Academic Engagement

Academic Engagement Items ▶

1. Actively listens during teacher lessons.

Possible Issues: Inattentiveness, lack of understanding, processing difficulties, boredom (gifted/twice-exceptional), defiance (trauma).

Strategies: Non-verbal cues, preferential seating, varying instructional delivery, frequent checks for understanding, incorporating student interests.

2. Follows multi-step instructions without significant prompting.

Possible Issues: Auditory processing difficulties, working memory issues, ADHD, anxiety, executive function challenges, lack of understanding, defiance.

Strategies: Break down instructions, visual aids, repeat instructions, check for understanding by having student rephrase, use checklists.

3. Asks clarifying questions when confused.

Possible Issues: Lack of metacognition, fear of failure, anxiety, communication difficulties, learned helplessness, feeling overwhelmed.

Strategies: Create a safe space for questions, teach question-asking strategies, provide sentence starters, offer explicit prompts (e.g., 'What's confusing you?').

4. Participates in class discussions (e.g., volunteers answers, contributes ideas).

Possible Issues: Shyness, anxiety, lack of confidence, processing speed issues, perfectionism, disinterest, trauma (fear of being seen/heard), communication difficulties.

Strategies: Think-pair-share, small group discussions, allow processing time, praise effort, provide specific feedback, assign roles in group work.

5. Appears focused and attentive during independent work.

Possible Issues: Inattentiveness, distractibility (ADHD), anxiety, executive function challenges, boredom (gifted), task avoidance, lack of understanding.

Strategies: Minimize distractions, visual timers, frequent check-ins, break down large tasks, provide choices, movement breaks.

Total Score for Academic Engagement: 0

Task Initiation

Task Initiation Items ▶

1. Begins tasks promptly when instructed.

Possible Issues: Executive function difficulties (initiation), anxiety (fear of failure), lack of understanding, overwhelm, boredom (gifted), defiance, learned helplessness, perfectionism.

Strategies: Clear and concise instructions, visual cues, breaking tasks into smaller steps, 'first/then' statements, offer a choice of starting point, remove distractions.

2. Requires minimal prompting to start.

Possible Issues: Same as above.

Strategies: Pre-teach routines, visual schedules, provide a clear starting point, short, focused instructions, provide a 'power start' (e.g., do the first problem together).

3. Can transition smoothly between activities/tasks.

Possible Issues: Executive function difficulties (shifting attention), sensory sensitivities, anxiety about change, resistance to ending preferred activities.

Strategies: Visual timers, verbal warnings (e.g., '2 minutes until we switch'), transition songs/cues, allow for a brief 'wind-down' or 'stretch' time.

4. Demonstrates independent problem-solving when encountering difficulties.

Possible Issues: Lack of metacognition, learned helplessness, anxiety, executive function challenges (planning/organizing), impulsivity, lack of confidence.

Strategies: Teach problem-solving steps (e.g., 'Stop, Think, Act'), encourage brainstorming, provide sentence starters for asking for help, scaffolding questions.

Total Score for Task Initiation: 0

Task Completion & Avoidance

Task Completion & Avoidance Items ▶

1. Completes assigned tasks within expected timeframes.

Possible Issues: Processing speed issues, working memory difficulties, executive function challenges (time management), anxiety, lack of motivation, perfectionism, boredom (gifted), fatigue.

Strategies: Break down tasks, visual timers, offer extended time, reduce workload, provide choice in task order, offer small rewards for completion.

2. Persists with challenging tasks rather than giving up quickly.

Possible Issues: Low frustration tolerance, anxiety, learned helplessness, perfectionism, lack of resilience, trauma (fear of failure/criticism).

Strategies: Praise effort over outcome, teach growth mindset, break down challenges, model persistence, provide targeted support, allow for short breaks.

3. Seeks help appropriately when stuck (e.g., raises hand, asks a specific question).

Possible Issues: Shyness, anxiety, communication difficulties, learned helplessness, avoidance of attention.

Strategies: Teach ways to ask for help, provide non-verbal cues for help, offer a 'help card' system, check in proactively.

4. Avoids tasks through various behaviors (e.g., daydreaming, disruptive behavior, excessive bathroom breaks, sharpening pencils).

