ND Awareness — The Parent Academy

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ADHD Signals

Attention, impulse control, energy regulation

Based on DSM-5 criteria, SNAP-IV, Vanderbilt ADHD Rating Scale

Often fails to give close attention to details or makes careless mistakes in schoolwork

Has difficulty sustaining attention in tasks or play — zones out during unstimulating activities

Does not seem to listen when spoken to directly, even without obvious distractions

Frequently loses things needed for tasks — homework, jackets, supplies, despite reminders

Fidgets with hands or feet, squirms in seat, or seems unable to stay still

Blurts out answers before questions are completed or has difficulty waiting their turn

Can hyperfocus intensely on things they love but cannot sustain attention on things they don't

Has strong emotional reactions that seem bigger than the situation — frustration, tears, anger

Avoids or dislikes tasks requiring sustained mental effort (homework, long reading)

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Dyslexia Signals

Reading, writing, language processing

Based on British Dyslexia Association indicators, DST-J screening criteria

Reading is noticeably slow or effortful compared to peers, even with practice

Confuses visually similar letters (b/d, p/q) or words (was/saw) beyond age 7

Strong verbal ability but written work does not reflect what they know or can express orally

Spelling is inconsistent — may spell the same word differently within one page

Avoids reading aloud or shows anxiety when asked to read in front of others

Difficulty with sequences: days of the week, months, alphabet, multiplication tables

Struggles more in one language than another (common in multilingual environments)

Excellent at creative thinking, problem-solving, or visual-spatial reasoning

Takes much longer than peers to complete written tasks; messy work with many crossings-out

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Autism Spectrum Signals

Social communication, sensory experience, routines

Based on AQ-10, SCQ domains, DSM-5 criteria, research on masking in girls

Seems fine at school but "falls apart" at home — exhaustion, meltdowns, withdrawal after the school day

Prefers routine and becomes very upset or anxious with unexpected changes in plans

Has intense, deep interests in specific topics that go far beyond typical hobbies

Finds social situations exhausting or confusing — may struggle to read facial expressions or social cues

Very sensitive to sensory input — noise, bright lights, clothing tags, food textures, or being touched

Takes things very literally or misses sarcasm, jokes, and implied meanings

Has been described as "shy," "quirky," "old soul," "too sensitive," or "in their own world"

Copies or mimics peers' social behavior rather than responding naturally (especially in girls)

Difficulty making or keeping friendships — may have one intense friendship rather than a group

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High Capacities Signals

Giftedness, intensity, asynchronous development

Based on Renzulli three-ring conception, Dabrowski overexcitabilities, altas capacidades criteria

Learned to read, count, or speak much earlier than peers

Has an unusually large vocabulary or uses complex words accurately for their age

Asks deep, probing questions that go beyond what's expected at their age

Shows intense, passionate curiosity about specific topics — wants to know everything about them

Grasps new concepts quickly, often before explanations are finished

Gets bored or frustrated with schoolwork — says it's "too easy" or "boring"

Has a strong sense of justice and fairness, sometimes to the point of being seen as difficult

Shows heightened emotional intensity — feels joy, sadness, or injustice very deeply

Emotional maturity doesn't match intellectual maturity — brilliant in thought but age-typical (or younger) in feelings

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ADHD Signals

In adults: organization, focus, emotional regulation

Based on ASRS v1.1 (WHO), DIVA-5, DSM-5 adult criteria

I have trouble wrapping up the final details of a project once the interesting parts are done

I have difficulty getting things in order when a task requires organization

I have problems remembering appointments or obligations

When a task requires a lot of thought, I avoid or delay getting started

I fidget or feel restless when I have to sit down for a long time

I feel overly active or compelled to do things, as if driven by a motor

I lose track of time easily — hours disappear, or I'm always running late

My emotions shift quickly — I feel things more intensely than people around me seem to

I was told as a child I was "smart but didn't apply myself" or "could do better if they tried"

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Dyslexia Signals

In adults: reading speed, writing, word retrieval

Based on British Dyslexia Association Adult Checklist (Smythe & Everatt)

Reading takes me longer than it seems to take others

I often know what I want to say but can't find the right word

I re-read paragraphs to understand them or lose my place when reading

I rely heavily on spell-check and still make errors that others catch

I'm much better at explaining things verbally than in writing

I have trouble telling left from right or reading maps

I get confused when given several instructions at once

School felt harder than it should have — I worked twice as hard for average results

I have strong creative, visual, or problem-solving abilities

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Autism Spectrum Signals

In adults: social energy, sensory needs, identity

Based on AQ-10 Adult (Baron-Cohen, Cambridge), RAADS-R domains

Social events drain me — I need significant alone time to recover afterward

I often feel like I'm "performing" a social role rather than being naturally myself

I have strong preferences about textures, sounds, lights, smells, or environments

I find comfort in routines and feel anxious when plans change unexpectedly

I find it difficult to work out what someone is thinking or feeling by looking at their face

I notice small sounds, patterns, or details that others seem to miss

I have deep, passionate interests that I can talk about at great length

I've often been described as "different," "intense," "too much," or "too sensitive"

I have a lifelong feeling of being somehow different from others without understanding why

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High Capacities Signals

In adults: intensity, intellectual hunger, asynchrony

Based on adult giftedness research, Dabrowski overexcitabilities, Webb clinical observations

I learned to read or speak very early as a child

I process information very quickly — I often see solutions before others finish describing the problem

