|
|
subjectkey |
GUID |
|
Required |
The NDAR Global Unique Identifier (GUID) for research subject |
NDAR*
|
|
|
|
|
src_subject_id |
String |
20
|
Required |
Subject ID how it's defined in lab/project |
|
|
id |
|
|
interview_date |
Date |
|
Required |
Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY |
|
|
|
|
|
interview_age |
Integer |
|
Required |
Age in months at the time of the interview/test/sampling/imaging. |
0::1440
|
Age is rounded to chronological month. If the research participant is 15-days-old at time of interview, the appropriate value would be 0 months. If the participant is 16-days-old, the value would be 1 month.
|
|
|
|
sex |
String |
20
|
Required |
Sex of subject at birth |
M;F; O; NR
|
M = Male; F = Female; O=Other; NR = Not reported
|
gender |
| Query
|
days_baseline |
Integer |
|
Recommended |
Days since baseline |
|
|
dayknow |
| Query
|
assbdic |
String |
5
|
Recommended |
Assessment Point |
D;14;E;24;LB;36;72;96;120; 9; B; 3; 7; 144; 168;192; C
|
D=MTA baseline assessment; 14=MTA 14 month assessment; E=MTA early termination assessment; B = MTA Pre-Baseline Screening Assessment (579/579); 09 = MTA 9 Month Assessment (530/530); 24=MTA 24 month assessment; LB=LNCG baseline assessment; 36=MTA and LNCG 3 year assessment; 72=MTA and LNCG 6 year assessment; 96=MTA and LNCG 8 year assessment; 03 = MTA 3 Month Assessment (438/687);120=MTA and LNCG 10 year assessment; 7= 7th Grade Assessment (221/276); 144 = MTA & LNCG 12 Month Assessment (578/578); 168 = MTA & LNCG 14 Month Assessment (585/585); 192 = MTA & LNCG 16 Month Assessment (505/505); C = MTA Pre-Baseline Screening Assessment (78/78)
|
assknow |
| Query
|
relationship |
Integer |
|
Recommended |
Relationship of respondent to individual |
|
1 = Biological mom; 2 = Biological dad; 3 = Grandparent; 4 = Special education (sped) teacher; 5 = General education teacher; 6 = Occupational therapist; 7 = Speech and language therapist; 8 = Behavioral therapist; 9 = Paraprofessional; 10 = Aide; 11 = Principal; 12 = Administrator; 14 = Content teacher; 15 = Parent center director; 16 = Self; 17=Adoptive mother; 18=Adoptive father; 19=Foster mother; 20 = Foster father; 21=Grandmother; 22=Grandfather; 23=Step-mother; 24 = Step-father; 25=Aunt; 26=Uncle; 28=Both parents;31= Grandmother from mother side; 32= Grandfather from mother side; 33= Grandmother from father side; 34= Grandfather from father side; 36= Brother; 37= Sister; 38= Cousin; 39= female caregiver; 40=male caregiver; 41=Female child; 42=Male child; 43=Spouse/Mate; 44=Friend; 45=Parent; 46=Significant other; 47=Sibling; 48=Son/Daughter; 49=Son-in-law/Daughter-in law; 50=Other Relative; 51=Paid caregiver; 52=Friends; 53=Roommate; 54=Supervisor; 55=mother's boyfriend; 56=other parental figure; 57=Summary; 58=counselor ; 59 = other female relative; 60 = other male relative; 61 = non-relative ; 62=Maternal Aunt; 63=Maternal Uncle; 64=Maternal Cousin; 65 = Paternal Aunt; 66=Paternal Uncle; 67=Paternal Cousin ; 68=Biological/Adoptive Mother and Grandmother; 69=Biological/Adoptive Mother and Stepmother and Grandmother; 70=Biological/Adoptive Mother and Grandmother and Foster Father; 71=Biological/Adoptive Mother and Stepmother and Foster Mother; 72=Biological/Adoptive Mother and Foster Mother; 73=Biological/Adoptive Mother and Biological/Adoptive Father; 74=Biological/Adoptive Mother and Stepmother and Biological/Adoptive Father; 75=Biological/Adoptive Mother and Other; 76=Biological/Adoptive Mother and Stepmother and Stepfather; 77=Biological/Adoptive Mother and Stepfather; 78=Biological/Adoptive Mother and Grandfather; 79=Biological/Adoptive Mother and Stepmother and Foster Father; 80=Biological/Adoptive Mother and Stepmother; 81=Guardian, female; 82=Other female; 83=Guardian, male; 84=Other male; 85=Other/Grandparent/Nanny; 86 = Mother, Father, Guardian; 87 = Daughter, son, grandchild; 88 = Professional (e.g., social worker, nurse, therapist, psychiatrist, or group home staff); -999=Missing; 89 = Biological parent; 90=Other; 91 = Stepparent; 92 = Adoptive parent; 93 = Foster parent; 94 = Co-worker
