Autism Spectrum Quotient - Adolescent Version
The Autism Spectrum Quotient – Adolescent Version (AQ-Adolescent) is a validated parent-report screening tool designed to quantify the presence of autistic…
- Questions
- 50
- Duration
- 10 min
- Original title
- Quotient du Spectre de l'Autisme - Version Adolescent
- Adaptation
- Autism Spectrum Quotient - Adolescent Version
- Authors
- Baron-Cohen, S., Hoekstra, R.A., Knickmeyer, R., & Wheelwright, S.
- Created
- 2006
The Autism Spectrum Quotient – Adolescent Version (AQ-Adolescent) is a validated parent-report screening tool designed to quantify the presence of autistic traits in adolescents aged 12 to 15. Originally adapted from the widely used adult measure by Simon Baron-Cohen and his colleagues, this instrument allows clinicians to capture a structured observational profile from the perspective of a primary caregiver. It efficiently maps behaviors that are often difficult to fully assess during a brief, isolated session.
By spanning five core areas—social skills, attention switching, attention to detail, communication, and imagination—the AQ-Adolescent provides a well-rounded picture of the adolescent’s presentation. It is particularly valuable for identifying subtler presentations, where language development may be intact but social and cognitive inflexibility persist.
Using the AQ-Adolescent gives clinicians a reliable baseline to orient their longitudinal case formulation. While it is a screening instrument rather than a standalone diagnostic tool, its structured scores help determine whether a full multidisciplinary evaluation for autism spectrum disorder is indicated, ensuring that clinical decisions are grounded in objective data.
Example result
Fictitious result, computed from a sample set of answers.
Overall score
24/ 50
The AQ-Adolescent is a 50-item informant-report questionnaire completed by a parent or guardian, designed to quantify autistic traits in adolescents (aged 12 to 15 years) with average intelligence. It assesses five domains: social skills, attention switching, attention to detail, communication, and imagination. It is a screening tool and not a diagnostic instrument.
0–29
Screening threshold not met
24
30–50
Clinically significant autistic traits
The score falls below the threshold of 30 used by the source to identify clinically significant autistic traits in adolescents. The source does not characterize this range of the scale.
généralemixed · general population · 10.1–16.5 years · United Kingdom · n = 50 · 2006 · Baron-Cohen et al. (2006)
050
24
M = 17.7 ± 5.7
généralemales · general population · boys · 10.1–16.5 years · United Kingdom · n = 25 · 2006 · Baron-Cohen et al. (2006)effectif faible
050
24
M = 20.2 ± 4.8
généralefemales · general population · girls · 10.1–16.5 years · United Kingdom · n = 25 · 2006 · Baron-Cohen et al. (2006)effectif faible
050
24
M = 15.3 ± 5.7
cliniquemixed · clinical condition: Asperger / high-functioning autism · 10.3–15.4 years · United Kingdom · n = 52 · 2006 · Baron-Cohen et al. (2006)
050
24
M = 37.3 ± 5.8
cliniquemixed · clinical condition: Typical autism · 9.8–16 years · United Kingdom · n = 79 · 2006 · Baron-Cohen et al. (2006)
050
24
M = 38.3 ± 6
Scoring
Dichotomized sum, total score from 0 to 50, each item is scored on a 4-point scale (from 0 to 1).
Imagination
5/ 10
Imagination, pretend play, and representation of others' intentions.
items 3, 8, 14, 20, 21, 24, 40, 41, 42, 50
généralemixed · general population · 10.1–16.5 years · United Kingdom · n = 50 · 2006 · Baron-Cohen et al. (2006)
010
5
M = 3.2 ± 2.3
cliniquemixed · clinical condition: Asperger / high-functioning autism · 10.3–15.4 years · United Kingdom · n = 52 · 2006 · Baron-Cohen et al. (2006)
010
5
M = 6.7 ± 2.2
cliniquemixed · clinical condition: Typical autism · 9.8–16 years · United Kingdom · n = 79 · 2006 · Baron-Cohen et al. (2006)
010
5
M = 7.6 ± 2
Communication
5/ 10
Reciprocal communication and understanding of conversational conventions.
items 7, 17, 18, 26, 27, 31, 33, 35, 38, 39
généralemixed · general population · 10.1–16.5 years · United Kingdom · n = 50 · 2006 · Baron-Cohen et al. (2006)
010
5
M = 2.7 ± 1.7
cliniquemixed · clinical condition: Asperger / high-functioning autism · 10.3–15.4 years · United Kingdom · n = 52 · 2006 · Baron-Cohen et al. (2006)
010
5
M = 8.2 ± 1.6
cliniquemixed · clinical condition: Typical autism · 9.8–16 years · United Kingdom · n = 79 · 2006 · Baron-Cohen et al. (2006)
010
5
M = 8 ± 1.5
Attention to detail
4/ 10
Focus on details and patterns in the environment.
