confused about dx

How old is your child, what grade, how are the grades(report card) in school and why was testing done in the first place? Not everyone with a speech /language problem is LD, but you need more info. before you know the diagnosis. Yes, do all the testing, including IQ and academics. Did your child have a diagnosis already that led to the speech eval? Don’t automatically dismiss IQ testing as inaccurate before it is even done.

The terms aren’t that different and it all depends on just how severe the problem is.

Your kid is your kid, before, during and after an IQ test. And nobody’s as simple as thei r IQ number — and frankly, you are likely to be pleasantly surprised at the results. But even if not — use the information to find strengths and weaknesses so you know what to build on and what to work on.

[quote]”Your kid is your kid, before, during and after an IQ test. And nobody’s as simple as thei r IQ number”

Thanks for the reply, Sue. I agree that my son is my son, and that is why I don’t like labels that define him based on a learning difficulty. While I do want an IEP, I want the “least harmful” label attached to him, if you see what I mean. From what I’ve read, Central Auditory Processing is more hearing, language-based LD is more language processing.(?)

As far as IQ goes, I am ok with IQ tests to see strengths and weaknesses, but am afraid an IQ might be low, due to the language piece. Then, school/teachers will look at him as…stupid. OK, before everyone gets offended, if a child gets a high IQ and is called “bright”, what is the opposite of the word “bright” for the low IQ?

Hi, Sara.

I second that you should do all the testing. It gives a better map so you can find your way.

My son’s father was also concered about “labeling” so I think I know were you are coming from. What we found was 1) the teachers don’t look at the file unless there is reason too and 2) the teachers were already labeling anyway and the full test showed our son was a smart kids with problems only in certain area.

I don’t mean that to slam teachers. There are good reasons not to dig into files too.

Barb

Sara,

I’ll tell you the truth, there is overlap in those three areas. Dr. Mel Levine does not differentiate between auditory and language processing. Kids with auditory and language processing problems often have trouble with reading which may be labeled a language based learning disability.

Really, your two choices at this time are to keep him labeled speech/language and try to have the reading issues (if any) addressed by the speech-langauge services (if they know about this and are open to doing it), or you can get a full eval and go toward a LD reading placement. It is the LD reading placement that currently requires an IQ score. However, there is a proposal to change all that in the IDEA (special ed. law) revisions. The sad thing is, few school systems have their LD resource teachers trained in any of the effective research-based reading methods, so an LD label is worthless at a lot of schools (other than for accommodations, which you can of course get on the speech IEP). Often parents have to get outside tutoring anyway. I have had a full eval on my child, but we have thus far kept her labeled speech/language impaired. We have reading goals on that IEP.

So, my solution to this problem is..have the testing done privately and then YOU control who sees the information. It will be more thorough anyway. When you call clinics to ask about testing, choose one that includes the CTOPP (Comprehensive Test of Phonological Processing) as one of the tests. That would indicate to me they are probably up on current tests which diagnose reading disorders. Most schools do not do testing that identifies the underlying reading issues. Private testing is just much better if you can do it.

Janis