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Post by chiaroscuro on Jun 1, 2011 11:22:04 GMT -5
Thanks michella,
I really think the word banks will help tremendously, but am afraid that they will use the examples of his current errors when using them, as a reason to not offer them. My son also makes copying errors and his spelling is also very inconsistent. He may spell a word correctly on a test but then inaccurately when using it in a sentence or vice-versa.
He has a great deal of difficulty with prefixes, suffixes,pronouns and he will leave most tasks which require written expression blank. His handwriting is neat but organizing his thoughts onto the paper is very time consuming and laborious.
Along with the word banks, hopefully they will give him extended time and also give him some credit for answers that are semantically related ...but I know that requires someone to take the time to review his answers with him and allow him to explain.
I know next year is going to be critical time for him, as children make the transition from learning to read to reading to learn. He has got a lot of catching up to do on all fronts.
But gains are gains and He has worked so hard. I am sooo proud of him!
I will let you know how it goes -Thanks
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Post by chiaroscuro on Jun 2, 2011 15:41:42 GMT -5
Hi,
The meeting went well. They all seemed to be in agreement that there are still pieces missing, that his learning profile is complex and they all seem to be on board with digging deeper to find out the causes of his struggles.
Because he did not qualify through the cognitive testing for SLD they said they can not offer modifications such as word banks etc. They did write in:
Preferential seating Extended time Promoting self advocacy and Teacher checking understanding Repeated directions Eliminating distractions Previewing material
They said that if the neurology eval( or future evals) identify anything that is not covered in a iep category they may be able to qualify him under other health impairments and get more supports for him that way.
The most positive things that came out of the meeting is they recognized that He: is struggling in the classroom despite solid WIAT-III scores, is working diligently and this is not a matter of trying harder, is staying on task but is still missing or mishearing information, is bright and he has garnered their support with his never give up and positive demeanor ;D
The Reading Specialist has asked the team to have a 5th day a week added for reading support to preview upcoming spelling and vocabulary with him.
So far so good, the lines of communication seem to be open and hopefully we will be able to get him the help he needs soon.
The report recommended that he should also be evaluated for sensory issues because of sensitivity with ears and sound. Does a neurologist deal with that as well? If not, who?
Thanks
forgot- The reading specialist, Speech pathologist, and Teacher said they were shocked by the WRAML-2 Visual results and that when working with him,they note, he seems to rely heavily on visual strategies, notices fine detail and it appears to be his strength. The team had said that even so they will not dismiss these findings and watch for any red flags in this area. (which is good too)
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Post by michellea on Jun 2, 2011 17:31:37 GMT -5
I am glad that you had a good meeting and they seemed interested in learning more about his needs.
However, I'm a bit concerned about how they are using his disability category to determine what he needs on the IEP. They are incorrect that because he did not qualify for SLD that certain qualifications are disallowed. Once he qualifies for an IEP, he qualifies for accommodations and services in all areas of need.
Now, if they are saying that he does not need word banks or any other accommodation to access the curriculum, that is a different story. Hopefully they are making the determination of what he needs by looking at his functioning in the classroom, review of his work, test data and your input. For instance, if he has a hard time with word retrieval or spelling (and you do have data supporting this), then a word bank would be an appropriate accommodation.
To give you an example - my son is qualified under SLD. This does not preclude him from accommodations related to his language issues, or his fine motor issues just because these are not considered SLD.
Other things to consider: Does he get a scribe as needed or someone to read if needed? Based on what you have reported his teachers observe, this would be appropriate - especially going into 3rd grade.
I am glad that the meeting seemed to go well and that you had a healthy discussion. However, I would be very careful to believe everything they say as far as what is available to him under IDEA or what he needs. They have an interest in keeping the IEP as simple and "light" as possible. It's important that they look at test data, classroom observation, your input etc. with a realistic and open mind. Sometimes mom's have to do a bit of pushing to get them to this.
If you haven't already, I would try to find out if your State's PTI has any training sessions on the IEP process and or your Basic Rights. It's better to get this information from them, rather than the teachers. It is often more accurate and has a different "spin".
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Post by chiaroscuro on Jun 2, 2011 21:02:26 GMT -5
Thank you for clarifying this michellea,
They did say that they do not offer modifications like that in the regular classroom unless he had iep for SLD which he only qualified for Speech /language. As you said the word banks would be appropriate because they are to help with word retrieval which is language based difficulty. I knew we didn't make huge progress at the meeting but at least now they were verbally recognizing his struggles (but I guess that doesn't matter if they are not willing to give accoms/mods that would help him.)
