Childhood Autism Rating Scale, txicschopier, ph.o, Mary. Van Bourgondien, PAD, wps. High-Functioning Version Second Edition 6 janet Weinan,Fh.O, and Steven. lve, PhO. ating Booklet ame ere eater weet cnt lege tse, tert tad onamatentos 0 yeu one DIRECTIONS: After rating the 15 items, transfer the ratings from the Inside pages to the corresponding spaces below. Sum the ratings to obtain the Total raw score, and indicate the corresponding Severity Group, Clrele the Tata raw score value inthe table. The number printed to the left ofthe value you have circled is the F-score, Ng ‘Symptom Level Compared to Individuals it Autism Spectrum Diagnoses CATEGORY RATINGS: Peet ae 1. SociatEmotional Understanding or as medusa “i 3 2. toto pression and Regulation fm & 3. Relig Pople one e 3 & A. Body Use ens eee 2 @ dan 38 & 8 5. one ein Pay eeeeeeeie x & wrens 29 & $ Adaptation to Change/Restricted Interests .. 2 38 ‘median » 2.5 ct od 1. Wa Response nn 3 5 7 3 8: tering sponse a beri) 2 2 9. Test sn nd Yueh Response an se « a 3 10. featorAniety i aaa “ “ means 29 s Y 11. Verbal conmuntton ee eee x ‘ median = 2.5 a 7 12. Nona COMUNE nen pence x 7 man'20 4 e 13. Thinking/Cognitive Integration Skills: ve ae = median = 2.0 a a 14 evel and ont tacts Response 2 } +15. General Impressions: = = melon “25 ‘ i. = : 3 SEVERITY GROUP x [| Mn oNe Symptoms Atm Spectrum order x ms (15-27.5) n Mildto-Moderate Symptoms of Autiom Spectrum Disorder 7 * oon a i Severe Sympamsf ts Spectrum Diode Guendtlaten st. ena cpl ot xm 4728) be purcase om FS, lease cone! vo 800 48 887 or recapepblshcom conants 210 Westen Peal Sent Not tobe eosin cape nar rancnea nwnoaoripar mo pr wten ‘rcsenfWrsGuobupsstensom) aarens resend Mince nuh. 287652,DIRECTIONS for each category, use the space provided in the Observations section for taking notes concerning the behaviors relevant to that item, After you have finished observing the individual, rate the behaviors relevant to each item by circling the number that corresponds to the statement that best describes the individual. You ‘may indicate that the individual's behavior falls between two descriptions by using ratings of 1.5, 2.5, or 3.5. Abbreviated tating criteria are presented for each item. See chapter 3 of the Manual for detailed rating crite standing 41, Social-Emotional Und Social emotional understanding addresses a person's cognitive under of others! communication, behaviors, and difering perspectives The dimensions ofsocal understanding thatare included in hisitem are ‘he ability to read the nonverbal cues of ahers and the ability to take {another petson’s perspective Thisitem does not reflect whether someone. has fiends ors na relationship, Rather, dats with a person's abilty to perceive and articulate how another person may fel or what his or ber perspective may be on a given situation, Ey erp socstemotionat understanding cen nents sere aces ta ae nnd gsgs af oer fete ‘unas ny hve erent eure and wt bagel #27 as By Misty moat soit-emotiont nderstandg tyre tno ‘acl epns and apes of omni acess sb aan snl seen oa ef ambi ae seneinesna undesioed The iy ae thers pce neonsten bedphepngeodynbenhese ces ‘Sonate stnytalger orice pcm pepe ttt. This item refer to the capacity to express feelings and regulate one’s emotions. This tem is based on both direct observation and the reports ‘of others wh have witnessed this person's behavir in other settings. GI) fesomoprt and situation appt amational sponse, ah pp ak ny os as By ity stnornat emotion respons, ostnateestsatey ‘a aetregragyoaggectedtonbalecpeconelemation serene ‘uke cet abet tescbe seal eat nse nk compe ‘edelepmentl le Mev nei entered 25 Ey Mesertetyabeomat ematina spose tion ents ‘oan tes acoestet ih ata cnet oferaied ope Aoy ‘spiyeeneentn than expe sou spa res or eat concen ‘iy deze runt enn ses ib Sts obens nhemeta eto creguey atest. Severely abnormal emotional response. bitonepetlons wth envio” Pelosi oremeratdscoe Stor iver nnd ts te et Iocan. tvs onyatewensons ner emaaeateain pete Severely impaired social-emotional understanding, Deonstater seusyoesibynundesned apples, pienare ate, | ‘crodrangage ble brecpeixteepesnctiadesandagorspesoe || i ‘thes maser yi . as aH as a3, Relating to People oe This itemscelated to thefist two ems, which also rate aspects of telationships This item difersinthatits