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covering social communication, restricted and repetitive behaviors, developmental history, behavior across contexts, and functional impact, assessed against a specified diagnostic standard. Annotations capture criterion coverage, internal evidence contradictions, and key information gaps, enabling evaluation of whether models verify diagnostic constraints rather than infer from isolated features. It supports model evaluation, constraint-reasoning research, and benchmark development in developmental-behavioral pediatrics.\u003C\u002Fp>","2026-10-12 16:00:44","2026-10-19 17:19:15","0.00",0,5000,"childhood autism benchmark,autism criteria verification,diagnostic evidence benchmark,developmental pediatrics data,medical LLM evaluation,constraint reasoning dataset,clinical evidence analysis,JSON case data","A JSON benchmark for evaluating childhood autism diagnostic reasoning through criterion coverage, evidence contradictions, and information gaps.","JSON","0.3GB","childhood autism assessment, diagnostic criteria verification, clinical decision support","evidence-based verification, diagnostic constraint checking, contradiction and gap detection","V1.0","rivo\u002Fsample-packages\u002F09718c92-fc16-493c-b643-7cacb94eea66\u002F20261012.zip",[583,588,594,599,604,610,615,620],{"id":572,"name":584,"field":585,"intro":586,"type":587},"File Name","file_name","File name","string",{"id":589,"name":590,"field":591,"intro":592,"type":593},8469,"Case Record","case_record","Original case evidence, including developmental history, behavior across contexts, and functional impact.","object",{"id":595,"name":596,"field":597,"intro":598,"type":587},8470,"Overall Rationale","overall_rationale","Concise synthesis of criterion coverage, contradictions, and key information gaps without asserting a diagnosis beyond the evaluated constraints.",{"id":600,"name":601,"field":602,"intro":603,"type":593},8471,"Specified Diagnostic Standard","diagnostic_standard","The designated standard and its explicit diagnostic requirements to be checked against the case evidence.",{"id":605,"name":606,"field":607,"intro":608,"type":609},8472,"Key Information Gaps","key_information_gaps","Important missing information that limits evaluation of the required diagnostic constraints.","array",{"id":611,"name":612,"field":613,"intro":614,"type":609},8473,"Criterion Assessments","criterion_assessments","Evaluations of how the case evidence relates to each required criterion.",{"id":616,"name":617,"field":618,"intro":619,"type":609},8474,"Internal Contradictions","internal_contradictions","Descriptions of material inconsistencies within or between the available case evidence items.",{"id":621,"name":622,"field":623,"intro":624,"type":587},8475,"Overall Constraint Status","overall_constraint_status","Summary of whether the available evidence satisfies, partially satisfies, fails to satisfy, or cannot establish the specified diagnostic constraints.",[626,630,634,638],{"id":627,"question":628,"answer":629},6106,"What does the benchmark contain?","Each JSON record organizes case evidence and a specified diagnostic standard, along with criterion-level assessments, internal contradictions, key information gaps, an overall constraint status, and its rationale. Evidence topics include developmental history, behavior across contexts, and functional impact.",{"id":631,"question":632,"answer":633},6107,"What capabilities does it evaluate?","It evaluates whether a model can compare case evidence with specified criteria, identify insufficient coverage, conflicting evidence, and important missing information, and explain the resulting constraint status. The focus is verification, not diagnosis from isolated features.",{"id":635,"question":636,"answer":637},6108,"Can it be used to make clinical diagnoses?","It should not be used as a standalone diagnostic tool or clinical decision-making basis. It is intended for domain evaluation, research, and system validation; actual diagnosis requires qualified professionals to consider the complete history and applicable standards.",{"id":639,"question":640,"answer":641},6109,"How can I access the data and check its license?","Refer to the product listing for access instructions, delivery details, and license terms. Permitted uses, redistribution restrictions, and commercial-use rights should be confirmed in the listing or the applicable license agreement.",[643,658,668],{"id":644,"relate_table":645,"relate_id":646,"file_size":572,"file_name":647,"path":8,"duration":572,"cate":483,"file_format":648,"audio_rate":8,"audio_channel":522,"audio_bit_depth":522,"quality":8,"annotation":649,"cate_name":650,"case_record":651,"overall_rationale":652,"diagnostic_standard":653,"key_information_gaps":654,"criterion_assessments":655,"internal_contradictions":656,"overall_constraint_status":657},14893,"union_cubo",617604010,"样例_3.json","json","{\"case_record\": \"{\\\"case_reference\\\": \\\"ACB-236\\\", \\\"developmental_history\\\": \\\"A caregiver recalls that social concerns first became noticeable around age twelve and does not recall earlier difficulty with conversation or peer play. A preschool progress note from age four, reviewed during the current assessment, describes limited reciprocal play and repeated lining of objects. The record does not explain the difference between the retrospective account and the contemporaneous note. A later cognitive and adaptive assessment is reported to show age-expected general reasoning and adaptive functioning, with no global developmental delay identified.\\\", \\\"social_communication_evidence\\\": [{\\\"evidence_reference\\\": \\\"S1\\\", \\\"statement\\\": \\\"The caregiver recalls that the child began having difficulty maintaining back-and-forth conversation with peers around age twelve; earlier conversation at home is remembered as reciprocal.\\\", \\\"context\\\": \\\"Caregiver retrospective developmental interview\\\"}, {\\\"evidence_reference\\\": \\\"S2\\\", \\\"statement\\\": \\\"A preschool progress note states that at age four the child rarely responded to peers' attempts to share play and usually continued a preferred activity without acknowledging their suggestions.\\\", \\\"context\\\": \\\"Contemporaneous preschool record, age four\\\"}, {\\\"evidence_reference\\\": \\\"S3\\\", \\\"statement\\\": \\\"During conversation, the young person uses few facial expressions and gestures, and the examiner noted that these were not consistently coordinated with spoken comments.\\\", \\\"context\\\": \\\"Current clinical interview\\\"}, {\\\"evidence_reference\\\": \\\"S4\\\", \\\"statement\\\": \\\"The young person wants friendships but reports uncertainty about how to join group conversations and how to tell when peers want to change topics.\\\", \\\"context\\\": \\\"Current interview and school counselor report\\\"}], \\\"restricted_repetitive_behavior_evidence\\\": [{\\\"evidence_reference\\\": \\\"R1\\\", \\\"statement\\\": \\\"The preschool progress note describes repeatedly lining toys in a fixed order and becoming distressed when the arrangement was changed.\\\", \\\"context\\\": \\\"Contemporaneous preschool record, age four\\\"}, {\\\"evidence_reference\\\": \\\"R2\\\", \\\"statement\\\": \\\"At home, the young person follows a fixed evening sequence and becomes markedly distressed when an activity is moved to a different time.\\\", \\\"context\\\": \\\"Home, reported by caregiver\\\"}, {\\\"evidence_reference\\\": \\\"R3\\\", \\\"statement\\\": \\\"For several years, the young person has spent extensive free time studying the classification of freshwater plants and brings detailed facts into conversations even when others have shifted topics.\\\", \\\"context\\\": \\\"Home and school, reported by caregiver and teacher\\\"}, {\\\"evidence_reference\\\": \\\"R4\\\", \\\"statement\\\": \\\"The young person covers their ears and leaves when exposed to hand dryers or amplified music, and describes these sounds as painful.\\\", \\\"context\\\": \\\"Public settings and school events\\\"}], \\\"cross_context_observations\\\": [{\\\"context_name\\\": \\\"Home\\\", \\\"observation\\\": \\\"The caregiver reports a fixed evening sequence, distress when plans change, and a sustained interest in freshwater plants.\\\"}, {\\\"context_name\\\": \\\"School\\\", \\\"observation\\\": \\\"Staff report difficulty entering group conversations and repeated returns to the same detailed topic; the young person participates more in structured small groups.\\\"}, {\\\"context_name\\\": \\\"Preschool record\\\", \\\"observation\\\": \\\"The age-four note describes limited reciprocal play and repeated lining of toys, whereas the caregiver's retrospective account places the first social concerns much later.\\\"}], \\\"functional_impact\\\": \\\"The young person has difficulty participating in unstructured group discussions, and changes to the evening schedule can interrupt family activities. School staff provide written agendas and advance notice of schedule changes. The reported sound sensitivity limits participation in some assemblies.