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If you observe these Red Flags
- Child does not use even one meaningful word to label objects in the environment by 12 months of age
- Child finds it challenging to follow simple commands like sit down or stand up by 12-15 months of age.
- Child does not speak 4 to 6 words meaningfully by 15 months of age.
- Child does not speak 20-50 words meaningfully by 18 months of age.
- Child finds it challenging to sequence and follow 2-step instructions for eg. first pick the toothbrush and then put toothpaste by 24 months of age.
- Child does not have a meaningful spoken vocabulary of 200-500 words by 24 months of age.
- Child is unable to make two-word meaningful phrases without imitating or repeating by 24 months of age.
- Child only imitates speech or actions and does not produce words or phrases spontaneously by 24 months of age.
- Child only says some sounds or words repeatedly and does not use oral language to communicate more than their immediate needs by 24 months.
- Child is unable to join sentences together up to 36 months of age
- Child is unable to understand concepts of color, time, size, and number by 36-40 months of age
- Child is unable to describe events that happened during the day by 36-40 months of age
- Child is unable to ask “what”, “why” or ‘where” questions by 36-40 months of age
- Child continues to say “bobo” for Bottle, “dudu” for Dummy even after 2.5yrs of age, simplifying each word.
- Child continues to say “Tat” for Cat, “Dod” or “Gog” for Dog even after 3yrs of age.
- Child continues to say “bat” for Pat or “big” for Pig, even after 3yrs of age.
- Child continues to simplify words and says “Pane” for Plane, or “Fag” for Flag even after 3yrs of age,
- Child deletes final sound of word for eg. "Do" for "dog" upto 3 yrs of age.
- Child simplifies words for eg. “nana” for banana even after 4yrs of age.
- Child finds it challenging to say sounds like f, v even after 3yrs of age.
- Child finds it challenging to say sounds like th, j, ch even after 5yrs of age.
- Child continues to say “wed” for Red, or “Yeyow” for Yellow, even after 6yrs of age
- By 36 months (three years), 75 to 100% of a child's speech is not understood by familiar people.
- By four years of age, a child should usually be understood, including by people who are unfamiliar to them.
- Child has more than 10 dysfluency per 100 words with repetitions and prolongations. Child presents with mild tension by 18 to 42 months.
- Child presents with repetitions and blocks, excessive eye blinks and or head nods while talking by 3.5yrs to 6yrs.
- Child presents with blocks, use of starters like "um" and "uh" and tangential talks by 6yrs to 13yrs.
- Child has signs of tension in the jaw, lips and tremors. Child experiences fear, embarrassment, and dislikes the act of talking.
- Child has difficulty in latching on to the nipple or bottle and poor sucking and swallowing of liquids at around 3 months of age.
- Child has difficulty in eating pureed foods. Child does not open his/her mouth in response to the approaching spoon at around 4 to 6 months of age.
- Child has difficulty eating thick pureed or mashed foods. Child has difficulty holding and drinking from bottles. Munching including biting, chewing of lumpy solids is difficult by 7 to 9 months of age.
- Child does not finger feed themselves, and presents with a limited food repertoire. Difficulty in drinking from an open cup or with straw by 12 months of age.
- Child does not eat a variety of chopped table foods. Difficulty in drinking from a cup. Lack of precise biting skills by 1yr of age.
- Child has difficulty in swallowing from a cup, or scooping food with a spoon.
- Child does not have chewing movements in all directions by 2yrs of age.
- Child avoid foods in specific textures or food groups.
- Child presents with poor weight gain or weight loss.
- Child presents with choking, gagging, or coughing during meals.
- Child presents with problems like vomiting while trying to eat or drink.
- Child eats less than 20 foods by 2 years of age.
- Reporting a child as being "picky" at 2 years of age.
- Child does not explore and play with the parent's hair, body and or face. They do not play with rattles, rings or soft toys upto 1yr of age.
- Child does not develop cause-effect type of relational play for eg. Peek-a-boo up to 18months of age.
- Frequently jumping and/or purposely falling to the floor/crashing into things
- Child is afraid of/aversive to/avoids being messy or touching different textures such as grass, sand, carpet, paint, playdoh, etc
- Child has difficulty in pretend play or symbolic play eg. Playing with a kitchen set or doctor set up to 24months of age.
