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Adapted ADOS Module 2

aados_m2

01

Adapted ADOS Module 2

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Element NameData TypeSizeRequiredDescriptionValue RangeNotes
subjectkeyGUIDRequiredThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
src_subject_idString20RequiredSubject ID how it's defined in lab/project
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired field
interview_ageIntegerRequiredAge in months at the time of the interview/test/sampling/imaging.0 :: 1260Age 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.
genderString20RequiredSex of the subjectM;FM = Male; F = Female
comments_miscString4,000RecommendedMiscellaneous comments on study, interview, methodology relevant to this form data
locationIntegerRequiredLocation. Where the AADOS was administered1::31 = Clinic; 2 = Participant's home; 3 = Other testing space
location_specString255RecommendedSpecify other location
observation_1aString100RecommendedInteractive Constraction task
observation_1bString25RecommendedFives Routine #1
asr_f1String10RecommendedAnticipation of Social Routine Fives#1 (check all that apply)1 = Participant initiated fives in response to examiner's positive comment (or spontaneously); 2 = Participant anticipated next steps after the examiner initiated (e.g. initiated up high down low); 3 = Participant anticipated final step (e.g. pulling his/her hand away before examiner does); 4 = Participant responds (e.g. gives fives); 5 = No response
observation_picString100RecommendedDescription of a Picture
observation_convString100RecommendedConversation/Supported Conversation
observation_2aString100RecommendedInteractive Picnic/Pizza Party
observation_2bString25RecommendedFives Routine #2
asr_f2String10RecommendedAnticipation of Social Routine Fives#2 (check all that apply)1 = Participant initiated fives in response to examiner's positive comment (or spontaneously); 2 = Participant anticipated next steps after the examiner initiated (e.g. initiated up high down low); 3 = Participant anticipated final step (e.g. pulling his/her hand away before examiner does); 4 = Participant responds (e.g. gives fives); 5 = No response
observation_demString100RecommendedDemonstration Task
observation_8String100RecommendedSnack
observation_emString100RecommendedEmotions
observation_phString100RecommendedPlans and Hopes
observation_5String100RecommendedRoutine with Objects
observation_5aString100RecommendedInteractive Routine with Objects
observation_5bString25RecommendedFives Routine - #3
asr_f3String10RecommendedAnticipation of Social Routine Fives#3 (check all that apply)1 = Participant initiated fives in response to examiner's positive comment (or spontaneously); 2 = Participant anticipated next steps after the examiner initiated (e.g. initiated up high down low); 3 = Participant anticipated final step (e.g. pulling his/her hand away before examiner does); 4 = Participant responds (e.g. gives fives); 5 = No response
observation_storyString100RecommendedTelling a Story From a Book
observation_6String100RecommendedBreak
observation_6aString100RecommendedResponse to Joint Attention0 = Uses the orientation of the examiner's eyes and face alone as a cue to look toward the target, without the need for pointing. The participant must follow the examiner's gaze and turn his/her face or eyes in the direction of the target after watching the examiner do so, but s/he does not actually have to catch sight of the target. 1 = Follows the examiner's point by looking at or toward the target. 2 = Examiner was able to get participant's attention to direct it in five attempts, but participant did not follow gaze or point to orient towards the object. 3 = It is not possible to get the participant's attention to the examiner in order to direct it in five attempts. Participant may or may not orient to the object or the examiner once the object is activated.
observation_6bString100RecommendedResponse to Name0 = Looks toward the examiner and makes eye contact immediately on at least one of the first two clear presses made by the examiner (i.e., name only is called) OR responds vocally to one of the first two presses AND makes eye contact on one of the next two presses after the vocal response. 1 = Looks toward the examiner and makes eye contact immediately after the third or fourth press of name only OR responds vocally to the first two presses but does not make eye contact on any of the following four presses in which his/her name is called. 2 = Does not make eye contact with the examiner on any press, but looks towards the examiner without making eye contact OR responds vocally without eye contact to the 3rd, 4th, or 5th press OR only makes eye contact with the examiner after the examiner says something interesting. 3 = Does not look toward or respond vocally to the examiner after any vocal attempt to get attention.
