D ISC O N N E C T E D K ID S

CHARACTERISTICS OF A RIGHT BRAIN DELAY

MOTOR CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Clumsiness and an odd posture □ □ □ □

□ Poor coordination □ □ □ □
□ Not athletically inclined and has no interest □ □ □ □
in popular childhood participation sports
□ Low muscle ­tone—​­muscles seem kind of floppy □ □ □ □
□ Poor gross motor skills, such as difficulty □ □ □ □
learning to ride a bike and/​or runs and/​or
walks oddly
□ Repetitive/​stereotyped motor mannerisms □ □ □ □
(spins in circles, flaps arms)
□ Fidgets excessively □ □ □ □
□ Poor eye contact □ □ □ □
□ Walks or walked on toes when younger □ □ □ □

 total __________

SENSORY CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Poor spatial ­orientation—​­bumps □ □ □ □

into things often
□ Sensitivity to sound □ □ □ □
□ Confusion when asked to point to □ □ □ □
different body parts
□ Poor sense of balance □ □ □ □
□ High threshold for ­pain—​­doesn’t cry □ □ □ □
when gets a cut
□ Likes to spin, go on rides, swing, etc.—​­anything □ □ □ □
with motion
□ Touches things compulsively □ □ □ □
□ A girl uninterested in makeup or jewelry □ □ □ □
□ Does not like the feel of clothing on □ □ □ □
arms or legs; pulls off clothes
 D ISC O N N E C T E D K ID S

Start of 4 8 12
Program wks wks wks

□ Doesn’t like being touched and doesn’t □ □ □ □

like to touch things
□ Incessantly smells everything □ □ □ □
□ Prefers bland foods □ □ □ □
□ Does not notice strong smells, such as □ □ □ □
burning wood, popcorn, or cookies
baking in the oven
□ Avoids food because of the way it looks □ □ □ □
□ Hates having to eat and is not even □ □ □ □
interested in sweets
□ Extremely picky eater □ □ □ □

 total __________

EMOTIONAL CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Spontaneously cries and/​or laughs and has □ □ □ □

sudden outbursts of anger or fear
□ Worries a lot and has several phobias □ □ □ □
□ Holds on to past “hurts” □ □ □ □
□ Has sudden emotional outbursts that appear □ □ □ □
overreactive and inappropriate to
the situation
□ Experiences panic and/​or anxiety attacks □ □ □ □
□ Sometimes displays dark or violent thoughts □ □ □ □
□ Face lacks expression; doesn’t exhibit much □ □ □ □
body language
□ Too uptight; cannot seem to loosen up □ □ □ □
□ Lacks empathy and feelings for others □ □ □ □
□ Lacks emotional reciprocity □ □ □ □
□ Often seems fearless and is a risk taker □ □ □ □

 total __________

continued
 D ISC O N N E C T E D K ID S

BEHAVIORAL CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Thinks logically □ □ □ □
□ Often misses the gist of a story □ □ □ □
□ Usually the last to get a joke □ □ □ □
□ Gets stuck in set behavior; can’t let it go □ □ □ □
□ Lacks social tact and/​or is antisocial and/​or □ □ □ □
socially isolated
□ Poor time management; is always late □ □ □ □
□ Disorganized □ □ □ □
□ Has a problem paying attention □ □ □ □
□ Is hyperactive and/​or impulsive □ □ □ □
□ Has obsessive thoughts or behaviors □ □ □ □
□ Argues all the time and is generally □ □ □ □
uncooperative
□ Exhibits signs of an eating disorder □ □ □ □
□ Failed to thrive as an infant □ □ □ □
□ Mimics sounds or words repeatedly without □ □ □ □
really understanding the meaning
□ Appears bored, aloof, and abrupt □ □ □ □
□ Considered strange by other children □ □ □ □
□ Inability to form friendships □ □ □ □
□ Has difficulty sharing enjoyment, interests, □ □ □ □
or achievements with other people
□ Inappropriately giddy or silly □ □ □ □
□ Acts inappropriately in social situations □ □ □ □
□ Talks incessantly and asks the same □ □ □ □
question repetitively
□ Has no or little joint attention, such as the □ □ □ □
need to point to an object to get
your attention
□ Didn’t look at self in the mirror as a toddler □ □ □ □

 total __________
 D ISC O N N E C T E D K ID S

ACADEMIC CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Poor math reasoning (word problems, □ □ □ □

