Scale Aspergers Form PDF Details

Understanding a child or adolescent's unique set of behaviors, especially within the context of Asperger’s Syndrome and High-Functioning Pervasive Developmental Disorder (PDD), can be greatly enhanced through tools like the Sohn Grayson Rating Scale. This comprehensive form offers evaluators, educators, and caregivers a structured method to observe and rate behaviors that are indicative of Asperger’s Syndrome and high-functioning PDD. By considering a spectrum of behaviors such as social interactions, communication habits, behavioral patterns, cognitive abilities, and sensory sensitivities, the scale provides a nuanced view of a child's daily functioning. It requires the evaluator to rate various behaviors on a scale from 'not true' to 'often true,' thereby allowing for a detailed profile that reflects the child or adolescent's challenges and strengths. Importantly, the compiled scores can guide the understanding of how pronounced the indicators of Asperger’s Syndrome or PDD are, ranging from very low to very high. Such insights not only inform about the immediate needs of the child but also assist in tailoring supportive interventions and educational plans that meet their specific needs. This rating scale, thus, stands as a critical resource for those seeking to better understand and support children and adolescents with Asperger’s Syndrome and High-Functioning Pervasive Developmental Disorder.

QuestionAnswer
Form NameScale Aspergers Form
Form Length4 pages
Fillable?No
Fillable fields0
Avg. time to fill out1 min
Other namespervasive current score, rating pervasive evaluator, sohn grayson rating scale, sohn syndrome

Form Preview Example

Sohn Grayson Rating Scale for Asperger’s Syndrome and High-Functioning

Pervasive Developmental Disorder

Student’s Name:_________________________

Evaluator:__________________________

Birth date:_______________________________

Date of Evaluation:__________________

Diagnosis:_______________________________

Current Placement:__________________

Score:_____________________________

Below is a list of behaviors. For each item please circle the number that most accurately describes the child’s behavior. Please answer all items. When completed, total items in all sections. Higher scores indicate the child or adolescent is displaying more behaviors that may interfere with daily functioning.

1 not true

2 rarely true

3 sometimes true

4 often true

 

 

 

 

 

 

 

 

Social and Behavioral

1

2

3

4

 

1.

The child has few preferred friends.

1

2

3

4

 

2.

The child rarely initiates play with

 

 

 

 

 

others.

1

2

3

4

 

3.

The child rarely engages in imaginative

 

 

 

 

 

play.

1

2

3

4

 

4.

The child tends to play with particular

 

 

 

 

 

toys in a repetitive manner.

1

2

3

4

 

5.

The child avoids eye contact.

1

2

3

4

 

6.

The child makes limited use of facial

 

 

 

 

 

expressions and body language to facilitate

 

 

 

 

 

communication.

1

2

3

4

 

7.

The child attempts to control play

 

 

 

 

 

situations (fails to sustain an interest in the

 

 

 

 

 

play of others).

1

2

3

4

 

8.

The child has difficulty in crowds.

1

2

3

4

 

9.

The child cannot take the perspective of

 

 

 

 

 

others or understand that others have

 

 

 

 

 

feelings and thoughts.

1

2

3

4

 

10. The child lacks understanding of

 

 

 

 

 

others’ emotions.

1

2

3

4

 

11. The child has difficulty expressing his

 

 

 

 

 

or her emotions appropriately.

1

2

3

4

 

12. The child prefers structured activities

 

 

 

 

 

over nonstructured ones.

1

2

3

4

 

13. The child shows a lack of awareness of

 

 

 

 

 

others’ personal space.

©Alan Sohn and Cathy Grayson. Parenting Your Asperger Child. New York: Perigee, 2005.

1

2

3

4

14. The child has difficulty learning the

 

 

 

 

rules of a game or interaction.

 

 

 

Behavioral

1

2

3

4

1.

The child displays unusual fears.

1

2

3

4

2.

The child displays an obsessive interest

 

 

 

 

in narrow or atypical topics (is ritualistic).

1

2

3

4

3.

The child is rule bound (sees things in

 

 

 

 

black and white).

1

2

3

4

4.

The child displays unusual eating habits.

1

2

3

4

5.

The child engages in perseverative

 

 

 

 

behaviors.

1

2

3

4

6.

The child’s behavior is rigid (has

 

 

 

 

difficulty with changes and transitions,

 

 

 

 

needs sameness, needs order).

1

2

3

4

7.