observation_6cString100RecommendedInteractive Break
observation_7bString25RecommendedFives Routine - #4
asr_f4String10RecommendedAnticipation of Social Routine Fives#4 (check all that apply)1 = Participant initiated fives in response to examiner's positive comment (or spontaneously); 2 = Participant anticipated next steps after the examiner initiated (e.g. initiated up high down low); 3 = Participant anticipated final step (e.g. pulling his/her hand away before examiner does); 4 = Participant responds (e.g. gives fives); 5 = No response
soc_difficString100RecommendedSocial Difficulties
observation_famString100RecommendedFriends Relationships & Marriage
observation_7String100RecommendedBubble Guns
observation_7aString100RecommendedInteractive Bubble Guns Routine
observation_8aString25RecommendedFives Routine - #5
asr_f5String10RecommendedAnticipation of Social Routine Fives#5 (check all that apply)1 = Participant initiated fives in response to examiner's positive comment (or spontaneously); 2 = Participant anticipated next steps after the examiner initiated (e.g. initiated up high down low); 3 = Participant anticipated final step (e.g. pulling his/her hand away before examiner does); 4 = Participant responds (e.g. gives fives); 5 = No response
codinga_olang_bIntegerRecommendedOverall Level of Non-Echoed Language0::5;7;8;9; 999ADOS-1 (2001): 0 = Non-echoed phrase speech of three or more words per utterance; some grammatical markings, such as plurals or tense. 1 = Speech is primarily two- or three-word utterances, with minimal or no grammatical markings. 2 = Occasional phrases; mostly single words. 3 = Single words only, or no spoken language. 7 = All speech is echoed (immediate or delayed), with or without communicative intent.; ADOS-2 (2012) and ADAPTED ADOS: 0 = Non-echoed phrase speech of three or more words per utterance; some grammatical markings, such as plural or tense. 1 = Speech is primarily two- or three-wrd utterances, with minimal or no grammatical markings. 2 = Occasional phrases only; mostly single words. 3 = Recognizable single words or word approximations only; must use at least five different words during session. 4 = At least one word or word approximation, but fewer than five words used during session. 5 = No spontaneous use of spoken words or word approximations. 7 = All speech is echoed (immediate or delayed), with or without communicative intent.
codinga_spabn_bIntegerRequiredSpeech Abnormalities Associated with Autism (Intonation/Volume/Rhythm/Rate)0::3;7;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing. 1 = Little variation in pitch and tone; rather flat or exaggerated intonation, but not obviously peculiar, OR slightly unusual volume, AND/OR speech that tends to be somewhat unusually slow, fast, or jerky. 2 = Speech that is clearly abnormal for ANY of the following reasons: slow and halting; inappropriately rapid; jerky and irregular in rhythm (other than ordinary stutter/stammer); odd intonation or inappropriate pitch and stress; markedly flat and toneless ("mechanical"); consistently abnormal volume. 7 = Stutter or stammer or other fluency disorder (if odd intonation is also present, code 1 or 2 accordingly). 8 = Phrase speech inadequate in frequency or complexity for assessment of intonation/rhythm/rate. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = Appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythem coordinated with breathing. 1 = Little variation in pich and tone; rather flat or exaggerated intonation, but not obviously peculiar, OR slightly unusual volume, AND/OR speech that tends ot be somewhat unusually slow, fast, or jerky. 2 = Speech that is clearly abnormal for ANY of the following reasons: slow and halting; inappropriatelyrapid; jerky and irregular in rhythm (other than ordinary stutter/stammer); odd intonation or inappropriate pich and stress; markedly flat and tone-less ("mechanical"); consistently abnormal volume. 3 = Speech that is difficult to understand because of one ormore speech abnormalities as specified above. 7 = Stutter or stammer or other fluency disorder. 8 = N/A (speech inadequate in frequency or complexity for assessment of intonation/rhythm/rate).
codinga_fvoc_aIntegerRequiredFrequency of Vocalization Directed to Others0;1;2;3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Directs vocalizations to parent/caregiver or examiner in a variety of pragmatic contexts. Must include chatting or vocalizing to be friendly or to express interest, as well as to make needs known. 1 = Directs vocalizations to parent/caregiver or examiner consistently in one pragmatic context, OR directs a limited number of vocalizations to parent/caregiver or examiner across a variety of pragmatic contexts. 2 = Directs an occasional vocalization to parent/caregiver or examiner inconsistently in a limited number of pragmatic contexts. May include whining or crying due to frustration. 3 = Vocalizations never or almost never appear to be directed to parent/caregiver or examiner, OR rarely or never vocalizes. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity; ADAPTED ADOS: 0 = Frequent direction of vocalizations to examiner in at least two pragmatic contexts (e.g., to request, to chat, to label). Must include chatting or vocalizing to be friendly OR to express interest/share enjoyment, as well as to make needs known. 1 = Directs vocalization to examiner frequently in one pragmatic context (e.g., only to request). 2 = Infrequently directs vocalization to examiner. A participant who is very quiet throughout most of the assessment, though s/he may sometimes direct vocalizations should be scored here, even if the vocalizations occur across more than one pragmatic context. 3 = Directs an occasional vocalization to examiner OR vocalizations almost never appear to be directed to examiner. Also code if rare or no vocalizations at all.
