01. SOCIAL INTERACTION
Ability to establish and maintain social relationships, understand non-verbal signals, and participate in communication situations.
- How often does the individual actively participate in social situations such as conversations or group activities?
- What is the individual's behavior towards others in terms of eye contact and non-verbal communication?
- What are the individual's abilities to read and interpret emotional signals from others?
- How does an individual respond to others' attempts to establish and maintain social interactions?
- How are an individual's skills in making and maintaining friendships developed?
- How does he respond to his own social mistakes or misunderstandings when interacting with others?
- How often does the individual display repetitive behaviors or interests during social interactions?
- What is the individual's level of empathetic response to the emotional needs of others?
- What are the individual's skills in reading social situations and adapting to social norms?
- How is the individual able to express his own social needs and preferences?
02. COMMUNICATION
Verbal and non-verbal communication skills, understanding of language nuances, and the ability to express one's thoughts or feelings.
- How is the individual's verbal communication (ability to speak and express himself) developed?
- How well does the individual understand verbal instructions and communication signals from others?
- How often is there repetitive or stereotyped use of words, phrases or sounds?
- What are the individual's non-verbal communication skills (e.g. gestures, facial expressions, attitude)?
- How is the individual able to contain and express his thoughts and feelings?
- How does he cope with communication challenges such as noisy environments or distractions?
- How often is the individual able to effectively communicate their needs and preferences?
- What are the individual's skills in interpreting unspoken communication signals from others (eg cues, mood communication)?
- How does the individual deal with their own communication errors or misunderstandings?
- How is the individual able to adapt his communication style to the situation and the needs of the communication partner?
03. RESTRICTED AND REPETITIVE BEHAVIOR
Presence and intensity of restricted and repetitive patterns of behavior, such as stereotyped movements or fixation on certain activities.
- How often does the individual exhibit repetitive movements such as waving the arms, moving the body, or twisting objects?
- What is the extent of the individual's stereotyped or repetitive interests (eg, fixation on a certain topic, activity, or subject)?
- What is the spectrum of repetitive behavior, including rituals or fixations on certain activities?
- What are the skills of the individual to adapt the repetitive behavior to the situation or environment?
- How does the individual respond to changes in routine or unpredictable events?
- How often does the individual exhibit unusual sensory interests, such as excessive interest in light, sounds, or textures?
- What is the intensity or frequency of stereotyped movements or sounds?
- What is the relationship between an individual's repetitive behavior and their emotional state?
- How often does the individual show a need to maintain a consistent environment or structure?
- How is the individual able to express their needs associated with repetitive behaviors or interests?
04. EMPATHY AND UNDERSTANDING OF EMOTIONS
Ability to understand the emotions of others, show empathy and engage in emotional situations.
- How often does an individual display the ability to recognize other people's emotional expressions?
- How is the individual able to interpret more complex emotional situations, for example ambiguous or conflicting signals?
- How does he respond to the emotional needs and expressions of others?
- What is the extent of an individual's empathy for the emotions of others (the ability to empathize with their feelings)?
- How often does the individual express their own emotions and sensitivity to emotional stimuli?
- How is the individual able to respond to emotional challenges or stressful situations?
- How often does the individual show an effort to help others in emotional situations?
- How is an individual able to understand emotions expressed not only verbally, but also non-verbally?
- What is the relationship between an individual's emotional needs and their ability to communicate about their emotions?
- How does the individual cope with emotional stress or uncertainty in interpersonal relationships?
05. STRUCTURE AND FLEXIBILITY
Assessment of preference for a structured environment, ability to adapt to change, and degree of flexibility in thinking and behavior.
- How important is structure to an individual's daily schedule?
- How does the individual respond to unexpected changes in plans or routine?
- How easily does the individual adapt to new situations or environments?
- What is the degree of need for consistent rules and expectations for individuals?
- How is the individual able to plan and organize their tasks or activities?
- How often does the individual show the need to follow certain rituals or procedures in their activities?
- How is the individual able to adapt his behavior or plans in response to new information or stimuli?
- How does the individual respond to suggestions or changes in their established ways of doing things?
- How does the individual cope with uncertainty or lack of structure in the environment?
- What is the relationship between the structure of the environment and the well-being of the individual?
