Professional Documents
Culture Documents
Autism Checklist
Autism Checklist
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
0
0
0
0
0
0
0
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
0
0
0
0
0
0
0
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
0
0
0
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
0
0
1
1
2
2
3
3
0
0
1
1
2
2
3
3
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
Destructive
Deliberately spoils or destroy other peoples possessions
Sets fires, deliberately knowing that this will cause serious
damage
Vandalize public property (graffiti, smashing glass)
Disrespectful of adult authority
Ignores parental rules or request
Ignores school rules
Breaks the law
Runs away from home
Is truant from school
Does not comply with punishments
Is frequently suspended or expelled from school
Ignores request by persons in authority (e.g. bus drivers,
traffic warden. etc.)
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
0
0
1
1
2
2
3
3
0
0
1
1
2
2
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
Difficult at home
Often angry and uncooperative
Secretive and often absent from home
Particularly aggressive to a specific person (e.g. mother or
younger sibling)
Demanding and intimidating, must have needs met
Does not communicate positively
Does not fulfill responsibilities
Lacks warmth and empathy for family members
Acts tough but is emotionally immature
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
Difficult to please
Is unwilling to show pleasure in gifts or outings
Spoils family trips by constant complaining
Is reluctant to say what he or she wants
Does not want what is offered, wants something different
Rejects what adults thought would be a treat
Changes preferences (asks for one thing and then rejects it
when it is given
Argues with adults
Often say the opposite of what adults say
Argues endlessly, even obviously wrong
Tries to make adult look at fault
Says or does something and then denies it
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
0
0
0
0
0
0
0
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
1
1
2
2
3
3
0
0
1
1
2
2
3
3
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
Yes
No
Dont know
Yes
No
Dont know
Associated problems
Has Attention-Deficit/Hyperactivity Disorder
Has learning difficulties
Has communication
Family history
Other family members have a history of Oppositional
Defiant Disorder
Other family members have had behavioral or mental
Health problems
0
0
0
1
1
1
2
2
2
3
3
3
0
0
1
1
2
2
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
0
0
0
0
0
0
0
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
0
0
1
1
2
2
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
1
1
2
2
3
3
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
Yes
No
Dont know
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
Poor organization
Often loses things that are needed for tasks or activities
Cannot organize a piece of schoolwork: does not know where
to start
Does not plan ahead, leaves everything until last minute
Seems to be unaware of urgent matters
Forgets important things
If messy: desk, locker, school bag, etc., are always a mess
Loses important items and does not remember where they
were left
Impatience
Gets easily frustrated with games or activities that need
patience
Has a poor sense of time; thinks tings take too long
Loses interest if things take too long
Easily distractible
Finds it hard to pay attention for long
Is easily side tracked
Starts things but does not finish them
0
0
0
1
1
1
2
2
2
3
3
3
0
0
1
1
2
2
3
3
0
0
0
1
1
1
2
2
2
3
3
3
No
Dont know
Poor memory
Forgets instructions
Has difficulty learning by role (e.g., times tables)
Specific learning disabilities
Has difficulties with reading or spelling
Has difficulties with writing or neatness
Is underachieving in school
Family history
Adults or other children in the family have similar traits
Yes
THE ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER CHECKLIST
Glynis Hannell, BA (Hons.), MSc Registered Psychologist
Each item that applies to the child or adolescent should be checked off using the following rating
scale.
0 Not at all, does not apply
1 Mild, sometimes observed, applies to some extent
2 Moderate, Often observed, certainly applies
3 Severe, frequently observed, strongly applies
Please use O to indicate that an item has been considered and does not apply. If the O is not
checked, it is not clear if the item has been overlooked.
