Leiter Internalional Penormance Scale-Third Edition

Publ ished by Stoel ting Co.

Presented by Katy Genseke, Psy. D.
Hlsto ot tne Lelter International
er or ance ca e eiter

The original Leiter was published by Russell Leiter

in 1940, although he began work on it in 1927.

It is a nonverbal Intelligence Test which has been

widely used on populations of the deaf, hard of
hearing, mentally handicapped, autistic, ESL,
speech and language deficits, motor-involved,
brain inj ured, and intellectually superior.
Hlsto ot tne Lelter International
er or ance ca e

o The Leiter is a measure of intelligence with fair,

cross-cu Itural applicabi Iity.

o The original publication of the Leiter consisted of

68 subtests for examinees 2-1 8 years of age.
The 1948 Edition of the Leiter, published by Stoelting,
represents Dr. Leiter's last revision of his performance
scale.


_el er-

The Leiter-R revision was standardized nationally

on over 2,000 children and adolescents and
expanded the age range to 20 years, 1 1 months. It
was authored by Dr. Gale Roid and Dr. Lucy Miller.

The Leiter-R has been widely recognized as one of

the best nonverbal cognitive assessments.

Examiner feedback from this version did impact the

redesign of the Leiter-3.


e el er-

o The newly published Leiter 3 was also authored

by Dr.s Roid and Miller, and has new updates and
changes. Standardized on 1 ,603 nationally
stratified individuals.
The test is more streamlined, with less subtests
required to gain the nonverbal IQ, and also new
subtests for the Attention Divided and a
neuropsych screener.
It also went back to the block and frame design
of the original Leiter.


_el er-

. Standardized on :
Significant Communication Disorders,
Autism
Cognitive Delay
ELL, ESL
Learning Disability
ADHD
Hearing Impaired
Motor Impaired
Various adult brain disorders, including Dementia,
Alzheimer's, and Parkinson's


el er-

Definition of Intellectual Ability on Leiter-3

Operational and empirical rather than theoretical and is
the general ability to perform complex nonverbal
mental manipulations related to conceptualization,
inductive reasoning and visualization.
Included are spatial perception, nonverbal problem
solving, attention to visual detail, classification of
visual stimuli, and the relationships between and
among stimu Ii.
Memory and attention are not included in the general
intelligence model, although to some extent, attention
and memory can be thought of as substrates that are
foundational to all test-taking performance.


onen S 0 e el er-

4 Total Subtests required to cal cul ate the

Nonverbal IQ.
A 5th subtest is incl uded, as a substitute, in
case one of the four are spoil ed.
2 Subtests required to cal cul ate the
Nonverbal Memory.
2 Total Subtests required to cal cul ate the
Processing Speed.
1 Nonverbal neuropsychol ogical screener.


onver a

Subtestl : Figure Ground (FG)

Subtest 2: Form Compl etion (FC)
Subtest 3 : Cl assification/Anal ogies (CA)
Sequential Order (SO)

Optional :
Visual Patterns (VP)
 ese su

Excellent reliability coefficients on certain

subtests are the basis of the decision to retain
the main subtest (F G, FC, CA, SO) in the Leiter-3.
The authors of the Leiter-3 felt strongly that the
new edition should be shorter and require less
test-administration time than the fu II battery of
the Leiter-R.
For this reason, and because of lower
psychometric characteristics, Leiter-R subtests
such as Picture Context, Paper Folding, and
Figure Rotation were not continued into the
Leiter-3.
Internal Consistency (Alpha) Reliability Coefficients

3-4 187 .80 .89 .82 .84 .88

5-6 146 .84 .89 .87 .94 .82
7-8 160 .88 .92 .87 .95 .71
9-10 155 .89 .94 .83 .96 .83
11-12 140 .87 .91 .79 .94 .78
13-14 94 .86 .86 .74 .92 .69
15-16 120 .85 .71 .76 .94 .70
17-19 119 .85 .86 .85 .95 .78
20-29 110 .80 .67 .79 .95 .71
30-39 88 .86 .92 .83 .96 .86
40-49 101 .88 .84 .79 .95 .74
50-59 98 .86 .77 .75 .95 .74
60+ 85 .85 .85 .72 .95 .84
Median Reliability .86 .86 .79 .95 .78


 - .

I ure ro un

Task of basic visual interference, similar to a visual recognition task, but

compounded by distractions and enhancements.

