Gross Motor:

• Seems weaker than other children his or her age

• Appears to tire easily

• Appears stiff and awkward in his or her movements

• Clumsy, seems not to know how to move his or her body, bumps into things, falls out of his or her chair

• Tendency to confuse right and left

• Reluctant in playground participation and sports, prefers table activities.

Fine Motor:

• Displays poor desk posture (slumps, leans on the arm, holds his or her head close to work)

• Difficulty with, or avoidance of drawing, coloring, copying, cutting, or cutting.

• Poor pencil grasp drops pencil frequently

• Lines are drawn tight, wobbly, too faint, too dark, or breaks pencil frequently when writing or drawing.

• Lacks well-established hand dominance after 6 years of age.

Tactile:

• Seems to withdraw from touch, and dislikes being cuddled or held

• Tends to wear a coat or long sleeves when it is not needed, will not allow shirt sleeves to be pulled up

• Has trouble keeping his or her hands to themselves, will poke, push or otherwise touch other children

• Apt to touch everything he or she sees, “learn through fingers”

• May be prone to emotional or physical outbursts when standing in line

Vestibular:

• Fearful of activities that require movement through space (teeter-totter, swings, etc.)

• ·Avoids activities that challenge balance and/or have observable poor balance

• Seeks out swinging, bouncing, sliding, and/or rocking excessively

• History of motion sickness

Proprioceptive:

• Applies too much or too little force

• Breaks toys easily

• Plays roughly with peers

• Enjoys “roughhousing”

Auditory/ Language:

• Appears overly sensitive to sounds

• Seems to talk excessively

• Likes to make noises, or speak loudly

• He or she has difficulty making themselves or understood

• Appears to have difficulty understanding instructions

• Tends to repeat directions to themselves

Visual Motor:

• Difficulty discriminating colors, and shapes, or doing puzzles

• Letter reversals after the first grade

• Difficulty with visual tracking (following an object with eyes only while the head is still)

• Difficulty copying designs, letters, or numbers

Emotional Regulation:

• Does not accept changes in routine easily

• Becomes easily frustrated

• Acts out behaviorally, difficulty getting along with others

• Displays marked mood variations

• Displays frequent outbursts or tantrums

• Tries to control others, activities, and or different settings.

Academic:

• Distractible

• Hyperactive Slow worker

• Disorganized

• Difficulty remembering information

• Difficulty completing work

• Difficulty following directions

• Short attention span