#EVALUATION

[copperbadge]

How did you find the doctor(s) who assessed you for ADHD? Im looking into the process of getting diagnosed because (although ive suspected I might have adhd for years now) I've been struggling a lot more lately and i want to try medication to see if it helps at all. Im trying to search for psychiatrists through my health insurance portal but the the results im getting are all for child/adolescent psychiatry specialists, and I dont think that'll be much help for an adult adhd assessment? Did you have an established therapist to refer you for your assessment or were you able to find a psychiatrist independently?

I actually just kind of had to freeform it, but that does mean I have some tips to share!

I will say, I have never once used a health insurance portal to find someone to treat me for anything. Often their search engine is fucked up and the information is sometimes out of date. I almost always either ask someone who I know has had similar issues if they have a recommendation, ask my treating physician if I have one, or just google until I find someone reputable-looking; any qualified medical center or professional will list what insurance they take anyway, and you can always ask when you make the appointment.

So here's the process for how to do that!

When I was first considering it, I asked a friend who'd had an evaluation that came back not-ADHD, which I liked because it meant we knew it wasn't like, a weird Adderall pill mill or something. I really wanted to have a professional and thorough evaluation because I knew myself and knew I was capable of gaming a questionnaire. The place she had her evaluation was unfortunately having some staffing issues; part of the reason it took me so long is that I played phone tag with them for ages -- I'd call, and regardless of what time of day I called, their scheduler would be "out", so I'd leave a message and never get a call back. Ultimately I said "I really need to talk to a human, because your scheduler has not returned any of my numerous calls" and they said they could transfer me to another office outside of Chicago (in the burbs). That was not going to be accessible to me, so I told them thanks but I'll go somewhere else. Then COVID hit and I was not going to go anywhere near a medical center unless I had to for about two years.

So, when I was making my second serious run at getting evaluated, I did what might be expected of me by longtime readers of this blog: I made a spreadsheet.

I want to caveat this up top with REALLY IMPORTANT CONTEXT: I did not do all of this in a single day. The process from starting research to making an evaluation appointment took about a month, and probably would have taken longer if I wasn't getting somewhat desperate. Do not push yourself to do this as a single act. Research alone is a multi-day process; some days I looked at the open tabs and only entered one tab's worth of information. It took me quite a bit of time to write the form email I sent inquiring about an assessment. It took me time to call the clinic back when they asked me to call to book the appointment. This is a series of steps, not a single leap.

So!

I was looking for a clinic rather than an individual, in part because I'd heard a couple of horror stories about people who went to a psychiatrist and just got argued with for an hour instead of actually getting evaluated. So I googled, and here are some key terms for you, chicago adult adhd assessment. Chicago obviously for the region, but "adult adhd" (putting it in quotes will help) is the important term that will help you filter out a lot of child psych stuff. A lot of what I looked at did included family or child assessment/therapy but were clear that they also evaluated adults.

Then I went through every legit-looking search result and noted down, in my spreadsheet, the name of the clinic/company, the contact phone and email, the URL, the physical location (I needed to be able to get to it fairly easily) and whether they took my insurance. Even if they didn't take my insurance (all but one did) I still put them into the spreadsheet so that if I found them again I could check the sheet and know I didn't need to investigate further. I also tended to bump more legitimate and friendly-looking places to the top of the sheet. And if I were going to do it again I would also look for one specific thing, which is an assessment guide of some kind.

The assessment guide may be something they only give you after you speak with them, so it's not a no-go if they don't have one on their website, but it basically tells you what generally will go on during the assessment, how long it will take, and what you should bring. A full assessment like I had is estimated to take 4-6 hours and they recommended I wear layers so I wouldn't be overly cold/warm in their office, and to bring a snack. That's the kind of information you want, duration of the assessment and what they recommend for you, to ensure that you're working with people who are thorough and care about your comfort.

So, I have this spreadsheet now of places to reach out to, which I know take my insurance and do adult assessment. In the spreadsheet I also had columns for what date I contacted them and whether they'd responded. I started reaching out via email, one per day, with the form email I'd written.

