Childhood Autism Spectrum Test (CAST)

The Childhood Autism Spectrum Test (CAST) is a behavioral screening questionnaire developed to identify traits commonly associated with autism spectrum conditions in children. The assessment evaluates social communication, imaginative play, repetitive behaviors, social reciprocity, language patterns, restricted interests, sensory-related behaviors, and developmental features associated with autism spectrum traits.

The CAST is commonly used in research, educational, and clinical screening settings to help identify children who may benefit from further developmental evaluation. The assessment focuses on observable behaviors reported by parents, caregivers, or individuals familiar with the child’s everyday functioning.

Autism spectrum traits can vary considerably across children and may involve differences in communication style, social interaction, behavioral flexibility, imaginative abilities, attention patterns, and sensory experiences. The CAST is designed as a screening instrument only and is not intended to provide a formal clinical diagnosis.

You will be presented with a series of statements describing a child’s behavior, communication style, interests, and social interactions. Please answer each item honestly based on the child’s typical behavior using the provided response options. There are no right or wrong answers. Honest responses provide the most meaningful screening results.

This assessment is intended for parents, caregivers, teachers, or individuals who are familiar with the child’s typical developmental and social behavior. Participation is voluntary and responses should reflect everyday observations rather than isolated situations.

The CAST is scored using a binary response format (0 = No, 1 = Yes). The total raw score is calculated by summing all responses, with higher scores representing a greater presence of autism spectrum-related characteristics. The 39 items are divided into ten clinical subscales: Social Interaction, Communication Style, Imaginative Play, Repetitive Behavior, Restricted Interests, Social Reciprocity, Behavioral Rigidity, Nonverbal Communication, Developmental Features, and Language Patterns. Subscale scores are standardized to a 0–100 scale for comparative reporting.

Does s/he join in playing games with other children easily?

Does s/he come up to you spontaneously for a chat?

Was s/he speaking by 2 years old?

Does s/he enjoy sports?

Is it important to him/her to fit in with the peer group?

Does s/he appear to notice unusual details that others miss?

Does s/he tend to take things literally?

When s/he was 3 years old, did s/he spend a lot of time pretending (e.g., play-acting being a superhero, or holding teddy's tea parties)?

Does s/he like to do things over and over again, in the same way all the time?

Does s/he find it easy to interact with other children?

Can s/he keep a two-way conversation going?

Can s/he read appropriately for his/her age?

Does s/he mostly have the same interests as his/her peers?

Does s/he have an interest which takes up so much time that s/he does little else?

Does s/he have friends, rather than just acquaintances?

Does s/he often bring you things s/he is interested in to show you?

Does s/he often bring you things to show you?

Does she/he try to get you to look at things?

Do you find it easy to understand his/her feelings?

Is his/her voice unusual (e.g., overly adult, flat, or very monotonous)?

Are people important to him/her?

Can s/he dress him/herself?

Is s/he good at turn-taking in conversation?

Does s/he play imaginatively with other children, and engage in role-play?

Does s/he often do or say things that are tactless or socially inappropriate?

Can s/he count to 50 without leaving out any numbers?

Does s/he make normal eye-contact?

Does s/he have any unusual and repetitive movements?

Is his/her social behavior very one-sided and always on his/her own terms?

Does s/he sometimes say “you” or “s/he” when s/he means “I”?

Does s/he prefer imaginative activities such as play-acting or story-telling, rather than numbers or lists of facts?

Does s/he sometimes lose the listener because of not explaining what s/he is talking about?

Can s/he ride a bicycle (even if with stabilizers)?

Does s/he try to impose routines on him/herself, or on others, in such a way that it causes problems?

Does s/he care how s/he is perceived by the rest of the group?

Does s/he often turn conversations to his/her favorite subject rather than following what the other person wants to talk about?

Does s/he have odd or unusual phrases?

Have teachers/health visitors ever expressed any concerns about his/her development?

Has s/he ever been diagnosed with any of the following: Language delay, ADHD, hearing or visual difficulties, Autism Spectrum Condition (including Asperger’s Syndrome), or a physical disability?