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Signs
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Signs & concerns
What everyday classroom signs might suggest a child has Speech and Language Delay?
Watch for classroom signs of speech and language delay: fewer or simpler words, hard-to-understand speech, trouble following multi-step instructions, word-finding pauses, and hanging back in group talk. Flag for a developmental check when several signs persist across weeks and settings, or when a parent shares the same concern — and arrange a hearing check in parallel.
Read the answer AnswerWhat everyday classroom signs might suggest a child has Stereotyped Movement Disorder?
In class, stereotyped movement disorder may show as repetitive, rhythmic movements — hand-flapping, body-rocking, head-banging, finger-flicking — done the same way each time, often during excitement, boredom or stress. Flag those that persist for months, interrupt learning or risk injury. These are observations, not a diagnosis; only a clinician can confirm.
Read the answer AnswerWhat everyday classroom signs might suggest a child has Tourette Syndrome?
Tourette Syndrome appears in class as involuntary motor tics (blinking, head jerks, shrugging) and vocal tics (throat-clearing, sniffing, sounds or words) that wax and wane, worsen with stress, and aren't defiance. Teachers should note patterns and route persistent tics to a clinician — only a clinician can confirm the cause.
Read the answer AnswerWhat everyday classroom signs might suggest a child has visual impairment?
Visual impairment often shows in class as holding work very close, squinting, head-tilting, eye-rubbing, trouble copying from the board, losing place when reading, or bumping into things. These signs warrant an eye check, not a diagnosis; sudden change, an eye turn or persistent rubbing deserve prompt referral.
Read the answer AnswerWhat motor difficulties might a teacher notice in a young child?
Teachers may notice motor difficulties as gross-motor clumsiness — trips, falls, trouble with stairs, running, catching or balance — and fine-motor struggles with pencil grip, writing, buttons, scissors and beading. When these appear across activities and over weeks, share specific examples with the family and suggest a developmental check; only a clinician can assess further.
Read the answer AnswerWhat motor warning signs should an ASHA worker act on?
Act on motor signs when movement is clearly behind age — no head control by 4 months, no sitting by 9, no walking by 18 — or on stiffness, floppiness, one-sided weakness, or loss of a skill. Treat severe floppiness or any seizure-like episode as same-day medical referral.
Read the answer AnswerWhat sensory difficulties might a teacher notice in a young child?
Teachers often notice sensory difficulties as a child over-reacting to noise, textures, light or touch; under-reacting and seeming unaware; or constantly seeking movement and crashing. Look for patterns most days across activities that affect learning and friendships, then share observations with the family for a developmental check.
Read the answer AnswerWhat sensory warning signs should an ASHA worker act on?
ASHA workers should act on a child who consistently does not respond to sound (no startle, no turning to voice, no babble) or to sight (no fixing or following, eyes not moving together, white pupil). Loss of a previous skill and persistent parental concern always warrant referral. White pupil or sudden change needs prompt medical referral; slower concerns go to PHC or DEIC for hearing and vision screening.
Read the answer AnswerWhat social difficulties might a teacher notice in a young child?
In class, social difficulties show as trouble joining play, taking turns, sharing, reading others' feelings, or settling into group routines. These are patterns to notice and note, not labels — persistent difficulty across weeks and settings is worth flagging to parents and a developmental check.
Read the answer AnswerWhat social warning signs should an ASHA worker act on?
ASHA workers should act on persistent social differences seen across visits — no social smile by 3 months, no response to name by 12 months, no pointing or showing to share interest, little back-and-forth or pretend play, and any loss of social skills. These are signals to refer for a developmental check, not to diagnose.
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