The form email basically said "I'm 42 with no previous diagnosis but I have a family history of autism and dyslexia. I've been told I should get assessed for ADHD, so I'm looking for a clinic that will do the assessment and takes (my insurance). I prefer to be contacted by email but if need be, my phone number is (phone number). Please let me know if you have any open appointments and what information you will need from me to book an evaluation with you." (You can always ask for more information about the actual evaluation process once they respond.)

If I didn't get a response within 24 hours, I moved on to the next, but I only greyed out the text in that line of the spreadsheet; I didn't disqualify/remove the nonresponsive ones because again, I wanted to make sure I kept that information in case they eventually did respond. I did this with about ten clinics, because I figured I must be able to find at least one in ten who could do the eval, and I could go back and research more if necessary.

I think the third or fourth one I reached out to was the first to respond, and I ended up going with them; I had a very positive experience in the assessment itself but it was a real pain in the ass getting the documentation from them -- they took about a month to go through the evaluation data (this is not abnormal but is rather longer than usual according to my psychiatrist) and they gave me an in-person-by-zoom report once it was ready. That said, it took another four months and the threat of reporting them to the state to get them to send me the text of the eval (in part because the evaluator left the clinic unexpectedly with my formal report not yet written). But that's something that's truly impossible to know until you're working with them, and highly unusual, so don't let concerns about that deter you. If you end up in that situation come hit me up and I'll tell you how I dealt with that.

My eval recommended an executive function coach, but if I haven't been able to func it by now I never will, so I thanked them for the recommendation and went looking for a psychiatrist unaffiliated with the clinic to prescribe me meds. There, the key words you're going to be looking for are again "adult adhd" but also "adult disability" and if you want medication that's less likely to be a huge fucking hassle, "medication management". My psychiatrist and I meet every two months to reup my prescription, but he doesn't require me to take a regular drug test or meet him in person in order to get a new scrip, as some people have encountered. We meet in person once or twice a year (I can't remember, it's due to a legal requirement in Illinois) but otherwise it's over zoom.

So yeah -- it's a process, but there are ways to streamline and manage it, and a few tripwires in place to make sure you don't end up screwed by the system. Definitely feel free to ask if you have questions, either here or if you want a more indepth conversation you can email me at copperbadge@gmail.com. GOOD LUCK!

[palatinewolfsblog]

"Be a free thinker and don't accept everything you hear as truth. Be critical and evaluate what you believe in." Aristotle.

[philosophybits]

When the mists of a metaphysical-mystical philosophy succeed in rendering all aesthetic phenomena opaque, it follows that they are also incapable of being evaluated one against another, because each of them has become inexplicable. If, however, they are never again compared with one another for the purpose of evaluation, there at last arises a completely uncritical frame of mind, a blind toleration, but likewise a steady decline in the enjoyment of art (which is distinguished from the crude appeasement of a need only by a highly acute tasting and distinguishing). The more this enjoyment declines, however, the more the desire for art is transformed back to a vulgar hunger which the artist then seeks to satisfy with ever coarser fare.

Friedrich Nietzsche, Assorted Opinions and Maxims, 28

[andrewmbond]

Evaluation and Care

2024

[myhusbandsabitburnt]

felt silly

this PARTICULAR screenshot has got me going absolutely feral

-------------------------

so I've been deeping this for a couple days and hear me out, dabi holding all mights hand.

him holding all mights hand might represent his childhood and how Dabi was raised to take after all might and surpass him. And with him originally following stains ideas of all might being the only worthy hero , it shows that he actually looked up to all might a bit more than endeavour and saw him as a worthier hero than his father. Or maybe only following stains ideals to spite his father , who he saw as an unworthy hero.

But that's just a game theory🗣️

[thirdity]

There is nothing more natural than to consider everything as starting from oneself, chosen as the center of the world; one finds oneself thus capable of condemning the world without even wanting to hear its deceitful chatter.

Guy Debord, Panegyric

[hale-nathan]

Trump Weird News - Bipartisan Performance Evaluations

[serpentartist]

EVALUATING NARUTO CHARACTERS IN BORUTO #4

(if i forgot smb tell me ps!! I don't remember!!)

Kankuro: 2/10

What the hell is wrong with you man

Yamanaka Ino: 101992/10

Still hot strong woman bruh

Yamanaka Sai: 2020/10

Inojin you have very sexy father bro, you're mom deserves it

Shizune: 300101/10

SHE BECOMES VERY CUTE

Tsunade: 9/10

YEAH WHERE TITS?? A??

