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Autism Spectrum Rating Scales

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Autism Spectrum Rating Scales (ASRS)
The ASRS is used to quantify observations of a youth ages 6 to 18 years that are associated with
Autism Spectrum Disorder (ASD). When used in combination with other information, results
from the ASRS can help determine the likelihood that a youth has symptoms association with
ASD. T scores are standard scores with a mean of 50 and a standard deviation of 10.
Clinical Scale:
T-Scores below 60 = Normal
T-Scores of 60 – 69 = Elevated or at-risk
T-Scores of 70 or above = Clinically Significant
ASRS Scales
Mom
Teacher
Social/Communication
Unusual Behaviors
Self-Regulation
DSM-5 Scale
Total Score
* = Score could not be completed due to omitted items
Teacher
Teacher
Ratings on the Social/Communication Scale indicate the extent that Student uses nonverbal communication to appropriately to initiate, engage in, and maintain social
contact. Scores were within the average to at-risk range for raters, suggesting greater difficulties
with social communication skills at school than at home. It is important to note that not all
scores were able to be obtained for school for all raters.
Ratings on the Unusual Behaviors Scale indicate Student’s level of tolerance for changes in
routine, engagement in apparently purposeless and stereotypical behaviors, and overreaction to
certain sensory experiences. Across ratings for school, Student was in the normal range and in
the clinically significant range for home.
Ratings on the Self-Regulation Scale indicate how well Student manages his behavior and
thoughts, maintain focus, and resists distraction. His mother indicated this area as slightly
elevated, whereas in school these difficulties are viewed as normal.
Ratings on the DSM-5 Scale indicate how closely Student’s symptoms match the DSM-5
criteria for Autism Spectrum Disorder. Mom indicated scores in the elevated range and scores
were in the normal range across teachers.
Treatment Scales
Peer Socialization
Adult Socialization
Social/Emotional
Mom
Teacher
Teacher
Teacher
Reciprocity
Atypical Language
Stereotypy
Behavioral Rigidity
Sensory Sensitivity
Attention
* = Score could not be completed due to omitted items
Ratings on the Peer Socialization Scale indicate Student’s willingness and capacity to
successfully engage in activities that develop and maintain relationships with other youth. All of
the raters indicated normal range scores, suggesting Student does not have any difficulties with
peer engagements/relationships.
Ratings on the Adult Socialization Scale indicate Student’s willingness and capacity to
successfully engage in activities that develop and maintain relationships with adults. Mother
noted this area as slightly elevated, whereas teachers indicate normal scores with engaging with
adults.
Ratings on the Social/Emotional Reciprocity Scale indicate Student’s ability to provide an
appropriate emotional response to another person in a social situation. Mother reported slightly
elevated concerns, whereas teachers reported normal to elevated concerns, with some
difficulties displaying appropriate emotional responses.
Ratings on the Atypical Language Scale indicate the extent to which Student is able to utilize
spoken communication in a structured and conventional way. Scores within the clinically
significant range were obtained for home and normal scores were obtained for school.
Ratings on the Stereotypy Scale indicate the extent to which Student engages in apparently
purposeless and repetitive behaviors. Scores within the clinically significant range were
obtained for home and normal scores were obtained for school.
Ratings on the Behavioral Rigidity Scale indicate the extent to which Student tolerates
changes in his environment, routines, activities, or behaviors. Scores within the clinically
significant range were obtained for home and normal scores were obtained for school.
Ratings on the Sensory Sensitivity Scale indicate Student’s level of tolerance for certain
experiences sensed through touch, sound, vision, smell, or taste. Mom’s scores indicated a
slightly elevated concern. Scores across teacher ratings were all within the normal range.
Ratings on the Attention Scale indicate the extent to which Student is able to appropriately
focus his attention on one thing while ignoring other things. Scores within the clinically
significant range were obtained for home and normal scores were obtained for school.
Summary & Interpretation of the ASRS
Overall, there are significantly more concerns related to Autism Spectrum Disorder noted within
the home setting than within the school setting at this time. However, across most raters there
were elevated to clinically significant concerns with social/emotional reciprocity of the
Treatment Scales. The DSM-V scale which measures Student’s symptoms compared to
behavioral characteristics of Autism Spectrum Disorder was indicated within the clinically
significant range at the home setting and not at the school setting. There was no consistency
across all raters for both scales unless otherwise mentioned.
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