It took three years to get him speech services,when you can clearly, just by having a quick conversation with him hear that he has language issues. Even now, it is only for 120min/month and it basically is vocabulary, where as for word retrieval problems it would need to be more intensive in helping him find as many words related to or ways possible to describe a certain vocab word or situation.
I did not sign anything at the meeting. They sent it home with my son yesterday for me to sign. On the revision page it says projected beginning date 4/1/2011. Should it say 6/03/11? The way it is written it looks like they have been implementing it longer.
How do I (or do I) need to get them to put into writing that he does not qualify for "these certain" modifications under his current IEP? The meetings move so fast and much is promised but when you receive the paperwork things seem to be left out etc. Any Ideas to pressure them while maintaining a civil relationship with them. I know many of you have much wisdom and finesse when it comes to this issue. Any advice is much appreciated.
The next meeting will be scheduled at the very beginning of next school year to go over Neurology results which is scheduled for June 15. If nothing is found there( which I hope is the case) I am afraid they will just go back to there original stance of "He is of average intelligence/ preforming at a average level and his language issues have miraculously disappeared because of their wonderful speech program.
I am so tired of hearing that I should be very proud and he will be successful because of how much I support him. When I know his success will be more relevant to how much I can squeeze out of them to accommodate his learning differences and protecting him from all the damage they cause by pretending his difficulties don't exist.
Sorry for the rant, I am very frustrated..Thanks for the advice, I will contact them.
Thanks
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Post by chiaroscuro on Jun 4, 2011 14:25:55 GMT -5
Hi ,
I edited and added to my last post because I realize I was repeating things I have stated before..Sorry
I forgot to answer your questions about a scribe and being read to? When he participates in local assessments he will have extended time, small group test administration and test will be read aloud where permissible by the test.
He does not get a scribe because they feel the speech that is offered will fix his problems with expressive language and thus written expression will improve as a result. In first grade they did not do a lot of work that required written expression, and his handwriting is neat though slow so it was difficult for me to present my case.
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Post by bros on Jun 4, 2011 19:43:24 GMT -5
Hi , I edited and added to my last post because I realize I was repeating things I have stated before..Sorry I forgot to answer your questions about a scribe and being read to? When he participates in local assessments he will have extended time, small group test administration and test will be read aloud where permissible by the test. He does not get a scribe because they feel the speech that is offered will fix his problems with expressive language and thus written expression will improve as a result. In first grade they did not do a lot of work that required written expression, and his handwriting is neat though slow so it was difficult for me to present my case. What will they use to determine that the speech will "fix" his problems with expressive language? Ask them to show that written language always improved when expressive language issues are dealt with, as that seems to be what they are claiming.
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Post by michellea on Jun 5, 2011 9:59:38 GMT -5
Bros brings up a good point - while there is a direct link between oral and written expression (if you can't say it, you probably can't write it), writing is even more difficult than oral expression. The memory load and complexity that comes with the motor component, spelling, grammar, mechanics etc, make writing even more difficult for many people. In second grade, he will be expected to write sentences and to begin learning about the writing process. Sometimes he will be expected to string sentences together. He'll also begin learning about grammar - initial capitalization, ending punctuation (periods, question marks and exclamation points), he'll have certain words that he is expected to spell correctly. (my son had a word wall and a self generated spelling book that he was supposed to reference - this was an impossible task for him - he also had the word wall on his desk, as an accommodation).
If he has trouble reading math problems, work sheet directions etc, his "reader" should help him with these tasks too. IMO - if he needs a reader this should not be limited to district tests. He should get this accommodation in the course of instruction too.
Yes, you are right that you should have a paper trail of what they disagreed to. I would write a summery of the meeting that lists the major areas of discussion, the requests you made, the items you agreed upon and disagreed on. I would specifically ask for clarification regarding the idea that he qualifies for only certain things because of his disability category. Maybe something like:
I asked for the following accommodations to help student name access the curriculum. (list) You stated that because his disability category is Speech and Language and not specific Learning Disability that these accommodations are disallowed. My understanding of IDEA is that the disability category does not drive services. Could you please provide me the Federal, Sate or Local regulation and or policy regarding this matter?
Also, I am confused with the date on the revision page that states services will begin 4/1/2011. Shouldn't the Date be 6/6/2011?