Possible Issues: ADHD (distractibility, impulsivity), Learning Disabilities (frustration, lack of understanding), Anxiety (avoidance), Executive Function Disorders, Trauma, Giftedness/Twice-Exceptionality.

Strategies: Identify the function of the behavior, provide choice, differentiate tasks, build rapport, offer positive reinforcement, address underlying anxiety.

5. Demonstrates significant difficulty staying on topic or following the flow of a lesson/conversation.

Possible Issues: ADHD, auditory processing issues, language processing issues, anxiety, trauma (difficulty regulating attention).

Strategies: Pre-teach vocabulary, use visual cues, repeat key information, provide outlines, check for understanding frequently.

Total Score for Task Completion & Avoidance: 0

Behavior and Self-Regulation

Emotional Regulation Items ▶

1. Manages frustration/disappointment constructively.

Possible Issues: Anxiety, low frustration tolerance, trauma (difficulty regulating emotions), executive function challenges, immaturity.

Strategies: Teach coping strategies (e.g., deep breaths, counting), provide a "calm down" corner, validate feelings, model appropriate responses, social stories.

2. Recovers quickly from emotional outbursts or setbacks.

Possible Issues: Same as above, difficulty with emotional processing.

Strategies: Reflective questioning, gentle redirection, allow time for processing, focus on solutions, praise recovery efforts.

3. Expresses needs and feelings verbally and appropriately.

Possible Issues: Communication difficulties (expressive language), shyness, anxiety, trauma (fear of expressing needs/feelings), lack of self-awareness.

Strategies: Teach "I" statements, provide sentence starters, use emotion charts, create opportunities for safe expression, active listening.

4. Exhibits extreme mood swings or unpredictable emotional responses.

Possible Issues: Common Disabilities: ADHD (emotional dysregulation), Anxiety, Depression, Bipolar disorder, Autism Spectrum Disorder (difficulty with social-emotional reciprocity). Trauma: Heightened emotional reactivity, difficulty with self-regulation, fight/flight/freeze responses.

Strategies: Maintain predictable routines, consistent expectations, teach emotional literacy, provide a safe space, collaborate with school counselor/psychologist.

5. Appears withdrawn, sad, or unusually quiet.

Possible Issues: Anxiety, depression, social difficulties, trauma (internalizing coping), bullying, feeling overwhelmed.

Strategies: Gentle check-ins, provide opportunities for connection, observe during unstructured times, report to teacher/counselor.

6. Shows signs of significant anxiety (e.g., fidgeting, excessive worrying, reluctance to participate).

Possible Issues: Common Disabilities: Generalized Anxiety Disorder, Social Anxiety, Separation Anxiety. Trauma: Hypervigilance, difficulty feeling safe.

Strategies: Create a predictable environment, prepare for transitions, provide coping strategies, visual schedules, deep breathing exercises, offer choices.

Total Score for Emotional Regulation: 0

Behavioral Regulation Items ▶

1. Follows classroom rules and expectations consistently.

Possible Issues: Lack of understanding, impulsivity (ADHD), defiance, executive function challenges (inhibition), sensory seeking, trauma (testing boundaries/control).

Strategies: Clear and consistent rules, visual rules, positive reinforcement, logical consequences, teach expected behaviors explicitly.

2. Exhibits impulsive behaviors (e.g., blurting out, acting without thinking).

Possible Issues: Common Disabilities: ADHD (impulsivity). Trauma: Reactivity, difficulty with self-control.

Strategies: Teach "Stop and Think," visual cues for waiting, turn-taking practice, provide opportunities for controlled movement.

3. Demonstrates difficulty with personal space or boundaries.

Possible Issues: Common Issues: Autism Spectrum Disorder (social communication), lack of social awareness, impulsivity.

Strategies: Teach personal space rules, visual cues, role-playing, social stories.

4. Engages in repetitive behaviors (e.g., rocking, hand flapping, specific verbal phrases).

Possible Issues: Common Disabilities: Autism Spectrum Disorder (stimming). Trauma: Self-soothing mechanism, anxiety.

Strategies: Observe function of behavior, offer alternative coping strategies (fidgets), provide a safe space, consult with specialists.

