Adolescent Empathy Spectrum Quotient (EQ)- Parent version

Adolescent Empathy Spectrum Quotient (EQ)- Parent version
Auyeung‚ et al ‚ 2012
 
Ages 12-15 years
1.            My child can easily tell if someone else wants to enter a conversation.
2.            My child finds it difficult to explain to others things that s/he understands easily‚ when they don’t understand it the first time.
3.            My child really enjoys caring for other people.
4.            My child finds it hard to know what to do in a social situation.
5.            My child often goes too far in driving his/her point home in a discussion.
6.            It doesn't bother my child too much if s/he is late meeting a friend.
7.            Friendships and relationships are just too difficult‚ so my child tends not to bother with them.
8.            My child often finds it difficult to judge if something is rude or polite.
9.            In a conversation‚ my child tends to focus on his/her own thoughts rather than on what his/her listener might be thinking.
10.         When s/he was younger‚ my child enjoyed cutting up worms to see what would happen.
11.         My child can pick up quickly if someone says one thing but means another.
12.         It is hard for my child to see why some things upset people so much.
13.         My child finds it easy to put him/herself in somebody else’s shoes.
14.         My child is good at predicting how someone will feel.
15.         My child is quick to spot when someone in a group is feeling awkward or uncomfortable.
16.         If my child says something that someone else is offended by‚ s/he thinks that that’s their problem‚ not his/hers.
17.         If anyone asked my child if s/he liked their haircut‚ s/he would reply truthfully‚ even if s/he didn’t like it.
18.         My child can’t always see why someone should have felt offended by a remark.
19.         Seeing people cry doesn’t really upset my child.
20.         My child is very blunt‚ which some people take to be rudeness‚ even though this is unintentional.
21.         My child doesn’t tend to find social situations confusing.
22.         My child is good at understanding how people are feeling and what they are thinking.
23.         When my child talks to other people‚ s/he tends to talk about the other person’s experience rather this his/her own.
24.         It upsets my child to see an animal in pain.
25.         My child is able to make decisions without being influenced by people’s feeling.
26.         My child can easily tell if someone else is interested or bored with what s/he is saying.
27.         My child gets upset if s/he sees people suffering on news programmes.
28.         His/her friends usually talk to my child about their problems as they say that s/he is very understanding.
29.         My child can sense if s/he is intruding‚ even if the other person doesn’t tell him/her.
30.         My child sometimes goes too far with teasing.
31.         My child is often insensitive‚ though s/he doesn’t always see why.
32.         If my child saw a stranger in a group‚ s/he would think that it is up to them to make an effort to join in.
33.         My child usually stays emotionally detached when watching a film.
34.         My child can tune into how someone else feels rapidly and intuitively.
35.         My child can easily work out what another person might want to talk about.
36.         My child can tell if someone is masking their true emotion.
37.         My child doesn’t consciously work out the rules of social situations.
38.         My child is good at predicting what someone will do.
39.         My child tends to get emotionally involved with a friend’s problems.
40.         My child can usually appreciate the other person’s viewpoint‚ even if s/he doesn’t agree with it.
 
 
Definitely Agree‚ Slightly Agree‚ Slightly Disagree‚ Definitely Disagree
 
This instrument can be found at: https://www.autismresearchcentre.com/arc_tests
 

B. Auyeung‚ C. Allison‚ S. Wheelwright‚ S. Baron-Cohen (2012). Brief Report: Development of the Adolescent Empathy and Systemizing Quotients. Journal of Autism and Developmental Disorders.