CAST: The Childhood Asperger Syndrome Test

Question

What is the best way to have a child tested for asperger's?

Answer

The best approach to testing is to have your child examined by a Child and Adolescent Psychiatrist [ask for a Comprehensive Psychiatric Evaluation].

For your own personal information, you can use the CAST test below. An Asperger test known as CAST is a valuable tool for evaluating children who might have the disorder. CAST stands for Childhood Asperger Syndrome Test. It's easy to administer and well organized. Exams like this have been developed to help families with high-functioning children receive the necessary screening. The Childhood Asperger Syndrome Test is also used for epidemiological research. The Aspergers CAST Test for children is a test that will enable parents to have a better sense of what the criteria for Asperger's looks like. For some of you, it will settle your nerves, for others, you will now have a better sense of what's going on with your child, enabling you to make appropriate choices with a better idea of where your child's challenges lay.


Aspergers CAST Test For Children

Child's name_______________________________
Age______ Sex: M / F
Birth Order: Twin or single birth______________
Parent / Guardian______________________________
Parent(s) occupation___________________________
Address______________________________________
_______________________________________
Phone#______________________________________
School_______________________________________

Please read the following questions carefully, and circle the appropriate answer:

1. Does s/he join in playing games with others easily?
Yes
No

2. Does s/he come up to you spontaneously for a chat?
Yes
No

3. Was s/he speaking by 2 years old?
Yes
No

4. Does s/he enjoy sports?
Yes
No

5. Is it important for him/her to fit in with a peer group?
Yes
No

6. Does s/he appear to notice unusual details that others miss?
Yes
No

7. Does s/he tend to take things literally?
Yes
No

8. When s/he was 3 years old, did s/he spend a lot of time pretending (e.g., play-acting being a super-hero, or holding teddy's tea parties?
Yes
No

9. Does s/he like to do the same things over and over again, in the same way all the time?
Yes
No

10. Does s/he find it easy to interact with other children?
Yes
No

11. Can s/he keep a two-way conversation going?
Yes
No

12. Can s/he read appropriately for his/her age?
Yes
No

13. Does s/he mostly have the same interests as his/her peers?
Yes
No

14. Does s/he have an interest that which takes up so much time that s/he does little else?
Yes
No

15. Does s/he have friends, rather than just acquaintances?
Yes
No

16. Does s/he often bring things to show you that interest s/he?
Yes
No

17. Does s/he enjoy joking around?
Yes
No

18. Does s/he have difficulty understanding the rules for polite behavior?
Yes
No

19. Does s/he have an unusual memory for details?
Yes
No

20. Is his/her voice unusual (e.g., overly adult, flat, or very monotonous?
Yes
No

21. Are people important to him/her?
Yes
No

22. Can s/he dress him/herself?
Yes
No

23. Is s/he good at turn-taking in conversation?
Yes
No

24. Does s/he play imaginatively with other children, and engage in role-play?
Yes
No

25. Does s/he do or say things that are tactless or socially inappropriate?
Yes
No

26. Can s/he count to 50 without leaving out any numbers?
Yes
No

27. Does s/he make normal eye-contact?
Yes
No

28. Does s/he have any unusual and repetitive movements?
Yes
No

29. Is his/her social behavior very one-sided and always on his or her terms?
Yes
No

30. Does your child sometimes say "you" or "s/he" when s/he means to say "I"?
Yes
No

31. Does s/he prefer imaginative activities such as play-acting or story-telling, rather than numbers or a list of facts?
Yes
No

32. Does s/he sometimes lose the listener because of not explaining what s/he is talking about?
Yes
No

33. Can s/he ride a bicycle (even if with stabilizers)?
Yes
No

34. Does s/he try to impose routines on him/herself, or on others, in such a way that it causes problems?
Yes
No

35. Does s/he care about how s/he is perceived by the rest of the group?
Yes
No

36. Does s/he often turn conversations to his/her favorite subject rather than following what the other person wants to talk about?
Yes
No

37. Does s/he have odd or unusual phrases?
Yes
No

SPECIAL NEEDS SECTION

• Have teachers/health visitors ever expressed any concerns about his/her development?
Yes
No
If yes, please specify___________________________________

• Has s/he ever been diagnosed with the following:

Language delay
Yes
No

Hyperactivity/Attention Deficit Disorder (ADHD)
Yes
No

Hearing or visual difficulties?
Yes
No

Autism Spectrum Condition, including Asperger syndrome?
Yes
No

A physical disability?
Yes
No

Other? (please specify
Yes
No
If yes, please specify___________________________________


My Aspergers Child: Preventing Meltdowns

ASD Kids & Behavioral Problems at School

Question: I have a 7 year old son who has yet to be diagnosed but, it is looking as if he has ASD. He is having major behavioural problems at school which include hitting other children, staff etc. He is an only child and although there are some behaviour issues at home, the main problem is when he is in a group situation like school. Has anyone else had this experience and if so what did you do? 

 

==> CLICK HERE for the answer...

Children & School Refusal

"What do you do if your 9 year old is refusing to go to school ever again? Do take her kicking and screaming?"

 

CLICK HERE for the answer...

ASPERGER'S SYNDROME: CLINICAL FEATURES

Question

Do you have rating scale or checklist about interpersonal behavior for Aspergers children? Thank you so much for your attention.

