Next, taking a wheel diagram, another step towards identifying your child’s autism traits and their intensity. The wheel segments (spokes) are the areas most affecting your child. The numbers within those areas indicate the depth, or intensity of that particular behavior.
Above pie-shaped 'wheel' is one retrieved from Claire Jack, Ph.D.; Psychology Today (2022).
This ‘wheel’ is not a formal diagnostic tool, but a visual model on which to display assessment information. The formal test scores used in numbers 1-10 may originate from the Childhood Autism Rating Scale, 2nd Edition (CARS-2), and / or the Autism Diagnostic Interview-Revised (ADI-R).
< My Thoughts > “…CARS-2…”
CARS2 includes an unscored section called QPC; Questionnaire for Parents or Caregivers which may be integrated into the scored sections to help validate the person’s autism diagnosis.
The ADI-R relies heavily on the parent / caregivers recall and interpretation of a ‘behavior’ which they are seeing, or have seen in the child. This test is said not to be appropriate for children under the age of two years old; nor for adults. Other factors such as gender, socioeconomic status and ethic background may skew the interpretation of the severity of symptoms.
Behavior is in the eye of the beholder. The tests mentioned here, and in other parts of my Free ASD book, are designed to represent a formal diagnosis for insurance, school services, and medical purposes. The informal ‘wheel’ will help you decide which ‘interventions’ are most critical to you, your child, and your family. Which will help your child have a more meaningful (to him or her) life. Spend your time and money wisely. Verify and clarify. There is no ‘cure’ for autism. Build on the strengths and times when your child seems contented, and without stress.
Note: For further information on ‘Helping’ go to MENU – KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, UNIT 3 – What Is Most Concerning?
This ‘wheel’ is not a formal diagnostic tool, but a visual model on which to display assessment information. The formal test scores used in numbers 1-10 may originate from the Childhood Autism Rating Scale, 2nd Edition (CARS-2), and / or the Autism Diagnostic Interview-Revised (ADI-R).
< My Thoughts > “…CARS-2…”
CARS2 includes an unscored section called QPC; Questionnaire for Parents or Caregivers which may be integrated into the scored sections to help validate the person’s autism diagnosis.
The ADI-R relies heavily on the parent / caregivers recall and interpretation of a ‘behavior’ which they are seeing, or have seen in the child. This test is said not to be appropriate for children under the age of two years old; nor for adults. Other factors such as gender, socioeconomic status and ethic background may skew the interpretation of the severity of symptoms.
Behavior is in the eye of the beholder. The tests mentioned here, and in other parts of my Free ASD book, are designed to represent a formal diagnosis for insurance, school services, and medical purposes. The informal ‘wheel’ will help you decide which ‘interventions’ are most critical to you, your child, and your family. Which will help your child have a more meaningful (to him or her) life. Spend your time and money wisely. Verify and clarify. There is no ‘cure’ for autism. Build on the strengths and times when your child seems contented, and without stress.
Note: For further information on ‘Helping’ go to MENU – KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, UNIT 3 – What Is Most Concerning?
(Image of unknown child, dancing as a ballerina.)
Davide-Rivera (2013) exclaims that as a child – When they noticed me walking on tip-toes, they made me a ballerina. When I twirled round and round, I was only dancing.
Bright Tots Editor (2019) believes that being ‘always on the move, frequently twirling, spinning, running round & round’ can be ‘stereotyped’ behavior.
Smith, M. & Segal, J. (2024) say that becoming an expert on your child’s behavior is key. Finding out what is stressful, frightening, uncomfortable, comfortable, calming, and enjoyable. Try to get better at identifying ‘triggers’ and troubleshooting problems.
< My Thoughts > “… ‘triggers’…”
Know also, that you and the family have ‘triggers’ that your child senses. In the classroom, teachers may be heard saying that, “when one student ‘goes off’, the others will too. Highly sensitive children may see energy levels, auras, and have sensory experiences which others do not; thus, they react to one another’s behaviors. If you, or a family member reacts to a behavior, that may intensify your child’s ‘triggers’. Therefore, the ‘wheel’, comprised of challenges may reflect yours, but not necessarily your child’s. Several ‘wheel’ interpretations may be needed.