confined to dimenslons related to dizect Interpersonal interactions and the person's expression and ‘reaction t another person. The two dimensions that ate rated in ths iter are the pevson’s ination of interactions and the reciprocal nature ofthe Interactions. Wo evidence ofdtclty or abnormality in relating to people. ee roa lation innate, arenes puyol ‘pte none steesan sheep tckand tate as Mildly abnormal relatlonships. inte tnractees eget ebvesneeés nat itn orp sel ety tango anaes esta des ole pelos 25 seneaclon boar totes Severely abnormal relationships. oes tte. sn shan ina spi 0 orate rm ahs On the wee perce Body Use” a bs This tem represents grossly devant body movements and aso subtler Forms of fine motor and coordination problems, Any obvious current deviant behaviors—including posturing, spinning, racking, toe-walking, and self-directed aggresion~automatically merit rating of3 orhighet, | depending onthe persistence ofthe behavior oifcultes with handwit- Ing and tying shoes ate rated on this tom, with higher ratings given for | problems that are so severe thatthe person actively resists these tasks. While this tem can be scored using another's report, itis best to base your cating on current behavior, Directly observed behaviors should be? {alven more weigh than those from another's report. ‘Age-approplate Body use. tors withhe sine ae iy ad certo 15 Ey its sbromat body sss stn tease, 5 fas Ey iatestetyabermatboy ase caeaaoianratae tie | standing manner oping sree open ping tel ‘chins pn twig nn mor eats obvious handing iti oe psn hha elas 35 Severely abnormal body Use niretrfeuenmoametsl a yp ied rere ef see sbamnl oe 'Object Usé in Play Bee ‘Thisrating includes the person's Interest in and use of abject. In adtion {othetractionalissvs related to repetitive pay with pats of objects, the focus of this tem als includes the degrae to which the person engages 5 inimaginative symbolic play andthe degree to which toy gues are used as agents. For oder persons, the rating may need to be based on the |_ parent interview. Any obvious Inappropriate or repeltve use of objects | or obvious interest in parts of objects as opposed tothe whole should be | fated 3 or higher, depending onthe persistence. ‘Appropslteinterestin, and creative use of, toys and other objects, ‘et sponta ase teste ewer nla mb and te toussobpestoreptsentsemehag oe He sesh bien aay aoe tedium ‘Milly Inappropriate interest in, oF use of, toys and other objects, | Gales wert metiss. Sore mae btn ployer fs nth eines ates tegen led spots ofimapatve e-em boumsotn teky eriappopinete ae No bons pie or pepe ath ‘wager spe ten pans tte see, Moderately inappropriate Interest In or use of, toys and other object. uns inane creative py. er spontaenisy espns te cakes. rcletpentysotaredse aps anni tacts torspset aie ‘hing. Ao gal temes in ay. My Show sone eee. Iapronrse ee 9 sess pats oferty rae at need to Stews anna be eprops op aan oes. ‘Severely inappropriate Intestin or use of, toysand other objects ace het meyer capes et {6 Adaptation to Change/Restricted Interest | Thisitem includes ditty coping with change, rualstc behaviors, and | restlcted special interests. The ratings based onthe most severe level ‘of dificut in any one spect area, | BM) fee 20rropsiae response to chang/srlty of interests. nayse ‘rcommenton angele rons bt cep thee gt lion wk ses, Shove idee ines tho sng ent e Mildly abnormal adaptation to change/atletyofIntress. vaseay ‘uke deep ne ee of, hen tes year sk, he ton may oun the sae eae tees atrial hugh ech cte ed ‘ochnge nnd. of ron sons peleenet spec acs ost ‘ean, tap cn eaten, Moderately abnormal adaptation to change/varletyofnerests. nas ‘eit species ecs rape a,j, pe ‘sev tay wt tena erin epee 2 Apes andmay ee hog ry tral th stents or gett acy ye tan otecesuthe te dona petra May pt ajc ge of es sot ng ot meres ecm coe vy nor bon, ctor ing os, ‘iene speci ees ees as severe een cage. ah iy one raises toatenps tage seo aie Severely abnormal adaptation to change/varlty of interest. es 2"7, Visual Response ‘This item covers use of vision In three areas: visual fascination, the ease with which the person can shitvisual attention, and the dagrae to which the person's eye contacts Integrated with actions and communication, 1 BE Ase-sppropriate visual response. visa bb enema