H igh-Functioning

Childhood Autisrn Rating Scale, Eric Schopler, Ph.D., Mary E. Van Bourgondien, Ph.D.,
Version
Second Edition G. Janette Wettman, Ph.D., and Steven R. Love, Ph.D.
Rating Booklet

Name: Case lD Number: Test date:

Gender: Ethnic background; Rater's name: Date of birth:

Based on information from: Age:_years_mont

URKT}qüg¡rtft!$t*S8 !& f,¡ Fa4F" S!{r& &t@flttrg$SFftrsaqdigqr k,üF eqffe6poedtC }pse€S bplCr¡.5uqllr€ ratingstóa¡$h ttu
oEhlslnrhe{'¡t{¡.rhen$nberprllÉedtóthet fra€thelBlur
Iffi#9ffif¡[1*1$#rbir&noádinpi**tuEo'f.rc&Sqgflr¿pfe

Symptom Level Compared to

Individuals With Autism Spectrum Diagnoses
Percentile Raw score
CATEGORY RATINGS
>70 >47
1. Social-Emotiona[ Understanding >97 70 47
median = 2.5 97 69 46.5
68 46
96 67 45.5
median = 2.5
95 66 45
3. Retating to People 93 65 44-44,5
median = 2.5 92 64 43.5
90 63 42.5-43
4. Body [.lse ...........
88 62 47.5-42
median = 2.0
86 67 47
5. Obiect Use in Ptay........... 84 60 40.5
median = 2.0 82 59 39.5-40
79 58 38.5-39
6. Adaptation to Change/Restricted Interests
76 57 38
median = 2.5
72 56 37.5
7. Visual Response 69 55 37
median = 2.0 65 54 36-36.5
62 53 35.5
8. Listening Response 58 52 35
median = 2.0 54 34-34.5
9. Taste, Sme[[, and Touch Response and Use 50 50 33-33.5
median = 2.0 46 49 32.5
42 48 32
10. Fear or Anxiety 38 47 37.5
median = 2.0 35 46 30.5-31
11. Verba[ Communication 37 45 30
median = 2.5 28 44 29.5
24 43 28.5-29
12. Nonverbal Communication 2t 42 28
median = 2.0 79 4r 27.5
13. Thinhing/Cognitive !ntegration Skitts 76 40 27
74 39 26.5
median = 2.0
t2 38 26
14. Level and Consistency of lntellectual Response 10 37 25-25.5
median = 2.0 8 36 24.5
7 35 24
15. General lmpressions ...............
6 34 23.5
median = 2.5
5 33 23
4 32 22-22.5
3 z t,)
2 30 27
Total raw score =| | Notu.sEM = 0.73.
29 20.5
I 28 20
<1 27 79.5
26 79
SEVERITY GROUP 25
24 18.5
Minimal Symptoms of Autism Spectrum Disorder 23
(15-27.s) 22
27
Mild-to-Moderate Symptoms of Autism Spectrum Disorder 20
(28-33.5) <20

Severe Symptoms of Autism Spectrum Disorder

(34 and higher) Note. SEM = 2.87
I

Additional copies of this form (W-4728) may be purchased from WPS. Please
-J contact us at 800-648-8852 Fax 310-478-7838, or www.wpspublish.com.
 DIRECTIONS
For each category, use the space provided in the Observations
sect(on for takíng notes concern(ng the behaviors re(evant to that
item. After you have finished observing the individua[, rate the
behaviors relevant to each item by circling the number that
corresponds to the statement that best describes the individuat. You
may indicate that the individual's behavior falls between two
descriptions by using ratings of 7.5, 2.5, or 3.5. Abbreviated
rating criteria are presented for each item. See chapter 3 of the
ManuaI for detailed rating criteria.