Temari: 10/10, very beautiful woman

[vampir3-jack]

Oh yeah, baby. It’s payback time

[jcmarchi]

Virtual Personas for Language Models via an Anthology of Backstories

New Post has been published on https://thedigitalinsider.com/virtual-personas-for-language-models-via-an-anthology-of-backstories/

Virtual Personas for Language Models via an Anthology of Backstories

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We introduce Anthology, a method for conditioning LLMs to representative, consistent, and diverse virtual personas by generating and utilizing naturalistic backstories with rich details of individual values and experience.

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We introduce Anthology, a method for conditioning LLMs to representative, consistent, and diverse virtual personas by generating and utilizing naturalistic backstories with rich details of individual values and experience.

What does it mean for large language models (LLMs) to be trained on massive text corpora, collectively produced by millions and billions of distinctive human authors?

In “Language Models as Agent Models”, compelling evidence suggests that recent language models could be considered models of agents: provided with a textual context, LLMs are capable of generating conditional text that represents the characteristics of an agent likely to have produced that context. This suggests that, with appropriate conditioning, LLMs could be guided to approximate the responses of a particular human voice, rather than the mixture of voices that otherwise emerges. If realized, this capability of LLMs would have significant implications for user research and social sciences—conditioned language models as virtual personas of human subjects could serve as cost-effective pilot studies and supporting best practices in human studies, e.g. the Belmont principles of justice and beneficence.

In this work, we introduce Anthology, an approach for steering LLMs to representative, consistent, and diverse virtual personas by providing richly detailed life narratives of individuals as conditioning context to models. In doing so, we also present methods to generate backstories from LLMs themselves as a means to efficiently produce massive sets covering a wide range of human demographics. By grounding language models in naturalistic backstories, Anthology allows LLMs to simulate individual human samples with increased fidelity, measured in terms of matching the distributions and consistencies of human responses.

Our Approach: Anthology

Conditioning Language Model Generation with Individual Life Narratives

A significant limitation of earlier methods in steering LLMs to virtual personas has been the inability to reliably approximate individual human samples. Prior approaches prompt LLMs with broad demographic information, e.g., “I am a 25-year-old from California. My highest level of education is less than high school,” which are essentially bodies of text generated from a tuple of demographic variables. With these methods, we are only able to approximate human samples at a population level, not at the individual level, which results in:

Responses prone to LLMs defaulting to stereotypical and/or prototypical portrayals, as they are only conditioned on demographic variables (e.g., race and gender)

Inability to provide important metrics of interest such as covariance and statistical significance, as individual responses are required for such compuatations

Anthology enables the approximation of individual subjects by conditioning with richly detailed backstories. Through these backstories, the model captures implicit and explicit markers of personal identity, including demographic traits and spontaneous references to cultural, socioeconomic backgrounds, and life philosophies. Our approach involves generating a vast set of backstories representing a wide range of demographic attributes via language models queried with unrestricted, open-ended prompts such as, “Tell me about yourself.” We then match virtual personas conditioned by each backstory to real-world survey samples.

Results: Closer Approximation of Public Opinion Polls

For evaluation, we compare the effectiveness of different methods for conditioning virtual personas in the context of approximating three Pew Research Center ATP surveys: Waves 34, 92, and 99.

Results on approximating human responses for Pew Research Center ATP surveys. Boldface and underlined results indicate values closest and the second closest to those of humans, respectively.

As measures of success in approximating human samples with virtual personas, we consider the following metrics:

Average Wasserstein distance (WD) between response distributions as a measure of representativeness

Frobenius norm (Fro.) between correlation matrices as a measure of consistency

Cronbach’s alpha as an additional measure of internal consistency

Prior to analyzing virtual subjects, we estimate the lower bounds of each evaluation metric by repeatedly dividing the human population into two equal-sized groups at random and calculating these metrics between the subgroups. We take averaged values from 100 iterations to represent the lower-bound estimates.

