These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.Įxamples of restricted or repetitive behaviors and interests related to ASD can include People with ASD have behaviors or interests that can seem unusual. Restricted or Repetitive Behaviors or Interests Does not sing, dance, or act for you by 60 months of age.Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age.Does not notice other children and join them in play by 36 months of age.Does not notice when others are hurt or upset by 24 months of age.Does not point to show you something interesting by 18 months of age.Does not share interests with others by 15 months of age (for example, shows you an object that they like).Uses few or no gestures by 12 months of age (for example, does not wave goodbye).Does not play simple interactive games like pat-a-cake by 12 months of age.Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age.Does not respond to name by 9 months of age.The Autistic Spectrum Disorder Intervention Manual (507 pages, © 2022) includes IEP goals, objectives, and interventions for all 122 items on the School Version of the Autism Spectrum Disorder Evaluation Scale.Examples of social communication and social interaction characteristics related to ASD can include.ASDES uses frequency-based quantifiers to document a behavior’s occurrence.Subscale standard scores, percentiles, and quotients are provided by gender and age.Factor analysis confirmed the seven ASDES subscales.The standardization population included children and youth from 27 states and represented all geographic regions of the United States.The ASDES Home Version (122 items) was standardized on a total of 1,992 children and youth.The ASDES School Version (122 items) was standardized on a total of 3,413 students.The ASDES subscales of Social-Emotional Reciprocity, Nonverbal, Relationships, Stereotyped/Repetitive, Routines/Rituals, Interests, and Sensory are based on the diagnostic criteria for ASD from the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5™) (American Psychiatric Association, 2013).identification of goals, objectives, and interventions for the student’s IEP, and program implementation with the use of the Autistic Disorder Intervention Manual.Ĭharacteristics and Components of the ASDES.pinpointing areas of need for behavioral intervention/improvement. identification of the child’s characteristics of Autism Spectrum Disorder as defined by the American Psychiatric Association.comparison of an individual student to a national standard for screening purposes.measurement of behavior by primary observers in the school or residential environment.The following functions are served by the instrument: Both scales contribute valuable information to the identification process of children and youth with Autism Spectrum Disorder. Combining both versions provides a broader assessment of the child’s social, emotional, academic, and communication strengths and weaknesses across different environments. The School Version allows educators to document observations of behavior in the school environment. The Home Version provides doctors, therapists, and educators documentation and frequency of the characteristics observed in the home setting. The Autism Spectrum Disorder Evaluation Scale measures the characteristics typically associated with Autism Spectrum Disorder as described by the medical profession and observed by educators, psychologists, and psychiatrists. It is nationally standardized for ages 3 through 18 years of age. It has school and home versions to document behavior observations in the school and residential environments. The Autism Spectrum Disorder Evaluation Scale (ASDES) is based on the most commonly recognized definition of Autism Spectrum Disorder (ASD) as defined by the American Psychiatric Association (APA) (2013) in the DSM-5™.
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