DIAGNOSTIC CRITERIA CHECKLIST

FOR NEURODEVELOPMENTAL DISORDERS

Client’s name: ___________________________ Age: ______ Sex: ______

LEARNING DISABILITY
MOTOR SKILLS
Diagnostic criteria: YES NO
 Shows signs of clumsiness and awkwardness by spilling or dropping objects,
or bringing them down
 Difficulty using zippers, hooks, snaps, buttons, or learning to tie shoes
 Having difficulty drawing simple shapes and figures and copying them and
produces poorly detailed art
 Exhibits weak comprehension of how to paint or write inside the lines.
 Distorted writing
 Trouble using fragile items or other items that require accuracy
 Confuses left and right
 Poor sense of direction
 Trouble reading maps

LANGUAGE
 Shows early delays in speaking
 Trouble in modulating voice (e.g., too soft, too loud)
 Struggles to name individuals or things in conversation
 Having trouble staying on subject
 Has a limited vocabulary
 Poor grammar or mismanages words in discussion
 Stumble through words frequently

READING
 Having trouble matching sounds to letters
 Trouble naming letters
 Confuses similar-looking words (e.g, Your and You are)
 Trouble in understanding concepts or themes
 Reads slowly
 Poor retention of new words
 Difficulty understanding what is read

WRITTEN LANNGUAGE
 Trouble getting ideas on paper
 Errors in using grammar
 Misdraws letters, numbers, and symbols
 Poor spelling

SPELLING
 Reversing words like “saw” for “was”
 Putting out letters when you spell
 Avoiding words that are difficult to spell

MATHEMATICS
 Poor adding, subtracting, multiplication, and/or division skills
 Inability to memorize the multiplication tables
 Difficulties remembering the sequence and steps to a math
 Difficulties understanding word problems
 Difficulty recognizing quantities without counting
 Trouble positioning numbers in the correct places

SOCIAL SKILLS
 Trouble expressing what he/she felt or thought
 Problems with small talk
 Difficulties in reading body language and facial expression
 Trouble working with others

Recommendations:
1. Avoid giving multiple direction – give simple one step signs when reciting direction to
the class.
2. Use cooperative learning and peer-assisted instructions – it will help students work
together to attain a common goal.
3. Talk students through a task – it will help student from becoming frustrated and to
encourage them at the same time to stay on task.
4. Phonemic awareness – it helps to notice, think about, and work with individual sounds
in spoken words,
5. Phonological awareness – made up of group of skills. It helps identify that words that
rhyme, counting the number of syllables in a word, recognizing alliteration, and many
more.