RDIQ

The following questionnaire contains statements about different abilities. Please read each statement carefully and mark yes or no best describing the degree you believe this person can do the skill. If you are unsure or if not consistent, then check no. If the item doesn’t seem to apply to the person, put an NA in the comment box. If you believe that the item is especially critical for this person to develop, please make a note in the comment box.

If you would like feedback for your answers in the last box please put your name,email, and that you are interested in some feedback and we will return your email! For more in depth review you can also complete the Core deficits questionnaire.

Welcome to your RDQ

Remains focused on your actions and words when you communicate

Frequently checks to determine your reactions to his/her behavior

Stops actions in response to your non-verbal communication of disapproval

Successfully carries out actions you request him/her to take as your assistant, or helper

Carefully observes you when requested, to match your actions

Easily accepts adult coaching to guide actions.

When upset, he/she is comforted by a glance, or soothing words from familiar adults

Enjoys matching your actions in a coordinated manner.  Enjoys matching your actions in a coordinated manner

Looks to adults to evaluate his/her actions

Enjoys sharing facial expressions of excitement and joy with you

Stop here is Child is under two years old-  Transitions from one activity to another without stress or anxiety

Adapts well to changes and alterations you introduce to shared activities

Checks to see that his/her partner is ready to begin shared activities

Collaborates his/her actions effectively with peer partners in shared activities

Adapts his/her actions to remain synchronized with social partners

Modifies his/her behavior to better coordinate with the actions of partners

Actively attempts to determine whether his/her social partner is enjoying their joint activities

Discontinues actions that confuse, or disturb social partners

Enjoys the novelty and variation you introduce into shared activities

Enjoys activities where he/she must continually modify actions to remain coordinated with you

Chooses to interact with a peer, even if it means sharing a favored object, or interrupting a favored activity

Stop here if child is under 3 years old- Collaborates successfully and equally with a peer, to reach a common goal or endpoint

Does not walk away, or engage in some competing actions in the midst of an activity or conversation

Communicates appreciation for the creative contributions of his/her social partners

Communicates in a playful, creative manner for shared humor

Pays careful attention to make sure he/she correctly understands what you are trying to communicate

Frequently checks to see if his/her communication is understood

Adapts his/her voice volume and physical position to communicate more effectively

Successfully approaches and joins into play, or interaction with peers

Keeps conversation coordinated with partner’s topics

Frequently makes his/her friends smile and laugh while interacting

Tries to find things to do that friends will enjoy

Effectively resolves simple peer conflicts through compromise

Actively solicits peer ideas and contributions and acts as if they enhance their joint activity

Shares face-to-face enjoyment/excitement when you point out interesting perceptions (e.g., looking at photos or clouds together)

Stop here is child is under 4 years old- 
Takes actions to make sure that social partners can see objects he/she is pointing out just the way he/she does. For example, turns a photo around so that the other person can see it.

Makes sure he/she correctly understands how his/her partner perceives something.

Communicates to partners that their different perspectives are valid and important

Appreciates others’ alternative problem-solving solutions, when his/her own initial strategies are not effective

Successfully joins into the ongoing activities of a small group of peers without any adult help

Effectively manages feelings of frustration when things don’t work out as planned

Remains calm after making a mistake

Shows understanding and compassion when others make mistakes

Eager to try new and different versions of familiar games or activities introduced by social partners

Stop here if child is under 8-  
Actively attempts to solicit social partner’s ideas and feelings

Shows respect and appreciation for others’ beliefs, when different from his/hers

Talks about his/her own feelings in a meaningful way

Accepts imperfect solutions for problems with no absolute “right-or-wrong” answers

Makes plans for future events that include preparing for things that might go wrong

When someone takes an action that is negative or hurtful, he/she tries to determine if it was accidental or deliberate before responding

Listens carefully and communicates with empathy, when friends are sad, scared or hurt

Non-verbally shows interest and acceptance during a conversation

Watches and listens carefully to determine if partners are confused or bored during conversation

Remains focused on your actions and words when you communicate

Effectively manages conversational disagreements to prevent them from becoming arguments

Uses effective coping strategies in stressful situations

Responds to mistakes as learning opportunities, rather than catastrophes

Has realistic expectations for his and others performance

Willingly explores personal strengths and weaknesses

Solicits and accepts constructive feedback

Accepts and delivers constructive feedback in an appropriate manner

Maintains up-to-date knowledge of family members’ feelings, interests and concerns

Finds meaningful ways to show caring and concern for family members

Productively manages conflicts with family members

Values membership and actively contributes to several groups, organizations and/or teams

Knows and frequently updates important information about friends such as interests, preferences and future plans

Thinks about the needs of friends, even when he/she is not with them

Remains focused on your actions and words when you communicate

Treats friends who share a history of trust and loyalty differently from superficial “playmates”

Takes effective day-to-day actions to maintain close friendships

Communicates excitement when he/she can integrate others’ ideas with his/her own and create something new

Appreciates novel, alternative problem-solving strategies, even when different from his/her own

Communicates interest and appreciation for friends’ feelings, whether they are the same or different from his/her own

Conducts conversations with the main purpose of learning about others’ ideas and feelings

Number of times that he/she voluntarily takes an action to help family members (without being asked)

Number of invitations he/she receives to the home of a peer (not including “required” invitations)

Number of times he/she successfully invites a friend over to the house, or to go do something together, without anyone telling him/her to do so

Number of friends he/she has based upon defining a friend as someone with a mutual desire to get together, knowledge of important information about one another and taking frequent actions based on concern for the friend’s feelings

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