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Example 1: With Numbers

Asperger Syndrome Diagnostic Scale (ASDS)

 The Asperger Syndrome Diagnostic Scale (ASDS) is an instrument developed for use withstudents who display characteristics consistent with Asperger Syndrome. Although thediagnosis of Asperger Syndrome is not made within the educational evaluation, in thecurrent circumstance, the ASDS was utilized to achieve further information regardingSTUDENTs !ehaviors as perceived !y his parents and the educational team and for thepurpose of identifying strengths and wea"nesses in relation to the Autism Spectrum. #othof the respondents indicated that STUDENT has strengths in many areas and does note$perience di%culty with the following !ehaviors& ''''''(owever, concerns werenoted in the following areas&

Language Subscale). Spea"s li"e an adult in an academic or *!oo"ish+ manner andor overly uses correctgrammar

-. Tal"s e$cessively a!out favorite topic that hold limited interest for others. Uses words or phrases repetitively/. Does not understand su!tle 0o"es1. 2nterprets conversations literally3. (as peculiar voice characteristics4. Acts as though he or she understands more than he does5. 6re7uently as"s inappropriate 7uestions8. E$periences di%culty in !eginning and continuing a conversation

Social Subscale). Uses few gestures-. Avoids or limits eye contact

. (as di%culty in relating to others that cannot !e e$plained !y shyness, attention, orlac" of e$perience/. E$hi!its few or inappropriate facial e$pressions1. Shows little or no interest in other children3. 9refers to !e the company of adults more than peers4. (as few or no friends in spite of a desire to have them5. (as little or no a!ility to ma"e or "eep friends8. Does not respect others personal space):.Displays limited interest in what other people say or what others ;nd interesting)).(as di%culty understanding the feelings of others)-.Does not understand or use rules governing social !ehavior).(as di%culty understanding social cues

Maladaptive Subscale). Does not change !ehavior to match the environment-. Engages in inappropriate !ehavior related to o!sessive or favorite interest. Displays antisocial !ehavior/. E$hi!its a strong reaction to a change in his or her routine1. 6re7uently !ecomes an$ious or panics when unscheduled events occur3. Appears depressed or has suicidal tendencies4. Engages in repeated, o!sessive, andor ritualistic !ehavior

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5. Displays !ehaviors that are immature and similar to those of a much younger child8. 6re7uently loses temper or has tantrums):.6re7uently feels overwhelmed or !ewildered, especially in crowds or demandingsituations)).Attempts to impose narrow interests, routines, or structures on others

Cognitive Subscale). Displays superior a!ility in restricted area of interest, while having average to a!oveaverage s"ills in other areas-. Displays an e$treme or o!sessive interest in a narrow su!0ect. 6unctions !est when engaged in familiar and repeated tas"s/. (as e$cellent rote memory1. <earns !est when pictures or written words are present3. (as average to a!ove average intelligence4. Appears to !e aware that he or she is di=erent from others5. 2s oversensitive to criticism8. <ac"s organizational s"ills):.<ac"s common sense

Sensorimotor Subscale). Displays an unusual reaction to loud, unpredicta!le noise-. 6re7uently sti=ens, >inches, or pulls away when hugged. ?verreacts to smells that are hardly recogniza!le to those around him or her/. 9refers to wear clothes made of only certain fa!rics1. (as a restricted diet consisting of the same foods coo"ed and presented in the sameway3. E$hi!its di%culties with handwriting or other tas"s that re7uire ;ne motor s"ills4. Appears clumsy or uncoordinated

Example 2 Without Numbers

Asperger Syndrome Diagnostic Scale (ASDS)

 The Asperger Syndrome Diagnostic Scale (ASDS) is an instrument developed for use withstudents who display characteristics consistent with Asperger Syndrome. Although thediagnosis of Asperger Syndrome is not made within the educational evaluation, in thecurrent circumstance, the ASDS was utilized to achieve further information regardingSTUDENTs !ehaviors as perceived !y his parents and the educational team and for thepurpose of identifying strengths and wea"nesses in relation to the Autism Spectrum. #othof the respondents indicated that STUDENT has strengths in many areas and does note$perience di%culty with the following !ehaviors& ''''''(owever, concerns were

noted in the following areas&

Language SubscaleSpea"s li"e an adult in an academic or *!oo"ish+ manner andor overly uses correctgrammar

 Tal"s e$cessively a!out favorite topic that hold limited interest for othersUses words or phrases repetitivelyDoes not understand su!tle 0o"es2nterprets conversations literally

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(as peculiar voice characteristicsActs as though he or she understands more than he does6re7uently as"s inappropriate 7uestionsE$periences di%culty in !eginning and continuing a conversationSocial SubscaleUses few gestures

Avoids or limits eye contact(as di%culty in relating to others that cannot !e e$plained !y shyness, attention, or lac"of e$perienceE$hi!its few or inappropriate facial e$pressionsShows little or no interest in other children9refers to !e the company of adults more than peers(as few or no friends in spite of a desire to have them(as little or no a!ility to ma"e or "eep friendsDoes not respect others personal spaceDisplays limited interest in what other people say or what others ;nd interesting(as di%culty understanding the feelings of othersDoes not understand or use rules governing social !ehavior

(as di%culty understanding social cues

Maladaptive SubscaleDoes not change !ehavior to match the environmentEngages in inappropriate !ehavior related to o!sessive or favorite interestDisplays antisocial !ehaviorE$hi!its a strong reaction to a change in his or her routine6re7uently !ecomes an$ious or panics when unscheduled events occurAppears depressed or has suicidal tendenciesEngages in repeated, o!sessive, andor ritualistic !ehaviorDisplays !ehaviors that are immature and similar to those of a much younger child6re7uently loses temper or has tantrums

6re7uently feels overwhelmed or !ewildered, especially in crowds or demanding situationsAttempts to impose narrow interests, routines, or structures on others

Cognitive SubscaleDisplays superior a!ility in restricted area of interest, while having average to a!oveaverage s"ills in other areasDisplays an e$treme or o!sessive interest in a narrow su!0ect6unctions !est when engaged in familiar and repeated tas"s(as e$cellent rote memory<earns !est when pictures or written words are present(as average to a!ove average intelligenceAppears to !e aware that he or she is di=erent from others2s oversensitive to criticism<ac"s organizational s"ills<ac"s common sense

Sensorimotor SubscaleDisplays an unusual reaction to loud, unpredicta!le noise6re7uently sti=ens, >inches, or pulls away when hugged?verreacts to smells that are hardly recogniza!le to those around him or her

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9refers to wear clothes made of only certain fa!rics(as a restricted diet consisting of the same foods coo"ed and presented in the same wayE$hi!its di%culties with handwriting or other tas"s that re7uire ;ne motor s"illsAppears clumsy or uncoordinated