EVALUATION AND INDIVIDUALIZED TREATMENT

FOR CHILDREN WITH AUTISM AND DISORDERS

OF DEVELOPMENT

VOLUME 1 - PARTS 2 AND 3

REVISED PSYCHOEDUCATIONAL PROFILE (PEP-R)

Eric Schopler
Robert Jay Reichler
Ann Bashhford
Lee M. Marcus

Marialice de Castro Vatavuk

Review: Professor Dr. Viviane Costa de Leon

 SUMMARY

DESCRIPTION, PROCEDURES AND SCORING OF THE TEST 5

THE SCALE OF DEVELOPMENT 6
IMITATION 6
PERCEPTION 7
FINE MOTOR SKILLS AND GROSS MOTOR SKILLS 7
HAND-EYE INTEGRATION 8
COGNITIVE PERFORMANCE AND VERBAL COGNITION 8
BEHAVIOR SCALE 8
TEST MANUAL 10
Unscrew the glass lid 11
2. BLOW BUBBLES 12
3. VISUALLY MONITORS THE MOVEMENT 13
4. VISUALLY SEEK THE EYE LEVEL 14
5. EXAMINE THE TACTILE BLOCKS 15
6. MANIPULATE KALEIDOSCOPE 16
7. PRESENTS EYE DOMINANCE 17
RING THE BELL TWICE 18
9. "Poke" WITH THE FINGER 19
10. CATCH THE STICK 20
11. CLAY ENROLLMENT 21
MAKE A 'BOWL' OF CLAY 22
13. MANIPULATE PUPPET 23
14. IMITATE ANIMAL SOUNDS 24
15. IMITATE ACTIONS WITH OBJECTS 25
16. POINTS TO THE PARTS OF THE PUPPET'S BODY 26
17. POINTS TO ITS OWN BODY PARTS 27
18. COMPLEX INTERACTION PLAYING WITH PUPPETS 28
19—20. COMPLETE THE CHART OF GEOMETRIC SHAPES 29
21. IDENTIFY EXPRESSIVELY 31
22. IDENTIFY RECEPTIVELY 32
23. COMPLETE THE TABLE OF OBJECT SHAPES 33
24. CROSS THE MIDLINE TO PICK UP PUZZLE PIECES 34
25—26. COMPLETE THE CHART OF SHAPES BY SIZE 35
27. EXPLICITLY IDENTIFY BIG AND SMALL 37
28. IDENTIFY RECEPTIVELY LARGE AND SMALL 38
29—30. COMPLETE PUZZLE FITTING 39
31. COMPLETE THE PUZZLE: COW 40
32. PAIR OF COLORED BLOCKS WITH DISCS 41
33. NAMES COLORS EXPRESSIVELY 42
34. NAMES COLORS RECEPTIVELY 43
35—36. CASTANET SOUND (CLAPPER) 44
37. ALONE 45
38. CLAP HANDS 46
39. FICA ON ONE LEG: 47
40. JUMPING, USING BOTH FEET 48
41. IMITATES GROSS MOTOR MOVEMENTS 49
42. TOUCH THE FINGERS FROM THUMB TO LITTLE FINGER IN SEQUENCE 50
43. CATCH THE BALL 51
KICK THE BALL 52
KICK THE BALL 53
46. SHOWS DOMINANCE OF LOWER LIMBS 54
47. LOAD THE BALL 55
48. PUSH THE BALL 56
Climb stairs using your feet alternately 57
50. GET ON THE CHAIR 58
 51. USES WALKER 59
52. BABY SOCIAL GAME 60
53. FIND HIDDEN OBJECT 61
54. REACT TO YOUR OWN IMAGE IN THE MIRROR 62
55. RESPOND TO PHYSICAL CONTACT 63
56. RESPONSES TO TICKLING 64
57—58. SOUND OR WHISTLE 65
59. REACT TO GESTURES 66
60. DRINK JUICE IN THE CUP 67
61. GESTURES ASKING FOR HELP 68
62. REACT TO THE STRING 69
Thread the beads on the string 70
64. BALANCE THE ACCOUNTS ON THE STRING 71
65. REMOVE THE ACCOUNTS OF AN AXIS 72
66. PLACE THE ACCOUNTS ON ONE AXIS 73
67. USA COOPERATIVELY HANDS 74
68. TRANSFER OBJECTS FROM ONE HAND TO ANOTHER 75
69. WHAT IS YOUR NAME? 76
70. ARE YOU A BOY OR A GIRL? 77
71. DRAW SPONTANEOUSLY 78
72. SHOWS HANDEDNESS 79
73—77. COPY LINES AND FORMS 80
78. COLOR IN LINES 83
79. TRACE SHAPES 84
80. PAIR LETTERS 85
81. IDENTIFY LETTERS EXPRESSIVELY 86
82. IDENTIFY LETTERS RECEPTIVELY 87
83. COPY LETTERS 88
84. DRAWS A PERSON 89
85. WRITE THE FIRST NAME 90
86. CUT WITH SCISSORS 91
87—88. IDENTIFY OBJECTS IN BAG BY TOUCH 92
89. MAKE A BOY OUT OF FELT PIECES 93
90, 91, 144—174. USE OF UNSTRUCTURED PLAY PERIOD 94
92. RESPOND TO THE REVIEWER'S VOICE 96
93. STACKS BLOCKS 97
[Link] BLOCKS IN THE BOX 98
95. CONTA 2 AND 7 BLOCKS 99
96. RECEIVES 2 AND 6 BLOCKS 100
97. FOLLOW 2 SEQUENTIAL INSTRUCTIONS 101
98. SELECTION OF 2 OPTIONS 102
99. YOGA ON THE ROAD 103
100—101. REPEAT 2 AND 3 DIGITS 104
102—103. REPEAT 4 AND 5 DIGITS 105
104. ACCOUNT IN A LOUD VOICE 106
105. IDENTIFY NUMBERS EXPRESSIVELY 107
106. SOLVE ADDITION AND SUBTRACTION PROBLEMS IN 2ND PERSON 108
107. RESOLVE MENTALLY ADDITION AND SUBTRACTION PROBLEMS IN 3RD PERSON109
108. FIND BULLET UNDER CUP 110
109. CAN GET BY "PINCHING" 111
110. SIMULATE THE USE OF OBJECTS 112
111—112. SOUND OF THE BELL 113
113. IMITATE WITH NOISY OBJECTS 114
114. SELECT CARDS BY COLOR OR SHAPE 115
115. MATCH OBJECTS TO FIGURES 116
116. NAMES OBJECTS 117
117. DELIVER OBJECTS WHEN REQUESTED 118
118. DEMONSTRATES THE FUNCTIONS OF THE OBJECTS 119
3
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
 119. LIGHT SWITCH ACTION 120
120. SHOW INTEREST IN THE PICTURE BOOK 121
121. IDENTIFY FIGURES RECEPTIVELY 122
122. IDENTIFY EXPRESSIVE FIGURES 123
123. REPEAT SOUNDS 124
124. REPEAT WORDS 125
125. REPEAT SHORT PHRASES OR SENTENCES 126
126. REPEAT SIMPLE SENTENCES 127
127. REPEAT COMPLEX SENTENCES 128
128. RESPONDS TO VERBAL INSTRUCTIONS 129
129. REACT TO THE IMITATION OF YOUR OWN ACTIONS 130
130. REACT TO THE IMITATION OF YOUR OWN SOUNDS 131
131. RESPONDS TO SIMPLE COMMANDS 132
132. USA PHRASES OF 2 WORDS 133
133. USA PHRASES OF 4 OR 5 WORDS 135
134. USA PLURALS 136
135. USA PRONOUNS 138
136. READ SHORT SENTENCES 139
137. READ SHORT SENTENCE 140
138. READ WITH FEW ERRORS 141
READ WITH UNDERSTANDING 142
140. READ AND FOLLOW INSTRUCTIONS 143
141. ANTICIPATE ROUTINES 144
142. SAYS GOODBYE BY WAVING HAND 'BYE' 145
143. REACTION TO PINCHING 146
144. EXPLORATION OF THE TEST ENVIRONMENT 147
145. EXPLORATION OF TEST MATERIALS 148
146. EYE CONTACT 149
147. VISUAL SENSITIVITY 150
148. AUDITORY SENSITIVITY 151
149. INTEREST IN TEXTURES 152
150. INTEREST IN TASTES 153
151. INTEREST IN SCENTS 154
152. AFFECT 155
153. BEHAVIOR DURING ACTIVITIES 156
154. SEEK HELP FROM THE ASSESSOR 157
155. FEAR REACTION 158
156. MOVEMENTS AND MANNERISMS 159
157. AWARENESS OF THE PRESENCE OF THE EVALUATOR 160
Cooperation with the evaluator 161
159. AMPLITUDE OF ATTENTION 162
160. TOLERANCE TO INTERRUPTIONS 163
161. INTONATION AND INFLECTION 164
162. STUTTERING 165
USE OF WORDS 166
164. USE OF JARGONS OR IDIOSYNCRATIC LANGUAGE 167
165. LATE ECOLALIA 168
166. IMMEDIATE ECOLALIA 169
167. PERSEVERANCE OF WORD OR SOUND 170
168. USE OF PRONOUNS 171
169. INTELLIGIBILITY OF SPEECH 172
170. SYNTACTIC SKILL 173
[Link] COMMUNICATION .............................................................................................174
172. MOTIVATION BY CONCRETE REWARDS 175
173. MOTIVATION BY SOCIAL PRAISE 176
174. MOTIVATION BY INTRINSIC REWARDS 177

4
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
 5
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
DESCRIPTION, PROCEDURES
AND THE TEST SCORE
THE SCALE OF DEVELOPMENT
The items of the PEP-R Development Scale are divided into seven
área de desenvolvimento: 1. Imitação, 2. Percepção, 3. Motora Fina, 4. Motora
Gross, 5. Eye-Hand Integration, 6. Cognitive Performance and 7. Verbal Cognitive. The
skills in this area are measured by the 131 items presented in the manual of
PEP-R. For the reason that learning does not occur in purely isolated units.
abstract, the test items are interspersed between the areas of development and
they can be grouped in a slightly different way. Although this complicates the
efforts for research, has the advantage of reflecting multidimensional processes
of learning involved in acquiring the skill. Grouping the items under
specific development areas we have a meaningful way to organize
the test, but these 7 categories should not be interpreted as functions
circumscribed or not interconnected.

IMITATION
The Imitation area is composed of 16 items, activities that evaluate
the child's ability to imitate verbally or motorically. This area has a
very special meaning for autism because of the fundamental relationship between
imitation and language: in order to learn words, the child must have the willingness
it is the ability to imitate. For children who can imitate what they see, but not the
What they hear, the PEP-R identifies the starting points for teaching language.
motor imitation must be taught before it is considered stimulation of
language. This type of activity always increases cooperation at the initial levels
of development.

Imitation also plays a valuable role in socialization. The child learns

how to behave, cooperate, and respond through the imitation of interactions with the
others at school or at home. The PEP-R provides a systematic way of
raise the child's potential to learn appropriate social responses and
functional in these settings. The items in this area include the imitation of movements of
body, imitation of the use of certain materials, and imitation of sounds and words, all
demonstrated by the evaluator.
7
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
PERCEPTION
The Perception area consists of 13 items that test functioning.
the visual and auditory sensory modalities. These two sensory skills are
basics for all learning, determined how an individual can select and
organizing a received stimulus. Autistic children usually have difficulty with
integrate sensory information, which is why it is important to observe the limitations and
strong points in these areas.

Due to these perceptual difficulties found in the target population, the

most of the items from Perception are designed for younger children. The activities
includes following soap bubbles, looking at pictures in a book, and orienting oneself from
agreement with sounds. The more complex activities include discriminating shapes,
sizes and colors and find hidden objects under one of three cups.

FINE MOTOR SKILLS AND GROSS MOTOR SKILLS

The Fine Motor area has 16 items, the Gross Motor area has 18. These activities
test the skills that are prerequisites for self-sufficiency and that are
usually dominated in the first 4 years of life. Fine Motor activities
include unscrewing a lid, cutting with scissors, and threading beads. The
Gross Motor activities involve, for example, walking alone, climbing stairs, and
balance on one foot, grab a ball.

For the reason that these activities are a source of pleasure for most of the
Children, motor skills are often a natural starting point.
for teaching and practice. The minimum security obtained through skills training
Motor skills in language reduce stress in children with language disabilities.
In this way, this type of programming facilitates positive interaction between teacher and
student while increasing coordination. Physical exercise programs are
especially important for obtaining a balanced curriculum for
children with developmental disorders.

8
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
HAND-EYE INTEGRATION
There are 15 Eye-Hand Integration items, involving Eye-Hand coordination and
fine motor skills. Competence in these areas is essential for
domain of reading and writing. The Eye-Hand Integration activities include writing
on paper, coloring within boundaries, drawing and copying figures, and stacking various blocks.

COGNITIVE PERFORMANCE AND VERBAL COGNITION

The areas of Cognitive and Verbal Performance are focused on cognition and

language. Because these areas are so independent, the items are

overlap considerably. Cognitive Performance activities require
some receptive understanding of the language for successful execution. A
the main difference between the 21 areas is that the Cognitive Performance items do not
require expressive language, while the Cognitive items, including pointing to
the body parts themselves upon request, recognizing the names of shapes, colors and
sizes and find a hidden object. The 27 Verbal Cognitive items include
skills such as counting, naming letters and numbers, imitating sentences aloud.

BEHAVIOR SCALE
The PEP-R Behavior Scale is designed to identify the
unusual patterns of behavior characteristic of autism. The 42 items of the
Behavior scale is divided into 4 areas: 1. Relationship and Affection, 2.
Play and Interest in Materials, 3. Sensory Responses and 4. Language.

The items on the Behavior Scale do not vary that much in terms of
development like the other items of the PEP-R, normal children generally
do not exhibit the behaviors marked here as abnormal. More children
new can show Light to Moderate (M) versions of these behaviors, but
not as frequent or as severe as in autistic children and children with disorders of
development. The Behavior Scale is directed towards purposes
diagnostics. It not only provides information about the degree of behavior
disorganized and disturbed that the child exhibits, but it also points out the areas

9
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
specific in which these behaviors are manifested. The items of the Scale
Behavior seeks to identify, for example: the maintenance of eye contact,
inappropriate exploration of materials, peculiar or excessive interest in smelling or
bring materials to the mouth, unusual use of words or behavior
disorganized when oriented towards activities. Three new ones have been added
items (172, 173, and 174) to DEP-R, to evaluate the responses in reaction to different
types of reinforcers.

Unstructured playtime more or less halfway through the

test sessions allow the evaluator to make observations of the child that
contributes to the eventual scoring of behavioral items. This period
provides particularly important information regarding the degree and type of structure
what the child needs (Schopler, Brehm, Kinsbourne & Reichler, 1971). Most
two items of the Behavior Scale are grouped at the end of the sheets of
the test protocol and scoring for these items are based on the notes that the
the evaluator does during the time spent with the child.

10
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
TEST MANUAL
Unscrew the glass lid

Material Glass with water and soap.

Procedure Put the glass on the table, saying: 'Little balls of
soap. Place the glass near the child and indicate
with gestures for him to unscrew the cap. If the
child can't do it, demonstrate once and then
indicate so that I try again.
Development Area Fine Motor.

