Warshak Parent Questionnaire Report

Warshak Parent Questionnaire Report

Child: Jimmy Smith

Current Age: 13

Date of Birth: 6/22/1993

Respondent: Helen Smith

Response Form Completed on: July 17, 2006

Report ID number: 43

Cautionary Notes:

1. The WPQ report is a narrative and tabular summary of information provided by the respondent. The report organizes this information, but makes no assumptions about its accuracy.

2. The WPQ is a form for eliciting and collecting information. It is not a psychological test.

3. Responses to the WPQ can serve as a useful source of hypotheses about a child and about a parent's knowledge and reporting of information and observations relevant to a child's developmental history and current psychological status. The WPQ is ordinarily used in conjunction with other procedures for eliciting such information. In particular, to the extent that WPQ responses are relied upon as accurate descriptions of the child and the family, the statements in this report should be verified by other sources of information.

4. Portions of the report that are set in italics and enclosed in single quotes are verbatim responses to questionnaire items. Any misspellings or syntax problems are also quoted verbatim.

Introduction: The information summarized in this report was provided by Helen Smith, Jimmy's mother. Helen was referred by '303rd District Court in Dallas County'. The reason for referral was described as follows: 'The Court referred us for a custody evaluation. Jimmy is refusing to see me or speak to me. His father thinks Jimmy should be allowed to choose when he wants to see me. I don't think our son should be asked to make this decision.'

Family Information: Jimmy lives partly with father, and partly with mother. The parents have divorced, and only the father has remarried. The parents were married in May, 1992. The parents were divorced in December, 2002. The father remarried in January, 2004.

Jimmy's parents are not currently living together. They had experienced one previous separation. When Jimmy was 5 years and 3 months old, his parents separated for 5 months. When Jimmy was 8 years and 6 months old, his parents separated, and remain apart today.

The following people live with Jimmy in his father's home:

· his father Walter, age 35

· his step-mother Sharon, age 27

· his sister Sarah, age 9

The following people live with Jimmy in his mother's home:

· his mother Jane, age 34

· his sister Sarah, age 9

Ms. Smith describes the formal custody arrangements for Jimmy as follows: 'Jimmy alternates weeks between my home and his father's home.'

Ms. Smith describes the actual contact between Jimmy and his parents in the last month as follows: 'I have not seem Jimmy at all for the past month. He refuses all contact.'

Contact information was obtained from Ms. Smith on some of adults in Jimmy's life:

MOTHER

Name: Jane

Age: 34

Education: college

Occupation: legal assistant

Employer: Johnson, Row, and Baker

Work Telephone: 222-333-4444

Home Telephone: 444-555-6666

Mobile Telephone: 666-777-8888

Frequency of contact with Jimmy: 'used to be every other week, now it's none'

FATHER

Name: Walter

Age: 35

Education: college

Occupation: salesman

Employer: Techno computers

Work Telephone: 232-444-5555

Home Telephone: 232-555-7777

Mobile Telephone: 424-555-5555

Frequency of contact with Jimmy: 'every day except when he travels out of town'

STEP-MOTHER

Name: Sharon

Age: 27

Education: unknown

Occupation: secretary

Employer: Techno computers

Work Telephone: 232-444-5555

Home Telephone: 232-555-7777

Mobile Telephone:

Frequency of contact with Jimmy: 'every day'

Pregnancy and Delivery: Jimmy was the product of a pregnancy that lasted 37 weeks, during which time the mother gained 25 lbs. The following problems were identified as having occurred during the mother's pregnancy and delivery of Jimmy:

· Threatened miscarriage: ('The doctor told me to rest during the last two months.')

· X-ray studies: ('I had a chest x-ray before I knew I was pregnant.')

· Difficult delivery e.g. forceps used or breech birth: (No details given)

· Father was unavailable or unhelpful: ('he traveled a lot')

Newborn Status: Jimmy weighted 6 lbs. 4 oz. at birth. The baby remained in the hospital for two days before being taken home.

