Description

GARS-2, a revision of the popular Gilliam Autism Rating Scale, indicates the severity of autism in individuals between the ages of 3 and 22 so that appropriate coping strategies can be developed. In addition to clarified items and updated normative data, the GARS-2 includes a new manual chapter that provides multiple discrete target behaviors for each test item. These discrete behaviors are operationally defined and specific examples are given for applied research projects and other research purposes. Items on the GARS-2 are based on the definitions of autism adopted by the Autism Society of America and the Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition-Text Revision (DSM-IV-TR). A separate booklet called Instructional Objectives for Children Who Have Autism is now included in the test kit.

GARS-2 has been improved in the following ways:

• A structured parent interview form replaces the Early Development subscale, giving examiners diagnostically significant information in regard to the child's development during early childhood.
• For clarity and to reduce ambiguity some items were rewritten.
• Demographic characteristics of the normative sample are keyed to 2000 U.S. census data.
• The normative sample is more clearly described and all new norms were created.
• The total score on GARS-2 was changed from Autism Quotient to Autism Index.
• Guidelines have been changed for interpreting subscale scores and the Autism Index.
• A separate chapter is provided in the test manual providing multiple discreet target behaviors for each item on GARS-2. The discreet behaviors are operationally defined and specific examples are given for applied research projects and other research purposes.  

How to Use the Assessment
The GARS-2 forms take only 5 to 10 minutes to complete and are to be completed by a clinician or teacher—someone with ample opportunity to observe the child. Behaviors are rated using objective, frequency-based ratings. A structured interview form is included for gathering diagnostically important information from the child's parents 
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Scales and Forms

• Stereotyped Behaviors
• Social Interaction
• Communication

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