Intricacies History Name *Email AddressPhoneDate of Birth *Observations & Parental Input on Attention - Activity *Observations & Parental Input on Social Communication *Observations & Parental Input Attachment & Emotional regulation (RAD) *Daily functioning & Routines *Behavioural Concerns - What are the behaviours that worry you the most? When do these behaviours usually happen (school, home, bedtime)? *Emotion & Social Interaction - How does your child show happiness, anger, or sadness ? How does your child respond to comfort or discipline ? *Problems Specific - ADHD (Trouble sitting still, following instructions, or finishing tasks) *Problems Specific - Autism (Social interaction difficulties, repetitive behaviours, sensory issues) *Problems Specific - RAD (Problems with trust, closeness, or usual comfort seeking patterns) *Strengths & Uniqueness *Strengths & Uniqueness *For ADHD - Add prompts about attention, restlessness, and frustration *For Autism - Add prompts about sameness, interests, and sensory likes / dislikes *For RAD - Add prompts about trust, closeness, and feelings of safety *1. How does the child initiate, maintain, or withdraw from shared attention? *2. Are social cues (gaze, gesture, voice) processed as meaningful, or treated as background noise? *3. Does the child link social attention with emotional response? *4. How does the child modulate emotional responses when social input is received? *5. What triggers overstimulation or emotional shutdown? *6. Are emotional expressions used to communicate or to self-regulate? *7. Is cognitive interpretation aligned with social-emotional contexts? *8. Does the child misread or skip steps in decoding intention or meaning? *How much is the behaviour based on prediction versus reaction? *What does the child prioritise in different settings — sensory input, social reward, task structure? *How stable are those priorities across time? *Can the child shift priority based on situational demands? *Are gestures and expressions in sync with emotional tone? *Is there a breakdown between intent and motor execution (e.g. wants to respond but doesn't act)? *Does physical behaviour lag behind emotional response? *Is the child more inwardly fixated or outwardly responsive? *How do external stimuli impact internal processes (e.g. imagination, emotion, memory)? *How does the internal state shape behaviour regardless of external demands? *Is social growth allowing emotional development, which in turn supports cognition? *Are there breakdowns in these dependencies (e.g. cognitive overload without emotional readiness)? *How does each layer support or hinder the others? *How rigid or fluid is the child's behavioural configuration across environments? *Can the child adapt when routines change or social expectations shift? *Are certain configurations fixed due to past trauma or unmet developmental needs? *Does the child perceive the consequences of their actions on others? *Can they integrate social feedback into their next behaviour? *Are they aware when a social loop is incomplete (e.g. not responding to greetings)? *Is behaviour primarily driven by intrinsic motivation or external demands? *Are actions performed for sensory relief, social gain, or emotional reassurance? *What triggers spontaneous behaviour outside instruction? *Is emotional dysregulation interfering with cognitive processing? *Is physical discomfort blocking social engagement? *Does overfocus in one domain block others (e.g. intense cognition undermining empathy)? *Behaviour under ambiguity: How does the child respond when expectations are unclear? *Transitions and state-switching: How do they move between tasks, roles, emotional states? *Repair mechanisms: Does the child attempt to fix social breakdowns (e.g. reinitiating attention)? *SubmitPlease do not fill in this field.