langcom_5IntegerRecommendedFrequency of Undirected Language or Vocalization0::3;80 = Few undirected vocalizations. 1 = Regular undirected vocalizations in one activity OR some undirected vocalizations across a variety of activities. 2 = Frequent undirected vocalizations; may include socially-directed vocalizations as well. 3 = Frequent undirected vocalizations AND nearly all vocalizations are undirected. 8 = Rarely or never vocalizes.
langcom_6IntegerRecommendedOdd/Unusual Vocalizations0::3;80 = No or rare odd or unusual non-speech sounds/vocalizations. 1 = Only non-speech sounds or vocalizations (e.g. grunting loud sighing throat clearing etc.) that are not obviously peculiar. 2 = Occasional odd or unusual non-speech sounds/vocalizations. 3 = Frequent odd or unusual non-speech sounds/vocalizations. 8 = Rarely or never vocalizes.
codinga_iecho_bIntegerRecommendedImmediate Echolalia0;1;2;3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Does not repeat others' speech. 1 = Occasional echoing. 2 = Echoing words and phrases regularly, but some spontaneous language, which can be stereotyped. 3 = Speech largely consists of immediate echolalia. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = Rarely or never repeats others' speech. 1 = Occasional echoing. 2 = Echoing words and phrases regularly but some spontaneous language (it can be stereotyped). 3 = Speech largely consists of immediate echolalia. 8 = N/A or not enough language to judge.
codinga_stereo_aIntegerRequiredStereotyped/Idiosyncratic Use of Words or Phrases0;1;2;3;8;90 = Rarely or never uses stereotyped or idiosyncratic words or phrases. (Note: Requires at least five words to code 0 rather than 8.) 1 = Use of words or phrases tends to be more repetitive than that of most individuals at the same level of expressive language, but not obviously odd, OR occasional stereotyped utterances or use of odd words, OR use of phrases in an unusual way, with other flexible spontaneous language as well. 2 = Often uses stereotyped utterances or odd words or phrases, with some other language. 3 = Frequently uses odd or stereotyped speech, and rarely uses non-stereotyped spontaneous speech. 8 = Language too limited to judge. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity
langcom_8IntegerRecommendedOffers Information0::20 = Spontaneously offers information about his/her own thoughts, feelings, or experiences on several occasions. 1 = Occasionally offers information spontaneously about his/her own thoughts, feelings, or experiences. 2 = Rarely or never offers information spontaneously, except about circumscribed interests or preoccupations OR offers information about factors or general knowledge, including preoccupations or circumscribed interests
langcom_9IntegerRecommendedAsks for Information0::30 = Asks the examiner about his/her thoughts, feelings, or experiences on several occasions. 1 = Occasionally (at least one clear example) asks the examiner about his/her thoughts, feelings, or experiences. 2 = Responds appropriately to examiner's comments about his/her thoughts, feelings, and experiences, but does not spontaneously inquire about them. 3 = Rarely or never asks the examiner about his/her thoughts, feelings, or experiences, nor expresses interest in them.
codinga_convs_bIntegerRecommendedConversation0;1;2;3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Conversation flows, building on the examiner's dialogue. This rating requires that much of the child's speech provide both a response to the examiner's speech and some additional talking (not necessarily a question) that builds on what has just been said and allows a response from the examiner (i.e., sequences of at least four elements: examiner opens, child comments, examiner responds, child responds to response). 1 = Speech includes some spontaneous elaboration of the child's own responses for the examiner's benefit OR provides leads for the examiner to follow, but either this is less in amount than would be expected for the child's expressive language level or it is limited in flexibility. 2 = Little reciprocal conversation sustained by the child; may follow his or her own train of thought rather than participate in an interchange; may have some spontaneous offering of information or comments, but little sense of reciprocity. 3 = Little spontaneous communicative speech (although there may be much echoed or noncommunicative speech). This rating can be used to describe children who make some limited, but very few, responses to conversational initiations. by the examiner. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = Converation flows, building on the examiner's dialogue. This rating requires that much of the participant's speech includes some spontaneous elaboration of the participant's own responses for the examiner's benefit OR provides leads for the examiner to follow. 1 = Participant initiates with and responds to the examiner, but not in the same interchange. 2 = Participant initiates with OR responds to the examiner on several occasions, but not both. 3 = Little or no spontaneous communicative speech (although there may be much echoed or noncommunicative speech). This rating also includes participants who make very limited responses.