Punctuation
Passed Unscrew a tampa
independently.
Emergent Attempts unsuccessfully to remove the lid,
but do you have an idea of the movements
necessary.
Failed Attempts unsuccessfully to remove the lid,
but it seems to not know the
necessary movements, or do not try
do it.

12
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
2. BLOW BUBBLES

Material Glass with water, soap, and a straw.

Procedure Demonstrate how to make soap bubbles, and then give
the straw for the child and indicate for the child
that does the same.
Development Area Fine Motor.

Punctuation
Passed Make some successful little balls.
Emerging He tries, unsuccessfully, but seems to know the
necessary movements (hold the straw near the
mouth, makes a "beak", blows.
Failed Tries unsuccessfully to make the little balls, but does not.
seems to know the necessary moves, or not
tries to do the task, even after demonstration.

13
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
3. VISUALLY MONITORS THE MOVEMENT

Material Glass with water, soap, and straw.

Procedure During the application of item 2. Blowing Bubbles,
observe the child both during the demonstration and
while she tries to do the task. Note if she
visually follows the movement of
little balls.
Development Area Perception (Visual).

Punctuation
Passed Clearly follows the movement of the eyes
with the eyes
Emerging Demonstrates any inconsistent visual attention in
relation to the little balls.

Failed Cannot or does not try to keep up with the movement

the little balls with eyes.

14
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
4. VISUALLY SEARCH FOR EYE LEVEL

Material Soap bubbles, straw or any object of

very interested.
Procedure Take a big soap bubble at the tip of the
straw or any other object of interest and
move from left to right, crossing the line
average (90º).
Development area Perception (Visual).

Punctuation
He/She/It passed It continuously follows the movement.
Emergent Look to or just pass the median line.
Failed Does not follow the movement until
for the average line.

15
Individualized Assessment and Treatment for Autistic Children
and with Development Disorders
5. EXAMINE THE TACTILE BLOCKS

Material 3 tactile blocks (soft, rough, textured)

Procedure Place the 3 blocks on the table in front of the child.

Development Area Sensory Responses (Tactile).

Questions for observation: Does the child react inadequately to the materials?
The child scratches, brings to the mouth, smells, or avoids the
blocks?

Punctuation
Adequate Respond appropriately to the blocks (stack,
touch or ask or weave comments about the
same ones).
Light to Moderate (M) Shows some unusual or excessive interest
through the blocks or no interest.
Grave React inadequately, showing interest.
bizarre or excessive sensory by the blocks (leads to
mouth, smell, scratch, or touch obsessively.

16
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
6. MANIPULATE KALEIDOSCOPE

Material Kaleidoscope.
Procedure Demonstrate how to look in the kaleidoscope and move it.
button. Give the kaleidoscope to the child and ask
through gestures that the child uses (looking and turning
the button).

Development Area Imitation (Motor).

Punctuation
Passed Look in the kaleidoscope and turn the knob.

Emerging You can either look through the kaleidoscope or turn the knob,
but not both.
Failed Can't or doesn't try to look or turn the button.

17
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
7. PRESENTS OCULAR DOMINANCE

Material Kaleidoscope.
Procedure During the application of item 6. Manipulate the
Kaleidoscope, note if the child presents
clear ocular dominance. If the child places the
kaleidoscope in one eye and then in the other,
repeat the demonstration. Give the kaleidoscope of
go back to the child and ask through gestures to
look again. Note if the child shows
consistent visual preference.
Development Area Perception (Visual).

Punctuation
Passed It shows clear ocular dominance.
Emergent Shows initial ocular dominance (usually
prefer the same eye).
Failed Does not exhibit ocular dominance.

18
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
8. RING THE BELL TWICE

Material Table bell.

Procedure Put the bell on the table in front of
child. Get their attention ("Now look at what
I do). Tap twice in a row, then
tell the child to do the same ('You do it')
"this" or "do exactly what I did".
Development Area Imitation (Motor).

Punctuation
It passed Ring the bell twice.
Emergent Attempts unsuccessfully to imitate (rings the doorbell once
or more times).
Failed Can't or won't try to ring the doorbell
even after the additional demonstration.

19
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
9. "TAP" WITH THE FINGER

Material Clay or modeling dough.

Procedure Show 'poking' the dough ball with your finger
model to create the relief.
Development Area Fine Motor.

Punctuation
Passed Make clear and intentional relief after the
demonstration.
Emergent Make shallow reliefs with your finger, but do not create reliefs
of course.
Failed Don't try to perform the task.

20
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
10. GRAB A STICK
Omit and score item 12 has passed. Make a ball of clay, it has already been applied, and the child has passed.

Material Ball of clay and 6 sticks or popsicle sticks.

Procedure Press and ball to make a "pancake"
This is a birthday cake.
Let's put the candles. Put a stick on the
"say". Give the child a stick to put in. If she
don't cooperate, put all the "candles", then
indicate to the child to take them out.
Development Area Fine Motor.

Punctuation
Passed Use clearly pinching or pinching
"scissors" to add and remove at least 1
stick.
Emergent Grab the stick using your whole hand.
Failed Cannot or does not use the grab to place
you remove the toothpick.

21
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
11. ENROLL CLAY

Material Clay or modeling dough

Procedure Split a piece of clay with the child.
Demonstrate with your piece how to roll the
clay to form an elongated cylinder then
indicate for the child to do the same.
Development Area Imitation (Motor).

Punctuation
Passed Roll clay into an elongated cylinder.
Emergent Try to roll the clay or manipulate it in a way
similar to rolling but cannot form a
elongated cylinder.
Failed Doesn't even try to imitate or can't
manipulate the clay using the rolling motion.

22
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
MAKE A CLAY 'BOWL'

Material Clay or modeling dough.

Procedure Show the child how to make a bowl.
of clay. Reshape the clay into a ball, give
the child and ask the child to make a bowl.
Development Area Fine Motor.

Punctuation
Passed Make a recognizable bowl.
Emergent Attempts, unsuccessfully, to make the bowl but seems
to know the necessary movements to do it.
Failed Attempts, without success, to make the bowl but it doesn't seem
know the necessary movements, or don't try
perform the task.

23
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
13. PUPPET MANIPULATION

Material Dog or cat puppet.

Procedure Show the puppet to the child and say: 'This is
a _____ (cat or dog)”. Place the
puppet in your hand and say: 'I am a cat (or
dog). Meow! (or woof! woof!). I'm going to kiss you.
So, using the puppet, give the child a kiss.
imaginary, but do not actually touch the child.
If the child shows no reaction at all, do the
puppet crying, smiling, touching or clapping
involving the child in the game. Then,
give the puppet to the child and say: 'You are the '
cat (or dog)". Indicate to the child that
put the puppet in your own hand and use the
fingers to manipulate the head and limbs of the
puppet.
Development Area Motor Imitation.

Punctuation
Passed Place the puppet in your own hand and imitate it.
manipulation of the head and arms of the same.

Emergent Attempts, without success, to imitate (does not put the

puppet in the right hand or does not use the fingers.

Failed Cannot or does not try to put the puppet in

hand.

24
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
14. IMITATE ANIMAL SOUNDS

Material Cat or dog puppet.

Procedure During the application of item 13. Manipulates
puppet. Encourage the child to imitate vocally.
While the child plays with the puppet, say:
meow!, meow! or "woof! woof!" Encourage her to do the
same.
Development Area Imitation (Vocal).

Punctuation
Passed Imitate by saying 'meow' or any other sound of
animal issued by the evaluator.
Emerging Try to imitate by making any sound.
Disapproved Does not manage or does not try to make any sound.

25
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
15. IMITATE ACTIONS WITH OBJECTS

Material Cat or dog puppet and 4 objects (spoon,

cup, toothbrush, fabric.
Procedure Place the puppet in your hand. Demonstrate
using an object with the same procedure. Give to
child the same object and say: 'You do this'.
Repeat the same procedure with each object
(eat, give something to drink, brush your teeth,
clean the nose).
Development Area Imitation (Motor).

Punctuation
Passed Imitate at least 3 actions.
Emergent Imitate at least one action.
Failed Does not understand or execute any action.

26
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
16. POINTS TO THE PARTS OF THE PUPPET'S BODY

Material Cat or dog puppet.

Procedure Place the puppet in your hand and hold it within reach.
the child. Ask her to point or touch on the
eye, nose, ear, and mouth of the puppet.
Development Area Cognitive Performance.

Punctuation
Passed Point to or touch at least 3 parts of the body.
Emergent Point or touch at least 1 part of the body or
pointing to the global face for 1 part (pointing
for the face when asking for the eyes) or for the
same part of the body every time (points to the eyes)
for all or points to the same part of the body
every time it points its eyes to all parts
of the body), on the condition that at least 1
part should have correct identification.

Failed Unable or does not try to point to a

body part.

27
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
17. POINTS TO THE BODY PARTS

Material None.
Procedure Without using gestures, ask the child to point to their
own eye, nose, ear and mouth.
Development Area Cognitive Performance.

Punctuation
Passed Point to or touch at least 3 parts of the body.
Emergent Point or touch at least one part of the body or
points in the general direction of a part of the body
(face instead of eyes), or points to the same
body part every time (eyes instead of
all parts, with the condition that at least
one is correct).
Failed Does not manage or does not try to point to any
body part.

28
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
18. COMPLEX INTERACTION PLAYING WITH PUPPETS

Material Dog and cat puppets.

Procedure Give a puppet to the child and put the other one.
in your hand. Say: 'What are we going to play with?'
Encourage the child to represent a story.
using puppets as characters
main. If the child does not do anything
suggestion or does not start the story, suggest that the
puppets "take a nap", dance or not
to eat ice cream.
Development Area Cognitive Performance.

Punctuation
Passed It represents a story making it so that the
puppets interact with each other.
Emerging It tells a story using just one puppet.
but does not interact with the evaluator's puppet, or
represents a story interacting with the
puppet of the evaluator but does not use its own
puppet to play with.
Rejected Cannot or does not try to represent a
story using one of the puppets.

29
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
19-20. COMPLETE THE TABLE OF GEOMETRIC SHAPES
Note - Scoring: this task refers to 2 items from 2 areas of development: 19. Perception
20. Eye-Hand Integration.

Material Frame of geometric shapes with 3 pieces

(círculo, triângulo, quadrado)
Procedure Put the geometric shapes board on the
table in front of the child with the base of
triangle closest to this. Place the circle,
square and the triangle, pins with the
grip upwards, between the frame and the
child. Be sure that each piece does not
be in the direction of your fit, then point
for the frame and indicate that it fits the
pieces. Do not point directly to any
specific fit. If after a period
reasonable the child seems to have difficulty in
understand or complete the task, demonstrate
using the circle. So, put it back in the
table and indicate to the child to fit the
parts.
INDICATE THE CORRECT PLACES (19)
Development Area Perception (Visual).

Punctuation
It passed Fit the 3 pieces correctly or pair them.
without demonstration.

Emergent Fit at least one shape correctly

you seemed part of the spaces for fitting,
need a demonstration to try or
complete the task.
Disapproved Can't or doesn't try to indicate the location
correct in every way on the board, even
after demonstration.
FIT THE SHAPES INTO THE CORRECT PLACES (20)
Development Area Eye-Hand Integration.
Punctuation
Passed
Continuation Fit the shapes exactly into their proper places.
places without needing a demonstration.
Emerging Fit at least one shape in the place
30
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
 correct or needs demonstration for
try or complete the task.
Disapproved Cannot or does not try to fit the
ways in places, even after the
demonstration.

31
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
21. IDENTIFY EXPRESSIVELY

Material Frame of geometric shapes of 3 pieces: circle,

square, triangle.
Procedure Put the geometric shapes on the table. Point.
to the circle and ask: 'What is this?' Repeat the
even with the triangle and the square.
Development Area Verbal Cognitive.

Punctuation
Passed Correctly identify all the forms.
Emergent Correctly identify at least 1 way or give.
the same name to the 3 pieces (e.g. day 'circle' for
circle, square, and triangle), with the condition that
that one of the pieces is correctly named.
Rejected Cannot or does not try to name correctly
the parts.

32
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
22. IDENTIFY RECEPTIVELY

Material Frame of geometric shapes with 3 pieces: circle,

square, triangle.
Procedure Put the geometric shapes on the table and say:
Give me the circle.
understand "Give me", "Show me" or "Where is it?"
Repeat the same procedure with the square and
the triangle.
Development Area Cognitive Performance.

Punctuation
Passed Pick, point out or show the 3 pieces correctly.
Emergent Grab, point or show correctly at least
1 piece.
Failed Cannot or does not try to point, grab or
show any piece.

33
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
23. COMPLETE THE TABLE OF OBJECT SHAPES

Material Frame of shapes of 4 objects (umbrella,

chick, butterfly, pear
Procedure Place the shapes of the objects on the table facing forward.
for the child. Give one of the pieces to the child
to fit.
Development Area Perception (Visual).

Punctuation
Spent Fits perfectly without the need for
demonstration.
Emergent Fits by 1 piece correctly or needs
demonstration to attempt or complete the task.
Failed Can't or doesn't try to fit anything
request even after demonstration.

34
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
24. CROSSES THE MIDLINE TO PICK UP PIECES OF THE BREAKER-
HEADS

Material Frame of shapes of 4 objects (umbrella,

chick, butterfly, pear.
Procedure Remove the pieces from the board, but leave it on
in front of the child. Put the umbrella and
chick (parts) on the side of the frame and the parts of
The butterfly is to the right of the child. Indicate the
child to put the pieces on the board
again. If she doesn't try to fit it, evaluate this
item later using other materials, such as
crayons or blocks, placing the items to be
used in such a way that the child has to cross the
average line to catch them and use them.
Development Area Gross Motor.

Punctuation
Passed Cross the midline more than once to take
the pieces.
Emergent Cross the midline only once.
Failed Doesn't manage or doesn't try to cross the average line.

35
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
25—26. COMPLETE THE SHAPE CHART BY SIZE

Note on Scoring: This task is scored in development areas: 25. Perception

(visual), e26. Eye-Hand Integration.

Material Frame of 6 shapes by size (gloves).

Procedure Put the frame on the table facing the
child with the pieces between the child and the board
ensuring that the parts are not
aligned with the fit correctly. Point
for the frame and indicate for the child to fit
the pieces. Do not point to any fitting
specific. If after a reasonable time the
the child seems to have difficulty understanding or
complete the task, demonstrate with all 3
pieces. Then remove them and put them back in the
table. Indicate again for the child to fit.
the shapes on the board.

INDICATE THE FITTINGS BY SIZE (25)

Development Area Visual

Punctuation
Passed Indicate the correct locations for the 3 pieces, even.
that cannot fit the pieces into the frame, but
placing the pieces close, above or below the
local correct without needing demonstration.
Emergent Indicate the correct location of at least 1 piece, but
You don't have to fit them completely in.
frame.
Failed Doesn't manage or doesn't try to fit anything
request even after demonstration.

36
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
 INDICATE THE FITTINGS BY SIZE (26)
Development Area Eye-Hand Integration.

Punctuation
Passed Fits all the pieces very well without needing
of demonstration.
Emergent Fits at least one piece or needs
Continuation demonstration to fit them.
Failed Doesn't manage or doesn't try to fit anything
ask even after demonstration.