|
relknow |
| Query
|
actbdic |
Integer |
|
Recommended |
Active status |
0::5
|
0=Inactive-Data collected after the 14 month treatment phase/after early termination from treatment phase/prior to treatment phase; 1=Active-Data collected during the 14 month treatment phase while subject received originally assigned treatment regardless of degree of compliance; 2=Active-This is the last active assessment for subjects who were about to violate treatment arm by receiving alternate treatment; 3=Active-This is the last active assessment for subjects who were about to leave the study by moving away;4=Yes, Active; 5=No, Not Active
|
actknow |
|
|
site |
String |
101
|
Recommended |
Site |
|
Study Site
|
sitenum |
| Query
|
sjtyp |
Integer |
|
Recommended |
Subject type |
1;2
|
1=MTA randomized trial subject; 2=Local normative comparison group (LNCG) subject
|
|
| Query
|
kn1 |
Integer |
|
Recommended |
Probably the most important idea to keep in mind when first changing behavior is: |
1::4
|
1=To use both reward and punishment; 2=To reward every time the desired behavior occurs (CORRECT); 3=To be flexible about whether or not you reward; 4=To be sure the child understands why you want the behavior to change
|
|
| Query
|
kn2 |
Integer |
|
Recommended |
A child begins to whine and cry when his parent explains why he can't go outside. How should the parent react? |
1::4
|
1=Ask the child why going outside is so important to him; 2=Explain that it is the parent's right to make such decisions; 3=Explain again why he should not go outside; 4=Ignore the whining and crying (CORRECT)
|
|
| Query
|
kn3 |
Integer |
|
Recommended |
In changing a child's behavior, a parent should try to use: |
1::4
|
1=About 1 reward for every punishment; 2=About one reward for every 5 punishments; 3=About 5 rewards for every punishment; 4=Practically all rewards (CORRECT)
|
|
| Query
|
kn4 |
Integer |
|
Recommended |
Which of the following is the least likely way for children to react to the person who punishes them? |
1::4
|
1=The child will try to avoid the punisher; 2=The child will have admiration and respect for the punisher (CORRECT); 3=The child may copy the punisher's methods and do similar things to playmates; 4=The child will associate the punishment with the punisher
|
|
| Query
|
kn5 |
Integer |
|
Recommended |
If punishment is used for a behavior such as playing football in the house, which type is probably best to use? |
1::4
|
1=Make the child do extra homework; 2=Clearly express your disapproval; 3=Remove the child to a boring situation each time (CORRECT); 4=A reasonable spanking
|
|
| Query
|
kn6 |
Integer |
|
Recommended |
A child has been rewarded each time he cleans his room. In order to keep the room clean without having to use a reward, the next step should probably be to: |
1::4
|
1=Have a talk about how pleased you are and then stop giving the reward; 2=Give the reward about one out of five times; 3=Give the reward almost every time (CORRECT); 4=You must always reward it every time
|
|
| Query
|
kn7 |
Integer |
|
Recommended |
Parents who use lots of rewards for good behavior and few punishments will probably tend to have children who: |
1::4
|
1=Do not understand discipline; 2=Will not cooperate unless they are "paid"; 3=Take advantage of their parents; 4=Are well behaved and cooperative (CORRECT)
|
|
| Query
|
kn8 |
Integer |
|
Recommended |
Which of the following is most effective in getting a child to do homework? |
1::4
|
1=When you finish your homework you can watch TV (CORRECT); 2=You can watch this show on TV if you promise to do your homework when the show is over; 3=If you don�t do your homework tonight you cant watch TV at all tomorrow; 4=Explain the importance of school and the dangers of putting things off
|
|
| Query
|
kn9 |
Integer |
|
Recommended |
Three of the following responses refer to forms of punishment which are mild and effective. Which one is not? |
1::4
|
