The Gilliam Autism Rating Scale-2 (GARS-2) is a 42 item norm referenced screening instrument used for
the assessment of individuals ages 3-22 who have severe behavioral problems that may be indicative of
autism. Its purpose is to help professionals identify Autism Spectrum Disorders, but in a school setting, it
is used to help educational teams determine whether a child may meet MN State Educational Criteria for
receiving special education services under the Autism Spectrum Disorder category. It is important to
clarify that this is not a medical diagnosis, but rather a category to receive special education services. The
GARS-2 gathers information about specific characteristics typically noted in children with autism spectrum
disorders in three areas (Stereotyped Behaviors, Communication, and Social Interaction) and it contains a
developmental history. The GARS-2 was normed entirely of individuals diagnosed as autistic. Standard
scores and percentiles are provided and the likelihood of autism can be determined.
Educational staff at XXXX School and XXXX’s parents completed the GARS-2.
HOME Rating
Rater: XXX Name Standard Score %ile Standard Score %ile
Stereotyped Behaviors XX XX% XX XX%
Communication XX XX% XX XX%
Social Interaction XX XX% XX XX%
SCHOOL Rating
Rater: XXX Name Standard Score %ile Standard Score %ile
Stereotyped Behaviors XX XX% XX XX%
Communication XX XX% XX XX%
Social Interaction XX XX% XX XX%
The following items were rated frequently observed in each of the following categories:
Stereotyped Behaviors Identified:
Avoids establishing eye contact, looks away when eye contact is made
Stares at hands, objects, or items in the environment for at least 5 seconds
Rapidly flicks fingers or hands in front of eyes for periods of 5 seconds or more
Eats specific foods and refuses to eat what most people will usually eat
Licks, tastes or attempts to eat inedible objects
Smells or sniffs objects
Whirls, turns in circles
Spins objects not designed for spinning
Rocks back and forth while seated or standing
Makes rapid lunging, darting movement when moving from place to place
Prances (walks on tiptoes)
Flaps hand or fingers in front of face or at sides
Makes high-pitched sounds or other vocalizations for self-stimulation
Slaps, hits, or bites self or attempts to injure self in other ways
The following delays in development during the first three years of life were reported on the parent
interview:
Social Interaction:
Didn’t reach out or prepare to be picked up when the parent attempted to lift the child
Didn’t cry or become upset when left unattended in his or her crib, playpen, or other area
Didn’t cry or become upset when picked up or held
Didn’t cry or become upset when handed from one adult to another
Didn’t attempt to join family members in group activities
Language Used in Social Communication:
Didn’t use single words by 16 months of age
Didn’t use meaningful, communicative phrases by age 2
Didn’t develop normally in terms of language (i.e:cooing, babbling, and speaking without
any interruption or regression)
Didn’t follow directions
Didn’t appear to have normal hearing
The following observations of abnormal functioning during the first three years of life were reported on the
parent interview:
Social Interaction:
Didn’t smile at parents or siblings when smile at or played with
Didn’t cry when approached by unfamiliar persons during the first year
Didn’t engaged in imitative play before age 3
Seemed to tune people out and be in his/her own world
Spent a great deal of time alone when he/she could have been with others
Language used in Social Communication:
Didn’t respond to his/her name when called
Didn’t ask for things or use gestures to communicate what was wanted
Didn’t follow simple directions
Didn’t appear to understand what to do when told to do something
Didn’t indicate (show facial concern) when a parent or sibling cried or was distressed
Symbolic or Imaginative Play:
Didn’t engage in pretend play
Didn’t pretend he or she was someone else
Didn’t pretend that an object was something else
Didn’t pretend that he or she had an imaginary friend or animal
Didn’t play with dolls pretending that they were real persons
In summary, according to the results of the GARS-2, XXXX is in the unlikely, possibly, very likely
probability of having an autism spectrum disorder.