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Autism Spectrum Quotient – Embrace Autism

March 30, 2020

Last updated on November 9, 2022

Contents

  • 1 Who the test is designed for
  • 2 Versions & translations
  • 3 Taking the test
  • 4 Scoring
  • 5 Mean scores
  • 6 Validity
  • 7 Outdated
  • 8 Updated
  • 9 Discussion
  • 10 Autism Spectrum Quotient
  • 11 What does my score mean?
  • 12 Recommended next steps
  • 13 References
  • 14 Tags
  • 15 Disclaimer
  • 16 Comments

The Autism Spectrum Quotient (AQ) is a self-administered questionnaire used to measure autistic traits in adults (age 16+) with IQ in the normal range (IQ >=80).

 

Take the test here:

The AQ

Who the test is designed for

  • Adults (age 16+) of average or higher intelligence. ((The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians (Baron-Cohen et al., 2001)))

Versions & translations

  • The AQ is available in most languages
  • Non-adults versions are also available:
    • Adolescents (ages 12–15)
    • Children (ages 4–11)

Taking the test

The AQ consists of 50 statements, giving you 4 choices for each statement:

  1. Definitely agree
  2. Slightly agree
  3. Slightly disagree
  4. Definitely disagree

Note: it makes no difference to your score whether you choose slightly or definitely, so treat the statements as a binary choice agree and disagree.

If you decide to take the test, please consider the information under the sections titled Outdated and Updated below.

Scoring

  • Scoring range: 0–50
  • Threshold score: 26↑
    • Scores 26 or greater indicate you might be autistic
    • Lower scores mean you likely are not
  • 79.3% of autistic people score 32 or higher((The Autism-Spectrum Quotient (AQ)—Adolescent Version (Baron-Cohen et al., 2006)))
  • Most non-autistic males score 17 on average
  • Most non-autistic females score 15 on average

You can take the test using two methods of scoring:

  1. Automated-scoring
  2. Self-scoring, if you want documentation of your answers

Mean scores

In the table below—based on Baron-Cohen’s 2001 paper—you can see the mean AQ scores of autistic people (designated Asperger’s syndrome and high-functioning autism) and controls.((The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians (Baron-Cohen et al. , 2001)))

Mean AQ scores
Total AQ score
AS/HFA total35.8
AS/HFA males35.1
AS/HFA females38.1
Controls total16.4
Controls males17.8
Controls females15.4

And in the table below, you can see the mean AQ scores and subscale scores of autistic people (n: 58), controls (n: 174), students from the University of Cambridge (n: 840), and UK Mathematics Olympiad winners (n: 16).((The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians (Baron-Cohen et al., 2001)))

Mean AQ scores & subscale scores
Total AQ scoreCommunicationSocialImaginationLocal detailsAttention switching
AS/HFA total35. 87.27.56.46.78.0
AS/HFA males35.17.27.46.26.67.7
AS/HFA females38.17.37.97.06.98.9
Controls total16.42.42.62.35.33.9
Controls males17.82.82.82.75.24.3
Controls females15.42.12.31.95.43.6
Students total17.62.92.32.55.34.5
Students males18.63.22.62.95.34.7
Students females16.42.72. 02.05.44.3
Olympiad total24.53.05.14.96.64.9

And finally, in the table below, you can see the mean AQ scores and subscale scores of the Cambridge students, from various disciplines (highest scores in bold).((The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians (Baron-Cohen et al., 2001)))

Mean AQ scores of student scientists
Total AQ scoreCommunicationSocialImaginationLocal detailsAttention switching
Biological sciences14.92.71.51.74.74.2
Computer science21.13.43. 73.45.74.8
Engineering17.92.92.33.05.44.3
Mathematics21.53.83.63.35.85.1
Medicine15.42.51.42.05.24.2
Physical sciences19.63.03.43.15.44.6
Nonspecific science18.53.02.62.65.64.7

Validity

How reliable, accurate, valid, and up to date is the test?
The AQ correctly scores autistics (both male and female) higher than neurotypicals.((Negatively phrased items of the Autism Spectrum Quotient function differently for groups with and without autism (van Rentergem, Lever, & Geurts, 2019)))

  • Test–retest reliability (consistency of scores when a person retakes the test) was found to be good.
  • Inter–rater reliability (consistency of scores when two different clinicians provide the test to the same person) was found to be good.