37
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
27. IDENTIFY EXPRESSIVELY BIG AND SMALL

Material Frame of 3 sizes (gloves).

Procedure Place the smaller piece to the left of the child and the
greater on the right. Point to the pieces and say: 'Look
for them. They are different. In what way are they
different?” Take the larger piece and ask: “Which
is this?” or “This is the...?” Repeat the same
procedure with the small part. Offer a
second chance.
Development Area Verbal Cognitive.

Punctuation
Passed Correctly identify the large part as
big or larger and the small as small
or 'smaller' in both attempts.
Emerging Correctly identify at least 1 part in the 2.
attempts.
Failed Doesn't manage or doesn't try to identify
correctly at least one piece in both
attempts.

38
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
28. IDENTIFY RECEPTIVELY BIG AND SMALL

Material Frame of 3 shapes by size.

Procedure Place the same frame on the table as in the item.
27. Place the small piece to the left of the
child and the large one on the right. Say: 'Give me the'
small". Replace any piece that the child
give it to me. Then say: 'Give me the big one.' Repeat it.
procedure. The child can point or show
instead of giving as long as the answer is clear.
Development Area Cognitive Performance.

Punctuation
Passed Point correctly or give the large pieces
small in both attempts.
Emergent Points correctly or at least gives 1 piece in
both attempts.
Failed Can't or doesn't even try to identify at least
1 piece, in both attempts.

39
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
29—30. COMPLETE PUZZLE PIECE
Note on scoring: This task is scored as 2 items in 2 areas of development: 29.
Cognitive Performance and Hand-Eye Integration (Skip and score items 29 and 30 with respect to)
child obtained item 23. Completes the Size Objects Chart.

Material 4-piece interlocking puzzle: kitten.

Procedure Place the puzzle pieces on the table.
Indicate for the child to climb. If after
for a reasonable period she seems to have difficulty in
understand or complete the task, demonstrate with
all 4 pieces. Then ask the child to try
assemble the puzzle again.
INDICATE THE POSITION OF THE PUZZLE PIECES (29)
Development Area Cognitive Performance.

Punctuation
Passed Indicate how the 4 pieces fit together without needing to.
of demonstration. The pieces do not have to be
perfectly fitted.
Emerging Indicate at least how 2 pieces fit together (not
they need to fit perfectly)
needs demonstration to try or complete
the task.
Failed Doesn't manage or doesn't try to indicate how the parts.
fit, even after demonstration.
FIT THE PIECES OF THE PUZZLE (30)
Development Area Hand-Eye Coordination.

Punctuation
Passed Complete o puzzles fitting
perfectly the 4 pieces without needing to
demonstration.
Emerging Partially complete the puzzle with
at least 3 perfectly fitted pieces or
needs a demonstration to try or complete
the task.
Failed Cannot or does not try to fit the pieces,
even after demonstration.

40
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
31. COMPLETE THE PUZZLE: COW
Omit and point out if the child obtains in item 23. Complete the Object Shape Table.

Material 6-piece puzzle with the figure of a

cow.
Procedure Put the puzzle pieces on the table.
front of the child. Say: "This is a cow,"
so guide the child on how to assemble the
puzzle. If after a reasonable period she
seems to have difficulties understanding or completing
the task, demonstrate. Then let the child
try doing it again.
Development Area Cognitive Performance.

Punctuation
Passed Place all the pieces correctly without needing
of demonstration.
Emerging Complete partially o puzzle
placing at least 2 pieces correctly or
needs demonstration to try or complete
the task.
Failed Don't try or try, but can't fit.
at least 2 pieces even after demonstration.

41
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
32. COLORFUL BLOCKS WITH DISCS

Material 5 colored blocks (yellow, red, blue, green)

and 5 cardboard discs of colors
similar.
Procedure Choose 3 blocks and 3 comparable disks, place them
discs on the table in front of the child. Give it to her
a block and point to the disks. Indicate to the
child verbally and with gestures that place the
block about the corresponding disk. If the child
has difficulty or cannot complete the task,
demonstrate with all 3 blocks. Then remove it.
the blocks and repeat the procedure. Make sure to
give the child 1 block at a time. Repeat the same
for the remaining 2 blocks, using an 'old' color
and 2 new colors.
Development Area Perception (Visual).

Punctuation
It has passed I paired all 5 blocks with the disks accordingly
with the color without demonstration.

Emergent Pair at least 1 block with a disk by color or

needs a demo to try or complete
the task.
Failed Doesn't manage or doesn't try to pair the blocks with
discos.

42
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
33. EXPRESSIVELY NAMES COLORS

Material 5 colored blocks (yellow, red, blue, green)

and white)
Procedure Put the 5 blocks on the front table for the
child. Point or take one of them and say 'What
What color is this? Repeat the procedure for the blocks.
remaining.
Development Area Verbal Cognitive.

Punctuation
Passed Correctly identify all 5 colors.
Emerging Correctly identify 1 color or name it.
color for all 5 blocks (e.g., say green for
all blocks).
Failed Cannot correctly identify any
do it or don't try to do it.

43
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
34. NAME COLORS RECEPTIVELY

Material 5 colorful discs (yellow, red, blue, green)

and white)
Procedure Place all the discs on the table facing forward.
for the child. Say: 'Give me the red one'. If the
the child seems to have difficulty understanding, so
Try: 'Give me' or 'Show me' or 'Where is it?'
Reinsert any disc that the child gives you,
so repeat the entire procedure with the others.
Make sure to put each disc back in the
table before asking for another one.

Development Area Cognitive Performance.

Punctuation
Passed Correctly identify all the colors.
Emerging Correctly identify at least 1 color.
Failed Cannot or does not try to identify any color.

44
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
35—36. CASTANET SOUND (CLAPPER)
Note on grading: This activity is graded in 2 items: 35. Development Area
Perception (Auditory) and Area of Sensory Response Behavior (Auditory).

Material Castanet (Clapper).

Procedure While the child is involved in another
activity, position the castanet outside of your
visual field (behind your back or underneath
from the table). Play it loud and watch the reaction of the
child.
LISTEN AND ORIENT YOURSELF TO THE SOUND OF THE CASTANETS (35)

Development Area Auditory Perception

Punctuation
Passed Listen and orient yourself to the sound of the castanets.

Emerging Respond only lightly to the sound (it can be)

look up, but it doesn't seem to orient itself to
some.
Failed Does not react to sound.

45
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
 REACT TO THE SOUND OF THE CASTANET (36)

Behavior Area Sensory Responses (Auditory)

Observational Questions The child reacts appropriately to the sound of
castanet? The child gets too tense in front of
or do you completely ignore the noise of the
castanet?

Punctuation
Suitable The reaction to the sound is appropriate.

Light to Moderate (M) Demonstrates considerable delay before reacting

you show mild emotional reaction
Moderately inadequate.
Grave React inadequately to sound. The reactions
they can include excessive emotional reactions
such as excessive fear or hyposensitivity
(no type of response)

46
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
37. ALL ALONE
Apply only to very young children and only if they do not have the ability to walk independently.
still been observed; do not apply to physically disabled.

Material None
Procedure Help the child to stand up, then encourage her to...
walk alone. Check if there is nothing nearby
that can be used as physical support. If the
child has difficulty walking alone,
offer one of your hands first, then the others
two to help her.
Development Area Big Engine.

Punctuation
Passed You are alone without any help.
Emerging You, but need one of your hands like
support.
Failed You do, but you need your 2 hands for support.
you can't or you try.

47
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
38. CLAP HANDS

Material None.
Procedure Clap your hands several times, making sure that the
the child is watching. So indicate for her
do the same. Any clapping
incident observed during the session can be
scored as 'passed'.
Development Area Big Engine.

Punctuation
It passed Clap your hands repeatedly.
Emerging Tries unsuccessfully to clap, but seems to have
idea of the necessary movements.
Failed Tries unsuccessfully to clap, it doesn't seem to.
know the necessary movements, or do not try
carry out the task.

48
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
39. STANDS ON ONE FOOT:
Omit and punctuate. If the child achieved item 37. Walks Alone

Material None.
Procedure Demonstrate how to balance on one foot.
Indicate for her to do the same. Observe if
there is nothing nearby that can be used as
physical support. If the child has difficulty in
to balance, offer one of your hands for support.
Development Area Big Engine.

Punctuation
Passed Stand on one foot for 1 or 2 seconds.
Emerging Tries unsuccessfully to stand on one foot, but
needs your hand for support.
Failed Do not make any attempt to stand on one foot
either you clearly do not understand the task.

49
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
40. JUMPING USING BOTH FEET
Omit and punctuate R, if the child obtained RouE in item 37. Walks Alone.

Material None
Procedure Demonstrate how to jump in place using both
feet simultaneously. Indicate for the child to do
the same. Any accidental jump during the
session must be marked 'passed'.
Development Area Big Engine.

Punctuation
Passed Jump, keeping both feet together.
Emerging Attempts unsuccessfully to jump with both feet
united (bends the knees but does not keep them
feet off the ground, jumps with one foot or 'lands'
only with one of the feet
Failed Don't try to jump.

50
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
41. IMITATES GROSS MOTOR MOVEMENTS

Material None.
Procedure Get the child's attention ('Look at what I'm going to
do!). Execute each of these movements, and
after each of them indicate verbally and with
gestures for the child to do the same: 1. Raise it
Moderate (M) one arm, 2. Touch your nose, 3.
Elevate to Moderate (M) one arm above the head
while touching the nose with the other hand.

Development Area Motor Imitation.

Punctuation
Passed Imitate all 3 actions.
Emergent Imitate or at least partially imitate 1
movement.
Failed Do not try to imitate any movement.

51
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
42. TOUCH THE FINGERS FROM THE THUMB TO THE LITTLE FINGER IN SEQUENCE

Material None.
Procedure Stand next to the child, facing the
same side that she positioned herself. Obtain the
child's attention ("Look at what I'm doing"). Hold
your hand up with the palm facing
child. Move your fingers away. Show how to play
the thumb at the tip of each finger of the same hand.
Proceed sequentially (thumb/index finger,
medium, annular and minimum.

Development Area Fine Motor.

Punctuation
Passed Touch the thumb to each finger sequentially.
Emerging Touch the thumb on at least one finger,
regardless of the order.
Failed Moves the fingers but does not touch the thumb on
none of them or does not try to perform the task.

52
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
43. CATCH THE BALL

Material Rubber ball.

Procedure Stand up and leave the table. Point to the child.
to do the same. Show her the ball and indicate
with gestures that you will throw it. Stay of
foot a short distance and gently throw it
ball. Observe if the child picks it up. Then
indicate that she throws the ball back to you.
Repeat 3 times.
Development Area Big Engine.

Punctuation
Passed Get the ball at least once in 3 attempts.
Emergent Tries but is unable to catch the ball (loses or
knock down).
Failed Do not try to grab the ball in any attempt.

53
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
Kick the ball

Material Rubber Ball

Procedure During the implementation of item 43. Grab the Ball,
watch how the child throws the ball back to
you.
Development Area Gross Engine.

Punctuation
Passed Throw the ball at least once in 3 attempts.
Emerging Attempts unsuccessfully to play the ball, loses it or lets it go.
to fall
Failed Does not make any attempt to catch the ball.

54
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
KICK THE BALL

Material Rubber ball.

Procedure Show the child how to kick the ball.
Indicate for her to do the same. Then give or
roll the ball to the child and encourage her to kick it 3
times.
Development Area Big Engine.

Punctuation
Passed Shoot at least once in 3 attempts.
Emergent Try to succeed in kicking the ball (hits or pushes)
with the feet).

Failed Do not make any attempt to kick the ball (do not
take your foot off the ground).

55
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
46. PRESENTS DOMINANCE OF LOWER LIMBS

Material Rubber ball or ladder.

Procedure During the application of item 45. Kick the Ball,
observe if the child consistently uses the
same foot. Note if the child always uses the
same foot.
Development Area Big Engine.

Punctuation
Passed Displays clear MI dominance.
Emergent Presents less frequent MI dominance than
as expected for the age.
Failed Does not present MI dominance.

56
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
47. LOAD THE BALL
Skip and point out that the child obtained item 37. Walks alone.

Material Rubber ball

Procedure While playing, ask the child to carry the ball.
for you, for a box or for the table.
Development Area Large Engine.

Punctuation
Passed Take at least 4 steps without dropping the ball.
Emergent You have the ball but drop it after 1 or 2.
steps.
Failed Can't hold the ball and walk at the same time.
time.

57
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
48. PUSH THE BALL
Omit and point out that the child obtained item 44. Throws the ball.

Material Rubber ball

Procedure Sit on the floor and involve the child in the activity of
roll the ball using objects or you as the target.
Development Area Large Engine.

Punctuation
Passed Push the ball to the target intentionally.
Emerging Push the ball but lacks directional aim.
Failed Doesn't manage or doesn't push the ball.

58
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
49. CLIMB STAIRS ALTERNATELY USING YOUR FEET
Skip and point out that the child obtained item 37. Walks Alone

Material Stairs, preferably without a handrail.

Procedure Stand with the child facing the
steps. Show how to climb stairs, then
indicate for her to do the same. If the child
seems to have difficulty, offer your hand like
support.
Development Area Big Engine.

Punctuation
Passed Climb stairs using only one foot per step.
Emergent Goes up stairs, but uses both feet or needs
help.
Failed Cannot or does not try to climb stairs (crawls).

59
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
50. GET ON THE CHAIR

Material Child chair.

Procedure Observe how the child climbs on the chair.
any time during the evaluation period.
Development Area Big Engine.

Punctuation
Passed Get up and sit down by yourself.

Emerging Try to complete the task, but you need help.

Failed Cannot or does not try to complete the task.

60
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
WALKER

Material Walker
Procedure Indicate for the child to sit in the walker.
Encourage the child to "push" themselves around the room or in the
your direction.

Development Area Big Engine.

Punctuation
Passed Able to 'push itself' with its legs and move the
walker at any distance.
Emergent Try, unsuccessfully, to "push" (moves the
legs, but is unable to use the walker if
mover)
Disapproved Refuses to sit in the walker or sits without trying
if pushing.

61
Individualized Assessment and Treatment for Autistic Children
and with Development Disorders
52. BABY SOCIAL GAME
Omit and score Why item 18 was scored P, Complex Interaction Playing with Puppets.

Material Towel (or soft fabric).

Procedure Engage the child in baby games, such as
patty-cake peekaboo (typical of the culture)
peekaboo
put the towel over your head of the child,
saying: 'Where is (name of the same)?'. Then,
take the towel (or when you do), digapeekabooe it
child. Repeat. Observe if she removes the towel.
wanting to repeat the game. Patty-cake – hold
the child's hands.
Development Area Imitation (Motor).

Punctuation
Passed Respond and understand 1 game and start and repeat it.
same (clap, take the towel off the face).
Emerging Respond and participate in 1 game, but do not start or
age independently.
Disapproved Shows no interest in any of the games.

62
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
53. FIND HIDDEN OBJECT
Skip and point out why the child scored in item 108. Finds a bullet under a cup.

Material Cup or towel or any small object

preferred.
Procedure Place the preferred object under a towel or
explicit cup. Indicate verbally or
with advice for the child to pick it up. If the child
can't find the object, lift the towel
the cup, showing part of the object.
Development Area Cognitive Performance.