1. Social-EmotionaI Understanding 2. Emotional Expression and Regulation of Emotions

Social-emotional understanding addresses a person's cognitive under-
standing of others' communication, behaviors, and differing perspectives.
The dimensions of social understanding that are included in this item are
the ability to read the nonverbal cues of others and the abitity to take
another person's perspective. This item does not reflect whether someone
has friends or is in a relationship. Rather, it deals with a person's abitity
to perceive and articutate how another person may feel or what his or her
perspective may be on a given situation.
Age-appropríate socia[-emotionaI understanding. ctearly understands
facial expressions, gestures, tone ofvoice, and body language of others. Able to under-
stand that others may have a different perspective and what that perspective may be.
1.5
Mitdty impaired social-emotional understanding. Responsive to most
faciaI expressions and expressions of emotion in others' gestures and body [anguage,
but these cues may need to be slightly exaggerated. More subtte expressions such as
mild sarcasm, doubt, or ambiguity are sometimes not understood. The ability to take
another's perspective is inconsistent.
2.5
Moderately impaired socia[-emotionaI understandin g. shows an under-
standing offacial expressions, tone ofvoice, and body language only when these cues are
exaggerated. ls likely to ignore or misunderstand expression or perspective of others.
3.5
Severety irnpaired socia[-emotionaI understanding. Demonstrates
virtualty no ability to understand appropriate faciaI expressions, gestures, tone of voice,
or body language. Unabte to recognize that the perspective, understanding, or expression
of others might differ.
This item refers to the capacity to express feelings and regulate one's
emotions. This item is based on both direct observation and the reports
of others who have witnessed this person's behavior in other settings.
Age-appropriate and situation-appropriate emotional response.
Showsappropriatetypeanddegreeofemotionalresponse, both byword and behavior,
including emotionaI variation such as happy, sad, proud, angry, scared, anxious, and
related internaI states.
1.5
Mitdty abnormal emotional response. Emotiona{ expressions are retatively
flat, distorted, or slightly exaggerated. Nonverbal expression of emotions does not a lways
match verbaI content. Able to describe several emotions in setf but timited compared
to developmental leve[. May have intermittent emotional regulation problems.
2.5
Moderate[y abnormat emotionat response. Expression of emotions is frar,
excessive, or frequently inconsistent with situation or content of verbalized topic. May
display greater emotion than expected about special interest or idiosyncratic concerns.
Abitity to describe or understand emotional states in self is limited. Serious problems
with emotionaI regulation that occur frequently in at least one setting.
3.5
Severe[y abnorrnaI emotionaI response. Extreme problems with emotionat
regutation that occur in more than one setting. Responses are extreme or seldom appro-
pr¡ate to situation or content of discussion. Shows extreme mood shifts that are difficult
to change. Expresses only a few emotions in their exaggerated form, or perseverates on a
particular emotion without understanding.
 4. Body Use

This item is related to the first two items, which also rate aspects of social This item represents grossly deviant body movements and also subtler
relationships. This item differs in that it is confined to dimensions related forms of fine motor and coordination problems. Any obvious current
to direct interpersonaI interactions and the person's expression and d eviant behaviors-includ in g posturing, spi n n i n g, rockíng, toe-walking,

