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Reference Tool — Not an Assessment
Classroom Behaviour Checklist
Tick anything you're currently seeing in the classroom. Items are grouped by domain (Communication, Social Interaction, Sensory, and so on) rather than by diagnosis — the same behaviour can be a sign of several different things. Based on which domains you tick the most in, this points you to the three reference guides most worth reading next.
How to use this.
This is a starting point for professional reading and discussion, not an assessment tool. Domains are not exclusive to one diagnosis, and a student can show features that span several. Ticking boxes here never replaces observation, functional assessment or a qualified clinical opinion.
Tick what you're seeing
Communication & Language
Copies peers to work out what to do next Follows only part of a multi-step instruction Misses small words like “before/after/unless/except” in instructions Struggles to retell an event in a clear, ordered sequence Talks fluently but seems to misunderstand what's actually been said Uses vague words like “thing” or “stuff” instead of the specific word Doesn't adjust language for the listener or the setting Strong vocabulary but conversation still breaks down Struggles to read sarcasm, idiom or implied meaning
Social Interaction & Relationships
Contradictory response to comfort — approaches then pushes away Excessive checking or reassurance-seeking from trusted adults Minimises need for comfort, seems overly self-reliant Overly familiar or affectionate with unfamiliar adults Withdrawn, doesn't seek comfort even when clearly distressed Misses nonverbal social cues Talks “at” people rather than a back-and-forth conversation Avoids speaking up, presenting or eating in front of others for fear of embarrassment Copies peers' expressions, phrases or behaviour, or appears fine at school but shows marked distress at home
Sensory Processing
Avoids or seeks out certain textures, movement or pressure Covers ears, avoids certain fabrics, or is a very fussy eater Overwhelmed by everyday noise, light or classroom clutter Struggles to sit still, or seeks constant movement input Under- or over-reacts to pain, temperature or hunger/thirst cues
Emotional Regulation & Mood
Outbursts occur across home, school and peer settings Pattern of outbursts has lasted 12 months or more Persistently irritable or angry mood most of the day, most days Severe temper outbursts well out of proportion to the trigger, 3+ times a week Collapses or shuts down after “holding it together” all day Sudden extreme or panic-level reaction to small requests Flat or reduced emotional expression, or reactions that don't match the situation Frustration or upset escalates quickly when blocked or interrupted, but settles again once the trigger passes
Anxiety, Worry & Avoidance
Avoids ordinary demands using negotiation, distraction or delay Seems driven to stay in control of situations rather than by straightforward defiance Repeated “what if?” worry questions and reassurance-seeking that's hard to satisfy Frequent physical complaints (headaches, stomach aches, nausea) with no clear medical cause Freezes, goes blank or can't answer when put on the spot Avoids tests, being called on, or situations where they might be judged
Repetitive Behaviours, Rituals & Certainty-Seeking
Repeats or corrects an action (rewriting, rearranging, retracing steps) until it feels “right” Excessive checking of bag, work, doors or answers, well beyond ordinary carefulness Elaborate rules around cleanliness, contamination or how things must be arranged Asks the same reassurance question over and over, even after being answered Distress or meltdown when a ritual, routine or checking behaviour is interrupted Strong need for sameness or routine; noticeable distress when plans change unexpectedly
Attention, Learning & Adaptive Functioning
Average or near-average IQ but big gaps in everyday functioning Good verbal skills but poor follow-through on tasks Inconsistent performance from one day to the next Slow to learn new concepts, needs many repetitions Struggles to connect actions with consequences Understands a rule but can't apply it in the moment Difficulty transferring a taught skill to a new situation Gullible — easily talked into things by peers Needs far more repetition/support than peers to learn a skill Struggles with money, time or independent daily routines Verbally fluent but reasoning and judgement lag well behind Forgets multi-step instructions or loses track of what they were doing partway through a task Starts tasks late or not at all despite clearly understanding what to do Highly capable in one area but needs significant support in another
Defiance, Conflict & Rule-Breaking
Aggression toward people or animals Deliberate, targeted destruction of property Deliberately annoys others or blames others for own mistakes Frequent arguing with adults, refusal, ongoing power struggles Lying, stealing, truancy or serious rule violations Vindictive — focused on “getting even” Copes with self-chosen activities but resists imposed ones Acts or speaks before thinking it through — interrupting, blurting out or acting on impulse rather than defiance
Trauma Responses & Safety
Appears to “zone out” or dissociate under stress Avoidance of people, places or tasks that can look like plain refusal Difficulty trusting adults or sustaining relationships Persistent shame, self-blame or feeling fundamentally “bad” Reacts to certain reminders/triggers with disproportionate distress Strong startle response or constant hypervigilance
Unusual Beliefs & Perceptions
Reports seeing or hearing things that other people say they can't see or hear Holds a fixed, personal belief that doesn't shift even with reassurance or evidence Describes ordinary events as having special meaning, or believes others are watching or targeting them Speech or train of thought becomes hard to follow, tangential or disconnected from the topic Sudden, marked drop in functioning (grades, hygiene, friendships) with no clear explanation
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Domains where you ticked the most
Top 3 reference guides to explore
Reminder. This ranks the three best-matching reference guides based on which domains you ticked the most in — it is not a diagnosis. A student can score across several domains at once, and a guide outside the top three should not be ruled out on this basis alone.