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A-TAC Questionnaire EnglishJohnny Kerr2024-09-17T08:21:30+01:00

A-TAC Questionnaire English

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A-TAC

The Autism-Tics, ADHD and other Comorbidities Inventory
This questionnaire is in particular detail focused on a number of abilities and behaviours in children. All children are different from one another. This means that their abilities in various areas as well as their conduct and behaviour vary a great deal.

To gain as complete a picture as possible of your child, we ask you to answer a considerable number of questions.

Naturally, children function in different ways at different ages. State your perception of your child’s functioning as compared to his or her peers.

If your child has had a certain problem or specific characteristic during any period of life, answer the question with “Yes” even if the problem or characteristic is no longer present.
Please enter a number greater than or equal to 0.
Child's/adolescents's date of birth*
Date of submission*

A. Motor control

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
1. Does he/she have problems coordinating movements smoothly?*
A1. Is he/she clumsy?
A2. Is he/she fumbling?
A3. Does he/she have balance problems?
A4. Does he/she easily stumble and fall?
A5. Have the peculiarities or problems relating to motor control caused significant impairment in school, among peers or at home?
A6. Do the peculiarities or problems relating to motor control cause him/her significant suffering?
Please enter a number greater than or equal to 0.
A8. Are they still present?

B. Perception

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
2. Does he/she seem disturbed by height differences, such as in connection with climbing stairs etc?*
3. Does he/she have difficulty judging distance or size?*
4. Is he/she oversensitive to touch or tight clothing?*
5. Is he/she particularly sensitive to certain sounds/noise?*
6. Is he/she particularly sensitive to certain flavours, smells, or consistencies?*
B1. Does he/she have difficulty comprehending orientation and spatial directions e.g. puts clothes on backwards?
B2. Does he/she often bump into other people?
B3. Does he/she have poor concepts of time?
B4. Does he/she have difficulty imitating other people's movements?
B5. Does he/she have difficulty recognising people?
B6. Have the peculiarities or problems relating to perception caused significant impairment in school, among peers or at home?
B7. Do the peculiarities or problems relating to perception cause him/her significant suffering?
Please enter a number greater than or equal to 0.
B9. Are they still present?

C. Concentration and attention

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
7. Does he/she often fail to pay close attention to details or make careless mistakes in schoolwork, or other activities?*
8. Does he/she often have difficulty sustaining attention in tasks or play activities?*
9. Does he/she often seem not to listen when spoken to directly?*
10. Does he/she have difficulty following instructions and finishing tasks?*
11. Does he/she often have difficulty organising tasks and activities?*
12. Does he/she often avoid tasks that require sustained mental effort (such as homework)?*
13. Does he/she often lose things?*
14. Is he/she easily distracted or disturbed?*
15. Is he/she often forgetful in daily activities?*
C1. Does he/she have difficulty getting started on tasks/activities?
C2. Does he/she have difficulty completing tasks/activities?
C3. Have the peculiarities or problems relating to concentration and attention caused significant impairment in school, among peers or at home?
C4. Do the peculiarities or problems relating to concentration and attention cause him/her significant suffering?
Please enter a number greater than or equal to 0.
C6. Are they still present?

D. Impulsiveness and activity

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
16. Does he/she have difficulties keeping his/her hands and feet still or can he/she not stay seated?*
17. Does he/she get up and move about in class or in other situations when he/she is supposed to remain seated?*
18. Does he/she often run around or climb excessively compared to peers?*
19. Does he/she have difficulty playing calmly and quietly?*
20. Does he/she often act as though he/she had “ants in his/her pants”, i.e. being unable to stay still?*
21. Does he/she talk constantly?*
22. Does he/she often blurt out answers to questions before they are completed?*
23. Does he/she have difficulty waiting for his/her turn?*
24. Does he/she often interrupt, or intrude on, others?*
25. Does he/she easily get bored?*
D1. Is he she unusually intrepid in physically dangerous situations?
D2. Have the peculiarities or problems relating to impulsivness and activity caused significant impairment in school, among peers or at home?
D3. Do the peculiarities or problems relating to impulsivness and activity cause him/her significant suffering?
Please enter a number greater than or equal to 0.
D5. Are they still present?

E. Learning

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
26. Has he/she had more difficulties than expected acquiring reading skills?*
27. Is learning slow and laborious for him/her?*
28. Does he/she have diffculties with basic maths?*
E1. Is he/she a slow reader?
E2. Does he/she dislike reading (e.g. does he/she avoid reading books)?
E3. Does he/she have difficulties solving maths problems, which require him/her to read written material?
E4. Does he/she have difficulties understanding or using abstract terms?
E5. Does he/she have difficulties spelling?
E6. Does he/she get special education in school?
E7. Have the peculiarities or problems relating to learning caused significant impairment in school, among peers or at home?
E8. Do the peculiarities or problems relating to learning cause him/her significant suffering?
Please enter a number greater than or equal to 0.
E10. Are they still present?