reaction to another person. The two dimensions that are rated in this item and self-directed aggression-automatically merit a rating of 3 or higher,
are the person's initiation of interactions and the reciprocalnature of the depending on the persistence of the behavior. Difficulties wíth handwrit-
i nte racti o ns. ing and tying shoes are rated on th¡s item, with higher ratings given for
problems that are so severe that the person actively resists these tasks.
No evidence of difficutty or abnormality in relating to peop[€. Ase-
While this item can be scored using another's report, it is best to base
¿::'cc.iate initiot¡on of interactionsLo get help, to have needs met, and for purelysoclal
your rat¡ng on current behavior. Directly observed behaviors should be
3 -'i ases. In te ract io n s with oth ers are flu id an d show a reciprocal, back-and-forth pattern.
given more weight than those from another's report.
M itd ly a bnormal relationshipS. Initiates interactions only to get obvious needs
met or around special interests. Some give-and-take noted in interactions, but lacks
Age-apprOpriate body US€. Moves with the same ease, agility, and coordination
as a typical person of the same age.
consistency or fluidity or appropriateness. Aware of other peopte of same age and
interested in interactions, but may have difficulty initiating or managing interactions. 1.5
Minimal initiation for purety social purposes that does not invotve speciat interests. Mitdty abnormal body use. Some minor pecutiarities may be present, such as
2.5 clumsiness, repet¡t¡ve movements, poor coordination, or poor balance. May have fine
motor difficulties, such as problems with handwriting or tying shoes, compared to others
Moderately abnormaI relationshipS. Initiates interactions atmost totally
at the same developmental [eve[.
around his or her special interests, with littte attempt to engage others in these
2.5
¡nterests. Responds to overtures from others, but [acks sociaI give-and-take or responds
in ways that are unusual and not atways related to original overtures. Unabte to maintain Moderately abnormal body use. Currently disptays ony unusual body posture
an interaction beyond initiaI overtures. or stance, hand or finger mannerism, flapping, self-directed aggression, picking at body,
3.5 rocking, spinning, or toe-walking. F¡ne motor difficulties or obvious handwriting
difficutties are present, which may result in resistance to writing tasks.
Severely abnormal felationshipS. Does not in¡tiate any directed ¡nteractions
and shows minimaI response to overtures from others. Only the most pers¡stent
3.5
attempts to get the person to engage have any effect. Severe[y abnormal body use. Intense or frequent movements of the type listed
above are signs of severety abnormaI body use.
 5. Object Use in Play
This rating includes the person's interest in and use of objects. In addition
to the traditionalissues related to repetitive playwith parts of objects, the
focus of this item also includes the degree to which the person engages
in imaginative symbolic play and the degree to which toy figures are used
as agents. For older persons, the rating may need to be based on the
parent interview. Any obvious inappropriate or repetitive use of objects
or obvious interest in parts of objects as opposed to the whole should be
rated 3 or higher, depending on the persistence.
Appropriate interest in, and creative use of, toys and other objects.
Able to spontaneously use toys in age-appropriate imaginative symbolic play and able
to use objects to represent something else. He or she shows interest in a variety oftoys
and leisure materials.
1.5
Mitdty inappropriate interest in, or use of, toys and other objects.
Play or imaginative themes tend to be repetitive or appear to reflect things seen in
movies or on W. Some use of toy people as agents, for example, has an action figure or
dolt use other ptay materials. Some make-believe play or use of objects to represent
something else. Responds to others'attempts to engage him or her in pretend play, but
limited spontaneous initiation of imaginative play. Interests may be unusuaI in intensity
or inappropriate for age. No obvious repetitive or inappropriate use of objects, such as
twirling or spinning, or interest in parts of objects at this level.
2.5
Moderatety inappropriate interest in, or use of, toys and other
objects. Limited imaginative creative ptay, either spontaneously or in response to
others. Peopte typicalty not used as agents, and lim ited use of objects to represent other
things. No original themes in play. May show some repetitive, inappropriate use of
oblects or interest in parts ofobjects. Interest in play or novetty materials restricted to
a few items and may be inappropr¡ate for age or of an unusual intensity.
3.5
Severely inappropriate interest in, or use of, toys and other objects.
