Neurodevelopmental Assessment Social-Communication Questionnaire
This questionnaire is designed to gather information about the social-communication skills and behaviour of children and young people aged 3 to 18 years. Please answer relevant to the individual’s age and learning context. If you are unsure regarding any items (i.e. you cannot provide a definitive yes/no response), you can note this as “DK” – don’t know.
The SCQ is an essential part of the autism assessment. We understand that young person can present differently across settings. Your observations are important to us in understanding the young person’s presentation and possible support needs across contexts. Even if you have few or no concerns, please complete the form stating this (see back page) so as to inform next steps in the assessment.
Neurodevelopmental Assessment Social-Communication Questionnaire
This questionnaire is designed to gather information about the social-communication skills and behaviour of children and young people aged 3 to 18 years. Please answer relevant to the individual’s age and learning context. If you are unsure regarding any items (i.e. you cannot provide a definitive yes/no response), you can note this as “DK” – don’t know.
The SCQ is an essential part of the autism assessment. We understand that young person can present differently across settings. Your observations are important to us in understanding the young person’s presentation and possible support needs across contexts. Even if you have few or no concerns, please complete the form stating this (see back page) so as to inform next steps in the assessment.
Neurodevelopmental Assessment Social-Communication Questionnaire
Child’s Details:
Child’s Name
Child's Name
Name
Name
Surname
Surname
DOB:
Class:
School:
Teachers Name:
SCQ Completed by:
Date
Attendance
Is the child/young person following a reduced or restricted timetable?
Yes
No
If yes, please state days and times:
If school attendance is irregular, has the Education Welfare Service been informed?
Yes
No
Name of EWO:
School Supports
What supports, if any, does he/she receive:
Learning support within school
Outreach learning support teachers
ASD support teachers
SBEW support teachers
Statement of SEN
Referred to Educational Psychologist
Classroom Assistant
Counselling
Other (please specify):Other (please specify):
Language Skills:
Comment on his/her ability to understand language in the classroom:
Does he/she experience periods of being mute? If yes, please elaborate:
Functional Communication:
tick which applies and describe further where necessary
Is able to express his/her needs
Is able to express emotions verbally
Can seek help
Can seek reassurance when upset
Describe how he/she seeks reassurance:
Describe how he/she copes when there is a problem:
Social Communication and Interaction
Social Initiation and Responses: tick which applies and describe further where necessary
Responds when his / her name is called
Initiates interaction with others
Only initiates interactions with others to seek help or have their needs met
Responds appropriately to the initiations of others
Clumsy, awkward or delayed social responses
Seeks comfort from others when upset / comforts others
Responds to or initiates social smiles
Brings objects or completed work to show you
Is interested in your response about what he/she’s brought you
Seeks peer’s attention to show them something
Looks to share a play/leisure activity with classmates
Responds to others who try to draw their attention to something
Shows enjoyment in activities with others
Shows interest in others’ experiences and achievements
Is happy for others who win a prize
Responds appropriately to praise
Can share possessions and materials (e.g. snack, toys, rubber, pens)
Has difficulty sharing special items
Conversation: tick which applies and describe further where necessary
Converses easily with adults
Converses easily with peers
Talks about his/her life e.g. birthdays, outings, holidays
Has unusual conversation topics
Does not initiate communication with others
Is interested in other’s responses to his/her topics
Is interested in other people’s conversation topics
Difficulties with back and forth conversation
Does not ask socially interested questions (e.g. enquiring about another person’s thoughts, feelings or experiences)
Dominates the speaking turn
Interrupts others
Conversation goes off at a tangent
Needs prompted continually to support conversation
Doesn’t provide listener with enough background information
Finds it difficult to get to the point
Provides excessive details in conversation
Please provide any additional information below:
Non Verbal Communication tick which applies and describe further where necessary
Eye Contact
Rarely uses eye contact
Looks for a fleeting moment
Stares intensely
Uses a wide-eyed gaze often
Can make eye contact when he/she has initiated the communication
Looks at the speaker when spoken to
Varies eye contact according to person/situation
Facial Expression
Uses small/subtle changes in facial expression when telling you or others something
Only shows extremes of expression e.g. big smiles, laughs, frowns
Uses exaggerated/over-dramatic expressions
Limited facial expression
Makes facial expressions but does not direct his/her expression to an intended listener
Lack of warm, joyful expressions directed at others
Facial expression may be inappropriate to the situation. If yes, Give example: Facial expression may be inappropriate to the situation. If yes, Give example:
Facial expression does not match the words spoken. If yes, Give example: Facial expression does not match the words spoken. If yes, Give example:
Has difficulties reading and responding appropriately to the facial expressions used by others
Gesture
Uses basic gestures well (e.g. nodding, pointing, shrugging, waving, clapping)
Uses gestures to describe something i.e. size, shape, amount, action
Uses gestures alongside spoken words
Uses gestures instead of speaking when he/she can speak
Body Language
Typical of peers
Overly-dramatic
Tense
Rigid/Stiff
Limited
Finds it difficult to recognise or respond to other people’s body language
Tone of Voice
Unusually loud/quiet – please specify:Unusually loud/quiet – please specify:
Unusually low/high pitch – please specify:Unusually low/high pitch – please specify:
Monotone/sing song intonation – please specify:Monotone/sing song intonation – please specify:
Stresses unusual parts of words
Speaks at slow/fast rate – please specify:Speaks at slow/fast rate – please specify:
Struggles to accurately interpret other people’s tone of voice
Integration of Verbal and Non-Verbal Communication
Uses eye contact and gesture effectively together?
