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  • 📝 Before You Start


    This self-check is adapted from the Masking & Missing: Autism Checklist for Children.

    It’s built to help parents spot traits of autism in children who tend to keep things bottled up (ages 5–12) and may not present as 'stereotypical' or perhaps have been assessed but you are still wondering about it. 

    This is not a diagnosis. But it can give you something solid to work with:

    - A clearer picture of your child’s patterns
    - A place to gather what you’ve been noticing (instead of 200 scattered notes on your phone)
    - More confidence when you’re sitting in front of a teacher, GP, or psychologist


    👉 How it works:


    Each statement comes with four choices — from 'Definitely disagree' to 'Definitely agree.'

    Your answers are scored and added up at the end.

    The number itself isn’t the point — it’s a guide, not a verdict.

    Use it as backup for your gut feelings when you’re ready to talk with a professional.

  • Masking & Missing: Autism Checklist for Children

  • Behaviours Shaped to Fit In

  • Is your child interested in presenting their appearance in particular ways (e.g., fashion, grooming, style)?*
  • Does or did your child show a strong preference for certain types of toys or play (e.g., construction, vehicles, dolls, role-play, etc.) regardless of gender labels?*
  • Is s/he interested in looking masculine or feminine regardless of gender assigned at birth? ( Ie. Sometimes girls are called 'tom boys')*
  • Does s/he like to carry an object (e.g. a favourite toy, a piece of cloth) which s/he touches or rubs to calm themselves?*
  • Does your child tend to prefer playing with children who are older or younger than them in age (eg. they don't play with children the same age as often)*

  • Sensory Sensitivity

  • Is s/he bothered by bright lights or certain kind of lights (e.g. fluorescent light)?*
  • Does s/he have poor endurance and tire easily?*
  • Is s/he distressed by certain smells or avoidant of certain tastes that are a part of a typical diet?*
  • Does s/he express distress during grooming (e.g. fights or cries during fingernail cutting, haircutting, combing) or when s/he is touched (e.g. someone touches his/her feet)?*
  • Is s/he easily distracted and cannot focus his or her attention if there is a lot of noise around?*
  • Does s/he seek certain sensations (e.g. jumps, swings, spins, cannot sit still, fidgets, masturbates, leaves clothing twisted on body)?*

  • Compliant Behaviour

  • Does s/he avoid complying with requests from an adult?*
  • Is s/he well-behaved at home?*
  • Does s/he apologise when s/he makes a social error?*
  • Is s/he well-behaved at school?*
  • Is s/he emotional and his/her reactions out of proportion?*
  • Is home the main place where your child shows distress, while outside they appear calm or 'fine'*

  • Friendships & Play

  • Does your child withdraw or lose interest if the play is unstructured or doesn’t follow their rules?*
  • Does s/he enjoy playing or talking with the opposite gender mostly?*
  • Does your child seem to have lots of friends, but not really have a best friend they connect with closely?*
  • Does your child sometimes want one close friend all to themselves, discouraging that friend from playing with others?*
  • In group play, does your child often want to take the lead or direct the activity?*

  • Social Masking

  • Do some social situations make him or her very quiet or shy?*
  • When kids are playing in a group, does your child miss the 'unspoken rules' and end up confused or left out?*
  • Does s/he have a facial ‘mask’ that hides his/her social confusion?*
  • Does his/her facial expression sometimes not match his/her mood, or the situation?*
  • Does or did s/he dominate when playing or talking with others?*

  • Imagination

  • Does or did s/he dominate when playing or talking with others?*
  • Is your child interested in fiction books or TV shows that focus on friendships, groups, or relationships?*
  • Has your child been told they take things too literally or struggle to 'get' humour?*
  • Does or did s/he have imaginary friends or imaginary animals?*
  • Does or did s/he create his/her own complex ‘setups’ with toys but miss the part where they actually play the game. Spend long period 'lining up barbies' but never play with them.*

  • Imitation

  • Does s/he copy him/herself on others? Start mimicking TV characters, accents or friends rather than being his/her own person*
  • Does your child seem like a different person in different settings — confident in one, withdrawn in another?*
  • Does s/he avidly observe others playing or socialising?*
  • Does your child mimic teachers or adults in play, instead of engaging as a peer?*
  • Does your child struggle with unstructured or imaginative group play unless there are clear rules or roles?*

  • Other History

  • Has s/he ever presented symptoms typical for depression (e.g. feeling sad, hopeless, trouble sleeping, changes in appetite – either loss or gain in weight, suicidal thoughts and attempts etc.)?*
  • Has s/he ever presented symptoms typical for anxiety, OCD or panic attacks(e.g. dizziness, feeling lightheaded, frequent urination, feeling cold or blushing, body aches etc.)?*
  • Has anyone suggested your child might have social anxiety, or been given that diagnosis?*

  • 💡 Important to know

    This checklist is here for your own reflection and support as a parent. It’s adapted from work by Dr Tony Attwood and colleagues, shared under fair use. It’s not a diagnostic tool — so please don’t pass it off as one, or try to use it outside your own home.

    If what you see here rings alarm bells, bring it to a GP, psychologist, or paediatrician who actually understands neurodivergent kids. And remember: you’re allowed to trust your gut long before the paperwork, referrals, or waiting lists catch up.

  • INFORMATION

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