Research shows that the AQ is a quick tool to identify where a person is situated on the continuum from autism to neurotypicality.((The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians (Baron-Cohen et al., 2001)))

Outdated

In 2017, the following items were proven unrepresentative measures of autistic traits, thus needing revision.((Is the Autism-Spectrum Quotient a Valid Measure of Traits Associated with the Autism Spectrum? A Rasch Validation in Adults with and Without Autism Spectrum Disorders (Lundqvist & Lindner, 2017)))

Researchers thought that autistics would agree with the following questions, but we don’t necessarily:

  • 9. I am fascinated by dates.
  • 21. I don’t particularly enjoy reading fiction.

And researchers thought that autistics would disagree with the following questions, but again, we don’t necessarily:

  • 29. I am not very good at remembering phone numbers.
  • 30. I don’t usually notice small changes in a situation, or a person’s appearance.
  • 49. I am not very good at remembering people’s date of birth.

Updated

If you take the test, please interpret the outdated questions as follows:

  • 9. I am interested in the patterns or correlations of events.
  • 21. I enjoy reading informative literature, but I sometimes like reading fiction as well (and might use it to learn social skills).
  • 29. I am not very good at remembering information that is important to me.
  • 30. I usually notice small changes in a situation or person’s appearance.
  • 49. I am not very good at remembering information that is important to me.

NB: This is our personal supplementation; you won’t find references to this.

Discussion

  • Not knowing there are only two options (‘agree’ or ‘disagree’), dramatically increases the time it takes to complete this test.
  • Outdated questions may reduce the accuracy of the test.
  • Some questions are too general for an ‘agree’ or ‘disagree’ answer. For instance, item 21: I don’t particularly enjoy reading fiction.

I very much enjoy particular types of fiction, but did not read fiction when I was younger. I still enjoy reading factual information. (Kendall)

  • Some questions are based on outdated assumptions about autism. For example, item 8: When I’m reading a story, I can easily imagine what the characters might look like. Older research papers claim we lack imagination, but this is affective alexithymia, not autism. Furthermore, affective alexithymia is not at all common in autism.

To read more on alexithymia and aspects of this construct that are commonly mistaken for autism, have a look at:

Alexithymia & autism guide

Autism Spectrum Quotient

For each statement below, choose one response that best describes how strongly that statement applies to you:

1. I prefer to do things with others rather than on my own.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
2. I prefer to do things the same way over and over again.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
3. If I try to imagine something, I find it very easy to create a picture in my mind.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
4. I frequently get so strongly absorbed in one thing that I lose sight of other things.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
5. I often notice small sounds when others do not.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
6. I usually notice car number plates or similar strings of information.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
7.
Other people frequently tell me that what I've said is impolite, even though I think it is polite.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
8. When I'm reading a story, I can easily imagine what the characters might look like.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
9. I am fascinated by dates.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
10. In a social group, I can easily keep track of several different people's conversations.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
11. I find social situations easy.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
12. I tend to notice details that others do not.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
13. I would rather go to a library than a party.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
14. I find making up stories easy.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
15. I find myself drawn more strongly to people than to things.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
16. I tend to have very strong interests which I get upset about if I can't pursue.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
17. I enjoy social chit-chat.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
18.
When I talk, it isn't always easy for others to get a word in edgeways.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
19. I am fascinated by numbers.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
20. When I'm reading a story, I find it difficult to work out the characters' intentions.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
21. I don't particularly enjoy reading fiction.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
22. I find it hard to make new friends.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
23. I notice patterns in things all the time.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
24. I would rather go to the theatre than a museum.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
25. It does not upset me if my daily routine is disturbed.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
26. I frequently find that I don't know how to keep a conversation going.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
27. I find it easy to 'read between the lines' when someone is talking to me.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
28. I usually concentrate more on the whole picture, rather than the small details.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
29.
I am not very good at remembering phone numbers.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
30. I don't usually notice small changes in a situation, or a person's appearance.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
31. I know how to tell if someone listening to me is getting bored.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
32. I find it easy to do more than one thing at once.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
33. When I talk on the phone, I'm not sure when it's my turn to speak.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
34. I enjoy doing things spontaneously.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
35. I am often the last to understand the point of a joke.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
36. I find it easy to work out what someone is thinking or feeling just by looking at their face.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
37. If there is an interruption, I can switch back to what I was doing very quickly.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
38. I am good at social chit-chat.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
39. People often tell me that I keep going on and on about the same thing.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
40. When I was young, I used to enjoy playing games involving pretending with other children.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
41. I like to collect information about categories of things.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
42. I find it difficult to imagine what it would be like to be someone else.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
43.
I like to plan any activities I participate in carefully.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
44. I enjoy social occasions.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
45. I find it difficult to work out people's intentions.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
46. New situations make me anxious.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
47.
I enjoy meeting new people.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
48. I am a good diplomat.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
49. I am not very good at remembering people's date of birth.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree
50. I find it very easy to play games with children that involve pretending.
  1. Definitely Agree
  2. Slightly Agree
  3. Slightly Disagree
  4. Definitely Disagree

