Adolescent Systemizing Spectrum Quotient (SQ) - Parent Version

Adolescent Systemizing Spectrum Quotient (SQ) - Parent Version
Ages 12-15 years
Auyeung et al‚ (2001‚ 2006‚ 2008‚ 2012)
طیف- بهر تحلیلی اوتیسم – نسخه والدین
1.    My child finds it very easy to use train timetables‚ even if this involves several connections.
2.    My child likes music or book shops because they are clearly organised.
3.    My child would not enjoy organising events e.g. parties.
4.    When my child reads something‚ s/he always notices whether it is grammatically correct.
5.    My child categorises people into types (in his/her own mind).
6.    My child finds it difficult to read and understand maps.
7.    When my child looks at a bridge s/he does not think about how precisely it was made.
8.    My child finds it difficult to learn how to programme video recorders.
9.    When my child likes something‚ s/he likes to collect a lot of different examples of that type of object‚ so s/he can see how they differ from each other.
10.When my child learns a language‚ s/he becomes intrigued by its grammatical rules.
11.My child is not interested in the details of the weather forecast each day‚ e.g. pressure‚ temperature‚ windspeed etc.
12.If my child had a collection (e.g. CDs‚ coins‚ stamps)‚ it would be highly organised.
13.When my child looks at a building‚ s/he is not curious about the precise way it was constructed.
14.My child is not interested in understanding how wireless communication works (e.g. mobile phones).
15.My child enjoys looking through catalogues of products to see the details of each product and how it compares to others.
16.My child knows‚ with reasonable accuracy‚ how much money s/he has spent and how much s/he has got left of his/her pocket money or allowance.
17.When my child was younger‚ s/he did not enjoy collecting sets of things‚ e.g. stickers‚ football cards etc.
18.My child is interested in the family tree and in understanding how everyone is related to each other in the family.
19.When my child learns about historical events‚ s/he does not focus on exact dates.
20.My child does not enjoy games that involve a high degree of strategy (e.g. chess‚ risk‚ games workshop).
21.When my child learns about a new category s/he likes to go into detail to understand the small differences between different members of that category.
22.My child does not find it distressing if people who live with him/her upset his/her routines.
23.When my child looks at an animal‚ s/he likes to know the precise species it belongs to.
24.My child can remember large amounts of information about a topic that interests him/her e.g. flags of the world‚ airline logos.
25.At school‚ my child does not carefully file all his/her work.
26.My child is fascinated by how machines work.
27.When my child looks at a piece of furniture‚ s/he does not notice the details of how it was constructed.
28.My child does not try to work out the rules for what to say and do in different social situations.
29.My child does not tend to watch science documentaries on television or read articles about science and nature.
30.My child would be able to give directions to most parts of town.
31.When my child looks at a painting‚ s/he does not usually think about the technique involved in making it.
32.My child prefers social interactions that are structured around a clear activity‚ e.g. a hobby.
33.My child is interested in knowing the path a river takes from its source to the sea.
34.My child is a collector (e.g. of books‚ coins‚ etc.)
35.My child’s clothes are not carefully organised into different types in his/her wardrobe.
36.My child rarely reads articles or webpages about new technology.
37.My child does not particularly enjoy learning about facts and figures in history.
38.My child does not tend to remember people’s birthdays (in terms of which day and month this falls).
39.When my child is walking in the country‚ s/he is curious about how the various kinds of trees differ.
40.If my child was getting a camera‚ s/he would not look carefully into the quality of the lens.
41.If my child was getting a computer‚ s/he would want to know exact details about its hard drive capacity and processor speed.
42.My child does not follow any particular system when tidying his/her room.
43.If my child was getting a stereo‚ s/he would want to know about its precise technical features.
44.My child tends to keep things that other people might throw away‚ in case they might be useful for something in the future.
45.My child avoids situations which s/he can not control.
46.My child does not care to know the names of the plants s/he sees.
47.When my child hears the weather forecast‚ s/he is not very interested in the meteorological patterns.
48.It does not bother my child if things in the house are not in their proper place.
49.In maths‚ my child is intrigued by the rules and patterns governing numbers.
50.My child finds it difficult to learn his/her way around a new city.
51.My child could list his/her favourite 10 books‚ recalling titles and authors’ names from memory.
52.My child prefers to read fiction than non-fiction.
53.When my child has a lot of shopping to do‚ s/he likes to plan which shops s/he is going to visit and in what order.
54.When my child listens to a piece of music‚ s/he always notice the way it’s structured.
55.My child could generate a list of his/her favourite 10 songs from memory‚ including the title and the artist’s name who performed each song.
شرح سایت روان سنجی: پاسخ دهنده در این نسخه والدین کودک هستند. مراد از واژه تحلیلی در این جا، تجزیه و تحلیل، درک، پیش بینی، مهار برپایه ضابطه است.
در ایران، مرکز ساماندهی درمان و توان بخشی اختلالات اتیستک به نشانی زیر در حال فعالیت است.
نمره گذاری
Definitely Agree‚ Slightly Agree‚ Slightly Disagree‚ Definitely Disagree
چگونگی دستیابی
منبع برای آگاهی بیشتر
B. Auyeung‚ C. Allison‚ S. Wheelwright‚ S. Baron-Cohen (2012). Brief Report: Development of the Adolescent Empathy and Systemizing Quotients. Journal of Autism and Developmental Disorders.