Performance on this task was associated with visual closure and correlated with
freedom from distractibility.

Performance on this task is related to the cognitive flexibility of the individual, since
he/she must shift attention between a discrete figure and a complex background.

It also requires the individual have adequate visual scanning skills and an effective
search strategy.

It requires good inhibition, as impulsivitY, will result in randomly pointing to similar

shapes rattier than focusing on the detail embedded in the figures.

It does require short term visual memory, as well, as the individual must hold on to
the mental image on the card while searching for it in the embedded figure on the
easel picture.

This subtest lends itself to clinical qualitative observations of process such as

perceptual bias to one side of the page, misidentification of objects, perseveration,
and noting only the most prominent objects.
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e Ion

This subtest requires organization of disarranged or

fragmented pieces. In addition, it entails flexibility as
the individual must refer back and forth between parts
and the "whole" to arrive at a solution, a process that is
mostly deductive.
Working memory permits the individual to hold both
the stimuli and possible responses in mind
simultaneously, as the images are constructed and
deconstructed. Many of the harder items also have and
underlying mental rotation component.
This subtest requires perceptual scanning, recognition,
and the ability to perceive fragmented percepts as
wholes.
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This subtest evaluates the individual's ability to shift
concepts as well as to use them.

After sorting items, this subtest merges into functional

classification where objects which "belong together"
because of usage rather than size, shape, or color are
grouped.

The relationships are induced from concepts, or

elements of the pictures.
 ubtest j- Ll ass lt lcatlon lSl

na 0 les
The individual must perceive the element in question,
attach meaning to the element, and conceptualize what
the relevant features are that the stimuli picture on the
easel shares with the response on only one of the blocks.
This subtest consists of both representational and non
representational reasoning problems which require
abstract positional relationships.
CA measures the ability of the individual to generate rules
out of partial information, and inductively hypothesize
what piece would complete the whole pattern.
Individuals who are impulsive tend to perform poorly on
this subtest because they respond without scanning all
possible response blocks, and may focus on the first
element they see in common without taking time to
analyze the conceptual similarities between elements.
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 wltn CA , tne examiner

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Start Ages 6-10

CA-8
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e uen la r er

This subtest requires nonverbal reasoning ability with a

focus on rule generation related to problems of
seriation or sequential information.

The individual must understand the relationship

between stimuli in order to find the missing elements
at the end or in the middle of the series.

On this subtest, the "whole" is the final pattern which is

induced from multiple stimuli.


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Start Ages 3-5

SO 1
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Isua ern

At the youn est age, this subtest evaluates the

individual's asic ability to match visuo-perceptual stimuli
with no memory component.
This has been described as perceptual acuity, measuring
visual discrimination and awareness of spatial orientation.
At the youngest age levels, the task is simple, with
matching by color or shape and large features being
prominent.
As the task progresses, attention to detail is required, as
the matching dimensions become smaller and less
prominent.
This task requires the ability to scan, and make visual
comparisons between figures.
It also requires basic visualization processes, but also
necessitates patience and freedom from impulsivity on the
part of the individual, as he/she must check different
stimuli against the model as items increase in complexity.


Isua a ern

For individuals 6-75 +, this subtest requires an ability

to combine deductive reasoning with an ability for
conceptual sequencing in symbol patterns.

It requires rule generation as the individual develops

hypotheses from the existing stimuli in the pattern.

This part of the subtest is similar to cognitive tests of

fluid reasoning.
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Consists of 5 subtests

2 Subtests for Nonverbal Memory

2 Subtests for Processing Speed

1 Nonverbal Neuropsychol ogical Screener



en Ion an e or u es s

Subtests 6: Attention Sustained

Subtest 7: Forward Memory

Subtest 8: Attention Divided

Subtest 9: Reverse Memory

Subtest 1 0: Nonverbal Stroop



en Ion us aln e

This subtest consists of a cancellation task which

measures visual prolonged attention, requiring good
visual scanning and motoric inhibition on a rapid
repetitive motor task (crossing out stimuli).
This subtest requires attention and selectivity during an
easy task, which does not require new cognitive
processing.

The score which best discriminates individuals

diagnosed with ADHD from individuals without
attentional deficits is the ERROR score of this subtest.
 -

SUBTEST 6-Attention Sustained (AS): items AS1-AS8

SUBTEST 10-Nonverbai Stroop (NS): Items NS1-NS2
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This subtest measures sequential memory span and

requires sustained attention and an organized
processing style.

