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H&B Neurolife
Procedure

Shuangxi Scale (双溪)

Two-channel scale assessing development in children with ASD — profile detailing alongside international instruments.

30–60 minutes
duration
single session
course
immediately
effect
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Description

How the procedure works

The Shuangxi Scale (双溪, two-channel) is a developmental assessment instrument for children with autism spectrum disorder used at H&B Neurolife International Rehabilitation Center (Shangrao). The scale assesses development along several channels and dimensions, producing a detailed profile of the individual child's capabilities and features. Used in combination with other scales (ABC — Autism Behavior Checklist, PEP — Psychoeducational Profile, Gesell — general development), it delivers a more complete picture for program design and progress tracking.

The center's working principle is to apply a suite of scales, not just a single one. Each instrument details its own aspect: the ABC captures the severity of ASD behavioral and sensory features, PEP the profile of capabilities per domain, Gesell conformity to normative milestones, GMFM (where there is a motor component) gross motor function, and S-S (where there is a speech component) language development. Shuangxi complements this suite. A multidimensional profile of the child is the foundation for a targeted program and realistic goals.

Advantages of this scale as delivered by the center: an additional instrument in the assessment suite — helps capture what other scales may not reveal; applicable to a wide age range of children with ASD; supports regular reassessment for progress tracking; direct link to the program — results define the emphases of work.

What matters for parents

A broad set of scales is not 'bureaucracy' but the evidence base of the program. Without precise assessment, rehabilitation would be generic and less effective. Regular reassessment during the program is a required part of the work: it reveals progress and allows the plan to be adjusted. Assessment results are available for discussion with the center's specialists — parents have the right to understand what is being done with their child and why.

1

Preparing the child and collecting history

Conversation with parents, history of development and current presentation, and creating a comfortable atmosphere for observation and interaction.

2

Administering the Shuangxi protocol

Structured two-channel assessment across several developmental dimensions — identifying strengths, features, and growth areas for the individual child.

3

Processing results and building the profile

Specialists process the data and build a detailed profile — capturing what may not be revealed by a single instrument.

4

Report with breakdown

A report is prepared with program priorities; Shuangxi findings are cross-referenced with data from other scales (ABC, PEP, Gesell, and where indicated GMFM and S-S).

5

Sharing results with parents and integrating into the plan

Results are discussed with parents and integrated into the overall program. Regular reassessment supports dynamic plan management.

Important information

Indications and contraindications

Indications

Initial assessment of children with ASD of all severities
Comorbidities with an ASD component
In combination with ABC, PEP, Gesell — to build the full developmental picture
Stage-by-stage reassessment within a rehabilitation program
Sensory, behavioral, and emotional features in ASD
Decisions on adjusting program priorities

Contraindications

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

What diagnoses it helps with Shuangxi Scale (双溪)

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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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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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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