- Child has fixation on objects that spin or turn (i.e. See 'n Say, toy cars, etc.)
- Child does not perform abstract pretend play for eg. Pretend that block is a phone or make a large box as a car up to 3yrs of age.
- Child finds it difficult to be part of a group and form social relationships up to 4yrs of age.
- Child does not enjoy playing in small groups and making up their own games with rules.
- Child does not give a social smile or look at the speaker's face when spoken to up to 6months of age.
- Child has no response to his or her name, does not smile at self in the mirror or laugh when playing with objects up to 1yr of age.
- Child does not exhibit verbal turn-taking I.e. you say then the child says something up to 2yrs of age.
- Child does not say social greetings like "hi", "bye", "thank you" and or "please" up to 2yrs of age.
- Child has a difficulty in requesting permissions or asking for clarification when they do not understand something up to 3yrs of age.
- Child finds it challenging to use language to make jokes or tease others up to 3.5to 4yrs of age.
- Child finds it challenging to make friends.
- Child does not ask meanings of words, or asks questions for information.
-Child does not use language to resolve disputes with peers up to 5yrs of age.
- Child finds it challenging to engage in cooperative play, such as making group decisions, assigning roles, and playing fairly.
- Child finds it challenging to adapt to new environment and people
- Child finds it difficult to be in spaces with more people (for eg. School, parties etc)
- Infant doesn’t “jump” at loud noises.
- Child fails to turn toward the source of a loud noise once the child can physically do so (around six months).
- Child doesn’t say simple meaningful words by age one (for e.g.dada, mama).
- Child look towards you when you move into their range of vision but ignores you when you say their name.
- Child seems to hear some things but not others.
- Child complaints about buzzing, humming, or ringing sounds that you can’t hear.
- Child speaks loudly in a quiet room.
- Child turns the TV/Music too loud (parents, this is both a sign and cause).
- Child wears in-ear headphones frequently, which can increase risk of hearing loss more than over-the-ear headphones.
- Child has tendency to avoid or displays general disinterest in physical tasks
- Child has difficulty maintaining upright posture during seated tasks.
- Child leans on things when standing
- Child has weakness or tightness of muscles
- Child has difficulty with imitating a sequence of motor skills
- Child has a tendency to lose balance
- Child has difficulty with hopping, skipping, running, compared to his/her aged peers
- Child is unable to hold or holds awkwardly on pencil or scissors
- Child puts too much pressure or too little pressure while writing
- Child drops things easily
- Child tries to avoid drawing, coloring, cutting, or writing
- Child frequently shifts use of both hands for writing
- Child has difficulty manipulating fasteners (viz. chain, zips, buttons)
- Child has difficulty with construction skills using lego, puzzles, train tracks
- Child has difficulty completing puzzles or dot to dots
- Child has difficulty in letter recognition, formation, spacing, alignment
- Child has inaccurate or slow copying/reading
- Child has difficulty coloring within boundaries
- Child has difficulty staying on lines with cutting
- Child has difficulty with spelling
- Child has difficulty finding his belongings
- Child has tendency to lose place on a page when reading or writing
- Child has difficulty remembering left and right
- Child has difficulty sequencing letters or numbers in words or math problems
- Child has difficulty with spatial concepts such as in, out, on, under, next to, up, down, in front of
- Child has difficulty differentiating between “b, d, p, q”
- Child is fidgety and has a tendency to constantly touch things
- Child has oversensitivity to sounds in the environment (closes or shuts off ear)
- Child gets distracted by noises in environment
- Child has difficulty following auditory instructions
- Child constantly moves, jumps or crashes into objects
- Child avoids getting hands messy (sand play or colors or mud)
- Child mouths clothing/objects frequently (i.e. puts objects, toys or clothes in mouth)
- Child has difficulty making friends and prefers to play alone
- Child has strong desire for routine/sameness
- Child is fearful moving through space (swing) and avoids it
- Child is a picky eater and often refuses the majority of food items.