We consistently observe that Anthology outperforms other conditioning methods with respect to all metrics, for both the Llama-3-70B and the Mixtral-8x22B. When comparing two matching methods, the greedy matching method tends to show better performance on the average Wasserstein distance across all Waves. We attribute differences in matching methods to the one-to-one correspondence condition of maximum weight matching and the limited number of virtual users available. Specifically, the weights assigned to matched virtual subjects in maximum weight matching are inevitably lower than those in greedy matching, as the latter relaxes the constraints on one-to-one correspondence. This discrepancy can result in a lower demographic similarity between matched human and virtual users compared to the counterpart from greedy matching. These results suggest that the richness of the generated backstories in our approach elicits more nuanced responses compared to baselines.

Final Thoughts

Anthology marks a promising new direction in conditioning virtual personas in LLMs that could potentially reshape how we conduct user research, public opinion surveys, and other social science applications by offering a scalable, and at times, ethical alternative to traditional human surveys. However, the use of Anthology, as in any other application of language models in the social sciences, also brings several considerations to the forefront: although the generated backstories help create more representative personas, there remains a risk of perpetuating biases or infringing on privacy, so results should be used and interpreted with caution.

In terms of future steps, we envision our approach benefiting from a more expansive and diverse set of backstories, each representing a consistent life narrative of individuals. Additionally, a valuable extension of the work would be to consider free-form response generation, enabling more natural and nuanced persona simulations beyond structured survey formats such as multiple-choice. Finally, an exciting next dimension in applying LLMs in behavioral studies would involve simulating longer-term effects, allowing virtual personas to model and retrospectively examine changes over time.

All of these directions present multitudes of technical challenges; please let us know if you are interested in collaborating or want to discuss our work further!

Learn more about our work: link to full paper

@articlemoon2024virtual, title=Virtual personas for language models via an anthology of backstories, author=Moon, Suhong and Abdulhai, Marwa and Kang, Minwoo and Suh, Joseph and Soedarmadji, Widyadewi and Behar, Eran Kohen and Chan, David M, journal=arXiv preprint arXiv:2407.06576, year=2024

[ambientyoutube]

[Text: Wow never knew how much I actually needed this in my whorechata life]

[just-a-lil-otter]

As a firm believer of dragons, I have to propose this idea in case anyone else hasn't

Dragons did exist, they just evolved to live in the deepest parts of the ocean we haven't explored yet.

And before anyone says that that's impossible please think about it. Whales started out on land before they evolved to become these massive beasts that live in water, who's to say there weren't a select few dragons that evolved to become fully aquatic and live in the deep deep oceans where humans haven't explored yet, while the rest stayed on land and were eventually killed off by ancient humans and changing environments?

Or all dragons used to be these massive lizards, not necessarily having these massive wings to fly with but something similar. The ones on land evolved and adapted to living in higher areas like massive mountains and so the wings got bigger and stronger and gained an internal heating system(hence the fire breath) for the cooler temperatures, while the ones under the sea evolved to become fully aquatic and the wings probably became large fins and gained a similar heating system but instead it's boiling hot spurts of water like a geyser

Thank you for coming to my Ted talk

[jcsmicasereports]

Autism Diagnostic criteria, Symptoms, Child Diagnosis and Evaluation Scales by Theofilidis Antonis in Journal of Clinical Case Reports Medical Images and Health Sciences

ABSTRACT

Introduction: Autistic children have not withdrawn from reality due to some mental illness, rather they have failed to come out in reality due to a serious, and to a large extent, developmental disorder. As a result, autism is not currently considered psychosis, but is classified as a pervasive developmental disorder. This means that it is classified along with the other developmental difficulties rather than the mental illnesses themselves.

Aim: The aim of this study was to present an organized context of autism, its symptoms and clinical picture, its diagnostic criteria as well as child rating scales.

Method: The recent literature was reviewed with keywords: autism, symptoms, diagnostic criteria, evaluation, assessment of autism.

Conclusions: Autistic Disorder or autism is a severe form of Diffuse Developmental Disorder and has been described as a "spectrum disorder", which means that the clinical picture of autism is not homogeneous, but ranges from milder forms (with minimal and mild form). autistic elements and normal intelligence) to more severe forms (with multiple autistic elements accompanied by severe mental retardation).

Keywords: autism, symptoms, diagnostic criteria, evaluation, assessment of autism.

