|
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 |
|
|
|
|
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
|
site |
String |
101
|
Recommended |
Site |
|
Study Site
|
|
|
study |
String |
100
|
Recommended |
Study; The code for each individual study |
|
|
|
Query
|
daysrz |
Integer |
|
Recommended |
days since randomization |
|
|
|
Query
|
visit |
String |
60
|
Recommended |
Visit name |
|
|
|
Query
|
completed |
Integer |
|
Recommended |
Checks if completed |
0::3
|
0=No; 1=Yes; 2=Yes, lost; 3=Unverified
|
|
Query
|
ci_enrolled |
Integer |
|
Recommended |
Participant enrolled |
0;1
|
0=No; 1=Yes
|
|
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
|
|
Query
|
bkgrnd_education |
String |
1,020
|
Recommended |
Subject's education (school and preschool) |
|
|
|
Query
|
afterstdy_q05 |
Integer |
|
Recommended |
Main goal of doctors |
1::5;9
|
1 = To find out if a certain medication helps children with autism; 2 = To give free care to children with autism; 3 = To give a medication that is available only in research studies.; 4 = To see if Parent Management Training will produce gains over and above those seen with [medication]; 5 = To find out if medication only helps children with autism
|
|
Query
|
stpnm1 |
String |
250
|
Recommended |
Study med name1 |
|
|
|
Query
|
afterstdy_q07 |
Integer |
|
Recommended |
Informed before child received med. |
1::4;9
|
1 = I was informed by the study doctor(s) and/or other staff of what this study is about and my questions were adequately answered; 2 = There was no information available on the study; 3 = The study doctor(s) or other staff didn't inform me, but I found information elsewhere; 4 = I was told that the purpose needed to be a secret for the study to "work right
|
|
Query
|
afterstdy_q08 |
Integer |
|
Recommended |
Permission before child received med. |
1::4;9
|
1 = Nobody asked me permission to start the study; 2 = I gave only verbal permission to the study staff to enter him/her into the study; 3 = I gave written permission to the study staff to enter him/her into the study; 4 =The study staff members said that permission was assumed, because I would not have to come ...
|
|
Query
|
afterstdy_q09 |
Integer |
|
Recommended |
In this study... |
1::4;9
|
1 = Some children were given "real" medication and other children "inactive" medication (also called placebo) for 2 months; 2 = All children were given "real" medication for 2 months; 3 = All children were given "inactive" medication for 2 months before they could receive "real medication" ; 4 = no medication is involved
|
|
Query
|
afterstdy_q10 |
Integer |
|
Recommended |
...the chance of being assigned placebo |
1::4;9
|
1 = 0%; 2 = 50%; 3 = 75%; 4 = 100%
|
|
Query
|
afterstdy_q11 |
Integer |
|
Recommended |
When the study started... |
1::4;9
|
1 = Some children were given "real" medication and other children "inactive" medication (also called placebo) for 2 months; 2 = All children were given "real" medication for 2 months; 3 = All children were given "inactive" medication for 2 months before they could receive "real medication" ; 4 = no medication is involved
|
|
Query
|
afterstdy_q12 |
Integer |
|
Recommended |
Before start, risks/benefits... |
1::4;9
|
1 = I understood that there were only advantages and benefits, but no risks at all, in participation in the study; 2 = I understood that there were both possible advantages (benefits) and risks, and the doctors told me which the main risks were.; 3 = I was not informed of any benefits or risks possibly associated with this study; 4 = I was told that there were no possible benefits for my child
|
|
Query
|
afterstdy_q13 |
Integer |
|
Recommended |
Side effects |
1::5;9
|
