ASRS – what is it and how does it work?

Autism Spectrum Rating Scales

This is a set of standardised questionnaires used for the screening assessment of behaviours associated with the autism spectrum in children and young people. 

This tool has been developed by specialists to help gather information about a child’s behaviour both at home and at school, providing a comprehensive picture of their social and communication skills, as well as their behaviour.

The questionnaires are designed for children aged between 2 and 18 and are completed by people who know the child well – parents, carers or teachers. The results obtained support the process of making diagnostic decisions and planning appropriate treatment for the child.

Purpose and use

The ASRS is a screening tool used for the early identification of autism spectrum traits. It can be used when there is a suspicion that a child is displaying symptoms of autism spectrum disorders, to determine whether a more comprehensive clinical diagnosis is required.

The test is also sometimes used in schools and nurseries to screen whole groups of children, which helps to identify those who require further specialist assessment or additional developmental support. In individual assessments, the results obtained, combined with a medical history and clinical observation, help specialists to decide on a treatment plan for the child.

The tool is also used to monitor progress – by repeating the assessment before and after the intervention period, it is possible to assess changes in the child’s behaviour as a result of the therapy.

Who is the ASRS intended for?

The questionnaire has been designed for children and teenagers aged between 2 and 18 to provide a comprehensive picture of their functioning. It has separate, age-appropriate versions: one form is used for children aged 2–5, and another for children aged 6 to 18.

Importantly, it is a multi-informant tool – this means that several people from the child’s environment (e.g. parents and teachers) can contribute to the assessment by completing separate forms. This makes it possible to compare behaviour in different settings – at home and at school. Information from parents and teachers helps to identify any differences by describing a wide range of behaviours associated with ASD.

Problems with communication skills, difficulties in interacting with peers, or the repetitive nature of certain behaviours in children and young people aged 6–18 may be indicative, for example, of Asperger’s syndrome. (e.g. whether certain behaviours occur only at home and not in the classroom, or vice versa) and provide a more complete picture of the child’s difficulties.

How was the questionnaire developed?

The ASRS tool was developed by experienced American psychologists Dr Sam Goldstein and Dr Jack A. Naglieri (published in 2009). The test was developed on the basis of many years of research into the symptoms of autism and has been standardised on a large sample of children, which ensures the reliability of its results. The test was introduced in Poland thanks to an adaptation prepared by specialists Emilia Wrocławska-Warchala and Radosław Wujcik in 2016. 

The tool takes into account the official diagnostic criteria for ASD as set out in the DSM-IV-TR classification, whilst the commentary in the test manual allows the interpretation of results to be adapted to the changes introduced in the more recent DSM-5. This means that the ASRS is based on recognised criteria associated with autism spectrum disorders, such as difficulties in communication and social interaction, and repetitive, atypical behaviours, making it a reliable component of the diagnostic process.

How does the examination work?

The ASRS is completed by parents and teachers, who assess the frequency of the child’s typical behaviours. The assessment takes the form of a standardised paper-based or electronic questionnaire containing a list of statements about the child’s behaviour.

The person completing the questionnaire (usually a parent, but optionally a teacher as well) assesses how often a particular behaviour occurs in the child by selecting an answer on a five-point scale measuring behaviours associated with the disorder.  The available options are usually: never, rarely, sometimes, often, very often. The questionnaire covers a wide range of the child’s behaviour over the past four weeks or so, thus focusing on current functioning. Completing the questionnaire does not take long – the full version contains around 70 questions and takes approximately 15–20 minutes, whilst the short version (15 questions) takes around 5 minutes.

A parent may complete the form themselves (e.g. at home) or under the supervision of a psychologist during a consultation. Teachers often complete the answer sheet at the request of a specialist, after receiving the relevant instructions. It is important that the person completing the form knows the child well and is able to respond accurately to the statements in the test.

Versions of the study. 

The ASRS is available in two versions: the full version and the short version. The full version allows for a detailed description of various aspects of behaviour (a profile of results across several areas), whilst the short form is mainly used for rapid screening – it provides only an overall score indicating the possible severity of traits on the spectrum. 

Full versions of the questionnaire are preferred for individual assessment, as they provide more detailed information, whilst shortened versions are suitable for assessing larger groups of children or monitoring progress (when time is of the essence).

In both cases, the procedure involves assessing the frequency of behaviours – there are no tasks or direct tests involving the child; it is a questionnaire-based method relying on adult observations.

What does ASRS assess?

The report focuses on key areas of development in which characteristics of the autism spectrum are evident. The response sheet contains statements describing various aspects of behaviour, and the person completing the form assesses how well these correspond to the child’s behaviour. 

NP:

• The child’s communication skills (e.g. the ability to communicate effectively);
• Behaviour relating to attention and focus (level of concentration, any attention deficits);
• Language use (e.g. whether the child speaks in a manner appropriate for their age, or whether there are any unusual speech characteristics);
• Establishing social contact (initiating interaction, responding to attempts by others to make contact);
• Relationships with peers and adults (difficulties playing with other children, relationships with parents and teachers)

Thanks to these areas, the test covers a wide range of symptoms characteristic of the autism spectrum, such as difficulties with communication and social interaction, atypical (repetitive) behaviours, and deficits in attention and self-regulation. 