I appreciate meeting with the TEAM on date. I am currently reviewing and digesting the IEP offer and will mail you the response page(s) shortly.
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Post by chiaroscuro on Jun 6, 2011 7:03:37 GMT -5
Thank you both and michellea for the example letter. I'll keep you posted on how it goes.
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Post by chiaroscuro on Jun 8, 2011 10:33:52 GMT -5
michellea,
I sent the letter and they apologized for the confusion and said they are able to add " word banks" ;D. They also said they will consider anything found at his Neurology (or other future) evaluations. They want me to bring back the original paperwork when I bring in the new signed one. Should I make copies of the old one?
I'll be receiving the new one today, after school.
Thank You so much!
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Post by healthy11 on Jun 8, 2011 10:38:16 GMT -5
Yes, definitely make copies for your records (always keep a "paper trail") before you surrender the original! I'm glad to hear it sounds like things are finally moving in a good direction.
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Post by chiaroscuro on Jun 8, 2011 11:11:14 GMT -5
Yes, Thanks healthy,
Still no reader or scribe, but yes things are beginning to move in a positive direction.
They told me not to worry about the dates that are included on the revision page. They said they want to keep them all consistent so that we are not making revisions at two different time periods during the year. Is this right? They have the new accommodations beginning on 4/1/11.
I'll make copies. Also can emails be used as paper trail?
Thanks again
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Post by healthy11 on Jun 8, 2011 11:31:45 GMT -5
I still believe "hard copies" are best, but I think it's becoming much more common for emails to be used as part of a documentation record, especially if you have "read receipts," (in case they say they never received what you claim to have sent...which is another good reason to always cc: someone else, like if you send an email to the sped head, copy the principal, too.) Clearly, if the school has responded via email to something you sent earlier, then they obviously got it!
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Post by michellea on Jun 8, 2011 11:40:28 GMT -5
Glad they added the accommodations. Sometimes the "confusion" clears up when they realize the mom is savvy! I would keep copies of everything. And like healthy suggests, when using e-mails, cc somebody important. It cuts down on the "oops, i didn't see it" syndrome!
If you haven't already begun a "note book"/ file - now is a good time before it gets too much to handle! I use a 3" 3 ring binder and keep copies of everything in chronological order. I also have a general file (also chronological) of originals, work samples and other important documentation. Don't write on originals. If you every hire an attorney (lets hope you don't have to), she'll want clean copies of everything in chronological order.
Good job - mom! You are gaining their respect in addition to gaining services.
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Post by sleepy on Jun 8, 2011 12:34:19 GMT -5
Yes, Thanks healthy, Still no reader or scribe, but yes things are beginning to move in a positive direction. They told me not to worry about the dates that are included on the revision page. They said they want to keep them all consistent so that we are not making revisions at two different time periods during the year. Is this right? They have the new accommodations beginning on 4/1/11. Are you saying they want it to look like they provided what was needed all along ? They can make revisions 100 times a year with a new date each time. Doesn't the date show when they agreed to revise the information? No, I wouldn't let them do that knowing all of the problems you have been having. It will let them know if they talk sweet to you you will give them a pass. Plus you will lose any proof that this didn't exist until today. What matters most is what is in the IEP and when, not any e-mails you have. An IEP that looks like it was always there and e-mails that are fighting to get it added can in the future make you look like a problem parent that is complaining about something that already exists. I would just say politely that you need the date to be today because it is a revision. Just my opinion though.
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Post by chiaroscuro on Jun 8, 2011 13:47:31 GMT -5
Thanks michellea for the praise but I wouldn't have known where to start without everyone's help here so.. most/if not all of the credit should be given to all of you. I have all the papers/documents and emails since the original testing, maybe even some response notes from his kinder teacher about how my DS was blossoming socially and passed speech screenings. I will start to keep them in an organized/chronological file.(good advice) Sleepy, hi and yes that is why I asked if it was a typical/legal thing to do. I am afraid that no matter how I handle the situation, I will be looked at as a "problem parent". If I have my emails and their response that "they want to keep them all consistent so that we are not making revisions at two different time periods during the year." in an email and have the original copies with that date+new one, is that enough of a paper-trail in my defense? I definitely do not want to do anything that would hinder my son from getting the supports he'll need. Any thoughts?
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Post by healthy11 on Jun 8, 2011 14:24:27 GMT -5
"They apologized for the confusion and said they are able to add " word banks" ;D. They also said they will consider anything found at his Neurology (or other future) evaluations. They want me to bring back the original paperwork when I bring in the new signed one."
