Practical worksheet
What I'm noticing: turn concern into useful observations.
You do not need a diagnosis before asking for help. A few clear examples can make the next conversation more useful.
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1. Describe what happened
Use examples, not labels.
- What did you see or hear, in simple factual words?
- What was the child trying to do or communicate?
- What happened immediately before and after?
- Who else noticed the same thing?
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2. Add time and context
A pattern is easier to discuss than one isolated moment.
- When did you first notice it?
- How often does it happen?
- Does it happen at home, school, play, or across several settings?
- Does tiredness, noise, unfamiliar people, hunger, or routine change seem to affect it?
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3. Note everyday impact
Write down what becomes easier or harder.
- Communication and expressing needs.
- Learning, play, movement, eating, sleep, or self-care.
- Participation at school or with other children.
- Safety, distress, frustration, or family routines.
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4. Flag important change
Mention any skill that was lost or reduced.
If a child previously used a skill and no longer uses it, tell a qualified child-health professional promptly. Do not wait for a website checklist to decide whether it matters.
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Take this to the conversation
End with three questions.
- What possibilities should be considered without jumping to a conclusion?
- Is any screening, hearing or vision assessment, examination, or referral appropriate?
- What should we observe next, and when should we follow up?