In addition to remembering the sequence of stimuli,

the individual must also inhibit the previous sequential
information which may be stored.

,

en Ion IVI e

This subtest measures the ability of the individual to

hold in active memory two or more ideas
simultaneously, and requires the individual to attend to
more than one line of information at a time.

The task in Attention Divided was devised to combine

two simple conditions and only achieves complexity
when both tasks must be attended to simultaneously.

Flexibility, organization, inhibition, and shifting can all

be evaluated during this activity.
-

everse

This subtest measures memory span for pictures in

reverse order. If individuals rely heavily on concrete
thinking or become confused easily, they may have
difficulty switching tasks from Forward Memory.

Reverse Memory is a complex activity requiring the

individual to store and juggle information using mental
effort that requires good working memory.


onver a roo

This test was designed to measure "Stroop Interference

Effect"- the difference between two tasks where one
task presents two stimuli with the same appearance
(congruent) and the second task presents the same
stimulus with a distracting (incongruent) stimulus.
The ability to inhibit responses to the distraction
stimuli, and thus reduce cognitive interference, is a
valuable skill in school, work, and life.
Low scores indicate that the individual is unusual in
overcoming cognitive interference in this type of
physical marking and color discrimination.
A very high score indicates that the individual is greatly
affected by distracting stimuli, has a tendency to lack
the ability to inhibit marking of the wrongly-matched
colors, and generally is higher in cognitive interference.
 -

SUBTEST 6-Attention Sustained (AS): Items AS1-AS8

SUBTEST 10-Nonverbal Stroop (NS): Items NS1-NS2
-=- ------
 SUBTEST 10-Nonverbal Stroop (NS)
Item NS1 (All Ages): 45 Seconds

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SUBTEST 10-Nonverbal Stroop (NS)

Item NS2 (All Ages): 45 Seconds

Teaching Trials I

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lncPat$QI


In er a In ca e

The Examiner Rating Scale is composed of 8

components
Attention- Concentration, focus, staying on task, not
distracted by noises, persistent-paying attention to
detail during testing.
Organization/Impulse Control- Plans before beginning
tasks, organizes, inhibits inappropriate actions that
delay task completion, not touching test materials
unnecessarily, independent task completion.
Activity Level- Maintains high activity level (on task)
during testing and does not fidget, gaze elsewhere too
much, or gets bored and slows down.
Sociability- Interacts positively with examiner, does not
withdraw or show hostility or defiance, not careless
with materials.


In er a In ca e on .

Energy and Feelings- Shows pleasure, energy instead of

fatigue, confidence, cheerfulness or neutral responses,
not overly sad or lethargic.
Regulation- No bizarre responses or unrelated ideas
and spoken comments, not overly aroused or over
reactive, even mood, no large mood swings, no
unregulated distracting behaviors (picking, twisting,
fidgeting excessively).
Anxiety- Assured, not worried, composed not
overwhelmed, calm not agitated.
Sensory Reaction- Normal reactions to outside noises,
not distracted by particular stimuli, adapts to
transitions between tasks, regulated arousal level in
self.


a In .... ca e Ives cam OSI es:

. Cognitive/Social
All skills in this composite relate to the motivational and
interpersonal skills needed to be successful in work
settings, as well as test-performance skills.
The individual who s cores at a high level on this composite
is probably cons idered hard-working, attentive, focused,
high energy, likable, conscientious, organized, and mature
for his or her age .

. Emotions/ Regulations
This scale measures adaptability, emotional stability, and
regulations (can one regulate their emotional reaction to
stimulation or demanding situations)?


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RECORD FORM
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Score Conversions of Subtests

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Cognttlve Soblesl.
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Fig"" Ground (fG) 3
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fOfm CGmDltUOn (Fe)

ClaudlcaUon/o\ rrteogss (CA)

&.que,. OnMr (SO)

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Allentlon SUlII!'*' (AS)
forward ....lTIOfy (FM)
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 e en a cores

Attention Sustained Total Errors:

o Because individuals with Attention Deficit or
Learning Disorders often have an atypical number
of errors, look for cases where the AS Errors scaled
score exceeds the scaled score for the AS Total
profile score 5 points or more.
o Also consider if the AS Error score is 7 or below and
the AS Total score is 1 0 or higher.
o The particular balance of scaled scores may be
diagnostic of some aspects of attention processes,
or fundamental skills, such as visual scanning and
penci I grip.
 e en a cores con .