items 5, 6, 9, 12, 19, 23, 28, 29, 30, 49
généralemixed · general population · 10.1–16.5 years · United Kingdom · n = 50 · 2006 · Baron-Cohen et al. (2006)
010
4
M = 5.3 ± 2.4
cliniquemixed · clinical condition: Asperger / high-functioning autism · 10.3–15.4 years · United Kingdom · n = 52 · 2006 · Baron-Cohen et al. (2006)
010
4
M = 6.1 ± 2.4
cliniquemixed · clinical condition: Typical autism · 9.8–16 years · United Kingdom · n = 79 · 2006 · Baron-Cohen et al. (2006)
010
4
M = 6.5 ± 2.1
Attention switching
4/ 10
Ability to switch attention from one task to another and adapt to changes in routine.
items 2, 4, 10, 16, 25, 32, 34, 37, 43, 46
généralemixed · general population · 10.1–16.5 years · United Kingdom · n = 50 · 2006 · Baron-Cohen et al. (2006)
010
4
M = 4.5 ± 2
cliniquemixed · clinical condition: Asperger / high-functioning autism · 10.3–15.4 years · United Kingdom · n = 52 · 2006 · Baron-Cohen et al. (2006)
010
4
M = 8.5 ± 1.7
cliniquemixed · clinical condition: Typical autism · 9.8–16 years · United Kingdom · n = 79 · 2006 · Baron-Cohen et al. (2006)
010
4
M = 8.3 ± 1.6
Social skills
6/ 10
Ease and confidence in social situations.
items 1, 11, 13, 15, 22, 36, 44, 45, 47, 48
généralemixed · general population · 10.1–16.5 years · United Kingdom · n = 50 · 2006 · Baron-Cohen et al. (2006)
010
6
M = 2 ± 1.9
cliniquemixed · clinical condition: Asperger / high-functioning autism · 10.3–15.4 years · United Kingdom · n = 52 · 2006 · Baron-Cohen et al. (2006)
010
6
M = 7.8 ± 1.8
cliniquemixed · clinical condition: Typical autism · 9.8–16 years · United Kingdom · n = 79 · 2006 · Baron-Cohen et al. (2006)
010
6
M = 8 ± 1.9
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What the test measures
The AQ-Adolescent evaluates the extent to which an adolescent exhibits cognitive and behavioral traits associated with the autism spectrum. It is organized around five primary domains:
- Social Skills: Comfort, competence, and interest in social interactions and peer relationships.
- Attention Switching: The ability to flexibly shift focus, manage interruptions, and adapt to changes without relying on automatic behaviors of control.
- Attention to Detail: A tendency to focus intensely on small parts, patterns, or specific stimuli, which can sometimes overlap with perfectionism in academic settings.
- Communication: Proficiency in reciprocal conversation, recognizing social cues, and understanding implicit rules of dialogue.
- Imagination: The capacity for abstract or pretend play, and the ease of conceptualizing hypothetical scenarios or characters' intentions.
This measure is intended for adolescents of average or above-average intelligence, relying on parental observation.
When and why to use it
Clinicians use the AQ-Adolescent when they observe social or behavioral rigidity that warrants systematic investigation. It is particularly useful for:
- Intake screening: Gathering a structured parent-reported baseline when a developmental history suggests early social differences.
- Differential support: Clarifying whether rigid routines stem from an autistic profile rather than the compulsion cycles seen in the symptoms of OCD.
- Behavioral contextualization: Understanding the source of emotional dysregulation, such as distinguishing autistic meltdowns from mood-driven DMDD criteria.
- Comorbidity mapping: Documenting overlapping traits in neurodivergent patients, for instance before implementing targeted ADHD parenting strategies.
Using this validated measure ensures that clinical impressions are backed by standardized data, providing a clearer rationale for specialized diagnostic referrals.
