Day 7 of light it up BLUE


A teachers checklist for helping to screen for Autism, ADD/ADHD, and depression. This is a FACTUAL check list. 

  • Reclusive and/or depressed
  • Extremely anxious
  • Anxiety driven behaviour (fidgeting, pacing, clicking pens, mumbling, appears to be in flight or fight mode at all times)
  • Unusually clingy and insecure
  • Frequent visits to the time-out bench, principal’s office or isolation room
  • Unable to go to their room and carry our a prescribed task as they forgot by the time they got there
  • Moves from toy to toy or play station to play station and does not stay focused for any length of time
  • Asks frequent questions but does not appear to listen to the answers
  • Displays unusual or no response to emotional situations
  • Discipline has no impact on behaviour
  • Unusual ability to hear – Heightened ability to hear certain noises, but unable to hear properly in slightly noisy or cavernous rooms, like gymnasium
  • Dislikes loud noises, prefers a quiet play area
  • Tells you he feels dumb or stupid
  • Forgetful, loses his belongings and homework
  • Has trouble getting started
  • Awkward pencil grip – pressure right through the paper
  • Reluctance to try or do puzzles, but may be very good at them when challanged
  • Unusually clumsy – an accident looking for a place to happen
  • Toe walking, hand flapping
  • Student is too verbal
  • Needs to learn to take their turn
  • Doesn’t concentrate on work: unfocused, disorganized, uses time poorly
  • Prefers to be read to as opposed to trying to read
  • May be able to read at a very advanced level but still have a lower level of comprehension
  • Work has many reversals and is impossible to read
  • Chews on the front of t-shirt
  • Has very advanced verbal abilities and poor writing skills
  • May be referred to as the little professor for advanced knowledge on a subject
  • Creates issues of presumed competency
  • Hyper focus or preoccupation (space, Lego, transformers, etc.)
  • Unusually repetitive motor movements (hand flapping, finger twisting, whole body movement)
  • Tics (may include odd ones like the need to touch genitals)
  • Inability to take social and/or emotional ownership of behaviours – they don’t get it!
  • Has poor social skills and few friends, but is desperate for friends and lacks abilities to make friends
  • Very inflexible, has great difficulties with transitions
  • Unable to handle the unstructured times of the day such as recess, lunch, playground, gym class
  • Extreme sense of fairness
  • Has problems with abstract concepts and metaphors
  • Has little or no awareness of body in space, personal auras
  • Overly sensitive sense of smell
  • Abilities in music, art, drawing
  • Strong interest in technology, computers, construction etc.
  • Extremely tactile, likes the feel of certain things
  • Does not like to be touched

Read more: Autism Symptoms in the Classroom http://www.teaching-special-needs-students.com/autism-symptoms.html#ixzz3WcatBbQD

 

 Jason and Willy show RED SOX pride

   The Aussie’s really know how to light up an opera house!

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