Testing a Child for Aspergers
There are several tests. We will look at the two prominent ones:
1. The ASDS—
The Asperger Syndrome Diagnostic Scale (ASDS) offers a viable way of measuring whether or not a youngster has Aspergers. This exam is easy to administer and it yields reliable results.
The ASDS was developed to help determine if a youngster is likely to have the disorder. This developmental exam consists of fifty yes/no questions that take about fifteen minutes to complete.
• The Asperger test scores are evaluated and rated on an Aspergers scale.
• The results are compared between the subject and other kids with Aspergers.
• These results reveal whether or not the youngster is likely to have the disorder.
While the ASDS score is not a formal diagnosis, it helps to determine if the youngster should have further evaluation. The results are quite reliable, and the process helps to move the youngster along quicker when it comes to attaining a proper diagnosis of Aspergers.
Administering the ASDS exam is a relatively uncomplicated process. The rating scale is simple to use and merely consists of carefully chosen inquiries. Ironically, the youngster does not take the exam. Just about anyone who knows the youngster well answers the fifty questions.
People who qualify to take the ASDS for a youngster include his mother/father, brothers/sisters, educators, or a therapist who works directly with the youngster. The questions can be completed in about fifteen minutes. This test is designed to assess kids ages five through eighteen.
There are 50 questions on the ASDS. These inquiries cover five different aspects of behavior:
1. cognition
2. language skills
3. maladaptive behavior
4. sensorimotor
5. social interactions
The exam questions cover each of these areas:
• Social interaction skills vary from one-on-one to being in a group as well as family interactions.
• Sensorimotor questions would include inquires about reactions to sensory input and questions about gross motor skills.
• Maladaptive behavior concerns stereotyped repetitive movements, inflexibility, and tantrums.
• Language skills measures the youngster’s ability to manage spoken and written communication.
• Cognitive questions concern how the youngster processes information.
The ASDS is a valuable tool for you to gain insight to a possible developmental delay. Aspergers is difficult to detect in many cases because the kids are typically high functioning and quite intelligent.
2. The CAST—
Another well-known Aspergers test is the Childhood Asperger Syndrome Test (CAST), which is a valuable tool for evaluating kids who might have the disorder. It's easy to administer and well organized.
Exams like this have been developed to help families with high-functioning kids receive the necessary screening. The CAST is also used for epidemiological research.
The inspiration for the CAST is twofold:
1. Sensory overload is a noteworthy problem that can lead to negative behavior and tantrums. Social interaction proves to be a great hurdle, and many kids are overwhelmed in unusual situations.
2. High-functioning kids who have this disorder are faced with many significant challenges. They might struggle through many common day-to-day activities and often feel great anxiety.
Unfortunately, very high-functioning kids who have Aspergers are not understood by others. This is often due to the simple fact that the condition has not been discovered. Many of these kids grow up without a diagnosis and without any treatment interventions.
Epidemological research seeks to make connections between certain conditions and possible contributing factors. The CAST collects data about a certain population (those who have Aspergers) and works to make associations.
In a nutshell, the CAST is looking for a possible cause of Aspergers through studying its population for clues. This is crucial in the advancement of the public’s understanding of pervasive developmental disorders.
The CAST is a questionnaire that is completed independently by school-aged kids. There are 37 questions that touch upon social, physical, cognitive, coping, and communication skills.
• High-scoring tests are followed by CAST-2, which is completed by parents.
• The exam is typically administered to kids who are in a mainstream classroom and who do not have an autism spectrum disorder diagnosis.
• The scores are compared, and further evaluation could be necessary.
High-functioning kids usually develop many coping skills on their own. However, uncovering a possible pervasive developmental disorder, no matter how mild, is crucial to helping the youngster thrive in different environments.
Here's the CAST:
Child's name_______________________________
Age______ Sex: M / F
Birth Order: Twin or single birth______________
Parent / Guardian______________________________
Parent(s) occupation___________________________
Address______________________________________
_______________________________________
Phone#______________________________________
School_______________________________________
Please read the following questions carefully, and circle the appropriate answer.
1. Does child join in playing games with others easily?
Yes
No
2. Does child come up to you spontaneously for a chat?
Yes
No
3. Was child speaking by 2 years old?
Yes
No
4. Does child enjoy sports?
Yes
No
5. Is it important for him/her to fit in with a peer group?
Yes
No
6. Does child appear to notice unusual details that others miss?
Yes
No
7. Does child tend to take things literally?
Yes
No
8. When child was 3 years old, did child spend a lot of time pretending (e.g., play-acting being a super-hero, or holding teddy's tea parties)?
Yes
No
9. Does child like to do the same things over and over again, in the same way all the time?
Yes
No
10. Does child find it easy to interact with other children?
Yes
No
11. Can child keep a two-way conversation going?
Yes
No
12. Can child read appropriately for his/her age?
Yes
No
13. Does child mostly have the same interests as his/her peers?
Yes
No
14. Does child have an interest that which takes up so much time that he/she does little else?
Yes
No
15. Does child have friends, rather than just acquaintances?
Yes
No
16. Does child often bring things to show you that interest him/her?
Yes
No
17. Does child enjoy joking around?
Yes
No
18. Does child have difficulty understanding the rules for polite behavior?
Yes
No
19. Does child have an unusual memory for details?
Yes
No
20. Is his/her voice unusual (e.g., overly adult, flat, or very monotonous)?
Yes
No
21. Are people important to him/her?
Yes
No
22. Can child dress him/herself?
Yes
No
23. Is child good at turn-taking in conversation?
Yes
No
24. Does child play imaginatively with other children, and engage in role-play?
Yes
No
25. Does child do or say things that are tactless or socially inappropriate?
Yes
No
26. Can child count to 50 without leaving out any numbers?
Yes
No
27. Does child make normal eye-contact?
Yes
No
28. Does child have any unusual and repetitive movements?
Yes
No
29. Is his/her social behavior very one-sided and always on his or her terms?
Yes
No
30. Does your child sometimes say "you" when child means to say "I"?
Yes
No
31. Does child prefer imaginative activities such as play-acting or story-telling, rather than numbers or a list of facts?
Yes
No
32. Does child sometimes lose the listener because of not explaining what he/she is talking about?
Yes
No
33. Can child ride a bicycle (even if with stabilizers)?
Yes
No
34. Does child try to impose routines on himself/herself, or on others, in such a way that it causes problems?
Yes
No
35. Does child care about how he/she is perceived by the rest of the group?
Yes
No
36. Does child often turn conversations to his/her favorite subject rather than following what the other person wants to talk about?
Yes
No
37. Does child have odd or unusual phrases?
Yes
No
SPECIAL NEEDS SECTION-
• Have teachers ever expressed any concerns about his/her development?
Yes
No
If yes, please specify___________________________________
• Has child ever been diagnosed with the following?
-Language delay
Yes
No
-Hyperactivity/Attention Deficit Disorder (ADHD)
Yes
No
-Hearing or visual difficulties
Yes
No
-Autism Spectrum Condition, including Asperger syndrome
Yes
No
-A physical disability
Yes
No
-Other (please specify)
Yes
No
If yes, please specify___________________________________
The Aspergers Comprehensive Handbook