Punctuation
Passed Find the object easily, without needing to see part
from this.
Emergent Do you need a second "look" or can you
find the object only if it is
partially hidden.
Failed It makes no attempt to find the object.

63
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
54. REACT TO YOUR OWN IMAGE IN THE MIRROR

Material Mirror.
Procedure Show the mirror to the child and indicate that
she looks at her own image ("Who
"Are you seeing?".
Behavior Area Relationship and Affection.

Questions Related to Observation The child reacts inadequately to their

image in the mirror (avoids looking, hits in the
mirror stay very excited you
demonstrates interest excessive e
prolonged by the image or becomes too much
excited by her own reflection?)

Punctuation
Adequate React appropriately to the reflection (says
seeing yourself, pretending to be
combing the hair, makes faces or plays
slightly in the mirror).
Mild to Moderate (M) React of some shape
inadequately.
Grave Reacts inadequately to its own
reflection, which may include avoiding looking
for yourself, hit the mirror, show
excessive or prolonged interest in
image or get super excited by
reflex.

64
Assessment and Individualized Treatment for Autistic Children
with Developmental Disorders
55. RESPOND TO PHYSICAL CONTACT

Material None.
Procedure Indicate that you are going to pick up the child.
Pick her up and gently rock her (if she...
it's too heavy to lift, balance it
child by the hands.
Behavior Area Relationship and Affection.

Questions Related to Observation The child gets super excited or angry.

with physical contact? She seems
irresponsible to physical contact?

Punctuation
Adequate React appropriately to physical contact,
demonstrating pleasure reciprocal e
relationship.
Mild to Moderate (M) Reacts inadequately in some way
form, but the answers are not so
intense for a "serious" score.
Grave Reacts inadequately to physical contact,
such as screaming, fleeing, showing fear,
cry or show total passivity.

65
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
56. REACTIONS TO TICKLING

Material None.
Procedure Tickle the child, playing.
Behavior Area Relationship and Affection.

Questions Related to Observation The child has a super-reaction or sub-

reaction to tickling?

Punctuation
Adequate React adequately seeming
to like.
Mild to Moderate (M) React inadequately to some
form, showing mild fear,
avoiding or just a light response.
Heavy React inadequately, what can
include shouting, relaxed laughter, fear or
total passivity (no response).

66
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
57—58. SOUND OR WHISTLE
Note regarding scoring: this activity is scored in 2 items: 57. Development Area of
Perception (Auditory) and58. Area of Behavioral Responses to Sensory Inputs (Auditory).

Material Whistle.
Procedure While the child is engaged in another
activity, hide the whistle in your hand and then
play it very loud. Observe the child's reaction.
Development Area Perception (Auditory).

Punctuation
Passed Clearly presents some responses to the sound and
react appropriately. The answers can be
verbal (question that is only this) or non-verbal
(blinks, changes facial expression or turns head)
towards its origin.
Emerging It gives some indication that the sound was perceived but
do not be guided by it or if you do, the guidance is
incorrect.
Failed Absolutely no verbal indication is given.
or non-verbal that the sound was perceived.

67
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
59. RESPOND TO GESTURES

Only apply if the child's ability to respond to gestures has not yet been observed.

Material None.
Procedure This item can be applied flexibly, but
make sure to only use hand gestures and
no verbal directional tips. For example: call the
call the child by name and use gestures asking her to
come to you, keep the blocks, give you a
crayon or sit.
Development Area Perception (Visual)

Punctuation
Passed React consistently to all gestures.
Emergent Responds inconsistently to gestures (to some,
but not all.
Failed Does not react to any of the gestures.

68
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
60. DRINK JUICE IN A GLASS

Material Cup and favorite drink.

Procedure Offer the child the drink, placing a
small amount of liquid in the glass. Put the
cup on the table facing the child.
Development Area Big engine.

Punctuation
Passed Raise the glass and hold it with your fingers.
double grip or with one hand without
to spill or to sneeze.
Emerging Use only the palms of your hands and the fingers (and
not the thumbs) to hold the cup or hold it
cup, but spills liquid while drinking.
Failed Cannot hold the cup without assistance.

69
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
61. GESTURES ASKING FOR HELP

Material Food (e.g., snack) or small toy

preferred to fit inside a glass
transparent with a screw cap.
Procedure Place the object or food inside the jar and
hold it firmly. Give the glass to the child,
indicating that she can take the object or the
food. When the child cannot open the
glass, wait a few seconds, then extend your
hand without speaking. If the child does not react, place your
hand closer. Say: "Do you want me to you
help?
Development Area Verbal Cognition.

Punctuation
Passed Use clear words or gestures to get help.
Emergent Looks at the evaluator but does not make any gesture.
distinguishable asking for help or needing tips.
Failed Don't make any attempt to ask for help.

70
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
62. RESPOND TO THE STRING

Material Twine.
Procedure Place the string on the table in front.
for the child. Encourage her to take the
string and use it.
Behavior Area Playing and Interest in Materials.
Questions Related to Observation How does the child react to the string? She
gets super excited or plays with him
adequately?

Punctuation
Suitable Reactions to the string are appropriate.
for the stage of development of
child.
Mild to Moderate (M) The reaction to the string is somehow
unusual: she can take the string and
do nothing with it or show little
interest in the same.
Grave The reaction to the string is peculiar,
unusual behaviors may include
to chew it, to swing it (flapping), to do
waves in an exaggerated way or ignore it
completely.

71
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
63. STRING THE BEADS ON THE YARN

Material 2 large balls and string with a knot in one

the tips.
Procedure Put 2 bills and the string on the table in front.
for the child. If after a reasonable time
she seems to have difficulty understanding or completing
the task, demonstrate. Then indicate that she carries it out.
the stuffing.
Development Area Fine Motor.

Punctuation
Passed Successfully link at least 1 account without much
difficulty.
Emerging Successfully link at least 1 account but it has
considerable difficulty or attempts without success
to put in but it seems to know the movements
necessary.
Failed Tries, unsuccessfully, to shove the bill but it seems
not having an idea of the necessary movements, or not
try to perform the task.

72
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
64. BALANCE THE ACCOUNTS ON THE CORD

Material 2 large balls and string with a knot in one

the tips.
Procedure Put 2 accounts on the string. Raise and indicate.
let the child do the same. Then hold the
string and demonstrate how to balance the accounts
back and forth like a pendulum. Give the
string with the bills for the child, indicate the
she who balances the accounts.

Development Area Big Engine.

Punctuation
Passed Weigh the accounts back and forth like
a pendulum.
Emerging Tries, unsuccessfully, to balance the accounts (moves the
rope for bed and for down or scale with
short and awkward movements.
Disapproved Do not try to balance the accounts in any way.

73
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
65. TAKE OUT THE ACCOUNTS OF AN AXIS

Material 6 large square dice and an axis.

Procedure Put all the accounts on the axis and demonstrate
how to remove one. Give the axis and the accounts for the
child, indicating that she should take them out. Give help
manual, if necessary. If the child has
difficulty, hold the end of the axle while it
take out the accounts.

Development Area Fine Motor.

Punctuation
Passed Use both hands cooperatively, holding
the axis with one of them and removing the accounts with
the other hand.

Emergent Withdraw only 1 account or 2 and use only one.

of the hands.

Failed Does not manage or does not try to accomplish the task.

74
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
66. PLACE THE ACCOUNTS ON AN AXIS
Omita and point out why the child obtained in item 63. Thread the beads onto the string.

Material Threaded axis with base, 6 beads (pieces)

squared.
Procedure Place the threaded axis on the base and demonstrate.
how to place the pieces. Give her a piece and
indicate that she puts the piece while you
support the base. Remove the piece and give another one so that it
put.
Development Area Fine Motor.

Punctuation
Passed You can place 3 pieces without any help.
Emerging Place 1 piece or need help to hold it
axis.
Denied Does not place or cannot place the piece,
even with the help of the axis.

75
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
67. USA COOPERATIVELY HANDS

Material Beads, string, crayons, scissors.

Procedure Observe the child during threading, cutting
paper, coloring activities or any others
tasks that require cooperative use of hands.
Observe if the child is able to use both hands.
cooperatively (secure string in one hand
while using the other hand to stuff the bills or
color with one hand and hold the paper with the other
another.
Development Area Fine Motor.

Punctuation
Passed USA consistently both as hands
cooperatively with good coordination.
Emergent Use both hands cooperatively but from
inconsistent form (knows the movements
necessary but sometimes it gets confusing and has
poor coordination.
Failed Cannot or does not try to use their hands
cooperatively.

76
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
68. TRANSFER OBJECTS FROM ONE HAND TO ANOTHER

Material Puzzle, beads, string.

Procedure Observe the child during the breaking activity.
heads or of threading. Note if it transfers
objects from one hand to another.
Development Area Big Engine.

Punctuation
Passed Easily transfer objects from one hand to
another.
Emergent Inconsistently transfer objects from a
hand to another or has considerable difficulty in
carry out the task.
Failed Can't or doesn't try to transfer objects from
one hand to another.

77
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
69. WHAT IS YOUR NAME?

Material None.
Procedure During the session ask: "What is your name?"
Ask the child to give the first name and the
surname.
Development Area Verbal Cognitive.

Punctuation
Passed Give your first name and last name.

Emerging Give only the 1st name or nickname.

Failed Gives the wrong name or does not respond.

78
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
70. ARE YOU A BOY OR A GIRL?

Material None
Procedure During the session, after the administration of the item
69. "What is your name?" ask: "Are you a
boy or a girl?
Development Area Verbal Cognitive.

Punctuation
Passed Respond correctly.
Emerging Responds incorrectly or the answer seems to be
an echo of your last word.
Failed Do not respond.

79
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
71. DRAW SPONTANEOUSLY

Material Copy of the Writing and Crayon Book.

Procedure Ask the child to sit at the table. Open the Book of
Write on the 1st blank page and place it in
in front of the child. Offer a crayon and indicate it
that she writes. If after a reasonable period she
do not write spontaneously, take the crayon and
demonstrate. Hold the crayon and indicate again
that she writes.
Development Area Eye-Hand Integration.

Punctuation
Passed Write spontaneously or make any mark.
Emergent Write, but needs demonstration for
try.
Failed Can't or doesn't try to write, even after
demonstration.

80
Individualized Assessment and Treatment for Autistic Children
and with Development Disorders
72. PRESENTS HAND DOMINANCE

Material None.
Procedure During the application of items 73-79 (copy,
coloring, tracing), observe if the child presents
consistent manual dominance. Note your
manual preference or observe if the child does not
present manual dominance defined. A
handedness is more defined in children
older.
Development Area Big Engine.

Punctuation
Passed It presents defined manual dominance.
Emerging manual dominance is less defined than expected for the
age.
Disapproved Does not demonstrate manual dominance.

81
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
73—77. COPY LINES AND SHAPES

Material Book of Writing and Crayon.

Procedure Open the book to the appropriate page and place it in
in front of the child. Point to the model and indicate
let the child see and copy. Allow them to try to copy.
the model 3 times. If after a reasonable period of
Sometimes she seems to have difficulty understanding and
complete the task, demonstrate. Then indicate that
she tries again. Notice the preference
child's manual during these tasks for
score item 72. Shows Dominance
Manual.
Development Area Eye-Hand Integration.

Punctuation
Passed Copy the vertical line at least once in 3
attempts without needing to show proof. The line
it should be quite straight and approximately the same
size that the model.
Emergent Try to copy the vertical line, but the result is
truncated, curved, more horizontal than vertical, or
not of the approximate size of the model.

Failed Cannot or does not try to copy vertically

(scribble or hold the crayon near the paper, but
don't write).

82
Individualized Assessment and Treatment for Autistic Children
and with Development Disorders
COPY CIRCLE (74)

Skip and point out if the child had in item 71. Writes spontaneously.

Punctuation
Passed Copy the circle at least once in 1 attempt,
without demonstration.

Emerging Try to copy, but the circle has big flaws or

angles, or just scribble in a movement
continuous circle, or needs demonstration
to complete the task.
Failed Doesn't manage or doesn't try to copy the circle, or the
the drawn figure bears no resemblance at all
with a circle.

83
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
COPY SQUARE (74)

Omit and point if the child had it in item 73. Copy Vertical Line.

Punctuation
Passed Copy square at least once in 3
attempts, without needing demonstration. The
the square must be without major flaws in
any one of the sides and must have 4 sides
approximately equal size and 4 well-defined angles
formed. The lines can be Light to Moderate
Wavy minds.
Emerging Try to copy the square, but the figure is not
similar, has very unequal sides, has angles
that do not approach 90º, or have lines
significantly wavy; or you need
demonstration to attempt or complete the task.
Failed Can't or doesn't try to copy the square,
or the figure bears no resemblance to a
square.

84
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
COPY TRIANGLE (76)
Omit and score if the child obtained in item 73. Copy Vertical Line.

Punctuation
Passed Copy triangle at least 1 time in 3 attempts
without needing demonstration. The triangle must
to be a clear figure without major flaws, in
any side and must have 3 sides of equal length
approximately equal and 3 angles well
formed. The lines can be Light to Moderate
(M) wavy minds and the triangle can be like
the isosceles or right.
Failed Can't or doesn't try to copy triangle or the
the drawn figure bears no resemblance.

85
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
DIAMOND COPY (77)

Forget and point out the child obtained item 73. Copy Vertical Line.

Punctuation
It passed Copy diamond at least 1 in 3 attempts
without demonstration. The diamond must be a
clear figure, without major flaws on the sides, these
they must be reasonably straight and of size
approximately equal.
Emerging Can't or doesn't try to copy diamond or the
the drawn figure bears no resemblance.

86
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
78. COLOR IN LINES
The child obtained item 71. Writes spontaneously.

Material Writing and Crayon Book.

Procedure Open the reading book on the figure of the rabbit. Indicate
for the child to color the tail, the ears and the
rabbit's feet. The child does not need to color all the
figure.

Punctuation
Passed Color inside the lines of the tail, ears, and feet of the
rabbit.
Emerging Attempts unsuccessfully to color within the lines, but
the color usually goes outside the lines of the tail,
rabbit ears and feet.
Failed Cannot or does not try to color inside the
lines or scribble all over the page.

87
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
79. TRACE FORMS
Omit and note why the child obtained fewer items 72-77. Copy Forms.

Material Indicate to the child to trace over the lines of the

circle, square, triangle, and diamond once.
If the child cannot draw shapes with the
crayon, demonstrate tracing the shape with your finger
indicate and ask her to do the same. If
it is necessary to provide manual assistance, words
for instruction or gestures.
Development Area Hand-eye coordination.

Punctuation
Passed Draw at least 3 shapes using the crayon or
finger without needing manual assistance.
Emergent Draw at least 1 shape with crayon or finger or
needs manual assistance.
Failed Doesn't manage or doesn't try to carry out the task.

88
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
80. PAREIA LETTERS

Material Alphabetical lotto (in the Reading Book) and 9 letter lotto
(A, O, M, U, L, J, H, Z, X).
Procedure Open the Book in alphabetical order and place it in front
to the child. Give the child the letter. Point to the
loto card. Indicate that it points to the letter with
the corresponding one on the card ("put on top").
Repeat the same procedure for the letters.
remaining, choosing them at random. Give the child
only one letter at a time. If the child
initially has difficulty understanding the task,
demonstrate with the letters. Then remove it and give it
she, and indicate again to pair the letters.
Development Area Eye-Hand Integration.

