Introduction
The Autism Spectrum Screening Questionnaire (ASSQ) is a screening tool designed for the identification of Autism Spectrum Disorder (ASD) traits in children and adolescents. Developed with the aim of facilitating early detection of ASD, the ASSQ provides a practical and efficient means for educators, healthcare providers, and parents to evaluate individuals who may exhibit characteristics of autism spectrum conditions. This tool is particularly noteworthy for its application in the preliminary screening process, serving to highlight those who may benefit from further, more in-depth diagnostic assessments.

Consisting of a series of questions, the ASSQ addresses a range of behaviors and competencies that are typically affected by ASD, including social interaction, communication skills, and repetitive and stereotyped behaviors. The questionnaire is structured to capture the complexity of ASD traits through observable behaviors and reported experiences, making it accessible to those without specialized training in psychology or psychiatry. This aspect of the ASSQ underscores its value in diverse settings, from educational environments to primary care, where it can be utilized as a first step in recognizing the signs of ASD.

The ASSQ's development was guided by the need for a reliable, easy-to-administer screening instrument that could be used across various contexts to identify children and adolescents at risk for ASD. By enabling early detection, the ASSQ plays a crucial role in the timely intervention for individuals with ASD, facilitating access to support and resources that can significantly improve outcomes. Moreover, the questionnaire's design allows for it to be a non-invasive first step in the diagnostic journey, providing insights without placing excessive burden on the child, family, or professionals involved.

In practice, the ASSQ has proven to be an effective instrument for highlighting potential ASD cases, guiding further diagnostic evaluations and interventions. Its broad applicability and ease of use make it an invaluable resource in the collective effort to support individuals with ASD. Through early identification and intervention, the ASSQ contributes to a more inclusive and supportive society, where individuals with ASD can receive the understanding and assistance they need to thrive.

Instructions
This child stands out as different from other children of his/her age in the following ways:

No Somewhat Yes

1. is old-fashioned or precocious No Somewhat Yes

2. is regarded as an “eccentric professor” by the other children No Somewhat Yes

3. lives somewhat in a world of his/her own with restricted idiosyncratic intellectual interests No Somewhat Yes

4. accumulates facts on certain subjects (good rote memory) but does not really understand the meaning No Somewhat Yes

5. has a literal understanding of ambiguous and metaphorical language No Somewhat Yes

6. has a deviant style of communication with a formal, fussy, old-fashioned or “robot-like” language No Somewhat Yes

7. invents idiosyncratic words and expressions No Somewhat Yes

8. has a different voice or speech No Somewhat Yes

9. expresses sounds involuntarily; clears throat, grunts, smacks, cries or screams No Somewhat Yes

10. is surprisingly good at some things and surprisingly poor at others No Somewhat Yes

11. uses language freely but fails to make adjustment to fit social contexts or the needs of different listeners No Somewhat Yes

12. lacks empathy No Somewhat Yes

13. makes naive and embarrassing remarks No Somewhat Yes

14. has a deviant style of gaze No Somewhat Yes

15. wishes to be sociable but fails to make relationships with peers No Somewhat Yes

16. can be with other children but only on his/her terms No Somewhat Yes

17. lacks best friend No Somewhat Yes

18. lacks common sense No Somewhat Yes

19. is poor at games: no idea of cooperating in a team, scores “own goals” No Somewhat Yes

20. has clumsy, ill coordinated, ungainly, awkward movements or gestures No Somewhat Yes

21. has involuntary face or body movements No Somewhat Yes

22. has difficulties in completing simple daily activities because of compulsory repetition of certain actions or thoughts No Somewhat Yes

23. has special routines: insists on no change No Somewhat Yes

24. shows idiosyncratic attachment to objects No Somewhat Yes

25. is bullied by other children No Somewhat Yes

26. has markedly unusual facial expression No Somewhat Yes

27. has markedly unusual posture No Somewhat Yes

Sources

S Ehlers, C Gillberg, L Wing. A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. J Autism Dev Disord. 1999; 29(2): 129–141.