1=Ingoring the undesirable behavior; 2=Sending the child to a dull room for a few minutes; 3=Taking away something the child likes; 4=Scolding (CORRECT)
|
|
| Query
|
kn10 |
Integer |
|
Recommended |
Each time Mother starts to read, Billy begins making a lot of noise which prevents her from enjoying her reading time. The best way for Mother to get Billy to be quiet while she reads is to: |
1::4
|
1=Severely reprimand him when this occurs; 2=Pay close attention and praise and hug him when he plays quietly while she is reading and ignore his noisy behavior (CORRECT); 3=Call him to her and carefully explain how important it is for her to have quiet time for herself each time this occurs; 4=Tell him he wont get dessert after dinner if he continues
|
|
| Query
|
kn11 |
Integer |
|
Recommended |
A father tells a child she cannot go to the store with him because she did not clean her room like she promised. She reacts by shouting, crying, and promising she will clean the room when she gets home. What should the father do? |
1::4
|
1=Ignore her and go to the store (CORRECT); 2=Take her to the store but make her clean her room when they return; 3=Calm her down and go help her clean her room together; 4=Talk to her and find out why she doesn�t take responsibility
|
|
| Query
|
kn12 |
Integer |
|
Recommended |
A boy loves football. What is most likely to happen if, each time he is playing nicely with his sister, his father invites him to play football? |
1::4
|
1=He will always be asking his father to play football; 2=He will play nicely with his sister more often (CORRECT); 3=He will be annoyed with his father for interfering with his activities; 4=He will be encouraged to teach his sister to play football
|
|
| Query
|
kn13 |
Integer |
|
Recommended |
To record, graph, and note the direction of the change of a behavior is: |
1::4
|
1=A minor and optional step in a behavior change program; 2=An important step in a behavior change program (CORRECT); 3=A procedure employed only by scientists for research; 4=Time consuming and complicated - therefore these procedures should only be used in special cases
|
|
| Query
|
kn14 |
Integer |
|
Recommended |
Mrs. Thomas found out that spanking her seven-year-old son, Bob, did not seem to stop him from using "naughty" words. A friend suggested that rather than spanking him, she should send him to be by himself. The room that he is sent to should be: |
1::4
|
1=His own room so he will still have something to do; 2=Small and dark; 3=As uninteresting as possible (CORRECT); 4=A large room
|
|
| Query
|
kn15 |
Integer |
|
Recommended |
A father is teaching his son to hit a thrown ball with a bat. Which of the following methods will probably most help his son to learn to hit? |
1::4
|
1=Let him try to hit the ball without saying anything so the child can learn on his own; 2=Occasionally tell him what he is doing wrong; 3=Occasionally tell him what he is doing right; 4=Tell him almost every time he does something right (CORRECT)
|
|
| Query
|
kn16 |
Integer |
|
Recommended |
If you want your child to develop proper study habits, you should: |
1::4
|
1=Encourage him to do his homework; 2=Help him to see school as pleasant; 3=Reward him whenever he studies (CORRECT); 4=Give him good reasons why he will need school
|
|
| Query
|
kn17 |
Integer |
|
Recommended |
Which of the following is the most effective form of punishment in the long run for reducing a child's undesirable behavior? |
1::4
|
1=Scolding him every time he does it; 2=Occasionally spanking him when he does it; 3=Sending him to his room for 5 minutes every time he does it (CORRECT); 4=Sending him to his room all afternoon every time he does it
|
|
| Query
|
kn18 |
Integer |
|
Recommended |
Johnny has just torn up a new magazine. Of the following choices, which is the best way for his mother to discipline him? |
1::4
|
1=Tell him he will be spanked by his father when he gets home; 2=Punish him then and there (CORRECT); 3=Explain to Johnny the wrongness of his action; 4=Angrily scold Johnny so that he will learn that such and act is bad and upsetting to his mother