The baby's Apgar score at birth was 7. The Apgar Scale is a method used to assess the health of the newborn. One minute and five minutes after birth the newborn is given a rating of zero, one, or two on each of five signs: heart rate, respiratory effort, muscle tone, body color, and reflex irritability. A high total score is favorable: Seven to ten suggests the newborn's condition was good, four to six indicates there may be have been difficulties that required special immediate care, such as oxygen to assist in breathing or suctioning of airways, and under four may mean the infant was in poor condition and required immediate lifesaving measures. Lower than normal Apgar scores do not necessarily predict permanent problems. Among other factors, low Apgar scores may be explained by prematurity or mother's medication. Further information about the Apgar score may be found at: http://kidshealth.org/parent/pregnancy_newborn/pregnancy/apgar.html.

The following problems were identified as having occurred during the neonatal period:

· Born with cord presented first or around neck: (No details given)

· Trouble breathing or needed oxygen: (No details given)

· Jaundiced: (No details given)

Infant-Toddler Development: Ms. Smith described Jimmy's personality and mood as a baby in these words: 'Jimmy was very sweet and easy to manage. He moved around a lot, but we thought that was normal.'

The baby was breast and bottle fed on demand. The baby was weaned from the bottle at 14 months. Ms. Smith reported no difficulties with feeding the infant.

The following was reported about the parents' feelings regarding their feeding experiences with the infant: 'I loved the closeness during feeding.'

According to the respondent's global comparisons of the relative involvement of mother and father in direct contact with the child, between birth and one year, mother had almost all involvement with Jimmy. Between one and three years old, mother had almost all involvement with the child. Between Jimmy's ages of three and five, mother had much more involvement with him.

The meaning and significance of these comparisons should be interpreted with caution. Because the respondent was asked for global judgments (summing over a number of domains of parent-child relationships), the clinician may need to follow-up this item with specific questions to identify the types of activity that determined each response. For example, in rating overall involvement a parent may have neglected to include time spent playing with the child. Also, it should be noted that these are relative comparisons of each parent's involvement with the child, which do not give any indication of the absolute amount of time each parent spends with the child or on behalf of the child. Finally, it should be emphasized that this item addresses only the quantity of interaction; it is not an index of the quality, strength, and significance of each parent's relationship with the child.

Ms. Smith indicated that no one regularly assisted the parents in the care of the infant.

During Jimmy's first three years, the family suffered the following sources of stress: 'Walter traveled a lot and was out of town.'

Jimmy had a 'blankie' that provided a sense of security. It was used from ages 2-6 and it is still in the home.

When asked how and by whom the child was toilet trained, the following description was given: 'mother'. When asked how 'accidents' were handled, she said: 'patiently'. Neither enemas nor suppositories were used. The child's attitude toward toilet training was reported as: 'He wanted to be a big boy.'. There were no relapses in toilet training reported.

The following description was given for Jimmy's reaction to the birth of siblings: 'He loves his sister and always has, but recently they have had more conflict.'

Developmental Achievements: Jimmy achieved common developmental milestones (motor, speech, language, potty training, and easy separation from parents) within normal limits with the following exceptions noted:

Milestones Achieved Early:

· Crawled

· Walked alone (15 steps)

· Rode a tricycle

· Caught a big ball

Milestones Achieved Late:

· Spoke three words besides 'Mama' and 'Dada'

· Fully bladder trained (night)

· Began to read

It should be noted that great variability exists among normal children in the achievement of these milestones. Nevertheless, depending on the particular milestone, substantial delays may be associated with Learning Disorders, Developmental Coordination Disorder, Communication Disorders, Enuresis, Encopresis, or Mental Retardation.

Infant-Toddler-Early Childhood Problems:

The following were reported as DEFINITE problems for Jimmy within the first six years of life:

· Very loud - whether crying or happy ('He is just very loud and in your face. When he' s happy, this is a delightful trait.')

· Overactive or extremely restless and squirmy ('He has always been very active even in his crib.')

· Trouble concentrating or paying attention ('Especially with auditory information.')

The following were reported as MODERATE problems for Jimmy within the first six years of life:

· Trouble falling or staying asleep ('He would protest going to sleep.')

