Common Mistakes in SRS-2 Scoring (and How to Avoid Them)
If you have just received SRS-2 results for your child or yourself, it is completely normal to feel a mix of relief and panic. The T-scores, subscales, and cut-offs can look like a secret code, and that is exactly where mistakes start to happen.
This guide explains the most common mistakes in SRS-2 scoring, why they matter, and what to do instead. It is written for parents, autistic adults, and professionals who want clearer and more accurate interpretation.
Reminder: The SRS-2 is one piece of an autism assessment. It cannot diagnose autism by itself and it does not replace a full clinical evaluation.
TL;DR – Quick Summary of the Biggest SRS-2 Scoring Mistakes
Using the wrong SRS-2 form or the wrong person to complete it
Looking only at raw scores instead of T-scores
Treating the SRS-2 as a yes or no autism diagnosis
Ignoring age, gender, and context when interpreting scores
Comparing scores from different raters as if they are identical data
Focusing only on the Total Score and skipping subscales
Using SRS-2 results to self-diagnose without a professional
Forgetting to track change over time or misreading small shifts
Quick Refresher: What the SRS-2 Actually Measures
The Social Responsiveness Scale, Second Edition (SRS-2) is a 65-item rating scale that looks at social communication, social awareness, social motivation, and restricted or repetitive behaviors in everyday life.
If this is your first time hearing about the tool, start here:
Mistake 1: Using the Wrong Form or the Wrong Rater
The SRS-2 has different forms (Preschool, School-Age, Adult, Adult Self-Report) and it can be filled out by parents, teachers, partners, or the individual themselves.
Why this is a problem
If you use the wrong age band, the norms are not appropriate
Asking a teacher who barely knows your child to complete it can give a distorted picture
A self-report from someone who struggles to notice their own social differences can under-report challenges
How to avoid it
Make sure the form matches age and role (parent, teacher, adult, self-report)
Choose someone who knows the person well across different situations
When possible, use more than one rater (for example, parent plus teacher) and compare patterns, not just numbers
Mistake 2: Focusing Only on Raw Scores Instead of T-Scores
Families sometimes look only at the raw number at the end and assume that a higher raw score is worse, without looking at T-scores or norm tables.
Why this is a problem
Raw scores do not show how that score compares to a large group of people of the same age and gender
A raw score of 70 can mean something different for a preschooler and for a teenager
How to avoid it
Always interpret SRS-2 using the T-score, not just the raw score
Two children can have the same T-score for very different reasons.
Why this is a problem
SRS-2 is normed. That means it is designed to consider typical scores at certain ages
Gender, culture, masking or camouflaging, and expectations from school or home all shape how behaviors show up and how raters interpret them
How to avoid it
Always ask:
How does this person’s behavior compare to peers of the same age?
Is this behavior the same at home and at school?
If you suspect masking (hiding or overcompensating socially) is part of the picture, read more here: https://101autism.com/autism-masking-what-it-is-why-it-happens-and-how-to-recognize-it/
Mistake 5: Looking Only at the Total Score and Ignoring Subscales
The Total Score is important, but it does not tell the whole story.
Why this is a problem
Two people can have the same Total Score with completely different patterns
One may struggle mostly with social communication
Another may struggle more with restricted or repetitive behaviors or with social motivation
If you only look at the Total Score, you miss the shape of the person’s profile
How to avoid it
Look at each subscale:
Social Awareness
Social Cognition
Social Communication
Social Motivation
Restricted Interests and Repetitive Behavior
Use the subscale pattern to guide supports and interventions, not only the diagnostic label
Mistake 7: Using SRS-2 as a DIY Self-Diagnosis Tool
Online, people sometimes complete SRS-2 style questions they find in forums or in random PDFs and then decide that they definitely are or are not autistic.
Why this is a problem
Self-scoring without proper norms, scoring sheets, or training can give misleading results
It can either minimize real struggles or create panic where there is not a major concern
How to avoid it
It is okay to notice patterns and bring them to a professional
For adults exploring autism, start with accessible screeners and then look for a proper assessment pathway
Mistake 8: Over-Interpreting Small Changes in Scores Over Time
Families sometimes repeat SRS-2 after therapy or school changes and expect a dramatic shift, or panic when scores barely move.
Why this is a problem
All tests have measurement error. Small changes may not mean anything significant
Real change can show up more in quality of life, coping strategies, and stress levels than in T-scores
How to avoid it
Use SRS-2 to track bigger trends, not tiny month-to-month differences
Pair it with real-life markers, such as:
Is school less overwhelming?
Are meltdowns shorter or less intense?
Is the person more understood and supported?
Always discuss results with the clinician, not only with the printed report
Mistake 9: Forgetting That SRS-2 Is Only One Piece of the Puzzle
SRS-2 is a powerful tool, but it is not a complete picture of a person.
Why this is a problem
If everyone trusts the score more than the person’s story, important details can be missed, including trauma, ADHD, language delay, learning disorders, and anxiety
Over-reliance on one tool can lead to misdiagnosis or delayed support
How to avoid it
Make sure SRS-2 is part of a multi-tool assessment, ideally including:
FAQ: Common Questions About SRS-2 Scoring Mistakes
Q1: Can SRS-2 be wrong? SRS-2 is not exactly wrong, but it can be misleading if the wrong form is used, if the rater barely knows the person, or if scores are interpreted without context. This is why clinicians combine it with other tools and clinical judgment.
Q2: What if my child’s SRS-2 score is high but the school says everything is fine? This mismatch can mean your child is masking at school, or that teachers do not see what happens at home. It is a signal to have a deeper conversation, not a reason to ignore either side.
Q3: Does a normal SRS-2 score mean my child definitely is not autistic? No. A normal score lowers the likelihood, but it does not completely rule autism in or out, especially if there is a strong developmental history or other clear signs. If you still have concerns, it is reasonable to ask for a full assessment.
My name is Adi, and I am the proud parent of Saar, a lively 17-year-old who happens to have autism. I have created a blog, 101Autism.com, with the aim to share our family's journey and offer guidance to those who may be going through similar experiences. Saar, much like any other teenager, has a passion for football, cycling, and music. He is also a budding pianist and enjoys painting. However, his world is somewhat distinct. Loud sounds can be overwhelming, sudden changes can be unsettling, and understanding emotions can be challenging. Nevertheless, Saar is constantly learning and growing, and his unwavering resilience is truly remarkable.