|
|
| Query
|
kn19 |
Integer |
|
Recommended |
Mr. Jones agreed to pay his son, Mike, 25 cents each day if he carries out the trash. If Mr. Jones forgets to give Mike the money for a few days, what is most likely to happen? |
1::4
|
1=Mike will continue to take out the trash because he realizes how important this is; 2=Mike will stop taking out the trash (CORRECT); 3=Mike will begin to do extra chores as well as take out the trash so that his father will notice how well he is doing and remember to give Mike the money; 4=Mike will start to misbehave to take out his anger about not being paid
|
|
| Query
|
kn20 |
Integer |
|
Recommended |
In changing a behavior, it is most important to use: |
1::4
|
1=Methods which have been tested by others; 2=Consequences which are rewarding to the child (CORRECT); 3=Consequences which are punitive to the child; 4=Rewards which do not bribe the child
|
|
| Query
|
kn21 |
Integer |
|
Recommended |
If you want your child to say "please" and "thank you" at the table, it is probably most important to: |
1::4
|
1=Reprimand him when he forgets to say them; 2=Explain why good manners are important; 3=Remember to compliment him when he remembers to say them (CORRECT); 4=Praise other members of the family when they use these words
|
|
| Query
|
kn22 |
Integer |
|
Recommended |
Stan is doing a number of things that greatly disturb his parents. It would be best for them to: |
1::4
|
1=Try to quickly eliminate all of these undesirable behaviors at once; 2=Select just a few behaviors to deal with at first; 3=Select the single behavior they find most disruptive and concentrate on changing that (CORRECT); 4=Wait for 28-30 days before beginning to try to change his behaviors to make certain they are stable and persistent
|
|
| Query
|
kn23 |
Integer |
|
Recommended |
If you want to make a behavior a long-lasting habit, you should: |
1::4
|
1=Reward it every time; 2=First reward it every time and then reward it occasionally (CORRECT); 3=Promise something the child wants very much; 4=Give several reasons why it is important and remind the child of these reasons often
|
|
| Query
|
kn24 |
Integer |
|
Recommended |
Jimmy sometimes says obscene words, but only in front of his mother. She has been shocked and makes her feelings clear to him. How should she react when he uses obscene words? |
1::4
|
1=Wash his mouth out with soap; 2=Ignore him when he uses obscene words (CORRECT); 3=Tell him how bad he is and how she doesn�t like him when he uses those words; 4=Explain to him the reason such words are not used
|
|
| Query
|
kn25 |
Integer |
|
Recommended |
In a reading group, the teacher gives each child candy plus praise for each correct answer. Which of the following statements is most true? |
1::4
|
1=The candy is a bribe and doesn�t belong in a school setting; 2=At first the children work to earn the candy and may later work for the praise alone (CORRECT); 3=Children shouldn�t be paid for doing their school work; 4=It probably doesn�t make much difference whether or not candy is used because the children who want to learn to read will do so and the others wont
|
|
| Query
|
kn26 |
Integer |
|
Recommended |
A child often cries over any small matter that bothers her. How should her parents react to best reduce her crying? |
1::4
|
1=Reward her when she reacts without crying (CORRECT); 2=Use a mild punishment when she cries; 3=Try to find out what is really troubling the child and deal with that; 4=Provide her with something interesting so she will stop crying
|
|
| Query
|
kn27 |
Integer |
|
Recommended |
Punishment will not be effective unless you: |
1::4
|
1=Prevent the child from escaping while you punish him (CORRECT); 2=Throw all of your emotions into the punishment so the child will realize how serious you are; 3=Follow it with a careful explanation of your reasons for the punishment; 4=Have tried everything else
|
|
| Query
|
kn28 |
Integer |
|
Recommended |
Which would be the best example of an appropriate way to praise Mary? |
