Does My Child Have OCD Quiz
Questions: 15 · 10 minutes
1. If a family member cannot help with a ritual or provide repeated reassurance, how does your child respond?
They can accept the limit without a recurring problem.
They show brief frustration or discomfort and then adapt.
They remain distressed, repeatedly ask for help, or struggle to continue with the day.
They become overwhelmed, cannot resume ordinary activity, or behave in a way that creates an immediate safety concern.
2. If a toy, school item, movement, or spoken phrase does not feel exactly right, what does your child do?
They do not show a recurring need to arrange, repeat, or restart it.
They occasionally adjust or repeat it but accept an interruption.
They repeatedly arrange, redo, or restart until a particular feeling is reached.
They become extremely distressed or unable to continue when the sequence cannot be completed.
3. How are sleep and evening routines affected?
Worries or rituals do not appear to interfere with settling or sleeping.
They occasionally extend bedtime by a few minutes.
They regularly delay sleep, require repeated reassurance, or lead to restarting routines.
They cause severe distress, prolonged sleep loss, or an inability to complete bedtime without extensive help.
4. When friends, family outings, hobbies, or ordinary places involve a feared trigger, what does your child do?
They participate without recurring avoidance linked to the fear.
They sometimes hesitate but usually participate with modest support.
They often avoid, leave early, or require routines or reassurance in order to participate.
They withdraw from important activities or experience overwhelming distress when participation cannot be avoided.
5. Before leaving home or going to bed, how does your child handle checking doors, appliances, homework, or belongings?
They may check once for a practical reason but do not repeatedly return.
They sometimes make an extra check and then move on.
They check repeatedly or ask someone else to check because certainty does not last.
Checking becomes prolonged, intensely distressing, or prevents them from leaving or settling for bed.
6. Has your child described silent rituals such as counting, repeating words mentally, reviewing memories, or replacing a “bad” thought with a “good” one?
They have not reported mental rituals of this kind.
They have described an occasional mental habit that is easy to leave unfinished.
They use mental rituals repeatedly to reduce discomfort or prevent a feared outcome.
The rituals consume substantial attention, feel uncontrollable, or cause intense distress if interrupted.
7. What effect do these worries or repeated behaviors have on schoolwork, concentration, or attendance?
No related effect has been observed or reported.
There is an occasional distraction without a continuing effect on participation.
They repeatedly interrupt work, reduce concentration, or lead to avoiding some tasks.
They seriously disrupt learning, cause repeated absence, or make school participation feel unmanageable.
8. Has your child worried that having a frightening thought could make a bad event happen or mean something bad about them?
They have not expressed this kind of concern.
They raised the idea briefly and did not remain troubled by it.
They return to the concern and need help separating a thought from an action or event.
They are intensely distressed by the thought, see it as dangerous or revealing, or cannot disengage from it.
9. At handwashing or bathing time, which pattern best matches your child's behavior?
They generally follow an ordinary hygiene routine without driven repetition.
They occasionally repeat part of the routine but can stop with little difficulty.
They repeatedly wash, restart, or follow rigid steps because stopping feels uncomfortable.
Washing is prolonged or forceful, causes skin damage or severe distress, or feels impossible for them to resist.
10. After an ordinary contact such as touching a doorknob or school desk, what happens if your child worries about germs or contamination?
They do not show a lingering contamination concern after ordinary contact.
They occasionally voice concern but settle without changing what they are doing.
The concern returns or remains even after reasonable reassurance or routine hygiene.
The fear becomes overwhelming, leads to marked distress, or makes ordinary contact feel impossible.
11. During the past four weeks, how has your child described thoughts that feel unwanted and keep returning?
They have not described recurring unwanted thoughts.
They mentioned an unwanted thought once or twice but moved on without much distress.
They have repeatedly mentioned thoughts that are difficult to dismiss or upsetting.
Recurring unwanted thoughts cause intense distress, consume attention, or make them feel unable to cope.
12. How does your child react to intrusive thoughts or images they consider scary, shameful, or unacceptable?
They have not reported intrusive material of this kind.
They have mentioned an isolated experience that caused little continuing distress.
They become upset, seek repeated certainty about what it means, or try hard to suppress it.
They experience marked fear or shame, avoid important situations, or feel unable to manage the thoughts.
13. When your child asks whether they are safe, good, forgiven, or certain that nothing bad will happen, what pattern do you notice?
Their questions are situational, and one reasonable answer is usually enough.
They occasionally ask again but can tolerate some uncertainty.
They repeatedly seek reassurance or confess minor matters, with relief that fades quickly.
Reassurance or confession becomes urgent, prolonged, or intensely distressing and never seems sufficient.
14. On a typical morning, how much do worries or repeated behaviors affect getting dressed, eating, or leaving on time?
They do not noticeably affect the morning routine.
They cause an occasional brief delay that is easy to resolve.
They regularly slow the routine or require family help to finish.
They cause major delays, missed activities, or overwhelming distress about leaving.
15. When something looks or feels slightly uneven, incomplete, or “not just right,” how does your child respond?
Minor imperfections do not appear to create a recurring concern.
They sometimes notice the feeling but can leave things as they are.
They remain uncomfortable and have difficulty focusing until the feeling is resolved.
The sensation causes severe distress or makes it feel impossible to continue without correcting it.