Autism Spectrum Test

Autism Spectrum

Basic information

Statements:42
Duration:6–8 minutes
Rating Scale:5-point Likert Scale
Type:Self-assessment
Corresponding author:Deen Mohd
Publishing year:2024
Validity:Development and Validity of Deenz Autism Spectrum Profile Assessment Scale (DASPAS-45) [Preprint]

Autism Spectrum Test is also available in the following languages:

ENPTDERU

Question 1 of 42

I find it hard to make friends.

Disagree
Agree

Question 2 of 42

I feel nervous around new people.

Disagree
Agree

Question 3 of 42

Sometimes I don't know what to say in conversations.

Disagree
Agree

Question 4 of 42

I find it hard to express my feelings in words.

Disagree
Agree

Question 5 of 42

People don't always understand what I mean.

Disagree
Agree

Question 6 of 42

I sometimes repeat what others say.

Disagree
Agree

Question 7 of 42

Loud noises bother me a lot.

Disagree
Agree

Question 8 of 42

Bright lights bother me a lot.

Disagree
Agree

Question 9 of 42

I don't like being touched unexpectedly.

Disagree
Agree

Question 10 of 42

I like to stick to my daily routine.

Disagree
Agree

Question 11 of 42

Changes in plans upset me.

Disagree
Agree

Question 12 of 42

Trying new things makes me anxious.

Disagree
Agree

Question 13 of 42

Following a routine helps me feel calm.

Disagree
Agree

Question 14 of 42

I get upset when my routine is disrupted.

Disagree
Agree

Question 15 of 42

It bothers me when things don't happen as expected.

Disagree
Agree

Question 16 of 42

I like doing the same things over and over.

Disagree
Agree

Question 17 of 42

Other people say I'm rude, but I don't think I am.

Disagree
Agree

Question 18 of 42

I enjoy routines and rituals.

Disagree
Agree

Question 19 of 42

I get upset easily.

Disagree
Agree

Question 20 of 42

I feel anxious in new situations.

Disagree
Agree

Question 21 of 42

I need time alone when I'm upset.

Disagree
Agree

Question 22 of 42

I feel nervous in social situations.

Disagree
Agree

Question 23 of 42

I worry about things a lot.

Disagree
Agree

Question 24 of 42

I feel scared in new or unfamiliar places.

Disagree
Agree

Question 25 of 42

I find it hard to tell if someone is happy or sad.

Disagree
Agree

Question 26 of 42

I don't always know what to say to make someone feel better.

Disagree
Agree

Question 27 of 42

I sometimes unintentionally hurt others' feelings.

Disagree
Agree

Question 28 of 42

I sometimes have trouble with handwriting.

Disagree
Agree

Question 29 of 42

Catching a ball is hard for me.

Disagree
Agree

Question 30 of 42

I bump into things often.

Disagree
Agree

Question 31 of 42

I get easily distracted.

Disagree
Agree

Question 32 of 42

I find it difficult to focus on one thing at a time.

Disagree
Agree

Question 33 of 42

I lose track of what I'm doing easily.

Disagree
Agree

Question 34 of 42

I prefer knowing what's going to happen next.

Disagree
Agree

Question 35 of 42

I need extra time to adjust to new situations.

Disagree
Agree

Question 36 of 42

I like having a warning before changes happen.

Disagree
Agree

Question 37 of 42

I find it hard to put my feelings into words.

Disagree
Agree

Question 38 of 42

Sometimes I have trouble expressing my thoughts.

Disagree
Agree

Question 39 of 42

I have trouble understanding jokes or sarcasm.

Disagree
Agree

Question 40 of 42

I enjoy learning everything I can about things that interest me.

Disagree
Agree

Question 41 of 42

I enjoy talking about my favorite activities or subjects.

Disagree
Agree

Question 42 of 42

I like to share my interests with others.

Disagree
Agree

Deenz Autism Spectrum Profile Assessment Scale is designed to evaluate and assess the profile or pattern of traits, behaviors, and characteristics associated with autism spectrum disorder (ASD). Autism Spectrum Test is a digital adoption of the (DASPAS-45) designed to provide automatic scoring and insights into various aspects of ASD. This instrument is not designed to make a self-diagnosis of autism spectrum disorder. Participation in this test is completely anonymous and NO DATA is collected or stored for research purposes.

Autism spectrum disorder (ASD) is a complex developmental condition- that affects how a person interacts, behaves with others, perceives, and experiences the world around them. ASD is called a spectrum, because it affects people differently- with a specific combination of impairments. [1] Lord, C., Brugha, T. S. — J. L. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6(1), 1-23. A person with ASD may find it difficult to communicate and connect with others – may face trouble in expressing feelings, and may find certain sounds, and lights overwhelming.

Deenz Autism Spectrum Profile Assessment Scale adopts a multidimensional approach to assessing challenges and impairment. The main focus of the scale is to examine patterns of traits and behaviors across multiple domains, supported by various research in the field of the autism spectrum. By examining 14 different characteristics associated with Autism Spectrum, the scale provides valuable insights into the unique profiles of individuals.

