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H&B Neurolife
Procedure

Autism Behavior Checklist (ABC)

International screening scale assessing the severity of ASD features across multiple domains — the foundation for a targeted program and progress tracking.

30–60 minutes
duration
single session
course
immediately
effect
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Description

How the procedure works

The ABC (Autism Behavior Checklist) is an international screening scale used at H&B Neurolife International Rehabilitation Center (Shangrao) to assess the severity of autism spectrum disorder features. The scale covers several key domains: sensory, relationships, body and object use, language, and social/self-help skills. Each item is scored by severity; the overall profile shows the relative prominence of different aspects of ASD in the individual child.

At H&B Neurolife the ABC is used in the initial assessment of children with ASD of all severities and in suspected ASD, as well as in comorbidities with an ASD component. The results set the priorities of the program: when sensory features dominate — priority on sensory integration and auditory integration; when behavioral features dominate — ABA and, where indicated, medication support; when communicative features dominate — speech therapy and PECS. Regular ABC reassessment shows progress through the course of rehabilitation.

Advantages of this scale as delivered by the center: international standard for ASD assessment; multidimensional — covers several domains of typical features; direct link to the program — results define the emphases of work; supports regular reassessment so progress is visible in the data; suitable for a wide age range. The ABC is used together with the Shuangxi Scale, GMFM (for motor impairments), S-S Method (for speech impairments), Gesell, and PEP (overall development).

What matters for parents

The ABC is not a diagnostic instrument: an ASD diagnosis is made by the relevant physician based on comprehensive evaluation. The ABC helps detail the profile of features in the individual child to inform a targeted program. Repeated ABC measurements show progress — which features have decreased and which still require additional work.

1

Preparing the child and collecting history

Specialists meet the child, talk with parents, and gather history — developmental milestones, current presentation, and progress so far. A comfortable atmosphere is created for the observation that follows.

2

Administering the ABC protocol

Scoring on the 57 items of the ABC across five key domains: sensory; relationships; body and object use; language; and social/self-help skills.

3

Scoring and result processing

Specialists process the data, calculate scores for each domain and the overall severity score. The profile shows which features are most pronounced for the child.

4

Report with a domain-by-domain breakdown

A detailed report is prepared with a profile breakdown: which domains need priority attention, and how this is integrated into the GROW program.

5

Sharing results with parents and integrating into the rehabilitation plan

Results are discussed with parents; on this basis program priorities are set — sensory integration, ABA, speech therapy, TCM, and where indicated biomedicine. Reassessment is then performed as the program progresses.

Important information

Indications and contraindications

Indications

Initial assessment of children with ASD of all severities
Suspected autism spectrum disorder
Comorbidities with an ASD component (ASD + GI, ASD + epilepsy, ASD + sensory disintegration)
Assessment of behavioral, communicative, and sensory features in children with global developmental delay or intellectual disability
Stage-by-stage reassessment within a rehabilitation program
Decisions on adjusting program priorities

Contraindications

Acute infections
Fever above 37.1 °C
Severe decompensated somatic conditions
Application

What diagnoses it helps with Autism Behavior Checklist (ABC)

ADHD

Hyperactivity (ADHD)

A combination of attention deficit, hyperactivity, and impulsivity that affects learning and social adaptation.

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Aggression

Aggression, impulsivity, and behavioral disturbances

A group of behavioral manifestations — aggression toward others, impulsivity, eating inedible objects (pica), and elopement.

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Anxiety

Anxiety and Fear of Novelty

Heightened anxiety, fear of new environments, fear of strangers, and pronounced shyness.

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Aphasia

Aphasia

Loss of previously acquired speech or impaired comprehension due to damage to the brain's language areas.

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Attention

Attention deficit and restlessness

Reduced ability to sustain attention and regulate activity, without marked hyperactivity.

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Hearing

Auditory hypersensitivity

Heightened reaction to sound and poor auditory filtering — sounds are experienced as excessively loud, distressing, or painful.

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ASD

Autism and ASD

A neurodevelopmental condition that affects a child's social communication, speech, and behavior from early life.

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ASD+

ASD with co-occurring conditions

Autism spectrum disorder combined with GI problems, sleep disturbances, epilepsy, or inflammatory processes.

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Cognition

Cognitive Developmental Delay

Delayed development of attention, comprehension, observation, logical thinking, and conceptual foundations.

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Depression

Depressive Symptoms

Persistently low mood, anhedonia, and emotional withdrawal in children and adolescents.

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Echolalia

Echolalia

Echoed speech — repetition of heard words and phrases without functional communicative content.

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Emotions

Emotional Instability and Self-Stimulation

Sharp swings in emotional state, a tendency to cry and have outbursts of anger, and self-stimulating behavior.

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Epilepsy

Epilepsy as a comorbid condition

Epileptic seizures in children with ASD, CP, or post-encephalopathic conditions - requires coordinated management and rehabilitation.

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Intellect

Intellectual Disability

Persistent reduction of intellectual functions — from mild to severe — with varying support needs.

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Eye contact

Lack of Eye Contact

Poor or absent eye contact — one of the earliest and most important signs of social-communication disorders.

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Joint attention

Lack of Joint Attention

The inability to share attention with another person on a common object or event — a foundational sign of social-communication disorders.

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Non-verbal

Non-verbal / minimally verbal

A state in which the child does not speak at all or uses an extremely limited set of words.

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OCD

Obsessive-Compulsive Symptoms

Intrusive thoughts and/or repetitive rituals that the child cannot control, affecting daily life.

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Picky eating

Oral hypersensitivity and food selectivity

Heightened sensitivity in the mouth area with the associated refusal of facial touch and pronounced food selectivity.

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Encephalopathy

Post-Encephalopathic Period

Rehabilitation after encephalopathy — restoring brain function, motor abilities, speech, and cognition.

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Self-injury

Self-injurious behavior

Intentional actions by the child that cause physical harm — hitting, biting, scratching, head-banging.

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SPD

Sensory dysregulation

Disorders of processing and integration of sensory signals — visual, auditory, tactile, vestibular, proprioceptive.

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Sleep

Sleep Disorders and Nighttime Crying

Difficulty falling asleep, frequent night waking, restless sleep, and nighttime crying in children.

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Social communication

Social Communication Deficit

A core communication impairment — weak social motivation, difficulty maintaining dialogue, and inability to read facial expressions, tone, and intentions.

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Social withdrawal

Social Withdrawal and Lack of Interest in Interaction

Being absorbed in oneself, weak social motivation, fear of strangers, and difficulty understanding others' emotions.

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Stereotypies

Stereotypies and repetitive behavior

Repetitive, monotonous movements, actions, or rituals — typical for ASD and sensory dysregulation.

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Vestibular

Fear of vestibular stimuli

Marked fear of movement related to changes of body position in space — jumping, spinning, slides, swings.

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