Attention Divided Correct Score

o Atypical individuals (those with ADHD, Autism, TBI,
or LD) do more poorly on the disc sorting, relative
to the card slapping, or show more errors.
o Extremely low scaled scores (those below 7, or
especially below 5) on the AD could signal the
presence of a severe inability to divide attention, or
poor executive function ability.
o The AD Correct score should not be used as a
sing le indicator of ADHD or L D, but rather, should
be used as part of a thoroug h investig ation of all
evidence for possible disabi I ity.
 e en a cores con .

Attention Divided Incorrect Score

o Extremely low scaled scores on the AD Incorrect
score (below 7) could signal the presence of a
severe inability to divide attention; poor motor
ability or coordination; slowness of response;
tendency to complete tasks in a quick but
inaccurate way, or poor executive function ability.
o Even more than the AD Correct score, the AD
Incorrect score is more evidence for a response
pattern similar to atypical respondants.
 e en a cores con .

Nonverbal Stroop Congruent Incorrect

o This is also an indicator of atypical responding .
o Any score below 7 signals need for an investig ation.
o Make sure the participate understood the task.
o If a low score appears valid, the question arises as
to what type of difficu Ity or deficit this individual is
reflecting in his / her performance.
o Lack of motor coordination? A visual problem? Lack
of quick responding? Deficit in executive
functioning ?
 e en a cores con .

Nonverbal Stroop Incongruent Incorrect

Scores
o Low scores (7 or below) are an indicator of atypical
responding.
o The same questions need to be examined- Is this
poor motor coordination? Lack of quick responding?
Deficit in executive functioning? Inability to inhibit
responses to non-matching stimuli?
 ,.

Confidential Test Results for the Leiter-3

Name : Mana JltT1enez Gender FemaSe

A ge' 8-3-0 examiner" Of Oa vl$

Ethnk:tty' HISpan c Location o f Test ing' Chn
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Date 01 Blnh: 5It12OO4 10EAID1sability' Enghsh as a
second
Date 01 Testing. 8/1612012

Cognitive Subteete

Subtest Raw Score Scaled Scon> PercentIle

Figure Ground (FG) 9

17 37

Foon Compte.on (FC)

25 11 63
CtasslllcatlOOlAnalogoes (CA)
18 9 37
Sequentoai Order (SO) 15 6 9

Visual Patterns (VP) - - -

Cognitive Compoelte

Sum of 4 Scaled Scores Nonverbal 10 Pe rcsntlle Confidence Interval

(9S")

35 92 30 88-98

AttenUonIMemory Sub'",.

Subtest Raw Score Scaled Scor. Percentile

Attention Sustained (AS) 69 9 37

FOIWard Memory (FM) 18 11 63

Reverse Memory (RM) 9 9 37

Nonvelba! 5uoop lnoongruent Correct (N51C) 11 11 63

Nonverbal Stroop Congruent Correct (NScc) 19 13 84

Nonverbal Stroop Effect (NSoIf) 8 14 91

 - -

CompositB Domains Sum 01 ScaIBd ScQrss Composirtl Score P8fcsntile Confldencs Int9rval
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Nonverbal Memory
20 100 50 94-106
Processmg Speed
20 100 50 94-106

Supp.... enllll Atlllntion"'iiM)ry Scctr.

Attsntion Scores RawScorB Sca16d ScQr. PBrC8fltJliJ

Attention Sustained Errors (ASe) 1 11

Anemien Divided ConOd (AOo)

1: i.O
An.mien Divided IncolfOd (AOQ 1:

Nonverbal S/roop ScQres Raw Score Sca/od ScQr. PercentIle

Nonverba1 Stroop Congruent Inoorred (NSCI) 0 1: i.O

1 i.7
NonverbaJ Stroop Incongruenllncorrect (NSii)

eumll'lu Alltlng Sc':. Sc OlIl

Sec/lOll A-O Raw$corB Sca/od5c<n Percentile

Attention 1: i.O

OrganiZation I Impulse Controf

22 9 37.2

Activity Level 12

Sociability 15

SactlOn A-O Composite Raw Score ComposIte Score P8IConb16

Cognitive I Soda! Composite Score

Sec/lOO E-H Raw$cor8 Sca/od ScQr. P8ICO<Iti16

En ergy and Feelings

Regulation

A n xlely 11

Sensory Reaction

Section E-H Compos". RawScQre Composite Score Percentile

EmotlonslReguialions Composite Score

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 . - .
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Cog",tive 5<Jbtosts Standard Error of Measurement Growth Score

