GARS-2
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PRESENTATION OUTLINE
GARS-2
Gilliam Autism Rating Scale
Assessment kit
- Examiners Manual
- Summary Response Booklet
- Instructional Objectives for Children Who have Autism
manual: information needed to administer, score, and interpret the GARS-2
contains technical data
summary response: 9 sections
instructional: goals and objectives can be used when creating IEP's or behavior plans
contains technical data
summary response: 9 sections
instructional: goals and objectives can be used when creating IEP's or behavior plans
Social/Emotional test
must be between 3 and 22 years old and behavioral problems
Measures: specific, observable, and measurable behaviors
Photo by mdanys
Examiner
- selects rater
- experienced and trained
- school psychologist, educational diagnostician, autism specialist, speech-language pathologist, or similarly trained
overseas the use, scoring, and interpretation of the assessment
experienced and trained in working with people who have autism
experienced and trained in working with people who have autism
Photo by katerha
Rater
- knows the individual
- classroom teacher, parent, or caregiver
- gives the assessment
There can be more than 1 rater. The classroom teacher can rate the stereotyped and social interactions while the speech-language pathologist completes the communication section.
Photo by Kathy Cassidy
Assessment
- 42 interview items
- 3 subscales (14 in each)
- given at home or school
SCORING
circle/check answer by hand
raw scores
standard scores
percentile rank
autism index
standard scores
percentile rank
autism index
Subscales
1. Stereotyped Behaviors
3. Flicks fingers rapidly in front of eyes for periods of 5 seconds or more.
12. Flaps hands or fingers in front of face or at sides.
Subscales
2. Communication
17. Repeats words or phrases over and over.
20. Looks away or avoids looking at speaker when name is called.
Subscales
3. Social Interaction
29. Avoids eye contact; looks way when someone looks at him or her.
40. Becomes upset when routines are changed.
if no is selected for any question the individual meets criteria for delays
numerically add the columns to get a raw score
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convert the raw score into the standard score using the table
the standard score and percentile rank for each subscale gets recorded in section II
calculate the sum of the 3 standard scores and record that also
the standard score and percentile rank for each subscale gets recorded in section II
calculate the sum of the 3 standard scores and record that also
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take the sum of the 3 subscales standard score and find the autism index and full scale percentile.
these scores get written in section II
these scores get written in section II
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GoAls
- Given the verbal command, "hands quiet" Leah will stop finger flapping within 5 seconds.
- When given the direction to stop, Leah will stop lining up objects in an orderly fashion within 5 seconds.
- When given an object Leah will refrain from sniffing it 3 out of 5 times.
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- Given picture cards Leah will express what she wants 4 out of 5 times.
- Leah will decrease her rocking motion 3 out of 5 times, when asked to stop rocking.