Copies other people’s non-verbal communication e.g. gestures or facial expressions?
Difficulties conveying a range of emotions via words, expression, tone of voice and gestures
Please provide any additional information below:
Developing and Maintaining Relationships and Sharing in Imaginative Play tick which applies and describe further where necessary
Friendships: tick which applies and describe further where necessary
Shows an interest in engaging with others
Struggles to understand the thoughts and feelings of others
Saves a seat for a friend or look to sit beside a friend in class
Difficulties developing peer relationships
Difficulties maintaining friendships
Falls out frequently with friends
Repairs friendships easily
Is liked by classmates
Has an identified friendship or group of friends
Has strong attachment to one particular friend
Finds it difficult to share friends with others
Has no preferred friends
Preference to interact with much younger or older children
Strongly prefers one to one interactions
Is alone at break and lunch-times
Prefers to stay in class/club at lunch
Has an imaginary friend
Cannot cope with peers’ behaviour
Difficulties managing with group interactions/games
Tolerates losing in games
Notices and responds to social cues, e.g., notices when others are not interested in play
Difficulties understanding the impact of communication and interactions on others
Misinterprets gentle teasing / banter from peers (i.e. doesn’t notice or reacts excessively to it)
Difficulties engaging in joint imaginative play with others
Interaction Style: tick which applies and describe further where necessary
Dominates play/interactions
On the periphery of play and interactions (i.e. follows and intermittently engages in moments of interaction but never fully involved)
Passively observes play and interactions
Imitates other’s play/social interactions
Understanding of Social Situations / Rules & Boundaries: tick which applies & describe further where necessary
Makes socially inappropriate statements/ask inappropriate questions
Thinks he/she is the adult
Challenges authority
Can appear rude or argumentative
Corrects other’s behaviour
Cannot cope with being corrected
Is aware of personal boundaries
Invades others’ personal space
Leans on others often
Gets upset/irritated if others invade his/her space
Please provide any additional information below:
Restricted, Repetitive Patterns of Behavior, Interests or Activities
Stereotyped or Repetitive Speech: tick which applies and describe further where necessary
Unusual accent – If yes, please describe:Unusual accent – If yes, please describe:
Echolalia (i.e. repetition of words spoken by others)
Unusual words/makes up words
Americanised vocabulary
Repetitive phrases
Repetitive conversation topics
Engages in listing facts
Formal pedantic style (e.g. sounds like an adult, corrects what others say, is overly polite)
Confuses pronouns such as he and she
Refers to themselves using their own name
Repetitive vocalisations
Stereotyped or Repetitive Motor Movements: tick which applies and describe further where necessary
Finger flicking
Hand-flapping
Holds fingers in flexed position
Keeps fingers crossed
Teeth grinding
Facial grimacing
Tip-toe walks
Runs up and down in a line
Spins self
Body tensing / posturing. If yes, please describe:Body tensing / posturing. If yes, please describe:
Whole body movements, for example, foot to foot rocking, swaying
Skin picking
Stereotyped or Repetitive use of Objects: tick which applies and describe further where necessary
Non-functional play with objects
Lines up toys or objects
Repetitively opens and closes doors or items
Repetitively turns lights on and off
Repetitively sorts by colour/shape/size
Please provide any additional information below:
Adherence to Routines, Ritualised Patterns of Behaviour, and Resistance to Change: tick which applies and describe further where necessary
Imposes set routines
Asks repetitive questions
Engages in verbal or non-verbal rituals
Difficulty coping with change
Needs prepared for change
Unsettled with new teacher
Difficulties coping with non-routine school events
Can transition from one activity to another without difficulty
Difficulties transition into school, between classes, or times of the day
Needs reminders/countdowns to leave activities
Difficulties understanding humour or gentle teasing
Literal understanding; not typical for his/her age
Rigid or rule bound responses