- Child is either overtly active or appears overly lethargic
- Child has difficulty learning and retaining new skills
- Child appears anxious, has temper tantrums with day to day routines and tasks
- Child loves movement , seeks out intense pressure (constant spinning, running around, jumping, crashing in people/objects)
- Child has poor sleep patterns
- Child has difficulty to attend to a task when requested to do so
- Child has difficulty following instructions or misses details in instructions.
- Child has a tendency to repeatedly make the same mistakes (due to not learning from past attention).
- Individuals present with difficulty in following Auditory Commands, like "touch your nose and comb your hair".
- Individuals find it difficult to express themselves verbally or non verbally.
- Individuals present with an inability to name people, objects, places, etc.
- Individuals have difficulty in the repetition of words, or sentences.
- Individuals have poor Reading and/or writing skills.
- Individuals present with an abnormal rate of speech- speaking too fast or too slow.
- Individuals present with an increased or decreased resonance of Voice- sounding excessively nasal or not nasal at all.
- Individuals present with unclear Speech.
- Individuals present with speech sounding monotonous or mono-pitch with reduced inflections- robotic quality of speech.
- Individuals present with reduced intensity of voice, making it less audible.
- Individuals present with inappropriate Pitch w.r.t age and gender, eg. too high pitched voice for a male or too low pitched voice for a female.
- Individuals present with a breathy or hoarse voice.
- Individuals present with voice changes due to Hormones.
- Individuals present with Blocks, Repetition, and Prolongations in Speech.
- Individuals present with tensing of muscles, flickering of eyelids, hand and leg movement while talking.
- Individuals fear some words, phrases, and situations leading to avoidance.
- Individuals present with Coughing, Choking on oral feeding.
- Individuals have reddening of eyes, feeling of lump in throat, poor control of food, reduced chewing or biting abilities.
- Individuals have increased heart rate, reduced O2 levels, fever spike after meals.
- Child does not use even one meaningful word to label objects in the environment by 12 months of age
- Child finds it challenging to follow simple commands like sit down or stand up by 12-15 months of age.
- Child does not speak 4 to 6 words meaningfully by 15 months of age.
- Child does not speak 20-50 words meaningfully by 18 months of age.
- Child finds it challenging to sequence and follow 2-step instructions for eg. first pick the toothbrush and then put toothpaste by 24 months of age.
- Child does not have a meaningful spoken vocabulary of 200-500 words by 24 months of age.
- Child is unable to make two-word meaningful phrases without imitating or repeating by 24 months of age.
- Child only imitates speech or actions and does not produce words or phrases spontaneously by 24 months of age.
- Child only says some sounds or words repeatedly and does not use oral language to communicate more than their immediate needs by 24 months.
- Child is unable to join sentences together up to 36 months of age
- Child is unable to understand concepts of color, time, size, and number by 36-40 months of age
- Child is unable to describe events that happened during the day by 36-40 months of age
- Child is unable to ask “what”, “why” or ‘where” questions by 36-40 months of age
- Child continues to say “bobo” for Bottle, “dudu” for Dummy even after 2.5yrs of age, simplifying each word.
- Child continues to say “Tat” for Cat, “Dod” or “Gog” for Dog even after 3yrs of age.
- Child continues to say “bat” for Pat or “big” for Pig, even after 3yrs of age.
- Child continues to simplify words and says “Pane” for Plane, or “Fag” for Flag even after 3yrs of age,
- Child deletes final sound of word for eg. "Do" for "dog" upto 3 yrs of age.
- Child simplifies words for eg. “nana” for banana even after 4yrs of age.
- Child finds it challenging to say sounds like f, v even after 3yrs of age.
- Child finds it challenging to say sounds like th, j, ch even after 5yrs of age.
- Child continues to say “wed” for Red, or “Yeyow” for Yellow, even after 6yrs of age
- By 36 months (three years), 75 to 100% of a child's speech is not understood by familiar people.
- By four years of age, a child should usually be understood, including by people who are unfamiliar to them.
- Child has more than 10 dysfluency per 100 words with repetitions and prolongations. Child presents with mild tension by 18 to 42 months.
- Child presents with repetitions and blocks, excessive eye blinks and or head nods while talking by 3.5yrs to 6yrs.
- Child presents with blocks, use of starters like "um" and "uh" and tangential talks by 6yrs to 13yrs.