\\\"}\", \"overall_rationale\": \"The record covers the three A criteria, all four B criteria, current functional impact, and the criterion E explanatory constraint. However, the caregiver's retrospective account conflicts with the contemporaneous preschool evidence about early features. Because the early-developmental-period constraint remains unresolved, the specified constraints cannot be considered established overall.\", \"diagnostic_standard\": \"{\\\"standard_name\\\": \\\"DSM-5-TR\\\", \\\"version_or_edition\\\": \\\"Text Revision (2022)\\\", \\\"required_criteria\\\": [{\\\"criterion_reference\\\": \\\"A1\\\", \\\"criterion_text\\\": \\\"Persistent deficits in social-emotional reciprocity.\\\"}, {\\\"criterion_reference\\\": \\\"A2\\\", \\\"criterion_text\\\": \\\"Persistent deficits in nonverbal communicative behaviors used for social interaction.\\\"}, {\\\"criterion_reference\\\": \\\"A3\\\", \\\"criterion_text\\\": \\\"Persistent deficits in developing, maintaining, and understanding relationships.\\\"}, {\\\"criterion_reference\\\": \\\"B1\\\", \\\"criterion_text\\\": \\\"At least one form of restricted or repetitive movement, use of objects, or speech.\\\"}, {\\\"criterion_reference\\\": \\\"B2\\\", \\\"criterion_text\\\": \\\"Insistence on sameness, inflexible adherence to routines, or ritualized patterns of behavior.\\\"}, {\\\"criterion_reference\\\": \\\"B3\\\", \\\"criterion_text\\\": \\\"Highly restricted, fixated interests abnormal in intensity or focus.\\\"}, {\\\"criterion_reference\\\": \\\"B4\\\", \\\"criterion_text\\\": \\\"Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.\\\"}, {\\\"criterion_reference\\\": \\\"C\\\", \\\"criterion_text\\\": \\\"The features are present in the early developmental period, though they may become fully manifest later.\\\"}, {\\\"criterion_reference\\\": \\\"D\\\", \\\"criterion_text\\\": \\\"The features cause clinically significant impairment in important areas of current functioning.\\\"}, {\\\"criterion_reference\\\": \\\"E\\\", \\\"criterion_text\\\": \\\"The features are not better explained by intellectual disability or global developmental delay; when both are present, social communication is below that expected for the general developmental level.\\\"}], \\\"additional_constraints\\\": [\\\"All three A criteria must be met.\\\", \\\"At least two of the four B criteria must be met.\\\", \\\"Evaluate developmental onset, functional impact, and the criterion E explanatory constraint; do not infer a diagnosis from isolated features.\\\"]}\", \"key_information_gaps\": \"[{\\\"description\\\": \\\"The discrepancy between the caregiver's retrospective developmental account and the preschool record has not been reconciled, limiting confidence about the timing and course of early features.\\\", \\\"affected_criteria\\\": [\\\"C\\\"]}]\", \"criterion_assessments\": \"[{\\\"criterion_reference\\\": \\\"A1\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S2\\\", \\\"S4\\\"], \\\"assessment_rationale\\\": \\\"S2 describes limited response to peers' attempts to share play in the preschool record; S4 describes current difficulty entering group conversations and tracking conversational shifts.\\\", \\\"conflicting_evidence_references\\\": [\\\"S1\\\", \\\"S2\\\"], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"A2\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S3\\\"], \\\"assessment_rationale\\\": \\\"S3 reports few facial expressions and gestures and inconsistent coordination with spoken comments.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"A3\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S2\\\", \\\"S4\\\"], \\\"assessment_rationale\\\": \\\"S2 describes limited reciprocal peer play in preschool, and S4 reports current difficulty joining and navigating group conversations despite wanting friendships.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B1\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R1\\\"], \\\"assessment_rationale\\\": \\\"R1 describes repeated lining of toys in a fixed order.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B2\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R1\\\", \\\"R2\\\"], \\\"assessment_rationale\\\": \\\"R1 and R2 describe distress when arrangements or schedules are changed and adherence to a fixed routine.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B3\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R3\\\"], \\\"assessment_rationale\\\": \\\"R3 describes extensive, sustained attention to a specific subject and repeated introduction of detailed facts across settings.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B4\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R4\\\"], \\\"assessment_rationale\\\": \\\"R4 reports marked sound sensitivity, covering the ears, and leaving noisy settings.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"C\\\", \\\"coverage_status\\\": \\\"conflicting\\\", \\\"supporting_evidence_references\\\": [\\\"S2\\\", \\\"R1\\\"], \\\"assessment_rationale\\\": \\\"The preschool note documents social-communication and repetitive-behavior features at age four, while the caregiver recalls social concerns beginning around age twelve and no earlier conversational difficulty. The source accounts conflict and are not reconciled.\\\", \\\"conflicting_evidence_references\\\": [\\\"S1\\\", \\\"S2\\\", \\\"R1\\\"], \\\"missing_information\\\": [\\\"Clarification of the caregiver's retrospective account in relation to the contemporaneous preschool note is needed.\\\"]}, {\\\"criterion_reference\\\": \\\"D\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The functional-impact field reports reduced participation in unstructured discussions, disruption of family activities, support needs for schedule changes, and limited participation in some assemblies.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"E\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The developmental history reports age-expected general reasoning and adaptive functioning and no global developmental delay identified in the assessment. On the information provided, this constraint is addressed, though it does not resolve the other criteria.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}]\", \"internal_contradictions\": \"[{\\\"description\\\": \\\"The caregiver retrospectively recalls social concerns beginning around age twelve and reciprocal earlier conversation, while the contemporaneous preschool note describes limited reciprocal play at age four; that note also documents repetitive toy arrangement at the same age.\\\", \\\"evidence_references\\\": [\\\"S1\\\", \\\"S2\\\", \\\"R1\\\"], \\\"affected_criteria\\\": [\\\"C\\\"]}]\", \"overall_constraint_status\": \"indeterminate\"}","文本","{\"case_reference\": \"ACB-236\", \"developmental_history\": \"A caregiver recalls that social concerns first became noticeable around age twelve and does not recall earlier difficulty with conversation or peer play. A preschool progress note from age four, reviewed during the current assessment, describes limited reciprocal play and repeated lining of objects. The record does not explain the difference between the retrospective account and the contemporaneous note. A later cognitive and adaptive assessment is reported to show age-expected general reasoning and adaptive functioning, with no global developmental delay identified.\", \"social_communication_evidence\": [{\"evidence_reference\": \"S1\", \"statement\": \"The caregiver recalls that the child began having difficulty maintaining back-and-forth conversation with peers around age twelve; earlier conversation at home is remembered as reciprocal.\", \"context\": \"Caregiver retrospective developmental interview\"}, {\"evidence_reference\": \"S2\", \"statement\": \"A preschool progress note states that at age four the child rarely responded to peers' attempts to share play and usually continued a preferred activity without acknowledging their suggestions.\", \"context\": \"Contemporaneous preschool record, age four\"}, {\"evidence_reference\": \"S3\", \"statement\": \"During conversation, the young person uses few facial expressions and gestures, and the examiner noted that these were not consistently coordinated with spoken comments.\", \"context\": \"Current clinical interview\"}, {\"evidence_reference\": \"S4\", \"statement\": \"The young person wants friendships but reports uncertainty about how to join group conversations and how to tell when peers want to change topics.\", \"context\": \"Current interview and school counselor report\"}], \"restricted_repetitive_behavior_evidence\": [{\"evidence_reference\": \"R1\", \"statement\": \"The preschool progress note describes repeatedly lining toys in a fixed order and becoming distressed when the arrangement was changed.\", \"context\": \"Contemporaneous preschool record, age four\"}, {\"evidence_reference\": \"R2\", \"statement\": \"At home, the young person follows a fixed evening sequence and becomes markedly distressed when an activity is moved to a different time.\", \"context\": \"Home, reported by caregiver\"}, {\"evidence_reference\": \"R3\", \"statement\": \"For several years, the young person has spent extensive free time studying the classification of freshwater plants and brings detailed facts into conversations even when others have shifted topics.