Murfitt, T. (2024) makes it clear that constructing data on a wheel symbol does not represent an accurate medical diagnosis, but gives one an image of where there are the most challenging areas of risk. He says that, “It (the wheel) may be used alongside other questionnaires and assessments to build a more complete picture, as well as to better explain how autism can affect someone’s everyday life in different ways.”
< My Thoughts > “…everyday life…”
Deciding which is a more significant concern is often open to interpretation and one’s own personality and temperament. Sonny’s dad may consider that dealing with our son’s need for routine in everyday life is more important than I do, because dad also seems to operate on a strict daily schedule. When these wheels are created from information on ‘self-reporting’ tests / information, they are most often subjective; but are still very useful, reflecting how the family is sees the child’s autism traits, in everyday life.
Note: For further information on ‘self-awareness’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 5 – What to Do While You Wait?
Each spoke or segment of the wheel corresponds to a specific area of experience related to autism. The scale, which can range from 1 to 5 or 1 to 10, is used to rate the intensity of that trait / behavior challenge in that area. Here is an example –
Social Communication:
High score (e.g., 9 out of10): The person has significant challenges with social interactions, such as interpreting nonverbal cues like body language and tone of voice.
Low score (e.g., 2 out of10): The person has only minor difficulties with social interactions and can cope with everyday conversations.
Parents, caregivers, and / or teachers, and therapists may want to create their own ‘wheel’, with the traits or categories which most affect their child, or student, during the current period of time for which intervention is being considered.
The pie-shape wheel shown above, from Claire Jack, Ph.D.; Psychology Today (2022) has the following concerning ten traits –
Your wheel may be constructed to fit your child’s traits. For instance, which behaviors need immediate intervention. If ‘meltdowns’ and ‘sensitivity to noise’ are constantly interrupting daily life, the ‘sensory issues’ may want to be further tested, with that therapy sought, first.
Feeding and toileting are not on this particular wheel. But picky eating and / or gastrointestinal issues may be putting your child at risk for malnutrition, and lack of support for their medications. While, wearing a diaper, lack of toileting, may be keeping them from being accepted in some learning settings. Create your own wheel image, to fit your child’s autism traits.
REFERENCE:
Bright Tots Editor (2019). Stereotype Behavior. Retrieved online from – http://brighttots.com/Autistic_behaviors.html/
Davide-Rivera, J. (2013). Twirling Naked in the Streets & No One Noticed: Growing Up with Autism; eBook Edition.
Jack, C. (2022). From Autistic Linear Spectrum to Pie Chart Spectrum. Psychology Today. Retrieved online from –https://www.psychologytoday.com/us/blog/women-autism-spectrum-disorder/202208/autistic-linear-spectrum-pie-chart-spectrum/
Murfitt, T. (2024). The Autism Wheel Test. Retrieved online from – https://www.oxfordcbt.co.uk/the-autism-wheel-test/
Smith, M. & Segal, J. (2024). Helping your child with autism thrive. Retrieved online from – https://www.helpguide.org/mental-health/autism/helping-your-child-with-autism-thrive
End of Today’s BLOG ~ Autism, in Everyday Life.
My appreciation for sharing, commenting, and 'liking' and 'friending' on Facebook! Trying to get caught-up on confirming Facebook ‘Friend’ requests. If you did not get yours, please try again. If you wish to contact me directly, the best way is to ‘Comment’ on www.sarasautismsite.com which comes directly to me and not publicly.
Regards,
Sara Luker
DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.
Davide-Rivera (2013) exclaims that as a child – When they noticed me walking on tip-toes, they made me a ballerina. When I twirled round and round, I was only dancing.
Bright Tots Editor (2019) believes that being ‘always on the move, frequently twirling, spinning, running round & round’ can be ‘stereotyped’ behavior.
Smith, M. & Segal, J. (2024) say that becoming an expert on your child’s behavior is key. Finding out what is stressful, frightening, uncomfortable, comfortable, calming, and enjoyable. Try to get better at identifying ‘triggers’ and troubleshooting problems.
