Example 1: With Numbers
Asperger Syndrome Diagnostic Scale (ASDS)
The Asperger Syndrome Diagnostic Scale (ASDS) is an instrument developed for use with students who display
characteristics consistent with Asperger Syndrome. Although the diagnosis of Asperger Syndrome is not made
within the educational evaluation, in the current circumstance, the ASDS was utilized to achieve further
information regarding STUDENT’s behaviors as perceived by his parents and the educational team and for the
purpose of identifying strengths and weaknesses in relation to the Autism Spectrum. Both of the respondents
indicated that STUDENT has strengths in many areas and does not experience difficulty with the following
behaviors: ………………However, concerns were noted in the following areas:
Language Subscale
1. Speaks like an adult in an academic or “bookish” manner and/or overly uses correct grammar
2. Talks excessively about favorite topic that hold limited interest for others
3. Uses words or phrases repetitively
4. Does not understand subtle jokes
5. Interprets conversations literally
6. Has peculiar voice characteristics
7. Acts as though he or she understands more than he does
8. Frequently asks inappropriate questions
9. Experiences difficulty in beginning and continuing a conversation
Social Subscale
1. Uses few gestures
2. Avoids or limits eye contact
3. Has difficulty in relating to others that cannot be explained by shyness, attention, or lack of experience
4. Exhibits few or inappropriate facial expressions
5. Shows little or no interest in other children
6. Prefers to be the company of adults more than peers
7. Has few or no friends in spite of a desire to have them
8. Has little or no ability to make or keep friends
9. Does not respect others’ personal space
10.Displays limited interest in what other people say or what others find interesting
11.Has difficulty understanding the feelings of others
12.Does not understand or use rules governing social behavior
13.Has difficulty understanding social cues
Maladaptive Subscale
1. Does not change behavior to match the environment
2. Engages in inappropriate behavior related to obsessive or favorite interest
3. Displays antisocial behavior
4. Exhibits a strong reaction to a change in his or her routine
5. Frequently becomes anxious or panics when unscheduled events occur
6. Appears depressed or has suicidal tendencies
7. Engages in repeated, obsessive, and/or ritualistic behavior
8. Displays behaviors that are immature and similar to those of a much younger child
9. Frequently loses temper or has tantrums
10.Frequently feels overwhelmed or bewildered, especially in crowds or demanding situations
11.Attempts to impose narrow interests, routines, or structures on others
Cognitive Subscale
1. Displays superior ability in restricted area of interest, while having average to above average skills in other
areas
2. Displays an extreme or obsessive interest in a narrow subject
3. Functions best when engaged in familiar and repeated tasks
4. Has excellent rote memory
5. Learns best when pictures or written words are present
6. Has average to above average intelligence
7. Appears to be aware that he or she is different from others
8. Is oversensitive to criticism
9. Lacks organizational skills
10.Lacks common sense
Sensorimotor Subscale
1. Displays an unusual reaction to loud, unpredictable noise
2. Frequently stiffens, flinches, or pulls away when hugged
3. Overreacts to smells that are hardly recognizable to those around him or her
4. Prefers to wear clothes made of only certain fabrics
5. Has a restricted diet consisting of the same foods cooked and presented in the same way
6. Exhibits difficulties with handwriting or other tasks that require fine motor skills
7. Appears clumsy or uncoordinated
Example 2 – Without Numbers
Asperger Syndrome Diagnostic Scale (ASDS)
The Asperger Syndrome Diagnostic Scale (ASDS) is an instrument developed for use with students who display
characteristics consistent with Asperger Syndrome. Although the diagnosis of Asperger Syndrome is not made
within the educational evaluation, in the current circumstance, the ASDS was utilized to achieve further
information regarding STUDENT’s behaviors as perceived by his parents and the educational team and for the
purpose of identifying strengths and weaknesses in relation to the Autism Spectrum. Both of the respondents
indicated that STUDENT has strengths in many areas and does not experience difficulty with the following
behaviors: ………………However, concerns were noted in the following areas:
Language Subscale
Speaks like an adult in an academic or “bookish” manner and/or overly uses correct grammar
Talks excessively about favorite topic that hold limited interest for others
Uses words or phrases repetitively
Does not understand subtle jokes
Interprets conversations literally
Has peculiar voice characteristics
Acts as though he or she understands more than he does
Frequently asks inappropriate questions
Experiences difficulty in beginning and continuing a conversation
Social Subscale
Uses few gestures
Avoids or limits eye contact
Has difficulty in relating to others that cannot be explained by shyness, attention, or lack of experience
Exhibits few or inappropriate facial expressions
Shows little or no interest in other children
Prefers to be the company of adults more than peers
Has few or no friends in spite of a desire to have them
Has little or no ability to make or keep friends
Does not respect others’ personal space
Displays limited interest in what other people say or what others find interesting
Has difficulty understanding the feelings of others
Does not understand or use rules governing social behavior
Has difficulty understanding social cues
Maladaptive Subscale
Does not change behavior to match the environment
Engages in inappropriate behavior related to obsessive or favorite interest
Displays antisocial behavior
Exhibits a strong reaction to a change in his or her routine
Frequently becomes anxious or panics when unscheduled events occur
Appears depressed or has suicidal tendencies
Engages in repeated, obsessive, and/or ritualistic behavior
Displays behaviors that are immature and similar to those of a much younger child
Frequently loses temper or has tantrums
Frequently feels overwhelmed or bewildered, especially in crowds or demanding situations
Attempts to impose narrow interests, routines, or structures on others
Cognitive Subscale
Displays superior ability in restricted area of interest, while having average to above average skills in other areas
Displays an extreme or obsessive interest in a narrow subject
Functions best when engaged in familiar and repeated tasks
Has excellent rote memory
Learns best when pictures or written words are present
Has average to above average intelligence
Appears to be aware that he or she is different from others
Is oversensitive to criticism
Lacks organizational skills
Lacks common sense
Sensorimotor Subscale
Displays an unusual reaction to loud, unpredictable noise
Frequently stiffens, flinches, or pulls away when hugged
Overreacts to smells that are hardly recognizable to those around him or her
Prefers to wear clothes made of only certain fabrics
Has a restricted diet consisting of the same foods cooked and presented in the same way
Exhibits difficulties with handwriting or other tasks that require fine motor skills
Appears clumsy or uncoordinated