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AUSTRALIAN SCALE FOR ASPERGERâS SYNDROME*
A. SOCIAL AND EMOTIONAL ABILITIES
1. Does the child lack an understanding of how to play with other children? For example, is the child unaware of the unwritten rules of social play.
0 1 2 3 4 5 6
Rarely Frequently
2. When free to play with other children, such as school lunch-time, does the child avoid social contact with them. For example, finds a secluded place or goes to the library.
0 1 2 3 4 5 6
Rarely Frequently
3. Does the child appear unaware of social conventions or codes of conduct and engage in inappropriate actions and comments? For example, making a personal comment to someone but the child seems unaware how the comment could offend.
0 1 2 3 4 5 6
Rarely Frequently
4. Does the child lack empathy, that is, the intuitive understanding of another personâs feelings? For example, not realizing an apology would help the other person feel better.
0 1 2 3 4 5 6
Rarely Frequently
5. Does the child seem to expect other people to know their thoughts, experiences, and opinions? For example, not realizing you could not know something because you were not with the child at the time.
0 1 2 3 4 5 6
Rarely Frequently
6. Does the child need an excessive amount of reassurance, especially if things are changed or go wrong?
0 1 2 3 4 5 6
Rarely Frequently
7. Does the child lack subtlety in their expression of emotion? For example, not understanding the levels of emotional expression appropriate for different people.
0 1 2 3 4 5 6
Rarely Frequently
8. Does the child lack precision in their expression of emotion? For example, not understanding the levels of emotional expression appropriate for different people.
0 1 2 3 4 5 6
Rarely Frequently
9. Is the child not interested in participating in competitive sports, games, and activities.
0 1 2 3 4 5 6
Rarely Frequently
10. Is the child indifferent to peer pressure? For example, does not follow the latest craze in toys or clothes.
0 1 2 3 4 5 6
Rarely Frequently
B. COMMUNICATION SKILLS
11. Does the child take a literal interpretation of comments? For example, is confused by phrases such as âpull your socks upâ, âlooks can killâ or âhop on the scalesâ.
0 1 2 3 4 5 6
Rarely Frequently
12. Does the child have an unusual tone of voice? For example, the child seems to have a âforeign accent or monotone that lacks emphasis on key words.
0 1 2 3 4 5 6
Rarely Frequently
13. When talking to the child does he or she appear uninterested in your side of the conversation? For example, not asking about or commenting on your thoughts or opinions on the topic.
0 1 2 3 4 5 6
Rarely Frequently
14. When in conversation, does the child tend to use less contact than you would expect?
0 1 2 3 4 5 6
Rarely Frequently
15. Is the childâs speech over-precise or pedantic. For example, does the child talk in a formal way or sound like a âwalkingâ dictionary.
0 1 2 3 4 5 6
Rarely Frequently
16. Does the child have problems clarifying and taking corrective action when confused about a conversation? For example, when the child is uncertain about a conversation, he or she does not ask for clarification but simply switches to a familiar topic, or takes ages to think of a reply.
0 1 2 3 4 5 6
Rarely Frequently
C. COGNITIVE SKILLS
17. Does the child read books primarily for information, not seeming to be interested in fictional works? For example, being an avid reader of encyclopedias and science books but not interested in adventure stories.
0 1 2 3 4 5 6
Rarely Frequently
18. Does the child have an exceptional long-term memory for events and facts? For example, remembering the neighborâs auto tags of several years ago, or clearly recalling scenes that happened many years ago.
0 1 2 3 4 5 6
Rarely Frequently
19. Does the child lack social imaginative play? For instance, other children were not included in the childâs imaginary games or the child is confused by the pretend games of other children.
0 1 2 3 4 5 6
Rarely Frequently
D. SPECIFIC INTERESTS
20. Is the child fascinated by a particular topic to the exclusion of most other subjects and avidly collects information or statistics on that interest? For example, the child becomes a âwalking encyclopediaâ of knowledge on vehicles, maps, or sport league tables.
0 1 2 3 4 5 6
Rarely Frequently
21. Does the child become unduly upset by changes in routine or rituals that must be completed? For example, is distressed by going to school by a different routine.
0 1 2 3 4 5 6
Rarely Frequently
22. Does the child develop elaborate routines or rituals that must be completed? For example, lining up toys before going to bed.
0 1 2 3 4 5 6
Rarely Frequently
E. MOVEMENT SKILLS
23. Does the child have poor motor coordination? For example, is not skilled at catching a ball relative to children his or her age.
0 1 2 3 4 5 6
Rarely Frequently
24. Does the child have an odd gait when running?
0 1 2 3 4 5 6
Rarely Frequently
F. FURTHER CHARACTERISTICS
For this section, check whether the child has shown any of the following characteristics.
a. Unusual fear or distress due to:
light touch on skin or scalp
typical odors
wearing particular items of clothing
unexpected noises
seeing certain objects
noisy, crowded places, e.g. supermarkets
b. A tendency to flap or rock when excited or distressed
c. A lack of sensitivity to low levels of pain
d. Late in acquiring speech
e. Unusual facial grimaces or tics
Scoring -- If the answer was yes to the majority of questions in the scale, and the rating
was between 2 and 6, it does not automatically imply that the child has Asperger's Syndrome,
however a referral to an agency or professional that specialises in this disorder
may be warranted.
* adapted from âAspergerâs Syndrome: A Guide for Parents and Professionalsâ by Tony Attwood, 1998, Jessica Kingsley Publishers, London and Philadelphia.
