So, I’ve been researching ASD for nearly two and a half years for self-diagnosis purposes, and I’ve decided to make a checklist for ASD traits. I included as much as I could find from several different sources, including “atypical” and lesser-known traits.
These are traits, not symptoms, but they are associated with autism when enough of them are present. If you find that you display a lot of these traits, it’s likely that you are on the autism spectrum. I grouped them into categories for easier reading.
I hope this helps people who are suspecting they are on the autism spectrum or are in the journey of self-diagnosis.
School/Learning/Thinking/Executive Functioning:
○ Average to high intelligence, may have high grades
○ May have low grades due to executive dysfunction
○ Difficulty with executive functioning, i.e. remembering chores/assignments, beginning or finishing tasks, trouble multitasking or switching between two tasks, etc.
○ Has symptoms of AD(H)D such as forgetfulness, restlessness, impulsivity, and trouble focusing
○ Has symptoms of OCD such as anxiety, paranoia, delusions, and odd habits or routines that stem from anxiety (compulsions)
○ Has been (correctly or incorrectly) diagnosed with co-morbid disorders such as depression, anxiety, AD(H)D and OCD
○ A “teacher’s pet” and tells on students for breaking rules, may be a “tattler”
○ Seen as odd, shy, eccentric, and/or annoying by peers and classmates
○ Uses “formal” or “pedantic” language rather than casual/conversational language
○ Exceptional vocabulary since childhood
○ Skills tend to be far above or far below those of peers
○ Considered “gifted” or a “savant” in areas such as math, physics, science, vocabulary, reading comprehension, art, and/or music
○ Superior skills in mathematics or physics
○ Poor understanding of mathematics
○ Has or has symptoms of dyscalculia, a learning disorder characterized by:
○ Difficulty with mathematics (including basic concepts such as addition and subtraction)
○ Difficulty identifying patterns
○ Difficulty telling left from right
○ Poor navigational skills and sense of direction
○ Difficulty remembering long sequences of numbers such as phone numbers
○ Difficulty reading clocks and telling time
○ Difficulty with applying math concepts to real-life situations
○ Difficulty with measurements
○ Difficulty applying previously-learned skills to new concepts in math
○ Difficulty finding different approaches to the same problem
○ Difficulty reading charts and graphs
○ Poor spatial awareness, difficulty estimating distances and have poor depth perception
○ Has or has symptoms of dyslexia, a learning disorder characterized by:
○ Difficulty recognized letters
○ Difficulty matching letters and words to sounds (i.e. pronunciation errors, not knowing what sound a “B” or an “H” makes)
○ Difficulty with word sequences such as counting or the days of the week
○ Confuses the order of letters, makes frequent mistakes in spelling and grammar
○ Difficulty remembering facts
○ Difficulty understanding the rules of grammar
○ Difficulty learning and retaining information, relies on memorization without complete understanding of concept
○ Difficulty with word problems in math
○ Difficulty following a sequence of directions
○ Difficulty understanding jokes, idioms, metaphors, and figures of speech
○ Difficulty learning a foreign language
○ Obsessions with particular topics, known as “special interests” in the autistic community
○ Talking about a special interest brings comfort and happiness, conversation is limited to or focused on a special interest
○ Not interested in talking about topics besides a special interest
○ Spends long periods of time researching a special interest and categorizing information on a special interest
○ Has a “comfort item” such as a toy, blanket, or stone, may take item everywhere and refuse to part with it, doing so causes anxiety, sadness, and/or a meltdown
○ Superior long-term memory
○ Weaker short-term memory
○ Prefers to be self-taught and direct learning
○ Intense interest in literature and writing, may have taught self how to read before formal education, may be hyperlexic
○ Drawn to philosophy, may have shown interest and curiosity in subjects such as death and the meaning of life since childhood
○ Prefers visual and kinetic learning, needs to get hands-on to understand topics
○ Highly creative and imaginative, drawn to art and writing
○ Art and writing relieve anxiety
○ Enjoys music, may be interested in songs and lyrics
○ Tasks with several steps can be troublesome
○ Difficulty remembering and following verbal instructions, needs written instructions to complete a task
○ Difficulty locating objects
○ The thought of having to leave the house for an event causes anxiety, may avoid leaving the house, talking to people, or confronting people
○ Upcoming events cause a feeling of dread of anxiety
○ Easily irritated and/or frustrated, avoids and/or gives up on tasks that are not easily overcome or mastered
○ Difficulty lying, may appear to be naïve, gullible, trusting, or a “pushover”
○ Tendency to be logical and see things at “face value” and take figures of speech, jokes, sarcasm, metaphors, etc. literally
○ Odd combination of strengths and weaknesses in regards to memory, executive functioning, motor skills, academics, intelligence, and interests
Motor Skills/Physical/Sensory/Routine:
○ Poor motor skills, may be clumsy or cumbersome, difficulty holding a pencil, kicking a ball, writing/drawing by hand, etc.