Importantly, the questionnaire also includes an assessment of attention – even difficulties with concentration, which do not formally form part of the main diagnostic criteria for autism, are measured here, as they often co-occur with ASD symptoms in clinical practice.

Thanks to this comprehensive approach, the assessment form enables the identification of both typical symptoms of autism (e.g. deficits in social interaction) and additional associated difficulties, providing a more complete picture of the child’s profile.

What does the result show?

The test results provide information on the extent to which a child’s behaviour deviates from the norm for their age in key areas associated with ASD. Each completed form is analysed in accordance with the standards developed by the authors – the responses are converted into standardised scores (i.e. relative to the norm) for the peer group.

An overall score is obtained (reflecting the severity of autism spectrum traits as a whole) as well as a profile of sub-scores in specific areas (e.g. communication, social interaction, atypical behaviours).

Specialists interpret these results by checking whether they fall within the normal range, or whether they are elevated or high, which may indicate the presence of autism spectrum disorder.

In practice, a high score on the test (particularly in the full version) may suggest that the child displays many characteristics typical of autism and requires a more in-depth clinical diagnosis.

Conversely, a result within the normal range means that the behaviours assessed in the questionnaire do not deviate significantly from the typical level expected for the child’s age. It should be borne in mind, however, that the ASRS does not provide a diagnosis – the result merely indicates the likelihood of the presence of traits associated with the spectrum.

Therefore, the results should always be analysed in a broader context: taking into account information from interviews with the parents, observations of the child and any other psychological assessments.

Tests as part of the diagnosis of autism (not a diagnosis in their own right)

Although the ASRS is a very useful tool, it is only one part of the process of diagnosing autism spectrum disorder. The final stage of the assessment is the interpretation of the results by a qualified specialist (a psychologist or psychiatrist). 

Only an experienced professional can correctly interpret the test results and make a diagnosis – a single test result is never, in itself, a definitive diagnosis. The specialist compares the test data with information from other sources, such as a detailed interview with the parents, observation of the child’s behaviour in natural situations, or the opinions of therapists. 

It is only by combining all this information that a complete picture of the child’s functioning emerges, enabling the autism spectrum to be confirmed or ruled out.

When interpreting the results, various factors that may influence them are also taken into account – for example, whether the person completing the questionnaire has certainly understood all the questions properly and whether they have answered honestly. There are no ‘right’ or ‘wrong’ answers here – the aim of the diagnostic questionnaire is to objectively capture the child’s behaviour, not to judge them. 

Parents and teachers should therefore answer the questions honestly and based on their own observations, even if certain statements seem worrying. The more accurate and genuine the answers, the more reliable a picture of the child will emerge from the questionnaire.

To sum up

The ASRS is a valuable tool for assisting in the diagnosis of autism in children, enabling the systematisation of information about a child’s behaviour in various settings. The results obtained always require professional interpretation and should be considered in conjunction with other diagnostic data.

The assessment helps to guide further investigations – for example, whether additional tests (such as the ADOS-2 observation protocol or a developmental interview) are necessary – and facilitates the development of an individual treatment plan. For parents, this means that a questionnaire completed accurately will provide the psychologist with valuable information; however, a diagnosis on the autism spectrum is determined by a comprehensive assessment based on a wide range of information, rather than by a single test.

This test enables parents and specialists to better understand the child’s difficulties and take the appropriate steps to provide them with the support they need.

Sources: This study was compiled on the basis of data from official publications and descriptions of the assessment tool, information from advice websites for parents, and clinical materials relating to the diagnosis of autism in children. All the content cited comes from reliable sources and specialist literature, which guarantees that the above information is up to date and accurate.

Bibliography:

1. Health Guide. ASRS – a screening test for autism. What does the test involve? [Online]. Warsaw: Health Guide; 2023 [cited 15 October 2025]. Available at: https://www.poradnikzdrowie.pl
2. MindHealth Mental Health Centre. Autism Spectrum Rating Scales (ASRS) – what does the autism test involve? [Online]. Warsaw: MindHealth; 2023 [cited 15 October 2025]. Available at: https://mindhealth.pl
3. Psychological and Pedagogical Testing Centre (PracTest). Autism Spectrum Rating Scales™ – ASRS™ (Goldstein, Naglieri, 2009) – Polish adaptation by Wrocławska-Warchala and Wujcik. [Online]. Gdańsk: PracTest; 2016 [cited 15 October 2025]. Available at: https://practest.com.pl
4. Texas Statewide Leadership for Autism Training (TSLAT). Autism Spectrum Rating Scales (ASRS®). [Internet]. Texas Education Agency; 2010 [cited 15 October 2025]. Available at: https://www.txautism.net
5. Goldstein S., Naglieri J.A. Autism Spectrum Rating Scales (ASRS) Manual. Toronto: Multi-Health Systems Inc.; 2009.
6. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-IV-TR. 4th ed. Arlington, VA: APA; 2000.
7. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. 5th ed. Arlington, VA: APA; 2013.

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