A. SOCIAL AND EMOTIONAL ABILITIES
1. Does the child lack an understanding of how to play with other children? For example, is the child unaware of the unwritten rules of social play.
0 1 2 3 4 5 6
Rarely Frequently
2. When free to play with other children, such as school lunch-time, does the child avoid social contact with them. For example, finds a secluded place or goes to the library.
0 1 2 3 4 5 6
Rarely Frequently
3. Does the child appear unaware of social conventions or codes of conduct and engage in inappropriate actions and comments? For example, making a personal comment to someone but the child seems unaware how the comment could offend.
0 1 2 3 4 5 6
Rarely Frequently
4. Does the child lack empathy, that is, the intuitive understanding of another personâs feelings? For example, not realizing an apology would help the other person feel better.
0 1 2 3 4 5 6
Rarely Frequently
5. Does the child seem to expect other people to know their thoughts, experiences, and opinions? For example, not realizing you could not know something because you were not with the child at the time.
0 1 2 3 4 5 6
Rarely Frequently
6. Does the child need an excessive amount of reassurance, especially if things are changed or go wrong?
0 1 2 3 4 5 6
Rarely Frequently
7. Does the child lack subtlety in their expression of emotion? For example, not understanding the levels of emotional expression appropriate for different people.
0 1 2 3 4 5 6
Rarely Frequently
8. Does the child lack precision in their expression of emotion? For example, not understanding the levels of emotional expression appropriate for different people.
0 1 2 3 4 5 6
Rarely Frequently
9. Is the child not interested in participating in competitive sports, games, and activities.
0 1 2 3 4 5 6
Rarely Frequently
10. Is the child indifferent to peer pressure? For example, does not follow the latest craze in toys or clothes.
0 1 2 3 4 5 6
Rarely Frequently
B. COMMUNICATION SKILLS
11. Does the child take a literal interpretation of comments? For example, is confused by phrases such as âpull your socks upâ, âlooks can killâ or âhop on the scalesâ.
0 1 2 3 4 5 6
Rarely Frequently
12. Does the child have an unusual tone of voice? For example, the child seems to have a âforeign accent or monotone that lacks emphasis on key words.
0 1 2 3 4 5 6
Rarely Frequently
13. When talking to the child does he or she appear uninterested in your side of the conversation? For example, not asking about or commenting on your thoughts or opinions on the topic.
0 1 2 3 4 5 6
Rarely Frequently
14. When in conversation, does the child tend to use less contact than you would expect?
0 1 2 3 4 5 6
Rarely Frequently
15. Is the childâs speech over-precise or pedantic. For example, does the child talk in a formal way or sound like a âwalkingâ dictionary.
0 1 2 3 4 5 6
Rarely Frequently
16. Does the child have problems clarifying and taking corrective action when confused about a conversation? For example, when the child is uncertain about a conversation, he or she does not ask for clarification but simply switches to a familiar topic, or takes ages to think of a reply.
0 1 2 3 4 5 6
Rarely Frequently
C. COGNITIVE SKILLS
17. Does the child read books primarily for information, not seeming to be interested in fictional works? For example, being an avid reader of encyclopedias and science books but not interested in adventure stories.
0 1 2 3 4 5 6
Rarely Frequently
18. Does the child have an exceptional long-term memory for events and facts? For example, remembering the neighborâs auto tags of several years ago, or clearly recalling scenes that happened many years ago.
0 1 2 3 4 5 6
Rarely Frequently
19. Does the child lack social imaginative play? For instance, other children were not included in the childâs imaginary games or the child is confused by the pretend games of other children.
0 1 2 3 4 5 6
Rarely Frequently
D. SPECIFIC INTERESTS
20. Is the child fascinated by a particular topic to the exclusion of most other subjects and avidly collects information or statistics on that interest? For example, the child becomes a âwalking encyclopediaâ of knowledge on vehicles, maps, or sport league tables.
0 1 2 3 4 5 6
Rarely Frequently
21. Does the child become unduly upset by changes in routine or rituals that must be completed? For example, is distressed by going to school by a different routine.
0 1 2 3 4 5 6
Rarely Frequently
22. Does the child develop elaborate routines or rituals that must be completed? For example, lining up toys before going to bed.
0 1 2 3 4 5 6
Rarely Frequently
E. MOVEMENT SKILLS
23. Does the child have poor motor coordination? For example, is not skilled at catching a ball relative to children his or her age.
0 1 2 3 4 5 6
Rarely Frequently
24. Does the child have an odd gait when running?
0 1 2 3 4 5 6
Rarely Frequently
F. FURTHER CHARACTERISTICS
For this section, check whether the child has shown any of the following characteristics.
a. Unusual fear or distress due to:
light touch on skin or scalp
typical odors
wearing particular items of clothing
unexpected noises
seeing certain objects
noisy, crowded places, e.g. supermarkets
b. A tendency to flap or rock when excited or distressed
c. A lack of sensitivity to low levels of pain
d. Late in acquiring speech
e. Unusual facial grimaces or tics
Scoring -- If the answer was yes to the majority of questions in the scale, and the rating
was between 2 and 6, it does not automatically imply that the child has Asperger's Syndrome,
however a referral to an agency or professional that specialises in this disorder
may be warranted.
* adapted from âAspergerâs Syndrome: A Guide for Parents and Professionalsâ by Tony Attwood, 1998, Jessica Kingsley Publishers, London and Philadelphia.