- Child has signs of tension in the jaw, lips and tremors. Child experiences fear, embarrassment, and dislikes the act of talking.
- Child has difficulty in latching on to the nipple or bottle and poor sucking and swallowing of liquids at around 3 months of age.
- Child has difficulty in eating pureed foods. Child does not open his/her mouth in response to the approaching spoon at around 4 to 6 months of age.
- Child has difficulty eating thick pureed or mashed foods. Child has difficulty holding and drinking from bottles. Munching including biting, chewing of lumpy solids is difficult by 7 to 9 months of age.
- Child does not finger feed themselves, and presents with a limited food repertoire. Difficulty in drinking from an open cup or with straw by 12 months of age.
- Child does not eat a variety of chopped table foods. Difficulty in drinking from a cup. Lack of precise biting skills by 1yr of age.
- Child has difficulty in swallowing from a cup, or scooping food with a spoon.
- Child does not have chewing movements in all directions by 2yrs of age.
- Child avoid foods in specific textures or food groups.
- Child presents with poor weight gain or weight loss.
- Child presents with choking, gagging, or coughing during meals.
- Child presents with problems like vomiting while trying to eat or drink.
- Child eats less than 20 foods by 2 years of age.
- Reporting a child as being "picky" at 2 years of age.
- Child does not explore and play with the parent's hair, body and or face. They do not play with rattles, rings or soft toys upto 1yr of age.
- Child does not develop cause-effect type of relational play for eg. Peek-a-boo up to 18months of age.
- Frequently jumping and/or purposely falling to the floor/crashing into things
- Child is afraid of/aversive to/avoids being messy or touching different textures such as grass, sand, carpet, paint, playdoh, etc
- Child has difficulty in pretend play or symbolic play eg. Playing with a kitchen set or doctor set up to 24months of age.
- Child has fixation on objects that spin or turn (i.e. See 'n Say, toy cars, etc.)
- Child does not perform abstract pretend play for eg. Pretend that block is a phone or make a large box as a car up to 3yrs of age.
- Child finds it difficult to be part of a group and form social relationships up to 4yrs of age.
- Child does not enjoy playing in small groups and making up their own games with rules.
- Child does not give a social smile or look at the speaker's face when spoken to up to 6months of age.
- Child has no response to his or her name, does not smile at self in the mirror or laugh when playing with objects up to 1yr of age.
- Child does not exhibit verbal turn-taking I.e. you say then the child says something up to 2yrs of age.
- Child does not say social greetings like "hi", "bye", "thank you" and or "please" up to 2yrs of age.
- Child has a difficulty in requesting permissions or asking for clarification when they do not understand something up to 3yrs of age.
-Child finds it challenging to use language to make jokes or tease others up to 3.5to 4yrs of age.
- Child finds it challenging to make friends.
- Child does not ask meanings of words, or asks questions for information.
- Child does not use language to resolve disputes with peers up to 5yrs of age.
- Child finds it challenging to engage in cooperative play, such as making group decisions, assigning roles, and playing fairly.
- Infant doesn’t “jump” at loud noises.
- Child fails to turn toward the source of a loud noise once the child can physically do so (around six months).
- Child doesn’t say simple meaningful words by age one (for e.g.dada, mama).
- Child look towards you when you move into their range of vision but ignores you when you say their name.
- Child seems to hear some things but not others.
- Child complaints about buzzing, humming, or ringing sounds that you can’t hear.
- Child speaks loudly in a quiet room.
- Child turns the TV/Music too loud (parents, this is both a sign and cause).
- Child wears in-ear headphones frequently, which can increase risk of hearing loss more than over-the-ear headphones.
Gross Motor Deficits
- Child has tendency to avoid or displays general disinterest in physical tasks
- Child has difficulty maintaining upright posture during seated tasks.