1 = Dizziness, abnormal movements of the head or neck, weight gain; 2 = Hair loss, anemia, weight loss; 3 = Diarrhea, vomiting, and heart problems; 4 = Ringing in the ears and coldness in the extremitites (hands and feet); 5 = Craving for salt, reduced appetite, and sweating
|
|
Query
|
afterstdy_q14 |
Integer |
|
Recommended |
At the time I agreed, study med |
1::4;9
|
1 = I was informed of the possible alternatives for treatment; 2 = I understood that there were no alternatives besides the study; 3 = The study medicine was not available yet outside the study; 4 = Parent Management Training has already been proven effective to cure autism
|
|
Query
|
afterstdy_q15 |
Integer |
|
Recommended |
After consent, drop out was... |
1::4;9
|
1 = It was not possible for my child to drop out of the study before it was completed, even if I wanted him to stop; 2 = I could have taken my child off the study at any time, if I wanted, even if the study was yet not finished; 3 = My child could have stopped the study but only with the permission of the study doctors; 4 = Leaving the study would have resulted in loss of all services at this Medical Center
|
|
Query
|
afterstdy_q16 |
Integer |
|
Recommended |
If dropout, treatment would... |
1::9
|
1 = My child would have to wait for medical care until the study is completed; 2 = My child could not have been treated with the type of medication that is given in this study; 3 = My child would have continued treatment with another doctor; 4 = My child would have to wait for Parent Management Training until the study is completed; 5 = My child could not receive the treatments that are given in this study; 6 = My child could have received these treatments with other therapists in the community; 7 = Parent Management Training would be made available free
|
|
Query
|
afterstdy_q17 |
Integer |
|
Recommended |
Study treatment assignment |
1::5;9
|
1 = Randomly (that is by the tossing of a coin); 2 = By the child; 3 = Based on the individual needs of each child to ensure that each child received the best possible treatment for his/her condition; 4 = Based on the child's age; 5 = Based on the Treatment Preference Form that I completed at the beginning
|
|
|
relation_specify |
String |
20
|
Recommended |
Relation Other Specify |
|
|
|
Query
|
visnum |
Float |
|
Recommended |
Numeric Visit Number |
|
-1.5 = Pre-Screening; -1 = Screening; 0 = Baseline; ## = Visit ## (from 1 to 10); Whole numbers = standard monthly visits; #.001 - #.009 = Unscheduled; #.1 = End of Phase 1; #.2 = End of Phase 2; #.3 = End of Phase 3; #.4 = End of Open Choice Phase; #.5 = End of Study; #.6 = Genetic Analysis; 1000=all visits
|
|
Query
|
ques6 |
Integer |
|
Recommended |
When I agreed to my child's participation in this study, the chance of his/her being assigned to receive only medication (no Parent Management Training) for the 6-month duration of the study was: |
1::4;9
|
1 = 0%; 2 = 33%; 3 = 50%; 4 = 100%
|
|
Query
|
ques10 |
Integer |
|
Recommended |
A possible risk or disadvantage of the Parent Management Training is: |
1::4;9
|
1 = that it would result in punishment to my child; 2 = that it would require a lot of time and effort; 3 = that it would involve spoiling my child with bribes; 4 = I would have to spend a lot of money to make it work
|
|
Query
|
ques15 |
Integer |
|
Recommended |
Before I stated in this study, I knew that, If I were assisgned to the medication + therapy group: |
1::4;9
|
1 = his/her teacher would have to give rating every two weeks for my child to stay in the study; 2 = I would have homework to do most weeks; 3 = The behavior therapist would visit out home whenever we needed him/her; 4 = Even if the medicine does not help, my child would have to continue it
|
|
|
knowledge8 |
Integer |
|