Answer

We have included several “checklists” on a variety of parameters below:

ASPERGERS: CLINICAL FEATURES

One of the primary features of Aspergers is their passion for favorite topics or special interests. Some of these areas include:

• astronomy

• dinosaurs

• extraterrestrials

• geography

• history

• machines or machinery

• maps

• math

• metereology

• music

• reading

• science

• social studies

• space travel

• trains

• weather

Socialization deficits—

• Are inflexible and incapable of coping with change

• By school age express desire to fit in socially

• Described as being "in OUR world, but, ON THEIR OWN terms"

• Different from "typical" Autism

• Difficulties making social connections

• Easily stressed and emotionally vulnerable

• Frequently described as “odd” or selfish

• Highly frustrated by their social awkwardness/alienation

• Lack effective interaction skills — not desire

• Lack understanding of human relations and rules of social convention

• Naïve and lack common sense

• Preoccupied with own agenda

• Seldom interested in other's interests/concerns

• Unable to “read” others' needs and perspectives

• Unable to appropriately respond to social cues

Social Problems—

Many Aspergers kid’s social problems are not recognized until they enter preschool. The first things noticed may be a tendency to avoid spontaneous social interactions, to have problems maintaining a conversation and to have a tendency to repeat phrases and make odd statements. They may not make many friends and often have difficulty keeping them. Emotional responses such anger, aggression, or anxiety may be excessive or inappropriate to the situation. Aspergers kids also prefer a set routine to frequent changes in the environment.

Social rejection of Aspergers kids—

Because of their social ineptness Aspergers kids are often the focus of bullying, scape-goating, hazing and teasing. This often leads to anxiety, feelings of rejection, depression and withdrawal.

Adolescence may bring on crises for Aspergers kids because the very social skills they lack are central to adolescent social developmental. Successful adolescents have sensitivities to social nuances and variations in language that nerds lack.

For some teenagers, computers are an alternative from stressful social situations. Computers also provide a more linear, modulated form of socialization that Aspergers kids are more skilled and comfortable at handling. Since many Aspergers kids become very computer proficient, they become valuable resources to their peers. It also provides a media for social interaction in which they can feel competent and valued.

Aspergers adults can lead a normal life. They tend to pursue vocations that relate to their special interests, sometimes with great success, as with Einstein and Newton. Some are able to complete college and even graduate school. However, most will continue to show subtle differences in social style. The social and emotional demands of marriage can be demanding for them.

Use of Language—

• Concrete language rather than abstract

• Difficulty understanding humor

• Early years: repetitive phrases or language or stock phrases from memorized material

• Excessively formal or pedantic language

• Hyper-verbal (highly developed vocabularies)

• Laugh at “wrong time” with jokes or interactions

• Many have good sense of humor

• Misused or not used cultural slang or social idioms

• Problems with taking turns in conversations

• Prosody-speech volume, intonation, inflection, rate is frequently deficient or unusual

• Rote skills are strong

• Some have normal or early language development

others have speech delays, then rapidly catch up, making diagnosis between AS, autism, and speech disorders difficult

• Typically revert to favorite topic area

• Usually like word games and puns

• Weak pragmatic-conversational-skills

TEACHING STRESS REDUCTION SKILLS—

AS kids are:

• are often anxious and worrisome

• easily overwhelmed

• highly sensitive

• often engage in rituals

Practical Suggestions:

• consistent routines

• let them know what to expect

• minimize fears of unknown

• minimize transitions

• prepare them for altered plans, schedules or changes

• provide predictable, safe environments

Examples:

• Introduce to teacher, therapist or para-professional before work begins.

• Learn about youngster's favorite topics or special interests

• Take tour of building youngster will be working or learning in.

AS kids typically display impaired Social Interaction—

Practical Suggestions:

• Create cooperative learning situations

• Educate peers

• Praise classmates when supportive

• Promote empathy and tolerance

• Shield them from bullying and teasing

Examples: Use AS youngster's strengths in exchange for liabilities to foster acceptance:

• Encourage participation in conversations

• Insensitive or inappropriate comments from AS are usually innocent

• Model two-way interactions

• Rehearse proper response repertoires

• Teach and support proper reaction to social cues

• Teach WHAT to say, WHEN, and HOW to say it

• Teach/model correct emotional responding

• Teaching WHY & WHAT response is appropriate is necessary

COMMUNICATION AND GESTURES—

Six steps for understanding challenging communications:

(1) Try to figure out what your youngster is communicating with the challenging behavior.

• “I can't remember what I'm supposed to do”

• “I'm mad…scared…confused”

• “This is too difficult for me”

(2) Consider how you can adapt the situation.

• Youngster expressing confusion? -> consider how to make the situation easier to understand. Make it more concrete, routine, or predictable

• Youngster overwhelmed or overstimulated? Try reducing amount of time in situation, or avoiding it in future.

(3) If the message must be communicated, come up with alternate way in which your youngster can communicate his or her needs or wishes more appropriately.

• Help your youngster develop appropriate ways of conveying requests/needs. If screaming when confused by a task, teach youngster to raise hand, ring a bell, or say: “I need help with this…this is too hard”

(4) Practice the “new way” of communicating.

• model more appropriate phrase or nonverbal signals

• have youngster practice the “new phrase” or behavior

• during the situation, remind (prompt) youngster to use new phrase or behavior

(5) Reward your youngster for using the strategy by showing that it gets his or her needs met.

• if asks to leave situation, provide her with immediate break

• if needs attention, stop what you're doing and provide some time/interest

• if your youngster requests help assist her immediately

(6) Be sure that the challenging behavior is no longer effective in getting your youngster's needs met.

• ignore problem behaviors

• provide prompt for the “new, appropriate one

• if youngster screams to avoid situation, prompt her to use an appropriate phrase. Do NOT allow her to leave the situation while she is screaming.

My Aspergers Child: Preventing Meltdowns and Tantrums