Australian scale for asperger's syndrome



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AUSTRALIAN SCALE FOR ASPERGER'S SYNDROME


[from Attwood, T, Asperger's Syndrome,
A Guide for Parents and Professionals,
Jessica Kingsley Publishers, Ltd, London and Philadelphia, 1998.]

The following questionnaire is designed to identify behaviours and abilities indicative of Asperger's Syndrome in children during their primary school years. This is the age at which the unusual pattern of behaviour and abilities is most conspicuous. Each question or statement has a rating scale with 0 as the ordinary level expected of a child of that age.



A. SOCIAL AND EMOTIONAL ABILITIES

  1. Does the child lack an understanding of how to
    play with other children? For example, unaware
    of the unwritten rules of social play.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. When free to play with other children, such as
    school lunchtime, does the child avoid social
    contact with them? For example, finds a secluded
    place or goes to the library.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child appear unaware of social
    conventions or codes of conduct and make
    inappropriate actions and comments? for
    example, making a personal comment to someone
    but the child seems unaware how the comment
    could offend.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child lack empathy, i.e., the
    intuitive understanding of another person's
    feelings? For example, not realising an apology
    would help the other person feel better.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child seem to expect other people to
    know their thoughts, experiences and opinions?
    For example, not realising you could not know
    about something because you were not with the
    child at the time.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child need an excessive amount
    of reassurance, especially if things are changed or
    go wrong?

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child lack subtlety in their expression of
    emotion? For example, the child shows distress or
    affection out of proportion to the situation.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child lack precision in their expression
    of emotion? For example, not understanding the
    levels of emotional expression appropriate for
    different people.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Is the child not interested in participating
    in competitive sports, games, activities?

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Is the child indifferent to peer pressure? For
    example, does not follow the latest craze in toys
    or clothes.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

B. COMMUNICATION SKILLS

  1. Does the child take a literal interpretation of
    comments? For example, is confused by phrases
    such as 'pull your socks up', 'looks can kill' or
    'hop on the scales'.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child have an unusual tone of voice? For
    example, the child seems to have a 'foreign'
    accent or monotone that lacks emphasis on key
    words.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. When talking to the child does he or she appear
    uninterested in your side of the conversation? For
    example, not asking about or commenting
    on your thoughts or opinions on the topic.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. When in a conversation, does the child tend to
    use less eye contact than you would expect?

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Is the child's speech over-precise or pedantic? For
    example, talks in a formal way or like a walking
    dictionary.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently







  1. Does the child have problems repairing a
    conversation? For example, when the child is
    confused, he or she does not ask for clarification
    but simply switches to a familiar topic, or takes
    ages to think of a reply.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

C. COGNITIVE SKILLS

  1. Does the child read books primarily for
    information, not seeming to be interested in
    fictional works? For example, being an avid
    reader of encyclopedias and science books
    but not keen on adventure stories.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child have an exceptional long-term
    memory for events and facts? For example,
    remembering the neighbour's car registration of
    several years ago, or clearly recalling scenes that
    happened many years ago.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child lack social imaginative play? For
    example, other children are not included in the
    child's imaginary games or the child is confused
    by the pretend games of other children.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

D. SPECIFIC INTERESTS

  1. Is the child fascinated by a particular topic and
    avidly collects information or statistics on that
    interest? For example, the child becomes a
    walking encyclopedia of knowledge on vehicles,
    maps or league tables [for example in
    the U.S., baseball statistics]

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child become unduly upset by changes
    in routine or expectation? For example, is
    distressed by going to school by a different route.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently




  1. Does the child develop elaborate routines or
    rituals that must be completed? For example,
    lining up toys before going to bed.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

E. MOVEMENT SKILLS

  1. Does the child have poor motor coordination?
    For example, is not skilled at catching a ball.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

  1. Does the child have poor motor coordination?
    For example, is not skilled at catching a ball.

1 2 3 4 5 6
|__|__|__|__|__|
Rarely Frequently

F. OTHER CHARACTERISTICS

For this section, tick [check off] whether the child has shown any


of the following characteristics:

(a) Unusual fear or distress due to:



  • ordinary sounds, e.g., electrical appliances

[_]

  • light touch on skin or scalp

[_]

  • wearing particular items of clothing

[_]

  • unexpected noises

[_]

[_]

  • noisy, crowded places, e.g., supermarkets

[_]

(b) A tendency to flap or rock when excited or distressed

[_]

(c) A lack of sensitivity to low levels of pain

[_]

(d) Late in acquiring speech

[_]

(e) Unusual facial grimaces or tics

[_]

If the answer is yes to the majority of the questions in the scale, and the rating was between two and six (i.e., conscipuously above the normal range), it does not automatically imply the child has Asperger's Syndrome. However, it is a possibility and a referral for a diagnostic assessment is warrented.
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