No creative play. Toys or other novelty items are used in repetitive or inappropriate manner.
6. Adaptation to Change/Restricted lnterests
This item includes difficulty copingwith change, rituatistic behaviors, and
restricted special interests. The rating is based on the most severe Level
of difficutty in any one specific area.
Age'appropriate response to change/variety of interests. \¡:, -:: :.
or comment on changes in routines, but accepts these changes without ..:-. s:':ss.
Showsawidevarietyof interests,withnosingteinterestorthemepredorr;-::-i.
7.5
Mitdly abnormal adaptation to change/variety of interests. u--s-:,
quick to devetop new routine or, when others try to change task, the pe.s:- -:,
continue the same activity or use the same materials, though he or she can be oi'e::=:
tochangeifneeded.OR,personshowspreferenceforspecificactivitiesortoyso::l::!
of conversation, though can be directed to other topics.
2.5
Moderately abnormaI adaptation to change/variety of interests, ¡as
definite speciaI interests or preferences for specific activities, toys, objects, or topics.
Adult needs to actively work to engage him or her in other topics or activities. Shows
dispteasure and may resist change or try to maintain routine. May become distressed by
attempts to interrupt or change topic or activity. May have rituals or routines that have to
be done in a particularway. May report sublective feelings ofdistress about change or
interruptions, or may become overly fixed on schedule, checklist, or timing of events
3.5
Severety abnorma[ adaptation to change/var¡ety of interests. ¡as
definite speciaI interests or preferences, or has severe reaction to change. Reacts with
extreme anxiety, anger, or resistance to attempts to change activity or topic or routine.
.
7, ,VisuaI Response
This item covers use of vision in three areas: visualfascinations, the ease
with which the person can shift visual attention, and the degree to which
the person's eye contact is integrated with actions and communication.
Age-appropriate visuaI response. Visuat behavior is normaI and appropriate
for his or her age. Eye contact is good and integrated with verbal and nonverbal
communication skills. Easily shifts visuaI attention.
1.5
Mitdly abnormaI v¡suaI response. May stare inappropriately at others. Eye
contact is not consistently integrated with verbalizations. Inctuded at this [eve[ is any
inconsistency in eye contact, regardless ofthe proportion oftime he or she makes eye
contact. May show more interest than is typicaI in describing small details in room or in
looking at specific objects, such as moving parts, tights, or mirrors.
2.5
Moderatety abnormaI visuaI response. Eye contact is not integrated with
verbalizations. Obvious visuaI fascination with obiects, lights, mirrors, spinning toys,
and so on. May use peripheraI vision to look at things. Obvious difficutty shifting visual
attention from high-interest items.
3.5
Severe[y abnormaI visual response. Persistent avoidance of eye contact.
Excessive interest in looking at specific obiects or in looking at obiects in a peculiar way.
8. Listening Response
This rating is based on the person's response to sounds and how the lis'
tening response is coordinated with the use of other senses. The person's
response to his or her own name is scored on this item. Emphasis is placed
on unusualover- or underinterest in sounds, as opposed to distractibility.
Older individuals should be asked directlv about this item.
Age-appropriate listening respons€. Listening behavior is normal and
appropriate for his or her age. Listening is used together with other senses; for example,
child tooks toward person who is speaking. Person responds to name.
7.5
Mildty abnorma[ [istening response. some difficutty responding to verbal-
izations when background noise present. Responds to name after repeated attempts to
get attention. There may be some lack of response or mild overreaction to certain
sounds. Atypica[ [istening responses are apparent either in direct observation or by
report from outside witness, but not both.
2.5
Moderately abnormal listening response. Responses to sounds or verbat-
izations are inconsistent. May show marked reaction to some sounds or complete
disregard for others. Seldom responds to name as a means of getting attention. Un usual
responses are obvious across settings, based on some combination ofdirect report of
person, witness report, and direct observation.
3.5
Severe[y abnorma[ [istening response. overreacts or underreacts to sounds
to an extremely marked degree. ls noticeably less responsive to verbalizations than to
noises made by objects. Does not respond to repeated attempts to get his or her
attention by catling his or her name. UnusuaI responses are evident across settings.
 7, Visual Response 8. Listening Response