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Nonverbal 10 (NVIO) 3 487

Figure Ground (FG) 7 486

FOfm Compl"on (FC)

5 497

Classification I Analogies (CA)

9 479

Sequential Order (SO) 5 47 1

VISual Panerns (VP) - -

Memc<y Subtosts Standard EnOf of Me8SJ.Jroment GiOwlh Score

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Nonverbal Memory (NVm)

4 475

Forward Melllory (FM)

5 495

Aeverse Memcxy (AM)

7 483

Glowdt Score Age Equlva'.n"

GrowthScaJe Age Equivalent

Cognibve Growth Scale 5-8

Memory GrOW!h Scale

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Cognltlve.,d A....a-...y
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Subtsst Group Difference CrItical Value PsrclNlti/s Stgntfrcance

Nonverbal 10 vs Nonverbal Memory 8 9.02 59 1 No!: SignflCar1

Nonverbal IQ vs Processing Speed 8 11.65 54,3 Not SigrwflClr1

Nonverbal Memory vs Processing Speed 0 11 87 100 Not SIgnrfa.r1

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BaRery Scanor Valu e Fr9qU8IJCy o f Occ urrBflC6

Cognitive Battery 5 63.9

Attention I Memory Battery 5 63.9

 Sub.est Scaled Score O,"(J('6fJCe CrillCal \lalue Percentile Si!lmrlCMlCe
Figure Ground -

Form Completion -

Classlcatlon/AnaJogles -

Sequential Ord8f -

VISUal Panerns -

SUbl8S1 Average

Sublest Scaled Difference Qiticaf PorcentiJe SigmfiCance

Score Value

Attention Sustained

FOfWard Memory

Reverse Memory

Nonverbal Stroop Incongruent eorrea

Nonverbal Stroop Congruent Correct

Nonverbal Stroop Effect

Total Average of Subtests



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For individual s who function at a l ow l evel of

abil ity and any individual who is expected to
be retested on the Leiter- 3 , the Growth
Scores provide an excel l ent source of
information.
The Growth Scores were designed using the
Item Response Theory (lRT) so that smal l
increments of growth coul d be measured.
 LeHer3 Cognitive Battery Growth Scores 510
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The Leiter- 3 was val idated with:

o WJ-III Tests of Cognitive Abilities (correlations of
different subtests rang ed from . 7 7 to .92, with Fluid
Reasoning being the hig hest correlated).
o WISC-IV Perceptual Reasoning Index (nearly equal
at 8 7.6 and 8 7.3 in scaled scores) and Processing
Speed (scaled scores were 100 and 9 7.6,
respectively).
o Stanford Binet- 5th Edition (correlate at .8 5).
o Leiter-R (a conversion table of scores provided in
manual, as the Leiter-3 scores higher due to Flynn
effect).


 Checklist for Autism Spectrum Disorder

Authored by Or. Susan Mayes

Published in 20 12


The Checklist for Autism Spectrum Disorder

(CASD offers a quick and val id means of
screening for and diagnosing children with
autism across the entire autism spectrum,
regardl ess of age, IQ, or autism severity.
The CASD is for chil dren 1 to 1 6 years of age
and is compl eted and scored by cl inicians or
parents in 1 5 minutes.
 The 30 CASD symptoms are scored as
present or absent.

Research with the CASD shows that children

with both high functioning autism HFA and
low functioning autism LFA earn CASD total
scores at or above the autism cutoff of 1 5.
 In contrast, children with typical
development, mental retardation, attention
deficit hyperactivity disorder, language
disorder, learning disability, cerebral palsy,
traumatic brain injury, hearing impairment,
anxiety disorder, depression, and
oppositional defiant disorder score below 1 5
on the CASD.
 Checklist for Autism Spectrum Disorder

The CASD is normed and standardized on

2,469 chil dren with autism, other cl inical
disorders, and typical devel opment.

In the national standardization sample, the

CASD differentiated children with and without
autism with 99.5% accuracy.
 The CASD is the only diagnostic instrument
designed to evaluate a single spectrum, in
contrast to other instruments that assess
pervasive developmental disorder sUbtypes.