06. SENSORY PERCEPTION
Sensitivity and reactions to sensory stimuli, including the processing of visual, auditory, tactile and other sensory information.
- How does the individual respond to intense light, such as sunlight or bright artificial lighting?
- How often does the individual show sensitivity or aversion to certain textures or materials on the skin?
- How intensely does an individual perceive sounds in their environment?
- How does it react to smells and smells in the environment?
- How is an individual able to filter sensory stimuli and maintain attention in different environments?
- How often does the individual seek out specific sensory stimuli, such as vibration or pressure?
- How is the individual affected by changes in temperature or weather conditions?
- How well does an individual navigate their environment with respect to sensory information such as spatial relationships or body position?
- How often does the individual show unusual sensory interests, such as following the rotation of objects or the movement of water?
- How does he respond to touch and physical contact from other people?
07. SCHOOL OR WORK ADAPTATION
An individual's ability to adapt in a school or work environment, including the ability to perform tasks and communicate with others.
- How does the individual cope with new situations in the school or work environment?
- How is the individual able to maintain focus and concentration at school or at work?
- What is the individual's approach to completing tasks and meeting deadlines in a school or work context?
- How does the individual respond to changes in school schedule or work assignments?
- What are the individual's skills in organizing and planning their work or studies?
- How does the individual cope with pressure or stressful situations at school or work?
- What are the skills of communication and cooperation with others in a school or work team?
- How often does the individual show a need for strict adherence to rules or routines in the school or work environment?
- How is the individual able to adapt their learning or work strategies to new information or challenges?
- How is the individual motivated to achieve academic or work goals?
08. FAMILY DYNAMICS
The impact of autism on family dynamics and relationships, including family support and understanding.
- How does the individual interact with family members, especially in informal and relaxed situations?
- What is the individual's relationship with parents or siblings in terms of open communication and sharing of emotions?
- How often does the individual exhibit social interactions with family members outside of normal family activities?
- How does it react to changes in the family structure or in its daily routines?
- How is the family informed about the needs and challenges associated with the individual's autism?
- What are the individual's skills in resolving conflicts or misunderstandings in relationships with family members?
- How is the family integrated into the support network for individuals with autism?
- How often does the family accommodate the individual's needs and preferences in terms of family activities or environment?
- How does autism affect overall family dynamics, including family traditions and celebrations?
- What are the family's skills in supporting an individual with autism in his individual development?
09. DEVELOPMENT MILESTONES
Achievement of key developmental milestones at different stages of life, including motor and cognitive development.
- How did the individual reach developmental milestones in the area of motor skills, such as walking, climbing or coordinating movements in early childhood?
- How was the individual able to develop language skills, including vocabulary and communication, compared to the age average?
- How did social interaction and peer play skills develop relative to normal development?
- How did the individual progress in expressing emotions and empathizing compared to peers?
- How was the individual able to achieve in school skills such as reading, writing or mathematics?
- How is the individual able to manage the transitions between different developmental stages, for example the transition from kindergarten to elementary school?
- How were self-care skills developed, such as dressing, hygiene or eating?
- How was the individual able to develop cognitive skills, including memory, attention and problem solving?
- How were skills developed in artistic or musical activities compared to peers?
- How is the individual able to adapt his skills to new developmental challenges and changes?
10. HEALTH AND PSYCHIATRIC ASPECTS
Relationship of autism to physical and mental health, including possible comorbidities and impacts on the overall condition of the individual.
- How often does the individual experience health problems or limitations that may be associated with autism, such as sleep disturbances or gastrointestinal problems?
- How is the individual able to communicate about their physical or psychological feelings?
- What is the relationship between stress or anxiety and the manifestations of autism in an individual?
- How often does the individual show signs of depression or mood swings?
- How well does the individual cope with stimuli that can cause sensory overload or overwhelm?
- What is the risk of self-aggressive behavior or self-harm in an individual with autism?
- How does the individual respond to changes in treatment or intervention programs?
- What is the relationship between an individual's physical health and their ability to participate in daily activities?
- How does he deal with the risk or complications associated with drugs if they are part of the treatment?
- What is the overall effect of autism on an individual's quality of life, including their psychological well-being and social functioning?