Imagination and Creativity: tick which applies and describe further where necessary
Limited interest in play
Needs shown how to play
Plays predominantly with construction play or puzzles
Avoids certain play areas / less likely to play in imaginative play areas e.g. house corner
Small world play is limited to repetitive themes e.g. placing/arranging items or fighting/crashing
Can generate and follow own ideas in activities or play
Can generate ideas for sentences and stories appropriate for age and ability
Can understand / write a story from someone else’s perspective
Please provide any additional information below:
Restricted and or Intense Interests
Preoccupations: tick which applies and describe further where necessary
Has unusual interests If yes, please describe:Has unusual interests If yes, please describe:
Has intense interests If yes, please describe:Has intense interests If yes, please describe:
Has a fascination with a particular object, colour, sensory element, topic
Brings things to school each day
Often has an item in hand or pocket
Distressed by imperfections
Collects / hoards items If yes, please describe:Collects / hoards items If yes, please describe:
Spins objects
Takes objects apart
Please provide any additional information below:
Sensory Processing: tick which applies and describe further where necessary
Response to Noise: tick which applies and describe further where necessary
Distracted by noise
Upset by loud and / or unexpected noise
Covers ears in response to noise
Slow to respond when spoken to
Struggles to cope with assembly
Response to Touch: tick which applies and describe further where necessary
Uncomfortable sitting in close proximity to others
Reacts emotionally or aggressively to touch
Difficulties tolerating items of clothing /uniform
Dislikes messy play
Crashes and collides in to people or objects
Enjoys touching certain items / materials
Response to Movement: tick which applies and describe further where necessary
Seeks movement: fidgets/bounces/jumps/bumps into things
Cautious with movement, dislikes swing/slides
Response to Taste/ Smell: tick which applies and describe further where necessary
Avoid certain tastes, textures or smells of food
Seeks out smells
Seeks certain textures / tastes of food (e.g. crunchy / spicy)
Notices smells others are not aware of
Gags in response to particular tastes or smells
Response to Visual Stimulation: tick which applies and describe further where necessary
Peers at objects, lines, angles in unusual way
Sensitive to light
Academic Attainments / Supports
Comment on his/her ability to access the curriculum (include standardized scores where relevant):
Organisation & Attention/Concentration Skills: tick which applies and describe further where necessary
Can pay attention easily in all settings
Attends better when seated away from peers/distractions
Daydreams
Loses focus easily/distractible
Attention is better for subjects of specific interest
Loses items
Is forgetful
Rarely prepared for lessons
Difficulty getting work started
Difficulty getting work finished within set time
Fine/Gross Motor Skills and Handwriting: Describe any difficulties
Homework
Needs prompting to write homework into homework diary
Homework is differentiated due to learning needs
Homework is differentiated due to difficulties with completion e.g. fewer tasks given
Parent/carer reports difficulties in completing homework due to learning needs
Parent/carer reports difficulties in completing homework due to behavioural/emotional needs or reduced motivation
Homework rarely completed
Homework completed; high level of parent support evident
Homework always completed, independently
Mood / Behavioural and Emotional Wellbeing
Appears content, happy and confident in school
Generally anxious
Only anxious in certain subjects / times of the day (please specify):Only anxious in certain subjects / times of the day (please specify):
Emotionally dysregulated (e.g. angers quicker than peers, easily upset or irritated)
Low mood or depression, seems sad often
Thoughts of life not worth living or evidence/talk of self-harm
Tired / lethargic
Aggression toward others (e.g. staff members, peers)
Aggression toward self
Please note your main concerns or any other concerns
What strengths or positive qualities do you see in this young person? (e.g. Personal, academic, social etc)
Completed By:
Name
Name
Name
Name
Surname
Surname
Role:
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