- Child leans on things when standing
- Child has weakness or tightness of muscles
- Child has difficulty with imitating a sequence of motor skills
- Child has a tendency to lose balance
- Child has difficulty with hopping, skipping, running, compared to his/her aged peers
Fine Motor Deficits
- Child is unable to hold or holds awkwardly on pencil or scissors
- Child puts too much pressure or too little pressure while writing
- Child drops things easily
- Child tries to avoid drawing, coloring, cutting, or writing
- Child frequently shifts use of both hands for writing
- Child has difficulty manipulating fasteners (viz. chain, zips, buttons)
- Child has difficulty with construction skills using lego, puzzles, train tracks
Visual Perceptual / Motor / Handwriting / Oculomotor Deficits
- Child has difficulty completing puzzles or dot to dots
- Child has difficulty in letter recognition, formation, spacing, alignment
- Child has inaccurate or slow copying/reading
- Child has difficulty coloring within boundaries
- Child has difficulty staying on lines with cutting
- Child has difficulty with spelling
- Child has difficulty finding his belongings
- Child has tendency to lose place on a page when reading or writing
- Child has difficulty remembering left and right
- Child has difficulty sequencing letters or numbers in words or math problems
- Child has difficulty with spatial concepts such as in, out, on, under, next to, up, down, in front of
- Child has difficulty differentiating between “b, d, p, q”
Sensory Processing Deficits
- Child is fidgety and has a tendency to constantly touch things
- Child has oversensitivity to sounds in the environment (closes or shuts off ear)
- Child gets distracted by noises in environment
- Child has difficulty following auditory instructions
- Child constantly moves, jumps or crashes into objects
- Child avoids getting hands messy (sand play or colors or mud)
- Child mouths clothing/objects frequently (i.e. puts objects, toys or clothes in mouth)
- Child has difficulty making friends and prefers to play alone
- Child has strong desire for routine/sameness
- Child is fearful moving through space (swing) and avoids it
- Child is a picky eater and often refuses the majority of food items.
- Child is either overtly active or appears overly lethargic
- Child has difficulty learning and retaining new skills
- Child appears anxious, has temper tantrums with day to day routines and tasks
- Child loves movement , seeks out intense pressure (constant spinning, running around, jumping, crashing in people/objects)
- Child has poor sleep patterns
Play and Social Skills Deficits
- Child has repetitive/narrow interest in play
- Child in unable to think on his/her, how to initiate play
- Child shifts from one activity to the next without actually playing with them
- Child keeps running around the house and does not know how to meaningfully play
- Child has difficulty taking turns/sharing
- Child finds it difficult to carry on one activity for a long time
- Child is not aware of others and fails to read other peoples feelings based on their verbal/non verbal cues
- Child finds it difficult to make and maintain frienships
- Child finds it challenging to adapt to new environment and people
- Child finds it difficult to be in spaces with more people (for eg. School, parties etc)
- Child is not able to maintain a topic of conversation and
- Child has trouble expressing or regulating emotions
Attention difficulties
- Child has difficulty to attend to a task when requested to do so
- Child has difficulty following instructions or misses details in instructions.
- Child has a tendency to repeatedly make the same mistakes (due to not learning from past attention).
- Child find it physically difficult to either calm down (as they are too physically active) or to ‘wake up’ as they appear sleepy and lethargic.
- Child begins a task but gets distracted by something else and then ‘forgets’ to complete what was asked of them.
- Child has difficulty learning new things
- Individuals present with difficulty in following Auditory Commands, like "touch your nose and comb your hair".
- Individuals find it difficult to express themselves verbally or non verbally.
- Individuals present with an inability to name people, objects, places, etc.
- Individuals have difficulty in the repetition of words, or sentences.
- Individuals have poor Reading and/or writing skills.
- Individuals present with an abnormal rate of speech- speaking too fast or too slow.
- Individuals present with an increased or decreased resonance of Voice- sounding excessively nasal or not nasal at all.
- Individuals present with unclear Speech.
- Individuals present with speech sounding monotonous or mono-pitch with reduced inflections- robotic quality of speech.
- Individuals present with reduced intensity of voice, making it less audible.
- Individuals present with inappropriate Pitch w.r.t age and gender, eg. too high pitched voice for a male or too low pitched voice for a female.
- Individuals present with a breathy or hoarse voice.
- Individuals present with voice changes due to Hormones.
- Individuals present with Blocks, Repetition, and Prolongations in Speech.
- Individuals present with tensing of muscles, flickering of eyelids, hand and leg movement while talking.
- Individuals fear some words, phrases, and situations leading to avoidance.
- Individuals present with Coughing, Choking on oral feeding.