Recommended |
What does ''substantial gainful activity'' mean? |
1::4; 999
|
1= c) Making a certain amount of money as determined by the SSA; 2= a) Ability to work in any capacity; 3= b) Ability to make minimum wage; 4= d) Ability to make a livable income; 999= Missing
|
|
|
knowledge9 |
Integer |
|
Recommended |
With respect to Supplemental Security Income (SSI), what are your options if your young adult cannot manage his/her finances? |
1::4; 999
|
1= c) Become a representative payee; 2= a) Become a guardian; 3= b) Become a conservator; 4= d) Informally manage your child's finances; 999= Missing
|
|
|
knowledge10 |
Integer |
|
Recommended |
Select two pieces of legislation or systems that may fund students with disabilities to receive post-secondary education. |
1::4; 999
|
1= b) Vocational Rehabilitation and Supplemental Security Income (SSI); 2= a) Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA); 3= c) Americans with Disabilities Act (ADA) and Supplemental Security Income (SSI); 4= d) Americans with Disabilities (ADA) and Vocational Rehabilitation; 999= Missing
|
|
|
knowledge11 |
Integer |
|
Recommended |
How is a youth eligible for vocational rehabilitation services? |
1::4; 999
|
1= a) The youth has a disability making it difficult to keep a job = the youth wants to work = and the youth is willing to follow an employment plan; 2= b) The youth has a disability making it difficult to keep a job and the youth can follow an employment plan; 3= c) The youth can follow an employment plan; 4= d) The youth has a disability making it difficult to keep a job; 999= Missing
|
|
|
knowledge12 |
Integer |
|
Recommended |
How can an individual qualify for Social Security Disability Insurance (SSDI)? |
1::4; 999
|
1= a) Has worked enough to have sufficient social security credits; 2= b) Marry someone who receives SSDI; 3= c) Have an intellectual disability; 4= d) Receive Supplemental Security Income (SSI); 999= Missing
|
|
|
knowledge13 |
Integer |
|
Recommended |
How does an individual qualify for the Supplemental Nutrition Assistance Program (SNAP)? |
1::4; 999
|
1= d) Meet specified income requirements; 2= a) Have an intellectual disability; 3= b) Have a developmental disability; 4= c) Receive Supplemental Security Income (SSI); 999= Missing
|
|
|
knowledge14 |
Integer |
|
Recommended |
Which of the following automatically qualifies your child for Medicare? |
1::4; 999
|
1= b) Social Security Disability Insurance (SSDI); 2= a) Supplemental Security Income (SSI); 3= c) SSI and SSDI; 4= d) Having an intellectual disability; 999= Missing
|
|
|
knowledge15 |
Integer |
|
Recommended |
The Affordable Care Act allows children to stay on their parents' insurance plans until what age? |
1::4; 999
|
1= c) 26; 2= a) 18; 3= b) 21; 4= d) Youth with disabilities can stay on their parents' insurance plans indefinitely; 999= Missing
|
|
|
knowledge16 |
Integer |
|
Recommended |
When an employer and worker design a job, it is called... |
1::4; 999
|
1= c) Customized employment; 2= a) Integrated employment; 3= b) Competitive employment; 4= d) Supported employment; 999= Missing
|
|
|
knowledge17 |
Integer |
|
Recommended |
Which of the following CANNOT be provided by Home and Community-Based Services (HCBS) Medicaid waiver? |
1::4; 999
|
1= c) State operated developmental center or congregate housing; 2= a) Personal care services; 3= b) Supported living; 4= d) Transportation; 999= Missing
|
|
|
knowledge18 |
Integer |
|
Recommended |
An ABLE account can hold... |
1::4; 999
|
1= a) Only money; 2= b) Money and assets; 3= c) College funding; 4= d) Only certain assets; 999= Missing
|
|
|
knowledge19 |
Integer |
|
Recommended |
Who has the sole discretion to make decisions about the use of a special needs trust (SNT)? |