\", \"context\": \"Home and school, reported by caregiver and teacher\"}, {\"evidence_reference\": \"R4\", \"statement\": \"The young person covers their ears and leaves when exposed to hand dryers or amplified music, and describes these sounds as painful.\", \"context\": \"Public settings and school events\"}], \"cross_context_observations\": [{\"context_name\": \"Home\", \"observation\": \"The caregiver reports a fixed evening sequence, distress when plans change, and a sustained interest in freshwater plants.\"}, {\"context_name\": \"School\", \"observation\": \"Staff report difficulty entering group conversations and repeated returns to the same detailed topic; the young person participates more in structured small groups.\"}, {\"context_name\": \"Preschool record\", \"observation\": \"The age-four note describes limited reciprocal play and repeated lining of toys, whereas the caregiver's retrospective account places the first social concerns much later.\"}], \"functional_impact\": \"The young person has difficulty participating in unstructured group discussions, and changes to the evening schedule can interrupt family activities. School staff provide written agendas and advance notice of schedule changes. The reported sound sensitivity limits participation in some assemblies.\"}","The record covers the three A criteria, all four B criteria, current functional impact, and the criterion E explanatory constraint. However, the caregiver's retrospective account conflicts with the contemporaneous preschool evidence about early features. Because the early-developmental-period constraint remains unresolved, the specified constraints cannot be considered established overall.","{\"standard_name\": \"DSM-5-TR\", \"version_or_edition\": \"Text Revision (2022)\", \"required_criteria\": [{\"criterion_reference\": \"A1\", \"criterion_text\": \"Persistent deficits in social-emotional reciprocity.\"}, {\"criterion_reference\": \"A2\", \"criterion_text\": \"Persistent deficits in nonverbal communicative behaviors used for social interaction.\"}, {\"criterion_reference\": \"A3\", \"criterion_text\": \"Persistent deficits in developing, maintaining, and understanding relationships.\"}, {\"criterion_reference\": \"B1\", \"criterion_text\": \"At least one form of restricted or repetitive movement, use of objects, or speech.\"}, {\"criterion_reference\": \"B2\", \"criterion_text\": \"Insistence on sameness, inflexible adherence to routines, or ritualized patterns of behavior.\"}, {\"criterion_reference\": \"B3\", \"criterion_text\": \"Highly restricted, fixated interests abnormal in intensity or focus.\"}, {\"criterion_reference\": \"B4\", \"criterion_text\": \"Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.\"}, {\"criterion_reference\": \"C\", \"criterion_text\": \"The features are present in the early developmental period, though they may become fully manifest later.\"}, {\"criterion_reference\": \"D\", \"criterion_text\": \"The features cause clinically significant impairment in important areas of current functioning.\"}, {\"criterion_reference\": \"E\", \"criterion_text\": \"The features are not better explained by intellectual disability or global developmental delay; when both are present, social communication is below that expected for the general developmental level.\"}], \"additional_constraints\": [\"All three A criteria must be met.\", \"At least two of the four B criteria must be met.\", \"Evaluate developmental onset, functional impact, and the criterion E explanatory constraint; do not infer a diagnosis from isolated features.\"]}","[{\"description\": \"The discrepancy between the caregiver's retrospective developmental account and the preschool record has not been reconciled, limiting confidence about the timing and course of early features.\", \"affected_criteria\": [\"C\"]}]","[{\"criterion_reference\": \"A1\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"S2\", \"S4\"], \"assessment_rationale\": \"S2 describes limited response to peers' attempts to share play in the preschool record; S4 describes current difficulty entering group conversations and tracking conversational shifts.\", \"conflicting_evidence_references\": [\"S1\", \"S2\"], \"missing_information\": []}, {\"criterion_reference\": \"A2\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"S3\"], \"assessment_rationale\": \"S3 reports few facial expressions and gestures and inconsistent coordination with spoken comments.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"A3\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"S2\", \"S4\"], \"assessment_rationale\": \"S2 describes limited reciprocal peer play in preschool, and S4 reports current difficulty joining and navigating group conversations despite wanting friendships.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B1\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R1\"], \"assessment_rationale\": \"R1 describes repeated lining of toys in a fixed order.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B2\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R1\", \"R2\"], \"assessment_rationale\": \"R1 and R2 describe distress when arrangements or schedules are changed and adherence to a fixed routine.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B3\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R3\"], \"assessment_rationale\": \"R3 describes extensive, sustained attention to a specific subject and repeated introduction of detailed facts across settings.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B4\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R4\"], \"assessment_rationale\": \"R4 reports marked sound sensitivity, covering the ears, and leaving noisy settings.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"C\", \"coverage_status\": \"conflicting\", \"supporting_evidence_references\": [\"S2\", \"R1\"], \"assessment_rationale\": \"The preschool note documents social-communication and repetitive-behavior features at age four, while the caregiver recalls social concerns beginning around age twelve and no earlier conversational difficulty. The source accounts conflict and are not reconciled.\", \"conflicting_evidence_references\": [\"S1\", \"S2\", \"R1\"], \"missing_information\": [\"Clarification of the caregiver's retrospective account in relation to the contemporaneous preschool note is needed.\"]}, {\"criterion_reference\": \"D\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"The functional-impact field reports reduced participation in unstructured discussions, disruption of family activities, support needs for schedule changes, and limited participation in some assemblies.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"E\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"The developmental history reports age-expected general reasoning and adaptive functioning and no global developmental delay identified in the assessment. On the information provided, this constraint is addressed, though it does not resolve the other criteria.\", \"conflicting_evidence_references\": [], \"missing_information\": []}]","[{\"description\": \"The caregiver retrospectively recalls social concerns beginning around age twelve and reciprocal earlier conversation, while the contemporaneous preschool note describes limited reciprocal play at age four; that note also documents repetitive toy arrangement at the same age.\", \"evidence_references\": [\"S1\", \"S2\", \"R1\"], \"affected_criteria\": [\"C\"]}]","indeterminate",{"id":659,"relate_table":645,"relate_id":660,"file_size":572,"file_name":661,"path":8,"duration":572,"cate":483,"file_format":648,"audio_rate":8,"audio_channel":522,"audio_bit_depth":522,"quality":8,"annotation":662,"cate_name":650,"case_record":663,"overall_rationale":664,"diagnostic_standard":653,"key_information_gaps":665,"criterion_assessments":666,"internal_contradictions":667,"overall_constraint_status":657},14892,1264946185,"样例_2.json","{\"case_record\": \"{\\\"case_reference\\\": \\\"ACB-108\\\", \\\"developmental_history\\\": \\\"Caregivers recall no notable social-communication concerns in early childhood and describe the child as comfortable talking with familiar relatives. No preschool records or detailed early developmental assessment are available. School concerns were first documented around age ten.\\\", \\\"social_communication_evidence\\\": [{\\\"evidence_reference\\\": \\\"S1\\\", \\\"statement\\\": \\\"The classroom teacher's weekly notes state that, during lunch across the same six-week period, the student rarely responded to classmates' conversational bids and usually ate alone.\\\", \\\"context\\\": \\\"School lunch, classroom teacher notes\\\"}, {\\\"evidence_reference\\\": \\\"S2\\\", \\\"statement\\\": \\\"The lunch supervisor's notes for that same six-week period state that the student regularly initiated and sustained reciprocal conversations with classmates at the table.\\\", \\\"context\\\": \\\"School lunch, lunch supervisor notes\\\"}, {\\\"evidence_reference\\\": \\\"S3\\\", \\\"statement\\\": \\\"The student makes eye contact when addressed and points to items of interest; the report does not describe how facial expression, gaze, and gestures are coordinated during interaction.\\\", \\\"context\\\": \\\"School support meeting observation\\\"}, {\\\"evidence_reference\\\": \\\"S4\\\", \\\"statement\\\": \\\"The student has one close friend and reports difficulty joining larger peer groups, especially when the activity is unstructured.