BEHAVIOR OBSERVATION GUIDE THAT MAY MEAN

LEARNING PROBLEMS

Autoras:Dra. Silvya Arce de Wantland y Dra. Beatriz García de Zelaya

I. GENERAL INFORMATION OF THE CHILD

Nombre: Genre:
Edad: Date of Birth:
Educational Institution:
Academic Degree:
Referred by:
Grade Teacher:
Evaluator: Fecha de evaluación:

II. INSTRUCTIONS: Mark with an <X> the box that best describes how the
evaluated student meets the described behavior. (Has been underlined
those behaviors that are considered positive and should be noted in the
column of greater value).

He/She never exhibits that behavior. 0

Generally, he/she exhibits that behavior. 1
Always manifests that behavior 2

Assessment

HIGH MIDDLE LOW

100%-85% 84%-70% 69%-down

Example: The percentage is calculated using a rule of three.

Total obtained × 100 5×100

= percentage =50%
Total 10

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 DESCRIPTION OF BEHAVIOR 0 1 2
1. ACADEMIC PERFORMANCE (Consult the Teacher)
1. The teacher believes he can perform better (Given that the child is)
intelligent, the teacher considers that his academic performance
should be taller
2. In some subjects he excels but in others he is falling behind.
example, in mathematics and drawing he works well but he struggles with the
reading
3. Some days it seems to perform better than others. (There are days when it doesn't)
It is necessary to explain things to him/her a lot, but on other days he/she needs
an explanation and almost constant supervision.
4. It seems that you easily forget what you've learned. (Claims to have studied the
the previous night but, when asked questions, he remembers very
little or when asked to do something and says he forgot to do it.
5. He is a puzzling boy (The teacher never knows what to expect from him)
he)
Subtotal
l
Total /10

DESCRIPTION OF BEHAVIOR 0 1 2
2. AREA OF SOCIALIZATION
1. He likes having friends (He is always accompanied by others
children).
2. He is the leader of his group (The other children consult him to
I guided them
3. He/She likes to help other colleagues (He/She always cares
for the well-being of the other children).
4. Participate in the games during recess (You can always be seen)
accompanied during the break
5. He is helpful with the teacher (He cares about helping the teacher)
as much as it can.
6. Participate in class activities such as round tables,
comments, etc. (Your participation is spontaneous).
7. He is enthusiastic about extracurricular activities (He likes that he...
organize this type of activities and participate in them with
pleasure).
8. He/She seems to care about the well-being of others (is concerned)
by others).
9. Their behavior is independent of the teacher. (They can take
own decisions).
10. It is accepted by the whole group. (The rest of the children approve it).

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 Subtotal
l
Total /10

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 DESCRIPTION OF BEHAVIOR 0 1 2
3. MOTIVATION AND INTEREST IN YOUR WORK
1. Try to engage in activities that present a challenge. (He is excited about the fact that
carry out other procedures)
2. Try more than one way to do things. (If you can't achieve something in the)
first time, try other procedures).
3. Shows confidence in doing his job. (Even if he does it wrong, he doesn't feel)
need to seek approval to carry it out.
4. Always compares his work with that of another child (Works in such an insecure way.
what does he need to buy for his job to see if he is doing it like the others
demás).
5. Shows satisfaction when accomplishing a task (Expresses their pleasure about the
fact that the task went well for him
6. He seems more interested in what the teacher says than in what happens in it.
class. (Does not get distracted by superficial stimuli while recounting in the classroom).
7. Easily frustrated. (Abandons the task when it is difficult).
8. School activities bore him. (He gets frustrated with school work).
9. He is interested in learning. (He seeks to do the task; this is difficult).
10. Shows joy when it is recess time, despite being busy with a
interesting activity. (He/She is not worried about abandoning the task that interests him/her).
Subtotal
Total /20