Autism Spectrum Facets:

Socialization: Socialization is about how we interact and communicate with others in social situations. Social deficits are considered major traits of autism. A person with autism finds it hard to make friends and understand social rules. They may feel left out and might prefer to be left alone. [2] Frye, R. E. (2018). Social Skills Deficits in Autism Spectrum Disorder: Potential Biological Origins and Progress in Developing Therapeutic Agents. CNS Drugs, 32(8), 713-734.
Communication: Communication is the process of expressing our thoughts, feelings, and ideas and understanding others. It is how we connect and share information with one another. In day-to-day activities it happens through speaking, writing, gestures, and facial expressions. Some people with autism experience difficulties in speaking or understanding what others say, while others may struggle with body language or facial expressions. People with autism might repeat words over and over and have a hard time staring or keeping conversations. [3] Duffy, C., & Healy, O. (2011). Spontaneous communication in autism spectrum disorder: A review of topographies and interventions. Research in Autism Spectrum Disorders, 5(3), 977-983.
Sensory: Senses help us understand the world around us. Sensory challenges refer to the difficulties in processing and responding to sensory information from the environment. People with autism often experience distress when exposed to certain lights, loud noises, or strong smells. [4] Hazen …. Christopher J. MD. Sensory Symptoms in Autism Spectrum Disorders. Harvard Review of Psychiatry 22(2):p 112-124, March/April 2014.
Flexibility: Difficulties in flexibility in autism mean a hard time with changes or doing things differently. People with autism might prefer to stick to their routines or get upset if something unexpected happens. For example, a person with autism usually eats breakfast a 7am, he may feel upset if he has to eat at different times. [5] Van Eylen, …. (2011). Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? Research in Autism Spectrum Disorders, 5(4), 1390-1401.
Routine: A routine is a set of habits or activities that we do or follow regularly. Routines help us feel organized and comfortable. For autistic people, maintaining a routine can be more important to feel safe and in control. For example, a person with autism may prefer waking up at the same time or following a bedtime routine because it helps him/her to feel relaxed and less anxious. If these routines get disrupted, he/she may feel stressed or upset. [6] Marquenie …… (2011). Dinnertime and bedtime routines and rituals in families with a young child with an autism spectrum disorder. Australian Occupational Therapy Journal, 58(3), 145-154.
Repetition: Repetition refers to repeated actions or behaviors or doing something over and over again. A person with autism may engage in repetitive behaviors like rocking, hand-flapping it repeating words or phrases. These behaviors may help in comfort and enjoyment, and in rare cases may help in coping with stress or sensory overload. [7] Leekam, S. R….. (2011). Restricted and repetitive behaviors in autism spectrum disorders: A review of research in the last decade. Psychological Bulletin, 137(4), 562–593.
Emotional Sensitivity refers to how we strongly react to different emotions. A person with autism may feel emotions more strongly or differently than others. People with autism might get upset or may feel anxious about things that may seem small to someone. They may pick up on other people’s emotions easily and feel deeply affected by them. [8] Mazefsky, C. A……. (2013). The Role of Emotion Regulation in Autism Spectrum Disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 52(7), 679-688.
Anxiety: Feeling worried or nervous in some situations is a normal part of life. People with autism often are worried, nervous, being on edge even when there is nothing to worry about. They may feel worried about meeting new people, visiting unfamiliar places, or trying something new. Some studies suggest that people with autism might exhibit depressive disorder traits but over time our understanding of autism has evolved. Modern studies suggest that people with autism does not necessarily exhibit depressive disorder or anxiety disorder traits. [9] Hollocks, M.J. et al. (2019) ‘Anxiety and depression in adults with autism spectrum disorder: a systematic review and meta-analysis’, Psychological Medicine, 49(4), pp. 559–572. doi:10.1017/S0033291718002283. Some recent studies suggest that people with autism may exhibit obsessive-compulsive disorder traits and may have specific phobias.
Empathy: Empathy is like putting yourself in someone else’s shoes and imagining how they feel. For example, if your close friend is upset because he lost their pet, you may feel sad about the news because you can imagine how it feels to lose something important. People with autism may struggle with empathy, while others may be highly empathetic. They might be good at understanding how others feel but have difficulty in responding with an appropriate emotion or showing it with expressions or words. In some cases they feel empathy strongly but face trouble knowing, what to say, or how to provide comfort. [10] Harmsen, I.E. Empathy in Autism Spectrum Disorder. J Autism Dev Disord 49, 3939–3955 (2019).
Motor: Motor skills – the ability to control or coordinate our body movements. Some people with autism might have good coordination or be good at things like sports or playing musical instruments. Other people may struggle with tying shoelaces or catching a ball or might have bad handwriting. [11] Lloyd, M……. (2011). Motor skills of toddlers with autism spectrum disorders.
Attention – our ability to focus on something. It is like paying attention to specific tasks or information while ignoring other distractions. A person with autism may struggle to stay focused and get easily distracted by things around. Some individuals with autism can hyperfocus, but this intense focus may make switching tasks or paying attention to other things challenging. [12] Matson , ……(2013). The relationship between autism spectrum disorders and attention-deficit/hyperactivity disorder: An overview. Research in Developmental Disabilities, 34(9), 2475-2484..
Transition refers to moving from one activity to another. People with autism may find it difficult to transition such as changes from one activity, place, or routine. They may need to prepare for the adjustment to change. During transitions, a person with autism may experience, anxiety, frustration, agitation, and confusion. These behaviors may lead to resistance or withdrawal. [13] Pillay, Y., Brownlow, C., & March, S. (2022). Transition approaches for autistic young adults: A case series study. PLoS ONE, 17(5)..
Expression refers to how we show our feelings, thoughts, and ideas. A person with autism may have difficulties expressing their feelings, thoughts, and ideas verbally and nonverbally. He/she may have a lot to say and express but struggle to find the right wordings or speak clearly. On another hand, some people face trouble expressing, their emotions such as anger, and frustration, and showing empathy towards others.
Special Interests are topics, activities, or hobbies that someone is especially focused on. A person with autism often has specific, highly focused interests in specific subjects. These special interests can bring joy and fulfillment and a way to connect with others who share similar interests. [14] Uljarević, M…….. (2022). Toward better characterization of restricted and unusual interests in youth with autism. Autism : the international journal of research and practice.