\\\", \\\"context\\\": \\\"Student interview and school counselor report\\\"}], \\\"restricted_repetitive_behavior_evidence\\\": [{\\\"evidence_reference\\\": \\\"R1\\\", \\\"statement\\\": \\\"The student has an extensive collection of information about regional rail lines and often redirects conversations to railway timetables.\\\", \\\"context\\\": \\\"Home and school, reported by caregivers and teacher\\\"}, {\\\"evidence_reference\\\": \\\"R2\\\", \\\"statement\\\": \\\"Unexpected changes to the order of classroom activities sometimes lead to visible frustration, though the frequency and duration are not recorded.\\\", \\\"context\\\": \\\"Classroom, teacher report\\\"}], \\\"cross_context_observations\\\": [{\\\"context_name\\\": \\\"Home\\\", \\\"observation\\\": \\\"Caregivers report comfortable conversation with familiar relatives and no marked difficulty with everyday changes.\\\"}, {\\\"context_name\\\": \\\"School\\\", \\\"observation\\\": \\\"Reports differ about lunch interaction; difficulty joining larger unstructured peer groups and occasional frustration with changed activity order are noted.\\\"}, {\\\"context_name\\\": \\\"Community club\\\", \\\"observation\\\": \\\"The student attends a weekly club with a familiar friend; the record does not describe reciprocal interaction with other members.\\\"}], \\\"functional_impact\\\": \\\"The counselor reports that difficulty entering larger group projects has reduced the student's participation in class activities. Caregivers do not report comparable participation difficulties at home or in familiar community activities.\\\"}\", \"overall_rationale\": \"The record describes a focused interest and some peer and routine-related concerns, but the A1 reports conflict, other A criteria are only partially covered, and the available record documents fewer than two clearly covered B criteria. Early developmental presence, the extent of impairment, and the criterion E constraint also remain unresolved; the evidence therefore does not establish the specified constraints.\", \"diagnostic_standard\": \"{\\\"standard_name\\\": \\\"DSM-5-TR\\\", \\\"version_or_edition\\\": \\\"Text Revision (2022)\\\", \\\"required_criteria\\\": [{\\\"criterion_reference\\\": \\\"A1\\\", \\\"criterion_text\\\": \\\"Persistent deficits in social-emotional reciprocity.\\\"}, {\\\"criterion_reference\\\": \\\"A2\\\", \\\"criterion_text\\\": \\\"Persistent deficits in nonverbal communicative behaviors used for social interaction.\\\"}, {\\\"criterion_reference\\\": \\\"A3\\\", \\\"criterion_text\\\": \\\"Persistent deficits in developing, maintaining, and understanding relationships.\\\"}, {\\\"criterion_reference\\\": \\\"B1\\\", \\\"criterion_text\\\": \\\"At least one form of restricted or repetitive movement, use of objects, or speech.\\\"}, {\\\"criterion_reference\\\": \\\"B2\\\", \\\"criterion_text\\\": \\\"Insistence on sameness, inflexible adherence to routines, or ritualized patterns of behavior.\\\"}, {\\\"criterion_reference\\\": \\\"B3\\\", \\\"criterion_text\\\": \\\"Highly restricted, fixated interests abnormal in intensity or focus.\\\"}, {\\\"criterion_reference\\\": \\\"B4\\\", \\\"criterion_text\\\": \\\"Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.\\\"}, {\\\"criterion_reference\\\": \\\"C\\\", \\\"criterion_text\\\": \\\"The features are present in the early developmental period, though they may become fully manifest later.\\\"}, {\\\"criterion_reference\\\": \\\"D\\\", \\\"criterion_text\\\": \\\"The features cause clinically significant impairment in important areas of current functioning.\\\"}, {\\\"criterion_reference\\\": \\\"E\\\", \\\"criterion_text\\\": \\\"The features are not better explained by intellectual disability or global developmental delay; when both are present, social communication is below that expected for the general developmental level.\\\"}], \\\"additional_constraints\\\": [\\\"All three A criteria must be met.\\\", \\\"At least two of the four B criteria must be met.\\\", \\\"Evaluate developmental onset, functional impact, and the criterion E explanatory constraint; do not infer a diagnosis from isolated features.\\\"]}\", \"key_information_gaps\": \"[{\\\"description\\\": \\\"The discrepant observations of lunch interaction need clarification before social-emotional reciprocity and peer relationship functioning can be assessed reliably.\\\", \\\"affected_criteria\\\": [\\\"A1\\\", \\\"A3\\\"]}, {\\\"description\\\": \\\"The record lacks detailed early developmental information and evidence needed to evaluate the criterion E explanatory constraint.\\\", \\\"affected_criteria\\\": [\\\"C\\\", \\\"E\\\"]}, {\\\"description\\\": \\\"The record does not adequately characterize routine-change responses, sensory features, or repetitive movements, object use, and speech.\\\", \\\"affected_criteria\\\": [\\\"B1\\\", \\\"B2\\\", \\\"B4\\\"]}]\", \"criterion_assessments\": \"[{\\\"criterion_reference\\\": \\\"A1\\\", \\\"coverage_status\\\": \\\"conflicting\\\", \\\"supporting_evidence_references\\\": [\\\"S1\\\", \\\"S2\\\"], \\\"assessment_rationale\\\": \\\"S1 reports rare responses to peers' conversational bids, while S2 describes regular reciprocal conversation in the same setting and period. The record does not resolve this discrepancy.\\\", \\\"conflicting_evidence_references\\\": [\\\"S1\\\", \\\"S2\\\"], \\\"missing_information\\\": [\\\"Clarification of the discrepant lunch observations, including the situations and interaction partners observed, is needed.\\\"]}, {\\\"criterion_reference\\\": \\\"A2\\\", \\\"coverage_status\\\": \\\"partially_covered\\\", \\\"supporting_evidence_references\\\": [\\\"S3\\\"], \\\"assessment_rationale\\\": \\\"S3 describes eye contact and pointing but leaves the coordination and social use of nonverbal behaviors undescribed.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": [\\\"Examples of facial expression, gaze, and gesture coordination during social interaction are not provided.\\\"]}, {\\\"criterion_reference\\\": \\\"A3\\\", \\\"coverage_status\\\": \\\"partially_covered\\\", \\\"supporting_evidence_references\\\": [\\\"S4\\\", \\\"S1\\\", \\\"S2\\\"], \\\"assessment_rationale\\\": \\\"S4 reports difficulty joining larger unstructured peer groups but also identifies a close friend. The conflicting lunch accounts further limit assessment of relationship functioning across contexts.\\\", \\\"conflicting_evidence_references\\\": [\\\"S1\\\", \\\"S2\\\"], \\\"missing_information\\\": [\\\"The record does not describe the student's understanding of relationships or functioning with peers across a broader range of settings.\\\"]}, {\\\"criterion_reference\\\": \\\"B1\\\", \\\"coverage_status\\\": \\\"not_covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"No repetitive movements, repetitive object use, or repetitive speech are described in the available case record.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": [\\\"The record does not assess repetitive movements, object use, or speech.\\\"]}, {\\\"criterion_reference\\\": \\\"B2\\\", \\\"coverage_status\\\": \\\"partially_covered\\\", \\\"supporting_evidence_references\\\": [\\\"R2\\\"], \\\"assessment_rationale\\\": \\\"R2 reports occasional frustration after activity-order changes, but does not establish persistence, inflexibility, or the extent of the response.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": [\\\"Frequency, duration, severity, and response to routine changes across settings are not reported.\\\"]}, {\\\"criterion_reference\\\": \\\"B3\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R1\\\"], \\\"assessment_rationale\\\": \\\"R1 describes extensive, recurring attention to railway information and redirection of conversations to that topic.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B4\\\", \\\"coverage_status\\\": \\\"not_covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"No sensory reactivity or unusual sensory interests are described in the record.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": [\\\"Sensory responses across everyday settings are not documented.\\\"]}, {\\\"criterion_reference\\\": \\\"C\\\", \\\"coverage_status\\\": \\\"partially_covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"Caregivers recall no early concerns, while school concerns were documented around age ten. Without early records or detailed developmental history, early presence of the relevant features cannot be established or ruled out.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": [\\\"Detailed early developmental history and records describing social communication and restricted or repetitive features before the school concerns are unavailable.\\\"]}, {\\\"criterion_reference\\\": \\\"D\\\", \\\"coverage_status\\\": \\\"partially_covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The functional-impact field reports reduced class participation in group projects, but also reports no comparable difficulty at home or familiar community activities; the extent and persistence of impairment are not specified.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": [\\\"The duration and severity of participation effects, and whether they occur in other important areas of functioning, are not described.