langcom_11IntegerRecommendedLevel of Support Required for Conversation0::3;80 = Participant is able to carry on several conversations with the examiner. 1 = Participant is able to carry on several conversations, but all conversations are related to materials that are physically present. 2 = Participant is able to carry on several conversations, but only with materials present OR all conversations that occur without the support of materials are related to circumscribed interests. 3 = Participant is able to carry on a conversation with materials present, but only in ONE situation (e.g., Conversation Task) OR s/he is able to respond to the examiner's initiations when materials are present, but does not build on the conversation. 8 = Conversations too limited to judge OR No conversations (i.e. item 10 scored a 2 or 3).
codinga_point_bIntegerRecommendedPointing0;1;2;3;8;9ADOS-1 (2001): 0 = Points with index finger to show visually-directed referencing (i.e., coordinated gaze to object and person) of distal object to express interest. 1 = Uses pointing to reference objects to express interest, but without sufficient flexibility to meet criteria for a rating of 0 (e.g., absence of coordinated gaze, though the child may vocalize); OR produces an approximation of pointing rather than an index finger point; OR coordinates only pointing that includes touching a picture or other nearby objects with gaze or vocalization; OR points to request only; OR points to a person only. 2 = Points only when close to or actually touching an object, without coordinated gaze. 3 = Does not point to objects in any way.; ADOS-2 (2012): 0 = Points with index finger to show visually directed referencing (i.e., coordinated gaze to object and person) of distal object to express interest. 1 = Uses pointing to reference objects to express interest, but without sufficient flexibility to meet criteria for a rating of 0 (e.g., absence of coordinated gaze with distal pointing, though the child may vocalize); AND/OR produces an approximation of pointing (coordinated with gaze or vocalization) rather than an index finger point; AND/OR coordinates only pointing that includes touching a picture or other nearby objects with gaze or vocalization; AND/OR points to request only (coordinated with gaze or vocalization); AND/OR points with coordination (gaze or vocalization) only to a person or to himself or herself. 2 = Points only without coordinated gaze or vocalization AND pointing is not for the purpose of expressing interest. 3 = Does not point as described above. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADPATED ADOS: 0 = Points with index finger to reference an object in at least two activities (e.g., points to picture on the wall and out the window). Points can be to distal objects OR when close to or actually touching an object, but must be for the purpose of shared attention AND involve coordinated gaze OR vocalization. 1 = Coordinates pointing with gaze or vocalization for the purpoes of shared attention on only one occasion OR only uses pointing with coordinated gaze or vocalization to request objects. 2 = Points to reference or request, without coordinated or vocalization. Points to distal or nearby objects that do not include coordinated gaze or vocaliztion should be coded here. Also code here if participant uses something besides a well-formed index finger point. 3 = Does not point to objects as described above.
codinga_gest_bIntegerRequiredDescriptive, Conventional, Instrumental, or Informational Gestures0;1;2;3;8;90 = Spontaneous use of several descriptive gestures. These gestures may be typical or idiosyncratic, but must be communicative. May also use conventional or instrumental gestures. 1 = Some spontaneous use of descriptive gestures, but exaggerated or limited in range and/or contexts (e.g., occur only during "Demonstration Task"), OR frequent use of conventional or instrumental gestures, but rare or no use of descriptive gestures. 2 = Some spontaneous use of informational, conventional, or instrumental gestures, but rare or no use of descriptive gestures. 3 = No or very limited spontaneous use of conventional, instrumental, informational, or descriptive gestures. Grabbing and communicative reaching are coded here. 8 = N/A (e.g., limited by physical disability). 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
codinga_uothr_aIntegerRequiredUse of Other's Body to Communicate0::3;8;90 = No use of another person's body for a specific goal (e.g., to manipulate an object), except in situations where other strategies have not worked (e.g., when others are conversing and the participant cannot get their attention) and in conjunction with coordinated gaze. 1 = Takes another person's hand and leads him/her places without coordinated gaze, but no placement of hand on objects and no use of another person's body as a tool, to point, or for a specific goal. 2 = Movement of another person's hand when it is holding an object OR pushing examiner's hand away from object without eye contact. 3 = Placement of another person's hand or other body part on object (including placing the balloon or food to the examiner's mouth without coordinated gaze), OR use of his/her hand or other body part as a tool or to gesture "for" the participant (such as pointing). 8 = Little or no spontaneous communication.