○ Auditory processing difficulties, may take a moment to process and interpret words, speech, and noises, may have auditory processing disorder (APD)
○ Odd gait or posture, may walk on toes or drag/shuffle feet, may sit in a crouching or perching position
○ Learning to ride a bike or drive a car can be difficult due to a lack of necessary skills
○ Becomes non- or semi-verbal when stressed, overwhelmed, or tired (i.e. being unable to speak, speaking takes a lot of effort and is tiring/exhausting, words feel “stuck”)
○ Experiences meltdowns/shutdowns when stressed, overwhelmed, or tired, may cry, scream, become snappy/irritated/impatient, or become withdrawn (may appear to be a “temper tantrum”)
○ Thumb-sucking lasts past childhood into adolescence
○ Bed-wetting lasts past childhood into adolescence
○ Has a co-morbid chronic illness, such as IBS, gluten intolerance, allergies, asthma, fibromyalgia, seizures, epilepsy, etc.
○ Resistance to and/or inability to cope with change, which causes anxiety
○ Adheres to a daily routine, straying from routine causes anxiety
○ Likes to sit in the same seat in the car or at meals, wear the same outfit, or eat the same food
○ Sensory issues, sensitive to textures, touch, sound, taste, smells, light, etc.
○ Avoids loud or harsh noises, bright light, certain tastes/textures/smells
○ Experiences “sensory overload,” may experience a meltdown or shutdown if sensory input is too much to handle
○ Dislikes physical contact with people, resists hugs/kissing
○ Engages in self-stimulating behavior to soothe, cope with sensory input, and/or express emotion, known as “stimming” by autistic community
○ Visual stimming includes watching moving objects such as water, leaves, or cars, and waving or fluttering fingers in front of eyes
○ Physical stimming includes spinning, jumping, waving arms, flapping hands, swinging, waving or fluttering fingers, flicking or rubbing fingernails, rubbing hands against a surface or texture, bouncing legs, rocking, chewing or sucking on objects, fidgeting with toys, and petting/stroking/twirling hair
○ Vocal stimming includes shrieking, laughing, singing, humming, repeating sounds or words (echolalia), and clicking tongue
○ Auditory stimming includes listening to music, blocking out noise, and listening to sounds
○ Prefers comfortable clothes over stylish clothes, may have a favorite shirt or outfit, may cut tags off of clothes due to sensory issues
○ Has or has symptoms of sensory processing disorder (SPD)
○ Has a “sixth sense,” notices the presence of people, may dislike standing close to people or standing in front of people
○ Has an odd tone of voice, may speak with an odd inflection, in a monotone voice, with an accent, or too loudly/softly for a situation
○ Difficulty understanding “social rules,” may be unaware of boundaries and personal space
○ Difficulty understanding the “social hierarchy” and roles within a family or classroom, may act as a teacher to their peers
○ Shy and quiet in social situations, may be an introvert
○ Loud and aggressive in social situations, may cross boundaries
○ Clings to one or two friends, prefers to have a small friend group
○ No interest in socializing or making friends
○ Prefers to interact with people who are younger or older, little interest in peers of the same age
○ Has trouble keeping up a conversation, whether face-to-face or online, may abandon conversations due to anxiety or boredom
○ As a child, preferred to talk to teachers than peers, may view peers as “boring” or “stupid”
○ Dislikes and avoids eye contact, eyes may wander during conversation
○ Appears rude due to lack of understanding of “social rules,” not making eye contact or using “appropriate” body language, or dominating discussion/reverting discussion back to self
○ Dislikes “small talk,” prefers to have “intelligent” discussion, talk about self, or talk about a special interest
○ Difficulty understanding social cues such as body language, gestures, tone of voice, and facial expressions, may not be able to read emotion
○ Taught self how to act “properly” in social situations and/or read emotion, may mimic people in real life or on television
○ Conversation and socializing is anxiety-inducing and exhausting, may need a lot of rest and “de-stressing” after socializing
○ Tendency to be bullied, shunned, mocked, teased, or ostracized by peers
○ Difficulty understanding what is and isn’t considered “socially acceptable,” may be blunt and considered “offensive” or “rude”
○ Difficulty knowing when to speak, may interrupt
○ Considered annoying by peers, “unable to take a hint”
○ Sense of humor is “quirky” or “odd,” may not understand typical humor used by peers
○ Difficulty knowing when a mistake has been made, may not apologize
○ Escapes through imagination, may have maladaptive daydreaming disorder (MDD)
○ Intense, overwhelming emotions
○ Hyper- or hypoempathetic
○ Highly imaginative and creative
○ May have had imaginary friends as a child
○ Easily distracted, gets “lost in thoughts”
○ Fantasy brings comfort and relief
○ May not be interested in fantasy
○ Prefers to play with toys in an “unusual” manner, may spend time setting up scenes with toys without acting out a scene, may line up or organize toys, etc.
○ Prefers fantasy over reality
Warning for gendering, mild ableism/stereotyping, and mentions of functioning labels/Asperger’s.
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/understanding-dyslexia
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia
https://taniaannmarshall.wordpress.com/2013/06/22/first-signs-of-asperger-syndrome-in-young-girls-pre-school/
http://help4aspergers.com/pb/wp_a58d4f6a/wp_a58d4f6a.html
https://everydayaspergers.com/2012/03/31/day-62-females-with-aspergers-syndrome-nonofficial-checklist/
http://www.myaspergerschild.com/2013/04/list-of-symptoms-for-high-functioning.html
http://raisingchildren.net.au/articles/aspergers_disorder_signs_and_symptoms.html