\\\"]}, {\\\"criterion_reference\\\": \\\"E\\\", \\\"coverage_status\\\": \\\"not_covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The record contains no information about intellectual or global developmental level or whether either better explains the reported features.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": [\\\"Cognitive and developmental information relevant to the criterion E explanatory constraint is not provided.\\\"]}]\", \"internal_contradictions\": \"[{\\\"description\\\": \\\"Two reports covering the same six-week lunch period differ: one describes rare responses to classmates and eating alone, while the other describes regular initiation and sustained reciprocal conversation.\\\", \\\"evidence_references\\\": [\\\"S1\\\", \\\"S2\\\"], \\\"affected_criteria\\\": [\\\"A1\\\", \\\"A3\\\"]}]\", \"overall_constraint_status\": \"indeterminate\"}","{\"case_reference\": \"ACB-108\", \"developmental_history\": \"Caregivers recall no notable social-communication concerns in early childhood and describe the child as comfortable talking with familiar relatives. No preschool records or detailed early developmental assessment are available. School concerns were first documented around age ten.\", \"social_communication_evidence\": [{\"evidence_reference\": \"S1\", \"statement\": \"The classroom teacher's weekly notes state that, during lunch across the same six-week period, the student rarely responded to classmates' conversational bids and usually ate alone.\", \"context\": \"School lunch, classroom teacher notes\"}, {\"evidence_reference\": \"S2\", \"statement\": \"The lunch supervisor's notes for that same six-week period state that the student regularly initiated and sustained reciprocal conversations with classmates at the table.\", \"context\": \"School lunch, lunch supervisor notes\"}, {\"evidence_reference\": \"S3\", \"statement\": \"The student makes eye contact when addressed and points to items of interest; the report does not describe how facial expression, gaze, and gestures are coordinated during interaction.\", \"context\": \"School support meeting observation\"}, {\"evidence_reference\": \"S4\", \"statement\": \"The student has one close friend and reports difficulty joining larger peer groups, especially when the activity is unstructured.\", \"context\": \"Student interview and school counselor report\"}], \"restricted_repetitive_behavior_evidence\": [{\"evidence_reference\": \"R1\", \"statement\": \"The student has an extensive collection of information about regional rail lines and often redirects conversations to railway timetables.\", \"context\": \"Home and school, reported by caregivers and teacher\"}, {\"evidence_reference\": \"R2\", \"statement\": \"Unexpected changes to the order of classroom activities sometimes lead to visible frustration, though the frequency and duration are not recorded.\", \"context\": \"Classroom, teacher report\"}], \"cross_context_observations\": [{\"context_name\": \"Home\", \"observation\": \"Caregivers report comfortable conversation with familiar relatives and no marked difficulty with everyday changes.\"}, {\"context_name\": \"School\", \"observation\": \"Reports differ about lunch interaction; difficulty joining larger unstructured peer groups and occasional frustration with changed activity order are noted.\"}, {\"context_name\": \"Community club\", \"observation\": \"The student attends a weekly club with a familiar friend; the record does not describe reciprocal interaction with other members.\"}], \"functional_impact\": \"The counselor reports that difficulty entering larger group projects has reduced the student's participation in class activities. Caregivers do not report comparable participation difficulties at home or in familiar community activities.\"}","The record describes a focused interest and some peer and routine-related concerns, but the A1 reports conflict, other A criteria are only partially covered, and the available record documents fewer than two clearly covered B criteria. Early developmental presence, the extent of impairment, and the criterion E constraint also remain unresolved; the evidence therefore does not establish the specified constraints.","[{\"description\": \"The discrepant observations of lunch interaction need clarification before social-emotional reciprocity and peer relationship functioning can be assessed reliably.\", \"affected_criteria\": [\"A1\", \"A3\"]}, {\"description\": \"The record lacks detailed early developmental information and evidence needed to evaluate the criterion E explanatory constraint.\", \"affected_criteria\": [\"C\", \"E\"]}, {\"description\": \"The record does not adequately characterize routine-change responses, sensory features, or repetitive movements, object use, and speech.\", \"affected_criteria\": [\"B1\", \"B2\", \"B4\"]}]","[{\"criterion_reference\": \"A1\", \"coverage_status\": \"conflicting\", \"supporting_evidence_references\": [\"S1\", \"S2\"], \"assessment_rationale\": \"S1 reports rare responses to peers' conversational bids, while S2 describes regular reciprocal conversation in the same setting and period. The record does not resolve this discrepancy.\", \"conflicting_evidence_references\": [\"S1\", \"S2\"], \"missing_information\": [\"Clarification of the discrepant lunch observations, including the situations and interaction partners observed, is needed.\"]}, {\"criterion_reference\": \"A2\", \"coverage_status\": \"partially_covered\", \"supporting_evidence_references\": [\"S3\"], \"assessment_rationale\": \"S3 describes eye contact and pointing but leaves the coordination and social use of nonverbal behaviors undescribed.\", \"conflicting_evidence_references\": [], \"missing_information\": [\"Examples of facial expression, gaze, and gesture coordination during social interaction are not provided.\"]}, {\"criterion_reference\": \"A3\", \"coverage_status\": \"partially_covered\", \"supporting_evidence_references\": [\"S4\", \"S1\", \"S2\"], \"assessment_rationale\": \"S4 reports difficulty joining larger unstructured peer groups but also identifies a close friend. The conflicting lunch accounts further limit assessment of relationship functioning across contexts.\", \"conflicting_evidence_references\": [\"S1\", \"S2\"], \"missing_information\": [\"The record does not describe the student's understanding of relationships or functioning with peers across a broader range of settings.\"]}, {\"criterion_reference\": \"B1\", \"coverage_status\": \"not_covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"No repetitive movements, repetitive object use, or repetitive speech are described in the available case record.\", \"conflicting_evidence_references\": [], \"missing_information\": [\"The record does not assess repetitive movements, object use, or speech.\"]}, {\"criterion_reference\": \"B2\", \"coverage_status\": \"partially_covered\", \"supporting_evidence_references\": [\"R2\"], \"assessment_rationale\": \"R2 reports occasional frustration after activity-order changes, but does not establish persistence, inflexibility, or the extent of the response.\", \"conflicting_evidence_references\": [], \"missing_information\": [\"Frequency, duration, severity, and response to routine changes across settings are not reported.\"]}, {\"criterion_reference\": \"B3\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R1\"], \"assessment_rationale\": \"R1 describes extensive, recurring attention to railway information and redirection of conversations to that topic.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B4\", \"coverage_status\": \"not_covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"No sensory reactivity or unusual sensory interests are described in the record.\", \"conflicting_evidence_references\": [], \"missing_information\": [\"Sensory responses across everyday settings are not documented.\"]}, {\"criterion_reference\": \"C\", \"coverage_status\": \"partially_covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"Caregivers recall no early concerns, while school concerns were documented around age ten. Without early records or detailed developmental history, early presence of the relevant features cannot be established or ruled out.\", \"conflicting_evidence_references\": [], \"missing_information\": [\"Detailed early developmental history and records describing social communication and restricted or repetitive features before the school concerns are unavailable.\"]}, {\"criterion_reference\": \"D\", \"coverage_status\": \"partially_covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"The functional-impact field reports reduced class participation in group projects, but also reports no comparable difficulty at home or familiar community activities; the extent and persistence of impairment are not specified.\", \"conflicting_evidence_references\": [], \"missing_information\": [\"The duration and severity of participation effects, and whether they occur in other important areas of functioning, are not described.\"]}, {\"criterion_reference\": \"E\", \"coverage_status\": \"not_covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"The record contains no information about intellectual or global developmental level or whether either better explains the reported features.