· Many complaints about food or clothing or temperature ('He always insisted that his pants be very tight in the waist. If they were not to his liking, he would throw a fit.')

· Significant speech problems (e.g. stuttering or odd use of words) ('He stuttered for a while, but his teacher said it was not a problem and he outgrew it.')

The following were reported as NOT BEING problems for Jimmy within the first six years of life:

· Feeding problems

· Colic

· Problem sleeping alone

· Very heavy sleeper

· Trouble keeping to a schedule (e.g. feeding or sleeping)

· Irregular bowel habits

· Protests or withdraws in new situations (food or clothes or places)

· Shy with strangers

· Slow to adjust to changes in activities or routines

· Extremely sensitive to sounds or lights or pain

· Unpredictable and sudden changes of mood

· Often irritable or cranky or negative or 'too serious'

· Many tempter tantrums

· Difficulty being comforted or consoled or satisfied

· Stubborn and defiant behavior

· Aggressive behavior

· Head banging or other behavior that hurts self

· Rocking in bed or chair

· Desire to be held too often

· Did not enjoy cuddling

· Stiff or loose ('floppy') when held

· Other significant behavioral problems

Health Problems:

The WPQ is not intended to take the place of a medical history by a qualified physician. It is included in the assessment of mental health because certain medical problems are sometimes associated with psychological problems. Also in some cases certain health problems are associated with neurological problems and may be related to any developmental disorders that this child experiences.

According to Ms. Smith, Jimmy has had the following health problems:

· Ear problems ('Jimmy had many ear infections before the doctor put tubes in his ears.')

· Frequent stomachaches or cramps ('He complains of stomachaches on the mornings he has tests in school.')

· Surgery ('Tubes in his ears when he was 4 years old.')

· Serious injuries or animal bites ('He got a small dog bite from a neighbor's pet. Jimmy was 6 years old when this happened. The doctor put in 3 stitches.')

Ms. Smith reports that Jimmy has NOT had the following health problems:

· Eye problems

· Meningitis or encephalitis

· Seizures/spells/blackouts/fainting/loss of balance/'spacing out'

· Abnormal EEG or MRI

· High fevers

· Frequent headaches

· Frequent diarrhea or constipation

· Frequent nausea or vomiting

· Pneumonia

· Asthma or frequent upper respiratory infections

· Frequent colds

· Hospitalizations for illnesses other than operations

· Allergies or rashes

· Poisoning or overdose of medicine

· Got sick after immunization

· Genital or anal pain/redness/swelling/infection/injury/blood/discharge

· Other important health problems/illnesses/syndromes/diseases/handicaps

Family History of Psychological Problems:

The following problems were reported among Jimmy's blood relatives and non-blood relatives with whom he lives:

· Problems similar to Jimmy's (Father) 'Walter has a negative attitude toward me and Jimmy now acts the same way.'

· Hyperactive as a child (Father,Father's Sibling) 'Walter's mother said he and his brother both were hyperactive as kids. Walter still is hyper.'

· Learning problems (Father) 'I think Walter had learning disabilities as a kid. But he is very smart and did well in college.'

· Problems with the law (Father) 'He told me that when he was in college he got stopped for having an open can of beer in his car.'

· Drinking problems or drug abuse (Father) 'I think Walter drinks too much, but he always denied this.'

· Attempted suicide (Father's Parent) 'Walter's mother once took an overdose, but this was when Walter was a child.'

· Hospitalization for emotional problems (Father's Parent) 'According to Walter, after her suicide attempt his mother was hospitalized for about three months.'

· Other psychological problems (Father) 'Walter is very angry at me and won't stop until he has succeeded in turning both of my children against me.'

The following problems were reported as being ABSENT from this same group of relatives:

· Excessive fears

· Depression for an extended period

· Physically or sexually abused

Life Events: Ms. Smith reported that the following events have occurred during Jimmy's lifetime. Her verbatim description of the event follows each item on the list in italics. Any of these events may be associated with Jimmy's psychological status. If the onset of psychological problems occurred in response to, and within three months of the stressful event, consider the diagnosis of Adjustment Disorder (DSM IV: 309.0, 309.24, 309.28, 309.3, 309.4, 309.9).