Inattentiveness
Often seems to be in a world of his or her own
Sometimes says things out of the blue that are not relevant
Often starts things but gets distracted before he or she is finished
Often makes careless mistakes
Is sometimes suspected of having hearing problems
Takes a long time with everyday tasks such as dressing or eating
Does not seem to listen when spoken to
Seems agitated and distracted
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
Poor organization
Often loses things that are needed for tasks or activities
Cannot organize a piece of schoolwork; does not know where
to start
Does not plan ahead, leaves everything until the last minute
It messy; desk, locker, school bag, etc., are always a mess
Always seems to be in a muddle
Impatience
Finds it hard to wait
Is nearly always in a rush
Gets easily frustrated with games or activities that need patience
Has a poor sense of time; thinks things take tool long
Impulsive
Often touches things when told not to
Acts or speaks before thinking
Repeats the same mistake over and over
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
0
0
0
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
1
1
2
2
3
3
Excitable
Often gets over-excited and silly when out of routine
Does not know when to stoop (e.g., with play fight or joke)
Is more excitable when tired
Loses control quickly (e.g., has tantrums over a small upset)
Easily distractible
Finds it hard to pay attention for long
Is easily side tracked
Starts things but does not finish them
Physically restless
Nearly always on the go; seems to have far more
than others
Often fiddles aimlessly with small objects
Finds it hard to keep still (has to move, touch, talk)
Sometimes noisy and boisterous; sometimes disruptive in school
Finds it hard to wind down and go to sleep
Is clumsy and poorly coordinated
Social difficulties
Causes parents friends and relatives to avoid contact because of
students active behavior
is too difficult for babysitters to handle
Other students are cautious because of boisterous, impulsive play
Causes parents to avoid shopping trips because of difficulties
managing the student
Is a poor team player; cannot wait turn: has to win: loses temper
quickly
Poor memory
Forgets instructions
Has difficulty learning by rote (e.g., times table)
0
0
0
1
1
1
2
2
2
3
3
3
Yes
No
Dont Know
Early history
Was restless or overactive as a young student
Family history
Adults or other children in the family have similar traits
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
0
0
0
0
0
0
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
Memory difficulties
Has difficulties remembering instructions
Has difficulties learning basics (e.g., letters and their sounds)
Has problems remembering words from one page to the next
Has problems learning sequences (e.g., multiplication tables)
Can learn spelling for a test but forget the words very rapidly
Gets the sequences of letters or numbers wrong
(e.g., 13 for 31, on for no)
Has difficulties with arithmetic, uses fingers to count
Copies things down incorrectly
Makes the same error over and over (e.g., whent for went)
Speech, phonological, and language difficulties
Has problems with word finding when speaking
Has problems pronouncing long words (e.g., hostipal for
hospital)
Has problems breaking words into sounds
Has difficulties blending sounds together
Has difficulties recognizing or producing rhymes
Has difficulties recognizing or producing alliteration
Has difficulties learning phonics
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
0
0
0
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
0
1
0
0
0
0
0
0
1
2
1
1
1
1
1
1
2
3
2
2
2
2
2
2
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
0
0
1
1
2
2
3
3
3
3
3
3
3
3
Concentration difficulties
Is inattentive, in a daydream
Is easily distracted
Has been diagnosed as having Attention-Deficit Disorder
Is often restless and fidgety
Is often impulsive; does not stop and think; calls out in class
Makes many careless errors
Cannot read for more than a short period of home
Is poorly organized: often forgets books, equipment
Social and emotional difficulties
Has low self-esteem with regard to schoolwork
Avoids learning tasks; loses books: waste time; forgets
homework
Does not expect to succeed, so does not try
Gets frustrated and upset when effort does not produce good
results
Is reluctant to accept help; does not like to be different
Is often told to try harder even when working very hard
0
0
0
1
1
1
2
2
2
3
3
3
Yes
No
Dont know
Family history
Other family members have Dyslexia or similar learning
difficulties
0
0
0
0
0
0
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
Word-finding difficulties
Often struggles to find the word that is needed
Uses word substitutes such as thingy, stuff, bit
Forgets names or words that are familiar
Puts up hand in class and then cannot remember the answer
Was or is slow to learn names of colors
Has difficulties learning names of letters or numbers
Finds it difficult to read words by sights
Is stilled and lacks fluency in reading
Not a confident talker
Is reluctant to talk to unfamiliar people
Does not usually volunteer to speak in class
Does not to talk on the telephone
Difficulties with expressive language
Gets words mixed up (e.g. confuses yesterday and tomorrow)
Gets words muddled (e.g., I was set up instead of I was upset)
Has difficulties saying what he or she means
Gives up trying to explain: says It doesnt matter
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
0
0
1
1
2
2
3
3
0
0
1
1
2
2
3
3
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
0
0
0
1
1
1
2
2
2
3
3
3