DESCRIPTION OF BEHAVIOR 0 1 2
4. LANGUAGE AREA
1. The number of words he/she knows and uses is at the group level (can
use a standardized test or create your own test based on a
list of words that I think the child should use at that age.
2. He frequently makes articulation errors like 'universo' instead of 'universo'.
You can use a standardized test or create your own test based on
to a list of graded words according to the child's age.)
3. It is necessary to force him to speak (He doesn't talk unless something is asked).
4. The construction of her sentences is appropriate for her age.
correctly the grammatical rules that one should handle at their age).
5. Answer the questions asked in an efficient manner. (Therefore, your
oral comprehension is adequate).
6. Evidence of echolalia problems. (Repeats what it hears, without understanding the...
meaning).
7. The rhythm of his speech is appropriate. (His talking is not too fast nor too
ribbon).
8. Presents problems of verbal agnosia (Frequently forgets the name of
a companion or an object).
9. If a story is told to you and you are asked to retell it in your own words, it is
capable of expressing the main ideas. (Evidence
He/She frequently expresses his/her emotions through the use of language.
gestural. (Raises shoulder to say I don't know).
Subtotal
Total /20

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 DESCRIPTION OF BEHAVIOR 0 1 2
5. AREA OF ATTENTION AND MEMORY
1. Easily distracted by any noise or event. (It seems that everyone
stimuli grab their attention
2. He bothers the other kids when he should be listening to the teacher.
Surely he gets bored and then starts to bother.
3. It seems that he/she focuses on all the stimuli that occur within the classroom.
classes. (Sensory hyperactivity)
4. His attention span, in relation to the group average, is short.
one of the first to get distracted by something
5. He does things wrong because he cannot follow instructions.
forget the instructions that were given to you.
6. Always in constant motion (Motor hyperactivity)
7. He is forgetful. (He forgets to bring the homework or a material that was requested).
8. He/She has difficulty memorizing important information. (Forgets names,
dates, events, etc.)
9. If you are asked to do something and then told to interrupt it, you continue.
doing it (Perseverance).
10. He leaves everything forgotten. (We need to pick up his jacket, lunch box, pencils).
Subtotal
Total /20

DESCRIPTION OF BEHAVIOR 0 1 2
6. GROSS MOTOR AREA
1. He is clumsy when walking. (He has difficulty walking in a straight line).
2. He falls or stumbles frequently. (He is always covered in bruises or scratches)
caused by falling.
3. Things are falling out of his/her hands. (He/She drops the pencils, the soda, the books, etc.)
4. Frequently, when he/she walks between the desks, he/she ends up throwing things.
It seems that he/she cannot handle his/her body in a tight space.
5. He hates physical education class. (It's hard for him to do exercises.
physicists always find excuses not to attend class.
6. During the renovation, it often gets dirty because food falls on it or
the soda. (This gives it a scruffy appearance).
7. He has difficulties communicating and uses gestures or miming. (His gestures
they do not express what their speech expresses.
8. She has balance issues. (She struggles to walk on a bar or maintain
the balance standing on a chair).
9. His teammates do not accept him as a member of a sports team.
he is clumsy, he doesn't help them win).
10. Prefers to be seated. (Since he has problems managing his body, it is a
sedentary child.
Subtotal
Total /20

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 DESCRIPTION OF BEHAVIOR 0 1 2
7. FINE MOTOR AREA
1. Despite the teacher's insistence, he does not hold the pencil correctly.
Observe how he/she holds the pencil and if, despite the explanation given, he/she returns to
the original posture).
2. She has difficulty with tasks like threading and stringing (When asked to thread)
a needle makes many attempts to do it well; when asked to
stringing beads on a thread, makes several attempts before succeeding.
3. Often tears the pages of the notebook when flipping through them.
impression of not being careful to handle your educational material.
4. It is difficult for him/her to button up (If the clothes come unbuttoned, he/she leaves them like that because he/she)

it is hard to fix it.