INTRODUCTION

Autism is a disorder that is affecting more and more people and has been described as a "spectrum disorder" which means that the clinical picture of autism is not homogeneous, but ranges from milder forms (with minimal and mild autistic features and normal intelligence)up to more severe forms (with multiple autistic elements accompanied by severe mental retardation). Autism has a reduction in the following areas:

Mutual social transactions

Communication

General behavior (stereotyped and divisive reactions occur)

Interests

Activities

In the areas mentioned above, people with Autism not only differ due to developmental delays, but also have divergent reactions, which are not usually found in children with normal development.

Diagnostic criteria

The diagnosis of Autistic Disorder even today is based on the characteristics of the child's behavior and not on medical examinations, although it is widely accepted that the causes of autism are due to organic rather than environmental factors1.

It is true that Kanner himself fueled these orientations considerably by referring to "cold rational" parents and the upper social class, in conjunction with his claim that autistic children have potentially high intelligence. We need a brief reference to these issues because they are involved in the definition of autism in a variety of ways7:

are the points that were mainly refuted in the course of Kanner's initial presentation,

the data on them are also indirectly answered in the hypothesis for a psychogenic definition of autism, essentially excluding it and

from here the research went further, which It was already focusing on the specifics of autism, thus leading to modern perceptions of this disorder but also to highlighting its complexity. Kanner concluded that children should maintain normal intelligence, indirectly: from the islands of potential that he found to maintain among their difficulties, such as:

Their "excellent" memory. Many studies have shown that the majority of autistic children actually have some degree of mental retardation, which is usually not severe. In fact, it remains and is still seen later, even if their social performance improves as they grow older 9,11.

The other thing that is clear here and important for the definition of autism is that, although mental retardation and autism often coexist, they are not identical. A few points from reliable studies can show interesting differences:

Autism can coexist with illnesses and conditions that usually cause mental retardation but the association does not seem to be as strong: it seems to go particularly well with low sclerosis, which is a rare condition, but much less so with Down syndrome or cerebral palsy. , which are much more common causes of mental retardation 1.

Epileptic seizures, common in children with mental retardation but usually beginning in early and middle childhood, typically first appear in autism (in ¼% of cases) around or near adolescence, or later13.

Characteristic differences are presented by retarded children and in particular aspects of cognitive emotional and social function. As in the immediate recognition of the leaf, in the recognition of emotions as they appear in human faces and in the emotional understanding

Kanner's first study of autism highlights a number of traits that he found to be characteristic of all the children he saw. These features are as follows 2:

Excessive autistic loneliness: Children failed to interact smoothly with people, and seemed to be overjoyed when left alone. This lack of social response appeared, according to Kanner, very early in life, as shown by the autistic infant's failure to reach out to the parent who would take him or hug him.

Anxious depressive desire to maintain similarity: Children were overly irritated by changes in routine or their surroundings. A different school routine, a rearrangement of furniture, could be the cause of an explosion, and the child may not be able to calm down until the familiar order is restored.

Excellent memory: The children Kanner saw showed an ability to recall large and insignificant amounts of material (eg an encyclopedia content page) that did not keep pace with their clear learning difficulties or mental retardation in other cases.

Delayed hoarseness: Children repeated the language they were hearing but failed to use words to communicate on topics beyond their immediate needs. The echo may explain the reversal of Kanner's pronouns - that children use the "You" when referring to themselves and the "I" to the other person. This use would be an immediate repetition of another speaker's observation. Similarly, autistic children commonly use an entire question to ask for something that follows (eg "Do you want a sweet?", Meaning " I want a sweet").

Hypersensitivity to stimuli: Kanner noted that many of the children he saw reacted strongly to certain noises and objects, such as vacuum cleaners, elevators, and even blowing air. Some even have problems or fantasies with food.

Limitation to spontaneous activity diversity: This is evident in children's repetitive movements in their verbal expressions and their interests. Kanner, however, realized that children often seemed to have a good relationship with objects revealing an amazing skill in spinning things or completing puzzles.

