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PERCEPTUAL PROBLEM CHECKLIST:
CATEGORIZED BY  RELATED
PERCEPTUAL AND VISUAL SKILL AREAS
 
CHECK EACH OBSERVED PROBLEM AREA:
 
 
General Motor Dysfunctions
 1.  Impairment in right/left awareness.
 2.  "Mirror" reading and writing beyond first  grade, reversals,
 3.  Poor balance.
 4.  Skipping and hopping delays/skills problems.
 5.  Lack of finger dexterity; awkward pen grip.
 6.  History of delayed motor milestones.
 7.  Short attention span in motor-dominant tasks.
 8.  Difficulty in perceiving self in time and space. (Bumps into
 things, poor sense of time.)
 9   Slow in finishing work - does not complete papers.
 
Visual Motor Dysfunctions
 1.  Drawing and/or writing skills not up to standard. Slow writing,  alignment problems.
 2.  Difficulty with puzzles.
 3.  Arithmetic concepts poor.
 4.  Difficulty writing or reading sight words (often: does well with  polysyllables).
 5.  Figure-ground discrimination impaired.
 6.  Short attention In visually predominant tasks.
 7.  Visual memory - may not be able to revisualize objects, words,  letters, or concepts.
 8.  Reverses or miscalls numbers or words, skips words or lines in  reading or writing.
 9.  Learns best auditorally.
 10.  Attempts to spell phonetically.
 11.  Graph and chart problems.
 12.  Difficulty copying from the blackboard onto paper.
 
Auditory Motor Dysfunctions
 1.  Cannot consistently sound back words and sounds.
 2.  Difficulty blending sounds.
 3.  Frequent speech irregularities (not articulation problems).
 4.  Cannot identify what he/she hears; poor vocabulary.
 5.  Difficulty following directions or requests.
  6.  Difficulty relating experiences in normal sequence of expression:
 reversals.
 7.  Short attention span in auditorally predominant tasks.
 8.  Figure-ground discrimination impaired (easily
 distracted by background sounds.
 9.  Short memory for auditory information,
 10.  History of delayed speech, speech problems, or chronic ear
 problems (ages 1-6).
 11.  Learns best visually.
 12.  Below average spelling.
 13.  Difficulty choosing the right words when expressing self.
 
Integrative Abilities Dysfunctioning
 1  Phoneme/grapheme equivalency difficulties in reading.
 2.  A "hands on" learner - learns best tactually.
 3.  Rhythmical movement difficulties.
 4.  Difficulties in concept formation and applica- tions to aid
 problem solving.
 5.  Thinking is concrete; abstract reasoning is difficult.
 6.  Perseveration - works compulsively beyond the point where
 answers have been attained.
 7.  Organizational skills problems.
 8.  Time management problems.
 9.  Overloads quickly with multiple demands.
 
Visual Function Difficulties - Developmental evaluation of vision  indicated.
 1.  Slow reading rate.
 2.  Comprehension problems.
 3.  Confuses visually similar words.
 4.  Skips words or lines of printed material.
 5.  Difficulty reading for long periods.
 6.  Difficulty copying from board/book to page.
 7.  Complains of print "moving"on page.
 8.  Confuses operational signs in math.
 9.  Difficulty sustaining attention on seatwork.
 10. Avoids nearwork
 11. Visual complaints: headaches, doubling, blurring.
 12. 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. A professional diagnostic evaluation may be recommended to the parent for the specific determination of type and depth of perceptual difficulties. TLC/96
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