5. He struggles to manipulate small objects (It seems as if his fingers do not
they adjust to the size of the object).
6. It is difficult for her to handle the scissors (Her cuts are very primitive).
7. Things he/she is holding frequently fall (He/She drops everything).
8. It is difficult for him to perform gluing activities (When using the glue, the
work gets sticky and dirty.
9. It is difficult for him to carry out activities that require painting (When he paints with
Temperament frequently affects the work, leaving it flawed.
10. If asked to open a lock, he has trouble bringing the key directly.
to her. (Makes several attempts before managing to open it).
Subtotal
Total /20

DESCRIPTION OF BEHAVIOR 0 1 2
8. VISO-MOTOR COORDINATION AREA
1. Even when using a ruler, the lines come out crooked.
2. It goes outside the lines of a silhouette when asked to paint it.
3. If asked to draw a line between two others that are already marked, your
the stroke touches the edge of the others.
4. Its copy of a painting does not retain the characteristics of four angles and
four lines of the same size.
5. Your circle copy is very bad.
6. If asked to read silently, it is possible to observe saccadic movements.
(jumps) of the eyes.
7. When asked to cut with scissors along a line, the cut goes crooked.
8. He has difficulty tearing along a line drawn on paper.
9. He/She has difficulty tracing a figure using transparent paper.
10. He/She has difficulty tracing the silhouette of a figure with a pencil.
Subtotal
Total /20

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 DESCRIPTION OF BEHAVIOR 0 1 2
9. TEMPORAL AREA
1. It is difficult for him/her to say what day of the week yesterday or today was.
2. He finds it difficult to say which month Christmas is celebrated.
3. If you can tell what you did yesterday, it does not respect the sequence in which
the events took place.
4. If a story is told to him and then asked to retell it, he will not respond.
sequence in which the events were represented.
5. He/She has trouble arranging different sheets in a logical sequence.
they refer to a story.
6. He often arrives late to the classroom.
7. He has problems when asked to indicate what happened before and what happened after.
of something.
8. He is surprised when the teacher announces that the period is over (as if not
he/she would realize the time that has passed.
9. Has trouble remembering the order of the days of the week or of the
months of the year.
[Link] difficulty remembering the order of the days of the week or of the
months of the year.
Subtotal
Total /20

DESCRIPTION OF BEHAVIOR 0 1 2
10. RHYTHM AREA
1. If asked to sing a song, he will not respect its cadence.
2. He is the one who frequently clashes with the chorus.
3. You cannot repeat a chorus.
4. He/She cannot jump, following the rhythm set by a tambourine.
5. It is difficult for him/her to repeat, with applause, a rhythmic sequence marked by the
master.
6. He has trouble memorizing a rhythmic sequence.
7. His speech is arrhythmic.
8. In his writing, he separates the words poorly.
Subtotal
Total /16

DESCRIPTION OF BEHAVIOR 0 1 2
11. LATERALITY AREA
1. He is ambidextrous (he can use both his right and left hand, without
difficulty).
2. He does things better with his right hand but does better with the...
things done with the left foot (Crossed laterality).
3. He does better things with his right hand, but to see, he does
more use of your left eye (crossed laterality).
4. It seems that he/she uses exclusively his/her right hand, foot, and eye (Lateralization
homogeneous: right)
5. It seems that he/she exclusively uses his/her left hand, foot, and eye (Lateralization)
homogeneous: left-handed)
Subtotal

Taken from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 Total /10
DESCRIPTION OF BEHAVIOR 0 1 2
12. AREA OF POSTURE, TENSION AND FORCE
1. It is often necessary to remind him/her to sit or stand up straight.
2. He seems to be an awkward child.
3. He grips the pencil so tightly that, when writing, the shape of his strokes is marked.
on the next page.
4. He grips the pencil so hard that, while writing, he tears the paper.
5. Erases with such force that it tears the paper.
6. Other children frequently complain that he/she pushes them very hard.
7. When he walks, he does it with a lot of strength.
8. When asked to perform an activity in front of the whole group, they get very
nervous.
9. His hands often sweat.
10. Break things accidentally.
Subtotal
Total /20