\", \"conflicting_evidence_references\": [], \"missing_information\": [\"Cognitive and developmental information relevant to the criterion E explanatory constraint is not provided.\"]}]","[{\"description\": \"Two reports covering the same six-week lunch period differ: one describes rare responses to classmates and eating alone, while the other describes regular initiation and sustained reciprocal conversation.\", \"evidence_references\": [\"S1\", \"S2\"], \"affected_criteria\": [\"A1\", \"A3\"]}]",{"id":669,"relate_table":645,"relate_id":670,"file_size":572,"file_name":671,"path":8,"duration":572,"cate":483,"file_format":648,"audio_rate":8,"audio_channel":522,"audio_bit_depth":522,"quality":8,"annotation":672,"cate_name":650,"case_record":673,"overall_rationale":674,"diagnostic_standard":653,"key_information_gaps":675,"criterion_assessments":676,"internal_contradictions":677,"overall_constraint_status":657},14891,147399434,"样例_1.json","{\"case_record\": \"{\\\"case_reference\\\": \\\"ACB-041\\\", \\\"developmental_history\\\": \\\"Family reports that differences in reciprocal play and conversational exchange were noticeable before preschool. Early language milestones were described as timely. No formal developmental assessment from that period is available.\\\", \\\"social_communication_evidence\\\": [{\\\"evidence_reference\\\": \\\"S1\\\", \\\"statement\\\": \\\"During conversations, the child often answers direct questions but rarely asks follow-up questions or shares an experience unless prompted.\\\", \\\"context\\\": \\\"Home and family visits, reported by caregivers\\\"}, {\\\"evidence_reference\\\": \\\"S2\\\", \\\"statement\\\": \\\"The child frequently looks toward the speaker but does not consistently coordinate gaze with pointing or facial expression when requesting or sharing interest.\\\", \\\"context\\\": \\\"Clinic observation and caregiver report\\\"}, {\\\"evidence_reference\\\": \\\"S3\\\", \\\"statement\\\": \\\"The child approaches other children to discuss preferred topics but has difficulty adjusting the conversation when they change the subject.\\\", \\\"context\\\": \\\"School recess and neighborhood play\\\"}], \\\"restricted_repetitive_behavior_evidence\\\": [{\\\"evidence_reference\\\": \\\"R1\\\", \\\"statement\\\": \\\"The child repeatedly arranges small vehicles in the same sequence and becomes upset if another person moves them.\\\", \\\"context\\\": \\\"Home play, reported by caregivers\\\"}, {\\\"evidence_reference\\\": \\\"R2\\\", \\\"statement\\\": \\\"A change to the usual route to school led to prolonged distress and repeated requests to return to the familiar route.\\\", \\\"context\\\": \\\"Morning travel, reported by caregivers\\\"}, {\\\"evidence_reference\\\": \\\"R3\\\", \\\"statement\\\": \\\"The child spends much of free time collecting detailed information about transit maps and brings the topic into unrelated conversations.\\\", \\\"context\\\": \\\"Home and school, reported by caregivers and teacher\\\"}, {\\\"evidence_reference\\\": \\\"R4\\\", \\\"statement\\\": \\\"Hand dryers and crowded assemblies are described as painful; the child covers both ears and leaves when possible.\\\", \\\"context\\\": \\\"Public restrooms and school assemblies\\\"}], \\\"cross_context_observations\\\": [{\\\"context_name\\\": \\\"Home\\\", \\\"observation\\\": \\\"Caregivers report limited conversational reciprocity and marked distress when familiar play arrangements or plans change.\\\"}, {\\\"context_name\\\": \\\"School\\\", \\\"observation\\\": \\\"The teacher reports difficulty sustaining peer exchanges and repeated discussion of transit maps; the child participates more readily in predictable activities.\\\"}, {\\\"context_name\\\": \\\"Community activities\\\", \\\"observation\\\": \\\"At a weekly group, the child approaches peers but usually returns to transit topics and avoids the noisy indoor hall.\\\"}], \\\"functional_impact\\\": \\\"The child needs advance preparation for routine changes, adult support to participate in group activities, and access to a quieter space during assemblies. Peer play often ends when the conversation moves away from the child's preferred topic.\\\"}\", \"overall_rationale\": \"The record provides evidence for all three A criteria, all four B criteria, early developmental presence, and functional impact. The criterion E explanatory constraint cannot be established from the available information, so the specified constraints cannot be considered fully established.\", \"diagnostic_standard\": \"{\\\"standard_name\\\": \\\"DSM-5-TR\\\", \\\"version_or_edition\\\": \\\"Text Revision (2022)\\\", \\\"required_criteria\\\": [{\\\"criterion_reference\\\": \\\"A1\\\", \\\"criterion_text\\\": \\\"Persistent deficits in social-emotional reciprocity.\\\"}, {\\\"criterion_reference\\\": \\\"A2\\\", \\\"criterion_text\\\": \\\"Persistent deficits in nonverbal communicative behaviors used for social interaction.\\\"}, {\\\"criterion_reference\\\": \\\"A3\\\", \\\"criterion_text\\\": \\\"Persistent deficits in developing, maintaining, and understanding relationships.\\\"}, {\\\"criterion_reference\\\": \\\"B1\\\", \\\"criterion_text\\\": \\\"At least one form of restricted or repetitive movement, use of objects, or speech.\\\"}, {\\\"criterion_reference\\\": \\\"B2\\\", \\\"criterion_text\\\": \\\"Insistence on sameness, inflexible adherence to routines, or ritualized patterns of behavior.\\\"}, {\\\"criterion_reference\\\": \\\"B3\\\", \\\"criterion_text\\\": \\\"Highly restricted, fixated interests abnormal in intensity or focus.\\\"}, {\\\"criterion_reference\\\": \\\"B4\\\", \\\"criterion_text\\\": \\\"Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.\\\"}, {\\\"criterion_reference\\\": \\\"C\\\", \\\"criterion_text\\\": \\\"The features are present in the early developmental period, though they may become fully manifest later.\\\"}, {\\\"criterion_reference\\\": \\\"D\\\", \\\"criterion_text\\\": \\\"The features cause clinically significant impairment in important areas of current functioning.\\\"}, {\\\"criterion_reference\\\": \\\"E\\\", \\\"criterion_text\\\": \\\"The features are not better explained by intellectual disability or global developmental delay; when both are present, social communication is below that expected for the general developmental level.\\\"}], \\\"additional_constraints\\\": [\\\"All three A criteria must be met.\\\", \\\"At least two of the four B criteria must be met.\\\", \\\"Evaluate developmental onset, functional impact, and the criterion E explanatory constraint; do not infer a diagnosis from isolated features.\\\"]}\", \"key_information_gaps\": \"[{\\\"description\\\": \\\"Information about cognitive and adaptive developmental levels, and whether the social-communication features are better explained by intellectual disability or global developmental delay, is absent.\\\", \\\"affected_criteria\\\": [\\\"E\\\"]}]\", \"criterion_assessments\": \"[{\\\"criterion_reference\\\": \\\"A1\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S1\\\", \\\"S3\\\"], \\\"assessment_rationale\\\": \\\"S1 describes limited spontaneous reciprocal exchange, and S3 describes difficulty adapting conversation to a partner. These reports support the stated reciprocity criterion.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"A2\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S2\\\"], \\\"assessment_rationale\\\": \\\"S2 reports inconsistent coordination of gaze with pointing and facial expression in social communication.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"A3\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S3\\\"], \\\"assessment_rationale\\\": \\\"S3 describes difficulty adapting interaction with peers when their conversational interests change; the cross-context observations also report limited peer participation.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B1\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R1\\\"], \\\"assessment_rationale\\\": \\\"R1 reports repeated ordering of objects in a fixed sequence.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B2\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R2\\\"], \\\"assessment_rationale\\\": \\\"R2 describes substantial distress and repeated requests when a familiar route changes.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B3\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R3\\\"], \\\"assessment_rationale\\\": \\\"R3 describes an unusually focused interest that is repeatedly introduced across settings.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B4\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R4\\\"], \\\"assessment_rationale\\\": \\\"R4 reports pronounced distress in response to specific sounds and leaving a noisy setting.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"C\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The developmental history reports that differences in reciprocal play and conversation were noticeable before preschool.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"D\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The functional-impact field describes support needs in group participation, routine changes, assemblies, and peer play.