· Moves during infancy

· High marital conflict at these ages: 5,7,8

· Separations at these ages: 5,8

· Divorce at age 9

· Remarriages at age 10

· Death of relative at age 10: 'My mother died around the time of my divorce. Jimmy was very close to her.'

· Child involved in legal case at age 11: 'His father and I are in a custody dispute.'

Ms. Smith indicated the ABSENCE of any of the following life events:

· Parent unemployed

· Death of child's close friend or classmate

· Physical abuse

· Sexual abuse

· Extended parent-child separation

· Crimes against family member

· Child exposed to disaster

· Child observed actual or threatened death or serious injury or violence

· Fire

· Serious health problems or injuries to family

· Other unusual event or change or difficult family situation

School Adjustment: Jimmy is currently in Seventh grade at North Junior High.

Ms. Smith reported the following problems regarding Jimmy's school adjustment:

· Academic problems: 'He was slow to learn to read. This was noticed in first grade.'

· Not organizing materials; desk very messy: 'He has always been very disorganized.'

· Not sitting still in the seat/restless behavior: 'Ever since first grade.'

· Trouble paying attention: 'Ever since first grade.'

· Not doing daily homework: 'Beginning in 5th grade he would procrastinate and not turn in his assignments.'

· Not working on own; needs constant supervision: 'We have to constantly remind him to do his homework.'

· Had special education/remedial work/tutoring/speech therapy: 'He sees a tutor twice a week for help with his school work.'

She indicated the ABSENCE of any of the following school problems:

· Not getting along with teacher

· Acting like class clown

· Not finishing class work

· Inconsistent performance

· Not waiting to be called upon before speaking

· Talking constantly

· Other significant classroom problems

· Repeated a grade

The following comments were made about Jimmy's most recent report card:

I don't know. He won't show it to me and his father won't either.

History of Daycare and School Attendance: Jimmy has attended the following schools and daycare:

Lookout Preschool

Prairie Creek Elementary

Skills and Abilities: Ms. Smith rated Jimmy's proficiency in the spheres of motor, cognitive, academic, language, and social development as follows:

Above Average:

· Balancing

· Running

· Playing sports

About Average:

· Carrying things

· Tying shoelaces

· Putting things together (e.g. puzzles)

· Playing video games

· Finding the right word for things

· Pronouncing words and speaking clearly

· Understanding spoken instructions

· Understanding jokes and stories

· Remembering familiar faces and places

Below Average:

· Handwriting and copying

· Remembering spoken instructions

According to Ms. Smith, what Jimmy dislikes doing most is 'Cleaning up his room and doing homework.' Jimmy's main hobbies and interests were described as: 'He loves all sports and he likes to make films with our video camera.'

The respondent's ratings of Jimmy's skills and abilities can be compared with other data sources, such as test results, teachers' reports, and direct observations, to assess the accuracy of the respondent's perceptions of the child. In a clinical setting, as opposed to forensic evaluation, significant discrepancies can be used to educate parents about any unrealistic expectations they may hold for their child. Such discrepancies may also have relevance to forensic evaluations.

Symptoms of Possible Mental Health Problems: Ms. Smith indicated the following problems for Jimmy:

Inattentive, Active, and Impulsive Behavior:

· Often fails to pay close attention to details or makes careless errors - DEFINITE problem - 'From about 10 years on.'

· Often has difficulty keeping attention on work or play - DEFINITE problem - 'If the work involves reading, he loses his focus.'

· Often has difficulty organizing tasks; does things the hard way - DEFINITE problem - 'His teachers have always complained about how disorganized he is. He forgets to turn in homework assignments, even when he has done them.'

· Often loses things necessary for tasks or activities (e.g., toys, books, pencils) - DEFINITE problem

· Gets distracted easily - DEFINITE problem

· Is often forgetful in daily activities (e.g., forgets lunch, books) - DEFINITE problem - 'He has lost two winter coats.'

