DEVELOPMENTAL ANAMNESIS

Incl. ADHD/ASD screening

Child/Adolescent Name:
Date of Birth:
Completed by:
Date:

Pregnancy and Delivery

 Was the pregnancy planned/wanted?
 How did any previous pregnancies and births go, including miscarriages or
abortions?
 How was the mother's physical health during pregnancy? Was there medication,
alcohol, or drug use?
 Were there complications (bleeding, threatened miscarriage, preeclampsia, diet,
medication, hospitalization, addiction, or other issues)?
 How was the mother's mental health?
 What was the family situation during pregnancy?
 Duration of labor, and were there complications (e.g., umbilical cord
entanglement, oxygen deprivation, positioning issues, vacuum or forceps delivery,
meconium in amniotic fluid)?
 Did the child cry immediately? What was the skin color (white, blue, yellow, or
other)? What was the Apgar score and weight?
 Was the child placed in an incubator? For what reason, and for how long?
 Parental experiences and notable events during this period.

Early Childhood Development and Behavioral Phases (2–3+ years)

Nutrition:
 Was breastfeeding provided? If so, for how long? How was the transition to bottle
or cup feeding?
 How did feeding situations go for both parents and child? Was the child an eager
drinker, prone to spitting up, or experiencing cramps or feeding issues?
 How did the transition from liquid to solid food progress?

Behavior:
 Was the child calm/active as a baby?
 How much did the child cry?
 What was the child's temperament—irritable, active, or calm? Did it align with
the parents' temperament?
 Did the child seem relaxed in their parents’ arms or more rigid?
 When did the first smile occur? Was there eye contact, and did it feel as though
the child recognized the parent?
 Was there separation anxiety, and if so, at what age?
 Did the child have thumb-sucking habits, a pacifier, a favorite toy, or another
comfort item?
  How were the parents’ mental states during this phase (e.g., concerns, feelings of
failure, stress)?
 Were there significant events during this period (e.g., illnesses, family stress, the
impact of COVID-19 lockdowns)?

ADHD Indicators:
 An exploratory baby, wanting to see and grab everything.
 Quickly bored, needing frequent stimulation.
ASD Indicators:
 Poor or atypical eye contact.
 Extreme attachment to specific people or objects.
 Difficulty engaging in interactive games or being soothed.

Motor Skills:
 At what age did the child crawl, walk, ride a bike, and swim?
 Were there notable motor development issues (e.g., stiffness, clumsiness, smooth
or skillful movements)?

ADHD:
 Rapid motor development, high mobility (e.g., needing restraints in a high chair or
crib).
 Engaging in risky activities or being a daredevil.
ASD:
 Repetitive movements (e.g., head/body shaking, finger flapping).
 Unusual or rigid motor behaviors.

Speech/Language:
 When did the child first start speaking words, and which ones?
 Were there any speech problems (e.g., stuttering, delayed development)?
 How understandable was the child's speech to parents and strangers?
 Did the child receive speech therapy? If so, for what issues and how long?

Toilet Training:
 At what age was the child toilet-trained for urination and defecation (day and
night)?
 Were there struggles with toilet training or any regressions?
 Did the child experience constipation?

ADHD:
 Continuing play too long due to enthusiasm.
ASD:
 Difficulty recognizing bodily signals or toilet routines.

Sleep:
 Does the child sleep alone? Who puts them to bed, and how does this process go?
  Are there issues such as falling asleep, staying asleep, nightmares, sleepwalking,
or other disturbances?

Eating:
 Is the child a good/poor eater?
 Are there conflicts around eating?
 How do meals proceed (e.g., at the table, with family, or in front of the TV)?

Self-Care/Independence:
 Are there notable issues with dressing/undressing or clothing choices?
 How does the child manage self-care tasks (e.g., brushing teeth, washing,
showering)?
 Does the child receive pocket money, and how do they handle it?

