0 - 3
3 - 5
6 - 9
10 - 13
14 - 18
Adults
Parent's Manifesto
Diagnosis

Three to Five Years

Communication/language use

• May be non-verbal or slow to talk, combine words or use sentences.
• Ignores verbal instructions and is non compliant with (doesn't listen to) verbal restrictions e.g. No
• Is not responsive to subtle facial expressions/body language
• Can repeat back instructions but seems unable to follow them
• Uses behaviour to communicate
• Frustrated with inability to speak and/or understand speech

Socialisation/play

• Does nor pay attention to what is happening around him/her
• Frequently seems very anxious
• Not afraid of strangers (will go with anyone)
• Too trusting
• Easily frustrated or annoyed by the actions of other children
• Difficulty turn taking or waiting
• Stands too close to people "in your face"
• Poor understanding of body language, non-verbal cues
• Overly affectionate with people he does not know
• Charming, friendly then over-intrusive
• Highly affectionate, "touchy-feely"
• Prefers playing with younger children or the company of adults to same age peer group.
• Requires constant supervision

Behaviour

• Destructive, may be wilful
• Frequent lengthy temper tantrums
• Demands immediate gratification - wants things now
• Low tolerance for frustration
• Self-stimulating behaviour (rocking, head banging)
• Accident prone
• Oppositional (you say yes he says no)
• Exhibits extremes in behaviour (very loving to very hateful: very co-operative to very oppositional)
• Reacts badly and/or resists change in activity, routine, environment
• Disregards consequences for misbehaviour
• Behaviour deteriorates when upset or frustrated
• Fearless unable to comprehend danger
• Does not seem to learn from experience
• Inconsistently responds to a reward or consequences

Attention, activity and impulsivity

• Unable to wait
• Unable to play quietly
• Unable to sit still; fidgets, wiggles, squirms
• Does not sustain attention to an activity for long
• Easily distracted by other stimulus in the environment (light, colour, noise, movement, equipment, people etc.)
• Easily over-stimulated
• Does better in non-stimulating environments
• Requires direct adult supervision due to safety concerns
• Frequent injuries due to activity level
• May be under active

Physical motor skills

This section applies to 5 year olds only

• Poorly co-ordinated and clumsy (gross motor control problems)
• Fine motor control problems
• Difficulty throwing, catching, kicking a ball
• Needs some physical help with dressing
• Described as awkward
• Eyes and hands do not work together
• Fatigues easily with physical exertion

Cognition/memory

• Developmental delay
• Difficulty in understanding anything abstract
• Seems unable to make connections between actions and consequences
• Problems with concept formation i.e. Understanding things like "soon", "when", "if, "before", "after", "tomorrow"
• Problems with sequencing counting, following directions, alphabet skills
• Learns a skill then quickly forgets it
• Has trouble making simple choices
• Does not grasp simple instructions
• Language lacks ideas and information: may use lots of words but says very little
• Seems unable to transfer a skill learned in one area to another area i.e. "don't hit" at home must be relearned at school as "don't hit" at school
• Poor problem solving skills - will persist with an approach that clearly does not work: does not use trial and error methods
• Chronically frustrated
• Is easily confused by things