- Individuals have reddening of eyes, feeling of lump in throat, poor control of food, reduced chewing or biting abilities.
- Individuals have increased heart rate, reduced O2 levels, fever spike after meals.
- Child does not use even one meaningful word to label objects in the environment by 12 months of age
- Child finds it challenging to follow simple commands like sit down or stand up by 12-15 months of age.
- Child does not speak 4 to 6 words meaningfully by 15 months of age.
- Child does not speak 20-50 words meaningfully by 18 months of age.
- Child finds it challenging to sequence and follow 2-step instructions for eg. first pick the toothbrush and then put toothpaste by 24 months of age.
- Child does not have a meaningful spoken vocabulary of 200-500 words by 24 months of age.
- Child is unable to make two-word meaningful phrases without imitating or repeating by 24 months of age.
- Child only imitates speech or actions and does not produce words or phrases spontaneously by 24 months of age.
- Child only says some sounds or words repeatedly and does not use oral language to communicate more than their immediate needs by 24 months.
- Child is unable to join sentences together up to 36 months of age
- Child is unable to understand concepts of color, time, size, and number by 36-40 months of age
- Child is unable to describe events that happened during the day by 36-40 months of age
- Child is unable to ask “what”, “why” or ‘where” questions by 36-40 months of age
- Child continues to say “bobo” for Bottle, “dudu” for Dummy even after 2.5yrs of age, simplifying each word.
- Child continues to say “Tat” for Cat, “Dod” or “Gog” for Dog even after 3yrs of age.
- Child continues to say “bat” for Pat or “big” for Pig, even after 3yrs of age.
- Child continues to simplify words and says “Pane” for Plane, or “Fag” for Flag even after 3yrs of age,
- Child deletes final sound of word for eg. "Do" for "dog" upto 3 yrs of age.
- Child simplifies words for eg. “nana” for banana even after 4yrs of age.
- Child finds it challenging to say sounds like f, v even after 3yrs of age.
- Child finds it challenging to say sounds like th, j, ch even after 5yrs of age.
- Child continues to say “wed” for Red, or “Yeyow” for Yellow, even after 6yrs of age
- By 36 months (three years), 75 to 100% of a child's speech is not understood by familiar people.
- By four years of age, a child should usually be understood, including by people who are unfamiliar to them.
- Child has more than 10 dysfluency per 100 words with repetitions and prolongations. Child presents with mild tension by 18 to 42 months.
- Child presents with repetitions and blocks, excessive eye blinks and or head nods while talking by 3.5yrs to 6yrs.
- Child presents with blocks, use of starters like "um" and "uh" and tangential talks by 6yrs to 13yrs.
- Child has signs of tension in the jaw, lips and tremors. Child experiences fear, embarrassment, and dislikes the act of talking.
-Child has difficulty in latching on to the nipple or bottle and poor sucking and swallowing of liquids at around 3 months of age.
- Child has difficulty in eating pureed foods. Child does not open his/her mouth in response to the approaching spoon at around 4 to 6 months of age.
- Child has difficulty eating thick pureed or mashed foods. Child has difficulty holding and drinking from bottles. Munching including biting, chewing of lumpy solids is difficult by 7 to 9 months of age.
- Child does not finger feed themselves, and presents with a limited food repertoire. Difficulty in drinking from an open cup or with straw by 12 months of age.
- Child does not eat a variety of chopped table foods. Difficulty in drinking from a cup. Lack of precise biting skills by 1yr of age.
- Child has difficulty in swallowing from a cup, or scooping food with a spoon.
- Child does not have chewing movements in all directions by 2yrs of age.
- Child avoid foods in specific textures or food groups.
- Child presents with poor weight gain or weight loss.
- Child presents with choking, gagging, or coughing during meals.
- Child presents with problems like vomiting while trying to eat or drink.
- Child eats less than 20 foods by 2 years of age.
- Reporting a child as being "picky" at 2 years of age.
- Child does not explore and play with the parent's hair, body and or face. They do not play with rattles, rings or soft toys upto 1yr of age.
- Child does not develop cause-effect type of relational play for eg. Peek-a-boo up to 18months of age.