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"E\\\", \\\"coverage_status\\\": \\\"partially_covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The record notes timely early language milestones, but this alone does not establish whether intellectual disability or global developmental delay better explains the reported social-communication features.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": [\\\"No cognitive or adaptive-developmental assessment, or explicit evaluation of the criterion E explanatory constraint, is provided.\\\"]}]\", \"internal_contradictions\": \"[]\", \"overall_constraint_status\": \"indeterminate\"}","{\"case_reference\": \"ACB-041\", \"developmental_history\": \"Family reports that differences in reciprocal play and conversational exchange were noticeable before preschool. Early language milestones were described as timely. No formal developmental assessment from that period is available.\", \"social_communication_evidence\": [{\"evidence_reference\": \"S1\", \"statement\": \"During conversations, the child often answers direct questions but rarely asks follow-up questions or shares an experience unless prompted.\", \"context\": \"Home and family visits, reported by caregivers\"}, {\"evidence_reference\": \"S2\", \"statement\": \"The child frequently looks toward the speaker but does not consistently coordinate gaze with pointing or facial expression when requesting or sharing interest.\", \"context\": \"Clinic observation and caregiver report\"}, {\"evidence_reference\": \"S3\", \"statement\": \"The child approaches other children to discuss preferred topics but has difficulty adjusting the conversation when they change the subject.\", \"context\": \"School recess and neighborhood play\"}], \"restricted_repetitive_behavior_evidence\": [{\"evidence_reference\": \"R1\", \"statement\": \"The child repeatedly arranges small vehicles in the same sequence and becomes upset if another person moves them.\", \"context\": \"Home play, reported by caregivers\"}, {\"evidence_reference\": \"R2\", \"statement\": \"A change to the usual route to school led to prolonged distress and repeated requests to return to the familiar route.\", \"context\": \"Morning travel, reported by caregivers\"}, {\"evidence_reference\": \"R3\", \"statement\": \"The child spends much of free time collecting detailed information about transit maps and brings the topic into unrelated conversations.\", \"context\": \"Home and school, reported by caregivers and teacher\"}, {\"evidence_reference\": \"R4\", \"statement\": \"Hand dryers and crowded assemblies are described as painful; the child covers both ears and leaves when possible.\", \"context\": \"Public restrooms and school assemblies\"}], \"cross_context_observations\": [{\"context_name\": \"Home\", \"observation\": \"Caregivers report limited conversational reciprocity and marked distress when familiar play arrangements or plans change.\"}, {\"context_name\": \"School\", \"observation\": \"The teacher reports difficulty sustaining peer exchanges and repeated discussion of transit maps; the child participates more readily in predictable activities.\"}, {\"context_name\": \"Community activities\", \"observation\": \"At a weekly group, the child approaches peers but usually returns to transit topics and avoids the noisy indoor hall.\"}], \"functional_impact\": \"The child needs advance preparation for routine changes, adult support to participate in group activities, and access to a quieter space during assemblies. Peer play often ends when the conversation moves away from the child's preferred topic.\"}","The record provides evidence for all three A criteria, all four B criteria, early developmental presence, and functional impact. The criterion E explanatory constraint cannot be established from the available information, so the specified constraints cannot be considered fully established.","[{\"description\": \"Information about cognitive and adaptive developmental levels, and whether the social-communication features are better explained by intellectual disability or global developmental delay, is absent.\", \"affected_criteria\": [\"E\"]}]","[{\"criterion_reference\": \"A1\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"S1\", \"S3\"], \"assessment_rationale\": \"S1 describes limited spontaneous reciprocal exchange, and S3 describes difficulty adapting conversation to a partner. These reports support the stated reciprocity criterion.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"A2\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"S2\"], \"assessment_rationale\": \"S2 reports inconsistent coordination of gaze with pointing and facial expression in social communication.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"A3\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"S3\"], \"assessment_rationale\": \"S3 describes difficulty adapting interaction with peers when their conversational interests change; the cross-context observations also report limited peer participation.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B1\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R1\"], \"assessment_rationale\": \"R1 reports repeated ordering of objects in a fixed sequence.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B2\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R2\"], \"assessment_rationale\": \"R2 describes substantial distress and repeated requests when a familiar route changes.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B3\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R3\"], \"assessment_rationale\": \"R3 describes an unusually focused interest that is repeatedly introduced across settings.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"B4\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [\"R4\"], \"assessment_rationale\": \"R4 reports pronounced distress in response to specific sounds and leaving a noisy setting.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"C\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"The developmental history reports that differences in reciprocal play and conversation were noticeable before preschool.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"D\", \"coverage_status\": \"covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"The functional-impact field describes support needs in group participation, routine changes, assemblies, and peer play.\", \"conflicting_evidence_references\": [], \"missing_information\": []}, {\"criterion_reference\": \"E\", \"coverage_status\": \"partially_covered\", \"supporting_evidence_references\": [], \"assessment_rationale\": \"The record notes timely early language milestones, but this alone does not establish whether intellectual disability or global developmental delay better explains the reported social-communication features.\", \"conflicting_evidence_references\": [], \"missing_information\": [\"No cognitive or adaptive-developmental assessment, or explicit evaluation of the criterion E explanatory constraint, is provided.\"]}]","[]","{\"case_record\":\"{\\\"case_reference\\\": \\\"ACB-236\\\", \\\"developmental_history\\\": \\\"A caregiver recalls that social concerns first became noticeable around age twelve and does not recall earlier difficulty with conversation or peer play. A preschool progress note from age four, reviewed during the current assessment, describes limited reciprocal play and repeated lining of objects. The record does not explain the difference between the retrospective account and the contemporaneous note. A later cognitive and adaptive assessment is reported to show age-expected general reasoning and adaptive functioning, with no global developmental delay identified.\\\", \\\"social_communication_evidence\\\": [{\\\"evidence_reference\\\": \\\"S1\\\", \\\"statement\\\": \\\"The caregiver recalls that the child began having difficulty maintaining back-and-forth conversation with peers around age twelve; earlier conversation at home is remembered as reciprocal.\\\", \\\"context\\\": \\\"Caregiver retrospective developmental interview\\\"}, {\\\"evidence_reference\\\": \\\"S2\\\", \\\"statement\\\": \\\"A preschool progress note states that at age four the child rarely responded to peers' attempts to share play and usually continued a preferred activity without acknowledging their suggestions.\\\", \\\"context\\\": \\\"Contemporaneous preschool record, age four\\\"}, {\\\"evidence_reference\\\": \\\"S3\\\", \\\"statement\\\": \\\"During conversation, the young person uses few facial expressions and gestures, and the examiner noted that these were not consistently coordinated with spoken comments.\\\", \\\"context\\\": \\\"Current clinical interview\\\"}, {\\\"evidence_reference\\\": \\\"S4\\\", \\\"statement\\\": \\\"The young person wants friendships but reports uncertainty about how to join group conversations and how to tell when peers want to change topics.\\\", \\\"context\\\": \\\"Current interview and school counselor report\\\"}], \\\"restricted_repetitive_behavior_evidence\\\": [{\\\"evidence_reference\\\": \\\"R1\\\", \\\"statement\\\": \\\"The preschool progress note describes repeatedly lining toys in a fixed order and becoming distressed when the arrangement was changed.