ADHD:
 Forgetful, skips steps.
 Difficulty focusing on one task, often thinking ahead to the next.
 Impulsivity (e.g., crossing streets without looking).
ASD:
 Difficulty automating step-based tasks (e.g., creating consistent routines).
 Rituals or need for specific sequences.

Play Behavior:
 Does the child prefer to play alone, with siblings, peers, younger/older children,
or parents?
 How does the child explore or take initiative?
 What types of play do they enjoy? (e.g., functional play like climbing or ball
games, constructive play like building or drawing, rule-based games, imaginative
play, or electronic games).
 Does the child become engrossed in their play, and for how long? Do they bore
easily?

ADHD:
 Preference for rough or adventurous games.
 High energy and presence during group settings, often seeking attention.
ASD:
 Can play alone for extended periods or focus intensively on specific hobbies.
 Play contacts may be overly clingy or too distant.

Social Development:
 How does the child react when parents leave or return?
 How does the child interact with babysitters or preferred caregivers?
 Does the child go on sleepovers? How does that go?
 Does the child have a special bond with anyone in their environment?
  Does the child visit friends or have friends over? How do these interactions
proceed?
 Does the child have close friends, and what do they usually play together?
 How is the child’s role in groups (e.g., leader, follower, mediator, tolerated,
ignored, bullied)?
 How does the child handle losing and teasing during games?
 Is the child part of a club or sports team? How do they behave there?

ADHD:
 Impulsive responses or difficulty waiting their turn.
 Needs constant reminders or repetitions of instructions.
 Difficulty sharing or being considerate of others.
ASD:
 Limited or atypical eye contact.
 Reduced shared attention or reciprocal social behavior.
 Prefers interactions with younger children or adults over peers.

Communication:
ADHD:
 Talks excessively and interrupts.
 Answers questions too quickly, without fully understanding them.
 No significant language issues, but may struggle to keep a coherent narrative.
ASD:
 Talks extensively about details, without adjusting to others' signals.
 Limited use of gestures or facial expressions to enhance communication.
 May lack small-talk skills or make socially inappropriate remarks.

Attention/Concentration/Work Attitude:
ADHD:
 Difficulty maintaining focus on schoolwork or play.
 Easily distracted or bored with tasks.
 Prone to careless errors due to lack of attention to detail.
 Requires clear structure and instructions to remain engaged.
ASD:
 Misinterprets instructions or follows them rigidly.
 Struggles with transitions between tasks.
 Focuses on details at the expense of overall progress.
 Resistance to tasks that conflict with their own ideas.

Sexual Development:
 Has the child shown awareness of gender differences? At what age?
 Do they ask questions about sexuality?
 Have they received sex education? How did they respond?
 How do they react to physical changes like growth spurts, puberty, or
menstruation?
Personality Traits/Temperament:
 Mark traits such as:
o Active/passive.
o Introverted/extraverted.
o Sensitive/stable.
o Obedient/stubborn.
o Dependable/impulsive.
o Optimistic/anxious.

ADHD:
 Low self-esteem from negative feedback.
 Fear of failure when trying new things.
 Perfectionism or overreaction to criticism.

Behavioral Problems:
 Does the child exhibit specific fears (e.g., the dark, separation, loud noises)?
 Are there habits like nail-biting or repetitive movements?
 Does the child have rituals, compulsions, or strange habits?
 Are there issues with aggression, defiance, or mood swings? Provide examples.

Medical History (from birth to now):

 Indicate conditions like meningitis, asthma, injuries, genetic disorders, or
psychiatric conditions in the family.
 Note hospitalizations, treatments, or medications.

School History (from age 4 to now):

 How does the child react during school drop-offs and pickups?
 Have they repeated grades or attended special education?
 How are their academic performance and motivation?
 What is their relationship with teachers and classmates?

Family Situation:
 Marital status and family structure.
 How does the child interact with parents, siblings, or others in the household?
 Have there been significant family events (e.g., illness, death, relocations)?

Parenting Style:
 How would you describe your parenting approach (e.g., strict, lenient)?
 Are there consistent rules in the household?
 Who disciplines the child, and how?