nd spe | {ora et gm fy coe fo ad nets wl elt moet 15. Milly abnormat visual response ay se maproaey ates Ee cont el coal need wih veal edd steel ny Incersistocy me cael ease ropertin ie neasbe maks ere | | toe shown ae tpellnceeing soa eas in oes {oogtsete njes,sh as mang pars PF. ‘Moderately abnormal visual response, tye cote s ectented wth ‘evaon bie il hston lh bet he ras sly ‘ids ty ose pearl so est es, bn ay shiv ston hom hint. ‘Severely abnormal vsuel response. pastes sldarce of ‘ce neestintesg lapses onsets aac oy 8. listening Response. BOT eh | This ating based on the person's response to sounds and how thei ‘ening responses coordinated with theuse of other senses. The person's response tos orher own nameis sored on this Rem Emphasis spaced ‘on unusual over of undernteestin sounds, a opposed to distractibility. (Oder individuals shouldbe asked diectly about this tem, ‘Age-appropriate Ustening response utes bebo somal sere eererae Usenet see or ome, (hilt ned pan abo lespecng Pron wrpondea some. 45 itty abnormal lsteng response. Sona cicoy pontine ea Moderately abnormal listening response, nespnes to sino Inn re acnattn My show etd rent some snd cpl Sepia tellnseiendstonane nest tg ttn Una ‘espns blouses segs, aed en some canton crete Deson lbs eporon elebseaon ‘Severely abnormal isteningresponse,onsesteoinéenncztetinds | ies mate beets Ones at rear rept als gt Mo enor lla Har bern Unestlepeans oe eet ease-®, Taste, Smell, and Touch Response and Use | This item addresses the person's response to stimulation ofthe new | receptors of taste, sme, touch, and pain. Subtler aspects of the stimulation ofthese senses include responses tothe texture of clothing | food such thatthe person wears a linited variety of elthes or eats & limited variety of foods. Seltreport of Issues in this area should be F considered, especialy for adults 1 response to, taste, smell and touch. vesnen pt, ery ying bd eng. eperdesgoer le to moh ano er anne Here yw ite contr, bt oo rt na, ent nye wanes eng ‘Mitty abpormal use of, and response to, taste, smell, and touch, ey oes oe ngs sub erst se wt ej 1 theelecaguntpater hor beter boy Mash aide nena Moderately abnormal use of, and response to taste smell, and touch. ost eptres ees svg osteoma he bet set paethiserber face body. Or renders orn oh ph | earn iitinsin esr ass soh ohn aire perce nds sete athe penn pests des Be ae ees tn dunctobenaton Seay lator toned ad cetestns eq acts he eee eon avec is ont odsecrahe ante tebe ndeeaens oh a pl 08 hse hans se pee | pee meting tern, wstg gs. Neer ses ea some | me stacferpseaeo pute siec ont ronment ns twcopeh | theses Upsealesposssate een aos ens. Severely abnormal use of, and response to, taste, smell, andtouch, Fear or Anxiety. ‘This item focuses onthe degree to which the person has unusual fear or arviety compared to whats appropriate forthe sluation 0: contet Normal fear or anxiety. tert spans ihe stator efor 8s stows womnh tao ae rare cope the ect erate same gee sale Sunn The ata epese sn eet one seg wae 09 Moderately abnormal fear or anally. how eter ge: ‘tessa rane than stale ote ong psn epratbse diate they ean nS eben Severely abnormal far or anxiety er amity I pease a5 ets nd pri oan er pated eapinatns xpress tesseates ise a car ee eps, Cont. ‘hom eter pene dep rho tates sae os we (eee eee11. Verbal Communication Tiss a rating of wo facets of the person's speech and language sil, and is best evaluate by a direc interaction with the person, Ths itert Includes verbal addities—such as formal language, unusual tone of Inflection, and repetve ar made-up phases~and the ality to canyon ‘racpracal conversation. Normat verbal communication, age and situation appropriate, aie soap coer wth asp ore le > rv adage bro atest at rene ene af neal spech econ vom, oa He 1g, enteritis } By Mii inert veel communion mento ste liad than apace herd et maceap mvs ep pets. Ate plone aetna ab i Moderately abnormal verbal communicatlon, sin! itn ot ‘corn ddan Verano ila oe wal ngage = ‘apne ses Ure canst mao neo et esa ‘Fined Yolen ert apeeh ten muon Same we ‘enor pave spec, Some apart esies W extfen 904 eee econ onddiassometype sta oy Severely abnormal verbal communication, aby tobe convert rere nt yep tse arts, bl ee tenga eo ‘rp Med tern peh fection tone. Fqueny tment reps pares Spun atest aes