ISAA Corrected

INDIAN SCALE FOR ASSESMENT OF AUTISM
Autism is a neurodevelopmental disorder which is pervasive in nature, only one-third of those

affected report of some improvement in their condition, whereas two- thirds suffer from severe
impairment in functioning and need constant supervision and care throughout their life.Autism
spectrum disorder begins in early childhood and eventually causes problems functioning in
society — socially, in school and at work, for example. Often children show symptoms of autism
within the first year. A small number of children appear to develop normally in the first year, and
then go through a period of regression between 18 and 24 months of age when they develop
autism symptoms.
Description of The Tool

ISAA is an objective assessment tool for persons with autism which uses observation, clinical
evaluation of behavior, testing by interaction with the subject and also information supplemented
by parents or caretakers in order to diagnose autism. ISAA consists of 40 items rated on a 5-point
scale ranging from 1 (never) to 5 (always). The 40 items of ISAA are divided under six domains
as given below.
• Domain-I Social Relationship and Reciprocity

Individual with autism do not interact with other people. They remain socially unresponsive,
aloof and may have difficulty in understanding another person's feelings, such as pain or sorrow.
The have significant problems in use of body language and nonverbal communication, such as
eye contact, facial expressions, and gestures and establishing friendships with children of the
same age.
• Domain-ll Emotional Responsiveness

Individuals with autism do not show the expected feelings in a social situation. Emotional
reactions are unrelated to the situation and may show anxiety or fear which is excessive in nature
without apparent reason. They may engage in self-talk that is inappropriate for their age and may
lack fear of danger.
• Domain-lIl Speech - Language and Communication
Individuals with Autism will have problems in speech development. They find it difficult to
express their needs verbally and nonverbally and may also have difficulty in understanding the
non-verbal language of others. People with autism often, have echolalia and may repeat a word,
phrase, or sentence out of context.
• Domain-IV Behavior Patterns

Individuals with autism may engage in self-stimulatory behavior in the form of flapping of hands
or using an object for this purpose. They insist on following routines, sameness and may resist
change. Some autistic children may be restless and exhibit aggressive behavior.
• Domain-V Sensory Aspects

A majority of autistic people are either hyper or hypo sensitive to light, sound, smell, and other
external stimulation. They may ignore objects or become obsessed by them, or they may watch
those objects very intently or act as if they are not even there. Some autistic children explore
their environment by smelling, touching, or tasting objects.
• Domain-VI Cognitive Component

Individuals with autism may lack attention and concentration. They do not respond to
instructions promptly or respond after a considerable delay. On the other hand, individuals with
autism may also have special or unusual ability known as, savant ability in some areas like
reading, music, memory, and artistic abilities.
TEST ADMINISTRATION
Description of The Tool

ISAA is an objective
assessment tool for persons with
autism which uses observation,
clinical
evaluation of behaviour,
testing by interaction with
the subject and also
information
supplemented by parents or
caretakers in order to diagnose
autism. ISAA consists of 40
items
rated on a 5-point scale ranging
from 1 (never) to 5 (always).
The 40 items of ISAA are
divided under six domains as
given below
AIM:
To assess the severity of Autism in the subject using the Indian Scale for Assessment of Autism.
MATERIALS REQUIRED:
1.ISAA questionnaire
2.Pencil
3.Manual
SUBJECT:
NAME: TA
AGE: 15 years
GENDER: female
PROCEDURE:
There are 40 statements which are divided under 6 domains. You are required to put a tick mark
beside the appropriate rate of the scale by observation of the child and information from
caretaker or parent.
SCORING AND INTERPRETATION:

scores for each domain have to be calculated & summed up at the end to find the total. Sum total
of all the domains will help to determine the degree of autism of the subject. It follows a 5-point
rating scale ranging from 1(rarely)-5(always). The interpretation of the scores are as follows:
1. Below 70 → normal
2.70 - 106 → Mild autism
3.107 - 153 → Moderate autism
4.Above 153 → Severe autism
During the administration of the test, the child displayed behaviors indicative of typical
development. They maintained appropriate eye contact and responded promptly to instructions.
The child appeared engaged and attentive throughout the assessment, demonstrating curiosity
and interest in the tasks presented. There were no signs of restlessness, agitation, or discomfort.
The child interacted appropriately with the examiner, providing relevant responses, and
participating actively in conversations. No repetitive or self-stimulatory behaviors were
observed. Overall, the child seemed comfortable and cooperative during the entire testing
process.
RESULTS:
On Indian Scale for Assessment of Autism (ISAA) his total score is 44 which indicates mild to
no autistic features. The features indicated in the different domains are as follows
Domain I: Social Relationship and Reciprocity:

The child demonstrates strong social engagement and responsiveness. She is able to maintain
conversations easily, showing appropriate responses and engagement with others. The child can
understand and respond to others' emotions effectively and is able to establish and maintain
friendships with peers. She is attentive to conversations and actively participate in social
interactions.
Domain II: Emotional Responsiveness:

The child's emotional responses are appropriate to the given situations. She can express a wide
range of emotions clearly and appropriately. The child is able to manage restlessness and
irritation in a socially acceptable manner and does not exhibit any peculiar gestures indicative of
distress.
Domain III: Speech-Language and Communication:

The child communicates her needs and ideas effectively both verbally and nonverbally. She
understands and use nonverbal cues such as gestures and facial expressions appropriately. The
child can express ideas coherently, use language properly in social situations, take turns in
conversation, initiate and maintain discussions, and understand social cues.
Domain IV: Behavior Patterns:

The child exhibits typical behavior patterns without engaging in self-stimulatory behaviors. She
adapts well to changes and do not exhibit a strong preference for routines. The child is generally
calm and does not display aggressive behaviors. She participates in a variety of activities and do
not show repetitive or restricted behaviors.
Domain V: Sensory Aspects:

The child has typical sensory responses and is not overly sensitive to external stimuli. She
responds to sounds, sights, and other sensory inputs in a manner consistent with their peers,
without showing hyper-responsiveness or significant discomfort.
Domain VI: Cognitive Component:

The child demonstrates appropriate levels of attention and concentration, responding to stimuli
and instructions in a timely manner. She is capable of planning, organizing, initiating, and
completing tasks effectively. The child adapts well to changes in routine or unexpected events
and has a broad range of interests. She can engage in a variety of activities without showing an
intense focus on a single topic or activity.
During the observation, the child displayed behaviors consistent with typical development. She
engaged readily with the examiner, showing interest and curiosity. The child followed
instructions promptly and participated actively in tasks. No unusual or repetitive behaviors were
noted. The child appeared comfortable in the assessment environment
In summary, TA exhibits no challenges in social engagement, emotional responsiveness,
communication, and behavior patterns, which indicates that the child does not have autistic
features.
DISCUSSION:
ISAA aims to assess the degree of autism in the subject. The subject obtained a score of 44,
which means she is in the normal category, with no autistic features.
CONCLUSION:
The subject does not have autism.
REFERENCES
1. Indian Scale for Assessment of Autism. (2021). Studocu; Studocu.
https://www.studocu.com/in/document/chinmaya-vishwavidyapeeth/applied-psychology/
indian-scale-for-assessment-of-autism/80217685
2. Patra, S., & Arun, P. (2011). Use of Indian Scale for Assessment of Autism in Child
Guidance Clinic: An Experience. Indian Journal of Psychological Medicine, 33(2), 217–
219. https://doi.org/10.4103/0253-7176.92043
3. Chakraborty, S.(et.al,) (2015). Assessment of severity of autism using the Indian scale for
assessment of autism. Indian journal of psychological medicine, 37(2), 169-174.

ISAA Corrected

Uploaded by

Copyright:

Available Formats

ISAA Corrected

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ISAA Corrected

Uploaded by

Copyright:

Available Formats

INDIAN SCALE FOR ASSESMENT OF AUTISM

Autism is a neurodevelopmental disorder which is pervasive in nature, only one-third of those

Description of The Tool

• Domain-I Social Relationship and Reciprocity

• Domain-ll Emotional Responsiveness

• Domain-IV Behavior Patterns

• Domain-V Sensory Aspects

• Domain-VI Cognitive Component

Description of The Tool

SCORING AND INTERPRETATION:

Domain I: Social Relationship and Reciprocity:

Domain II: Emotional Responsiveness:

Domain III: Speech-Language and Communication:

Domain IV: Behavior Patterns:

Domain V: Sensory Aspects:

Domain VI: Cognitive Component:

Guidance Clinic: An Experience. Indian Journal of Psychological Medicine, 33(2), 217–

assessment of autism. Indian journal of psychological medicine, 37(2), 169-174.

You might also like