So here it is.

Wednesday, December 21, 2011
Henry has some sensory issues. I've spoke of them before, mostly to do with eating, but more have come up in the past few months.

He hates the wind and will freak out when outside on windy days.
Still doesn't like to be messy and requests hand washings when he gets dirty at meal times and during our "art time".
Still isn't trying much new food and refuses many foods in general.
Freaks out momentarily when getting a shirt over his head (if you don't get it on fast enough).
Bites his fingers and pulls at his face when frustrated.
Scared of pooping and will hold it in for significant lengths of time (i.e. He'll show signs of needing to poop at 8am and won't eventually give in and do it until 4 in the afternoon).

Those are the big ones.

A great resource in our county is called the "Follow Along Program". I fill out a questionnaire (one I'm already familiar with via my full time job as an ECSE teacher) every 4 months or so religiously. After I send it in, a nurse practionner calls back if there are any concerns noted and connects you with the B-3 Early Intervention team in our district.

The last one I filled out was for 27 months and I again, as I did for the last 4 questionnaires, discussed my concerns with his nutrition and sensory concerns. Knowing full well that this kid wouldn't come anywhere close to qualifying, the nurse talked me into finally making a referral to B-3 just to see what would happen.

Because of the nature of the beast (ECSE state laws on qualifying), every area of development needed to be tested, and "sensory" isn't something he'd qualify in. His scores on the adaptive portion (mostly gained via interview of me) were the only hope in him qualifying and me getting some much needed help in this area.

He was tested by someone just like me (an ECSE teacher), an OT, and a PT. He was a shining star for all of them. How the test works is that he continues on task after task (each one "more difficult" than the last) until he levels out (either reaching the end or scoring three zeros in a row). 2 of the 3 teachers noted that they did items with him that they had never even done before because they were such higher skills than what most kids can get to that they test.

So we had the evaluation results meeting today, and as I completely expected, he didn't qualify. He needed to score at least -1.5 standard deviations below the mean on at least one area. His most notable score was in cognition.

He had a standard score of 130 (100 is dead average). That puts him at the 98th percentile for cognitive functioning according to this test (The Bayley Scales of Infant and Toddler Development). Here's a graph.


He's way over there on the right. At 130. Wow. While this test isn't a measure of intelligence, it certainly is quite exciting to see a score like that from our little 2 year old. :)

His communication score was also quite high. He received a standard score of 118 which puts him at the 88th percentile for language. One would expect that, considering this kid understands way more than we probably even know, asks questions like it's nobody's business and often talks in 6-7 word sentences.

His fine motor was 103 and his gross motor was 98 (because he refused to jump and jump off an elevated surface for her). His adaptive score (the only area he had a possible chance in qualifying in) was also average at 101. Thankfully, the OT has offered to come out for one visit after Christmas to give me some pointers, tips and resources on what to do with this whole eating thing (and the sensory stuff in general).

I'm predicting he'll do rather well in school.

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