1::4
|
1=Good girl Mary; 2=I love you Mary; 3=I like the way you helped me put the dishes away (CORRECT); 4=I'll tell your father how nice you were when he comes home
|
|
| Query
|
kn29 |
Integer |
|
Recommended |
A major problem has been getting Leon to bed in the evening. His mother has decided to change this and wants to measure the relevant behaviors. Which is the best way for her to do this? |
1::4
|
1=Each evening record whether or not he goes to bed on time (CORRECT); 2=Chart his behavior all day long up to and including bedtime to try to find out what causes his not wanting to go to bed; 3=Each week make a note of how easy or difficult it has been to get him to bed; 4=Ask Leon to keep his own record each week
|
|
| Query
|
kn30 |
Integer |
|
Recommended |
How often a behavior occurs is probably mostly controlled by: |
1::4
|
1=The persons attitude about his behavior; 2=What happens to him at the same time the behavior occurs; 3=What happens to him just before the behavior occurs; 4=What happens to him just after the behavior occurs (CORRECT)
|
|
| Query
|
knnmcor |
Integer |
|
Recommended |
Number of Correct Responses |
|
Includes All Items: 1-30. NOTE: A minimum of 24 Items must be present to receive this score
|
|
| Query
|
knprcor |
Float |
|
Recommended |
Percentage of Correct Responses |
|
Includes All Items: 1-30. NOTE 1: A minimum of 24 Items must be present to receive this score. NOTE 2: Any missing Item is treated as an �incorrect� response; % based on total of 30 Items
|
|
| Query
|
bps_1 |
Integer |
|
Recommended |
Desirable and undesirable behavior are most alike in that they are |
1::4
|
1 = The result of emotions and feelings; 2 = Habits and therefore difficult to change; 3 = Ways the child expresses himself; 4 = The result of learning
|
|
| Query
|
bps_3 |
Integer |
|
Recommended |
Most problem behavior in young children is probably |
1::4
|
1 = A reaction to deeper emotional problems; 2 = Due to lack of communication in the home; 3 = Accidentally taught by the child's family; 4 = Due to a stage which the child will outgrow
|
|
| Query
|
bps_5 |
Integer |
|
Recommended |
Which of the following is most important for parents in controlling their child's behavior? |
1::4
|
1 = The rules parents make about behavior; 2 = The parents' understanding of the child's feelings; 3 = The behaviors to which the parents attend; 4 = Being strict, but also warm and gentle
|
|
| Query
|
bps_8 |
Integer |
|
Recommended |
Which of the following statements is most true? |
1::4
|
1 = People usually fully understand the reasons for their actions; 2 = People are often unaware of the reasons for their actions; 3 = People's actions are mostly based on logic; 4 = It is necessary to understand the reason for a person's behavior before trying to change the behavior
|
|
| Query
|
bps_9 |
Integer |
|
Recommended |
If you are trying to teach a child to talk, you should first: |
1::4
|
1 = Reward the child after speaking a sentence; 2 = Reward the child for saying a word; 3 = Reward the child for any vocalization; 4 = Punish the child if he did not speak
|
|
| Query
|
bps_13 |
Integer |
|
Recommended |
When should a child who is just learning to dress himself be praised the first time? |
1::4
|
1 = When he gets his foot through the first hole in his underwear; 2 = When he gets his underwear completely on; 3 = When he asks to do it himself; 4 = When he has completely finished dressing himself
|
|
| Query
|
bps_18 |
Integer |
|
Recommended |
A young child often whines and cries when he is around his mother. In trying to find out why he cries, his mother should probably first consider the possibility that: |
1::4
|
1 = He is trying to tell her something; 2 = He needs more of her attention; 3 = She is somehow rewarding his crying; 4 = She is not giving him enough attention
|
|
| Query
|
bps_19 |
Integer |
|
Recommended |
A good rule to remember is |
1::4
|
1 = Do not reward with money if possible; 2 = Catch a child doing something right; 3 = Reward good behavior and always punish bad behavior; 4 = Punishment is always unnecessary