1::4; 999
|
1= c) The trustee; 2= a) The person with a disability; 3= b) The person with a disability and the family; 4= d) The bank; 999= Missing
|
|
|
knowledge20 |
Integer |
|
Recommended |
What is public housing? |
1::4; 999
|
1= a) Housing that is subsidized; 2= b) Housing that is funded by a housing voucher; 3= c) Housing wherein the landlord accepts a voucher; 4= d) Alternate housing for individuals with disabilities that is the same cost as other houses in the area; 999= Missing
|
|
|
knowledge21 |
Integer |
|
Recommended |
Which of the following is the MOST restrictive form of decision-making support? |
1::4; 999
|
1= b) Conservatorship or Guardianship (depending on the state you are in); 2= a) Representative Payee; 3= c) Durable Power of Attorney; 4= d) Healthcare Surrogate; 999= Missing
|
|
|
knowledge22 |
Integer |
|
Recommended |
How can an individual be eligible for a housing voucher? |
1::4; 999
|
1= a) Meet the prescribed income requirements; 2= b) Receive supplemental security income (SSI); 3= c) Have a Home and Community-Based (HCBS) Medicaid waiver; 4= d) Meet the income and benefits requirements; 999= Missing
|
|
|
timepoint_label |
String |
50
|
Recommended |
Timepoint/visit label |
|
|
assessment_type |
|
knowledge1 |
Integer |
|
Recommended |
Which of the following service delivery systems requires person-centered planning? |
1::4; 999
|
1= b) Home and Community-Based Services (HCBS) Medicaid waivers; 2= a) All adult service delivery systems; 3= c) Supplemental Security Income (SSI); 4= d) Social Security Disability Insurance (SSDI); 999= Missing
|
|
|
knowledge2 |
Integer |
|
Recommended |
Select the two pieces of legislation that enable students with disabilities to receive accommodations in post-secondary education |
1::4; 999
|
1= b) Section 504 and Americans with Disabilities Act (ADA); 2= a) Individuals with Disabilities Education Act (IDEA) and Section 504; 3= c) Section 504 and No Child Left Behind (NCLB); 4= d) ADA and IDEA; 999= Missing
|
|
|
knowledge3 |
Integer |
|
Recommended |
What documentation is necessary for transition-aged youth to qualify to receive services through the Workforce Innovation and Opportunity Act? |
1::4; 999
|
1= c) An Individualized Education Program (IEP) or Section 504 plan; 2= a) An Individualized Education Program (IEP); 3= b) The youth must receive supplemental security income (SSI); 4= d) A desire to work; 999= Missing
|
|
|
knowledge4 |
Integer |
|
Recommended |
Which of the following describes competitive employment in an integrated work setting with ongoing support services for individuals with disabilities? |
1::4; 999
|
1= a) Supported employment; 2= b) Competitive employment; 3= c) Sheltered workshop; 4= d) Customized employment; 999= Missing
|
|
|
knowledge5 |
Integer |
|
Recommended |
With respect to long term services and supports, which of the following is an alternative to Home and Community-Based Services (HCBS)? |
1::4; 999
|
1= b) An intermediate care facility (ICF); 2= a) A Community for Integrated Living Arrangement (CILA); 3= c) A group home; 4= d) Public housing; 999= Missing
|
|
|
knowledge6 |
Integer |
|
Recommended |
Select the two pieces of legislation that enable students with disabilities to receive accommodations in post-secondary education |
1::4; 999
|
1= a) The individual with a disability must re-apply for a waiver; 2= b) If the individual had a waiver in the prior state = the waiver is portable and can be used in a new state; 3= c) The individual always automatically receives the waiver upon moving to a new state; 4= d) Eligibility for the waiver is the same in each state; 999= Missing
|
|
|
knowledge7 |
Integer |
|
Recommended |
