some cases, aggressive and/or self-injurious behavior may be present (Autism Society of Delaware, 2005); however, internal behaviors such as withdrawal, depression, anxiety, eating disorders, and social isolation may be just as prevalent. http://www.mdjunction.com/autism/articles/autism-misdiagnosed-and-misunderstood
Narrow Range of Interests and Insistence on Set Routines
Due to the nature of Asperger’s syndrome, a child's anxiety, his interactions may be ruled by rigidity, obsessions, and perseverations (repetitious behaviors or language) transitions and changes can cause. Generally, he will have few interests, but those interests will often dominate. The need for structure and routine will be most important. He may develop his own rules to live by that barely coincide with the rest of society. http://school.familyeducation.com/learning-disabilities/behavior/56315.html
Difficulty with Reciprocal Social Interactions :
Those with Asperger's syndrome display varying difficulties when interacting with others. Some children and adolescents have no desire to interact, while others simply do not know how. More specifically, they do not comprehend the give-and-take nature of social interactions. They may want to lecture you about the Titanic or they may leave the room in the midst of playing with another child. They do not comprehend the verbal and nonverbal cues used to further our understanding in typical social interactions. These include eye contact, facial expressions, body language, conversational turn-taking, perspective taking, and matching conversational and nonverbal responses to the interaction and often inform teachers or peers that they are “smarter than they are.” http://school.familyeducation.com/learning-disabilities/behavior/56315.html
Many individuals with Asperger's syndrome have difficulty with sensory integration, and both gross and fine motor skills. The difficulty is often not just the task itself, but the motor planning involved in completing the task. Typical difficulties include handwriting, riding a bike, and ball skills. I am sorry that this response is so lengthy! Please let me know if there is anything else that I can provide for you.