When they said the above, was it by phone, or?? When you bring back the original, you might attach a little "thank you note" (adding to the paper trail) that basically says "Dear (Person who contacted you), I appreciate your taking the time (yesterday) to reply to my letter from (date) and clarifying that my son, (child's name), will be provided with accommodations including word banks. It would seem like adding a revision page to the IEP would be easier than generating another full document, however, as requested, I am enclosing the original IEP from our meeting on (date.) Thank you in advance for your and the team's assistance in providing FAPE for (child's name.) Sincerely, (your name)
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Post by chiaroscuro on Jun 8, 2011 14:47:52 GMT -5
It was through an email sent by speech pathologist. We have done a lot of communication that way back and forth,and I do have some read reciepts. That is why I wanted to know if E-mails are also considered as a legitimate trail alongside of hard copies?
Thanks for the example Thank you note!
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Post by chiaroscuro on Jun 16, 2011 10:21:01 GMT -5
Hi everyone,
We went to the Neurologist yesterday and they gave my son EEG. They had him hyperventilate by blowing into a pinwheel and used strobe lights to try and induce a response. I get the results on Monday.
The Neurologist recommended I consult the Neuropsychiatry, Child development Unit at Children's Hospital for an evaluation. Should I be looking for a Developmental Neuropsychiatrist or Developmental Neuropsychologist ? Is there a difference if so which would you recommend? She also gave me a number of one of the hospitals social workers who she said would be able to help with the Results and the School.
Any advice? Thanks in advance
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Post by SharonF on Jun 16, 2011 12:17:11 GMT -5
The major difference between a psychiatrist and psychologist (neuro or not) is a psychiatrist can prescribe medication. I think either would be fine for your son.
A bigger concern for me would be area of expertise. I would want a neuropsych who is experienced at (and passionate about) evaluating kids who learn and think differently. I also would want a neuropsych who understands that a doctor's diagnosis doesn't really matter to a school. The school is foremost considered about eligibility under IDEA.
So the ideal neuropsych (or social worker who interprets the neuropsych's findings) would make sure that the evals, results, and interpretations and conclusions lead to appropriate school-based services for the child.
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Post by michellea on Jun 16, 2011 15:04:45 GMT -5
I agree with Sharon - the major issue is whether or not the evaluator understands learning and schools. Without such an understanding, the analysis in the context of school related difficulties will most likely come up short as will the recommendations. This paper will help you understand what we mean, and will give you some ideas for your interview: www.drmoldover.com/Child%20Assessment%20and%20Diagnosis.pdf
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Post by SharonF on Jun 16, 2011 15:42:23 GMT -5
michellea--
What a great article. Thanks for sharing! I could have used that nine years ago. But I'm glad he wrote it and that you've posted it.
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Post by bros on Jun 16, 2011 23:04:29 GMT -5
Hi everyone, We went to the Neurologist yesterday and they gave my son EEG. They had him hyperventilate by blowing into a pinwheel and used strobe lights to try and induce a response. I get the results on Monday. The Neurologist recommended I consult the Neuropsychiatry, Child development Unit at Children's Hospital for an evaluation. Should I be looking for a Developmental Neuropsychiatrist or Developmental Neuropsychologist ? Is there a difference if so which would you recommend? She also gave me a number of one of the hospitals social workers who she said would be able to help with the Results and the School. Any advice? Thanks in advance EEGs are fun! I'm surprised they didn't have him do a sleep dep eeg
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Post by chiaroscuro on Oct 27, 2011 7:45:36 GMT -5
Hello, everyone. I am so sorry it took me sooo long to update about my son(age 8,language delay, large scatter Wisc-IV PRI>VCI, reading/spelling difficulties, IEP for Expressive Language). Things have been really slow moving. So the first EEG was negative and I asked if she would consider giving him a MRI to rule out any medical reasons or abnormalities before moving on to Neuropsych. His MRI showed a Chiari Malformation and Right Temporal Lobe Scarring. The Neurologist felt these findings were incidental and unrelated to his learning difficulties but wanted to do a prolonged EEG. The 24 hour (interictal) EEG came back abnormal due to abnormal spikes in his right centroparietal region. She said he does not have a seizure disorder but does have an elevated risk for having a seizure due to this region of cortical irritability. She said this activity does correlate to the right temporal scarring and says it is imperative that I follow through with the neuropsych eval to help get him the supports he needs. She is going to follow the scarring and Chiari Malformation in 6-8 months to make sure there is no change. She said if there would be at that point I would need to talk to a Neurosurgeon(which I hope will never happen She told me that the type of seizure he would have would not be Absence but rather Complex Partial Seizures. They do not offer medication until he would have a seizure so it just added a new layer of anxiety to my already present fears for my son. She reminded me that the risk has always been there (as she suspects the scarring happened at birth) I was just unaware of it. He is scheduled for his neuropsych eval with Children's Hospital in Jan which seems so long to wait. They said they will contact me if they get any appointments sooner. So that is where we are at so far. If you have any advice or experience with these new findings, please share. Chiaro
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Post by healthy11 on Oct 27, 2011 8:06:26 GMT -5
I hope Bros sees your latest results, as he has more personal experience with seizure issues than any other regular posters on this forum... In the meantime, how is your son doing in school this semester, with the accommodations they've given thusfar?