· Often fidgets with hands or feet or squirms in seat - DEFINITE problem - 'All the time.'

· Often has difficulty remaining seated (e.g., at meals, in class) - DEFINITE problem - 'This has beena problem since Jimmy began school.'

· Moves around a lot during sleep - DEFINITE problem - 'Since infancy.'

· Often doesn't finish what is started (e.g., schoolwork or chores) - MODERATE problem

· Avoids or dislikes tasks that require continued mental effort (e.g., homework) - MODERATE problem

· Often 'on the go' or acts as if 'driven by motor' - MODERATE problem

Disruptive Behavior:

· Often actively disobeys adults - DEFINITE problem - 'He has been refusing to see me or speak with me on the phone. This began shortly after his father remarried.'

· Often touchy, cranky, or easily annoyed by others - DEFINITE problem - 'It seems anything I say or do annoys him. But he is not like this at school or with his father and stepmother.'

· Often angry and resentful - DEFINITE problem - 'Again, just with me. He blames me for the divorce.'

· Often loses temper - MODERATE problem - 'In the past few months he loses his temper when I say anything he does not like.'

· Often spiteful and vindictive - MODERATE problem - 'Just since he has become negative toward me.'

· Often swears or cusses (uses 'bad words') - MODERATE problem - 'On three occasions he has cussed at me. When I told him to stop he said I do not deserve his respect.'

· Negativistic (does the opposite of what is asked) - MODERATE problem - 'When he was seeing me he would refuse to come out of his room or answer my questions. All of this negative behavior began after his father remarried.'

· Has little guilt over behavior that hurts others - MODERATE problem - 'He doesn't seem to feel guilty for being mean to me and cussing at me. In the past he would never have done these things, and if he did he would have been very sorry afterwards.'

Fears, Worries, and Nervous Habits:

· Very upset when separation from parents occur or is about to occur - DEFINITE problem - 'He throws a fit if he thinks he has to leave his dad's house to spend time with me.'

· Usually worries (e.g., worries more days than not) about events or activities - MODERATE problem (restless or feels on edge, irritable, trouble concentrating or mind goes blank)

· Sudden, rapid, and repeated words or sounds (e.g., throat-clearing, grunts) - MODERATE problem - 'When he was about 5 years old he began making strange sounds with his throat. For a while we were worried that he might have Tourette's Syndrome, but after a few months it stopped.'

Immature Behavior:

· Handles frustration poorly - MODERATE problem - 'When his father and I first separated, Jimmy had temper outbursts. These subsided after a few months.'

· Often wets bed or pants - MODERATE problem - 'For a brief period when he was 5 years old he wet the bed. His father and I were having marital problems at the time and I think Jimmy was responding to all the tension in the home.'

Peer Relations:

(No problems reported)

Mood and Feelings about Self:

· Poor concentration or difficulty making decisions - DEFINITE problem

Differential Treatment of Parents:

· Disrespectful toward or withdraws from one parent but not the other parent - DEFINITE problem - 'Since his father remarried, Jimmy has been increasingly negative toward me. Now he won't even spend time with me.'

· Is reluctant or opposes spending time with one parent but not the other parent - DEFINITE problem

· Displays angry or fearful attitudes toward a parent that do not seem justified - DEFINITE problem

· Gives trivial reasons or excuses for strong negative attitudes toward a parent - DEFINITE problem - 'He says my house is not big enough and that I make him go to bed too early.'

· Had a much better relationship in the past with a parent who is now treated with contempt or fear - DEFINITE problem - 'We used to be very close. Now he doesn't want to have anything to do with me.'

· Takes sides in parental disputes, favoring one parent and rejecting the other - DEFINITE problem

· Rejects the extended family of one parent but not the other parent - DEFINITE problem - 'He used to be very close to his cousins on my side of the family. Now he says my entire family is messed up and he has cut off all contact, even with his grandfather whom he used to adore.'

· Makes complaints or criticisms of one parent that seem unlikely to have originated with the child - DEFINITE problem - 'When he was 10 years old he started complaining about the way I spend my money. This never used to concern him. He used words that were the exact same complaints as his dad made.'