DESCRIPTION OF BEHAVIOR 0 1 2
13. AREA OF TEMPORAL AWARENESS
1. He has difficulty recognizing the body parts that he should for his age.
recognize.
2. You can indicate the function of the main parts of the body.
3. In drawing the human figure, he omitted details that, according to his
age, must have included.
Subtotal
Total /6

DESCRIPTION OF BEHAVIOR 0 1 2
14. AREA OF SPATIAL RELATIONS AND DIRECTIONALITY
1. He/she recognizes, in relation to his/her body, what is in front, behind, to the left,
to the right, up, down, far, near, etc.
2. Recognize, in relation to the evaluator, what is in front, behind, to the left,
to the right, up, down, far, near, etc.
3. On a worksheet, you can indicate what is in front, behind, to the
left, to the right, up, down, far, near, etc. From a point of
reference.
4. You can reproduce, on a dot pattern, the figure presented to you as
model.
5. It is capable of creating, following instructions, the figure that is given to it (from
from this point, go two points to the right, one down, two up, two to the
left, etc.
Subtotal
Total /10

Taken from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 DESCRIPTION OF CONDUCT 0 1 2
15. AREA OF VISUAL PERCEPTION
1. It is able to mark, on a worksheet, all the figures equal to those of
model (shape discrimination)
2. It is capable of indicating, without skipping any, all the figures that are presented to it.
They present on a worksheet (visual sequence).
3. Is it able to indicate which object the evaluator showed them once they are no longer
they are present (visual memory).
4. It is capable of painting the silhouettes of three different figures that are presented.
mixed in a worksheet (figure-background).
5. It is able to recognize all the shapes presented on a sheet of
work (triangle) even though they are in different directions
(with the base downwards, upwards, on the left or right side). (Certificate of
forms, despite direction).
6. It is capable of recognizing all the figures identical to the model.
regardless of whether they are painted in different colors (consistency of
shapes despite the color.
7. It is capable of recognizing all the figures identical to the model,
regardless of whether they are painted in different colors (constancy of
shapes despite the color.
8. You can recognize the differences between one drawing and another.
9. You can classify objects by the color they have.
10. You can classify objects by the size they have.
Subtotal
Total /20

DESCRIPTION OF BEHAVIOR 0 1 2
16. AUDITORY PERCEPTION
1. It is able to indicate whether the words spoken by the evaluator are the same or
different (table, dough). (Auditory discrimination).
2. Can you indicate to what the sound you heard belongs (Laves). (Discrimination
auditory) .
3. Can you repeat what the evaluator told you (auditory memory)?
4. Can you indicate whether the words spoken by the teacher are the same or different, for
their endings (tricycle, recycle). (Auditory discrimination).
5. Can you indicate if the words the teacher said have the same initial sound?
(rifle, bean). (Auditory discrimination).
6. Can you indicate the word formed by the syllables that were said to you in isolation?
(cuaderno). (Auditory fusion/auditory memory).
7. Can follow instructions given orally.
Subtotal
Total /14

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 DESCRIPTION OF BEHAVIOR 0 1 2
17. TACTILE PERCEPTION
1. With his eyes covered, he can recognize the objects presented to him.
2. With their eyes closed, they can indicate which material is smoother than the other.
3. With my eyes covered, I can indicate to whom the outline I review belongs.
with his finger.
Subtotal
Total /6

DESCRIPCION DE LA CONDUCTA 0 1 2
18. AREA OF THINKING
1. You can classify objects based on a characteristic (like all fruits).
2. You can classify objects based on two characteristics (like all fruits)
red).
3. You can classify objects based on three characteristics (like all fruits)
red and large).
4. He is able to find all the absurd drawings that are presented in a
worksheet (like a jet of water directed upwards).
5. It is an interrupted sequence; can you indicate which drawing follows?
6. On a worksheet, you can select from several figures those
to be more compatible with the model (giraffe, horse, cat, cow, donkey;
you must select horse, cow, donkey.
7. On a worksheet, you can select from among several figures those that
they are less compatible with the model (fork, spoon, knife, cup;
you must select a cup.
Subtotal
Total /14