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Post by bros on Oct 27, 2011 8:17:21 GMT -5
Okay. With Chiari malformations, the need for surgery all depends onwhat type it is. I.e. the percentage
I have talked to people online who have had surgery on it and they said they were perfectly fine afterwards.
How long did the spikes last, what time did they happen, and were they localized or generalized?
Inform teh school of all of this, they NEED to know in case something happens. Have the teacher be on the lookout for seizures and tell him to tell you when he feels odd,@even if the reason for feeling odd is silly. I have complex partial, the than you do Not want to happen is for a seizure to become generalized (resulting in convulsions) or status epileptics (it doesn't stop without medical intervention, it sucks.)
I will post more later if you wish, when I am not on my phone, which has such a small keyboard.
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Post by bros on Oct 27, 2011 8:23:37 GMT -5
Also if you have any family members with epilepsy, the parietal spikes can be what one of my neurologists called a genetic marker, aka showing in the brain heightened risk for seizures.
does he spike bilaterally? My electrical activity is located in parietal@ the moment, though it loves the jump around. When it is parietal (I.e. the past 6 years), I see "bright lights" when I have a seizure, accompanied by heat/pain behind the eyes.
When the activity has been in other parts, I have almost blacked out, felt like I am falling while standing, or been unable to do math (the prior two are seizures, the latter is what happened when there was a massive buildup of activity for years i my frontal lobe. How is his vision?
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Post by chiaroscuro on Oct 27, 2011 10:42:59 GMT -5
Thank You both so much.
Healthy, so far I haven't gotten much feedback from the school other than "He is off to a great start this year" We have his parent teacher conference coming up & I am scheduling a meeting to discuss the new findings with them. I have noticed some improvements but also some setbacks. His spelling is improving but his writing is messier and his math speed is really taking off:-) which I am so happy about because it is one of his strengths that was often over looked because he is very cautious. He is showing a slight increase in speed while reading because of sight words (but with a decline in his decoding ability for unfamiliar words).He is still reversing letters/words, and skipping words and lines even when following with his finger. bros, He is also shutting his left eye at times when reading. When asked why? He says sometimes he sees two different colors out of each eye.
Bros, do you think there is any correlation here with either the abnormal brain wave activity or the Chiari Malformation? He has mild Amblyiopia that acts up when he is tired. I asked the Neurologist but she didn't seem too concerned. I have some issues with her and want to get a second opinion.
She basically was ready to sign off on my son after the first negative EEG and suspected it was just learning differences and not seizures. I asked her if she thought it would be warranted to do an MRI considering his history of 1. language delay 2. not knowing how to position his tongue when speaking(Apraxia???)& word retrieval issues 3. Wide scatter on Wisc(which when researching would always come up related to stroke,tumors or TBI? 4. His father has a clotting disorder(pulmonary emboli)which can be hereditary putting him at risk for stroke.
She reluctantly agreed to ease my mind:( but insisted it would not show anything. When it did she said it was incidental. Now she says it is related.
I had brought many activities to the prolonged EEG such as books, writing activities, puzzles, math & memory games, & music to try and replicate a normal school day to see if there was any response. They also used a pinwheel again, strobe lights and video games. I called after 10 days to get the results assuming they were negative. The nurse told me it was abnormal and asked me if I new what to do in case of a Seizure. She told me to not leave him alone in the bath or any other activity that would be dangerous should he go unconscious. She told me The neurologist needed more time to go over the video and results. Two weeks later which seemed like an eternity after this kind of news..They canceled his appointment for an emergency. When I went to his new appointment, We waited over an hour and the first thing she said was "Why are you here?!!! I said to go over my son's abnormal EEG? She said oh and began reading over it to her self like she hadn't even looked at it before. I was soooo disheartened. She explained what I wrote in the above post.