5. Displays aggressive behaviors towards self or others.

Possible Issues: Frustration, lack of coping skills, trauma (fight response), sensory overload, communication difficulties, emotional dysregulation.

Strategies: De-escalation techniques, teaching replacement behaviors, functional behavior assessment, safety plan, immediate referral to teacher/admin.

6. Experiences frequent meltdowns or shutdowns.

Possible Issues: Sensory processing disorder, anxiety, overwhelm, communication difficulties, trauma, Autism Spectrum Disorder.

Strategies: Identify triggers, create a calm-down plan, provide a quiet space, teach self-advocacy, reduce demands temporarily.

Total Score for Behavioral Regulation: 0

Total Score for Behavior and Self-Regulation: 0

Social Interactions

Peer Interactions Items ▶

1. Initiates positive interactions with peers.

Possible Issues: Shyness, social anxiety, lack of social skills, past negative experiences, trauma (difficulty forming trusting relationships), introversion (not a deficit).

Strategies: Teach greeting and conversation starters, pair with supportive peers, facilitate structured play, encourage participation in group activities, provide specific praise for positive interactions.

2. Responds appropriately to peer initiations.

Possible Issues: Difficulty with social cues, processing delays, shyness, social anxiety, lack of interest.

Strategies: Model appropriate responses, practice role-playing, provide sentence stems, help interpret social cues.

3. Shares and takes turns during activities.

Possible Issues: Immaturity, lack of understanding of social norms, impulsivity, egocentrism, possessiveness, past negative experiences (trauma).

Strategies: Explicitly teach sharing/turn-taking rules, use visual timers, provide ample materials, model desired behavior, positive reinforcement.

4. Resolves minor conflicts with peers constructively.

Possible Issues: Lack of problem-solving skills, emotional dysregulation, impulsivity, communication difficulties, trauma (difficulty with conflict).

Strategies: Teach conflict resolution steps ("Stop, Think, Act"), use "I" statements, facilitate mediation, model compromise.

5. Plays cooperatively in small and large groups.

Possible Issues: Social skills deficits (ASD), anxiety, preference for solitary play, leadership challenges, difficulty following rules.

Strategies: Assign specific roles in group activities, explicitly teach cooperation skills, provide opportunities for structured group play, observe and provide feedback.

6. Appears to understand social cues (e.g., body language, facial expressions).

Possible Issues: Common Disabilities: Autism Spectrum Disorder (social communication challenges), Nonverbal Learning Disability.

Strategies: Social stories, video modeling, explicit teaching of social cues, role-playing, provide concrete examples.

7. Struggles with understanding jokes, sarcasm, or figurative language.

Possible Issues: Common Disabilities: Autism Spectrum Disorder, language processing difficulties. Giftedness: May struggle with social nuances due to advanced abstract thinking.

Strategies: Explain concepts explicitly, use visual aids, provide context, avoid overly abstract language initially.

8. Prefers solitary play or interacts minimally with peers.

Possible Issues: Introversion (not a deficit), shyness, social anxiety, Autism Spectrum Disorder, bullying, trauma (withdrawal). Giftedness: May prefer to connect with peers who share similar intense interests, or find typical peer interactions unstimulating.

Strategies: Offer opportunities for preferred activities with a peer, gentle invitations to join groups, respect need for alone time, observe the quality of solitary play.

Total Score for Peer Interactions: 0

Adult Interactions Items ▶

1. Responds respectfully to adult requests/directives.

Possible Issues: Defiance, lack of understanding, executive function challenges, trauma (distrust of adults, need for control), power struggles.

Strategies: Clear and concise directives, provide choices (where appropriate), positive reinforcement, build rapport, consistent consequences.

2. Seeks attention from adults (positive or negative).

Possible Issues: Need for connection, insecurity, attention-seeking behavior, communication difficulties, lack of positive attention.

Strategies: Provide ample positive attention for desired behaviors, planned ignoring of minor negative attention-seeking, teach appropriate ways to gain attention, build strong rapport.

3. Shows a strong need for control or often challenges authority.

Possible Issues: Anxiety, trauma (need for predictability/control), ODD (Oppositional Defiant Disorder), low frustration tolerance.