References

  1. Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., Jones, E. J., Jones, R. M., Pickles, A., State, M. W., & Taylor, J. L. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6(1), 1-23. https://doi.org/10.1038/s41572-019-0138-4 ↩

  2. Frye, R. E. (2018). Social Skills Deficits in Autism Spectrum Disorder: Potential Biological Origins and Progress in Developing Therapeutic Agents. CNS Drugs, 32(8), 713-734. https://doi.org/10.1007/s40263-018-0556-y ↩

  3. Duffy, C., & Healy, O. (2011). Spontaneous communication in autism spectrum disorder: A review of topographies and interventions. Research in Autism Spectrum Disorders, 5(3), 977-983. https://doi.org/10.1016/j.rasd.2010.12.005 ↩

  4. Hazen, Eric P. MD; Stornelli, Jennifer L. MOT, OTR/L; O’Rourke, Julia A. PhD, MS, MMSc; Koesterer, Karmen EdM; McDougle, Christopher J. MD. Sensory Symptoms in Autism Spectrum Disorders. Harvard Review of Psychiatry 22(2):p 112-124, March/April 2014. | DOI: 10.1097/01.HRP.0000445143.08773.58 ↩

  5. Hazen, Eric P. MD; Stornelli, Jennifer L. MOT, OTR/L; O’Rourke, Julia A. PhD, MS, MMSc; Koesterer, Karmen EdM; McDougle, Christopher J. MD. Sensory Symptoms in Autism Spectrum Disorders. Harvard Review of Psychiatry 22(2):p 112-124, March/April 2014. | DOI: 10.1097/01.HRP.0000445143.08773.58 ↩

  6. Marquenie, K., Rodger, S., Mangohig, K., & Cronin, A. (2011). Dinnertime and bedtime routines and rituals in families with a young child with an autism spectrum disorder. Australian Occupational Therapy Journal, 58(3), 145-154. https://doi.org/10.1111/j.1440-1630.2010.00896.x ↩

  7. Leekam, S. R., Prior, M. R., & Uljarevic, M. (2011). Restricted and repetitive behaviors in autism spectrum disorders: A review of research in the last decade. Psychological Bulletin, 137(4), 562–593. https://doi.org/10.1037/a0023341 ↩

  8. Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L., & White, S. W. (2013). The Role of Emotion Regulation in Autism Spectrum Disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 52(7), 679-688. https://doi.org/10.1016/j.jaac.2013.05.006 ↩

  9. Hollocks, M.J. et al. (2019) ‘Anxiety and depression in adults with autism spectrum disorder: a systematic review and meta-analysis’, Psychological Medicine, 49(4), pp. 559–572. doi:10.1017/S0033291718002283. ↩

  10. Harmsen, I.E. Empathy in Autism Spectrum Disorder. J Autism Dev Disord 49, 3939–3955 (2019). https://doi.org/10.1007/s10803-019-04087-w ↩

  11. Lloyd, M., MacDonald, M., & Lord, C. (2011). Motor skills of toddlers with autism spectrum disorders. Autism. https://doi.org/10.1177/1362361311402230 ↩

  12. Matson, J. L., Rieske, R. D., & Williams, L. W. (2013). The relationship between autism spectrum disorders and attention-deficit/hyperactivity disorder: An overview. Research in Developmental Disabilities, 34(9), 2475-2484. https://doi.org/10.1016/j.ridd.2013.05.021 ↩

  13. Pillay, Y., Brownlow, C., & March, S. (2022). Transition approaches for autistic young adults: A case series study. PLoS ONE, 17(5). https://doi.org/10.1371/journal.pone.0267942 ↩

  14. Uljarević, M., Alvares, G. A., Steele, M., Edwards, J., Frazier, T. W., Hardan, A. Y., & Whitehouse, A. J. (2022). Toward better characterization of restricted and unusual interests in youth with autism. Autism : the international journal of research and practice, 26(5), 1296–1304. https://doi.org/10.1177/13623613211056720 ↩

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