DESCRIPTION OF BEHAVIOR 0 1 2
1. CONDUCT AREA
1. Often reacts exaggeratedly to stimuli (yells at someone)
that asks for permission to pass, or jumps with joy when someone says something to him
good).
2. Frequently acts impulsively and thoughtlessly (Does not measure the
possible consequences of their actions).
3 He constantly verbally attacks his peers (he insults them).
4. He constantly physically assaults his peers (he hits them).
5. Frequently changes her mood (in a short period of time)
can go from being happy to being angry).
6. Frequently seeks the teacher's approval (Struggles to make decisions
propias).
7. He/She bites his/her nails.
8. He gets angry when the routine changes. (I wish every day were
equal).
9. Has problems with enuresis or encopresis (Urinates or soils himself/herself).
10. Throws tantrums (throws themselves on the ground or kicks when something angers them).
Subtotal
Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 Total /20

DESCRIPTION OF BEHAVIOR 0 1 2
2. OTHER AREAS
1. When he/she cuts with the scissors, he/she moves his/her mouth (synkinesis).
2. If you are asked to move a finger of your hand, the other fingers move.
also (there is no dissociation of movements).
3. If asked to raise the left arm, the right one also rises (not
there is dissociation of movement).
4. He/She has trouble alternating arm movement, raising the right one and
lower the left (problem at the level of diadochokinesias).
5. He has trouble opening his right hand while closing the left.
(problem at the level of diadocokinesias).
Subtotal
Total /10

N. _____________________________ F._____________________________
Name of the Grade Teacher Signature of the Grade Teacher

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 CONCLUSIONS OF THE OBSERVATION USING THIS GUIDE
Must self-assessment does not seem necessary
AREA more evaluate more
consistently consistently
Academic Performance
Socialization
3. Motivation and interest in work
4. Language
5. Attention and memory
[Link] motor skills
Fine motor skills
8. Visuo-motor coordination
[Link]
[Link]
[Link]
12. Posture, tension, and force
Temporal awareness
[Link] relationships
[Link] perception
16. Auditory perception
17. Tactile perception
18. Thought
[Link]
20. Other areas

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 EVALUATION OF PERFORMANCE IN THE READING AREA
To assess the child's functioning in this area, the evaluator can make use of a wide variety.
of standardized tests or can create a test (whose level of difficulty is appropriate for the age of
child). Regardless of which test has been used, the evaluator can place here the
results in each evaluation, with the purpose of having a complete diagnosis of the types of
difficulties encountered.
I. READING LEVEL
Errors
Committed
Total
SUB-AREA Of Items Comment
1. Knowledge of the name of the letter.
2. Knowledge of the sound of the letter.
3. Knowledge of direct syllable with
simple sound consonants
4. Knowledge of direct syllable with
consonants with double sound.
5. Knowledge of direct syllables with
consonants with double spelling
6. Knowledge of direct syllables with
consonants followed by a silent <u>.
7. Knowledge of indirect syllables at level
simple.
8. Knowledge of indirect syllables at level
complex.
9. Knowledge of complex syllable.
10. Knowledge of syllables with diphthong
simple level.
[Link] of syllables with diphthong of
complex level.
[Link] of syllables with phonogram
of simple level.
13. Knowledge of syllables with phonograms
of complex level.
14. Knowledge of syllables with phonogram and
simple level diphthong.
15. Knowledge of syllables with phonogram and
complex diphthong.
16. Confusable letters by sounds to the
beginning of the word.
17. Confusable letters due to similar graphics.
18. Investments of letters
19. Complete word inversions
20. Inversions of letters within the word.
[Link] of the order of the syllables within
from the word

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
II. ERRORS DETECTED IN READING SENTENCES AND PARAGRAPHS
According to the child's age, select a reading paragraph. Ask the child to
Read orally. While he does so, in an equal paragraph, indicate the type of
errores que el niño cometió: sustituciones, omisiones, inversiones, pérdida de reglón,
very fast or very slow reading, poor word separation, etc. Pay attention to
some aspects that may be interesting (the child's attitude towards reading,
nervousness, etc.) please write your comments below

I. SILENT READING
Select an age-appropriate reading piece for the child. Ask them to read it in
silence. In the meantime, carefully observe the movements of the eyes in the
child. Write your comments below.