What does my score mean?

The AQ doesn’t really offer much insight into specific autistic traits, as it only outputs a single score. Any scores of 26 or greater indicate the presence of autistic traits; the higher the score, the more autistic traits you have.

Furthermore, 79.3% of autistic people score 32 or higher (whereas only 2% of controls do), so scores of 32 and above are particularly significant. The AQ is particularly sensitive in distinguishing between autistic and non-autistic adult females, as 92.3% of autistic females scored 32 or higher (compared to 1% of the control group).((The Autism-Spectrum Quotient (AQ)—Adolescent Version (Baron-Cohen et al., 2006)))

Do note that no single test is conclusive, and not every autistic person necessarily scores above the defined threshold on each test. If you score low on the AQ but still think you could be autistic, try taking a few other autism tests.

Recommended next steps

After the AQ, consider taking one of the tests below.

RAADS–R

Identifies adults who often “escape diagnosis”
due to a subclinical level presentation

CAT-Q

Measures camouflaging, and can account
for lower scores on other autism tests

Aspie Quiz

Identifies neurodivergence and
potential co-occurring conditions

Online autism tests can play an essential role in the process of self-discovery, and may inform your decision to pursue a formal diagnosis. For a formal assessment, please see a knowledgeable medical professional trained in assessing autism.

If you are looking for an autism assessment,
Dr. Natalie Engelbrecht can offer help!
You can find more information here:

Autism assessments

References

[[references]]

This article
was written by:

Dr. Natalie Engelbrecht ND RP

Dr. Natalie Engelbrecht ND RP is a dually licensed naturopathic doctor and registered psychotherapist, and a Canadian leader in trauma, PTSD, and integrative medicine strictly informed by scientific research. And not only do I happen to be autistic, but my autism plays a significant role in who I am as a doctor and how I interact with and care for my patients and clients.

Disclaimer

Although our content is generally well-researched
and substantiated, or based on personal experience,
note that it does not constitute medical advice.

462

We would love to hear your thoughts!x

Autism Diagnosis Criteria: DSM-5 | Autism Speaks

What are the DSM-5 diagnostic criteria for autism?

In 2013, the American Psychiatric Association released the fifth edition of its Diagnostic and Statistical Manual of Mental Disorders (DSM-5). 

The DSM-5 is now the standard reference that healthcare providers use to diagnose mental and behavioral conditions, including autism. 

By special permission of the American Psychiatric Association, you can read the full-text of the new diagnostic criteria for autism spectrum disorder and the related diagnosis of social communication disorder below.

Also see: Answers to frequently asked questions about DSM-5 criteria for autism

DSM-5 Autism Diagnostic Criteria

A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive, see text):

  1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
  2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
  3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in  sharing imaginative play or in making friends; to absence of interest in peers.

Specify current severity: Severity is based on social communication impairments and restricted repetitive patterns of behavior. (See table below.)

B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):

  1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
  2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).
  3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest).
  4. Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

Specify current severity: Severity is based on social communication impairments and restricted, repetitive patterns of behavior. (See table below.)

C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities or may be masked by learned strategies in later life).

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.

Note: Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder. Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder.

Specify if:

  • With or without accompanying intellectual impairment
  • With or without accompanying language impairment
    • (Coding note: Use additional code to identify the associated medical or genetic condition.)
  • Associated with another neurodevelopmental, mental, or behavioral disorder
    • (Coding note: Use additional code[s] to identify the associated neurodevelopmental, mental, or behavioral disorder[s].)
  • With catatonia 
  • Associated with a known medical or genetic condition or environmental factor
Table: Severity levels for autism spectrum disorder

Severity level

Social communication

Restricted, repetitive behaviors

Level 3
"Requiring very substantial support”

Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches

Inflexibility of behavior, extreme difficulty coping with change, or other restricted/repetitive behaviors markedly interfere with functioning in all spheres. Great distress/difficulty changing focus or action.

