Checklist for Processing Difficulties

Check all items that apply to the child. Note Comments below:

Check all that apply:

Limited vocabularyExtremely poor written expressionLarge discrepancy between verbal skill written compositionsDifficulty mastering a foreign languagePoor grades in many classes

Check yes or no:

	YES	NO
Mark meaning with appropriate intonation?
Vary rate according to meaning?
Use appropriate vocal volume?
Code accented syllables appropriately with intonation?
Present some sort of variations or "style"?
Occasionally look up at listeners?

	YES	NO
Allow more time between sentences than between words?
Pause briefly at commas and other markers?
Emphasize or give additional time to stressed or key words?
Use an appropriate overall rate?
Code accented syllables with elongated "time"?

	YES	NO
Confuse short vowels?
Confuse long vowels?
Confuse stop consonants?
Confuse consonant blends and clusters?
Delete or reduce consonant blends and blusters?
Reverse phoneme sequences?

	YES	NO
Correctly identified the number of syllables in a word?
Blend separated syllables into a "whole" word?
Break up "whole" words into syllables?
Use syllables cues to spell words?
Realize that suffixes, prefixes, and other word parts can be used in many different words?
Produce all syllables in a word (not deleting weaker ones)?

	YES	NO
Prefer learning new words through a "whole word" or sight approach?
Have difficulty associating symbol with sound?
Have difficulty applying decoding rules to new words?
Display inconsistent word attack strategies?
Display idiosyncratic word attack strategies?
Appear to display few or no word attack strategies?
Demonstrate a clear aversion to reading?
Did the child acquire reading skills late than peers?

	YES	NO
Seem to lose track of position on the page when reading?
Seem to lose track of the theme or train of thought of the passage being read?
Fail to make adequate interpretations?
Fail to be able to summarize what was read?
Succeed more with concrete questions?
Misunderstand abstract vocabulary?
Get "tired" quickly from reading?

	YES	NO
Shows unusual reaction to sudden and/or loud sounds.
Has problems recalling names, dates, times, and so on.
Has difficulty identifying the source or location of a sound.
Has poor memory for numbers, letters, words, and other info that is heard.
Has difficulty following simple directions.
Has difficulty following complicated directions.
Has difficulty interpreting abstract information.
Has difficulty with dictated information.
Is easily distracted by noises.
Performs better in small groups.
Has difficulty with background noises.
Has poor musical abilities.
Sometimes appears confused.
Has difficulty with spelling.
Has difficulty with reading.
Has difficulty with word math problems.
Has poor self-esteem and few friends.
Has difficulty with written expression.
Has difficulty with directions to be carried out later.
Is unorganized and messy.
Has difficulty with appointments, routines, and chores.
Ask for statements to be repeated.
Confuses one sound for another.
Is slow to respond to questions or directions.
Gives inappropriate responses to simple questions.
Gives inappropriate responses to conversations.
Has a speech problem.

Please describe your child's listening behaviors at home. With the information you provide, your child's test results can be compared with the child's natural behavior.

KEY:

A= Better than average skills of performance

B= Average skills or performance

C= Mild difficulty

D= Moderate difficulty

E= Severe difficulty

F= Do not know or not sure

	A	B	C	D	E	F
In noisy settings
Simple directions
Complicated directions
In settings with visual distractions
Directions to be carried out later
At a distance from the speaker
Abstract or logic-based information
Information produced loudly
While feeling tired
While looking at the speaker's face
Lengthy conversations

Checklist for Processing Difficulties

Warning Signs of Dyslexia

Reading Questionnaire

Symptoms Presented in the Home

Child's Auditory Processing Skills Profile- Parent's Observations