This item covers use of vision in three areas: visualfascinations, the ease
with which the person can shift visual attention, and the degree to which
the person's eye contact is integrated with actions and communication.
Age-appropriate visua[ response. Visuat behavior is normal and appropriate
for his or her age. Eye contact is good and integrated with verbat and nonverbal
communication skitls. Easily shifts visuaI attent¡on.
7.5
Mildty abnormal visual response. May stare inappropriately at others. Eye
contact is not consistently integrated with verbalizations. Included at this tevel is any
inconsistency in eye contact, regardless ofthe proportion oftime he or she makes eye
contact. May show more ¡nterest than is typical in describing small detaits in room or in
looking at specific objects, such as moving parts, lights, or mirrors.
2.5
Moderately abnormaI visuaI response. is not integrated with
Eye contact
verbalizations. Obvious visual fascination with objects, tights, mirrors, spinning toys,
and so on. May use peripheral vision to look at things. obvious difficutty shifting visuar
attent¡on from high-interest items.
This rating is based on the person's response to sounds and how the ris-
tening response is coordinated with the use of other senses. The person's
response to his or her own name is scored on this item. Emphasis is ptaced
on unusualover- or underinterest in sounds, as opposed to distractibility.
Older individuals should be asked directlv about this item.
Age-appropriate listening respons€. Listening behavior is normal ano
appropriate for his or her age. Listening is used together with other senses; for exampre,
chitd looks toward person who is speaking. Person responds to name.
1.5
Mitdty abnormal [istening response. Some difficutty responding to verDar-
izations when background noise present. Responds to name after repeated attempts ro
get attention. There may be some lack of response or mitd overreaction to certain
sounds. AtypicaI listening responses are apparent either in direct observation or by
report from outside witness, but not both.
2.5
Moderately abnormal listening response. Responses to sounds or verbal-