F. Planning and organising tasks

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
29. Does he/she have difficulty shifting plan or strategy when it is required?*
30. Does he/she have difficulty keeping things in order around him/her?*
F1. Does he/she have difficulties understanding consequences of his/her own actions?
F2. Is he/she dependent and very much in need of support?
F3. Does he/she find it difficult to take care of his/her personal hygiene, his/her clothes, and the like?
F4. Does he/she have difficullties in postponing rewards until later and finding the meaning in things that are not immediately rewarding?
F5. Does he/she experience simple, everyday activities as tiring or energy consuming?
F6. Have the peculiarities or problems relating to planning and organising tasks caused significant impairment in school, among peers or at home?
F7. Do the peculiarities or problems relating to planning and organising tasks cause him/her significant suffering?
Please enter a number greater than or equal to 0.
F9. Are they still present?

G. Memory

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
31. Does he/she have difficulties remembering where he/she put things?*
32. Does he/she have difficulties remembering long or multiple-step instructions?*
33. Does he/she have difficulties learning rhymes, songs, multiplication tables etc. by heart?*
G1. Does he/she have difficulties remembering information about personal data, such as data of birth, home address etc?
G2. Does he/she have difficulties remembering the names of people around him/her?
G3. Does he/she have difficulties remembering the names of week days, months and seasons?
G4. Does he/she have difficulties remembering non-personal facts learned at school (e.g. historic events, chemical formulas etc.)?
G5. Does he/she have difficulty remembering specific events that he/she recently experienced (e.g. what happened during the day or what he/she ate a few hours ago etc.)?
G6. Does he/she have difficulties remembering events that occured some time ago, such as what happened on a trip, what Christmas present he/she got etc.?
G7. Does he/she have difficulties remembering appointments with peers or what homework he/she has?
G8. Does he/she have difficulties learning the rules of new games, sports etc.?
G9. Have the peculiarities or problems relating to memory caused significant impairment in school, among peers or at home?
G10. Do the peculiarities or problems relating to memory cause him/her significant suffering?
Please enter a number greater than or equal to 0.
G12. Are they still present?

H. Language

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
34. Was his/her language development delayed, or doesn't he/she speak at all?*
35. Does he/she have difficulties sustaining a conversation?*
36. Does he/she like to repeat words and expressions or does he/she use words in a way that other people find strange?*
37. Does he/she have difficulties with games of make-believe or does he/she imitate others considerably less than other children?*
38. Does he/she talk in too high a pitch or too quietly?*
39. Does he/she have difficulties keeping “on track” when telling other people something?*
H1. Does he/she have difficulties expressing himself/herself in whole sentences?
H2. Does he/she speak in a monotonous or strange voice?
H3. Does he/she have difficulties explaining/recounting his/her experiences to other people?
H4. Does he/she have difficulties explaining what he/she wants?
H5. Does he/she have difficulties speaking fluently, without any pauses?
H6. Does he/she have difficulties pronouncing complex words?
H7. Does he/she explain emotions verbally so that other people have difficulty understanding what he/she means?
H8. Does he/she use strange neologisms, old-fashioned words, or too elegant words?
H9. Does he/she speak so rapidly that it is difficult to comprehend what he/she is saying?
H10. Have the peculiarities or problems relating to language caused significant impairment in school, among peers or at home?
H11. Do the peculiarities or problems relating to language cause him/her significant suffering?
Please enter a number greater than or equal to 0.
H13. Are they still present?

I. Social interaction

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
40. Does he/she have difficulties expressing emotions and reactions with facial gestures, prosody, or body language?*
41. Does he/she exhibit considerable difficulties interacting with peers?*
42. Is he/she uninterested in sharing joy, interests, and activities with others?*
43. Can he/she only be with other people on his/her terms?*
44. Does he/she have difficulties behaving as expected by peers?*
45. Do other people easily influence him/her?*
I1. Is he/she self-centred?
I2. Is he/she perceived as different, odd, or eccentric by peers?
I3. Does he/she have difficulty understanding other people’s social cues, e.g. facial expressions, gestures, tone of voice, or body language?
I4. Does he/she have difficulty understanding the feelings of other people?
I5. Does he/she have difficulty showing other people respect?
I6. Does he/she get overly excited when there are a lot of people around?
I7. Does he/she often leave in the middle of a conversation, or abruptly change the topic of a conversation?
I8. Does he/she have difficulty realising how to behave in different social situations?
I9. Does he/she inadvertently make a fool of himself/herself or does he/she make embarrassing remarks?
I10. Does he/she often seem to lack common sense?
I11. Does he/she have difficulty with eye contact?
I12. Does he/she think that relationships are not very important or does he/she prefer to be on his/her own?
I13. Is his/her body language awkward, gauche, clumsy, strange or unusual?
I14. Does he/she have difficulty interpreting what is conveyed through eye contact?
I15. Is his/her gaze stiff, strange, peculiar, abnormal or odd?
I16. Have the peculiarities or problems relating to social interaction caused significant impairment in school, among peers or at home?
I17. Do the peculiarities or problems relating to social interaction cause him/her significant suffering?
Please enter a number greater than or equal to 0.
I19. Are they still present?

