II-29. Running Away Likelihood of Return on Own – Youth will return from run on Youth will return from run Youth will make him / herself Youth makes repeated and his / her own without when found, but not without difficult to find and / or might concerted efforts to hide so prompting or this information being found. passively resist return once as to not be found and / or is unknown to me / not found. resists return. applicable. If the needs / functioning fall within a shaded box, explain why: child’s 11-30. Running Away Involvement With Others – Youth runs by self with no Others enable youth to run by Others are involved in Youth actively is youth’s involvement of others or this not running by actively helping or encouraged to run by discouraging youth’s information is unknown to me behavior. encouraging youth. others. Others actively / not applicable. help running behavior. If the needs / functioning fall within a shaded box, explain why: child’s II-31. Running Away Realistic Expectations – Youth has realistic Youth has reasonable Youth has unrealistic Youth has obviously false expectations about the expectations about the expectations about the or delusional expectations consequences of his / her consequences of his / her consequences of his / her about the consequences of running behavior or this running, but may be hoping running behavior. his / her running behavior. information is unknown to me for a somewhat ‘optimistic’ / not applicable. outcome. If the needs / functioning fall within a shaded box, explain why: child’s B. BEHAVIORAL CHARACTERISTICS (Ages 5 to 21) (Continued) II-32. Intentional Misbehavior (PAST 30 DAYS) No evidence of problematic Mild level of problematic Moderate level of problematic Severe level of problematic social behavior. Any social behavior (e.g. behavior social behavior which is social behavior that might concerns are age that results in consequences intentional and causing result in significant appropriate or this by adults, inappropriate problems in the life. consequences such as child’s information is unknown to comments, unusual behavior Child is getting into trouble in expulsion, removal from me. in social settings). school, at home and in the the home or community. community. If the needs / functioning fall within a shaded box, explain why: child’s
II-29. Running Away – Likelihood of Return on Own Youth will return from run on his / her own without prompting or this information is unknown to me / not applicable. Youth will return from run when found, but not without being found. Youth will make him / herself difficult to find and / or might passively resist return once found. Youth makes repeated and concerted efforts to hide so as to not be found and / or resists return. If the child’s needs / functioning fall within a shaded box, explain why: 11-30. Running Away – Involvement With Others Youth runs by self with no involvement of others or this information is unknown to me / not applicable. Others enable youth to run by not discouraging youth’s behavior. Others are involved in youth’s running by actively helping or encouraging youth. Youth actively is encouraged to run by others. Others actively help running behavior. If the child’s needs / functioning fall within a shaded box, explain why: II-31. Running Away – Realistic Expectations Youth has realistic expectations about the consequences of his / her running behavior or this information is unknown to me / not applicable. Youth has reasonable expectations about the consequences of his / her running, but may be hoping for a somewhat ‘optimistic’ outcome. Youth has unrealistic expectations about the consequences of his / her running behavior. Youth has obviously false or delusional expectations about the consequences of his / her running behavior. If the child’s needs / functioning fall within a shaded box, explain why: B. BEHAVIORAL CHARACTERISTICS (Ages 5 to 21) (Continued) II-32. Intentional Misbehavior (PAST 30 DAYS) No evidence of problematic social behavior. Any concerns are age appropriate or this information is unknown to me. Mild level of problematic social behavior (e.g. behavior that results in consequences by adults, inappropriate comments, unusual behavior in social settings). Moderate level of problematic social behavior which is intentional and causing problems in the child’s life. Child is getting into trouble in school, at home and in the community. Severe level of problematic social behavior that might result in significant consequences such as expulsion, removal from the home or community. If the child’s needs / functioning fall within a shaded box, explain why:
2868.docx