Which of the following is NOT a requirement for Supplemental Security Income (SSI)? |
1::4; 999
|
1= d) To have an intellectual disability; 2= a) To meet the disability eligibility criteria; 3= b) To be unable to work at a substantial level; 4= c) To have less than $2000 in countable resources; 999= Missing
|
|
|
pknowledge1 |
Integer |
|
Recommended |
Teenagers in therapy usually need just about three or four therapy sessions. |
1::5
|
1= Strongly disagree; 2= Disagree; 3= Neither agree nor disagree; 4= Agree; 5= Strongly agree
|
|
|
pknowledge2 |
Integer |
|
Recommended |
A child tells his therapist about his problem, and then the therapist tells him the answer. |
1::5
|
1= Strongly disagree; 2= Disagree; 3= Neither agree nor disagree; 4= Agree; 5= Strongly agree
|
|
|
pknowledge3 |
Integer |
|
Recommended |
If a teenager does not talk about his problems in his therapy session, he is wasting the time. |
1::5
|
1= Strongly disagree; 2= Disagree; 3= Neither agree nor disagree; 4= Agree; 5= Strongly agree
|
|
|
pknowledge4 |
Integer |
|
Recommended |
If a teenager does not want to go to his therapy sessions, therapy is not helping him. |
1::5
|
1= Strongly disagree; 2= Disagree; 3= Neither agree nor disagree; 4= Agree; 5= Strongly agree
|
|
|
pknowledge5 |
Integer |
|
Recommended |
It does not matter if a teenager misses some therapy sessions. |
1::5
|
1= Strongly disagree; 2= Disagree; 3= Neither agree nor disagree; 4= Agree; 5= Strongly agree
|
|
|
pknowledge6 |
Integer |
|
Recommended |
When a teenager behaves badly, the therapist scolds him to get him to behave better. |
1::5
|
1= Strongly disagree; 2= Disagree; 3= Neither agree nor disagree; 4= Agree; 5= Strongly agree
|
|
|
pknowledge7 |
Integer |
|
Recommended |
The teenager should talk about whatever he wants to talk about in his therapy sessions. |
1::5
|
1= Strongly disagree; 2= Disagree; 3= Neither agree nor disagree; 4= Agree; 5= Strongly agree
|
|
|
sbirtknow1 |
Integer |
|
Recommended |
The HIV epidemic in South Africa is the largest country epidemic in the world. |
1;2
|
1 = True; 2 = False
|
|
|
sbirtknow2 |
Integer |
|
Recommended |
Which part of the HIV care cascade is affected by alcohol and drug use? |
1::4
|
1 = Likelihood of becoming HIV infected; 2 = Likelihood of engaging in HIV treatment; 3 = Likelihood of obtaining viral suppression; 4 = All of the above
|
|
|
sbirtknow3 |
Integer |
|
Recommended |
SBIRT stands for: |
1::4
|
1 = Screening, Briefing, Initial Referral & Treatment; 2 = Skill Building & Initial Resources for Treatment; 3 = Screening, Brief Intervention, and Referral to Treatment; 4 = None of the above
|
|
|
sbirtknow4 |
Integer |
|
Recommended |
The primary goal of SBIRT is to diagnose patients with a substance use disorder. |
1;2
|
1 = True; 2 = False
|
|
|
sbirtknow5 |
Integer |
|
Recommended |
The AUDIT screens for: |
1::4
|
1 = Dependency; 2 = Addiction; 3 = Drug use; 4 = Alcohol use
|
|
|
sbirtknow6 |
Integer |
|
Recommended |
If the client has an AUDIT score in Zone I (Low Risk), you would provide the following services: |
1::4
|
1 = Provide a positive health message and describe low risk drinking guidelines; 2 = Provide patient with brief advice to cut down drinking; 3 = Provide patient with a brief motivational intervention to reduce drinking; 4 = Provide patient with a brief motivational intervention and refer to specialty substance use treatment
|
|
|
sbirtknow7 |
Integer |
|
Recommended |
Think about the AUDIT: A patient with Harmful Use (Zone III) is someone who drinks in excess of the low-risk drinking limits and has experienced negative consequences from alcohol use. |
1;2
|
1 = True; 2 = False
|
|
|
sbirtknow8 |
Integer |
|
Recommended |
Think about the AUDIT: A patient in Zone IV (Possible Dependence) has a score of 16-19. |
