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.