3.5 izations are inconsistent. May show marked reaction to some sounds or comolere
disregard for others. Seldom responds to name as a means ofgetting attention. unusuat
Severely abnormal visuaI response. persistent avoidance of eye contact.
responses are obvious across settings, based on some combination ofdirect reoort of
Excessive interest in looking at specific obiects or in looking at oblects in a peculiar way.
person, witness report, and direct observation.
3.5
severely abnorma[ listeníng response. overreacts or underreacts to sounds
to an extremely marked degree. ls noticeably less responsive to verbalizations than ro
noises made by objects. Does not respond to repeated attempts to get his or her
attention by calling his or her name. unusuaI responses are evident across settings,
 Use 10. Fear or AnxietY
9. Taste, Sme[[, and Touch Response and
i

Thisitemfocusesonthedegreetowhichthepersonhasunusualfearor
Thisitemaddressestheperson'sresponsetostimulationofthenear for the situation or context'
pain' Subtter aspects of the anx¡ety compared to what is appropriate
receptors of taste, smelt, touch, and
and for his
Normal fear or anxiety. Behavior is appropriate both to the situation
stimulationofthesesensesincluderesponsestothetextureofclothing
or her age.
orfoodsuchthatthepersonWearsatimitedvarietyofclothesoreatsa
1.5
limitedvarietyoffoods.Setf.reportofissuesinthisareashouldbe
Mitdtyabnorma[fearoranx¡ety.occasionallyshowstoomuchortoolittlefear
considered, especiatty for ad ults' person of the same age in a similar
or anxiety compared to the reaction of a typical
and touch' Exptores new
Normal use of, and response to, taste, sme[t' situation.Theabnormatresponseisontyevidentinonesetting-forexample,eitheron
from witness in another setting' but not both'
by tooking and feeting' Responds appropri' d¡rect observation or based on report
objects in age-appropr¡ate way, generally
to pain or touch from others' Reacts to minor pains or iltnesses by showing 2.5
atety
Wears a variety of textures of ctothing shows either quite a bit more or quite
appropriate discomfort, but does not overreact' Moderatety abnormal fear or anx¡ety'
typicat even for a younger person in a similar situation'
and eats a wide varietY of foods' a bit tess fear or anxiety than ¡s
more than one setting' and the person
ettner
1.5 The abnormaI response ¡s apparent across
smett' and touch' on direct observatron'
Mitdly abnormal use of, and response to' taste' reDorts these difficulties or they are obvious