D. READING COMPREHENSION
Select an age-appropriate reading passage for the child. Ask them to read it in
silence. Then ask him to answer the questions based on the reading excerpt.
You prepared in advance. Please note your comments below.

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 EVALUATION OF PERFORMANCE IN THE WRITING AREA

To evaluate the child's functioning in this area, the evaluator can make use of
some standardized tests or you can create a test (whose difficulty level is
depending on the child's age). Regardless of which test was used, the
Evaluator can place here the results in each evaluation, with the purpose of having
the complete diagnosis of the types of difficulties found.

The diagnosis can be made in several ways: dictation, copying from a distant point or
close, spontaneous writing. What is of interest to diagnose is the type of dysgraphia that
It has the child and is basically of three types.

I. DISGRAFÍA DISLEXICA
Mark X if
Tipo de Errores this is
observe
1. Omit letters, syllables or words
2. Confuses letters of similar sounds
Confuses letters of similar symmetrical orientation
4. Invert or transpose the order of the syllables
[Link] words
6. Add letters and syllables
7. Makes separation mistakes in letters, syllables and
words
II. CALLIGRAPHIC WRITING
Mark X if
Type of Errors this is
observe
There are disorders in the shape of the letters
2. Letter size disorders
The spacing between the letters is poor
The spacing between words is deficient
5. The spacing between lines is insufficient.
6. A defective inclination of the words and of the
lines.
7. Disorders in writing pressure are observed (due to too much
force or by weakness of the stroke.
8. Disorders in writing fluency and rhythm are observed.
[Link] observa trastornos en la direccionalidad de los giros.
III.

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
IV. ORTHOGRAPHIC DYSGRAPHIA
This type of dysgraphia can only be observed during dictation - appropriate to the age of
child or spontaneous writing
Based on the analysis of what is dictated or written spontaneously by the child, the evaluator
will highlight the main mistakes below.

EVALUATION OF PERFORMANCE IN THE AREA OF MATHEMATICS

To evaluate the child's functioning in this area, the evaluator can use some
standardized tests or can create a test (whose level of difficulty is appropriate for the age of
child). Regardless of which test has been used, the evaluator can place here os
results of the types of difficulties encountered. The following checklist was prepared in
based on the error classification proposed by Feldman (Quiros, 1990) and Lluria (Fanham and
Diggory 1980)
Brand X
if this is
Type of Errors observe
1. It is difficult for him to do calculations mentally. He needs concrete help.
(to rely on the use of fingers, for example).
2. They find it difficult to handle units, tens, hundreds, etc.
3. Despite having a good level of comprehension, he/she has difficulty determining
What type of arithmetic operation should be used to solve a problem.
4. It is difficult for him/her to understand numerical relationships (which number is greater or
less than another or what number comes before or after another.
5. Has difficulty writing numbers, including mirror writing.
6. Frequently makes numerical order reversals (for example, writes
12 instead of 21
7. He has trouble solving arithmetic operations because he does not respect
the spatial relationship corresponding to a number (for example, groups in
incorrect form).
8. It is often confused because it seems to not distinguish between the signs.
of addition and multiplication or those of subtraction and division (figure-ground)
9. Solve the specific operations well, but if they are too long,
they make many mistakes.
10. Make unusual mistakes due to lack of attention.
11. He has memory problems, so he still does not know the tables.
12. Presents difficulties in the formulation of problems.
13. Does not recognize the value of <0> (Example: writes 1029 as 129 or 1000 29 in
place of 1029).

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.
 CONCLUSIONS OF THE EVALUATION
Area of Improvement Area of Lesser General Objectives for each
Performance Performance Area of Lower Performance

F. __________________________________
From the Evaluator

Excerpt from the Book: Learning Problems, Publisher: Piedra Santa, Pages 203-231.