- Frequently jumping and/or purposely falling to the floor/crashing into things
- Child is afraid of/aversive to/avoids being messy or touching different textures such as grass, sand, carpet, paint, playdoh, etc
- Child has difficulty in pretend play or symbolic play eg. Playing with a kitchen set or doctor set up to 24months of age.
- Child has fixation on objects that spin or turn (i.e. See 'n Say, toy cars, etc.)
- Child does not perform abstract pretend play for eg. Pretend that block is a phone or make a large box as a car up to 3yrs of age.
- Child finds it difficult to be part of a group and form social relationships up to 4yrs of age.
- Child does not enjoy playing in small groups and making up their own games with rules.
- Child does not give a social smile or look at the speaker's face when spoken to up to 6months of age.
- Child has no response to his or her name, does not smile at self in the mirror or laugh when playing with objects up to 1yr of age.
- Child does not exhibit verbal turn-taking I.e. you say then the child says something up to 2yrs of age.
- Child does not say social greetings like "hi", "bye", "thank you" and or "please" up to 2yrs of age.
- Child has a difficulty in requesting permissions or asking for clarification when they do not understand something up to 3yrs of age.
-Child finds it challenging to use language to make jokes or tease others up to 3.5to 4yrs of age.
- Child finds it challenging to make friends.
- Child does not ask meanings of words, or asks questions for information.
-Child does not use language to resolve disputes with peers up to 5yrs of age.
- Child finds it challenging to engage in cooperative play, such as making group decisions, assigning roles, and playing fairly.
- Infant doesn’t “jump” at loud noises.
- Child fails to turn toward the source of a loud noise once the child can physically do so (around six months).
- Child doesn’t say simple meaningful words by age one (for e.g.dada, mama).
- Child look towards you when you move into their range of vision but ignores you when you say their name.
- Child seems to hear some things but not others.
- Child complaints about buzzing, humming, or ringing sounds that you can’t hear.
- Child speaks loudly in a quiet room.
- Child turns the TV/Music too loud (parents, this is both a sign and cause).
- Child wears in-ear headphones frequently, which can increase risk of hearing loss more than over-the-ear headphones.
- Child has tendency to avoid or displays general disinterest in physical tasks
- Child has difficulty maintaining upright posture during seated tasks.
- Child leans on things when standing
- Child has weakness or tightness of muscles
- Child has difficulty with imitating a sequence of motor skills
- Child has a tendency to lose balance
- Child has difficulty with hopping, skipping, running, compared to his/her aged peers
- Child is unable to hold or holds awkwardly on pencil or scissors
- Child puts too much pressure or too little pressure while writing
- Child drops things easily
- Child tries to avoid drawing, coloring, cutting, or writing
- Child frequently shifts use of both hands for writing
- Child has difficulty manipulating fasteners (viz. chain, zips, buttons)
- Child has difficulty with construction skills using lego, puzzles, train tracks
- Child has difficulty completing puzzles or dot to dots
- Child has difficulty in letter recognition, formation, spacing, alignment
- Child has inaccurate or slow copying/reading
- Child has difficulty coloring within boundaries
- Child has difficulty staying on lines with cutting
- Child has difficulty with spelling
- Child has difficulty finding his belongings
- Child has tendency to lose place on a page when reading or writing
- Child has difficulty remembering left and right
- Child has difficulty sequencing letters or numbers in words or math problems
- Child has difficulty with spatial concepts such as “in, out , on , under, next ro, up, down, in front of “
- Child has difficulty differentiating between “b, d, p, q”
- Child is fidgety and has a tendency to constantly touch things
- Child has oversensitivity to sounds in the environment (closes or shuts off ear)
- Child gets distracted by noises in environment
- Child has difficulty following auditory instructions
- Child constantly moves, jumps or crashes into objects
- Child avoids getting hands messy (sand play or colors or mud)
- Child mouths clothing/objects frequently (i.e. puts objects, toys or clothes in mouth)
- Child has difficulty making friends and prefers to play alone
- Child has strong desire for routine/sameness
- Child is fearful moving through space (swing) and avoids it
- Child is a picky eater and often refuses the majority of food items.
