ASD structured interview | DSM-III-R Autistic Disorder | DSM-IV Autistic Disorder (Bold=Asperger's Disorder) |
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A. THESE ARE SOME QUESTIONS ABOUT HOW YOUR SON/DAUGHTER RELATES TO OTHERS. | A. QUALITATIVE IMPAIRMENT IN RECIPROCAL SOCIAL INTERACTION | (1). QUALITATIVE IMPAIRMENT IN SOCIAL INTERACTION |
1. Did s/he seem unusually unaware of the existence or feelings of others? | 1. Marked lack of awareness of the existence of or feelings of others | (d) Lack of social or emotional reciprocity |
2. Did s/he not come for comfort even when hurt, or did s/he seek comfort in an odd way | 2. No or abnormal seeking of comfort at times of distress | Â |
3. Was s/he unable to imitate others when appropriate? | 3. No or impaired imitation | Â |
4. Does s/he have difficulty playing cooperatively with other children? | 4. No or abnormal social play | (c) A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people |
5. Is s/he uninterested in making peer friendships? Or if s/he is interested, does s/he seem to understand the conventions of social interaction? | 5. Gross impairment in ability to make peer friendships | (b) Failure to develop peer relationships appropriate to developmental level |
B. THESE ARE SOME QUESTIONS ABOUT HOW YOUR SON/DAUGHTER COMMUNICATES OR PLAYS WITH OTHERS. | B. QUALITATIVE IMPAIRMENT IN VERBAL AND NONVERBAL COMMUNICATION, AND IN IMAGINATIVE ACTIVITY | (2). QUALITATIVE IMPAIRMENTS IN COMMUNICATION |
1. Is s/he unable to communicate? | 1. No mode of communication, such as communicative babbling, facial expression, gesture, mime, or spoken language | (a) Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime) |
2. Does s/he avoid looking at people or avoid greeting people? If no, ask: Does s/he ignore people around her/him, dislike being held? | 2. Markedly abnormal nonverbal communication, as in the use of eye-to-eye gaze, facial expression, body posture, or gestures to initiate or modulate social interaction | (1) (a) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction |
3. Is s/he uninterested in imaginative activities or stories? | 3. Absence of imaginative activity, such as playacting of adult roles, fantasy characters, or animals; lack of interest in stories about imaginary events | (d) Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level |
4. When s/he speaks does her/his tone seem odd? | 4, Marked abnormalities in the production of speech, including volume, pitch, stress, rate, rhythm, and intonation | Â |
5. Did s/he repeat words or phrases s/he has just heard, in place of responding to what was said? Did s/he often use the wrong pronouns to refer to her/himself or others, or refer to him/herself in the third person, as "he wants a remarks cracker?" | 5. Marked abnormalities in the form or content of speech, including stereotyped and repetitive use of speech; use of "you" when "I" is meant; idiosyncratic use of words or phrases; or frequent irrelevant remarks | (c) Stereotyped and repetitive use of language or idiosyncratic language |
6. Did s/he seldom, if ever, start a conversation with someone else, even if s/he might talk to her/himself? | 6. Marked impairment in the ability to initiate or sustain a conversation with others, despite adequate speech | (b) In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others |
C. THESE ARE QUESTIONS ABOUT SON/DAUGHTER' S ACTIVITIES OR INTERESTS | C. MARKEDLY RESTRICTED REPERTOIRE OF ACTIVITIES AND INTERESTS | (3) R ESTRICTED REPETITIVE AND STEREOTYPED PATTERNS OF BEHAVIOR, INTERESTS, AND ACTIVITIES |
1. Did s/he ever have any repetitive patterns of behavior such as hand movements, clapping or twirling? | 1. Stereotyped body movements, e.g., hand-flicking or -twisting, spinning, head-banging, complex whole-body movements | (c) Stereotyped and repetitive motor mannerisms |
2. Did s/he ever have any prolonged attachments to certain objects, either holding them or staring at them, or lining them up in a repetitive pattern? | 2. Persistent preoccupation with parts of objects or attachment to unusual objects | (d) Persistent preoccupation with parts of objects |
3. Did s/he ever get unusually upset if there were even small changes in where things were placed in the house? | 3. Marked distress over changes in trivial aspects of environment | Â |
4. Or get upset when there are changes in daily routine? | 4. Unreasonable insistence on following routines in precise detail | (b) Apparently inflexible adherence to specific, nonfunctional routines or rituals |
5. Does s/he have an extremely restricted range of interests, or a preoccupation with one very narrow interest | 5. Markedly restricted range of interests and a preoccupation with one narrow interest | (a) Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus |