Neurodiverse SpLD Checklist: Primary Level (ages 6-11)

Instructions for use

This checklist is designed to be used as a first step in identifying the needs of pupils who are achieving below the expected level. It is not a diagnostic tool. Use of the checklist should always be followed by the appropriate recommendations and next steps.

For each behaviour, select not at all, sometimes, or often

1

For each behaviour, select not at all, sometimes, or often	not at all	sometimes	often
Other family members with similar difficulties
Difficulty with phonological awareness
Difficulty following instructions
Lack of fluency in reading, affecting comprehension
Inaccurate word decoding
Persistent and marked difficulty with spelling
Difficulty in finding the right word to describe things
Mispronounces words
Poor short term and/or working memory
Takes longer than average to complete written tasks
Difficulty copying from the board
Has obvious good/bad days
Low self esteem
Written work doesn't reflect verbal ability
Needs additional time to produce an oral response
Lack of enjoyment of reading
Can be clumsy and lack coordination
Difficulty hopping/skipping

2

For each behaviour, select not at all, sometimes, or often	not at all	sometimes	often
Other family members with similar difficulties
Often late in reaching milestones; some do not crawl
Persistent difficulties dressing
Bumps into things/people
Difficulties running, hopping, jumping, riding a bicycle
Handwriting difficulties
Difficulty using scissors, cutlery, etc
Unaware of external dangers
Classwork rarely finished
Poor at ball skills and general co-ordination
Difficulty following instructions
Poor posture/hypermobility
Poor stamina
Inconsistent performance
Attention difficulties
Delayed acquisition of speech and language
Sensory issues (e.g. problems with unexpected noise, some materials, textures, etc.)
Takes longer to process information

3

For each behavior, select not at all, sometimes, or often	not at all	sometimes	often
Other family members with similar difficulties
Not seeming to listen when spoken to directly
Not following through on instructions
Difficulty in organizing tasks or activities or knowing where to start
Easily distracted by extraneous stimuli
Forgetful in daily activities
Loses things and is disorganized
Cannot sit still when expected or required
Blurts outs answers before the question is finished
Difficulty in engaging in activities quietly
Inability to control emotions
“On the go” constantly
Talks at speed
Interrupts or intrudes on others
Appears inattentive/day dreamer
Can't wait to take their turn
Difficulty sustaining attention in tasks
Inability to perceive risk/danger

4

For each behaviour, select not at all, sometimes, or often	not at all	sometimes	often
Other family members with similar difficulties
Responds to social interaction but does not initiate it
Difficulty understanding jokes/figures of speech
Difficulty reading social interactions
Lack of awareness of personal space
Makes honest but inappropriate observations
Socially inappropriate eye contact
Is hyperactive/uncooperative/oppositional
Difficulty maintaining friendships
Is over-sensitive to certain textures or sounds
Resistant to change
Difficulty in transferring skills from one area to another
Difficulty with reading comprehension
Abnormal use of tone/pitch in speech
Engages in the same task repeatedly and/or in ritual behaviours
Has unusual movement patterns
Experiences anxiety and heightened behaviours in new situations
Inability to perceive risk/danger

5

For each behaviour, select not at all, sometimes, or often	not at all	sometimes	often
Other family members with similar difficulties
Problems with counting
Confusion with number direction, e.g. 92 or 29
Difficulty remembering how numbers are written
Difficulties understanding mathematical symbols
Difficulties with the concept of space and/or direction
Takes a long time to complete mathematical tasks
Problems with estimating
Problems with the planning of activities
Poor memory for basic maths facts
High levels of debilitating anxiety related to maths
Problems with orientation/direction
Mixes up similar looking numbers
A poor understanding of place value and its use in calculations
Problems remembering shapes
Problems counting backwards
Poor concept of time and reading analogue clocks/watches
Inability to subitise (instantly recognize number of items without counting)

6

For each behaviour, select not at all, sometimes, or often	not at all	sometimes	often
Other family members with similar difficulties
Listens well but still seems unable to understand
Slow or struggles to respond when given an instruction or asked a question
Understanding may be limited to the 'here and now'
Difficulties understanding idioms, metaphors, and multiple meanings
Might respond to just part of an instruction, usually the beginning or end
Difficulty learning and using new words
Knows a word but can't remember it or says a word that's similar
Difficulty making longer sentences
Sentences sound muddled or confused
Pauses a lot while talking or restarts sentences
Finds it hard to understand and make up stories
Difficulty joining in and following games
Difficulty joining in and keeping up with conversations
Poor behaviour due to communication frustration
Difficulties with reading and writing
Often good with practical tasks

Recommended action / next steps

Neurodiverse SpLD Checklist: Primary Level (ages 6-11)

Instructions for use

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