Intricacies History - Wonderfeelz Neuropsy Power Meditation

Name *

Email Address

Phone

Date 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 *

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)? *