· Makes complaints or criticisms of one parent using language not typical for a child - DEFINITE problem

· Shows no regret or no guilt for mistreating a parent - DEFINITE problem

· Is reluctant to show affection for one parent in the presence of the other parent - DEFINITE problem - 'Ever since his dad moved out Jimmy has not hugged either of us when the other was in sight. Now he has no trouble hugging his dad and his stepmom, but he would definitely not hug me.'

Miscellaneous Problems:

(No problems reported)

Strengths: Ms. Smith rated Jimmy's emotional and interpersonal assets as follows:

Items marked 'Very True':

· Enjoys new experiences

· Easily becomes involved in many activities

· Is friendly and outgoing

· Tolerates minor bumps and scratches without much complaint

· Usually is in good physical health

· Enjoys playing with other children

· Plays well with other children

· Shares or cooperates with others

· Plays gently with smaller children or animals

· Asserts self when necessary

· Adapts easily to change

· Trustworthy

· Knows right from wrong

· Is creative

· Usually has lots of energy

· Very persistent with enjoyable activities

Items marked 'Somewhat True':

· Has an even disposition; is easy to live with

· Usually seems happy

· Plays well alone

· Accepts rules easily

· Is affectionate

· Shows much concern for others

· Enjoys being involved with familiar people

· Gets along well with familiar people

· Gets along with adults

Items marked 'Seldom True':

(None marked)

According to Ms. Smith, Jimmy's greatest accomplishments are: 'He won first prize in an amateur film-making contest for children.'

Diagnostic Suggestions for Further Exploration: Ms. Smith described Jimmy as showing behaviors and characteristics that may be relevant to some aspects of the following DSM-IV diagnoses. The list below of the specific symptoms endorsed that correspond to each diagnosis is provided to highlight some possibilities that the clinician may want to explore further. Please note, the WPQ protocol, without corroboration from other sources of information, is an insufficient basis for diagnostic impressions.

Attention-Deficit Hyperactivity Disorder - Predominantly Inattentive Type [314.00]

(Diagnostic criteria: 6 or more symptoms of inattention)

· Often fails to pay close attention to details or makes careless errors ('Definite Problem')

· Often has difficulty keeping attention on work or play ('Definite Problem')

· Often doesn't finish what is started (e.g., schoolwork or chores) ('Moderate Problem')

· Often has difficulty organizing tasks; does things the hard way ('Definite Problem')

· Avoids or dislikes tasks that require continued mental effort (e.g., homework) ('Moderate Problem')

· Often loses things necessary for tasks or activities (e.g., toys, books, pencils) ('Definite Problem')

· Gets distracted easily ('Definite Problem')

· Is often forgetful in daily activities (e.g., forgets lunch, books) ('Definite Problem')

Attention-Deficit Hyperactivity Disorder - Predominantly Hyperactive-Impulsive Type [314.01]

(Diagnostic criteria: 6 or more symptoms of hyperactivity-impulsivity)

· Often fidgets with hands or feet or squirms in seat ('Definite Problem')

· Often has difficulty remaining seated (e.g., at meals, in class) ('Definite Problem')

· Often 'on the go' or acts as if 'driven by motor' ('Moderate Problem')

The following additional items may be relevant to considering a diagnosis of ADHD:

· Trouble falling or staying asleep ('Moderate Problem')

· Very loud - whether crying or happy ('Definite Problem')

· Overactive or extremely restless and squirmy ('Definite Problem')

· Trouble concentrating or paying attention ('Definite Problem')

Dysthymic Disorder [300.4]

· Poor concentration or difficulty making decisions ('Definite Problem')

Enuresis [307.6]

· Often wets bed or pants ('Moderate Problem')

Oppositional-Defiant Disorder [313.81]

(Diagnostic criteria: 5 or more symptoms)

· Often loses temper ('Moderate Problem')

· Often actively disobeys adults ('Definite Problem')

· Often touchy, cranky, or easily annoyed by others ('Definite Problem')

· Often angry and resentful ('Definite Problem')