\\\", \\\"context\\\": \\\"Contemporaneous preschool record, age four\\\"}, {\\\"evidence_reference\\\": \\\"R2\\\", \\\"statement\\\": \\\"At home, the young person follows a fixed evening sequence and becomes markedly distressed when an activity is moved to a different time.\\\", \\\"context\\\": \\\"Home, reported by caregiver\\\"}, {\\\"evidence_reference\\\": \\\"R3\\\", \\\"statement\\\": \\\"For several years, the young person has spent extensive free time studying the classification of freshwater plants and brings detailed facts into conversations even when others have shifted topics.\\\", \\\"context\\\": \\\"Home and school, reported by caregiver and teacher\\\"}, {\\\"evidence_reference\\\": \\\"R4\\\", \\\"statement\\\": \\\"The young person covers their ears and leaves when exposed to hand dryers or amplified music, and describes these sounds as painful.\\\", \\\"context\\\": \\\"Public settings and school events\\\"}], \\\"cross_context_observations\\\": [{\\\"context_name\\\": \\\"Home\\\", \\\"observation\\\": \\\"The caregiver reports a fixed evening sequence, distress when plans change, and a sustained interest in freshwater plants.\\\"}, {\\\"context_name\\\": \\\"School\\\", \\\"observation\\\": \\\"Staff report difficulty entering group conversations and repeated returns to the same detailed topic; the young person participates more in structured small groups.\\\"}, {\\\"context_name\\\": \\\"Preschool record\\\", \\\"observation\\\": \\\"The age-four note describes limited reciprocal play and repeated lining of toys, whereas the caregiver's retrospective account places the first social concerns much later.\\\"}], \\\"functional_impact\\\": \\\"The young person has difficulty participating in unstructured group discussions, and changes to the evening schedule can interrupt family activities. School staff provide written agendas and advance notice of schedule changes. The reported sound sensitivity limits participation in some assemblies.\\\"}\",\"overall_rationale\":\"The record covers the three A criteria, all four B criteria, current functional impact, and the criterion E explanatory constraint. However, the caregiver's retrospective account conflicts with the contemporaneous preschool evidence about early features. Because the early-developmental-period constraint remains unresolved, the specified constraints cannot be considered established overall.\",\"diagnostic_standard\":\"{\\\"standard_name\\\": \\\"DSM-5-TR\\\", \\\"version_or_edition\\\": \\\"Text Revision (2022)\\\", \\\"required_criteria\\\": [{\\\"criterion_reference\\\": \\\"A1\\\", \\\"criterion_text\\\": \\\"Persistent deficits in social-emotional reciprocity.\\\"}, {\\\"criterion_reference\\\": \\\"A2\\\", \\\"criterion_text\\\": \\\"Persistent deficits in nonverbal communicative behaviors used for social interaction.\\\"}, {\\\"criterion_reference\\\": \\\"A3\\\", \\\"criterion_text\\\": \\\"Persistent deficits in developing, maintaining, and understanding relationships.\\\"}, {\\\"criterion_reference\\\": \\\"B1\\\", \\\"criterion_text\\\": \\\"At least one form of restricted or repetitive movement, use of objects, or speech.\\\"}, {\\\"criterion_reference\\\": \\\"B2\\\", \\\"criterion_text\\\": \\\"Insistence on sameness, inflexible adherence to routines, or ritualized patterns of behavior.\\\"}, {\\\"criterion_reference\\\": \\\"B3\\\", \\\"criterion_text\\\": \\\"Highly restricted, fixated interests abnormal in intensity or focus.\\\"}, {\\\"criterion_reference\\\": \\\"B4\\\", \\\"criterion_text\\\": \\\"Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.\\\"}, {\\\"criterion_reference\\\": \\\"C\\\", \\\"criterion_text\\\": \\\"The features are present in the early developmental period, though they may become fully manifest later.\\\"}, {\\\"criterion_reference\\\": \\\"D\\\", \\\"criterion_text\\\": \\\"The features cause clinically significant impairment in important areas of current functioning.\\\"}, {\\\"criterion_reference\\\": \\\"E\\\", \\\"criterion_text\\\": \\\"The features are not better explained by intellectual disability or global developmental delay; when both are present, social communication is below that expected for the general developmental level.\\\"}], \\\"additional_constraints\\\": [\\\"All three A criteria must be met.\\\", \\\"At least two of the four B criteria must be met.\\\", \\\"Evaluate developmental onset, functional impact, and the criterion E explanatory constraint; do not infer a diagnosis from isolated features.\\\"]}\",\"key_information_gaps\":\"[{\\\"description\\\": \\\"The discrepancy between the caregiver's retrospective developmental account and the preschool record has not been reconciled, limiting confidence about the timing and course of early features.\\\", \\\"affected_criteria\\\": [\\\"C\\\"]}]\",\"criterion_assessments\":\"[{\\\"criterion_reference\\\": \\\"A1\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S2\\\", \\\"S4\\\"], \\\"assessment_rationale\\\": \\\"S2 describes limited response to peers' attempts to share play in the preschool record; S4 describes current difficulty entering group conversations and tracking conversational shifts.\\\", \\\"conflicting_evidence_references\\\": [\\\"S1\\\", \\\"S2\\\"], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"A2\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S3\\\"], \\\"assessment_rationale\\\": \\\"S3 reports few facial expressions and gestures and inconsistent coordination with spoken comments.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"A3\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"S2\\\", \\\"S4\\\"], \\\"assessment_rationale\\\": \\\"S2 describes limited reciprocal peer play in preschool, and S4 reports current difficulty joining and navigating group conversations despite wanting friendships.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B1\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R1\\\"], \\\"assessment_rationale\\\": \\\"R1 describes repeated lining of toys in a fixed order.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B2\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R1\\\", \\\"R2\\\"], \\\"assessment_rationale\\\": \\\"R1 and R2 describe distress when arrangements or schedules are changed and adherence to a fixed routine.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B3\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R3\\\"], \\\"assessment_rationale\\\": \\\"R3 describes extensive, sustained attention to a specific subject and repeated introduction of detailed facts across settings.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"B4\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [\\\"R4\\\"], \\\"assessment_rationale\\\": \\\"R4 reports marked sound sensitivity, covering the ears, and leaving noisy settings.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"C\\\", \\\"coverage_status\\\": \\\"conflicting\\\", \\\"supporting_evidence_references\\\": [\\\"S2\\\", \\\"R1\\\"], \\\"assessment_rationale\\\": \\\"The preschool note documents social-communication and repetitive-behavior features at age four, while the caregiver recalls social concerns beginning around age twelve and no earlier conversational difficulty. The source accounts conflict and are not reconciled.\\\", \\\"conflicting_evidence_references\\\": [\\\"S1\\\", \\\"S2\\\", \\\"R1\\\"], \\\"missing_information\\\": [\\\"Clarification of the caregiver's retrospective account in relation to the contemporaneous preschool note is needed.\\\"]}, {\\\"criterion_reference\\\": \\\"D\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The functional-impact field reports reduced participation in unstructured discussions, disruption of family activities, support needs for schedule changes, and limited participation in some assemblies.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}, {\\\"criterion_reference\\\": \\\"E\\\", \\\"coverage_status\\\": \\\"covered\\\", \\\"supporting_evidence_references\\\": [], \\\"assessment_rationale\\\": \\\"The developmental history reports age-expected general reasoning and adaptive functioning and no global developmental delay identified in the assessment. On the information provided, this constraint is addressed, though it does not resolve the other criteria.\\\", \\\"conflicting_evidence_references\\\": [], \\\"missing_information\\\": []}]\",\"internal_contradictions\":\"[{\\\"description\\\": \\\"The caregiver retrospectively recalls social concerns beginning around age twelve and reciprocal earlier conversation, while the contemporaneous preschool note describes limited reciprocal play at age four; that note also documents repetitive toy arrangement at the same age.\\\", \\\"evidence_references\\\": [\\\"S1\\\", \\\"S2\\\", \\\"R1\\\"], \\\"affected_criteria\\\": [\\\"C\\\"]}]\",\"overall_constraint_status\":\"indeterminate\"}","MOBIUSI INC","https:\u002F\u002Fstatic.mobiusi.com\u002Fmobiwusi\u002F20250829\u002F7bf4ac62b4533e2b809998a6f1c5491e.png?Expires=1792463130&OSSAccessKeyId=LTAI5tH8MQqhgeiAtrzCHrxM&Signature=v6Tr8jBrdm4s5wU1SnnyGsYg%2Bhw%3D&x-oss-process=image%2Fresize%2Cm_fill%2Cw_35%2Ch_35",[682,688],{"type":683,"title":684,"count_data":685},"bar","Length distribution",[686],{"name":687,"value":483},"1k lower",{"type":689,"title":690,"count_data":691},"pie","Language distribution",[692],{"name":693,"value":483},"English"]