geometry, algebra)
□ Poor reading comprehension and □ □ □ □
pragmatic skills
□ Misses the big ­picture—​­only sees the parts □ □ □ □
□ Very analytical □ □ □ □
□ Likes “slapstick” or obvious physical humor □ □ □ □
□ Is very good at finding mistakes (spelling) □ □ □ □
□ Takes everything literally □ □ □ □
□ Doesn’t always reach a conclusion □ □ □ □
when speaking
□ Started speaking early □ □ □ □
□ Has tested for a high IQ, but scores run the □ □ □ □
whole spectrum; or IQ is above normal in
verbal ability and below average in
performance abilities
□ Was an early word reader □ □ □ □
□ Is interested in unusual topics □ □ □ □
□ Learns in a rote (memorizing) manner □ □ □ □
□ Learns extraordinary amounts of specific □ □ □ □
facts about a subject
□ Is impatient □ □ □ □
□ Speaks in a monotone; has little voice inflection □ □ □ □
□ Is a poor nonverbal communicator □ □ □ □
□ Doesn’t like loud noises (like fireworks) □ □ □ □
□ Speaks out loud regarding what he or □ □ □ □
she is thinking
□ Talks “in your face”; is a space invader □ □ □ □
□ Good reader but does not enjoy reading □ □ □ □
□ Analytical; led by logic □ □ □ □
□ Follows rules without questioning them □ □ □ □
□ Good at keeping track of time □ □ □ □
□ Easily memorizes spelling and □ □ □ □
mathematical formulas
continued
 D ISC O N N E C T E D K ID S

Start of 4 8 12
Program wks wks wks

□ Enjoys observing rather than participating □ □ □ □

□ Would rather read an instruction manual □ □ □ □
before trying something new
□ Math was often the first academic subject □ □ □ □
that became a problem

 total __________

COMMON IMMUNE CHARACTERISTICS

Start of 4 8 12
Program wks wks wks

□ Has lots of allergies □ □ □ □

□ Rarely gets colds and infections □ □ □ □
□ Has had or has eczema or asthma □ □ □ □
□ Skin has little white bumps, especially on □ □ □ □
the back of the arms
□ Displays erratic ­behavior—​­good one day, □ □ □ □
bad the next
□ Craves certain foods, especially dairy and □ □ □ □
wheat products

 total __________

AUTONOMIC CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Problems with bowels, such as constipation □ □ □ □

and diarrhea
□ Has a rapid heart rate and/​or high blood □ □ □ □
pressure for age
□ Appears bloated, especially after meals, often □ □ □ □
complains of stomach pains
□ Has body odor □ □ □ □
□ Sweats a lot □ □ □ □
□ Hands are always moist and clammy □ □ □ □

 total __________

SCORE: Add the seven scores of a right brain imbalance together and enter the total
here: ________
 D ISC O N N E C T E D K ID S

CHARACTERISTICS OF A LEFT BRAIN DELAY

MOTOR CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Fine motor problems □ □ □ □

(poor or slow handwriting)
□ Difficulty with fine motor skills, such as □ □ □ □
buttoning a shirt
□ Poor or immature hand grip when writing □ □ □ □
□ Tends to write very large for age or grade level □ □ □ □
□ Stumbles over words when fatigued □ □ □ □
□ Exhibited delay in crawling, standing, □ □ □ □
and/​or walking
□ Loves sports and is good at them □ □ □ □
□ Good muscle tone □ □ □ □
□ Poor drawing skills □ □ □ □
□ Difficulty learning to play music □ □ □ □
□ Likes to fix things with the hands and is □ □ □ □
interested in anything mechanical
□ Difficulty planning and coordinating □ □ □ □
body movements

 total __________

SENSORY CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Doesn’t seem to have many sensory issues or □ □ □ □

problems, such as a sensitivity to sound
□ Has good spatial awareness □ □ □ □
□ Has good sense of balance □ □ □ □
□ Eats just about anything □ □ □ □
□ Has a normal to a­ bove-​­average sense of □ □ □ □
taste and smell
□ Likes to be hugged and held □ □ □ □
□ Does not have any oddities concerning clothing □ □ □ □
continued
 D ISC O N N E C T E D K ID S

Start of 4 8 12
Program wks wks wks

□ Has auditory processing problems □ □ □ □

□ Seems not to hear well, although hearing □ □ □ □
tests normal
□ Delay in speaking was attributed to ear infections □ □ □ □
□ Gets motion sick and has other motion □ □ □ □
sickness issues
□ Is not undersensitive or oversensitive to pain □ □ □ □

 total __________

EMOTIONAL CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Overly happy and affectionate; □ □ □ □

loves to hug and kiss
□ Frequently moody and irritable □ □ □ □
□ Loves doing new or different things but □ □ □ □
gets bored easily
□ Lacks motivation □ □ □ □
□ Withdrawn and shy □ □ □ □
□ Excessively cautious, pessimistic, or negative □ □ □ □
□ Doesn’t seem to get any pleasure out of life □ □ □ □
□ Socially withdrawn □ □ □ □
□ Cries easily; feelings get hurt easily □ □ □ □
□ Seems to be in touch with own feelings □ □ □ □
□ Empathetic to other people’s feelings; reads □ □ □ □
people’s emotions well
□ Gets embarrassed easily □ □ □ □
□ Very sensitive to what others think □ □ □ □
about him or her
 total __________