Punctuation
Passed It was like all the letters.
Emergent It seemed at least 2 letters.
Failed Cannot or does not attempt to match any lyrics.

89
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
81. IDENTIFY LETTERS EXPRESSIVELY

Material 9 letter lottery.

Procedure Place the letters on the table facing the child
and point randomly to a letter. Ask: 'What
"Is this the lyrics?" Repeat the same for the lyrics.
remaining. If the child seems to have difficulty with
understand the task. Identify the 1st letter.
Development Area Verbal Cognition.

Punctuation
Passed Correctly identify all 9 letters.
Emergent Correctly identify at least one letter or
assigns the same letter to all (says that all the
letters are H).
Failed Doesn't manage or doesn't try to identify the lyrics
some.

90
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
82. IDENTIFY LETTERS RECEPTIVELY

Material 9 letters lottery.

Procedure Keep the letters on the table after applying the

item81. Names a Letter at Random and asks for it
child who gives it to you ("Give me the letter S").
Replace any letter that the child gives you.
Repeat the same procedure with the letters
remaining. Make sure to replace each letter before
to ask for another one. The child can touch or
point to the letters instead of giving, as long as
the gesture should be very clear.

Development Area Cognitive Performance.

Punctuation
Passed Give correctly or touch the 9 letters on the 1st attempt.
Emerging Either give correctly or touch at least 2 letters.

Disapproved Cannot correctly give any letter or

don't try.

91
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
83. COPY LETTERS
Omit and score the child in item 73. Copy Vertical Line.

Material Writing and Crayon Book

Procedure Open the book on the page containing a line of 7
letters (A, L, B, Y, E, D, G) and place in front of
child. Point to the 1st letter that it should
copy the letters directly below the models.
Development Area Eye-Hand Integration

Punctuation
Passed Copy correctly 7 letters.
Emerging Copy at least 1 letter correctly.
Failed Doesn't you manage or doesn't you try to copy any lyrics or
none of the brands are identifiable.

92
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
84. DRAWS A PERSON
Omita and point out that the child obtained item 73. Copy Vertical Line.

Material Reading Book and Crayon.

Procedure Open the book on a blank page and place it on
face the child. Say: 'Draw a person'
or "Make a boy (girl)". If after a
a reasonable amount of time the child does not start to
draw a person, demonstrate (your drawing)
it doesn't have to be elaborate, but don't draw a
figure with lines). Then indicate again that the
child draw a person, if the figure that she
the drawing is incomplete (see the criteria for
give to the child: “Are you done?”. No
provide specific tips on what is missing. Give
give the child a minute to finish the drawing.
Development Area Fine Motor.

Punctuation
Passed Clearly draw a person (head, torso,
members and at least one facial detail), without
to require demonstration or tips to do it.
Emergent Try to draw a person, but the figure is
incomplete (draw only the head or head with
legs) or do you need a demonstration to try or
complete the task.
Failed Can't or doesn't try to draw a person
or the drawing bears no resemblance to
a person.

93
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
81. IDENTIFY LETTERS EXPRESSIVELY

Material 9 letter lottery.

Procedure Place the letters on the table facing the child
and point randomly to a letter. Ask: 'What
"Is this the lyrics?" Repeat the same for the lyrics.
remaining. If the child seems to have difficulty with
understand the task. Identify the 1st letter.
Development Area Verbal Cognition.

Punctuation
Passed Correctly identify all 9 letters.
Emergent Correctly identify at least one letter or
assigns the same letter to all (says that all the
letters are H).
Failed Doesn't manage or doesn't try to identify the lyrics
some.

90
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
86. CUT WITH SCISSORS

Material Paper and scissors.

Procedure Show the child how to cut paper with
scissors. Give it the material, then indicate that
do the same.
Development Area Fine Motor.

Punctuation
Passed Cut paper with scissors (make small cuts in
paper or a strip.
Emerging Attempts, unsuccessfully, to cut paper, but it seems
to know the necessary movements.
Failed He tries, unsuccessfully, to cut paper, but it doesn't seem to.
know the necessary movements, or do not try
do.

95
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
87—88. IDENTIFY OBJECTS IN A BAG BY TOUCH
Note on scoring: This task is scored in 2 development areas: 87. Fine Motor
Cognitive Performance.

Material Bag containing pencil, notebook, crayon, ball, and coin.

Procedure Place the bag containing the objects on the table.

in front of the child. Ask her to look for
inside the bag and give you each object you ask for
without looking inside the bag. For example: ask the child
give him the pencil without looking inside the bag. Repeat
the same with the remaining objects. Make sure
to put each object back in the bag before
ask for another one. If the child can't take the
object request, the evaluator must keep holding a
another identical object while naming it.
IDENTIFY AND DELIVER OBJECTS (87)
Development Area Fine Motor.

Punctuation
Passed Okay, and deliver at least 4 requested objects.
each time, with or without visual models.
Emergent Okay and deliver at least 1 object alone, with
or without visual models.
Failed Do not deliver any object one at a time.

96
Evaluation and Individualized Treatment for Autistic Children
and with Development Disorders
IDENTIFY OBJECTS BY TOUCH (88)

Development Area Cognitive Performance.

Punctuation
Passed Find and deliver at least 4 requested objects
one at a time without any visual model.
Emergent Okay and deliver at least 1 item requested by you.
even without a visual model.

Failed Does not find and deliver object or finds with

visual models.

97
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
89. MAKE A BOY OUT OF FELT PIECES

Material Felt board of the boy's pieces (head,

hair, eyes, nose, mouth, shirt, pants.
Procedure Place the felt board and the 8 pieces on the table.
facing the child. Then remove the piece,
put it back on the table and point to the child that
put the pieces together. Say: 'You can do a'
boy?”. If after a reasonable amount of time the
the child seems to have difficulty understanding the
task, demonstrate with all the pieces. So
discount and let her try again. If the
child finishes and did not use all 8 pieces,
point to the ones that are left and ask her to
complete the figure, if some pieces have been used
in an unusual way (eyes like feet and hair
like a beard), ask the child to explain.
Development Area Cognitive Performance.

Punctuation
Passed Make a boy without needing a demonstration.
Emerging Partially, the boy (puts his eyes on the face
or the head and legs together) or needs
demonstration to carry out or complete the task.
Failed Can't or doesn't try to mount the boy
(align the pieces, put the pieces randomly all over)
the painting or makes a figure that does not resemble
a boy.

98
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
90, 91, 144—174. USE OF NON-PLAYING PERIOD
STRUCTURED

Material Anyone used during the session.

Procedure A period of unstructured play should be
included more or less in the middle of the session. The
observations made during this period from 2 to 5
minutes should be the basis for scoring the items 144
174 after the session is completed, let it
child leave the table and move freely around the
Hello. It's okay for the child to play with
any material already used during the session, but
do not leave the material to be used at hand in this
period. Remain seated and do not try to structure
the behavior or play of the child. Not
talk. If the child approaches or speaks,
respond politely but do not encourage
interaction. You should look busy writing.
the punctuation on the protocol sheet while observing the
child.
PLAYS ALONE (91)
Behavior Area Play and Interest in Materials.
Issues related to Does the child have difficulty playing alone? She is...
Observation disorganized turn or gets involved in
repetitive behaviors? Does she become hyperactive or
introspection or does nothing? She can't.
show appropriate interest in exploring the room
and playing with the material? The child gets involved in
bizarre behavior, self-stimulatory when the
Does the evaluator not structure the material and the space?

Punctuation
Adequate Jump alone properly, using the space
and the material is appropriate for the age.
Light to Moderate (M) Jump in some inappropriate way or not
shows interest in playing.
Grave Jump alone inadequately staying
hyperactive, agitated or stressed, getting involved
in self-stimulatory behavior or using the
inadequately materials.

99
Individualized Assessment and Treatment for Autistic Children
and with Development Disorders
 Continuation

SOCIAL INTERACTION INITIATIVE (91)

Behavior Area Affective relationship.
Issues relating to The child spontaneously initiates social interaction.
Observation with the evaluator (asks questions, shows a
material, divide food, sits on lap or
conversation)?

Punctuation
Appropriate Initiate some type of verbal or non-verbal interaction
with the evaluator.
Mild to Moderate (M) Seems aware of the evaluator's presence, but
does not start interaction.

Grave Does not initiate any type of interaction with the

evaluator, be it verbal or non-verbal.

100
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
92. REACT TO THE EVALUATOR'S VOICE

Material None
Procedure Apply this item during non-play time
structured or at any time during the test.
When the child is not looking at you and
if you are not focused on an activity, call
the child by name. Ask her to "come" and
"sit" in the chair. Observe how the child reacts
your voice.
Behavior Area Relationship and Affection.

Punctuation
Suitable React appropriately to the evaluator's voice,
indicating verbally or non-verbally that the
instruction was heard (blinks, turns the head in
direction to the evaluator, says "ok" or goes back to sit.
Mild to Moderate (M) Respond inconsistently, paying attention
sometimes or seeming to have a delayed response to
voice of the evaluator.

Grave Reacts inadequately to the evaluator's voice, no

giving any indication, verbal or non-verbal, that
the request was heard.

101
Individualized Assessment and Treatment for Autistic Children
and with Development Disorders
93. STACKS BLOCKS

Material 12 small blocks.

Procedure Place the blocks on the table facing forward.
child. Show how to put one on top of the
next, then spread them on the table. Indicate that she
stack the blocks. Let her try 3 times
successfully stack at least 8 blocks.
Development Area Eye-Hand Integration.

Punctuation
Passed Successfully stack at least 8 blocks in
any attempt.
Emerging Successfully stack at least 3 blocks or
stack only 2 blocks.
Failed Does not manage or does not try to stack blocks or
stack only 2 blocks.

102
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
[Link] BLOCKS IN THE BOX

Material Blocks and a small box.

Procedure Leave the blocks on the table after applying the item
93. Place a small box near the blocks and
indicate that the child puts them in the box. If she
if you have difficulty understanding the task. Demonstrate
with 2 blocks. Then indicate it to her again
put them in the box.
Development Area Eye-Hand Integration.

Punctuation
Passed Place at least 1 block in the box.
Emergent Try to put the block in the box but there isn't one.
success due to poor coordination.
Failed Don't try to carry out the task.

103
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
95. ACCOUNT 2 AND 7 BLOCKS

Material Blocks of the same color.

Procedure Place 2 blocks on the table facing the

child. Ask: “How many?” Encourage her to
point to each one while counting. Repeat the
same procedure. Check if she counts the
blocks one by one.
Development Area Verbal Cognitive.

Punctuation
Passed Count correctly 2 and 7 blocks.
Emergent Count only 2 blocks correctly or try
without success to count (points to the same block
more than once or jump blocks).
Failed Cannot count or does not try to do so.

104
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
96. RECEIVE 2 AND 6 BLOCKS

Material 8 blocks of the same color.

Procedure Place the blocks on the table facing the

child. Ask for 2 blocks. Put them back on the table,
So ask for 6 blocks.
Development Area Cannot correctly give 2 and 6 blocks or
don't try.

Punctuation
Passed It gives correctly 2 and 6 blocks.

Emergent Give correctly either 2 or blocks.

Failed Can't correctly give 2 and 6 blocks or
don't try.

105
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
97. FOLLOW 2 SEQUENTIAL INSTRUCTIONS

Material Cup and blocks.

Procedure Leave the blocks on the table after applying the item
96 and place the cup next to them. Get the
child's attention, and say: "Put the block on the
"cup and then put the cup on the floor." If after
for a reasonable amount of time she seems to have difficulty with
understand the task, repeat the instructions. Starting from
the moment the child starts, not of any
additional instruction, verbal or non-verbal.

Development Area Cognitive Performance.

Punctuation
Passed Correctly follow 2 sequential instructions.
Emerging Attempts, unsuccessfully, to follow 2 instructions
sequential (just put the block in the cup, put the
cup on the floor and then puts the block on it, or
put more than 1 block in the cup.
Disapproved Does not manage or does not try to follow instructions.
some.

106
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
98. SELECTION OF 2 OPTIONS
Do not skip and point out that the child obtained item 94. Put the block in the box.

Material 6 blocks of the same color and 6 black tokens and 2

plastic or glass containers.
Procedure Place a block and a token in containers
separated. Show it by placing a second
paired object in cadacontainer. Give it to the child
other objects, one at a time, alternating them with
perhaps. Correct the first 4 mistakes.
Development Area Cognitive Performance.

Punctuation
Passed Make 6 correct selections.
Emerging Make 4 correct selections.
Failed Does less than 4 correct selections or refuses to
to do them.

107
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
99. YOGA ON THE ROAD
Omit and point out why the child scored in item 98. Selection of 2 options.

Material 6 blocks and an obvious container.

Procedure Demonstrate how to play a block no container. Give

1 block for the child and indicate for her to throw it in the
container. Observe the child's skill in
"release" the object correctly.
Development Area Fine Motor.

Punctuation
Passed Release correctly 1 block.
Emerging Make some effort, but the block doesn't "land" on the
container.
Failed Doesn't 'release' any block or doesn't understand the task.

108
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
100—101. REPEAT 2 AND 3 DIGITS
Note regarding scoring: This task is scored in 2 development areas. The criterion for
the scores for items 100 and 101 are identical, thus the results for the same child
they should be the same.

Material None
Procedure Get the child's attention and say: "I'm going to say
some numbers, pay attention and when I stop,
you repeat. "Say the numbers at speed of 1
per second. There should be 2 attempts, but
apply the 2nd attempt only if the child got it wrong
1st. If she can't repeat the sequence of 2 or
3 digits, interrupt and punctuate items 100, 101,
102 and 103. If she can, continue as
sequences of 4 and 5 digits of items 102, 103.
1st attempt 2nd attempt
7-9 2
2-4-1 5-7-9

Development Area Imitation (Vocal)

Punctuation
It passed Repeat correctly the two sequences: of 2 and 3
digits.
Emergent Repeat correctly only the sequence of 2
digits.
Failed It does not correctly repeat any of the sequences.

109
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
102—103. REPEAT 4 AND 5 DIGITS
Note regarding scoring: This task is scored in 2 areas of development. The criterion of
the scoring for items 102 and 103 is identical, so the results will be the same for both
omit and score the child obtained items 100 and 101.

Material None
Procedure Continue the application started in items 100 and 101,
now with the sequence of 4 and 5 digits. Continue
counting the numbers in base 1 per second.
1st attempt 2nd attempt
5-8-6-1 7-1-4-2
2-3-9-4-8 7-4-8-3-1

Development Area Imitation (Vocal)

Punctuation
Passed Repeat correctly the two sequences: of 4 and 5
digits.
Emergent Repeat correctly only the sequence of 4
digits.
Failed Does not correctly repeat any of the sequences.

110
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
104. ACCOUNT IN A LOUD VOICE

Material None
Procedure Ask the child to speak loudly. If she seems to have
difficulty understanding the task, give help. Say:
Um ..., what comes next?
Development Area Verbal Cognition.

Punctuation
Passed Count correctly to 10.
Emergent Count correctly at least up to 3.
Failed. Cannot count correctly at least up to 3.

111
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
105. IDENTIFY NUMBERS EXPRESSIVELY

Material Numeric cards (1-10).