|
|
| Query
|
bps_20 |
Integer |
|
Recommended |
If a child very gradually receives rewards less and less often for a behavior, what is most likely to happen? |
1::4
|
1 = He will soon stop the behavior; 2 = He will be more likely to behave that way for a long time; 3 = He will not trust the person giving the rewards; 4 = None of the above
|
|
| Query
|
bps_21 |
Integer |
|
Recommended |
Which of the following is true about punishment? |
1::4
|
1 = Punishment teaches respect; 2 = Punishment should be delayed until it can be carefully determined that it is really necessary; 3 = Punishment can teach a child new behaviors; 4 = Some punishments can result in a child becoming aggressive
|
|
| Query
|
bps_26 |
Integer |
|
Recommended |
Which of the following is most true about physical punishment? |
1::4
|
1 = It should immediately follow the undesirable behavior and at full intensity; 2 = It should be mild and immediately follow the undesirable behavior; 3 = It should begin in a mild form and, if that doesn't work, intensity should gradually be increased; 4 = It is ineffective and inappropriate
|
|
| Query
|
bps_27 |
Integer |
|
Recommended |
Punishment, as a way to get rid of an undesirable behavior, is best used when: |
1::4
|
1 = You are very upset; 2 = You want to teach the child the right way to behave; 3 = The behavior may be dangerous; 4 = Scolding doesn't seem to be effective
|
|
| Query
|
bps_28 |
Integer |
|
Recommended |
Which of the following is not an important step in a behavior change program? |
1::4
|
1 = Make sure the child feels ashamed for his misbehavior; 2 = Decide on a particular behavior that you wish to change; 3 = If necessary, break the selected behavior down into smaller steps; 4 = Select a proper time and situation for measuring the behavior
|
|
| Query
|
bps_30 |
Integer |
|
Recommended |
Two brothers fight constantly. Their parents decide to praise them when they play together nicely. However, they still continue to fight. Punishment may be necessary. What is probably happening? |
1::4
|
1 = They don't want their parents' praise; 2 = The benefits of fighting are stronger to them than their parents' praise; 3 = They have too much anger toward each other to control; 4 = They are at a stage they will grow out of
|
|
| Query
|
bps_34 |
Integer |
|
Recommended |
Which reward is probably best to help a 12-year-old child improve his arithmetic skills? |
1::4
|
1 = A dollar for each evening he studies; 2 = A dime for each problem he works correctly; 3 = Ten dollars for each A he receives on his report card in arithmetic; 4 = A bicycle for passing arithmetic for the rest of the year
|
|
| Query
|
bps_38 |
Integer |
|
Recommended |
The first step in changing a problem behavior is to: |
1::4
|
1 = Reward the child when he is behaving nicely; 2 = Punish the child for misbehavior; 3 = Carefully observe the behavior; 4 = Seek help from someone who is more objective
|
|
| Query
|
bps_43 |
Integer |
|
Recommended |
Listed below are four methods used to change behavior. Which is usually the best technique to get Frank to stop sucking his thumb? |
1::4
|
1 = Punish the undesired behavior; 2 = Ignore the behavior; 3 = Reward him for desirable behavior in the situation in which he usually misbehaves; 4 = Explain to the child why the behavior is undesirable
|
|
| Query
|
bps_47 |
Integer |
|
Recommended |
The most likely reason a child misbehaves is because: |
1::4
|
1 = He is expressing angry feeling which he often holds inside; 2 = He has learned to misbehave; 3 = He was born with a tendency to misbehave; 4 = He has not been properly told that his behavior is wrong
|
|
| Query
|
bps_48 |
Integer |
|
Recommended |
Which of the following is probably most important in helping a child behave in desirable ways? |
1::4
|
1 = To teach him the importance of self-discipline; 2 = To help him understand right and wrong; 3 = Providing consistent consequences for his behavior; 4 = Understanding his moods and feelings as a unique person
