General Motor Dysfunctions

___Impairment in consistent awareness of right/left.

___“Mirror” reading and writing beyond first grade, reversals.

___Poor balance.

___Skipping and hopping delays/skills problems.

___Lack of finger dexterity; awkward pen grip.

___History of delayed motor milestones.

___Short attention span in motor-dominant tasks.

___Difficulty in perceiving self in time and space. (Bumps into things, poor sense of time.)

___Slow in finishing work - does not complete papers.

 

Visual-Motor Dysfunctions

___Drawing and/or writing skills not up to standard.

___Slow writing, alignment problems.

___Difficulty with puzzles.

___Arithmetic concepts poor.

___Difficulty writing or reading sight words (often: does well with polysyllables).

___Figure-ground discrimination impaired, gets lost in details.

___Short attention in visually-predominant tasks.

___Visual memory - not be able to revisualize objects, words, letters, or concepts.

___Reverses or miscalls numbers or words, skips words or lines in reading or writing.

___Learns best auditorally.

___Attempts to spell phonetically.

___Graph and chart problems.

___Difficulty copying from the blackboard onto paper.

 

Auditory-Motor Dysfunctions

___Cannot consistently sound back words and sounds.

___Difficulty blending sounds.

___Cannot identify what he/she hears; poor vocabulary.

___Difficulty following directions or requests.

___Difficulty relating experiences in normal sequence of expression: reversals.

___Short attention span in auditorally-predominant tasks.

___Figure-ground discrimination impaired (easily distracted by background sounds).

___Short memory for auditory information.

___History of delayed speech, speech problems, or chronic ear problems (ages 1-6).

___Learns best visually.

___Below average spelling.

___Difficulty choosing the right words when expressing self.

 

Integrative Abilities Dysfunctioning

___Phoneme/grapheme equivalency difficulties in reading.

___A "hands on" learner - learns best tactually.

___Rhythmical movement difficulties.

___Difficulties in concept formation and applica­tions to aid problem solving.

___Thinking is concrete; abstract reasoning is difficult.

___Perseveration - works compulsively beyond the point where answers have been attained.

___Organizational skills problems.

___Time management problems.

___Overloads quickly with multiple demands.

 

Visual Function Difficulties - Developmental vision referral indicated:

___Slow reading rate.

___Comprehension problems.

___Confuses visually similar words.

___Skips words or lines of printed material.

___Difficulty reading for long periods.

___Difficulty copying from the board or a book to a page.

___Complains of print “moving” and/or colors between words.

___Confuses operational signs in math.

___Difficulty sustaining attention on seatwork.

___Avoids nearwork.

___Visual: headaches, doubling, blurring.

___Tilts head, blocks/closes one eye.

 

Areas with fewer checks indicate the best avenues to use when teaching this child. Areas with more than 5 checks indicate the need for remediation in that area, 20 or more checks, totally, indicate a potential overall problem. A professional diagnostic evaluation is appropriate for the parent for the specific determination of type and depth of perceptual difficulties. TLC/05