< My Thoughts > “… ‘triggers’…”
Know also, that you and the family have ‘triggers’ that your child senses. In the classroom, teachers may be heard saying that, “when one student ‘goes off’, the others will too. Highly sensitive children may see energy levels, auras, and have sensory experiences which others do not; thus, they react to one another’s behaviors. If you, or a family member reacts to a behavior, that may intensify your child’s ‘triggers’. Therefore, the ‘wheel’, comprised of challenges may reflect yours, but not necessarily your child’s. Several ‘wheel’ interpretations may be needed.
Murfitt, T. (2024) makes it clear that constructing data on a wheel symbol does not represent an accurate medical diagnosis, but gives one an image of where there are the most challenging areas of risk. He says that, “It (the wheel) may be used alongside other questionnaires and assessments to build a more complete picture, as well as to better explain how autism can affect someone’s everyday life in different ways.”
< My Thoughts > “…everyday life…”
Deciding which is a more significant concern is often open to interpretation and one’s own personality and temperament. Sonny’s dad may consider that dealing with our son’s need for routine in everyday life is more important than I do, because dad also seems to operate on a strict daily schedule. When these wheels are created from information on ‘self-reporting’ tests / information, they are most often subjective; but are still very useful, reflecting how the family is sees the child’s autism traits, in everyday life.
Note: For further information on ‘self-awareness’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT 5 – What to Do While You Wait?
Each spoke or segment of the wheel corresponds to a specific area of experience related to autism. The scale, which can range from 1 to 5 or 1 to 10, is used to rate the intensity of that trait / behavior challenge in that area. Here is an example –
Social Communication:
High score (e.g., 9 out of10): The person has significant challenges with social interactions, such as interpreting nonverbal cues like body language and tone of voice.
Low score (e.g., 2 out of10): The person has only minor difficulties with social interactions and can cope with everyday conversations.
Parents, caregivers, and / or teachers, and therapists may want to create their own ‘wheel’, with the traits or categories which most affect their child, or student, during the current period of time for which intervention is being considered.
The pie-shape wheel shown above, from Claire Jack, Ph.D.; Psychology Today (2022) has the following concerning ten traits –
- Anxiety
- Communication problems
- Eye contact
- Executive Functioning
- Meltdowns
- Need for routine
- Restricted interests
- Sensitivity to noise, textures, light
- Social issues
- Stimming
Your wheel may be constructed to fit your child’s traits. For instance, which behaviors need immediate intervention. If ‘meltdowns’ and ‘sensitivity to noise’ are constantly interrupting daily life, the ‘sensory issues’ may want to be further tested, with that therapy sought, first.
Feeding and toileting are not on this particular wheel. But picky eating and / or gastrointestinal issues may be putting your child at risk for malnutrition, and lack of support for their medications. While, wearing a diaper, lack of toileting, may be keeping them from being accepted in some learning settings. Create your own wheel image, to fit your child’s autism traits.
REFERENCE:
Bright Tots Editor (2019). Stereotype Behavior. Retrieved online from – http://brighttots.com/Autistic_behaviors.html/
Davide-Rivera, J. (2013). Twirling Naked in the Streets & No One Noticed: Growing Up with Autism; eBook Edition.
Jack, C. (2022). From Autistic Linear Spectrum to Pie Chart Spectrum. Psychology Today. Retrieved online from –https://www.psychologytoday.com/us/blog/women-autism-spectrum-disorder/202208/autistic-linear-spectrum-pie-chart-spectrum/
Murfitt, T. (2024). The Autism Wheel Test. Retrieved online from – https://www.oxfordcbt.co.uk/the-autism-wheel-test/
Smith, M. & Segal, J. (2024). Helping your child with autism thrive. Retrieved online from – https://www.helpguide.org/mental-health/autism/helping-your-child-with-autism-thrive
End of Today’s BLOG ~ Autism, in Everyday Life.
My appreciation for sharing, commenting, and 'liking' and 'friending' on Facebook! Trying to get caught-up on confirming Facebook ‘Friend’ requests. If you did not get yours, please try again. If you wish to contact me directly, the best way is to ‘Comment’ on www.sarasautismsite.com which comes directly to me and not publicly.
Regards,
Sara Luker
DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.
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