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    MIGDAS Template

    Uploaded by

    dannibreecc
    Migdas report template

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    MIGDAS Template

    Uploaded by

    dannibreecc
    90 views2 pages
    Migdas report template

    Original Title

    MIGDAS template

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    © © All Rights Reserved

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    DOCX, PDF, TXT or read online from Scribd

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    Migdas report template

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    90 views2 pages

    MIGDAS Template

    Uploaded by

    dannibreecc
    Migdas report template

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    To obtain a qualitative picture of XXXXX’s sensory, language, and social

    profile, selected portions of the Monteiro Interview Guidelines for


    Diagnosing the Autism Spectrum- Second Edition (MIGDAS-2) were
    completed. The sensory-based interview helps clinicians determine whether
    an individual displays a behavioral profile consistent with the diagnosis of
    autism spectrum disorder (ASD). A description of XXXXX’s behavioral
    profile is detailed below, broken down into the areas of sensory use and
    interests, language and communication, and social relationships and
    emotional responses.

    EVALUATORS
    ● list observations consistent with autism or inconsistent with autism
    ● give specific examples from the session regarding how the child acted
    or responded

    Sensory Use and Interests

    Inconsistent with ASD Consistent with ASD


    Showed no preference for any Engaged in talking about preferred
    particular sensory toy. Used them topics and increased spontaneous flow
    all in equal amounts and of speech when discussing video games.
    exploration.
    Played a game of catch Emphasized citing facts and details,
    successfully with social leaving out social/emotional content
    referencing before throwing. when discussing preferred topic of
    video games and even Pokemon.
    Walked hurriedly down the hallway not
    waiting to walk in stride with the
    evaluator.
    Did not engage with the evaluator
    during use of the sensory toys,
    appeared to prefer exploring by himself

    Language and Communication

    Inconsistent with ASD Consistent with ASD


    Engaged in some unusual speech, such
    as stuttering and stammering which
    appeared to increase when non-
    preferred topics were introduced or in
    high stress areas.
    Did not inject social comments or
    questions into the conversation,
    keeping the comments detail oriented.
    Marked contrast in conversational flow
    depending on the topic, with most fluid
    and clear speech noted during
    conversational topics selected by the
    child

    Social Relationships and Emotional Responses

    Inconsistent with ASD Consistent with ASD


    Reported having friends at school Reported difficulty with friendships,
    and children whom he consistently described having friends but then
    plays with at recess. stated they are “kind of” friends.
    When giving details it did not appear
    that he is identifying friendships, but
    acquaintances.
    Difficulty in identifying triggers to his
    feelings, such as anger and anxiety. He
    reported that he has a lot of feelings,
    but vague regarding them and
    difficulty verbally describing them or
    identifying the actual triggers.
    Increase stammering when talking
    about feelings/emotions/relationships.
    Literal interpretation of idioms; when
    the evaluator described their meaning
    he showed no interest, stating “that
    doesn’t seem right.”

    Overall, his behaviors were more likely to be classified as consistent with an


    autism spectrum presentation than inconsistent with it.

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