Good cognitive abilities: Kanner believed that the outstanding memory and skill shown in some of his cases reflected a superior intelligence, in addition to the fact that many children were considered to have severe learning disabilities.This strong impression on intelligence often observed in parents and teachers. A good memory is especially torturous - it leads everyone to form the impression that only if it turned to some practical use the child would learn well. An impression of intelligence is still given by the complete lack of obvious features in most cases of autism. Unlike children, who have many types of severe learning disabilities (eg Down syndrome), autistic children usually have a "normal" appearance. Kanner pointed out his "intelligent features".

Highly intelligent families: Kanner pointed out that all of his cases had intelligent parents, which may have facilitated the referral of their children to a specialist - so Kanner's sample is unlikely to be representative. Kanner also described parents as cold, although in his first article he was far from a psychogenic theory. On the contrary, he considers that "those in the world with an innate lack of ability to form a normal, biologically determined, emotional contact with people."The areas of speech that are particularly affected by autistic disorder, both comprehension and expression, are those that are related to the dialectical elements of speech, its prosody (tone of voice, volume, strength, intonation) 14, with its non-verbal elements (posture, distance, facial expressions etc), the factual nature of speech and its use in everyday communication practice 10

Kanner isolated only two of these key elements of autism: "excessive isolation and depressive obsession with maintaining similarity." He considered that the other symptoms are either secondary and caused by these two elements (eg communication deficiencies), or that they do not correspond to autism (eg stereotypes)12.

Symptoms

The symptoms of autism can generally be divided into "deficiencies" and "surpluses" of behavior. The shortcomings concern the main areas of development, such as 2:

Attention

avoid eye contact

distraction

minimal or excessive preoccupation with certain objects

expression of concern

Speaking

hoarseness

incomprehensible joint

inappropriate hoarseness of voice

inappropriate volume of voice

incoherent reason

repetitive speech

Social and Emotional Events

avoidance or refusal of physical contact

avoidance or refusal of social contact / communication

lack of interest in peers

general lack of interest in people

lack of initiative and response to social transactions

apathy to stimuli that cause fear

excessive fear response to stimuli that usually do not elicit a phobic response

apathy or excessive reaction to separation from the mother

apathetic or inappropriately emotional expressions

lack of empathy

Play

Peculiar use of toys abstaining from symbolic or representational play

abstention from binary or group play with peers

excessive attachment to certain games

interest in a very limited number of games

Sensory Processing

idiosyncratic processing of visual stimuli (eg plain gaze)

indifference or excessive reaction to auditory stimuli (eg does not react to a loud click, while closing his ears to the sound of the vacuum cleaner)

indifference or excessive reaction to tactile stimuli (eg apathetic pain remains, while caressing is not tolerated)

hypersensitivity to certain flavors and odors

Selective Attention to Certain Characteristics of Environmental Stimuli or Overselectivity

It tends to focus on individual characteristics of environmental stimuli, such as color or shape, resulting in processing them piecemeal rather than spherically. This fragmentary or over-selective treatment exacerbates the difficulty for the person with autism to distinguish and recognize objects or symbols and to generalize their skills with new stimuli and in new conditions5,6. For example, if he has learned to name the person depicting a photograph, he recognizes it only from that photograph. He does not realize that the person he depicts in different photos is the same. This difficulty is due to the fragmentary observation of an element  or elements of the photograph, such as the clothes of the person depicted or the landscape, instead of globally observing all the facial features that are the main stimulus for recognizing people4.

Cognitive Functions

mental retardation

unstable learning

developmental gaps in cognitive areas

learning regression

"Surpluses" in the behavior of people with autism are mainly associated with maladaptive and stereotypical reactions and can be classified into the following categories:

Dissociative Behavior

anger attacks

disobedience

aggression

self-injuries

Stereotypical Reactions

in tactile stimuli (eg visual surveillance with half-closed eyes, monitoring of objects holding and twisting them like a whirlpool)

 in speech (eg incoherent sounds or continuous phrases)

 in the smell (eg smells persistently of objects or people)

 in taste (eg holds food in the mouth for a long time) e) in touch (eg rubs fingers together)

 in motion (eg shakes his fingers, hands or feet for a long time, tightens his muscles)

rituals (eg placing objects in a straight line)