eisai ‘ero creatine vata eis, 42, Nonverbal Communication"; ‘This tem rates all forms of nonverbal communication While both use of and response to nonverbal cues are considered, greater emplrass is placed on theiruse tention I given tothe use of gaze to rutate and ‘understand Interactions and the use offacal expressions and gestures | in combination with verbalizations for a variety of communication functions~instrumental, deserptive, and emphatic By Normal use of nonverbal commas appropriate. verona tpn ete that el 1s ly abnormal use of nonverbal communication, Usststnena yes uh ping ect nat ans Dane estes arse eeqnnty eda oat tated rlztons- Responds vey ob {acl epson or oon om oy ay bene ew exaggerate ‘rena tines ep tery shoes epopinetapesions enssetls | ‘ectastorepneleaonsth te A 25 Ey Msitetcbabromatus frontal cammunaton cates ‘stevie meteors, elses deseo engi fests Shao indepen ora ommelan BoM oS. ae {esis mosh el hese tego an erase a wan of ‘atogatentnea an eecorncay Lh Sreeeermaeseotnenetl communal denen | tre lu fate sagged, ae ot oe neem ds op ‘Setuesndshna eo memes lens comma omelet esas grea resee se th tes.13, Thinking/Cognitive Integration Skills ‘This isa rating ofthe person's ably to understand the meaning of larger ‘concepts andthe ably ofthe person to integrate relevant detall int @ ‘meaningful overview (central coherence)-Par ofthis process involves the person's ably to disriminete between rolvant and ivelevant details. FY Ase appropriate thinking/cogitve integration sil set nie 15 Ey ity ings inspect tnkng/ognitv Integration skits, eed ing conparet to pens of Se ae lfstes may te sant ingame cs cower pason a vee ‘ ovallotestardag sublet etehow meals Nes "Sppeive pesto ash: pss nope anpattcon, ‘Moderately impaired In speci thinking/cogntive Integration Sklls. uate copetonog meaning ae epg inst te ‘ret cncputetn at sovereign cance “et mqsety mga spp om abated eat eile er gaspthelogetonetuliton Severe delay n specific thinking/cognthve integration sks shone ‘epee ad costae einai eet Hamlet ts. oe et el om sth at eal fo anette the vet 14, Level and Consistency of Intellectual Response: ‘THE RATER MUST read the complete description in the Manual before | ‘ating this lem. This ating is concerned with the discrepancies in and consistency ofthe indvidual' skis across diferent areas, a wollas the person's general level of Intellectual functioning. By definition, this Instrument Is appropriate only fr Individuals whose overall IQ score is | above 80, so the desctiptorsmake this assumption, Unless the Individual ‘hos asevantshil which aways receives arting offal indviduels whose ‘edaptive skills are appropriate for thelr age and intellectual abilities | should reclve a rating oft, regardless of lntliectual level or variability Inskits, { Intelligence Is atleast normal and reasonably consistent across. various areas. et at vege nln ses nd os nt we ry unc le sis pene arr aes er her) ah ened aegis Aleptne sa e appropiate forages beset tes 15, Marte 900 th ed sii acs as. Ade sis Bn Speco By itsabnoratinttectot nctinig. masse stage et ame gis epi ety eel es saree tow aap $0) hed dtr Adept sls ae ee an usec ar ‘a tence, Tiedt toe trie eee age saben 2.5. tannin busi is ages es on ped Ferteap gene Ey Medertety atresia functioning ees a inn ingIswita ere ng, shoes eeepc ace ae ‘specie sete an epee ligne, ‘eit vernal bre onge (02013, adhe 35 tales saverclyncis Adesso pdr ‘apogee [Ey tity sbnormatintetectuatunctining. tn stent eran gee eri rere oir nd ar na dy ‘epee vt lA orange ence G0 Apts a ‘yea ts tov engi rte nlite, bt nae nares maybe15. General Impressions : ‘hiss intended tobe an overall rating of autism based on your subjective Impression ofthe degree to which the person has autism as defined by the other 14 tems, This rating should be made without recourse to averaging the oer ratings. As ith the other ters, this rating shoul be ‘made by taking Into account ll avallable data from such sources as the «case history, test results, paren and other Interviews, o past recor. syatons bacco Mild autism spectrum disorder. show on 3 en yma tn pt vermicelli. Nota spect dard sons neat 15 a 25, Ey Meserte autism sperm doer. hues ene sas o soinate ee af en uti spec terrence wt dy [Ey Severs sui spectrum disorder. sews nay soto dep fanston pecan Gendered ds nti