I need intellectual stimulation or I become bored and restless

I have deep, intense interests that I pursue with unusual focus

I feel emotions — my own and others' — with unusual intensity

I struggle with perfectionism, sometimes to the point of not starting or finishing projects

I often feel out of sync with peers — ahead in some ways, behind in others

I ask questions others find "too deep," "too much," or "overthinking"

I've always felt different intellectually — but rarely found it celebrated, often hid it or underperformed

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ADHD Signals

Daily life, school, and emotional patterns

☑ Check all that apply

Teachers have mentioned difficulty staying on task or following multi-step instructions

Gets in trouble for talking too much, interrupting, or being "disruptive" in class

Can be very focused on screens (games, videos) but struggles with non-screen activities

Morning and bedtime routines are daily battles — needs constant reminders for each step

Homework that should take 20 minutes takes over an hour

Seems to need movement — climbs, runs, or fidgets even when asked to be still

Has difficulty managing frustration — small setbacks can trigger big reactions

Often starts projects or activities with enthusiasm but rarely finishes them

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Dyslexia Signals

Reading strategies, school impact, confidence

☑ Check all that apply

Guesses at words based on the first letter rather than reading the whole word

Understands stories when read to but struggles to read the same material independently

Homework involving writing is the most dreaded and resisted task

Has trouble copying from the board — loses place, makes errors, takes much longer

Reverses numbers or confuses similar-looking math symbols

Struggles to learn a second language in school despite being intelligent

Has developed avoidance strategies — "I don't like reading" or acts out during reading time

Shows signs of low self-confidence in academic settings despite being bright in other areas

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Autism Spectrum Signals

Sensory detail, social patterns, daily routines

☑ Check all that apply

Has very specific rules about food — won't eat certain textures, colors, or mixed foods

Gets extremely upset if their personal belongings are moved or touched

Plays alongside other children rather than with them — parallel play beyond typical age

Has scripts or phrases they repeat, often from shows or past conversations

Covers ears, avoids certain rooms, or gets distressed in noisy or crowded places

Shows deep empathy but expresses it in unusual ways — or seems to miss when others are upset

Needs detailed preparation before transitions — going somewhere new requires advance explanation

Has been described as "too mature for their age" or "like a little professor"

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High Capacities Signals

Perfectionism, asynchrony, twice-exceptional signs

☑ Check all that apply

Teachers have said the work is "not challenging enough" or suggested advanced placement

Prefers the company of older children or adults over peers their own age

Has intense perfectionism — may give up or refuse tasks rather than do them imperfectly

Shows existential questions very young — about death, meaning, unfairness, the universe

Extremely sensitive to criticism or failure, with strong emotional reactions

Gets deeply frustrated when their body or skills can't keep up with what their mind wants

Has "twice-exceptional" signs — intellectually advanced AND has ADHD, dyslexia, or autism traits

Has become disengaged at school — underperforming despite obvious capability

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ADHD Signals

Daily management, relationships, emotional life

☑ Check all that apply

I often have multiple projects or ideas going at once and finish very few of them

I feel overwhelmed by routine tasks like bills, emails, or household chores

People close to me have said I don't listen or that I "zone out" mid-conversation

I make impulsive decisions — purchases, comments, commitments — that I later regret

I rely heavily on alarms, lists, and reminders just to get through a normal day

I've been called "lazy" or "unmotivated" but I know effort isn't the problem

I get a rush of productivity under deadline pressure but can't motivate without it

Emotional reactions — anger, rejection, excitement — hit me harder and faster than others

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Dyslexia Signals

Work impact, coping strategies, self-image

☑ Check all that apply

I avoid reading in public or feel embarrassed about my reading speed

I often misread signs, labels, or instructions and don't realize until later

Writing emails or messages takes me much longer than it seems to take colleagues

I've developed workarounds — voice notes, asking someone to proofread, avoiding certain tasks

I struggled in school but succeeded in work through intelligence and people skills

I find it hard to take notes while someone is talking — I can listen or write, not both

I often mix up dates, times, phone numbers, or sequences

Reading for pleasure has never come naturally — I prefer podcasts, videos, or conversation

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Autism Spectrum Signals

Social energy, identity, sensory detail

☑ Check all that apply

I rehearse conversations in my head before and after they happen

I find small talk physically uncomfortable — I'd rather talk about something real or not at all

I've learned social rules by studying them, not by instinct — like learning a foreign language

Certain sounds, lights, or textures can ruin my entire day

I need significant recovery time after being around people, even people I love

I've been told I'm "too honest," "too blunt," or that I "don't read the room"

I often feel like an outsider observing social situations rather than participating naturally

I have very specific ways of doing things and feel distressed when forced to change them

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High Capacities Signals

Intensity, hidden potential, existential experience

☑ Check all that apply

I've been called "intense," "too much," or "overthinking" throughout my life

I have multiple deep interests I can discuss at expert or near-expert level

I experience sensory, intellectual, emotional, or existential intensities that can feel overwhelming

My career hasn't matched my potential — I've hidden my ability or underperformed to fit in

I've experienced existential depression or loneliness — feeling no one thinks the way I do

I am a perfectionist to my own detriment — nothing feels good enough

I was a "gifted kid" who then struggled as an adult when things stopped being effortless

My strengths are very asynchronous — brilliant at some things, weak at others in ways that confuse people

Could This Be My Child? Could This Be Me?

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Your Deeper Reflection