Special Abilities

excellent memory and parrot ability

high arithmetic ability

hyperlexia

dexterity in puzzles and games with complex mechanisms

Diagnosis Scales and Evaluation of Children with Autism

The use of questionnaires and scales that assess only behavioral problems as well as the limited interests and repetitive and stereotypical behavior of children with ASD is useful not only for diagnostic purposes, but because it is a guide for prioritizing the goals of therapeutic intervention. That is, we decide to start the therapeutic intervention from the most serious problems of the child and the family (that is, the problems that most affect the life of the child and his family as well as those that greatly impede learning) and then we intervene in the least serious problems (those that least affect the child's life and learning). According to the DCM-III-R we can classify the diagnostic criteria of autism into three categories: social behavior, communication and deviant behavior. In order to diagnose autism, it is necessary to add up a total of six or more "points" from the three categories mentioned above. In particular, the presence of at least two "points" from the first category and at least one point from the second and third category is necessary.

Diagnostic criteria for autism disorder by DCM-III-R.

At least eight of the following traits are present and include two traits from group A, one from group B and one from group C 1.

Note: Consider a criterion only if the behavior is abnormal to the individual's level of development.

Qualitative deficiency in mutual social interaction as manifested by the following:

(The examples in parentheses are arranged so that what is mentioned first is more likely to suit smaller or more disadvantaged individuals and the latter to larger or less disadvantaged individuals with this disorder).

Clear lack of vigilance regarding the existence or feelings of others (eg treats one person as if it were a piece of furniture, does not perceive another person's anguish, obviously does not perceive the need for others' privacy).

Lack or abnormal pursuit of relief in times of distress (eg does not seek relief even when ill, wounded or tired, seeks relief in a stereotypical way, eg says "cheese, cheese, cheese »Whenever he is injured).

Lack or inadequate imitation (eg does not shake his hand when saying "hello", does not copy the mother's activities at home, mechanical imitation of actions without content) Lack or abnormal play with others (does not actively participate in simple toys, prefers solitary play activities, engages in other children's play only as "mechanical assistance").

Clear lack of ability to make friends with peers (no interest in making friends with peers, despite the interest in making friends shows a lack of understanding of the habits that govern social transaction (for example, reads a phone book to non-interested peers).

Quality deficiency in verbal and non-verbal communication and creative imagination activities, as manifested by the following:

(The numbered features are arranged so that those presented first are more likely to apply to smaller or more disadvantaged individuals and the latter to larger or less disadvantaged individuals with this disorder).

No means of communication, such as the use of articulate communication screams, facial expressions, gestures, imitations or spoken language.

Clear abnormal non-verbal communication on topics such as a research look, facial expression, posture or gestures to start or arrange a social transaction (eg does not anticipate being held in the arms, does not bend his body when held, does not look at the person or laugh when he takes a social approach, does not shake hands with his parents or visitors, has a steady plain look at social situations).

Lack of creative imagination activity, such as playing the roles of an adult, fictional person or animal, lack of interest in fictional storytelling.

Clear abnormalities in speech production, which includes characteristics such as volume, color, agony, proportion, rhythm and tone (eg monotonous speech, question-like melody, or high color).

Clear anomalies in the form or content of speech, which includes stereotyped and repetitive use of speech (eg direct echo or mechanical repetition of TV commercials), use of "you" instead of

"I" (eg uses: "Do you want a nut?" To mean:"I want a nut"), temperamental use of words or phrases (eg uses: "Go on the green aisle" to mean: "I want to go to the cot"), or frequent irrelevant remarks (eg begins to talks about train timetables during a sports discussion).

Clearly inadequate ability to initiate or maintain a conversation with others beyond adequate speech (eg it results in long monologues that deal with a topic regardless of its connection to other topics).

Clearly limited repertoire of activities and interests:

Stereotypical body movements, e.g. hitting - twisting - knitting of the hands, strong banging of the head, complex movements of the whole body.

2.Persistent bias towards parts of objects (eg smell of objects, repetitive sensual contact with materials, rotation of toy car wheels) or attachment to unusual objects (eg insists on rotating a piece of rope).

3.Clear anxiety about changes in insignificant aspects of the environment, e.g. when a jar is moved from the usual position.

4.Reckless obsession with routines with precise detail, e.g. obsession to always and exactly follow the same shopping habit.

