ࡱ> 02/#` Pbjbj .P @@@@T K llllllll  $ hi lllll ll z z z lRll z l z z z l` m?@:z , 0K z xz z $llz lllll p lllK llll<<  Autism Diagnostic Observation Schedule Examiner: Evaluators: Date: The ADOS is a standardized assessment of communication, reciprocal social interaction, stereotyped and repetitive behaviors, and the imaginative use of materials. The process of inquiry and the ADOS materials have been validated for the purpose for which they are being used and given under appropriate testing conditions by a trained and experienced examiner. @NAME was given Module 3 of the ADOS, which is used for children and adolescents who have fluent speech. The results are captured in a descriptive narrative form. ADOS Module 3 - Results In the area of communication, @NAME often used stereotyped utterances or phrases such as saying Oh and Okay repetitively and out of meaningful context. When asked to select and report on an event in response to general questioning @NAME provided an account of a routine such as a play-date with friends, but his/her reporting was dependent on the examiners continued probing for information. To some general inquires, @NAMEs responses included: Theres not much to tell. I dont know. Can we go to a different subject? Little reciprocal interaction was sustained by @NAME. he/she volunteered some information but with little sense of reciprocity. @NAME demonstrated some use of conventional gestures including nodding his/her head and occasionally looking at the examiner but these gestures were not descriptive in quality. In the area of reciprocal social interaction, @NAMEs eye contact was poorly modulated to initiate, terminate, or regulate social interaction. @NAME displayed a limited range of facial expressions. When asked questions to elicit @NAMEs degree of insight, he/she demonstrated several examples of insight into the nature of typical social relationships, including his/her own role in a social relationship. Most of @NAMEs reciprocal communication was in response to questions with little social give-and-take. This quality of reciprocation resulted in an interview that would have been difficult if the examiner had not continuously modified the structure of the situation. In the area of imagination, @NAME showed little spontaneous creative or make-believe action. @NAMEs responses to encouragement to use materials imaginatively included: Why would I play with these? So, you want me to tell a story? I just cant think of anything. When the examiner initiated a story with small objects @NAME was able to retell the story and add a limited amount of information. In the area of stereotyped and repetitive behaviors, @NAME did not demonstrate unusual or restricted interests, self-injurious behaviors, or compulsions during the assessment. @NAMEs responses to the ADOS are consistent with children and adolescents who fall within the Autistic range of the spectrum for Pervasive Developmental Disorders. '(0BKQR$ e f b r s z { h m % * , ] ^   X b TY0:HOfkȿ麳鿧hh'qh_hX>* h)hX hX>*h / hX6 hUhX hm)hXhm)hXCJaJhXCJaJhXh)hX5hm5hXCJaJB(4BRSa b { } jkOPgdX$a$gdX$a$gdXP.3Ph /hX,1h/ =!"#$% @@@ XNormalCJ_HaJmH sH tH DAD Default Paragraph FontRiR  Table Normal4 l4a (k(No ListP (4BRSab{}jk O R 000000000000000000004BRS{}jk O R K00K00K00K00K00K00K00K00K00K00K00K00K00K00vOD>0 00f P P P &,gm R BRpz]fR 33333AAQQhm%,]^XbTY0:HOfk . 3 H H O R R Xh'q /4BRH R %}O@QQ(CQQP P@UnknownGz Times New Roman5Symbol3& z Arial"qh|Ɛ|  !24K K 2qKX)?X2&Autism Diagnostic Observation Schedule Tracy JonesComputer SupportOh+'0  <H h t (Autism Diagnostic Observation Schedule Tracy JonesADOS explanation.dotComputer Support2Microsoft Office Word@G@𗙉?@𗙉? ՜.+,0 hp|   K  'Autism Diagnostic Observation Schedule Title  !"#$%&()*+,-.1Root Entry FPӌ?3Data 1TableWordDocument.SummaryInformation(DocumentSummaryInformation8'CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q