Colorado Center for Pediatric Learning and Development - Denver's Premier Clinic for Children's Therapy and Sensory Integration

Kindergarten and Elementary School
The following lists are common indicators of sensory or motor dysfunctions/delays in young children. If a child exhibits one or more of the following, it does not necessarily indicate dysfunction; the child’s functional performance must also be below average for his age level.
Please note: these lists are not exhaustive.

Sensory Processing Issues
Motor Planning/Praxis Issues
Speech and Language Issues

The following signs may indicate a sensory processing issues:

Frequent inability to sit and attend to a tabletop activity for an age appropriate amount of time.

Refusal to engage in messy tactile activities like finger painting.

Seeking out an excessive amount of movement input in the form of bumping or crashing into objects.

Seeking out an excessive amount of spinning input.

Fear of movement activities where feet leave the ground or when there is a change in the position of the head.

Constantly touching others, mouthing non-food objects, and seeming not to understand personal space.

Inability to independently execute a familiar sequence of motor activities.

Many children in kindergarten have a decreased attention span. This alone does not indicate a sensory integration dysfunction; the child must also have difficulty socializing, learning, or transitioning from activity to activity because of the decreased attention span.
If a child demonstrates any of these signs AND her functional performance is negatively impacted, an occupational therapy evaluation is recommended.

The following signs may indicate motor planning/praxis issues:

Fine Motor

Inability to independently manipulate clothing fasteners

Lack of a hand dominance

Use of gross a palmar grasp to manipulate writing utensils

Inability to form shapes or letters at an age appropriate level

Inability to feed self independently with spoon, fork and/or cut with a knife

If a child exhibits any of the above fine motor signs, an occupational therapy evaluation is recommended.

Gross Motor

Excessive clumsiness

Inability to move through a busy environment without bumping into things

Unable or uncoordinated running, skipping, jumping, hopping, etc.

If a child exhibits any of the above gross motor signs, a physical therapy evaluation is recommended.

The following signs may indicate speech and/or language issues:

Stuttering behaviors, repeating sounds, letters or words

Difficulty being understood by peers and adults

Difficulty with syntax-forming sentences in the correct order

Difficulty comprehending basic spatial concepts i.e. big/little, up/down

Difficulty answering and asking WH- (who, what, where, when, why) questions

If a child exhibits any of these signs, a speech and language evaluation is recommended.

	Kindergarten and Elementary School The following lists are common indicators of sensory or motor dysfunctions/delays in young children. If a child exhibits one or more of the following, it does not necessarily indicate dysfunction; the child’s functional performance must also be below average for his age level. Please note: these lists are not exhaustive. Sensory Processing Issues Motor Planning/Praxis Issues Speech and Language Issues The following signs may indicate a sensory processing issues: Frequent inability to sit and attend to a tabletop activity for an age appropriate amount of time. Refusal to engage in messy tactile activities like finger painting. Seeking out an excessive amount of movement input in the form of bumping or crashing into objects. Seeking out an excessive amount of spinning input. Fear of movement activities where feet leave the ground or when there is a change in the position of the head. Constantly touching others, mouthing non-food objects, and seeming not to understand personal space. Inability to independently execute a familiar sequence of motor activities. Many children in kindergarten have a decreased attention span. This alone does not indicate a sensory integration dysfunction; the child must also have difficulty socializing, learning, or transitioning from activity to activity because of the decreased attention span. If a child demonstrates any of these signs AND her functional performance is negatively impacted, an occupational therapy evaluation is recommended. The following signs may indicate motor planning/praxis issues: Fine Motor Inability to independently manipulate clothing fasteners Lack of a hand dominance Use of gross a palmar grasp to manipulate writing utensils Inability to form shapes or letters at an age appropriate level Inability to feed self independently with spoon, fork and/or cut with a knife If a child exhibits any of the above fine motor signs, an occupational therapy evaluation is recommended. Gross Motor Excessive clumsiness Inability to move through a busy environment without bumping into things Unable or uncoordinated running, skipping, jumping, hopping, etc. If a child exhibits any of the above gross motor signs, a physical therapy evaluation is recommended. The following signs may indicate speech and/or language issues: Stuttering behaviors, repeating sounds, letters or words Difficulty being understood by peers and adults Difficulty with syntax-forming sentences in the correct order Difficulty comprehending basic spatial concepts i.e. big/little, up/down Difficulty answering and asking WH- (who, what, where, when, why) questions If a child exhibits any of these signs, a speech and language evaluation is recommended.



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