Strategies: Provide limited choices, collaborative problem-solving, clearly communicate expectations, use "when/then" statements, teach self-advocacy.

4. Appears overly compliant or eager to please.

Possible Issues: Anxiety, fear of making mistakes, low self-esteem, trauma (fawning response), perfectionism. Giftedness: May be highly motivated to please and achieve.

Strategies: Encourage independent thought, praise effort and risk-taking, provide opportunities for leadership, ensure a safe environment to make mistakes.

Total Score for Adult Interactions: 0

Total Score for Social Interactions: 0

Learning Style and Cognitive Processes

Memory & Recall Items ▶

1. Forgets instructions shortly after being given.

Possible Issues: Common Disabilities: Working memory deficits (often linked to Learning Disabilities, ADHD), Auditory Processing Disorder.

Strategies: Repeat instructions, break down instructions into smaller chunks, use visual aids (e.g., written steps, pictures), have student repeat instructions back, use memory aids (e.g., checklists).

2. Struggles to recall previously learned information (e.g., facts, vocabulary).

Possible Issues: Common Disabilities: Memory deficits (short-term or long-term), Learning Disabilities (e.g., reading comprehension, math facts).

Strategies: Frequent review, spaced repetition, use mnemonics, connect new information to prior knowledge, multi-sensory approaches, provide graphic organizers.

3. Has difficulty remembering routines or sequences of events.

Possible Issues: Common Disabilities: Executive Function Challenges (sequencing, planning), Autism Spectrum Disorder (difficulty with flexibility).

Strategies: Visual schedules, predictable routines, explicit teaching of routines, breaking down complex routines into simple steps.

Total Score for Memory & Recall: 0

Processing & Understanding Items ▶

1. Requires significant processing time to respond to questions.

Possible Issues: Common Disabilities: Processing Speed Deficits, Auditory Processing Disorder, Language Processing Disorder, Autism Spectrum Disorder (difficulty with social processing).

Strategies: Allow extended wait time, rephrase questions, break down complex questions, reduce verbal input, use visual prompts.

2. Struggles to grasp abstract concepts.

Possible Issues: Common Disabilities: Learning Disabilities (e.g., conceptual understanding), Intellectual Disability. Giftedness: May grasp abstract concepts easily, but struggle with concrete "steps" if not connected to big ideas.

Strategies: Use concrete examples and manipulatives, relate to real-world scenarios, provide visual representations, break down abstract concepts into smaller parts.

3. Has difficulty making connections between different ideas or concepts.

Possible Issues: Common Disabilities: Learning Disabilities (e.g., reading comprehension, critical thinking), Executive Function Challenges (organizational thinking).

Strategies: Use graphic organizers (e.g., mind maps, Venn diagrams), explicitly teach comparison/contrast skills, ask guiding questions, provide examples.

4. Appears to struggle with understanding verbal instructions, even when repeated.

Possible Issues: Common Disabilities: Auditory Processing Disorder, Language Processing Disorder, hearing impairment.

Strategies: Pair verbal instructions with visual aids, provide written instructions, check for understanding by having student repeat, speak clearly and slowly.

5. Struggles with reading comprehension beyond decoding words.

Possible Issues: Common Disabilities: Specific Learning Disability (Reading Comprehension), Language Processing Disorder.

Strategies: Pre-teach vocabulary, use graphic organizers for story elements, teach comprehension strategies (e.g., predicting, summarizing), read aloud to student.

6. Has difficulty with mathematical reasoning or problem-solving.

Possible Issues: Common Disabilities: Specific Learning Disability (Dyscalculia), Executive Function Challenges (sequencing, planning).

Strategies: Use manipulatives, visual representations of problems, break down problems into steps, provide a calculator (for certain concepts), focus on conceptual understanding.

Total Score for Processing & Understanding: 0

Executive Functions Items ▶

1. Struggles with organizing materials or workspace.

Possible Issues: Common Disabilities: ADHD (disorganization), Executive Function Challenges.

Strategies: Use organizational systems (e.g., folders, binders), provide visual labels, teach decluttering routines, model organization.

2. Has difficulty prioritizing tasks or managing time effectively.

Possible Issues: Common Disabilities: ADHD, Executive Function Challenges.