Each of the proposed DSM 5 criteria for

autism spectrum disorder corresponds to
symptoms on the CASD.
 II'caI tlpl*es 10 lhe C:hlrd now Of In the past. Symoms l30arecl$;kec! I1 a"lllem I.DJer lte om Is checked,
CIIlld's H,m.: Jak . ge 5.lItgMIMclioniDg AlIlb",
SOClAllNTEfiACnON

aWJIj, I
10 me ayeconta::l, OT eye contad: when communICatIng)
Umlted sharing and sflowlng (e.g Cloes I'IOt show a lay DD jJl achlll, seele recognnjon, or Sllarll an expertence or
.

aCClompfi.shment With othe rs )

{'excesmept "gld play wlth pee rs (dicWe.s play ao:ording 10 rlrSlher pectJJI"r "lIid repell1iYe kIlerests and rules)
""En!O'is ptJ)lSlcaI or 5ellSory play vllth others (e.g., firtllnu. chaslng) but has limited rocal social ilteractian (e. . does
.

orln Olm world (e.g ,engages in .sell-sdmutating behaviors, talks to sell or IantaslZlls axcessfvety abOut
as mewl" Of canoons)

soda! reasonirlg understanding sOCidI c:ueSlCommtnts.laci expresSIons, bOdy 13nglJage)

001 does nat knOw how to malQJ 'nds

PERSEVERAnON
(6) NafJOW or unusu;!!I rang@ofint@ri!Sts and play bl!haYiors
""ObSeSSive pleOCCUpabOns or extreme fixation CW'I rhlngs suCh as certain tnOYles orTV snows (re-enacts Of walChes the
$(Ime movies OWl aoo over), computer oames, latt&l'$, snapes:, numbers, counting, Objects or topics (1..0, trains.
dlnosaJB. NASCAR, maps. planas. electrldty, YuGIOh, cartoon chara::RrS', ere.)
_Unusuar attachment to and holding or hoarding 1sC1S (e. g. small figures stItlg, other
.
)
(7) Sterl!Otyped aoo repetftfve play
-{Repemlve play (e.; , axces.slvely lines up, sorts. spins, Ollhrows oblecls; OpellS and Closes ttlinis repeate:; plays Wiltl
lhe me IOYS \'J1U1CHJI valtatlon. araws the same picwres l\lpe3tedly: OlMr )
_ Disin!ereslln lays 011a::1< at normal and vali8d lmaglnalNe play
_ Unusual preoCl.tlpatiOl1 wllh pans 01 obletts (e g repeUlIvtly SDl/'iS vmeel$ 01'1 i 10)')
,

(81 Upset with changE!

'/Oistr9$Sed !PIdlange (8,9 ,dlange in raUltne or schedule, parent &ilJo:e$ a alrrelllnl car rOllte hOme !rom school, Illmlll.lre or
child's tOlJS are moved. season al changeil dolhilg., oitler )
tDifflallty wl1h translboos (a g fromOfle mity to anolHlr)
..

-{exTreme need to tlnlsh WI'Ial l'lel5t1e sl2lrts

 \.., upset WJth C:hange\c:ontmueQJ

IdiOS)'1'lCflIC or ntillUlCi patms (. g ,dnnis only from I ClrWnQJJI. WlIB on/ycer1ll n dothe.s ms-sts that food be
1I1..
.dlc::tftM\ onlpCa., Oh' )
Insists that thtn;s bill I cerWl 14JC!hoo Of I certain WlI'J (e g , dom roo st be dosed. coats zed, ere)
Insists on GOing tI*ItiIs the same WII Mty Umt
yI'Otrtt preciS:1 and Inllexlble. ,,,,,,t If someone brut" -rule" "Old and tI!era! thlnklntJ
(91 s.yp," (unu.ual ,ecltH. movotm."c. such as hand ft"PPlng wMnuclttd. toe walking.body
rocking. heMlshaking. body tensing. teeth clenching. teeth grinding whUe ake. finger movemenU.
f. gr1madns} rtptattly runningbatk.nd forth. twiriing or sp'nnlng, J*1ng. playingwkh "Itv..
skinpicking)

SOMATOSENSORY OISTURBANCE

](10) Excesslvtatypk"aI uanngand loved spinning. tielding. dimblng. rocking. swinging. boondng,Jumplng
o(111 Urwsponsive t imu to verb" Input C g.. does not rHCt when name cal Of 5f)Ok4n to.
at ..
Maring qUMtlorwdl

