They may find themselves at a higher risk of bullying, abuse, and violence. Growing up with ASD without support can have an impact on a person’s mental health, education, development, and social life. Research shows that early diagnosis and treatment is important.Ī late diagnosis of ASD can have consequences. Most people with ASD can learn the skills they need to function independently or in a supportive environment. Sometimes ASD is diagnosed much later in life. But they may not be noticeable until the age of 2 or 3 years. The characteristics of ASD usually start in infancy. People with ASD will all have different experiences. They now think that they are all part of one condition, called autism spectrum disorder or ASD. Along with some challenges, an autistic person will also have a range of strengths.ĭoctors used to think that Asperger's syndrome and autism were separate conditions. But some people with ASD will also have those problems.Ĭhildren and adults with ASD may be highly intelligent, of normal intelligence, or have an intellectual disability. ASD presents differently in boys and girls.ĪSD is not a mental health problem or an intellectual disability. In people with ASD, the brain does not grow in the same way it does in most people. It affects how people behave and interact with the world around them. Related information on Australian websitesĪutism spectrum disorder (ASD) is a lifelong developmental disorder.What is autism spectrum disorder (ASD)?.Journal of autism and developmental disorders, 29(2), 129-141. A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. DeveloperĮhlers, S., Gillberg, C., & Wing, L. See developer reference for further details. A percentile of 4.9 corresponds to the the cutoff raw score of 13. A percentile of around 50 would indicate that this individual scored at a similar level to the validation sample who were independently diagnosed with ASD (DSM-IV Aspergers). In addition, a percentile based on Ebler, Gillberg and Wing (1999) sample of ASD children is presented. A score of 13 and above indicates ASD is probable, with a true positive rate of 90% and a false positive rate of 22% (Ehlers, Gillberg, Wing, 1999). Results consist of a total score between 0 and 54, where higher scores indicate that many characteristics of ASD were reported. No significant gender differences or differences across normal and intellectually disabled subjects were found regarding mean total score on the ASSQ. The mean interrater difference (i.e., between parent and teacher scoring) on the ASSQ (paired t test) was -1.96 t(104) = -2.39 p =. Moderately and severely intellectually disabled children were excluded due to the fact that the ASSQ does not tap features characteristic for such low-functioning subjects.Ĭonvergent validity was determined by a Pearson correlation between parent ratings on the ASSQ and Rutter scale was r =. The subjects in the validation sample were independently diagnosed with ASD (DSM-IV Aspergers) by a psychologist specializing in the disorder and a child psychiatrist. These scores were similar to those of the autism spectrum disorder group in the main sample. In a sample of 87 boys and 23 girls aged 6 to 17 it was found that autism spectrum disorder (DSM-IV Aspergers) validation sample scored an average of 25.1 (SD 7.3) (Ehlers, Gillberg, Wing, 1999). It is not appropriate for people with moderate or severe intellectual disability. It can be used with boys and girls and uses the older conceptualisation of Aspergers syndrome to describe people on the milder end of the autism spectrum. It is designed to be an initial screen for Autism Spectrum Disorder (ASD) especially in those with high or normal IQ, or those with only mild intellectual disability. The ASSQ is a 27 question assessment filled in by parents or teachers of children or adolescents (6 to 17 years of age).
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