Mastering Milestones In Autism Remediation

Relationship Development Questionnaire (RDQ):

Parents?  How is your child relating to their environment?

Relationship Development Questionnaire (RDQ): Parent Version

Name: ___________________ Parents Name: __________ Date: _________

The following questionnaire contains statements about different abilities. Please read each statement carefully and put an “X” in the box best describing the degree you believe this person as mastered the skill, compared to others of the same age. If you are having trouble answering a specific item, place a DK in the box. If the item doesn’t seem to apply to the person, put an NA in the box. If you believe that the item is especially critical for this person to develop, please circle your “X”. Please don’t choose more than 5 critical items.

Typical

Some

times

Starting

Not Yet

I: Fill out for everyone

01

Remains focused on your actions and words when you communicate

02

Frequently checks to determine your reactions to his/her behavior

03

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

04

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

05

Carefully observes you when requested, to match your actions.

06

Easily accepts adult coaching to guide actions.

07F

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

08F

Enjoys matching your actions in a coordinated manner

09F

Looks to adults to evaluate his/her actions

10F

Enjoys sharing facial expressions of excitement and joy with you

II: Stop here when rating a child under two

11

Transitions from one activity to another without stress or anxiety

12

Adapts well to changes and alterations you introduce to shared activities

13

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

14

Remains at your side while walking together, without prompting

15

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

16

Adapts his/her actions to remain synchronized with social partners

17

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

18

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

19

Asks social partners to choose their joint activities

20

Discontinues actions that confuse, or disturb social partners

21

Takes frequent actions to increase partner’s level of enjoyment

22F

Enjoys the novelty and variation you introduce into shared activities

23F

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

24F

Acts as if keeping social partners happy is more important than controlling their interaction

25F

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

Typical

Some

times

Starting

Not Yet

III: Stop here when rating a child under three

26

Collaborates successfully and equally with a peer, to reach a common goal or endpoint

27

Invites peers to interact in an attractive and exciting manner

28

Plays fair and does not cheat

29

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

30

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

31

Communicates in a playful, creative manner for shared humor

32

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

33

Frequently checks to see if his/her communication is understood

34

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

35

Successfully approaches and joins into play, or interaction with peers

36

Keeps conversation coordinated with partner’s topics

37

Knows how to be a graceful loser

38

Frequently makes his/her friends smile and laugh while interacting

39

Tries to find things to do that friends will enjoy

40

Effectively resolves simple peer conflicts through compromise

41

Operates as an unselfish teammate to further joint goals

42

Routinely encourages peers during competitive events

43F

Prefers to collaborate with a peer on a task or activity, rather than doing it by him/herself

44F

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

45F

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

IV: Stop here when rating a child under four

46

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.

47

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

48

Communicates to partners that their different perspectives are valid and important

49

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

50

Correctly judges when his/her actions or words are detracting from the excitement and joy of a collaborative activity

51

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

52

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

 

Typical

Some

times

Starting

Not Yet

53

Accepts responsibility when things go wrong, or in conflict situations

54

Remains calm after making a mistake

55

Shows understanding and compassion when others make mistakes

56

Copes effectively with peer rejection and teasing

57F

Enjoys learning others’ perspectives even when different

58F

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

59F

Prefers to work at achieving compromise, over getting his/her way

60F

Shows a strong desire to make peers feel important and comfortable when they come to visit

V: Skip this section when rating a child under eight

61

Actively attempts to solicit social partner’s ideas and feelings

86

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

62

Talks about his/her own feelings in a meaningful way

63

Successfully operates as a “Coach” to teach a less skilled partner

64

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

65

Appreciates the difference between playful and hurtful deception and responds differently to each

66

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

67

Develops realistic short-term goals and maintains motivation to reach them

68

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

69

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

70

Non-verbally shows interest and acceptance during a conversation

71

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

72

Effectively manages conversational disagreements to prevent them from becoming arguments

73

Uses effective coping strategies in stressful situations

74

Responds to mistakes as learning opportunities, rather than catastrophes

75

Has realistic expectations for his and others performance

76

Willingly explores personal strengths and weaknesses

77

Solicits and accepts constructive feedback

78

Accepts and delivers constructive feedback in an appropriate manner

79

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

80

Finds meaningful ways to show caring and concern for family members

81

Productively manages conflicts with family members

Typical

Some

times

Starting

Not Yet

82

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

83

Willing to act as an ally whenever a friend requires assistance

84

Takes responsibility for inviting friends to the house and entertaining them successfully

85

Communicates complaints to peers, without turning them into putdowns or personal criticism

86

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

87

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

88

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

89

Chooses close friends based on realistic appraisal of their trustworthiness

90

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

91

Shares private feelings and concerns with close friends

92F

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

93F

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

94F

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

95F

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

96F

Demonstrates the desire to maintain a friendship based on trust, shared interests and ongoing mutual support

Skip this section when rating a child under six

97

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

More than 1x/wk?

More than 1x/Mo

More than 2x/Yr

Rare or Never

98

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

More than 2x/Mo

More than 6x/Yr

2-6x Year

Rare or Never

99

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

More than 8x/Mo

More than 2x/Mo

More than 6x/Yr

Rare or Never

100

Number of calls he/she makes to friends, without being told to do so

More than 8x/Mo

More than 2x/Mo

More than 6x/Yr

Rare or Never

101

Number of calls he/she receives from friends

102

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

 

Kathy Darrow  RDI Certified Consultant   www.autismremediation.com 

for New Jersey residents  www.rdinj.com 

Questions are based from the RDI ® Program

www.rdiconnect.com