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The questions
- Below is a list of statements. Please read each statement very carefully and rate how strongly you agree or disagree with it, choosing the response that best reflects the situation of your child or the child in your care. For this scale to be valid, you must answer every question.1. They prefer to do activities with other people rather than alone.Probes the adolescent's natural preference for solitary versus group activities.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 2. They prefer to do things the same way all the time.Assesses the need for routine and repetition in daily tasks.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 3. When they try to imagine something, they find it very easy to create a mental picture.Evaluates the ease of generating internal visual imagery.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 4. They frequently get so absorbed in one thing that they lose sight of everything else.Explores the tendency to hyper-focus on a single interest to the exclusion of surroundings.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 5. Their attention is often drawn to small sounds that others don't notice.Checks for sensory hypersensitivity to subtle auditory stimuli.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 6. They usually pay attention to license plate numbers, addresses, or other similar types of information.Probes a natural inclination to notice and remember strings of alphanumeric data.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 7. They have difficulty understanding social etiquette.Assesses difficulties in intuitively grasping social etiquette and politeness.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 8. When they read a story, they can easily imagine what the characters might look like.Evaluates imaginative capacity when processing narrative fiction.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 9. They are fascinated by dates.Checks for a specific, intense fascination with temporal or historical data.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 10. In a group, they can easily follow several people's conversations at once.Probes the cognitive flexibility required to track multiple conversational threads simultaneously.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 11. They find social situations easy.Assesses the general sense of ease and competence in social environments.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 12. They tend to notice details that others don't.Explores a detail-oriented perceptual style.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 13. They would rather go to a library than a party.Evaluates the preference for quiet, structured environments over highly stimulating social gatherings.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 14. They find it easy to make up stories.Assesses the spontaneous capacity for narrative imagination.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 15. They are more attracted to people than to things.Probes whether the adolescent is naturally more drawn to interpersonal connections or inanimate objects.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 16. They tend to have very strong interests and get upset when they can't pursue them.Checks for intense special interests and the distress caused when they are interrupted.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 17. They enjoy social chit-chat.Evaluates the enjoyment of casual, non-functional social dialogue.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 18. When they talk, it's not always easy for others to get a word in.Assesses the awareness of conversational turn-taking and reciprocity.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 19. They are fascinated by numbers.Checks for a specialized fascination with numerical patterns.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 20. When they read a story, they find it difficult to imagine the characters' intentions.Explores difficulties in attributing mental states or intentions to fictional characters.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 21. They don't particularly enjoy reading fiction.Evaluates the preference for factual information over imaginative literature.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 22. They have difficulty making new friends.Assesses challenges in initiating and building new peer relationships.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 23. They constantly notice patterns in things around them.Probes the cognitive drive to identify systematic patterns in the environment.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 24. They would rather go to the movies than to a museum.Evaluates the preference for visual-spatial or factual exhibits over narrative entertainment.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 25. They are not bothered if their daily routine is disrupted.Assesses emotional and behavioral adaptability when predictable routines are disrupted.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 26. They don't know how to keep a conversation going with their peers.Explores practical difficulties in maintaining peer-level social interactions.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 27. They find it easy to 'read between the lines' when someone is talking to them.Probes the ability to infer implicit meaning or subtext in verbal communication.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 28. They usually focus more on the whole picture than on the small details.Evaluates whether the cognitive processing style favors the global context over local details.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 29. They are not very good at remembering phone numbers.Checks the natural capacity for rote memorization of numerical sequences.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 30. They usually don't notice small changes in a situation or someone's appearance.Assesses the spontaneous observation of minor alterations in the physical or social environment.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 31. They realize when the person they are talking to is getting bored.Explores the ability to read non-verbal cues of disinterest or boredom in a listener.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 32. They find it easy to do more than one thing at a time.Probes the capacity for divided attention and multitasking.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 33. When they're on the phone, they're not sure when it's their turn to speak.Evaluates difficulties with the pragmatic timing of non-visual communication.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 34. They like to do things spontaneously.Assesses the comfort level with unstructured, spontaneous activities.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 35. They are often the last one to understand the point of a joke.Checks the intuitive grasp of humor, sarcasm, or non-literal social play.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 36. They find it easy to figure out what others are thinking or feeling just by looking at their face.Explores the ease of decoding emotional states from facial expressions alone.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 37. If they are interrupted, they can quickly get back to what they were doing.Probes the cognitive flexibility to smoothly resume a task after an unexpected interruption.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 38. They are good at social chit-chat.Evaluates the self-perceived skill in navigating casual social small talk.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 39. People often tell them that they keep repeating the same things.Assesses the tendency toward repetitive or perseverative speech patterns.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 40. When they were younger, they used to enjoy playing games involving pretending with others.Checks the developmental history of engaging in collaborative pretend play.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 41. They like collecting information about categories of things (e.g., types of cars, birds, trains, plants...).Probes the drive to systematically categorize and collect factual information.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 42. They have difficulty imagining themselves in someone else's shoes.Evaluates the cognitive capacity for affective empathy and perspective-taking.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 43. They like to carefully plan any activity they participate in.Assesses the reliance on careful planning to manage participation in activities.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 44. They enjoy social events.Explores the intrinsic enjoyment derived from participating in social gatherings.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 45. They find it difficult to figure out other people's intentions.Checks the ability to accurately interpret the underlying motives of others.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 46. New situations make them anxious.Evaluates the level of anticipatory anxiety triggered by novel or unfamiliar situations.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 47. They enjoy meeting new people.Assesses the openness and comfort associated with encountering unfamiliar people.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 48. They are diplomatic.Probes the nuanced social awareness required to handle interpersonal situations tactfully.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 49. They are not good at remembering people's birthdays.Checks for a specific difficulty in retaining personal or social memory data.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
- 50. They find it very easy to play games with children that involve pretending.Evaluates the ease of engaging in imaginative play scenarios with younger children.
- Definitely agree
- Slightly agree
- Slightly disagree
- Definitely disagree
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