Supplementary Material 1. Symptoms List

Supplementary material 1. Symptoms list.

Did the child like to show you what he or she had made or built?
Did the child develop language skills later than his or her peers?
Did the child change facial expressions to match what was going on around him or her?
If the child saw something surprising and exciting outside the window or fence, did he or she pint at it to show you?
When other children tried to make contact, did the child often ignore them and continue with what he or she was doing?
Did the child have someone you understood to be a friend that he or she played more often with than the others?
Did the child appear to be happiest in his or her own company?
When you pointed at and looked at something exciting, did the child look at what you pointed at and then look back at you to confirm that he or she had seen the same as you?
Could the child pretend that objects were something different when playing, for example that a building block was a car or food?
If the child saw something exciting and pointed at it to show you, did he or she look at you to see if you had also seen it?
Did the child understand less of what was said than the other children of the same age?
Did the child imitate what the other children did in play?
Did the child pretend that he or she was someone or something else, for example an animal in a fairy tale or a princess or pirate?
Did the child have the same friend for a long period of time?
Did the child readily conform to rules and obey adults?
When you read or told a story, was the child interested in listening?
Did the child babble and speak with the same tonal sounds as the other children?
Was the child as good at drawing as the other children?
When you held group sessions, did the child sit quietly and wait his or her turn?
If the child wanted a toy another child was playing with, could he or she for the most part wait a while before getting it to play with?
Did the child show attentiveness and interest in what you were doing when showing him or her something?
When the other children were engaged and happy, did the child become equally happy together with them?
If the child wanted a toy he or she couldn´t get or reach, did he or she point at it?
When the child was playing alone, was it difficult for him or her to stop and start on another activity?
Was the child as engaged and pleased with and by the same toys or games as the other children of the same age?
Was the child engaged and happy when there were organised games and activities?
When the child played alone, did he or she use more time than the other children on looking at and investigating the object visually?
Was it easy to maintain eye contact with him or her when you were playing with him or her?
If the child wanted to use the slide or swings, could he or she wait in the queue?
Was the child as good at beadwork as the other children?
Did the child use his or her arms and hands to try to make you understand what he or she meant?
When the child was playing by him or herself, did he or she spin objects he or she was playing with?
Did the child strongly resist eating new (different) foods?
Was the child as proficient as the other children in doing jigsaw puzzles?
When you pointed at and looked at something exciting, did the child look at what you were pointing at?
If you spoke to the child, did he or she babble or speak back to you?
When you said “hi” and smiled, did you get a smile in return?
Did the child often put games and other objects in his or her mouth?
Did the child imitate the sounds you made in songs and movement games?
Was the child clumsier than his or her peers?
When the child was at places with other children and adults, did she or he watch what the other children and the other adults did, particularly when they did something new and different?
Did the child babble and utter sounds as if he or she wanted to tell you something?
When the child was playing or engaged with other things, did he or she react when you spoke his or her name?
When the child was on your lap and you were talking to him or her, did he or she look at you face?
Did you ever see the child standing or sitting in unusual positions?
Did the child play with games in the same way every time?
When you praised the child, did he or she express pleasure by for example smiling?
When the child hit him or herself or was upset for other reasons, was it easy to comfort him or her and calm him or her down again?
Did the child make repeated movements with his or her body when there was no organised play?
Did the child often wave his or her hands about, particularly when he or she was very interested in something?
Did the child understand the usual hand signals such as “stop”, “come”, and “sit down”?
Did the child sit more still than the other children when playing?
If other children cried, did the child react to this?
Did certain noise disturb the child?
Did the child trip over and fall more than the other children when outdoors?
Did the child constantly repeat words or sounds?
Did the child eat the same food for long periods?
Did the child have an object he or she always carried around and held tightly?
Was it difficult to get the child off to sleep?
Was it easy to see how the child was coping with varying situations during the day?
Did the child often sway from side to side or rock backwards and forwards?
When changing from winter to summer clothes, did the child find the change stressful or worrying?
Did certain cloths or fabrics disturb the child, i.e. cause concern or stress?
Did the child show expectations to routines he or she was familiar with, for example songs with movements, bedtime routines and so forth?
Did the child on occasions suddenly stiffen, especially in the upper torso/arms, without you understanding why?
Did the child like to sit on your lap and get a hug?
Was the child a lot quieter in the day-care centre than the other children?
Did the child sometimes sit too close to the others during free play?
If plans for the day were changed, did the child become upset or unsettled?
Was it difficult for the child to concentrate on toys that move, for example trains, cars, balls and similar?
Did the child like to be touched?
If things were moved, for example toys of furniture did this upset or unsettle the child?
Did certain smells or aromas upset or unsettle the child?