Level 2
"Requiring substantial support”

Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or  abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited  to narrow special interests, and how has markedly odd nonverbal communication.

Inflexibility of behavior, difficulty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in  a variety of contexts. Distress and/or difficulty changing focus or action.

Level 1
"Requiring support”

Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to- and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.

Inflexibility of behavior causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.

Social (Pragmatic) Communication Disorder

Diagnostic Criteria

A. Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following:

  1. Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context.
  2. Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on the playground, talking differently to a child than to an adult, and avoiding use of overly formal language.
  3. Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction.
  4. Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).

B. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination.

C. The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities).

D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains or word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder.

For more information

DSM-5 and Autism: Frequently Asked Questions

Autism Spectrum Disorder in DSM-5

Autism Spectrum Disorder (ASD) is a spectrum of psychological characteristics describing a wide range of abnormal behaviors and difficulties in social interaction and communication, as well as severely limited interests and repetitive behaviors.


Included in "autism spectrum disorder":
  • autism (Kanner's syndrome)
  • Asperger's syndrome nine0014
  • childhood disintegrative disorder
  • non-specific pervasive developmental disorder

Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, DSM-5, developed and published by the American Psychiatric Association on May 18, 2013, includes for autistic disorders spectrum (RAS) (Autism Spectrum Disorder, ASD) 299. 00 (F84.0) the following diagnostic criteria:

A. Persistent impairments in social communication and social interaction in various contexts, present or present in history in the following (examples are provided for illustrative purposes and are not exhaustive, see text):

1. Violations in social-emotional reciprocity; starting, for example, with abnormal social convergence and failures to maintain normal dialogue; to reduce the exchange of interests, emotions, as well as the impact and response; to the inability to initiate or respond to social interactions. nine0008 2. Impairments in non-verbal communicative behavior used in social interaction; starting, for example, with poor integration of verbal and non-verbal communication; to an anomaly of eye contact and body language or a violation of the understanding and use of non-verbal communication; to the complete absence of facial expressions or gestures.
3. Impairment in establishing, maintaining and understanding social relationships; starting, for example, with difficulties in adjusting behavior to different social contexts; to difficulty participating in imaginative games and making friends; to a visible lack of interest in peers. nine0008

B. Limited, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following (examples are provided for illustrative purposes and are not intended to be exhaustive, see text):

1. Stereotyped or repetitive motor movements, speech, or use of objects (eg, simple motor stereotypes, lining up toys or waving objects, echolalia, idiosyncratic phrases).
2. Excessive need for immutability, inflexible adherence to rules or patterns of behavior, ritualized forms of verbal or non-verbal behavior (eg, extreme stress at the slightest change, difficulty shifting attention, inflexible thought patterns, congratulatory rituals, insisting on a fixed route or food) .
3. Extremely limited and fixed interests that are abnormal in intensity or direction (eg, strong attachment to or excessive preoccupation with and infatuation with unusual objects, extremely limited scope of activities and interests, or perseveration). nine0008 4. Over- or under-reacting to sensory input or unusual interest in sensory aspects of the environment (eg, apparent indifference to pain or environmental temperature, negative reaction to certain sounds or textures, excessive sniffing or touching of objects, fascination with light sources or objects in motion).
Specify Severity:

Severity is based on impaired social interaction and limited, repetitive behaviors (see Table 2). nine0006

C . Symptoms must be present early in development (but may not become fully apparent until social demands exceed limited capacity, or be masked by learned strategies later in life).

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of daily functioning.

E. These disorders are not explained by intellectual disability (mental retardation) or general developmental delay. Intellectual disability and autism spectrum disorders often coexist; in order to diagnose comorbidity between autism spectrum disorder and mental retardation, social communication must be below what is expected for the general level of development. nine0006

Note:

Individuals with well-established DSM-IV autism, Asperger's syndrome, or non-specific pervasive developmental disorder (PDD-NOS) on the DSM-V will be diagnosed with an autism spectrum disorder.