5.Clearly limited range of differences and a bias with a narrow interest, e.g. is interested in putting objects in order, collecting meteorological facts or pretending to be a fictional person.

Beginning during infancy or childhood:

Identify the onset of childhood (after 36 months of age).

Categories with Indicative Examples of Grading Scale Classification of Autism (CARS, Childhood Autism Rating Scale, 1988)

Because people with Autism, in addition to psychoeducational needs, have additional problems due to deviant behavior, specially weighted scales and questionnaires are particularly useful to assess the behavioral problems, anxiety, and other disorders that these individuals experience. The most well-known and widespread of these questionnaires and scales are: the Autism Behavior Checklist (ABC)3, which helps determine if a student should be referred for an autism test in the first place. , Autism Diagnostic Interview- Revised (ADI-R)8 (also used to diagnose autism) and the Childhood Autism Rating Scale (CARS)3, perhaps the most common scale for autism, used to determine the severity of symptoms. The score on this scale classifies autistic disorder as mild, moderate, and severe. CARS groups autism-related symptoms into 15 categories and each symptom is classified based on 7 scores (1, 1.5, 2, 2.5, 3, 3.5 and 4). The grade of the symptoms ranges from grade 1 (which means the manifestation of behavior at a normal level for his chronological age) to grade 4 (which means the manifestation of a symptom at a level that indicates a serious disorder). Below are the 15 categories of symptoms with examples .

Interpersonal Relationships

E.g. the grade 2.5-3 is given when the child sometimes does not perceive the presence of adults. It sometimes takes persistent effort to get his attention. Takes minimal communication initiatives.

Imitation

E.g. Grade 4 is given when the child rarely imitates sounds, words or movements, even at the urging of adults.

Emotional Manifestations

E.g. grade 1 is given when the child expresses his feelings with the quality and intensity dictated by social situations. Emotional expression is judged by the child's facial expression, posture and manners.

Movement of the Body

E.g. Grade 2 is given when the child shows minor peculiarities in movement, such as awkwardness, repetitive or uncoordinated movements and when he is very short he makes particularly unusual movements.

Use of Objects

For example, grade 4 is given when the child has little interest in toys or other objects, or uses them in very peculiar ways. Absorbs dealing with elements or parts of the game that are not important and is impressed by the reflection of light on these objects. Repeatedly shakes a part of the object or plays exclusively with a single object. When a child becomes addicted to the above reactions, it is very difficult to distract him from them.

Adaptability to Change

E.g. Grade 2 is given when the child is still engaged in the same activity or the same material, despite the efforts of an adult to distract him.

Visual Reactions

E.g. grade 1 is given, if the child has normal for his age reactions to visual stimuli. It uses its sight, like its other senses, to process new stimuli.

Acoustic Reactions

E.g. grade 3 is given when the child's reactions to auditory stimuli vary. The child sometimes systematically ignores some sounds and other times, scares and closes his ears if he hears normal sounds of the environment.

Reactions related to Taste, Smell and Touch

E.g. grade 2 is given when the child insists on putting in his mouth, smelling or trying to eat non-edible objects. The same degree is given when he is either completely ignorant or overly intolerant of mild pain, for which the average child would simply show little discomfort.

Stress Reactions

E.g. Grade 4 is given when the child repeatedly shows phobias about situations and objects that are harmless, while it is very difficult to alleviate his fear. The child may expose himself to dangers that children his age have learned to avoid.

11 Verbal Communication

For example, grade 4 is given when the child does not use communication language. It can make babies cry,strange sounds that sound like animal cries, complex noisy sounds that characterize articulated words or phrases in a repetitive and strange way.

Non-Verbal Communication

E.g. grade 3 is given when the child can not express his needs and desires using ways of non-verbal communication and does not understand the expressive communication expressions of others.

Mobility Level

E.g. Grade 1 is given when the child shows no deviation from children of his age in motor activities. The child does not show hyperactivity or hyperactivity in relation to children of his age.

Level of Stability in Cognitive Skills

E.g. Grade 3 is given when the child in general does not have the same cognitive skills as children of his age, but in one or two areas shows normal development.

15 General Impressions

The score ranges from 1 (the child does not show symptoms of autism) to 4 (the child has many symptoms or autism in severe form).

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