(12J Hy........
.. Mty
, 11)'1*
\Jnt 11 .'A"tytl 10mUDI''I,_(1 G 1IIt OfCO..,ng__ " ItlPDlWI b bud 114I "Ob' ',",mdlisw .. ckytt bIbr
",

Ct)'IIIg .... ,..... !IQ. alarml. toilll rtust.... people tIf'OIIIV)

lb..Jll h)'1* . 'MfYkI.nIII, 1gN et 1Ml4*1I...
I[lCl31 Dtstrenwith commoUon Of 00 ... (unco.nb,.tltOf.n.ioous k'l1IIfgt p"", thtMNI, Nt.... pII1
.. (
'

.tf11"1 &tr(f:rM fascinationwith spinning Of r\f:PMitiV(f: (4t.g.. r(f:voNingf-aM" WhHI of FortUM,

mov(f:rMnU
runn1in9 will l. har pAtt
... (e.g.. O'editsonTV, w".w binds). minute detail$. lights. sIWly surfaces
..
.. s

Ir;'1'ClS) AbncriI aI JeOSOfy Inspection

..

y:: liltrncut.. d:::s,1da. etNliIiNI,*jl'IOf turf..,.

Aa;:,:;; tll'W''-1Cf\IINaI; r';l cwtJ$lQlfMil."I't$"'}
.

, It kI.,..
AIDn urslQint 1IMn;J5 tMllolI ,ts'O"
. ... hilmet PI" IS'" i dl(ii.
lit IIct b an .......

0(161 Taaia.deof.nsiv s .nti dislike of:

Of otrn(f:

B.
l'oI
...
hi'lO 0IItMI
!"u,o;.ot
IOIdIr:I Of
, QlilftIC'Q dlrtret.:c
twdI
WlIIr an ... Of cloll
H.t:YJIIIIUwtsliid, 1MI'I btuiiIw:1 hW Q)j':b:ed, 01 ..Ill Cd
W'alkrlg Ift"1 ,.
III dDtbII etC*Um_is.01 dociwIQ
CIutI.liI .... . t9l,
1-.J(1n High tolerance for pain ( g.. does not cry when hurt or cklu not respond normaUyto nlul5tlmum
.

1[;1'(18) Slup disturbance (..g.. difficulty '.Itlngasl w.etlng during thenioJlt. wakingdi'iylnt.... morning)
IU(191 FINding problems
'hIy _ Ultf Imfld food pMere.. I1S\s 01'1 UllIIg :ri( I ,. toto
"',*lnUIYtr to ki::!'"'l' g IIinPIIII tood)
o'''*w bod fllflDWl IDA,111 011 1l1li
&tIlfoa:dtllr obst
.....
OIItII*N"r", PIIltmI(.g _otttOntbnNi", ort! r:ohloDeJ OCI_ I

ATYPICAL COMMUNICATION AltO OEVELOPMENT

DtlOllangu-ve regrlmonorslowielgilt epproxi"'ately 1 t02 YNnol. (e.g.. JpeakingafewWOkatooe

L1tOM. 11: IOIt' VSA

St.otI.... c. ....'IiI"1I L-. 'tf _.s"::1 1I.e. ,... mSrE el' ""","" "M1fHI
U,,c.

 ... " .,...ud." ,.. ''''"VO< ''"'''...,, '':III ....
... 'lIII .... ..
.,. .."'Y"'" "'
...... ..... 'V .. - ..... ... ......,
...,

slgnffiantty hJghet thin l.nguage skiUs during the piftC.hooI y.." Of waiting It . much Nrt....
......... _.. ..
""' ........

ag.than talking

AbMI'll Of III
I
. w "1
1:'" butg ""IO(.,g Ptts III IlIA lit' Iht.... . IMdilO wIIItwalll hnII
In (';prt letIll ldui1 lor -aru br. y ICUP 10 III I111a1t tor I GlNi)
eomnu-'cs .."bllt_'1I OIfIIr'I odt ..... s tw I71 01' r"jl"gtorr.u_lg
./ Dilb::!Uty Wdll 'IIC7JIOCII
I c:onnltJONl"IP :11 (nll*lQ .fIIIp'W_1Q c:omtItullCM'&. IAoo Jnd raoordrngllDWNl oIh1uy). tab
11 people- 01' or... 1Id COl....'
!tOfJIon IOtIICt alii
1: fi'I to NI

h pCdI "'" tong IIOICI. 8dI; Of nONIIG'\- .. )