Individuals with significant social communication and interaction impairments whose symptoms do not meet the criteria for autism spectrum disorder should undergo a diagnostic evaluation for social communication (pragmatic) disorder (315.39(F80.89)).

Additionally specify:

With/Without accompanying mental retardation (developmental delay).

With/Without an accompanying defect (speech disorder).

Disorder associated with a medical condition or genetics or a known environmental factor. (Coded note: use additional code(s) to identify associated medical or genetic conditions.)

A disorder associated with impaired development, behavior, mental or other abilities of a neurological nature. (Coded note: Use additional code(s) to define neurodevelopmental mental or behavioral disorders. )

With/Without catatonia(s) (see criteria for catatonia associated with another psychiatric disorder, pp. 119–120, for a definition). (Coded note: Use additional code 293.89 [F06.1] for autism-related catatonia to indicate the presence of concomitant catatonia.)

Severity Social communication Limited interests and repetitive behavior
Level 3

"Need
in very
essential support"

Severe impairments in verbal and non-verbal social communication skills lead to severe impairment in functioning; extremely limited initiation of social interactions and minimal response to the social initiatives of others.
For example, a person with a small set of a few understandable words, occasionally initiating social interaction, and if he initiates, then turns in an unusual form and only to satisfy needs, and responds only to very direct instructions and forms of social communication. nine0113 		Lack of flexibility in behaviour,
significant difficulty adjusting to change and change, or limited/repetitive behaviors that greatly interfere and make it difficult
to function in all areas.
Severe stress and/or severe difficulty changing activities or shifting attention.
Level 2

"Need
for essential support
"

Marked impairments in verbal and non-verbal social communication skills; pronounced difficulties in social communication and interaction even with the presence of support; limited initiation of social interactions; and limited or abnormal response to the social initiatives of others. nine0008 For example, a person who expresses himself in a limited number of phrases and sentences, social interaction is limited to narrow special interests, and oddities in the non-verbal form of his communication are noticeable. Lack of flexibility in behavior, extreme difficulty adapting to change and change, or limited/repetitive behaviors that occur with sufficient frequency and are noticeable to an outside observer and interfere with functioning in a variety of contexts. nine0008 Marked stress and/or marked difficulty changing activities or shifting attention.
Level 1

"Need
for support"

Without support and facilitation, disruptions in social communication lead to noticeable impairments. Has difficulty initiating social interactions and shows clear examples of atypical or unfortunate reactions to treatment from others.
May appear to have a reduced interest in social interactions. nine0008 For example, a person who is able to speak in full sentences and is sociable, but mutual dialogue with others does not work, and his attempts to establish friendly relations are strange and usually unsuccessful. 		Inflexible behavior significantly interferes with functioning in one or more contexts. Difficulty switching between activities. Problems with organization and planning hinder independence.

DSM-IV and ICD-10 ASD diagnostic criteria

Autism Spectrum Disorders are defined by the American Psychiatric Association criteria and the WHO ICD-10 classification.

ICD-10 early childhood autism

The disease is presented in this classification.

Early childhood autism ICD code 10 - F 84.0 .

Criteria for making a diagnosis:

  1. The child does not make contact with society.
  2. He does not express emotions, does not talk to other people and parents. nine0014
  3. Does not use gestures, has poor development of thinking, fantasy.
  4. Does not play with other children, does not like team games.

The disease manifests itself up to three years, but later diagnosis is possible. The child from birth has deviations in mental development.

At an older age, fears, sleep and eating disorders are observed, outbreaks of aggression and irritability occur. The disorder is manifested from birth and persists for life, without treatment there will be no improvement. nine0006

The cause of the disease may be due to organic brain damage or other factors.

Boys are more prone to childhood autism than girls.

Childhood autism by DSM – IV

The American Psychiatric Association has defined its criteria for childhood autism.

The child is not adapted to society, does not make contact with parents and others. The kid does not react to the emotions of another person, rarely expresses any feelings. He is not interested in interacting with other people. nine0006

When trying to communicate, does not use facial expressions, gestures, different tones of voice. Speech is always monotonous.

It is difficult for an autistic person to make friends, he cannot play games, he is not interested in playing with other children.

Stereotyping in movement, speech or use of objects.

For example, putting toys in a row, repeating one word many times. The child needs a constant daily regimen, when there is a violation of the routine, the baby is under severe stress.

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