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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?
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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?
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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?
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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?
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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?
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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?
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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?
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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?
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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?
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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?