Strategies: Use visual schedules, create "to-do" lists, teach time estimation, use timers, break down projects into smaller steps.

3. Struggles with planning and executing multi-step projects.

Possible Issues: Common Disabilities: Executive Function Challenges (planning, sequencing), ADHD.

Strategies: Provide project templates, break down projects into stages, teach planning steps, use graphic organizers for brainstorming.

4. Has difficulty self-monitoring work for errors or completeness.

Possible Issues: Common Disabilities: Executive Function Challenges (self-monitoring), Learning Disabilities (difficulty identifying errors).

Strategies: Provide checklists for self-correction, teach self-editing strategies, model checking work, offer opportunities for peer review.

5. Demonstrates mental inflexibility or difficulty adapting to changes.

Possible Issues: Common Disabilities: Autism Spectrum Disorder (need for routine), Anxiety, Executive Function Challenges (cognitive flexibility). Trauma: Need for predictability and control due to past unpredictable experiences.

Strategies: Prepare for transitions, visual schedules, social stories, gentle redirection, validate feelings about change, provide a "first/then" structure.

Total Score for Executive Functions: 0

Strengths and Interests Items ▶

1. Shows intense interest in specific topics, often beyond age-level.

Possible Issues: Giftedness/Twice-Exceptionality: Deep dives in areas of passion, advanced knowledge in specific domains. Autism Spectrum Disorder: May have highly focused and intense special interests.

Strategies: Provide opportunities to explore interests, differentiate assignments, connect learning to their passions, allow for independent research.

2. Demonstrates advanced vocabulary or reasoning skills for their age.

Possible Issues: Giftedness/Twice-Exceptionality: Advanced verbal abilities, complex thought processes.

Strategies: Provide advanced reading materials, encourage critical thinking, offer challenging discussions, allow for open-ended exploration.

3. Shows strong creativity or imaginative thinking.

Possible Issues: Giftedness/Twice-Exceptionality: Original ideas, divergent thinking, artistic talent.

Strategies: Provide open-ended tasks, encourage creative problem-solving, offer opportunities for artistic expression, value unconventional approaches.

4. Excels in certain academic areas but struggles significantly in others.

Possible Issues: Common Disabilities: Specific Learning Disabilities (e.g., strong in math, weak in reading). Twice-Exceptionality: Giftedness co-occurring with a learning disability, ADHD, or ASD.

Strategies: Nurture strengths while providing targeted support for areas of difficulty, differentiate instruction, allow for alternative forms of assessment.

5. Demonstrates a strong sense of justice or empathy.

Possible Issues: Giftedness: Often possess heightened sensitivity and concern for social issues. Trauma: May show heightened empathy due to personal experiences, or conversely, a protective emotional numbing.

Strategies: Provide opportunities for social justice projects, discuss ethical dilemmas, encourage leadership in positive ways.

Total Score for Strengths and Interests: 0

Total Score for Learning Style and Cognitive Processes: 0

Sensory and Physical Observations

Sensory Processing Items ▶

1. Appears over-sensitive to certain sounds, lights, textures, or smells.

Possible Issues: Common Disabilities: Sensory Processing Disorder, Autism Spectrum Disorder, Anxiety. Trauma: Heightened sensory sensitivities, hypervigilance.

Strategies: Identify triggers, minimize exposure to aversive stimuli, provide noise-canceling headphones, offer alternative textures, create a "sensory break" space, allow for movement breaks.

2. Seeks out specific sensory input (e.g., constant movement, touching everything, loud noises).

Possible Issues: Common Disabilities: Sensory Processing Disorder, ADHD (fidgeting), Autism Spectrum Disorder (stimming).

Strategies: Provide appropriate fidget tools, allow for scheduled movement breaks, offer sensory input that is less disruptive (e.g., weighted lap pad), integrate movement into lessons.

3. Shows unusual reactions to typical sensory input (e.g., no reaction to pain, fascination with spinning objects).

Possible Issues: Common Disabilities: Sensory Processing Disorder, Autism Spectrum Disorder.

Strategies: Observe and document patterns, consult with OT, provide appropriate sensory input or strategies to regulate.

