I’m here to ask the community for help. I know we’re a neurodiverse bunch, so I’ve got good hopes somebody can relate to this.

My son is currently 16 and has always struggled with basic tasks. He’s gone through many tests and trainings when he was elementary school, but executive functions remain a challenge. From previous tests, we know he has an IQ of over 145. Back when he was tested, the psychologist advised to change his school curriculum to get him more engaged. This has partially worked: he’s been having more fun at school and has had some really cool academical achievements. But his struggle with basic day to day tasks and school work remains the same, and keeping focus is by far the most problematic part of it.

With going to middle school came owning a phone and iPad. From day one, these do get his full attention. Me and my son are much alike when it comes to obsessive behavior, so I sometimes feel like I’m looking in the mirror when I see him with his phone. I too can lose myself in a game and binge it in a weekend. But for me, it isn’t 24/7. I can turn it off when it needs to be off. So I’ve always been strict with rules about screen time for him, but these rules have gone out the window in the last 2 years. There has been lying, sneaking and hiding to increase screen time. It has had a negative effect on our family and it’s draining to have to deal with this daily. I think that’s why we’ve somewhat given up on it, it was impossible to keep in check.

In the past 3 years, he has started to really experience the negative impact of his challenges. We’ve attempted to help him plan his days, to plan his school work, to do chores in the house. But nothing seems to stick and he gets frustrated with himself and it is affecting his mood. In an attempt to find out more about what is causing his difficulties with basic tasks, we’ve asked a psychologist to look into AD(H)D. After an assessment, they’ve now come back with their findings. According to them, it cannot be AD(H)D because he can focus on things he likes (a board game was their example). Their rationale is that people with ADHD cannot focus on any task, even if they like them. They are saying it is his IQ, that he’s too bored to focus on basic tasks. According to them, he should force himself to do menial tasks and that we should be there to enforce this with rules and praise. Like we haven’t tried this already without any results. To say that I’m disappointed and furious about this outcome, is an understatement. It leaves us dead in the water and this makes me feel hopeless.

I’m hoping to gain some insights by reading your comments. This attempt might point us in a new direction, because I’m fine if it is something entirely different than ADHD. I just really want him to feel better.

Hey all, some of you may remember me from several months back saying that my psychiatrist put me down as "Asperger's coded" and how I was unsure what that meant.

Well I had another appointment since then where she did say I was autistic but it was left open ended as to whether or not I was diagnosed. At least that's how I interpreted it.

So at today's appointment I just asked point blank if I was diagnosed. And she said not with autism spectrum disorder but with Asperger's syndrome via the ICD 10. Which is weird because I'm in America but whatever. I asked if that was a type of autism and she said according to the DSM V Asperger's was turned into ASD 1 (if I remember correctly) but I was diagnosed via the ICD 10.

So yeah all that to say is that I think it's finally fair to say I'm autistic. I'm not a fan of the word Asperger's so autistic is what I'm going with. Please correct me if I'm being offensive.

It only took 30 years. Though I didn't have to go through any major testing which makes me feel like an imposter. I just answered a few questions.

I'm attempting to be more active on Tildes (after my last attempt), and I noticed that there hadn't been a new fortnightly thread, so here's my contribution!

https://tildes.net/~health.mental/1oax/victories_and_challenges_an_a_u_dhd_community_and_support_fortnightly_thread

A few months ago I went to the psychiatrist and we talked for like an hour. We got onto the topic of autism and I mentioned how I was always curious if I had it. She spent like five or so minutes asking me questions and said she would put me as autism coded in my chart.

I wasn't sure if that meant it was an official diagnosis or not but I didn't think to ask until after the appointment. It seemed really quick for it to be an official diagnosis.

I went back to her last week and brought up that she marked me as "autism coded." I asked "is that a diagnosis or does it just mean it's suspected?" She didn't really give a straightforward answer and just said that I have "really really high functioning autism."

But I don't know if that means I'm officially diagnosed. And if I take her at her words of calling me autistic and then applying that label to myself I feel like a fake because I never had a huge assessment like most people.

Thoughts? Advice? Am I overthinking this?

Special Ed. Teacher here.

This year I've been assigned a tough caseload. But my most challenging student is easily the student with Reactive Attachment Disorder and possibly autism. I'll call him Jake.

Edit: He's in middle school, btw.

To protect his privacy and my own, I can't give many specifics. This student is chronically online and I wouldn't put it past him to Google situations he's caused in my class.

Some vague descriptions of the things he's done this year:

-Repeatedly jokes about pedophilia and teachers who have been arrested for it. It makes me uncomfortable that he does this, obviously. The only saving grace here is that he has thrown it around so many times, including calling multiple teachers pedophiles last year, that everyone knows he is just being rude and it's not a serious accusation. Thoroughly documented and I'm not really concerned about actually being accused. Fyi, I have informed his adoptive parents and they have informed his counselor. They are taking it seriously and have started investigating whether or not this is just shocking humor or a more serious part of the Jake's history before adoption.

