Asperger Syndrome Diagnostic Scale Summary/Response Form Section I. Score Summary subscales sce coe Language _ sec above soeoe Sintome Quote Section il ASQ interpretation Guide Yer Month ay Paes ovata ares Section IV. Profile of Scores & " Asperger Probabiity 2 Syrrome oF Asperger °° Be * ‘Quotient ‘Syndrome . a wes Posstiy 2 m9 tet aSection V._ Response Form peer rpee “The Asperger Syndrome Diagnostic Scale contalns a series of statements that are rated as observed or rot observed. Read cach statement and cltcle | when you have observed the behavior that Is “described in the statement. If you have not observed the behavior described In the statement Remeinber to rate every behavior based upon your observations. you are uncertain about how to fate a item, delay the rating and observe the person for a Ghour perod to deterine you ‘eek information from arellable reporter familar with the individual, ‘Language Subscale| ‘Speaks like an adult in an academic oF “bookish” manner and/or overly uses correct grammar ‘Talks excessively about favorite topics that hold mited interest for others Uses words or phrases repetitively Does not understand subtle jokes (eg. sarcasm) Interprets conversation erally (Le, has dificully understanding metaphors, idioms) Has peculiar voice characteristics (Le, sing-song, monotone) ‘Acts as though he or she understands more than he or she does Frequently asks inappropriate questions Experiences dificult in begining and continuing 2 conversation ‘Total Language Rew Score cle. Social Subscale Uses few gestures Avoids or limits eye contact Has dificult n relating to others that cannot be explained by shyness, atention, or lack of experience Exhibits few or inappropriate facil expressions Shows ite oF no interest in other children Prefers to be inthe company of adults more than peers Has few or no tlends inspite ofa desire to have them as little or no ability to make or kep tlends Does not respect others! personal space Display limited interest in what other people say or what others find interesting ae diflculty understanding the feelings of others Does not understand or use rules governing socal behavior Has dificulty understanding social cues (Le, turn aking in conversation, politeness) ‘Total Social Raw Score exp reap Maladaptive subscale Does nat change behavior to match the environment (Le. uses loud outside voice inthe library) Engages in inappropriate behavior related to obsessive or favorite interest Displays antisocial behavior Exhibits a strong reaction to change in his or her routine Frequently becomes anxious or panics when unscheduled events occur Appears depressed or has sulldal tendencies Engages in repeated, obsessive, and/or ritualistic behavior Displays behaviors that are immature and similar to those of inuch younger child 28, Frequently loses temper or has tantrums 19 10, Frequently feels overwhelmed or bewildered especially in crowds or demanding situations 1 0 1, Attempts to impose narow interests, routines, or structures on ters 10 ‘Total Maladaprive Raw Score [__] Cognitive Subscale a 1. Displays superior ability in restricted area of interest, while having average to above aver stalls In other areas 2, Displays an extreme or obsessive interest ina narrow subject 3. Functions best when engaged in familar and repeated tasks 4. Has excellent rote memory 5. Learns best when pictures or written words are present 6 x 8 8 Has average to above average intelligence ‘Appears to be aware that he or she is diferent from thers Is oversenstive to tic ‘Lacks organizational skills 10, Lacks common sense ‘Total Cognitive Raw Score ‘Sensorimotor Subscale Displays an unusual reaction to loud, unpredictable noise (eg, screams, hha tantrums, or withdraws) Frequently stifens, finches, or pulls away when hugged (Overreact to smells that are hardly recognizable to those around him or her Prefers to wear clothes made of only certain fabrics asa restricted diet consisting of the sane foods cooked and presented inthe same way Exhubitsdificulties with handwriting or other tasks (Le. buttoning, typing) that require fine rotor stills 7. Appears clunsy'or uncoordinated 1 1 1 1 1 1 1 ' 1 [es 1 1 1 1 1 1 [es] ‘Total Sensorimotor Raw Score ‘Section Vi._Key Questions 1. At what age did the unusual behavior fist occur? 2. Does the unusual behavior occur all settings? 3. Could the unusual behavior be the result of another handicapping condition? 4. Who has evaluated the person and what were the results? 5. What assessments and evaluations have been conducted? 6. Are disturbances noted in the areas ofthe DSM-IV or ICD-10 definitions? 7, What areas are most affected? What are the symptoms? 5. How severe are the symptoms? How do the symptoms interfere with everyday functioning? {9 What information needs to be collected? ‘Who can supply the information? 10, What resources are available for further evaluation? ‘ote Seton I was adapted fm Gitar tio Ry Sale Summay/espove Fm (by Gta, 15 Aas, TX PROD. Copyrahe 1985 Dy POLED. Adapted mth perlon‘Section Vil. Interpretation and Recommendations Section Vill, ASDS Characteristics Description: The Asperger Syndrome Diagnostic Scale (ASDS) i a standardized test designed to ald in the identih- cation of individuals ages 5 though 18 who manifest the characteristies of Asperger syndrome (AS). The ASS provides norm-referenced information that can asi inthe diagnosis of AS, Item Selection: Items on the ASDS are based on the diagnostic erteria of AS published in the Diagnostic and Statistical Manual of Mental Disorder: Fourth Eltion (DSN-W; Amerian Psychiatrie Assocation, 1994) and in the Mnterationat Classification of Diseases-Tenth Edition (\CD-10, World Health ‘Onanization, 1992), a review ofall iterature published inthe ERIC and Psychinfo databases from 1975 through 1989 on AS, and Hans Asperger’ (1944) orignal research Normative Data: The ASDS was standardized on a sample of individuals with Asperger syndrome residing 21 states, Reliability: Internal consistency of the ASDS was determined using Cronbach's coefficient alpha technique Studies revealed a cooffcient alpha of 83 forthe Asperger Syndrome Quotient (ASQ). This rellabil- ty coeficient i strong and indicates that the tems inthe tes are strong and are measuring Asperger syndrome behaviors. The ASQ Is sulflcentlyrellable fr inclusion In important dlagnostic decisions. Validity ‘The validity ofthe ASDS was demonstrated through several research studies tem analysis ofthe ASQ established thatthe items have strong discriminating power. Concurrent eriterio-elted valié> ty sties demonstrated that scores from the ASDS ean be used to dently students who ar likely tohave Asperger syndrome,Converting Total Raw Scores to Asperger Syndrome Quotients (ASQ) and Percentiles ‘ow Sere asa sss ° % o : x g 2 2 S a ” a ‘ “ * 5 a S 3 é s > s S : 2 3 i a 8 & a te = a : e S SARIS : 5 S i » x 2 a 3 3 2 2 3 3 7 5 i » é = @ 5 % = 2 Fy Fa % % s * 3 ° * Boreas & 3 * 3 2 5 2 = 3 $ a 1a 3 * 10s = 2 or A 3 ie 8 © ne & s ne % ® i = 2 uo n & te 3 e 1 = * in 2 s ie * & 1 3 2Converting Subecale Raw Scores to Standard Scores and Percentiles Taste Subscae Raw Scores Targuage