1;2
|
1 = True; 2 = False
|
|
|
sbirtknow9 |
Integer |
|
Recommended |
If the client has an AUDIT score in Zone II, you would provide the following services: |
1::4
|
1 = Provide a positive health message and describe low risk drinking guidelines; 2 = Provide patient with brief advice to cut down drinking; 3 = Provide patient with a brief motivational intervention to reduce drinking; 4 = Provide patient with a brief motivational intervention and refer to specialty substance use treatment
|
|
|
sbirtknow10 |
Integer |
|
Recommended |
If the client has an AUDIT score in Zone III you would provide the following services: |
1::4
|
1 = Provide a positive health message and describe low risk drinking guidelines; 2 = Provide patient with brief advice to cut down drinking; 3 = Provide patient with a brief motivational intervention to reduce drinking; 4 = Provide patient with a brief motivational intervention and refer to specialty substance use treatment
|
|
|
sbirtknow11 |
Integer |
|
Recommended |
The DUDIT screens for: |
1::4
|
1 = Dependency; 2 = Addiction; 3 = Drug use; 4 = Alcohol use
|
|
|
sbirtknow12 |
Integer |
|
Recommended |
How many items does the DUDIT have? |
1::4
|
1 = 10; 2 =11; 3 = 12; 4 = 13
|
|
|
sbirtknow13 |
Integer |
|
Recommended |
If a client scores an 8 on the DUDIT, this is in a risky drug use zone and you would provide a brief intervention to assist the client in reducing substance intake. |
1;2
|
1 = True; 2 = False
|
|
|
sbirtknow14 |
Integer |
|
Recommended |
What are the cutoff scores for risky use on the DUDIT? |
1::4
|
1 = Men - 5, Women - 2; 2 = Men - 6, Women - 2; 3 = Men - 5, Women - 3; 4 = Men - 6, Women - 3
|
|
|
sbirtknow15 |
Integer |
|
Recommended |
Think about the DUDIT: If a client scores in the severe risk level ( greater than 25), you should: |
1::4
|
1 = Provide a positive health message to reinforce abstinence; 2 = Provide patient with a brief intervention to reduce drug use; 3 = Refer patient to specialty substance use treatment; 4 = Options 2 and 3
|
|
|
sbirtknow16 |
Integer |
|
Recommended |
What does FRAMES stand for? |
1::4
|
1 = Feedback, Reflections, Advice, Make Change, Empathy, Solutions; 2 = Feedback, Responsibility, Ask Questions, Menu of Options, Educate, Self-Efficacy; 3 = Feedback, Reflections, Ask Questions, Make Change, Empathy, Solutions; 4 = Feedback, Responsibility, Advice, Menu of Options, Empathy, Self-Efficacy
|
|
|
sbirtknow17 |
Integer |
|
Recommended |
Brief interventions can only be used in generalist medical settings |
1;2
|
1 = True; 2 = False
|
|
|
sbirtknow18 |
Integer |
|
Recommended |
SBIRT is designed to be a reactive strategy that detects individuals who already meet diagnostic criteria for a substance use disorder. |
1;2
|
1 = True; 2 = False
|
|
|
sbirtknow19 |
Integer |
|
Recommended |
You are performing a brief intervention and assess the client's readiness to change. If the client indicates they are not ready, you will: |
1::3
|
1 = Tell them that there is nothing you can do for them, and they should come back when they are ready; 2 = Try to convince them to move to the next level of change; 3 = Share your concern as a health care provider, reassure them that it is their choice, and state that maybe in the future you can revisit the issue
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sbirtknow20 |
Integer |
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Recommended |
The ''warm handoff'' approach to referrals means that patients get a list of outside referrals and do the leg work of making contact on their own to build independence. |
1;2
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1 = True; 2 = False
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