.sc.mhel ar " 'M othIrOdd nEn (. ; ,,1KrnI Ill: I
1,Inw" . I' 'iII woc;af!Q'ons llld IOI.M
IC"ll,.O*l.( jt/'OOtI . '1I1Jt!g 11 o.n
EcJith I NCljIi .... ..
..1\ ' mnawtlll oVlInay u:fI " 'IllPing ..' ..d al .,...
. .
" I q!
SooI* UI7C"'layt. word Of ill:,11 onotard 'II'tIfOf ....i.. .." . IG*I
Eloi(pFFI'
., ,tCtItt fronri fIIO...... Clr1C1O'1t. OOtIiI
f ac
llll:
Lbn to. or me. '
....1ltd ptn_ ttwt art ,w11.... OUl cri cofteQ, or not ,...... re
MMieI PfIOU!i'I 1Ot*(,O wl'4n 1" 1
'NI'IO'11

otherablhtlft
ExceccJonaI fOil mala, I'" It 1!i'I ..,....,,auno. dlrir. lUTibiii 1tItn, Iitllf!ft. Iop and cub. IIi'IQiI Of """ tuna
" .. ..
' CW' es aountf. ftC 1ht ,apt It, t fI
r,I
"7 lie)
./ PlMr...,.... tw1iAlly or Ill.., to rr.mcniZt !riOYa bildIl. Of 1a::I1III ...."... ..oon
Ral.klbll 1IiiiI.r,10 ".'iiC OIYIIor carUM
7 ;70 1flllC:lWialskA"(, g Il III IAtIUIItt JOI'IQIQt. 1711WItt,"'CI !Nie,," tIIIPn. OP'f1i"'t . ....'
.. 1" MOYO ,1.
'911. OI.C h:Jw hQS; tIOrt, l1'IlkII COII'IC*'tCOIlItI'llCb:liW W1t; Iep)
.( fLI"..bb" Irtl5bc or musal b',It
Extttme' wel:dev"'4*I g,,*1I1CIIOf ... ..heW'... de
..'..
-.,. 11 01'* ar
.. 11ft oontfllUO "'1I'Ct101WigeNt!
r.;WIiI 1Il,.
,

MOOD DISTURBANCE

./(2S) Oven.Kttytty, lnbbUlty, low huS*racion toleranc.. agitackH\ tMtrums. me_downs. .Jq>IosNeness.
.ggression. orseH-tnjurious tJ.havior (distr.uld by minor IIVents orOC'CUrrentes most children can
101
... .
t .. wc:h., intrusions. .ahllt)' int.nupdons. pt'oldmlty, confinement, IMrfOflNnc. d.mands.
writing tasb, Of when things ar. not the way the child thinks they shcx.Ild iN)

C (26) MoodinHs and .motlonal l.llty (the C:M.7M tOf mood ch.,.s may not .tw.ys be .ppa".nt. MKh
as taughtft Of distress for no appar..... reason)

rv"'(27) OiffIcu"y showing.nd recognizing .motions. .motionaly unm.ponsiv. ln S:Omt! situiKtons. lKk
of .mpathy Of nal r.tlpfOchy f GcIS not respond appropt lltety or provide comfort when
SOMlon els hurt Of sad). Of misintets th. .motns or f'tiponMS of otheR

0(21) Unusuat fe."" such as tNl of e'-vaton., steps. toileu. balloons. v&<uums. tomfrl.oes. QChef I

PROBlEMS WI T H AlIENTION AHD SAFEll

./(29) SelKtlve actMtton. ability to t-typ.rfocus on kti'iftlt!s, objects.. Of topics of IntftHl to MH' f..g.. lines
up toys. splnt whiffs. wMd,... the Mme movI.. au.mblts puma. builds with legos. or dl'M$
pictures for long PftiodS of timel, but Is IMttenthr
.. impuhiv and fidgety at other times

L (30) limited Mf.ty """.".ness. fN114ss,. or obivlous to d, (.'9-0 umale dimblng. wanct.n about the
hous. at: night. runs off by MW, galS Into trllffic Of wat.... walks off with strange/s)
 1 5 30 Autism Ran ge

1 1 14
Bord erl in e Ran ge
8 or h ig h er is at risk
an d n eed s furth er
eval uation

7 or bel ow Norm al Ran ge