I asked her if she could tell me during which activities these occurred and if I should be aware of triggers and she sharply told me NO I do not want you to over analyze this or restrict him. I wasn't asking so I could restrict my child I was only wanting to understand his results and possible sensitivities. She also said she could offer emergency medication should he seize but does not want to because I could give it to him by mistaking something normal for a seizure! Her tone throughout the appointment was very condescending and lack of concern for my son. At any rate, she did not write a report but I do have a copy of EEG results.
Maybe Bros, you can help me glean some of the answers to the questions you asked from there. I will need your help though because I do not fully understand Alpha,Beta waves amplitudes and so forth. I have a technical summary, Baseline EEG,Interictal, Ictal and interpretation but no clinical interpretation which they recommended. Would that help?
Thank you so much. I can not express how much it means to me to have the support I have found here. I don't know where my son would be without all of you helping to guide me through this.
Oh,I already informed the school and the nurse has drafted an emergency plan of action to send out to all the teachers so I feel a little better knowing they would know what to do just in case.
bros I highlighted the above, to answer your question about his vision wondering if this could be related. He also wears glasses, is near sighted. Who should I take him to to evaluate for this?
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Post by bros on Oct 27, 2011 11:43:55 GMT -5
What is the technical summary? I might be able to translate it to normalspeak.
Here are some tips: Avoid strobe lights and fluorescent bulbs if possible (even though only a small percentage of those with epilepsy are photosensitive) Make sure he has at LEAST nine hours of sleep a night.
Also refresh my memory, what state are you in?
I was looking at an article on Chiari malformation earlier while bored and I saw that with Type I, there have been successful endoscopic treatments for it that are minimally invasive.
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Post by chiaroscuro on Oct 27, 2011 14:03:16 GMT -5
bros,
I am in Pa. Thanks for the tips. On his EEG it states that Photic stimulation using varying frequencies of flickering light failed to activate any abnormalities so should I take that as there is not a need to be pre-cautious about light sensitivities or can it sometimes not show up?
About the family history you have me wondering? I have never been evaluated for Epilepsy myself but have extreme sensitivity to Flickering lights Esp. sunlight through trees I jerk, fluorescent-at times can't read words shake, motion sickness video games, visual disturbances which I always attributed to migraines and sleeping issues. So I am wondering if there could be a heredity predisposition here. My Brother and his son both have had convulsions and my sister explains a strange sensation in her head and gets disoriented and at times has black-outs. Doctors can't find a reason....Other than that no documented family history of Epilepsy.
The technical summary just talks about the duration of the test, that they utilized the 10/20 international system of electrode placement with a total of 21 channels, 19 channels of scalp EEG with EKG and eye leads. It also mentions that both bipolar and referential montages were reviewed. Interictal and ictal EEG video segments were reviewed on a daily basis.
The baseline EEG states in alert state, the posterior dominant rhythm was a 10 Hz alpha rhythm with an amplitude of 50 microvoltz, which reacted symmetrically to eye opening. Beta activity consisting of an 18-22 Hz frequency with an amplitude of 10-15 microvolts was distributed diffusely with an anterior predominance. No significant asymmetries of background activity were noted. During drowsiness the background rhythm waxed and waned and there were periods of slowing. During sleep, well developed symmetrical vertex waves and sleep spindles were seen. Slow wave sleep & REM sleep were within normal limits. Photic stimulation and hyperventilation (3 min each) failed to activate abnormalities.
Spikes are present in the right centroparietal region, maximum electrodes P4,C4 with amplitude of 150 uV?
No ictal events
Interpretation: During 23 hours of cont EEG/Vid the interictal EEG was abnormal due to right centroparietal spikes indicating a region of cortical irritability that is potentially epileptogenic. Clinical correlation is recommended.
That is basically it. Does any of that clarify anything? Thank you so much for taking the time to try and translate this to normal speak:-) I know that this is a lot of info to sift through.
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Post by bros on Oct 27, 2011 14:22:36 GMT -5
Sounds like you have epilepsy in the family, by the way, epilepsy and migraines go hand-in-hand. They can sometimes be confused for each other
Are you in eastern PA aka close to NJ? If so, I can recommend an excellent neurologist you could consider seeing.
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