- Child is either overtly active or appears overly lethargic
- Child has difficulty learning and retaining new skills
- Child appears anxious, has temper tantrums with day to day routines and tasks
- Child loves movement , seeks out intense pressure (constant spinning, running around , jumping, crashing in people/objects)
Child has poor sleep patterns
- Child has repetitive/narrow interest in play
- Child in unable to think on his/her, how to initiate play
- Child shifts from one activity to the next without actually playing with them
- Child keeps running around the house and does not know how to meaningfully play
- Child has difficulty taking turns/sharing
- Child finds it difficult to carry on one activity for a long time
- Child is not aware of others and fails to read other peoples feelings based on their verbal/non verbal cues
- Child finds it difficult to make and maintain frienships
- Child finds it challenging to adapt to new environment and people
- Child finds it difficult to be in spaces with more people (for eg. School, parties etc)
- Child is not able to maintain a topic of conversation and
- Child has trouble expressing or regulating emotions
- Child has difficulty to attend to a task when requested to do so
- Child has difficulty following instructions or misses details in instructions.
- Child has a tendency to repeatedly make the same mistakes (due to not learning from past attention).
- Child find it physically difficult to either calm down (as they are too physically active) or to ‘wake up’ as they appear sleepy and lethargic.
- Child begins a task but gets distracted by something else and then ‘forgets’ to complete what was asked of them.
Child has difficulty learning new things
- Individuals present with difficulty in following Auditory Commands, like "touch your nose and comb your hair".
- Individuals find it difficult to express themselves verbally or non verbally.
- Individuals present with an inability to name people, objects, places, etc.
- Individuals have difficulty in the repetition of words, or sentences.
- Individuals have poor Reading and/or writing skills.
- Individuals present with an abnormal rate of speech- speaking too fast or too slow.
- Individuals present with an increased or decreased resonance of Voice- sounding excessively nasal or not nasal at all.
- Individuals present with unclear Speech.
- Individuals present with speech sounding monotonous or mono-pitch with reduced inflections- robotic quality of speech.
- Individuals present with reduced intensity of voice, making it less audible.
- Individuals present with inappropriate Pitch w.r.t age and gender, eg. too high pitched voice for a male or too low pitched voice for a female.
- Individuals present with a breathy or hoarse voice.
- Individuals present with voice changes due to Hormones.
- Individuals present with Blocks, Repetition, and Prolongations in Speech.
- Individuals present with tensing of muscles, flickering of eyelids, hand and leg movement while talking.
- Individuals fear some words, phrases, and situations leading to avoidance.
- Individuals present with Coughing, Choking on oral feeding.
- Individuals have reddening of eyes, feeling of lump in throat, poor control of food, reduced chewing or biting abilities.
- Individuals have increased heart rate, reduced O2 levels, fever spike after meals.
Assessing various aspects of language (semantics, syntax, pragmatics etc) and other areas that impact its development....
Comprehensive and in-depth assessment of various oral sensory and oro-motor structures and functions, and....
Comprehensive and in-depth assessment of various oral sensory and oro-motor structures and functions....
Assessing aspects of Language Fluency, obtaining qualitative and quantitative information viz. Types of blocks, Severity of....
Comprehensive and in depth assessment of various Oro-motor Structures and Functions related to Feeding and Swallowing....
Assessment of the ability to register information, process and, execute it....
Assess English Language Proficiency in children who have English as their second language....
- Difficulty in following Auditory Commands
- Difficulty in expressing verbally or non verbally
- Difficulty in naming
- Difficulty in repetition
- Difficulty in Reading and/or Writing
- Abnormal Rate of Speech
- Increased or Decreased Resonance of Voice
- Poor or Imprecise Consonant Production
- Speech sounding monotone or monopitch with reduce inflections
- Reduced Intensity of Voice
- Inappropriate Pitch w.r.t age and gender
- Breathy or Hoarse Voice
- Voice Charges due to Hormones
- Blocks, Repetition, Prolongation in Speech
- Aversion of Eye contact, tensing of muscles, flickering of eyelids, hands and legs movement while talking
- Fearing some words, phrases, and situations leading to avoidance
- Coughing, Choking on oral feeding
- Reddening of eyes, feeling of lump in throat, poor control of bolus, reduced chewing or biting abilities.
- Increased heart rate, reduced O2 levels, fever spike after meals.
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