J. Flexibilty

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
46. Does he/she get absorbed by his/her interests in such a way as being repetitive or too intense?*
47. Does he/she get absorbed by routines in such a way as to produce problems for himself/herself or others?*
48. Has he/she ever engaged in strange hand movements or toe-walking when he/she was happy or upset?*
49. Does he/she get obsessed with details?*
50. Does he/she dislike changes in daily routines?*
J1. Have the peculiarities or problems relating to flexibility caused significant impairment in school, among peers or at home?
J2. Do the peculiarities or problems relating to flexibility cause him/her significant suffering?
Please enter a number greater than or equal to 0.
J4. Are they still present?

K. Tics

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
51. Has he/she during any period of life made involuntary sounds such as throat clearing, sneezing, swallowing, barking, or shouting?*
52. Has he/she during any period of life made involuntary facial grimaces or body movements?*
53. Does he/she make a lot of noise, (e.g. whistle, hum, mumble)?*
K1. Does he/she curse or use dirty words in an exaggerated way?
K2. Have the peculiarities or problems relating to tics caused significant impairment in school, among peers or at home?
K3. Do the peculiarities or problems relating to tics cause him/her significant suffering?
Please enter a number greater than or equal to 0.
K5. Are they still present?

L. Compulsions

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
54. Does he/she have obsessive thoughts, i.e. thoughts that recur over and over again and that he/she cannot stop, for example about dirt, contagion or that something terrible will happen?*
55. Does he/she have compulsive behaviours such as washing his/her hands, touching things, checking on things, repeating things or procedures, arranging or ordering things, or counting?*
L1. Have the peculiarities or problems relating to compulsions caused significant impairment in school, among peers or at home?
L2. Do the peculiarities or problems relating to compulsions cause him/her significant suffering?
Please enter a number greater than or equal to 0.
L4. Are they still present?

M. Eating habits

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
56. Has he/she ever failed to gain enough weight for more than a year or been underweight?*
57. Has he/she appeared to be fearful of gaining weight or becoming fat?*
M1. Has he/she dieted hard enough to cause underweight or no weight gain for any length of time?
M2. Has he/she exercised excessively or has he/she been overly interested in his/her physical appearance?
M3. Females only: Has she failed to menstruate for at least 3 months due to weight loss?
M4. Has he/she had periods of overeating followed by vomiting?
M5. Has he/she ever tried to lose weight in spite of already being thin?
M6. Has he/she ever had anorexia nervosa?
M7. Have peculiarities or problems relating to eating caused significant impairment in school, among peers or at home?
M8. Do the peculiarities or problems relating to eating cause him/her significant suffering?
Please enter a number greater than or equal to 0.
M10. Are they still present?

N. Separations

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
58. Does he/she have difficulties functioning outside the family home?*
59. Does he/she often voice fears that family members may die or get hurt?*
60. Does he/she have an unreasonable fear of being alone or home alone?*
61. Does he/she have difficulty sleeping if family members are not around?*
62. Does he/she complain about recurring headaches, bellyaches, nausea or vomiting after being separated from loved ones?*
N1. Does he/she have difficulty leaving home to go to school for fear of being separated from his/her family?
N2. Does he/she have recurring nightmares about being separated from the family?
N3. Does he/she react unusually strongly when friendships or other close relationships come/about to come, to an end?
N4. Have the peculiarities or problems relating to separation caused significant impairment in school, among peers or at home?
N5. Do the peculiarities or problems relating to separation cause him/her significant suffering?
Please enter a number greater than or equal to 0.
N7. Are they still present?

