Checklist
This list assists with identification of potential auditory and sensory processing problems.

I. Sensory and Sensory Motor

□   Bothered by textures on body, face or hands; having nails cut, hair combed
□    Bothered by background noise, loud, unexpected sounds
□    Avoids movement activities (swings, climbing, playground activities)
□    Doesn’t feel pain, doesn’t notice when touched
□    Avoids eye contact
□    Unaware of body sensations such as hunger, hot, cold, need to use toilet
□    Doesn’t seem to notice sensory stimuli (smells, noisy crowded places)
□    Constantly on the move, seeks intense crashing or rough play
□    Has difficulty sitting still;  wiggles a lot, especially if trying to pay attention
□    Makes disruptive noises or sounds
□    Has poor balance, falls easily, avoids balance related activities (bike riding)
□    Has poor endurance; is weak and tires easily, avoids physical activity
□    Slumps when sitting in a chair or on the floor; uses arms/ hands to support self
□    Difficulty learning new motor activities or those requiring steps
□    Clumsy, awkward, accident- prone; bumps into people or objects
□    Difficulty with organization/ takes a long time to perform daily life tasks
□    Struggles with fine motor skills, like handwriting
□    Dislikes or avoids group sports or activities
□    Visual difficulty:  often loses place, eyes skip one or more lines
□    Cannot follow directions in a noisy environment
□    Has difficulty identifying different sounds or letters
□    Has difficulty judging force required for a task (e.g. presses too hard with pencil)
□    Difficulty finding numbers or words on page (math or reading tasks)

II. Auditory/ Language

□    Difficulty following what others are saying
□    Misuses or confuses words and sounds
□    Needs instructions repeated, needs visual cues (What? Huh?)
□    Difficult to understand; can’t speak clearly
□    Difficulty with spelling
□    Unable to recognize or repeat rhymes or songs
□    Difficulty interpreting tone of voice (e.g. angry vs. joking)
□    Tendency to ramble, can’t “get to the point”
□    Poor grammar, doesn’t speak in complete sentences
□    Mumbles, has monotone voice
□    Slow to react to speech, what is being said
□    Needs to be given directions repeatedly before responding
□    Lack of understanding what is said, needs explanations

III. Social/ Emotional

□    Irritable, short-tempered
□    Easily overwhelmed, frustrated by daily life activities
□    Does not transition smoothly from one activity to another
□    Does not sleep well, can’t get enough rest
□    Has difficulty making or keeping friends
□    Lacks confidence with new environments and new tasks
□    Has frequent mood fluctuations
□    Is not affectionate, doesn’t like touch or hugs
□    Is needy, lacks independence, low self-reliance, low self-esteem
□    Acts impulsively, lacks tactfulness
□    Response to situations appears immature for age
□    Anxious, bites nails;  face and body not relaxed

IV. Attention/ Organization/ Cognition

□    Is distracted easily, not able to stay on task
□    Has poor short-term memory
□    Must re-read schoolwork several times to comprehend
□    Has difficulty finding clothes, getting dressed
□    Difficulty with planning ahead, prefers to avoid all planning
□    Disorganized with school assignments, belongings, schedule
□    Can’t remember sequential tasks – e.g. do A, then B, then C
□    Often fails to begin or complete tasks or projects without help