|
|
| Query
|
bps_49 |
Integer |
|
Recommended |
A baby often screams for several minutes and gets his parents' attention. Which of the following is probably the best way for his parents to reduce his screaming? |
1::4
|
1 = If there is nothing physically wrong with the child, ignore his screaming even though the first few times he screams even louder; 2 = Distract the child with something he finds interesting whenever he screams; 3 = Ignore all noises and sounds the child makes; 4 = None of the above. Babies usually have good reasons for screaming.
|
|
| Query
|
ebpk_q1 |
Integer |
|
Recommended |
Antecedent-Based Intervention |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q2 |
Integer |
|
Recommended |
Cognitive Behavioral Intervention |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q3 |
Integer |
|
Recommended |
Differential Reinforcement |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q4 |
Integer |
|
Recommended |
Discrete Trial Training |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q5 |
Integer |
|
Recommended |
Exercise |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q6 |
Integer |
|
Recommended |
Extinction |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q7 |
Integer |
|
Recommended |
Functional Behavior Assessment |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q8 |
Integer |
|
Recommended |
Functional Communication Training |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q9 |
Integer |
|
Recommended |
Modeling |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q10 |
Integer |
|
Recommended |
Naturalistic Intervention |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q11 |
Integer |
|
Recommended |
Parent-Implemented Interventions |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q12 |
Integer |
|
Recommended |
Peer-Mediated Instruction and Intervention |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q13 |
Integer |
|
Recommended |
Picture Exchange Communication System |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q14 |
Integer |
|
Recommended |
Pivotal Response Training |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q15 |
Integer |
|
Recommended |
Prompting |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q16 |
Integer |
|
Recommended |
Reinforcement |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q17 |
Integer |
|
Recommended |
Response Interruption and Redirection |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q18 |
Integer |
|
Recommended |
Scripting |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q19 |
Integer |
|
Recommended |
Self-Management |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q20 |
Integer |
|
Recommended |
Social Narratives |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q21 |
Integer |
|
Recommended |
Social Skills Training |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q22 |
Integer |
|
Recommended |
Structured Play Groups |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q23 |
Integer |
|
Recommended |
Task Analysis |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q24 |
Integer |
|
Recommended |
Technology-aided Instruction and Intervention |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q25 |
Integer |
|
Recommended |
Time Delay |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q26 |
Integer |
|
Recommended |
Video Modeling |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_q27 |
Integer |
|
Recommended |
Visual Supports |
1::3
|
1 = Not at all knowledgeable; 2= Somewhat knowledgeable; 3 = Very knowledgable
|
|
| Query
|
ebpk_total |
Integer |
|
Recommended |
Evidence-Based Practices in ASD Total Mean |
1::3
|
|
|
|
|
comqother |
String |
255
|
Recommended |
Respondent - Other (text) |
|
|
respondent |
| Query
|
timept |
Integer |
|
Recommended |
Time Point |
|
888 = not applicable; 999 = missing
|
ebpas_time |
|
|
comments_misc |
String |
4,000
|
Recommended |
Miscellaneous comments on study, interview, methodology relevant to this form data |
|
|
|