Procedure Randomly choose a numeric card. Show it to the
child and ask: "What is this?" If after
After a reasonable amount of time, the child does not respond,

identify the number. Then repeat the same for

the remaining cards.
Development Area Verbal Cognition.

Punctuation
Passed Correctly identify all 10 numbers.
Emerging Correctly identify at least 1 number or
say the same number for all 10 cards (e.g.:
calls everyone of 5).
Failed Cannot correctly identify any
number or don't try to do it.

112
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
106. SOLVE ADDITION AND SUBTRACTION PROBLEMS IN 2nd
PERSON
Exclude and point out that the child obtained item 95. Count 2 and 7 blocks.

Material None.
Procedure Get the child's attention and read the following
problems, one at a time. Give enough time
among the readings for the child to solve and
respond. You can read the problems more than once
time
If you had 1 ball and I gave you 2 more, how many
would you have it all? (3)
If you had 2 reais and I gave you another 4 reais,
how many reais would you have in total?
If you had 5 blocks and I took 2, how many do you have?
how many blocks did you get?

Development Area Verbal Cognitive.

Punctuation
It passed Correctly resolve at least 2 problems.
Emergent Correctly solve at least 1 problem.
Disapproved Cannot solve the problem correctly
some or not try.

113
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
107. MENTALLY RESOLVE ADDICTION PROBLEMS AND
SUBTRACTION IN 3RD PERSON
Omit and point out that the child obtained item 95. Count 2 and 7 blocks.

Material None.
Procedure Apply in the same way as in item 106.
Bill had 5 balls and gave away 2. How many does he have left?
(3)
João had 2 reais and his mother gave him 4 more. With
how many reais did he have left?
Joana had 3 reais and her father gave her 1. With
how many reais did she end up with?

Development Area

Punctuation
Passed Correctly resolve at least 2 problems.
Emerging Correctly solve 1 problem.
Failed Cannot solve the problem correctly
some or not try to do it.

114
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
108. FIND BULLET UNDER CUP
Omita and point out that the child obtained a score in Item 53. Finds Hidden Object.

Material Small bullets and 3 opaque cups.

Procedure Place the 3 cups side by side on the table and
get the child's attention. Take the candy and
hide it under the middle cup. Slowly swap the
position of the cup with that to your right. Indicate to
child who finds the bullet. If the child seems
having difficulty understanding and completing the task,
lift the cup on the right and show the bullet. Then
place the bullet under the middle cup and repeat it
same procedure. Then hide the bullet
Lift the cup to your right and slowly switch yours.
position with the cup to your left. Indicate to the
child who finds the bullet.
Development Area Perception (Visual).

Punctuation
Passed Find the bullet at least 2 times in 3 attempts.
Emerging Find the bullet 1 time in 3 attempts.
Disapproved Cannot or does not try to find the bullet.

115
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
109. CAN GET BY 'PINCHING'

Material Small ball.

Procedure Put the bullet in the palm of your hand. Close your hand.
partially, so that the bullet is
surely caught. Offer the candy to the child.
Observe how the child picks it up.
Development Area Fine Motor.

Punctuation
It passed Pick up the bullet using precisely the thumb and the
indicator to obtain it (true pinching).
Emerging Take the bullet but use your thumb and 2 or more.
fingers to obtain it (lower pinching).
Failed You can't or don't try to grab the bullet using
true or lower pinch (uses the palm)
with the fingers).

116
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
110. SIMULATE THE USE OF OBJECTS

Material Functional cards (whistle, ball, drum, key and

saw)
Procedure Choose a card at random and show it to the child.
Show the child how to simulate using the object.
Say: 'Show me what you do with this.' If the
the child seems to have difficulty understanding the
proposal, demonstrate with the first card. Repeat
the same procedure for the remaining cards.
Development Area Cognitive Performance.

Punctuation
Passed Simulate the use of all the objects.
Emergent Simulate the use of at least one object and describe it.
function of at least 1 object (e.g.: says "open the
"door" for the key), but does not simulate.
Failed Cannot or does not try to simulate the use of the objects
you do not describe its use.

117
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
111—112. SOUND OF THE BELL

Note on scoring: This item is scored as 2 items: 111. Development Area

Perception (Auditory), e112. Area of Sensory Response Behavior (Auditory).

Material Hand bell.

Procedure While the child is involved in another
activity, ring the bell. Then, ring it very loud
We observe the child's reaction.
LISTEN AND GUIDE YOURSELF BY THE SOUND OF THE BELL (111)

Development Area Auditory Perception.

Punctuation
Passed Clearly shows some response to the sound and if
correctly orient; the answers can be
verbal (question about sound) or non-verbal
(picks, changes facial expression, jumps, cries, turns the
head towards the sound.
Emergent It gives some indication that the sound was heard, but
do not orient yourself by it or orient yourself
incorrectly.
Failed It gives no indication whatsoever, verbally or otherwise.
verbally, that the sound was heard.

118
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
REACT TO THE SOUND OF THE BELL (112)

Development Area Sensory Responses (Auditory).

Questions for Observation "Does the child have an unusual response or
none to the sound of the bell?

Punctuation
Appropriate Respond appropriately to the sound of the bell.

Mild to Moderate (M) Respond only after a considerable delay or

presents an emotional response Light to
Moderately inappropriate.
Grave Reacts inadequately to the sound through
excessive emotional response (fear or shouting)
hypersensitivity (places hands over the
ears or hyposensitivity (no response)

119
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
113. IMITATE WITH SOUND OBJECTS

Material Castanets, hand bell, spoon.

Procedure Tap the castanets in front of the child to get
Your attention. So give the castanet to the child.
and indicate that she does the same. Repeat the same
procedure with other instruments (bell, drum)
the spoon on the table).

Development Area Imitation (Motor).

Punctuation
Passed Imitate, using the 3 instruments, producing sound
with each of them.
Emerging Plays with instruments, but doesn't try one.
exact imitation, with none of them.
Failed Do not engage in playing or imitating with the
instruments.

120
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
114. SELECT CARDS BY COLOR OR SHAPE
The child obtained item 32. It paired colored blocks with discs.

Material 12 classification cards (diamonds, circles,

squares, triangles in green, red, blue
yellow) .
Procedure Put all the cards haphazardly on the table
front for the child. Indicate that she selects the
cards in series and say: 'pair' or 'place them'
in groups”. If after a reasonable period the
the child seems to have difficulty understanding or
complete the task, demonstrate with a series
(triangles or greens). Then ask the child
select the cards. You can demonstrate more
afternoon, if necessary, selecting all the
cards (grouping them by shape or
Then mix the cards and place them at
Put it on the table and let the child try.
again.
Development Area Cognitive Performance.

Punctuation
Passed Select all 12 cards by color or shape.
without needing full demonstration to
do it.
Emerging Select the cards, at least 1 group (by color
or fully or partially (2),
You need a full demonstration to try.
or complete the task.
Failed Can't or tries to select the cards, even
partially, even after demonstration
complete.

121
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
115. MATCH OBJECTS TO FIGURES

Material Shoe, cup, toothbrush, pencil, scissors

pencil and figures for pairing these objects
(size, shape, and color).
Procedure Put a picture on the table and give it to the child.
corresponding object. Demonstrate, placing the
object over the figure. Remove the object and the figure
for the 'ready' box. Add 2 new figures
on the table. Give the child an object that
corresponds to one of the figures and indicate what
do. Correct errors if necessary. Remove the
figure and object. Reposition another figure and object,
always keeping 2 figures on the table. Continue
giving objects and replacing the figures until they are
all pairings done. Correct the mistakes
during the activity.
Development Area Cognitive Performance.

Punctuation
Passed Make 5 correct pairings, it is not necessary.
exact alignment.
Emerging At least 2 items should match correctly, isn't it?
exact alignment necessary.
Failed Demonstrates little or no understanding of
pairing activity.

122
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
116. NAMES OBJECTS

Material Objects and figures to pair.

Procedure During or after the application of item 115.
Pair Objects to Figures, hold each item and
ask the child: "Is this a...?" Pause and
give the child a moment to respond.
Development Area Verbal Cognition.

Punctuation
Passed Name or signal 5 objects.
Emergent Name or point out 1 object.
Failed You cannot name or mark any object.

123
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
117. DELIVERS OBJECTS WHEN REQUESTED

Material Objects, figures to match, box.

Procedure Put all the objects in a visible box and
child's reach. Lift and hold and say: 'Me
give the (shoe)”; If there is no response, show the
figure of the object and repeat the verbal request.

Development Area Cognitive Performance.

Punctuation
Passed Give at least 3 objects upon request without the hint.
the figures.
Emergent Give 1 item upon verbal request or 3 items when
the figures are shown.
Failed Unable to give any of the objects, even after
the visual tips.

124
Evaluation and Individualized Treatment for Autistic Children
and with Development Disorders
118. DEMONSTRATES THE FUNCTIONS OF OBJECTS

Material Cup, spoon, crayon, comb, scissors.

Procedure Give the object to the child and say: 'Show what you
do this
the child was confused by the instructions,
demonstrate with 1 item.
Development Area Cognitive Performance.

Punctuation
Passed Demonstrates the use of 4 objects, regardless of
which.
Emerging Demonstrates the use of at least 1 object.
Failed It does not demonstrate the use of any object.

125
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
119. TURN ON LIGHT SWITCH

Material Light switch in the testing room.

Procedure At any point during the test, ask to
child who turns on the light switch: turn on and
turn off. If necessary, lift the child so that
reach the switch. If the child does not react,
demonstrate.
Development Area Fine Motor.

Punctuation
Passed Turns on switch without demonstration.
Emerging Try, but there is a lack of strength or precision to trigger or
needs demonstration.
Failed Does not make any attempt to carry out the task (not
shows interest or does not seem to understand about
what it is about).

126
Assessment and Personalized Treatment for Autistic Children
and with Developmental Disorders
120. SHOW INTEREST IN THE PICTURE BOOK

Material Language Book (figures).

Procedure Put the Language Book on the front table.
for the child. If after a reasonable time the
child does not open the book, encourage her by saying: "You
Can you read?" Notice how the child examines the...
book.
Development Area Perception (Visual).

Punctuation
Passed Examine the book, showing some interest.
in the figures (open the book, turn the pages one by
one, and definitely looks at the figures.
Emergent Examine the book, but do not show interest.
evident from the figures (open the book, look Light the
Moderately (M)without looking at the figures in form
some or turns many pages at the same time).
Failed Does not open the book, even after persistent encouragement
to do it.

127
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
121. IDENTIFY FIGURES RECEPTIVELY

Material Language Book (figures).

Procedure Place the language book facing front.
child. Open the book on the 1st page and get the
child's attention. So touch slowly on the
figures, helping the child to look at one of each
time. After the child looks at each figure
from the 1st page, ask her to touch, point or
show the cup. Then switch to the others
pages. Ask with the keyword of each
page. If the word is a verb, ask the child
to show, point or touch on 'cooking' or
"building". Mark the number of responses
correct. When the child makes 5 mistakes
followed, stop. The list of words to be
questions are printed at the end of the Book of
Language.
Development Area Cognitive Performance.

Punctuation
Passed Correctly identify at least 14 figures.
Emerging Identify correctly at least 1 figure.
Failed Does not identify any figure or does not try to do so.

128
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
122. IDENTIFY EXPRESSIVE FIGURES

Material Language Book (figures).

Procedure Open the Language Book and point to the figure
from the cow. Ask the child: 'What is this?'. If the
figure for a verb, say: 'What is the ...?'
doing?” Repeat the same procedure for the
remaining words. Write down the correct answers.
When the child makes mistakes 5 times in a row or not
respond to 5 figures in a row, stop.
Development Area Verbal Cognitive.

Punctuation
Passed Correctly identify at least 14 figures.
Emerging Correctly identify at least 1 figure.
Failed Does not correctly identify any figure or not
try to do it.

129
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
123. REPEAT SOUNDS

Material None
Procedure Get the child's attention and say: "Listen to what
I am speaking and repeat what I say. So say:
"mmm" and indicate to the child to repeat. Follow the
same procedure for: "ba-ba, pa-ta and lá-lá".
You can add a handy 'give-give' if the
the child seems to have difficulty understanding the task.

Development Area Imitation (Vocal).

Punctuation
Passed Imitate at least 3 years correctly.
Emergent At least imitate 1 sound correctly or try.
imitate but cannot reproduce the exact sound (it has
impediment in speech or immature articulation.
Failed Cannot or does not try to imitate any sound.

130
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
124. REPEAT WORDS

Material None.
Procedure Get the child's attention and proceed as in
item123. Repeat Sounds. Ask the child to say
top, cook and baby.
Development Area Imitation (Vocal).

Punctuation
Passed Repeat correctly at least 2 or 3 words.
Emergent Repeat correctly at least 1 word or
produce part of 1 word (e.g.: 'above' or day 'be')
for baby.
Failed Does not repeat even part of a word
correctly or not try to do it.

131
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
125. REPEAT SHORT PHRASES OR SENTENCES
Omit and score If the child obtained item 124. Repeat Words.

Material None.
Procedure Proceed as in item 124. Repeat Sounds, saying
the sentences at a speed of approximately
2 syllables per second.
The baby looks up.
I want paper
She does not cry.
Development Area Verbal Cognitive.

Punctuation
Passed Repeat correctly at least 2 sentences.
Emerging Repeat correctly at least 1 sentence or repeat
palavras de 1 frase (“o bebê olha”, “quero papel”,
he cries
Failed Do not repeat at least 2 words from 1 sentence or
don't try to do it.

132
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
126. REPEAT SIMPLE SENTENCES
Omit and punctuate. If the child obtained in item 125. Repeats short phrases or sentences.

Material None.
Procedure Proceed as in item 123. Repeat Sounds,
saying the sentences at a speed of
approximately 2 syllables per second.
The baby hit the red ball.
I saw a plane flying high.
João bought a doll and a cart.
Development Area Verbal Cognitive.

Punctuation
Passed Repeat correctly 2 in 3 sentences with
no error more serious than very sounds
similar to what the evaluator really said
"bala" to "bola".
Emergent Repeat correctly at least 1 sentence or
repeat 4 words of a sentence
regardless of the correct order ('I saw a plane')
"fly high" or "João doll and cart".
Failed Do not repeat at least 4 words from one
sentence or not try.

133
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
127. REPEAT COMPLEX SENTENCES
Omit and punctuate. The child obtained 126 in item 126. Repeats Simple Sentences.

Material None.
Procedure Proceed as in item123. Repeat Sounds, saying
the sentence slowly.
Although my dog barked, the cat did not.
fled.
Before dinner, I always wash my hands.
If you stay quiet, sitting down, I will give you a book.

Development Area Verbal Cognitive.

Punctuation
Passed Repete corretamente 2 em 3 sentenças.
Emergent Repeat correctly at least 1 sentence or
repeat at least part of any of the
sentenças (“se você ficar sentado quieto” e “o gato
did not escape)

Failed Does not correctly repeat at least 2 parts of

any of the sentences or not try to do it.

134
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
128. RESPONDS TO VERBAL INSTRUCTIONS

Material Ball, cup, dog puppet, box where

the cup fits.
Procedure Place the material on the table in front of the
child, get their attention, then say:
Do what I say. Signal with gestures that the
child reacts while you give each one of the
instructions.
Beat in the box.
Thank the dog.
Get up and jump.
Put the cup in the box and then sit down.
Knock on the door and then touch the wall.
Development Area Cognitive Performance.