Mayoccasionattyexptoretningsbysubtteattemptstosmettortastetheobiect'orrub 3.5
Fear or anx¡ety is pervasive across
all
or body' May show a mitd over' or underreaction Severety abnormat fear or anxiety'
the obiect against part of h¡s or her face
repeated exptanations or experiences with harmless
totouchorpain'Mayhaveobviousclothingorfoodpreferences,butiseasi[yencouraged settings and persists even after
are apparent in direct observat¡on or by
to try new things. Unusual sensory responses eventsorobjects.ltisextremetydifficulttocalmorcomforttheperson.Conversely,may
of same age avoid'
report from outside witness, but not both' show persistent ano pervasive disregard for hazards that others

2.5
Moderatety abnormal use of, and response
to, taste, smetl, and
tasting them' or rubbing the object
tOuCh. Obviousty explores objects by smelting or
aga¡nstpartofhisorherfaceorbody.over-orunderreactsorstiffenstotouchofpain
timited clothing he or she wil[ wear or food
to a moderate degree. O& the person has
heorshewitleat.Limitationsinsensoryareassuchasclothingand/orfoodpreferences
areobviousacrosssett¡ngs,andthepersonreportsthesedifficultiesortheyareobvious
ondirectobservation.sensoryissuesaredifficutttomodifyandcreatestressorrequire
adaptations in the everyday environment'
1.5
Severety abnormal use of, and response
to, taste, smeu, and touch'
Hasextremelimitsonthefoodsheorsheeatsorclothingheorshewears.o&extreme
pain' O& he or she shows persistent preoccu-
reactions or underreactions to touch or
Near'receptor issues are a source of
pation with smetling, touching, or tasting things'
person, who puts stress on the environment to find ways to cope w¡th
extreme stress for
are evident across settings'
these difficutties' UnusuaI responses
11. Verbat Commun¡cation
This is a rating of two facets of the person's speech and language skills,
and is best evaluated by a d¡.ect interaction with the person. This item
includes verbal oddities-such as formal language, unusuaI tone or
inflection, and repetit¡ve or made-up phrases-and the abilitv to carrv on
a teciprocal conversatjon.
Normat verbal communicatjon, age and s¡tuation appropr¡ate. abte
¡o cafy on an age approp¡ are convefsarion with anolher pef5on, he o¡ she ¡s abLe to
re5pon¿ to others overtureswhileatsoaddingaddit¡onat infornarion in át Leasta
four
erement s€quence. No evidence of unusual sp€ech irfle.rion, volúme, or tone. No
evrden.e ormade.up words orrepetirive or rote ph¡ases.
Mitdly abnormal verbal communication. corve.5dron €¡cnanges are more
liñited than expeded torthis as€. Occasiondtuse ofmade.!pwords orreperirive, role
ph¡ase5, Al times may dispLayunu5uatvo.atinionaiion or rale ofsp€ech, Ratings at this
leveljnd¡caie that rhe pe¡son has probtems wilh convefsaIon orverba¡ oddities, búl
2.5
Moderately abnormal verbal cor¡mun¡cation. Mtn ñ¿L initiations or
.onversation duringdi¡ect inleraction. VerbaLizations inctúde overlyforma anguage o¡
repel¡l ve phfases. LittLe reclprocaLconversationi naytatkón own topicbu tt e sense
or Inleractión, Vo.a¡ intorarion or rat€ of spee.h often unusuaL. Soñ€ use of unusual
woras of fepet t¡ve 5peech. soñe appafent difficuliies i¡ cafyins on a re.iprocal
conveBation ord displays some type ofverbaloddity.
Seveaely abnormal verbal communication. Inabi¡ityto have a cónve6ation
witrr another per5on. May respond ro sperjfic questio¡s, bül does not engage in a
to_
an¿Jro conversation, Does nor initiarecommuni.ation. Language maybe overlyformal
o¡ p€dantk. Má¡ked abnohaLspeech tnftection o¡ tone. Frequen yuses ñ¿de.úpwords
or ¡epetitive phrá5es.5ignifi.ántdifficulries in both ¿reas ofexpres5ive communication_
re.rpro.aL conver5ation an¿ v€rbal oddiriés.
12. Nonverbal Communication
Th¡s item rates
allforms of nonverbal communication. Wh¡le both use of
and response to nonverbal cues are considered, greater emphasjs is
placed on their use. Attention is given to the use of gaze to regulate
and
understand interactions and the use of facial expressions and gestures
¡n combination with verbatizations for a variety of communication
functions-instrumental, descriptive, and emphatic.
Normal use of nonverbal comrhun¡cat¡on, age and situation
apPrOpriate.!resavaietyoffactale¡pressio¡sandinsl¡unentaL,descriptive,and
emphaln gestures that are weLt integrat€d with verbalizatiois_ Responds to fac¡aL
expressións a¡d gesture5from orhers. caze is used ro regutate jnte¡actionswith others.
Mildty abnormat use of nonverbal communication. uses instrúmental
gestufes súch as pointingor reachins ro indicatewants. Dee.riptive g€stu¡es
af€ used
inrrequentLy and are notwelLcoordinated with v€rbati¿ations, Responds
to!eryóbviou5
fa.ia €xpressions ar gerrures fróm others. show too lirde or €xaggeraled facial
^4ay
expressionrattimes,thoughgener¡tlyshowsappropriareexpressions,tnconsisrentin
use ofSaze to regúlate interaclion with othe¡5.
2.5
Moderatety abnormal use of nonverbal commuñication. Faciatexpes
sions a.e often fLat or e¡asgerated. Uses limiled instruñenlat gestures, and these
gestures are notwelLintegrdled wirh vefbaLizations. RareLy
uses descriprive or emphatk
gestures. srrows timired re5ponse to nonverbaL.ommunicalion
froñ others_ jointarten_
tion i5 rare, as the person sel¡om u5es or r€5ponds to
sd¿e or sesrure as a neans ol
sharngatlenrio¡ to an objed or¿ctivity.
