Toward the end of my bumpy career as an English Major, I remember sitting in a class listening to a professor describe the "action" in a poem - essentially how wonderful it was that the poet was sitting on the side of a mountain, contemplating the infinite. My first thought was "Great, how is that going to solve the problems of the world." It was then, about four months before graduation, that I knew for sure I had chosen the wrong major.
It was also the first real inkling I had of my own personality.
I'm a pragmatic person; I want whatever works. I am action-oriented and answer-driven. I need to know the "why" of things because as much as I need to be doing something, I don't want that something to be a waste of time and effort. This can be good or bad. As an adult, I've accomplished just about every major goal I set for myself, but I've also spent a great deal of time paralyzed with indecision because I didn't have a goal or wasn't sure it was the right goal.
All of this is to say that it took me a long time to get the boys to a therapist. All sorts of people were pushing me in that direction, but none of them could really say what we were supposed to get out of it. I couldn't see the point of sitting around in a room with no articulated goal. I never experienced any kind of therapy growing up (big surprise) and I've known people who have been in and out of therapy their whole lives with no apparent progress. Not to get too Tony Soprano about this, but what's the freakin point?
Last winter, I started out with the intention of getting some answers about what was going on in Pumpkin's head. Two days of extensive Neuropsych testing, and a seventeen page report of the results, and $2000, and we were still no closer to any answers. All the report got us was a way to budget for a classroom aide at the school who could take Pumpkin out into the hall when he got overstimulated and had a silly fit. Seriously. That's what they are doing with him.
Really all we've done is obtain outside, and very expensive, validation of the behavior we've been seeing at home and in the classroom. I swear I have learned more from other bloggers than I have from the professionals. I even called the neuropsychologist before she wrote up a report for us and asked her point-blank about autism or Asperger's. Her answer was "Maybe, maybe not."
The actual report mentioned Asperger's, and then promptly walked away from it. It also mentioned Executive Function Disorder which, people at the school tell me, is rarely seen without ADD or ADHD, but neither of those was mentioned.
If this sounds like a complaint against the neuropsychologist, it's not. Her diagnosis of Tigger was spot-on. Pumpkin's just a lot more complex.
They tell me that seeing any results from therapy will take time, but I have questioned from the beginning how we can get any tools to help Pumpkin change his behavior, if we don't know what is causing it?
As the weeks since the beginning of school, Pumpkin's academic progress marches steadily onward, but his behavior appears to be going backward. It's probably not. As his communication skills get closer to is age, or at least his grade level, it makes his strange, sometimes autism-like behaviors all the more discordant.
So while the fumbling about with the therapist this summer didn't get us very far with Pumpkin, he wasthere to talk me off the ledge when Tigger's behavior exploded the very first days of school. He shepherded me through the process of getting T on meds, even if he couldn't prescribe them himself. Then as we switched to evening appointments, after school, evidence of Pumpkin's no-brakes silliness came out to play. Tigger's medication-induced great leap into age appropriate behavior also put Pumpkin's toddler-like personality into sharper focus.
So little by little we have made our way back to the Asperger's discussion. This time, the therapist has decided to delve into it further, sending me a host of ultra-depressing things to read. The last thing was an evaluation instrument titled GADS, which is exactly what I said as I skimmed the questions. I returned it to his office unmarked. I just didn't feel like I could go through the Likert Scale format objectively, without qualifying my every answer. Dr. G (as I guess I'll call him), kindly walked me through it, choosing a Always or Sometimes or Never based on how much whining I did about each the stories I told. Then he scored the damned thing and said:
"Well, according to this, he's on the spectrum, but all this is really telling us is that his behaviors are Asperger's-like. It could be something related to an attachment disorder. We'll have to do some further tests."
The possibilities, it seems, are infinite.