BEHAVIORAL CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Procrastinates □ □ □ □
□ Is extremely shy, especially around strangers □ □ □ □
 D ISC O N N E C T E D K ID S

Start of 4 8 12
Program wks wks wks

□ Is very good at nonverbal communication □ □ □ □

□ Is well liked by other children and teachers □ □ □ □
□ Does not have any behavioral problems □ □ □ □
in school
□ Understands social rules □ □ □ □
□ Has poor ­self-​­esteem □ □ □ □
□ Hates doing homework □ □ □ □
□ Is very good at social interaction □ □ □ □
□ Makes good eye contact □ □ □ □
□ Likes to be around people and enjoys social □ □ □ □
activities, such as going to parties
□ Doesn’t like to go to sleepovers □ □ □ □
□ Is not good at following routines □ □ □ □
□ Can’t follow ­multiple-​­step directions □ □ □ □
□ Is in touch with own feelings □ □ □ □
□ Jumps to conclusions □ □ □ □

 total __________

ACADEMIC CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Very good at big picture skills □ □ □ □

□ Is an intuitive thinker and is led by feelings □ □ □ □
□ Good at abstract “free” association □ □ □ □
□ Poor analytical skills □ □ □ □
□ Very visual; loves images and patterns □ □ □ □
□ Constantly questions why you’re doing □ □ □ □
something or why rules exist
□ Has poor sense of time □ □ □ □
□ Enjoys touching and feeling actual objects □ □ □ □
□ Has trouble prioritizing □ □ □ □
□ Is unlikely to read instructions before □ □ □ □
trying something new
□ Is naturally creative, but needs to work hard to □ □ □ □
develop full potential
continued
 D ISC O N N E C T E D K ID S

Start of 4 8 12
Program wks wks wks

□ Would rather do things instead of observe □ □ □ □

□ Uses good voice inflection when speaking □ □ □ □
□ Misreads or omits common small words □ □ □ □
□ Has difficulty saying long words □ □ □ □
□ Reads very slowly and laboriously □ □ □ □
□ Had difficulty naming colors, objects, □ □ □ □
and letters as a toddler
□ Needs to hear or see concepts many times in □ □ □ □
order to learn them
□ Has shown a downward trend in test scores or □ □ □ □
school performance achievement
□ Schoolwork is inconsistent □ □ □ □
□ Was a late talker □ □ □ □
□ Has difficulty pronouncing words □ □ □ □
(poor with phonics)
□ Had difficulty learning the alphabet, □ □ □ □
nursery rhymes, or songs when young
□ Has difficulty finishing homework or □ □ □ □
finishing a conversation
□ Acts before thinking and makes careless mistakes □ □ □ □
□ Daydreams a lot □ □ □ □
□ Has difficulty sequencing events in □ □ □ □
the proper order
□ Often writes letters backward □ □ □ □
□ Is poor at basic math skills □ □ □ □
□ Has poor memorization skills □ □ □ □
□ Has poor academic ability □ □ □ □
□ Has an IQ lower than expected and verbal □ □ □ □
scores are lower than nonverbal scores
□ Performs poorly on verbal tests □ □ □ □
□ Needs to be told to do something several □ □ □ □
times before acting on it
□ Stutters or stuttered when younger □ □ □ □
□ Is a poor speller □ □ □ □
□ Doesn’t read directions well □ □ □ □

 total __________
 D ISC O N N E C T E D K ID S

COMMON IMMUNE CHARACTERISTICS

Start of 4 8 12
Program wks wks wks

□ Gets chronic ear infections □ □ □ □

□ Prone to benign tumors or cysts □ □ □ □
□ Has taken antibiotics more than ten to fifteen □ □ □ □
times before the age of ten
□ Has had tubes put in the ears □ □ □ □
□ Catches colds frequently □ □ □ □
□ No allergies □ □ □ □

 total __________

AUTONOMIC CHARACTERISTICS
Start of 4 8 12
Program wks wks wks

□ Has a bedwetting problem □ □ □ □

□ Has or had an irregular heartbeat, such as □ □ □ □
an arrhythmia or a heart murmur

 total __________

SCORE: Add the seven scores of a left brain imbalance and enter the total here: ________