· Often spiteful and vindictive ('Moderate Problem')

Pervasive Developmental Disorders

· Significant speech problems (e.g., stuttering, odd use of words) ('Moderate Problem')

· Backs off from affectionate physical contact ('Definite Problem')

Separation Anxiety Disorder [309.21]

(Diagnostic criteria: 3 or more symptoms, not incidents)

· Very upset when separation from parents occur or is about to occur ('Definite Problem')

Stuttering [307.0]

· Significant speech problems (e.g., stuttering, odd use of words) ('Moderate Problem')

Tourette's Disorder [307.23]

· Sudden, rapid, and repeated words or sounds (e.g., throat-clearing, grunts) ('Moderate Problem')

Assessing Temperament:

The WPQ can assist in determining a child's temperament. Temperament refers to the behavioral style of an individual, as distinct from the individual's motivations and abilities; the how of behavior, not the why or what of behavior.

Temperament is usually considered to be a constellation of traits that are inborn. The weight of research and clinical evidence supports the thesis that the infant's innate characteristics have significant influence on subsequent psychological development. There is disagreement in the literature, however, regarding the extent to which these inborn traits are modifiable through environmental influences.

The role of temperament in children's personality development has been studied most extensively by Chess and Thomas (1984). These authors define the following nine categories of temperament. The WPQ responses for Jimmy that correspond to each category follow. Reverse items are of interest if the response is negative. All items marked with an asterisk (*) may be particularly relevant.

Activity Level: how active the child is in general

· Overactive or extremely restless and squirmy ('Definite Problem') *

· Not sitting still in the seat; restless behavior ('Yes') *

· Often fidgets with hands or feet or squirms in seat ('Definite Problem') *

· Often has difficulty remaining seated (e.g., at meals, in class) ('Definite Problem') *

· Often runs or climbs when not appropriate (e.g., on furniture) ('Not a Problem')

· Often has difficulty playing quietly ('Not a Problem')

· Often 'on the go' or acts as if 'driven by motor' ('Moderate Problem') *

· Often talks excessively ('Not a Problem')

· Moves around a lot during sleep ('Definite Problem') *

· (Reverse item) Is often tired, very inactive, or has low energy ('Not a Problem') *

· Usually has lots of energy ('Very True') *

Adaptability: how the child deals with transition and change

· Separated easily from parent (for school, for play) ('Average')

· Slow to adjust to changes in activities or routines ('Not a Problem')

· Difficulty being comforted, consoled or satisfied ('Not a Problem')

Approach or Withdrawal: the nature of the initial response to a new stimulus, e.g. new places, people, foods

· Protests or withdraws in new situations (food, clothes, places) ('Not a Problem')

· Shy with strangers ('Not a Problem')

· Fear of new situations or strangers ('Not a Problem')

· Is slow to make friends ('Not a Problem')

· Shy or withdrawn; easily embarrassed ('Not a Problem')

· Enjoys new experiences ('Very True') *

· Easily becomes involved in many activities ('Very True') *

Attention Span and Persistence: the length of time an activity is pursued, and the continuation of an activity in the face of frustration

· Trouble concentrating or paying attention ('Definite Problem') *

· Trouble paying attention ('Yes') *

· Not finishing class work ('No')

· Often has difficulty keeping attention on work or play ('Definite Problem') *

· Often doesn't finish what is started (e.g., schoolwork or chores) ('Moderate Problem') *

· Avoids or dislikes tasks that require continued mental effort (e.g., homework) ('Moderate Problem') *

· (Reverse item) Very persistent with enjoyable activities ('Very True')

Distractibility: the effectiveness of extraneous stimuli in interfering with ongoing behavior

· Trouble paying attention ('Yes') *

· Gets distracted easily ('Definite Problem') *

· Stares or listens to outside noises for long periods ('Not a Problem')

Intensity of Reaction: the energy level of response, irrespective of its quality or direction

· Very loud - whether crying or happy ('Average')

· Often has difficulty playing quietly ('Not a Problem')

· Panic attacks with shaking, clinging, tantrum, shortness of breath, etc. ('Not a Problem')