Severely abnormaI use of nonverbal communi(ation. Fachlexpressions
are either ilat or €ragger¿ted, Does nor use tn5trumentaL, descriptive. or eñphark
gesrures and shows no awa.eness ofnonveóatcoomunicarion from others, No evidence
orüsrngga¿e to reguLate a.tivttes with others.
13. Thi¡king/Cognitive Integration Skills
ofthe person's ability to understand the meaning of larger
Th¡s is a rating
concepts and the ability of the person to integrate relevant details ¡nto a
mean ingful overuiew (central coherence). Part ofthis process involves the
person's abilitv to discr¡minate between relevant and irrelevant details.
Age-appropriate think¡¡g/cognit¡ve ¡ntegration skilts, abLe ro under
stand meaningof irfórhation pre5enledeftherpictorialLy, nwritns,orverbaLly. Heor
slie demonstfates .entral .oherence, that is, the ability to attend to rel€vant versus
itrelevant delaiLs and integrat€this lnfo¡mal on into a ñea n insiú L overuiew,
1.5
Mildly ¡mpaired ¡n specific thinking/cogn¡t¡ve integration sk¡lls.
Del¿yed thinkins.ompared to persons of sañé age. Dlfficulries may be seen in
¿istingúishing reLevantfroñ iÍeLevant.ues ior con.eptuaLizing o. person can ve¡balize
anoveraLlunderstandingbutisunabLetoartrulatehowmeaningwasderived.Attimes
supportive presence ofa¡other person helps with .ooprehension,
Moderately impaired ¡n specific thinking/cognitive integration
Sk¡llS. Notable difficullles comprehending meaning and intesrarins info¡mation into
overáLl cón.eptuaLi¿ation. bui shows great atte¡tion to spe.ifi. rhlnss and con(r€te
detaiLs. F¡equendy requires specilic prompts froñ othe.s to at¡end to relevant delaiLs
of grasp the laf ge¡ conceptualization.
Severe delay in specific th¡nking/cogn¡tive integration skills. sho"s
repeated an¿ .on5istent difficulty distingulshing reLevant froñ irelevant det¿ils. Even
with persistent effort5 fron another, may not be able to con!eptualize the overalL
mean:ng of inlor0atlon,
14. Level and Consistency of Intellectual Response
THE RATER lvluST read the complete description in the Manual before
rat¡ng this item. This rating is concerned with the discrepancies in and
consistency of the individual's sk¡tls across different areas, as well as the
person's general level of ¡ntellectual functioning. By definition, this
¡nstrument ¡s appropriate only for individuats whose overall lQ score is
above 80, so the descriptors make this assumplion. Unless the ¡nd¡v¡duol
has o savantsk¡ll, wh¡ch always rece¡veso roting of 4, oll ¡nd¡v¡duals whose
odopt¡ve skills are appro\¡ote fot the¡r age ond ¡ntellectuol ab¡l¡t¡es
should receive 0 rut¡ng of 1, rcgardless of ¡ntellectuol level or var¡ab¡lity
in sk¡lls.
Intetligence is at least norfial and reasonabty consistent across
various areas. Has at teast aleras€ intelLectualabilities and does not have any
únu5ualintelLectualsklllsor probleñs.lQ 5core is average or hlgher(>3t) wlth llmited
discrepancies,Adaptiveskillsare¿ppropriateforageandintelLectúaLabilities.
tQ score ¡s 9a ot obóve. wnh lin¡tedvoiab¡l¡tyacrcss arcas. Adaptive skills ore less thon
üpe.ted fot .agnitive level_
Mildly abnormat intetLectuaL functioning. Not u.5ma( as typicatperson or
same agei 5kills appear evenly delay¿d aúoss a¡l areas- lQ score in the Low.average
ránge (80 to 90) with Lim¡led dlstrepan.ies. Adaptive skills are le5sthan expeded lor
fhe ind¡v¡duol'soverall @gn¡tive skills orc nearthe lowaveruge range (lQkóre between
2.5 a0 dnd 90), butthere iss¡gnilicantvonab¡l¡ty¡n skil¡s.Addpt¡vesk¡|lsarc less rhon úpe.ted
Moderately abnormal intellectuaI funct¡oning. h general, overalr iunction
¡ng ls withln the normal ránge, but 5hows significant discrepancy across skill areás.
AdaptiveskiLls are Lessthan expected for Level of intelLigence.
Ihe ¡nd¡v¡dual'soeerall ¡nte ectudlfundjaningjsaboveoveroge0ascorc>115),andhe
3.5 otsheshowss¡gh¡l¡.dñ¡vor¡ab¡Ity¡nskills.Adoptivesk¡llsorclessthonupectedfarlevel
Severely abnormat intellectual functioning. uas a skirLthar is signiricanrry
better than €xpected lor hls or her level of¡nteLligen.e ¿,d berter thán thar exhibited by
lypicaL peers (savanl skill). At leasr low average inlelligen.e (>30). Adaprlv€ 5kilL5 are
typicaLly less than expected for level of intellisence, but in rare nstan.€s may be
appropriate for cognllive le!eL.
15. General lmpressions

This is ¡ntended to be an overallrating ofautism based on your subiective

¡mpress¡on of the degree to which the person has autism as def¡ned by
the other 14 items. This rat¡ng should be made without recourse to
averag¡ngthe otherrat¡ngs. As w¡th the other items, th¡s rat¡ngshould be
made by taking into account all avallable data from such sources as the
case h¡story, test results, parentand other ¡nterv¡ews, or past recordg.

E No autism spectrum disorder. Shows none ofrhe symproms chara(rerisri. of

an autlsñ spectrum dirorder.

a
2.5
M¡ld aut¡sm spectrum d¡sorder. shows only a red syñptoñs or only a mild
degree of an a!tism spedrum disorder-nild interference with dailyfunctionlng,

E ModeÉte autism spectrum disorder. Shows a nunber of symproms

ñodefale degtee olán aurism spectrum disorder-moderar€ lnterf€rence with daity
o' ¡

3,5
severe aut¡sm spectrun disorder. ¡¡ efiemé
H shows ma¡y symptons or
degr€eolai a!rism spe.trum disorder-e¡trem€ inte eren.ewitñ daityfunctioñing,