-Waits for the perfect time to drop rude or shocking comments to inflict maximum damage. When he wants to say something awful to me or in general, he will hold off until he has an audience and the room is relatively quiet.

-Constantly mocks and shit talks certain students. We have dealt with it. He isn't just getting away with it. But even after consequences, separation from the students, and punishments at home, he doesn't stop. He's hung up on hating a couple of kids in particular but will generally be rude to whoever if he wants to. One of these kids is a scrappy kid from a rough school and I could totally see it ending in punches if we don't manage this.

-Absolutely refuses to share any serious thoughts. Even when asked what kind of support he needs, what kind of rewards would motivate him, or what's bothering him, he just gives ridiculous answers in a high-pitched voice or walks away. This kid wants no part in coming up with solutions and won't even engage in a conversation about his behavior or even the behavior of others.

-Speaking of his high pitched voice, this is the voice he always uses to say rude things. He has his normal speaking voice and then he uses this higher pitched voice when he says things that are rude or shocking. Like he has two different brains and one wants to be mean.

-Last year, he kept a list of times he felt students and teachers had broken the code of conduct.

-absolutely hates special Ed. Hates me for being a special ed. teacher. Reminds the other kids in my class that they're "special" constantly.

For the record, all of these things have been addressed many times. The school has been supportive, the parents have been supportive, and everyone knows that this behavior, if continued for much longer, will likely result in a change of programming for this student. He would be placed in a more restrictive setting.

This is kind of my last ditch effort to see if anyone has ideas, because this student is on the verge of leaving my classroom. If there is anything I can do to make it work with this kid, I would do it immediately. He's smart, witty, and unfortunately very funny in a South Park kind of a way. But he's raising hell every day and he's the first student I've had where it feels like I can't connect with him at all. And not for lack of trying.

Welcome to the inaugural thread! It is important to me that this is an inclusive space; and it should evolve to serve the needs of the community.

What is this space?

It is intended as a community space, primarily for those of us with ADHD and/or autism; but it should be open to evolution on what is explicitely encouraged (because all are welcome). It intended as a space to vent about your struggles and challenges in a space where there is implicit understanding of the issues we face with these diagnoses. It is intended as a space to celebrate your achievements and victories with those who understand why those are as meaningful as they are, even the little ones. It is intended as a space to seek support with related issues — like requesting accountability partnering, chunking, rubber-ducking, et cetera. It is a place to post news and articles about ADHD and autism that are of interest to the community. A place for discussion. And a place to be serious and silly together with folks who understand.

All are welcome to participate here. While generally on Tildes I would expect most participants to accept that ADHD and autism and the like are real diagnoses, I would expect those participating here to either have those diagnoses, understand those diagnoses, or if someone wants to learn more, to ask questions here with an open mind — i.e. this is a positive and supportive space.

All are welcome to participate here. Not just those with these diagnoses. The self-diagnosed are welcome. Support is welcome to be sought by those with ADHD-adjacent issues: for example, depression can cause executive function issues such that accountability partnering could be helpful. Feel free to seek such help here.

Your feedback is requested and valued. This community will evolve to fit the needs of those who participate here. What works will be retained; what doesn't work will be dropped. I am your facilitator, not dictator; and while for this first thread I am speaking with my voice, as we evolve things and figure out what works, I will rephrase whatever text that gets posted each time into a passive voice. I just want to reassure you that while I'm taking a leadship position to get the ball rolling here, I will be removing myself from this so it truly is a community space for us all. But to start, you gotta have someone doing the thing. :)

For now, I'll create one top-level reply that requests for support should be posted under. The idea is that it makes it easier for those wishing to volunteer to help can find the requests more easily. We'll see if that works or not.

It is my humble opinion that one should be encourged to post as you wish. If you want to post multiple things in a top level reply that are going on, great. If you want to make two little top level replies about different topics, even on the same day? I think that's also fine. Don't be shy about posting.

I think a fortnightly thread feels about right to start. Too frequent and things can get lost. Too infrequent and the thread might die out before we get a new one. But as with everything else, feedback is desired. By coincidence of when the idea was had, I'm posting this one on a Friday. If you'd prefer a different day, that's feedback that is welcome.

Welcome to your space! Help make this space be what you want it to be. <3

edit: Forgot to post where this came from:

Most recently: https://tildes.net/~health.mental/1oac/proposal_adhd_support_thread_reoccurring

Less recently: https://tildes.net/~life/1o92/how_my_life_changed_with_adhd_medication#comments

That first thread had such a sense of community that I want that to keep going, basically. :)