Punctuation
Passed Follow at least 4 instructions.
Emerging Follow at least 1 instruction or follow part of
an instruction (put the cup in the box or touch
the wall).
Failed Do not follow or at least try to follow part
of 1 instruction.

135
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
129. REACT TO THE IMITATION OF YOUR OWN ACTIONS
Omit and point out why the child scored in item 41. Imitates Gross Motor Movements.

Material None.
Procedure From the moment you get used to
some of the child's behaviors or patterns
while playing, mimic them when they occur. Not
choose self-stimulatory behaviors and
very frequent. Repeat the imitation at least 3 times
times. Observe if the child noticed what you
note if the child repeated the actions afterwards
Does imitation interest or please the child?
Development Area Motor Imitation.

Punctuation
Went through Did you notice the imitation; does it show some interest or
pleasure and repeat the actions to continue the game.

Emergent Show some perception of imitation, but not

repeat the actions.
Failed Does not demonstrate perception or imitation.

136
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
130. REACT TO THE IMITATION OF YOUR OWN SOUNDS
Omit and scoreWhy the child obtainedOn item124. Repeats Words.

Material None.
Procedure Repeat the child's usual sounds. Observe if the
the child perceives imitation. The child seems
happy with her and seems to like the game?
Development Area Imitation (Vocal).

Punctuation
Passed He/she perceives the imitation, enjoys the game, and repeats the sound.

after the evaluator.

Emergent Shows some interest but does not repeat the
sounds with the intention of continuing the game.

Failed It seems oblivious to the sounds imitated by the

evaluator.

137
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
131. RESPONDS TO SIMPLE COMMANDS

Material None.
Procedure During the testing session, tell the child, without
use gestures, to sit, to get up, 'come here'
hands down and 'open the door'. You can
choose other instructions with a sense of 1 or 2
words.
Development Area Cognitive Performance.

Punctuation
Passed Understand and follow at least 3 simple commands.

Emerging Understand and follow at least 1 command.

Failed Does not understand or follow any of the
commands.

138
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
THE USE OF LANGUAGE BY THE CHILD

If the child is verbal but did not spontaneously produce positive responses for these items
during the testing period, apply items 132-135.

132. USA 2-WORD PHRASES

Material Juice, cup, cookie, comb, and soap bubbles.
Procedure Note the words and phrases used by the child.
Observe those that make sense. Do not include
echolalia unless it is used in such a way that
makes sense ("Do you want juice?" and the child
Do you want juice?
TV or late echolalia, unless its use
make sense. You can use materials to
stimulate verbal responses. Spend several
minutes trying to elicit the child's language.
Standard questions regarding materials:
Juice and glass
Do you like juice?
[Link] you want juice?
Can you order juice?
Where is the cup?
[Link]
Do you want a cookie?
b. Can you ask for a cookie? Would you like it?
to take a cookie home to
___________?
3. Pent
What is this?
b. What do you do with this?
[Link] combs your hair at home?
4. Bubbles
What can we do with this?
[Link] you like little balls?
Do you want me to make some little balls of
soap?
Can you pop these bubbles?
And what are you doing (bursting,

139
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
 Continuation

Development Area Verbal Cognitive.

Punctuation
Passed Usa pelo menos 3 diferentes frases de 2 palavras
adequately.
Emerging Use at least one sentence appropriately.
Rejected Do not use any phrase or combination.

140
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
133. USA PHRASES OF 4 OR 5 WORDS

Material Language Book.

Procedure Put the Language Book on the table and look.
with the child to 4 different pages. If the
child shows interest in specific figures,
explore this interest with questions that encourage
the child to the use of verbal expression. Choose
other figures that you suppose may
produce language. If the child is inattentive or
distracted by the 4 figures on the same page, cover it
Keep only one. Note down the experiences.
described by the child or any verbalization
that she offers during the observation of the book or
the answers to your questions.
[Link] me what you are seeing
Do you do (have) this at home?
[Link] me about your (dog, ball,
cart).
[Link] does this to you?
[Link] you cook with mom? What do you
Do you like to eat? How do you make (pasta,
hamburger, cookies)?
6. Can you dress yourself? What do you
Do you like to dress up?

Development Area Verbal Cognitive.

Punctuation
Passed Use 4 or 5 word phrases to describe a
object, an activity at home or a figure.
Emergent Use shorter sentences with the same purpose.
Failed Cannot respond verbally.

141
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
134. USA PLURALS

Material None.
Procedure Use materials to check if the child uses plurals
more than once. Start with the plural (Step 2)
if you believe that the child can give a
satisfactory answer.
1. Body parts (eyes, ears, fingers).
Step 1
[Link] to your eye and ask: "What is
this?
[Link] to your ear and ask: “What
Is this?
[Link] to your finger and ask: 'What
Is this?
Step 2
a. Point to both eyes and ask: "The
What are these?
[Link] to both ears and ask:
What are these?
c. Raise 2 fingers and ask: "What are
these?
2. Clothing (buttons, pockets, shoes).
a. Select 2 articles of clothing and follow the
above procedure (body parts). Use
both Step 1 and Step 2, if necessary.
3 cookies, 3 blocks, and 2 cups.
Step 1
a. Place the cup in front of the child and 3
blocks in another cup.
b. Place a block in front of the child and
question: 'What is this?'
Step 2
a. Put 3 cookies in a cup and 3
blocks in another cup.
[Link] the cup of cookies and ask:
What are these?
c. Present the cup of blocks and ask: "The
What are these?

142
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
 Development Area Verbal Cognition.

Punctuation
Passed Use plurals appropriately more than once.
Emergent Used plurals only once.
Failed Did not use plurals during the testing period.

143
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
135. USA PRONOUNS

Material Juice, 2 cups, cookies, animal puppet

Procedure 1. Hands. Place your hand on the table and
ask the child to put their hand on
side of yours. Ask the child: "Whose
is this hand?
So point to the child's hand and say:
Whose hand is this?
2. Juice and cup. Pour juice for the child and
for you. Drink yours and say: "Who is
taking juice?”. When the child drinks the
Say: "Who is drinking the juice"
now?
3. Cookies. Place the cookies facing front
for you, the puppet and the child. Point
for each cookie while saying: 'This is
my cookie, this is your cookie and this
it's his biscuit.” Then point to
each cookie and ask the child: "From
who is this cookie?
Development Area Verbal Cognitive.

Punctuation
It passed Use correctly 1 pronoun (I, you, your, his,
(of, my, he, she).
Emergent Only uses the pronouns incorrectly or
needs demonstration in step 3.
Failed Do not use pronouns.

144
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
136. READ SHORT SENTENCES

Material Language Book.

Procedure Open the Language Book to the stories page.
Ask the child to read aloud the 1st line (4 words):
ball, dog, cat, house.
Development Area Verbal Cognitive.

Punctuation
Passed Read 3 words correctly.
Emerging Read correctly at least 1 word or read the
we have at least 1 word from the story.
Failed Do not read or try to read any word.

145
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
137. READ SHORT SENTENCE
Skip and point out that the child obtained item 136. Reads short words, unless you...
believe that she can recognize a word in the story.

Material Language Book.

Procedure Encourage the child to read the whole story (she
continues on the next page). Note how the
child reads and what mistakes are made. The story as
appears in the Book of Language is the following:
Antônio has a dog and a cat. Antônio
there is also a big ball. The dog, the cat
And Antônio lives in a house. Antônio likes to
play with your cat and your dog. The dog
jumped over Antônio's ball and ran into the street.
Antônio took the dog. They went home.
Antônio picked up the ball and put it in a box.
Development Area Verbal Cognition.

Punctuation
Passed Read at least one short sentence correctly.
Emergent Read correctly, at least 1 sentence or 2 words
consecutive: "Antônio picked up the ball", "Antônio
"tem" or "a house".
Failed Do not read or do not try to read 2 consecutive words.

146
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
138. READ WITH FEW ERRORS
The child scored in Item 137. Reads Short Sentence.

Material Language Book.

Procedure During the application of item 137, observe if the
child makes many mistakes.
Development Area Verbal Cognitive.

Punctuation
Passed Read the story without making many mistakes, read
fluently, hesitating only on the words
more difficult, and makes fewer mistakes in the tenses
verbal (saying 'take' instead of 'took').
Emergent Can read almost the whole story but makes many
errors, skipping or misreading parts of the
long sentences; but does not read fluently,
always hesitating even in simple words.
Failed Try to read the story but needs help in almost
all the words, do not read or do not try to read.

147
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
READ WITH UNDERSTANDING
Omit and point out that the child obtained item 137. Read Short Sentence.

Material Language Book.

Procedure When the child finishes reading the story out loud
high on item 137, ask the child to read
again in silence. Wait for the child
finish, then ask the following questions:
What animals does Antônio have (dog and
cat)?
2. What does Antônio play with (ball, dog,
cat)?
[Link] jumped over Antonio's ball
dog
Development Area Verbal Cognitive.

Punctuation
Passed Answer 2 questions correctly in 3.
Emerging Answer one question correctly.
Failed Does not correctly answer any question or
don't try to do it.

148
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
140. READ AND FOLLOW INSTRUCTIONS
Forget and point out the child obtained in Item 137. Read Short Sentence.

Material Language book, ball, box.

Procedure Open the Language Book in the story. Have
certainty that the box and the ball are visible and to
the child's reach. Ask the child to read
again the last sentence and do what it says
Do what Antônio did or do the same
thing)
Development Area Cognitive Performance.

Punctuation
Passed Put the ball in the box.
Emerging Take the ball, but don't put it in the box.

Failed Does not understand or does not try to follow instructions due to
written.

149
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
141. ANTICIPATE ROUTINES

Material Ready box.

Procedure During the testing period, establish a routine.
to place each activity in the "done" box,
after the execution of each task. Encourage the
child helping to do it. Watch if the child
engage in this routine and start it without need for
tips.
Development Area Cognitive Performance.

Punctuation
Passed Quickly establishes the routine and knows what
do with minimal tip.
Emergent Assimilate, after a certain time, during the period
of testing, or needs more than a minimal hint.
Failed Unrelated to the sequence or never assimilates the routine.

150
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
142. SAYS GOODBYE BY Waving 'GOODBYE' WITH HIS/HER HAND

Omits and points out why the child obtained in item 41. Imitates Gross Motor Movements.

Material None.
Procedure During the test session, wave goodbye with your hand
We observe the child's reaction. Choose one
appropriate moment (end of the session or when
you need to leave the room). You can also
propose this activity during play with the
puppets, encouraging the child to say 'goodbye'
for the puppet.
Development Area Imitation (Motor).

Punctuation
Passed Easily say "bye" in response to the wave.
valuator.
Emerging Try to wave, but lacks strength or precision to be
successful.
Failed Do not make any attempt to wave, no
demonstrating interest or understanding of
process.

151
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
143. REACTION TO PINCHING

Material None.
Procedure Tell the child: 'I am going to touch your arm hard.'
Tell the child: 'Did this hurt?'
the child who looks confused or surprised.
Suggest that the child do the same to you.
Behavior Area Sensory Responses (Tactile).

Questions Relating to Did the child have a hyper-reaction to touch?

Observation child did not show a reaction to a Light a
Moderate (M) touch or a little stronger? A
Did the child show you that the touch hurt?

Punctuation
Adequate React appropriately by whining or
crying briefly, she can also say
"Stop!" or accept to reproduce the sound on you.
Mild to Moderate (M) Shows more sensitivity than it would be.
expected or seems unresponsive.
Grave Responds inadequately to pain, may scream and
cry excessively or not respond
some.

152
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
Note: The remaining items, 144-174, are based on the observation of the child's behavior.
during the period of unstructured play.

144. EXPLORATION OF THE TEST ENVIRONMENT

Behavioral Area Playing and interest in materials.

Issues Related to How does the child explore the environment?

Observation

Punctuation
Suitable Explore the environment properly.
Mild to Moderate (M) Demonstrates prolonged and unusual hyperactivity
you show little interest in exploring the
environment.
Grave Explore with excessive repetition or intensity, the
behaviors uncommon can include
repetitive or excessive crawling, running back and forth
fish, or "feel" the surfaces (textures) of the room.

153
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
145. EXPLOITATION OF TEST MATERIALS

Behavior Area Play and Interest in Materials.

Issues Related to How does the child react to the test materials?
Observation The child lacks spontaneous interest or she
are you using the materials inadequately?

Punctuation
Suitable Use os materials of test
adequately examine them com
interest and uses both types of
exploration; visual and tactile.

Mild to Moderate (M) Examine the materials spending

time uncommon using one
sensory modality, has difficulty
in concluding the exploration, or demonstrating
little interest in any material.
Serious Shows no interest at all in the
materials or examines the materials
inappropriately (throwing, spinning,
licking, sniffing, tateando,
concern for certain parts,
excessive interest in reflections.

154
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
146. EYE CONTACT

Behavior Area Relationship and Affection.

Issues Related to The child shows some unusual interest.

Observation Do you avoid visual stimuli?
Punctuation
Appropriate Proper eye contact throughout
the session.

Mild to Moderate (M) Contact ocular inconsistent or

floating even when there is interest
in the interaction.

Grave Avoid prolongedly or

excessively eye contact.

155
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
147. VISUAL SENSITIVITY

Behavior Area Sensory Responses (Visual)

Questions Related To The child shows some unusual interest.

Observation Do you avoid visual stimulation?

Punctuation
Suitable Interest and visual sensitivity within the
normal limits.
Light to Moderate (M) Demonstrates excessive attention to the stimulus
visual or avoid uncommon deformation of this type
exploration.
Serious Exceptional or prolonged interest in certain
test materials, objects, colors, areas of
room, etc.; or avoids in an extreme way certain
stimuli visuals. The behaviors
commonalities may include aligning objects in
specific patterns, become super excited
by reflexes, repeatedly hold certain
objects against the light, rotate objects or refuse
looking at certain materials or to the
assessor when requested.

156
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
148. AUDITORY SENSITIVITY

Behavior Area Sensory Responses (Auditory).

Questions Related to The child exhibits an auditory sensitivity

Observation abnormal? The child becomes excessively
distracted by external noises? The child ignores
auditory stimuli?

Punctuation
Suitable Auditory sensitivity within normal limits.
Light to Moderate (M) Occasionally distracted by or irresponsible to
sons.
Grave Excessively aware and easily distractible
for external noises or the responses to noises
externals are exaggerated or uncommon
extremely irresponsible or excessively
sensitive).

157
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
149. INTEREST IN TEXTURES

Behavior Area Sensory Responses (Tactile).

Issues Related to How does the child react to textured objects?

Observation a child shows excessive interest in feeling
certain surfaces or textures?

Punctuation
Appropriate Interest in textures within normal limits.
Mild to Moderate (M) The tactile exploration is excessive or avoids touching,
but both can be interrupted.
Grave Excessive or peculiar interest in textures,
unusual behaviors that may include,
continuously and repetitively touching objects
textured (tactile blocks, puppets) or strong
aversion to touching certain objects.

158
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
150. INTEREST IN TASTES

Behavioral Area Sensory Responses (Taste).

Questions Relating to The child experiments, brings to the mouth or licks.