Total Score for Sensory Processing: 0

Fine Motor Skills Items ▶

1. Has difficulty with handwriting (e.g., illegible, poor spacing, inconsistent size).

Possible Issues: Common Disabilities: Dysgraphia (Specific Learning Disability in written expression), Fine Motor Delays. Twice-Exceptionality: May have advanced ideas but struggle with the physical act of writing.

Strategies: Provide alternative writing tools (e.g., pencil grips, thicker pencils), allow for typing, modify writing tasks (e.g., fill-in-the-blanks, fewer writing demands), use visual lines.

2. Struggles with cutting, drawing, or other precise hand movements.

Possible Issues: Common Disabilities: Fine Motor Delays, Developmental Coordination Disorder (Dyspraxia).

Strategies: Provide adaptive scissors, break down tasks, offer practice opportunities, use larger materials, offer pre-cut shapes.

3. Appears clumsy or uncoordinated in fine motor tasks.

Possible Issues: Common Disabilities: Developmental Coordination Disorder (Dyspraxia), Fine Motor Delays.

Strategies: Provide opportunities for fine motor skill practice, offer visual cues for tasks, break down complex tasks, use hand-over-hand guidance if appropriate.

Total Score for Fine Motor Skills: 0

Gross Motor Skills Items ▶

1. Appears clumsy or uncoordinated in gross motor tasks (e.g., running, jumping, throwing).

Possible Issues: Common Disabilities: Developmental Coordination Disorder (Dyspraxia), Gross Motor Delays.

Strategies: Provide opportunities for gross motor activities, modify physical activities, offer encouragement and positive feedback.

2. Struggles with balance or coordination.

Possible Issues: Common Disabilities: Developmental Coordination Disorder (Dyspraxia), Gross Motor Delays.

Strategies: Provide stable seating, offer opportunities for balance activities, ensure safe movement spaces.

3. Has difficulty sitting still or remaining in one place.

Possible Issues: Common Disabilities: ADHD (hyperactivity), Sensory Processing Disorder (sensory seeking).

Strategies: Provide alternative seating options (e.g., wobble cushion), allow for movement breaks, offer fidget tools, incorporate movement into lessons.

Total Score for Gross Motor Skills: 0

Total Score for Sensory and Physical Observations: 0

Communication and Language

Work Habits Items ▶

1. Organizes materials effectively.

Possible Issues: Executive Function Challenges (organization).

Strategies: Provide organizational tools (e.g., folders, binders), teach explicit organizational strategies, model organization.

2. Manages time well for assignments.

Possible Issues: Executive Function Challenges (time management), ADHD.

Strategies: Use visual timers, break down tasks, teach time estimation, provide schedules.

3. Pays attention to detail in work.

Possible Issues: Inattentiveness, rushing, perceptual difficulties. Giftedness: May overlook details if focused on the "big picture."

Strategies: Provide checklists, encourage self-monitoring, teach proofreading strategies, highlight importance of detail.

4. Completes homework/assignments consistently.

Possible Issues: Lack of understanding, disorganization, lack of motivation, executive function challenges, home environment factors.

Strategies: Consistent communication with parents, clear assignment instructions, provide support for organization, differentiate homework.

Total Score for Work Habits: 0

General Demeanor Items ▶

1. Appears well-rested and energetic.

Possible Issues: Sleep deprivation, medical issues, anxiety, depression, trauma (sleep disturbances).

Strategies: Share observations with teacher/parents, encourage healthy habits.

2. Maintains personal hygiene.

Possible Issues: Lack of self-care skills, home environment factors, depression. Trauma: Self-neglect.

Strategies: Discreetly inform teacher/parents, offer gentle reminders, connect with school support staff.

3. Is generally cheerful and positive.

Possible Issues: Depression, anxiety, trauma (emotional numbing), bullying.

Strategies: Build positive relationships, create a supportive classroom environment, offer opportunities for success.

4. Adapts well to changes in routine.

Possible Issues: Anxiety, Autism Spectrum Disorder (need for routine), Executive Function Challenges (cognitive flexibility). Trauma: Need for predictability due to past unpredictable experiences.

Strategies: Prepare for transitions, visual schedules, social stories, validate feelings about change.

Total Score for General Demeanor: 0

Total Score for Communication and Language: 0

Student Behavioral Checklist