*3.1. Aim (1) Identify the Most Relevant Categories from the ICF Core Sets for ASD in Order to Describe the Daily Functioning of Children with ASD*

Table 1 shows the categories included in TEA-CIFunciona version 1.0 as well as the toolbox to operationalize each category. All ICF categories were obtained from the Comprehensive Core Set for ASD, except d815 preschool education. This category was included to cover a common concern expressed by parents during clinical consultations.


**Table 1.** TEA-CIFunciona version 1.0 and proposed toolbox.


**Table 1.** *Cont.*

\* Denotes item or items used to assess the content of each category included in TEA-CIFunciona, the items were selected from standardized measurements. As shown, some categories were assessed using VAS or self-developed questions. First column describes the toolbox used in this study, the second column proposes alternative options to assess each category. **CAT/CLAMS:** Clinical Adaptive Test/Clinical Linguistic and Auditory Milestone Scale, **ADI-R:** Autism Diagnostic Interview-Revised, **ADOS-2**: Autism Diagnostic Observation Schedule-2, **WPPSI**: Wechsler Preschool and Primary Scale of Intelligence, **CARS:** Childhood Autism Rating Scale, **VABS**: Vineland Adaptive Behavior Scales 2, **CUD**: Unique Disability Certificate, **VAS**: Visual Analog Scale, **PedsQL**: Pediatric Quality of Life Inventory, **S. Binet:** Stanford-Binet Intelligence Scales, **Gardner:** Test de figura/palabra receptivo y expresivo Gardner, **PLS:** Preschool Language Scale, **CELF-4:** Clinical Evaluation of Language Fundamentals 4, **Family APGAR:** Adaptability, Partnership, Growth, Affection, and Resolve.