Observation inadequately materials?

Punctuation
Adequate Does not demonstrate inadequacy. "take to the mouth" or
lamber materials.
Mild to Moderate (M) Taking it to the mouth and licking a little excessive for the
age.
Grave Tendency to put objects in the mouth and lick them
inadequately.

159
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
151. INTEREST IN SCENTS

Behavior Area Sensory Responses (smells).

Questions Relating to The child smells objects and materials in a way

Observation inadequate?

Punctuation
Suitable Interest in smells within normal limits.
Mild to Moderate (M) Light concern in smelling.
Grave Excessive interest in sniffing test materials,
objects or hands.

160
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
152. AFFECT

Behavior Area Relationship and Affection.

Issues Related to What is the quality of the child's affection? It is lacking for
Observation the child a series of emotional responses
suitable for the age? The child relates
inappropriately with the evaluator?

Punctuation
Suitable Demonstrate appropriate affection and responsiveness in
relationship with the evaluator and the materials throughout the
test session.
Light to Moderate (M) Emotional responses are slightly
inadequate and affection is soft only with
leaves variations.
Grave Displays inappropriate affection for the most part
from the session. Unusual behaviors can
include expressionless facial expression, giggles
excessive or nervous laughter.

161
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
153. BEHAVIOR DURING ACTIVITIES

Behavior Area Play and Interest in Materials.

Questions Related to The child becomes disorganized during the

Observation execution of activities of imitation
performance or verbal?

Punctuation
Adequate Try to perform the tasks in a manner
organized, executing most of them at the level
suitable for the age.
Light to Moderate (M) Ability to organize behavior
inconsistent and often needs help
or evaluator tips.
Grave Aloof in relation to what is expected of him or of
when an activity is completed or unable to
execute the task in steps in an order
logic, presents attention floating e
erratic and unusual behaviors (jumping
on the table, make noises, grimaces, flapping,
turn).

162
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
154. ASKS THE HELP OF THE EVALUATOR

Behavior Area Relationship and Affection.

Issues Related to The child is unable or refuses to ask or

Observation signal for help during the application of the
test activities and in relation to needs
personal (tie the shoes, drink something, get
a desired material or use the bathroom)?
a child needs much more help for the
age in these types of tasks?

Punctuation
Adequate Ask for help or signal appropriately.
Light to Moderate (M) Infrequently or rarely asks for help,
even when necessary or can help
indirectly.
Grave Never signals or asks for help when
necessary or asks for help excessively.

163
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
155. REACTION OF FEAR

Behavior Area Relationship and Affection.

Questions Relating to The child reacts inappropriately to a situation.

Observation out of fear? The child shows an absence of
I am afraid when this type of response would be.
expected? The child shows reactions of fear
what are excessive and unfounded? The child reacts
about the parents' separation?

Note regarding Punctuation: For small children, there are degrees of fear and anxiety in
regarding the separation of parents that can be normal. When deciding a point, it is acceptable
take into consideration the characteristics of normal personality, such as shyness, thus
how to recognize that some children have more experience in being separated from their parents than
others.

Punctuation
Suitable Demonstrates an age-appropriate fear reaction
and the situation can be easily calmed.
Mild to Moderate (M) Shows more fear than expected for the level
of development and situation.
Grave Doesn't seem to be afraid when an answer from
fear should be expected or shows fear
excessive and is very difficult to calm down.

164
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
156. MOVEMENTS AND MANNERISMS

Behavior Area Sensory Responses (Synesthetic).

Questions Related to The child uses their body during the periods.
Observation structured and unstructured.

Punctuation
Adequate None movement or mannerism
(stereotypies), although there is evidence of
mild coordination problems.
Mild to Moderate (M) Minimal and occasional peculiarities in the use of
body.
Grave Frequent and excessive peculiarities in the use of
body, such as abnormal repetitive movements
(turn, swing), finger and body posture,
walking on tiptoes or self-aggression.

165
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
157. AWARENESS OF THE PRESENCE OF THE EVALUATOR

Behavior Area Relationship and Affection.

Questions Relating to The child seems oblivious to the presence of

Observation Evaluator? The child does not respond to the voice of
evaluator, to establish eye contact or
how to react to a compliment or a smile?

Punctuation
Suitable React appropriately to eye contact from
evaluator, listening to your voice and returning the
smile.
Mild to Moderate (M) Demonstrates some lack of social responses,
eye contact is inclusive or rarely initiated
interactions; é usually necessary
interference to obtain social response.
Grave Apathy or rarely responsive to the evaluator,
absent, seems unaware of the presence of the
Evaluator, interference is always necessary.
for obtaining any type of response.

166
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
158. COOPERATION WITH THE EVALUATOR

Behavioral Area Relationship and Affection.

Questions Related to The child fails to cooperate with the requests of the
Observation evaluator? The child fails to indicate clearly
when you can't understand or do what
is being proposed?

Punctuation
Adequate Follow the evaluator's instructions and try to cooperate.
unless you are unable to understand or do it
what was proposed. It gives a clear indication if the
the tasks' proposals are not clear or not
they are very difficult.

Mild to Moderate (M) Moderately negativist or cooperation

erratic or variable.
Grave Excessively negative or cooperation
erratic or variable. Makes little effort to
cooperate with the evaluator.

167
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
159. AMPLITUDE OF ATTENTION

Behavior Area Play and Interest in Materials.

Questions Related to The child's attention relative to the evaluator,

Observation test materials and activities are suitable for the
chronological age? A child becomes
inappropriately frustrated when the evaluator
try to structure attention?

Punctuation
Adequate Attention span within normal limits
(recognizing that younger children have
less attention span than the older ones).
Mild to Moderate (M) Attention span is limited and characteristic of
a younger child.
Grave The attention span is so fleeting that the child
is unable to cooperate with the evaluator and conclude
simple tasks or easily frustrated or
excessively frustrated when the evaluator
requests attention or tasks that require
concentration.

168
Assessment and Individualized Treatment for Autistic Children
and with Development Disorders
160. TOLERANCE TO INTERRUPTIONS

Behavior Area Relationship and Affection.

Issues Related to The child reacts when the evaluator removes a

Observation test material that she likes or changes from one
activity for another? The child becomes
easily frustrated or angry?

Punctuation
Adequate Tolerates changes from one activity to another and
doesn't get especially angry when the
preferred test material is removed.
Light to Moderate (M) Shows considerable difficulty in changing
of activity or change of material, but is capable
to do it.
Serious Does not tolerate changes and interruptions well. May
react to interruptions with behaviors such as
excessive crying, shouting, flapping, grimaces, tantrum
or hit your head.

169
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
161. INTONATION AND INFLECTION

Behavior Area Language.

Issues Related to The child's speech patterns are unusual.

Observation

Note: Mark NV if the child is non-verbal or is under 2 years old.

Punctuation
Adequate The speech has normal intonation, intonation
varied with reasonable volume and speed.
Light to Moderate (M) Speech is characterized by little variation in
sound and volume, unusual or slow volume of
some way, fast or with an irregular pattern.
Grave Speech is significantly abnormal, including
strange intonation and inflection, quality of
speech invariant or mechanical and vocalization
sung, dry or at high volume.

170
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
162. BALBUCIO

Behavior Area Language.

Questions Relating to The child repeatedly makes meaningless sounds.

Observation or unintelligible?

Score NV if the child is non-verbal or under 1 and a half years old.

Punctuation
Adequate Don't mumble.
Mild to Moderate (M) He stutters occasionally, despite having more than
1 year and a half.

Grave Stuttering frequently or stuttering is

primary vocalization, despite having more than 1
a year and a half.

171
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
USE OF WORDS

Behavior Area Language.

Questions Related to The child uses words and phrases that have
Observation sense?

Score NV if the child is non-verbal or under 1 and a half years old.

Punctuation
Adequate The use of words is appropriate to the situation and
age and non-verbal communication is functional.
Mild to Moderate (M) The use of words is, in some way, of level
immature, but speech can include discourse
occasional suitable.
Grave Use phrases and words inappropriately and
ineffectively (language patterns are not
effective to communicate needs, wants
or you don't use the wishes for other people)
words to communicate. The patterns
speech commonalities may include repeating phrases or
TV jingles or persistence in use of
inappropriate words to describe situations
or objects.

172
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
164. USE OF JARGONS OR IDIOSYNCRATIC LANGUAGE

Behavior Area Language.

Questions Related to The child often uses jargon or

Observation exclusively (confusing, non-language)
intelligible) or idiosyncratic language
(peculiar language of the child herself).

Score NV if the child is non-verbal or is less than 1 and a half years old.

Punctuation
Appropriate The use of words and phrases is normal and
relevant to the situation.
Mild to Moderate (M) Occasionally use words or phrases without
meaning, but also uses language
communicative.
Grave Uses jargon frequently (words or
phrases without the slightest sense) or language
idiosyncratic, such as words or phrases
that are invented or metaphorical (“turn on the
light" instead of "leave me alone".

173
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
165. LATE ECOLALIA

Behavior Area Language.

Questions Related to The child inappropriately repeats words.

Observation Do you have sentences after a certain time?

Score NV if the child is non-verbal or is under one and a half years old.

Punctuation
Adequate Do not repeat words or phrases heard.
Some time ago, unless it is
suitable to do so.
Mild to Moderate (M) Occasionally and inappropriately repeats.
words heard previously.
Grave Repeat frequently and inappropriately
words or phrases heard earlier.

174
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
166. IMMEDIATE ECOLOGY

Behavior Area Language.

Issues Related to The child inappropriately repeats words.

Observation Have you heard any recent phrases?

Score NV if the child is non-verbal or under one and a half years old.

Punctuation
Suitable Do not repeat heard words or phrases.
recently unless it is appropriate
do it.
Mild to Moderate (M) Occasionally and inappropriately repeats
words or phrases heard recently.
Grave Frequently and inadequately repeats
words or phrases heard recently.

175
Individualized Evaluation and Treatment for Autistic Children
and with Developmental Disorders
167. PERSEVERANCE OF WORD OR SOUND

Behavior Area Language.

Questions Related to Does the child repeat certain words or sounds?

Observation

Score NV if the child is non-verbal or under 1 and a half years old.

Punctuation
Adequate There is no perseverance of certain sounds or
words.
Mild to Moderate (M) There is occasional persistence of certain sounds
or words.
Grave There is frequent perseverance of certain sounds
or words.

176
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
168. USE OF PRONOUNS

Behavior Area Language.

Questions Relating to Does the child use the pronouns incorrectly?

Observation If it does, this misuse is due to the little
age or confusion?

Score NV if the child is non-verbal or is under 3 years old.

Punctuation
Adequate Use the pronouns correctly.
Mild to Moderate (M) Occasionally, confuses the pronouns, such
like me and you or he and she, or referring to oneself
same by name instead of me.
Tomb Frequently inverts the pronouns or
seems to not understand me or you.

177
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
169. INTELLIGIBILITY OF SPEECH

Behavior Area Language.

Questions Related to The child's speech is unintelligible due to

Observation articulation, pronunciation or problems
confusion between the sounds?

Score NV if the child is non-verbal or under 2 years old.

Punctuation
Adequate Well-stated speech that is easy to be
understood, the sounds are not confusing.

Mild to Moderate (M) The speech is somehow difficult to understand

because of the articulation, pronunciation or
confusion between the sounds.

Grave The speech is not intelligible due to problems.

with articulation, pronunciation, or confusion between
sons.

178
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
170. SYNTACTIC ABILITY

Behavior Area Language.

Questions Relating to The child often uses the words outside.

Observation of order in a phrase or sentence?

Score NV if the child is non-verbal or under 2 and a half years old.

Punctuation
Suitable Usually uses the words in order
correct, any confusion is suitable for
age of the same.
Light to Moderate (M) Occasionally reverses the order of the words,
the confusion is a little above expectation
for her age.
Grave Frequently reverses the order of words
in a phrase or sentence, the confusion is
much more frequent than expected for
the age of the same.

179
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders
171. SPONTANEOUS COMMUNICATION

Behavior Area Language.

Questions Related to The content of the communicative language of

Observation Is a child functional and relevant? The child is
unable or unwilling to ask and
answer questions? O content of the
the child's communication is scarce in
variety and spontaneity? The language
Is spontaneity absent?

Score NV if the child is non-verbal or under 1 and a half years old.

Punctuation
Suitable Use a variety of responses with
spontaneous and functional language for
communicate ideas and ask questions.
Mild to Moderate (M) Rarely communicates spontaneously or
reciprocally, as if it were with
shame, but it can be stimulated to respond
but in a limited way.
Grave Does not use spontaneous, relevant communication and
functional or talks too much about just one subject
in an insistent and inappropriate manner.

180
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
172. MOTIVATION THROUGH CONCRETE REWARDS

Behavior Area Playing and Interests in Materials.

Questions Related to The child shows interest and seems

Observation motivated for rewards concrete
(toy, book, candy, juice, cereal)? The child
gains satisfaction through manipulation of
objects or the sensory properties of the
objects and food?

Punctuation
Adequate Demonstrate consistent and appropriate interest
for concrete rewards (or performance is
increased with the use of favorite foods
or objects) or have their own motivation
internal, completing the task without waiting or
need for reward.
Light to Moderate (M) Inconsistently motivated by rewards
concrete o interest can to be
momentarily increased, but not
sustained.
Grave It is not motivated by concrete rewards of
some kind, the use of food or toy
favorite does not increase involvement in
activity.

181
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
173. MOTIVATION BY SOCIAL PRAISE

Behavior Area Relationship and Affection.

Questions Related to The child shows interest and awareness of

Observation social praise by the evaluator?

Punctuation
Suitable Seems motivated by social praise, liking
of this type of attention.

Light to Moderate (M) Demonstrates mild and inconsistent reactions

in the face of social praise.

Grave Does not react or reacts negatively to praise

social of the evaluator.

182
Individualized Assessment and Treatment for Autistic Children
and with Developmental Disorders
174. MOTIVATION BY INTRINSIC REWARDS

Behavior Area Playing and Interest in Materials.

Questions Relating To The child lacks the ability to motivate or

Observation normal interest in carrying out activities
adequate?

Punctuation
Suitable Consistently motivated by achievement
successful completion of tasks, demonstrates
appropriate interest in working with tasks
suitable for your level of development.
Mild to Moderate (M) Demonstrates limited or inconsistent interest
in the successful execution of tasks.
Grave Shows no interest in completing
the task does not achieve satisfaction through
successful performance.

183
Evaluation and Individualized Treatment for Autistic Children
and with Developmental Disorders
List of Questions from the Language Book:

Receptive Language: Expressive Language:

(touch or show) (what is it? the

What are you doing?)

Page 1 cup cow
Page 2 doll ball
Page 3 key flower
Page 4 airplane baby stroller
P.5 cage toothbrush
Page 6 umbrella refrigerator
Page 7 sewing painting
Page 8 tying swaying
Page 9 gate bottle
Page 10 robot fan
Page 11 chicken kangaroo
Page 12 playing skating
Page 13 building loading
Page 14 cooking doctor
Page 15 to stack go swim
Page 16 spoon to stroll
Page 17 take a shower do gymnastics/lifts weights
Page 18 thermos church/tower
Page 19 train shack
Page 20 leaving digging

184
Assessment and Individualized Treatment for Autistic Children
and with Developmental Disorders