Social Communication Questionnaire SCQ or Autism Screening Questionnaire ASQ Questionnaire (SCQ) Current Form Social Communication 1.

Is she/he now able to talk using short phrases or sentences? If no, skip to question 8. .................................................................................. yes no 2. Do you have a to and fro conversation with her/him that involves taking turns or building on what you have said?............................................... yes no 3. Does she/he ever use odd phrases or say the same thing over and over in almost exactly the same way (either phrases that she/he hears other people use or ones that she/he makes up)?................................... yes no Questionnaire (SCQ) Lifetime Form Social Communication 4. Has she/he ever used socially inappropriate questions or statements? For example, has she/he ever regularly asked personal questions or made personal comments at awkward times? ................................................. yes no 5. Has she/he ever got her/his pronouns mixed up (e.g., saying you or she/he for I )?......................................................................... yes no 6. Has she/he ever used words that she/he seemed to have invented or made up her/himself; put things in odd, indirect ways; or used metaphorical ways of saying things (e.g., saying hot rain for steam )? ................. yes no Retrieved from: http://portal.wpspublish.com/portal/page?_pageid=53,70432&_dad=portal&_schema=PORTAL

Checklist for Autism in Toddlers CHAT Section A: Ask Parent: 1. Does your child enjoy being swung, bounced on your knee, etc? YES/NO 2. Does your child take an interest in other children? YES/NO 3. Does your child like climbing on things, such as upstairs? Section B: GP or HV Observation: i. During the appointment, has the child made eye contact with you? YES/NO ii. Get child's attention, then point across the room at an interesting object and say 'Oh look! There's a (name of toy!)' Watch child's face. Does the child look across to see what you are pointing at? YES/NO* iii. Get the child's attention, then give child a miniature toy cup and teapot and say 'Can you make a cup of tea? ' Does the child pretend to pour out tea, drink it, etc.? YES/NO retrieved from http://www.autism.org.uk/working-with/health/screening-and-diagnosis/checklist-for-autism-in-toddlerschat.aspx

Australian Scale For Aspergers syndrome A. SOCIAL AND EMOTIONAL ABILITIES

Rarely 1. Does the child lack an understanding of how to play with other children? For example, unaware of the unwritten rules of social play? 0 1 2 3 4 5

Frequently 6

2. When free to play with other children, such as school lunchtime, does the child avoid social contact with them? For example, finds a secluded place or goes to the library.

3. Does the child appear unaware of social conventions or codes of conduct and make inappropriate actions and comments? For example, making a personal comment to someone but the child seems unaware of how the comment could offend.

Retrieved from: http://www.aspergersyndrome.org/Articles/The-Australian-Scale-for-Asperger-s-Syndrome.aspx

ADI-R
Autism Diagnostic Interview-Revised

INTRODUCTORY QUESTIONS THE PURPOSE OF THESE FIRST QUESTIONS IS TO PROVIDE A FRAME OF REFERENCE FOR THE ITEMS BELOW. Id like to start off by just getting a general picture of [subject]. Let me just briefly ask you some questions and then we can then come back to some things in more detail once I have some sense of what [subject] is like. Can you tell me a little about [subject] How would you describe [subjects] behavior to me if I had to pick her/him out in a group of other children/young people the same age? What kinds of things does s/he do when left to her/his own devices? When is s/he at her/his best? What about the most difficult? What is [subject]s language like?
Retrieved from: http://portal.wpspublish.com/pdf/TestFormSamplesPDF/W-382A_FormSample.pdf

GARS-2 Gillian Autism Rating Scale-Second Edition Parent Interview: Delays in: Social Interaction During the childs first 3 years of life: a. Child reached out or prepared to be picked up when the parent attempted to lift the child. b. Child cried or became upset when left unattended in his or her crib, playpen, or other are. c. Child cried or became upset when picked up or held. d. Child cried ore became upset when handed from one adult to another. e. Child attempted to join family members in group activities (e.g., watching TV). Retrieved from: http://region10projects.org/wp-content/uploads/2011/10/Gilliam-Autism-Rating-Scale-2-T.doc.

ADOS Autism Diagnostic Observation Schedule Module 1 Module 3 Free Play Construction Task Response to Name Make-Believe Play Response to Joint Attention Joint Interactive Play Bubble Play Demonstration Task Anticipation of a Routine With Objects Description of a Picture Responsive Social Smile Telling a Story from a Book Anticipation of Social Routine Cartoons Functional and Symbolic Imitation Reporting a Non-Routine Event/Conversation Birthday Party Emotions Snack Social Difficulties/Annoyance Break Retrieved from: Friends/Loneliness/Marriage
http://portal.wpspublish.com/portal/page?_pageid=5 3,288971&_dad=portal&_schema=PORTAL

PIA Parent Interview for Autism Relating: Does___________ actively avoid looking at people during interactions? Affect: Do ________________s moods change quickly without warning? Imiatation: Does____________ imitate simple gestures such as waving goodbye or clapping hands Peer interaction: Does_____________ prefer to play alone instead of with other children? Retrieved from:
Stone, W. L., & Hogan, K. L. (1993). A structured parent interview for identifying young children with autism. Journal of Autism and Developmental Disorders, 23, 645.

CARS Childhood Autism Rating Scale Relating to People 1 No evidence of difficulty or abnormality in relating to people. The child's behavior is appropriate for his or her age. Some shyness, fussiness, or annoyance at being told what to do may be observed, but not to an atypical degree. (if between these points) Mildly abnormal relationships. The child may avoid looking the adult in the eye, avoid the adult or become fussy if interaction is forced, be excessively shy, not be as responsive to the adult as is typical, or cling to parents somewhat more than most children of the same age. (if between these points) Moderately abnormal relationships. The child shows aloofness (seems unaware of adult) at times. Persistent and forceful attempts are necessary to get the child's attention at times. Minimal contact is initiated by the child. (if between these points) Severely abnormal relationships. The child is consistently aloof or unaware of what the adult is doing. He or she almost never responds or initiates contact with the adult. Only the most persistent attempts to get the child's attention have any effect.

1.5 2

2.5 3

3.5 4

Retrieved from: http://oreilly.com/medical/autism/news/diag_tools.html#CARS

3di Developmental, Dimensional and Diagnostic Interview

Retrieved from: http://www.ixdx.org/3di-tour.html