The child is a perfectionist (cannot

 

 

 

 

tolerate mistakes, resists learning new

 

 

 

 

tasks).

1

2

3

4

8.

The child appears anxious.

 

 

 

Speech and Language

1

2

3

4

1.

The child uses words in a peculiar

 

 

 

 

manner.

1

2

3

4

2.

The child does not ask for the meaning

 

 

 

 

of words.

1

2

3

4

3.

The child does not ask for help.

1

2

3

4

4.

The child does not make jokes and has

 

 

 

 

difficulty understanding joking and teasing.

1

2

3

4

5.

The child does not initiate conversation.

1

2

3

4

6.

The child has difficulty maintaining

 

 

 

 

conversation in a reciprocal format

 

 

 

 

(conversational give-and-take).

1

2

3

4

7.

The child does not inquire about others.

1

2

3

4

8.

The child “sounds” like an adult.

1

2

3

4

9.

The child says things that embarrasses

 

 

 

 

others (comments on physical

 

 

 

 

characteristics, asks probing questions).

1

2

3

4

10. The child engages in obsessive

 

 

 

 

questioning.

1

2

3

4

11. The child engages in obsessive talking

 

 

 

 

about specific topics.

1

2

3

4

12. The child does not maintain another’s

 

 

 

 

topic when it does not pertain to his or her

 

 

 

 

own special interest.

1

2

3

4

13. The child has a large vocabulary

 

 

 

 

consisting primarily of nouns and verbs.

1

2

3

4

14. The child does not use language

 

 

 

 

socially (focuses conversations on facts or

©Alan Sohn and Cathy Grayson. Parenting Your Asperger Child. New York: Perigee, 2005.

 

 

 

 

special interests).

1

2

3

4

15. The child confuses “he” and “she.”

1

2

3

4

16. The child displays unusual intonation,

 

 

 

 

pitch, and/or loudness.

1

2

3

4

17. The child uses “language scripts” when

 

 

 

 

conversing (language consists of scripts or

 

 

 

 

parts of scripts from movies/TV/books).

1

2

3

4

18. The child interprets language on a

 

 

 

 

literal level.

1

2

3

4

19. The child misses the point or main idea

 

 

 

 

of a conversation.

1

2

3

4

20. The child insists upon verbal rituals

 

 

 

 

(repeats scripts from movies/TV/books,

 

 

 

 

shares too many details).

1

2

3

4

21. The child does not exhibit gestural

 

 

 

 

communication.

1

2

3

4

22. The child has difficulty maintaining the

 

 

 

 

topic in a conversation.

 

 

 

Cognition

1

2

3

4

1.

The child has difficulty understanding

 

 

 

 

abstract concepts (such as guessing,

 

 

 

 

wishing, time sequence).

1

2

3

4

2.

The child displays strong memory skills.

1

2

3

4

3.

The child has difficulty with fine motor

 

 

 

 

skills.

1

2

3

4

4.

The child interprets the behavior of

 

 

 

 

others on a literal level.

1

2

3

4

5.

The child does not generalize learning

 

 

 

 

from one situation to another.

1

2

3

4

6.

The child is easily distracted.

1

2

3

4

7.

The child has difficulty sustaining

 

 

 

 

attention.

 

 

 

Sensory

1

2

3

4

1.

The child displays unusual sensitivity to

 

 

 

 

noises.

1

2

3

4

2.

The child displays unusual sensitivity to

 

 

 

 

smells.

1

2

3

4

3.

The child displays unusual sensitivity to

 

 

 

 

tastes.

1

2

3

4

4.

The child displays unusual sensitivity to

 

 

 

 

textures.

1

2

3

4

5.

The child displays unusual sensitivity to

 

 

 

 

being touched.

1

2

3

4

6.

The child engages in repetitive or

 

 

 

 

stereotypic movements.

1

2

3

4

7.

The child displays difficulty with motor

©Alan Sohn and Cathy Grayson. Parenting Your Asperger Child. New York: Perigee, 2005.

 

 

functioning/ planning (tying shoes, riding a

 

 

bike).

 

Rating Scale Results

Score

 

Probability of Asperger’s Syndrome

 

 

or High-Functioning PDD

58-89

 

Very Low

90-118

 

Low

119-149

 

Mild to Moderate

150-177

 

Moderate to High

178-207

 

High to Very High

208-232

 

Very High

©Alan Sohn and Cathy Grayson. Parenting Your Asperger Child. New York: Perigee, 2005.