Gilliam Autism Rating Scale (GARS-2) - LCSC



Gilliam Autism Rating Scale (GARS-2)

The Gilliam Autism Rating Scale-2 (GARS-2) is a 42 item norm referenced screening instrument used for the assessment of individuals ages 3-22 who have severe behavioral problems that may be indicative of autism. Its purpose is to help professionals identify Autism Spectrum Disorders, but in a school setting, it is used to help educational teams determine whether a child may meet MN State Educational Criteria for receiving special education services under the Autism Spectrum Disorder category. It is important to clarify that this is not a medical diagnosis, but rather a category to receive special education services. The GARS-2 gathers information about specific characteristics typically noted in children with autism spectrum disorders in three areas (Stereotyped Behaviors, Communication, and Social Interaction) and it contains a developmental history. The GARS-2 was normed entirely of individuals diagnosed as autistic. Standard scores and percentiles are provided and the likelihood of autism can be determined.

Educational staff at XXXX School and XXXX’s parents completed the GARS-2.

The results were as follows:

HOME Rating

Rater: XXX Name Standard Score %ile Standard Score %ile

Stereotyped Behaviors XX XX% XX XX%

Communication XX XX% XX XX%

Social Interaction XX XX% XX XX%

Sum of Standard Scores XX XX

Autism Index XX XX% XX XX%

Probability of Autism is Unlikely, Possibly, Very Likely.

SCHOOL Rating

Rater: XXX Name Standard Score %ile Standard Score %ile

Stereotyped Behaviors XX XX% XX XX%

Communication XX XX% XX XX%

Social Interaction XX XX% XX XX%

Sum of Standard Scores XX XX

Autism Index XX XX% XX XX%

Probability of Autism is Unlikely, Possibly, Very Likely.

Note: On this tool, if the subject’s Autism Index is 85 or above, the person is very likely autistic, and if the Autism Index is 70-84, the person is possibly autistic. Autism Indexes of 69 or less indicate that the person is unlikely to be autistic.

The following items were rated frequently observed in each of the following categories:

Stereotyped Behaviors Identified:

• Avoids establishing eye contact, looks away when eye contact is made

• Stares at hands, objects, or items in the environment for at least 5 seconds

• Rapidly flicks fingers or hands in front of eyes for periods of 5 seconds or more

• Eats specific foods and refuses to eat what most people will usually eat

• Licks, tastes or attempts to eat inedible objects

• Smells or sniffs objects

• Whirls, turns in circles

• Spins objects not designed for spinning

• Rocks back and forth while seated or standing

• Makes rapid lunging, darting movement when moving from place to place

• Prances (walks on tiptoes)

• Flaps hand or fingers in front of face or at sides

• Makes high-pitched sounds or other vocalizations for self-stimulation

• Slaps, hits, or bites self or attempts to injure self in other ways

Communication Behaviors Identified:

• Repeats (echoes) words verbally or with signs

• Repeats words out of context

• Repeats words or phrases over and over

• Speaks or signs with flat tone or with dysrhythmic patterns

• Responds inappropriately to simple commands

• Looks away or avoids looking at speaker when name is called

• Does not ask for things he or she wants

• Does not initiate conversations with peers or adults

• Uses “yes” and “no” inappropriately

• Uses pronouns inappropriately

• Uses the word “I” inappropriately

• Repeats unintelligible sounds over and over

• Uses gestures instead of speech or signs to obtain objects

• Inappropriately answers questions about a statement or brief story

Social Interaction Behaviors Identified:

• Avoids eye contact; looks away when someone looks at him or her

• Stares or looks unhappy or unexcited when praised, humored, or entertained

• Resists physical contact from others

• Does not imitate other people when imitation is required or desirable, such as in games or learning activities

• Withdraws, remains aloof, or acts standoffish in group situations

• Behaves in an unreasonably fearful, frightened manner

• Is unaffectionate; doesn’t give affectionate responses

• Shows no recognition that a person is present (ie: looks through people)

• Laughs, giggles, cries inappropriately

• Uses toys or objects inappropriately

• Does certain things repetitively, ritualistically

• Becomes upset when routines are changed

• Responds negatively or with temper tantrums when given commands, requests, or directions

• Lines up objects in precise, orderly fashion and becomes upset when the order is disturbed

The following delays in development during the first three years of life were reported on the parent interview:

• Social Interaction:

• Didn’t reach out or prepare to be picked up when the parent attempted to lift the child

• Didn’t cry or become upset when left unattended in his or her crib, playpen, or other area

• Didn’t cry or become upset when picked up or held

• Didn’t cry or become upset when handed from one adult to another

• Didn’t attempt to join family members in group activities

• Language Used in Social Communication:

• Didn’t use single words by 16 months of age

• Didn’t use meaningful, communicative phrases by age 2

• Didn’t develop normally in terms of language (i.e:cooing, babbling, and speaking without any interruption or regression)

• Didn’t follow directions

• Didn’t appear to have normal hearing

The following observations of abnormal functioning during the first three years of life were reported on the parent interview:

• Social Interaction:

• Didn’t smile at parents or siblings when smile at or played with

• Didn’t cry when approached by unfamiliar persons during the first year

• Didn’t engaged in imitative play before age 3

• Seemed to tune people out and be in his/her own world

• Spent a great deal of time alone when he/she could have been with others

• Language used in Social Communication:

• Didn’t respond to his/her name when called

• Didn’t ask for things or use gestures to communicate what was wanted

• Didn’t follow simple directions

• Didn’t appear to understand what to do when told to do something

• Didn’t indicate (show facial concern) when a parent or sibling cried or was distressed

• Symbolic or Imaginative Play:

• Didn’t engage in pretend play

• Didn’t pretend he or she was someone else

• Didn’t pretend that an object was something else

• Didn’t pretend that he or she had an imaginary friend or animal

• Didn’t play with dolls pretending that they were real persons

In summary, according to the results of the GARS-2, XXXX is in the unlikely, possibly, very likely probability of having an autism spectrum disorder.

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