ADOS-2 Module 4: Child Interaction Tasks
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ScribdTranslationsADOS-2 Module 4: Child Interaction Tasks
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ScribdTranslationsADOS-2 Module 4: Administration Guide
Construction task • Show me how you would place these cubes to make them look like this drawing. If
You need more, tell me." (Put two or three pieces in front of the child and the rest to the
your side).
• Wait to see if the child asks for more pieces.
(a) If you do not respond to direct eye contact in 3 seconds: 'Are you okay?'
(b) If they still do not respond: "Do you need more pieces?"
o It's time to pick up.
remaining.
2. Tell a story of a No more than 2 specific guides for the child to start.
book Now look at this book. It tells a story. Do you see? It starts with...
page in the book) Can you look at it and tell me the story? Then it will be my turn.
If the child focuses on the details, say: 'That's true. Can you tell me the
history? or What are the images about?
• Up to two of these guides are allowed.
After a few minutes: 'Now it's my turn.' I just finished reading the book.
3. Description of a If the child is not interested or does not respond to the first image, another image can be used.
image to use.
• ["Let's look at this photo. Can you tell me something about it?","What is it about?"]
• If the child does not respond or only identifies things:
I see a man playing golf.
What do you see?
(b) Ask specific questions: "Who is this?" or "What is he/she doing?"
him?
c) Ask questions that require the child to point: "Do you see a cake?"
Show me where it is.
8. Task of Now I want you to play with me to imagine things. Let's go to
Demonstration Let's imagine that this is the sink of a bathroom, this is the faucet.
of cold water and hot water" "Let's act as if this were the
toothbrush and this is the toothpaste. This is the glass. Now
I want you to teach me and tell me how you brush your teeth. Start.
from the beginning. You have entered the bathroom. What do you do now?
If the child uses gestures without speaking or if they speak without gestures, tell them:
• It's fine. Now show me and tell me from the beginning - from
When you entered the bathroom. It's okay for you to tell me that.
What are you doing?
(c) If the child does not use several gestures and describes what they are doing, or if the child
does not understand the task:
• I'm going to show you and tell you how I drive a car.
Show and tell how it is done.
• Now I want you to teach me and tell me how you wash yourself.
hands using the soap.
• If the child still does not understand, set up the scene again,
this time using real objects.
[Link]* • The participant is told that, unlike the previous task where they were asked
that would tell a story while looking at the drawings, this time it will be shown to him.
a very brief story in the form of vignettes and later, you will be asked to
count but without looking at or focusing on the panels.
• Offer a brief description of the vignettes in very general terms, 'This is
a story about a fisherman and a cat" or "This is a story about
two monkeys.
• Initially, the examiner will try not to provide much information about the vignettes.
• Tell the evaluated person to stand up, move away from the table, and tell the story.
o Don't tell him to use gestures. This task is to see if the participant uses
spontaneous gestures!
[Link] • "Let's take a break." Show the evaluated the materials for the "break" and
Tell him that he hopes there is something among all of them that interests him. Say, 'I need
A few minutes to write a note. Step away from the table.
• Complete your notes or review the protocol for at least 2 minutes.
• If the participant initiates interaction, respond briefly and positively. Then
Tell him: "I have to write more notes before we can talk."
• Look at the participant and give them a smile from time to time so that the participant can start.
some interaction.
If he doesn't respond: 'I'll just take a few more minutes.'
• Return to the table. Show interest in the materials, but wait to see if the
evaluated invites you again to interact.
Make up a story • Now you and I are going to make up stories using some of these objects.
• Demonstrate with 5 objects. It can be a story, a commercial, or a news report.
• Have the child choose 5 different objects.
Optional items
[Link] • Let's take a break." Show the participant the materials for the "break" and
Tell him to hope that there is something that interests all of them. Step away from the table.
• Work on taking notes for at least 2 minutes.
• If the participant initiates interaction, respond briefly and positively. Then
Tell him: "I have to write more notes before we can talk."
• Look at the participant and give them a smile on occasion for the participant to start.
interaction.
If he does not respond: 'I'll just take a few more minutes.'
I returned to the table: "Can I join you before we go back to work?" "What would you like to
talk?
15. Making up a story • Now you and I are going to invent stories using some of these objects.
• Demonstrate with 5 objects. It can be a story, commercial, or news report.
Have the child choose 5 different objects.
Optional