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So many questions. And adorable.

CHECKLISTS

Checklists are designed to help adults determine whether a child might benefit from an occupational therapy screening or evaluation.

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Use the following checklists to determine if you need to speak with Nan.

CHECKLIST FOR

PRE-SCHOOL STUDENTS (Downloadable PDF)

CHECKLIST FOR

ELEMENTARY SCHOOL STUDENTS

(Downloadable PDF)

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  • Difficulty with stairs

  • Dislikes puzzles, building with blocks

  • Does not enjoy small manipulative toys

  • Dislikes coloring, drawing, cutting

  • Messy eating habits, difficulty using utensils

  • Appears awkward in movement (fine and gross motor)

  • Difficulty learning new motor tasks

  • Difficulty sitting still for an activity, fidgety, moves constantly

  • Hesitant on play structures

  • Falls frequently

  • Difficulty remaining in busy or group situations

  • Complains that clothing is uncomfortable

  • Avoids putting hands in messy substances

  • Picky eater

CHECKLIST FOR

PRE-SCHOOL STUDENTS

Following are some of the symptoms that may indicate a need for an evaluation by an occupational therapist who can assess the development of foundational skills needed to support academic and personal success in typical childhood activities.

  • Distracted by sounds, hears sounds others don’t notice

  • Overly sensitive to mildly loud noises

  • ​Hard to understand when speaking

  • Has trouble following 1-2 step commands

  • Delayed speech development

  • Does not accept changes in routine easily

  • Easily frustrated

  • Impulsive, accident-prone

  • Frequent outbursts or meltdowns

  • Prefers playing alone, has difficulty making friends

  • Difficulty using both hands together, crossing midline

  • Visually distracted by environment, making it difficult to stay on task

  • Difficulty with throwing and catching a ball

  • Delayed in pre-writing development

  • Difficulty with dressings, fastenings

  • Does not like hair washed, nails cut, going to the dentist

  • Poor endurance, leans on others or furniture, seems weaker than peers

  • Seems unaware if cut

  • Seeks physical activity (e.g. roughhousing and crashing), touches everything

  • Late in achieving bowel and bladder control

  • Short attention span

  • Falls out of chair

  • Dislikes puzzles, has difficulty forming letters and numbers

  • Does not enjoy small manipulative toys, difficulty with fastenings

  • Dislikes coloring, writing, cutting, or drawing

  • Messy eating habits, difficulty using utensils

  • Appears awkward in movement (fine and gross motor)

  • Difficulty learning new motor tasks

  • Difficulty sitting still for an activity, fidgety, moves constantly

  • Avoids physical activity, sports

  • Falls frequently

  • Difficulty remaining in busy or group situations

  • Complains that clothing is uncomfortable

  • Avoids putting hands in messy substances

  • Picky eater

  • Distracted by sounds, hears sounds others don’t notice, overly sensitive to mildly loud noises

CHECKLIST FOR

ELEMENTARY SCHOOL STUDENTS

Following are some of the symptoms that may indicate a need for an evaluation by an occupational therapist who can assess the development of foundational skills needed to support academic and personal success in typical childhood activities.

  • ​Hard to understand when speaking

  • Has trouble following 1-2 step commands

  • Delayed speech development

  • Does not accept changes in routine easily, has difficulty with transitions

  • Easily frustrated

  • Impulsive, accident-prone

  • Frequent outbursts or meltdowns

  • Prefers playing alone, does not read non-verbal cues

  • Poor endurance, leans on others or furniture, seems weaker than peers

  • Difficulty with throwing and catching a ball

  • Does not like hair washed, nails cut, going to the dentist

  • Seems unaware if cut

  • Seeks physical activity (e.g. roughhousing and crashing), touches everything

  • Short attention span, distracted by auditory and visual stimuli

  • Falls out of chair

  • Verbalizes or shows poor self-concept, does not enjoy going to school

  • Is unorganized

  • Has difficulty expressing emotions appropriately

  • Appears anxious, is inflexible

  • Unable to open snacks

  • Does not work independently, needs directions repeated, difficulty getting started

  • Does not have a dominant hand, does not cross midline, does not stabilize paper

  • Performs inconsistently from day to day

  • Has sleep difficulties

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