Quality of Mood: the amount of pleasant, positive behavior versus unpleasant, negative behavior

· Unpredictable and sudden changes of mood ('Not a Problem')

· Often irritable, cranky, negative, or 'too serious' ('Not a Problem')

· Many temper tantrums ('Not a Problem')

· Stubborn and defiant behavior ('Not a Problem')

· Aggressive behavior ('Not a Problem')

· Often loses temper ('Moderate Problem') *

· Often argues with adults ('Not a Problem')

· Often deliberately annoys people ('Not a Problem')

· Often touchy, cranky, or easily annoyed by others ('Definite Problem') *

· Often angry and resentful ('Definite Problem') *

· Often spiteful and vindictive ('Moderate Problem') *

· Often swears or cusses (uses 'bad words') ('Moderate Problem') *

· Very stubborn ('Not a Problem')

· Negativistic (does the opposite of what is asked) ('Moderate Problem') *

· Cries, pouts, whines, or sulks easily and often ('Not a Problem')

· Usually sad or depressed ('Not a Problem')

· Usually irritable, cranky ('Not a Problem')

· Often feels hopeless ('Not a Problem')

· (Reverse item) Has an even disposition; is easy to live with ('Somewhat True')

· (Reverse item) Usually seems happy ('Somewhat True')

· (Reverse item) Is friendly and outgoing ('Very True')

· (Reverse item) Is affectionate ('Somewhat True')

Rhythmicity (Regularity): how predictable the child is in appetite and sleep patterns and bowel habits

· Trouble keeping to a schedule (e.g., feeding, sleeping) ('Not a Problem')

· Irregular bowel habits ('Not a Problem')

Threshold of Responsiveness: the intensity level of stimulation that is necessary to evoke a discernible response

· Extremely sensitive to sounds, lights, or pain ('Not a Problem')

· Many complaints about food, clothing or temperature ('Moderate Problem') *

· Did not enjoy cuddling ('Not a Problem')

· Cries, pouts, whines, or sulks easily and often ('Not a Problem')

· (Reverse item) Tolerates minor bumps and scratches without much complaint ('Very True')

The following response may also be relevant to temperament: 'Jimmy was very sweet and easy to manage. He moved around a lot, but we thought that was normal.'

Based on empirical research Chess and Thomas delineated three temperamental constellations that have proved useful in child assessment. 'Easy' children are characterized by regularity, positive approaches to new stimuli, high adaptability to change, and mild or moderate intensity of response that is frequently positive. These are children who quickly develop regular sleep and feeding schedules, accept new foods easily, adjust easily to new schools, and accept most frustration with little fuss.

'Slow-to-warm-up' children have negative responses of mild intensity to new stimuli and adapt slowly after repeated contact. They have mild intensity of reactions and are generally regular in their biological functions. If given the opportunity to adjust to new situations over time and without pressure, these children gradually show positive involvement.

'Difficult' children are irregular in biological functions, show intense mood expressions that are often negative, have negative withdrawal responses to new stimuli, and adapt slowly and with difficulty to change. In these children, frustration usually produces a violent and loud tantrum. A number of studies have linked difficult temperament in early childhood with a higher risk of subsequent emotional and behavior disorder.

Turecki & Tonner (1985) include in their description of difficult children those with temperamental qualities that do not fit the above definition, but are particularly trying to some parents, such as low sensory threshold and high distractibility.

Caution should be exercised before drawing conclusions about the child's temperament because a person's involvement in a custody dispute may color responses to items regarding the child's temperament. For instance, a parent who opposes the child spending the night in the other parent's home may be more apt to rate the child as having difficulty adapting to change. As with all aspects of the WPQ, the respondent's ratings can be compared with other data sources -- such as test results, teachers' reports, interviews of the child, collateral reports, and direct observations -- to assess the accuracy of the respondent's reports about the child.

General Notes and Cautions:

It is noteworthy that the respondent indicated that someone had given her advice on how to complete the questionnaire. Ms. Smith gave these details: 'My lawyer told me to answer it as honestly as I can.'