O. & P. Defiance & Conduct

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
63. Has there ever been a time when he/she was so angry that he/she could not be reached?*
64. Does he/she often argue with adults?*
65. Does he/she often tease others by deliberately doing things that are perceived as provocative?*
66. Is he/she easily offended, or disturbed by others?*
67. Is he/she easily teased?*
68. Does he/she often lie or cheat?*
69. Has he/she ever engaged in shoplifting?*
70. Has he/she ever deliberately been physically cruel to anybody?*
71. Does he/she often get into fights?*
72. Does he/she steal things at home or away from home?*
O1. Does he/she often lose his/her temper?
O2. Does he/she often refuse to follow other directives from adults?
O3. Is he/she often vindictive or cruel?
O4. Does he/she often treat people close to him/her badly or without respect?
O5. Does he/she often blame others for his/her own mistakes?
P1. Does he/she often threaten, harass or humiliate others?
P2. Is he/she cruel to bugs/insects?
P3. Is he/she cruel to other animals?
P4. Has he/she ever started a fire?
P5. Has he/she ever sexually abused other children?
P6. Has he/she ever been detained by the police?
P7. Has he/she ever used a weapon that could cause serious physical harm?
P8. Has he/she ever robbed anyone or else unlawfully acquired other people’s property by means of direct threats?
P9. Has he/she ever purposely attempted to destroy other people’s property?
P10. Has he/she ever broken into someone else’s home, premises or car?
P11. Is he/she often out late at night without consent (beginning before 13 years of age)?
P12. Has he/she ever run away from home and spent the night elsewhere at least twice (or once if it was for an extended period of time)?
P13. Is he/she often skipping school (beginning before 13 years of age)?
OP14. Have the peculiarities or problems relating to defiance/conduct caused significant impairment in school, among peers or at home?
OP15. Do the peculiarities or problems relating to defiance/conduct cause him/her significant suffering?
Please enter a number greater than or equal to 0.
OP17. Are they still present?

Q. Anxiety

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
73. Does he/she have panic attacks with sudden strong fear or anxiety?*
74. Does he/she fear leaving the house alone, being in crowds, waiting in line or going on a bus or train?*
75. Is he/she often particularly nervous or anxious?*
Q1. Is he/she extremely shy and reticent?
Q2. Is he/she silent in situations where you are not expected to be silent?
Q3. Is there anything he/she fears doing in front of other people, i.e. talking, eating or writing (excluding presentations of reports)?
Q4. Have the peculiarities or problems relating to anxiety caused significant impairment in school, among peers or at home?
Q5. Do the peculiarities or problems relating to anxiety cause him/her significant suffering?
Please enter a number greater than or equal to 0.
Q7. Are they still present?

R. Mood

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
76. Does he/she have poor self-confidence?*
77. Does he/she often complain about bellyaches, headaches, breathing difficulties or other bodily symptoms?*
78. Has he/she had recurrent episodes with extremely high activity level, talkativeness and flight of ideas?*
79. Does he/she have recurrent periods of obvious irritability?*
80. Does his/her self-confidence vary considerably across different situations?*
R1. Does he/she often appear to be unhappy, sad, or depressed?
R2. Does he/she often complain about a feeling of loneliness?
R3. Does he/she often express a feeling of being worthless or inferior to peers?
R4. Has there ever been a period when nothing could make him/her feel happy?
R5. Has he/she been thinking of or talked about committing suicide?
R6. Has he/she tried to commit suicide?
R7. Has he/she often had a feeling of emptiness?
R8. Does he/she feel that his/her qualities and talents are ignored by others?
R9. Have peculiarities or problems relating to his/her mood caused significant impairment in school, among peers or at home?
R10. Do the peculiarities or problems relating to his/her mood cause him/her significant suffering?
Please enter a number greater than or equal to 0.
R12. Are they still present?

S. Concept of reality

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
81. Has he/she ever had visions or seen things that no one else could see?*
S1. Has he/she ever perceived himself/herself as being followed or haunted by others even though this has not actually been the case?
S2. Has he/she ever heard voices or sounds, which no one else could hear?
S3. Have the peculiarities or problems relating to concept of reality caused significant impairment in school, among peers or at home?
S4. Do the peculiarities or problems relating to concept of reality cause him/her significant suffering?
Please enter a number greater than or equal to 0.
S6. Are they still present?

T. Miscellaneous

The essential aspect of each question is whether the problem/peculiarity has been pronounced compared to peers during any period of life
82. Does he/she stutter?*
83. Is he/she or has he/she ever been bullied by other children in school?*
84. Has he/she ever been severely overweight?*
85. Does he/she often have sleeping problems?*
86. Does he/she often have nightmares?*
87. Does he/she often walk in his/her sleep or have nocturnal attacks when he/she cannot be “reached” or comforted?*
88. Has he/she ever deliberately hurt himself/herself?*
89. Has he/she repeatedly and purposely hurt himself/herself?*
90. Is there anything he/she fears excessively, such as flying, seeing blood, having an injection, heights, cramped rooms, or certain kind of animals or insects?*
91. Has he/she wet himself/herself during daytime on several occasions after the age of 5?*
92. Has he/she soiled himself/herself on several occasions after the age of 4 except in connection with gastro-intestinal infection?*
93. Does he/she smoke?*
94. Does he/she use any other form of tobacco?*
95. Has he/she ever used alcohol?*
96. Has he/she ever had a period after age 5 when he/she only wanted to eat particular types of food?*

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