codingb_ueye_bIntegerRecommendedUnusual Eye Contact0;2;3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Appropriate gaze with subtle changes meshed with other communication. 2 = Uses poorly modulated eye contact to initiate, terminate, or regulate social interaction. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = Appropriate gaze with subtle changes meshed with other communication. 2 = Uses poorly modulated eye contact to initiate, terminate, or regulate social interaction. 3 = Uses poorly modulated eye contact to initiate, terminate, or regulate social interaction AND frequently actively avoids eye contact (e.g., by turning away, pushing away, closing eyes).
codingb_faceo_bIntegerRecommendedFacial Expressions Directed to Others0::3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Directs a range of appropriate facial expressions to the examiner and/or parent/caregiver in order to communicate affective or cognitive states. 1 = Some direction of facial expressions to the examiner and/or parent/caregiver (e.g., directs only expressions indicating emotional extreme(s) to others, or occasionally directs wider range of expressions). A child who has a limited range of facial expressions, but who directs most of his or her facial expressions to another person, may be rated here. 2 = Does not direct appropriate facial expressions to others. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = Directs at least three different facial expressions toward examiner in order to communicate affect (e.g., amused, confused, concerned, irritated, skeptical, proud). 1 = Some direction of facial expressions to the examiner. A participant who has a limited range of direct facial expressions (but at least TWO) should be scored here. Participants who direct at least one of the facial expressions across several different activities but hte other only once OR whose facial expressions are slightly unusual, but are directed to the examiner on several occasions may also be scored here. 2 = Some range of facial expression but little directing (e.g. participant has 2 facial expressions each directed only once) OR direction of only ONE facial expressoin. 3 = Limited range of facial expression AND little or no directing. also score here if the participant only ever directs very odd facial expressions.
recsocint_2IntegerRecommendedOdd/Inappropriate Facial Expressions0::30 = No odd/inappropriate facial expressions. Facial expressions match the participant's affect are appropriate for the situation and are not obviously odd. 1 = Possibly odd/inappropriate facial expressions (e.g. exaggerated) but not as clear as specified for ratings of 2 and 3. 2 = Definite odd AND/OR inappropriate facial expressions. May be brief or rare. 3 = Odd or inappropriate facial expressions as described above occur frequently.
codingb_shrnj_bIntegerRecommendedShared Enjoyment in Interaction0::3;8;9ADOS-1 (2001): 0 = Shows definite and appropriate pleasure in interactive participation or conversation during more than one task or conversational topic. 1 = Shows some appropriate pleasure in the examiner's actions, OR shows definite pleasure during one interaction. 2 = Shows little or no expressed pleasure in interaction. May show pleasure in his/her own actions or part of the conversation, but not in the examiner's behavior or in interaction. 8 = Not scorable due to little or no interaction, or for other reasons.; ADOS-2 (2012): 0 = Shows definite pleasure with the examiner that is appropriate to the context and occurs during more than one activity. Must include pleasure in at least one activity that is not purely physical in nature (e.g., not tickling). 1 = Shows some pleasure appropriate to the context during interactions with the examiner, OR shows definite pleasure directed to the examiner during one interaction (may be physical in nature). 2 = Shows little or no expressed pleasure during interaction with the examiner, but shows pleasure in his or her own actions, in interaction with a parent/caregiver, or in noninteractive components of the ADOS-2 materials or activities. 3 = Little or no expressed pleasure during the ADOS-2 evaluation and little interest in toys. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = Shows definite and appropriate pleasure with the examiner during more than one activity. 1 = Shows definite, clear pleasure directed to the examiner during one interaction. 2 = Shows some appropriate pleasure during interactions with the examiner. The participant's attempt to share enjoyment may be unclear or brief, but appears to be directed to the examiner. 3 = Shows little or no expressed pleasure during interaction with the examiner, but shows pleasure in his/her own actions or in non-interactive components of the ADOS materials or activities.
codingb_rname_bIntegerRecommendedResponse to Name0;1;2;3;8;9ADOS-1 (2001): 0 = Looks toward the examiner and makes eye contact immediately on at least one of the first two clear presses made by the examiner (i.e., name only is called). 1 = Makes eye contact with the examiner immediately on the examiner's third or fourth press of name only OR looks toward the parent/caregiver and makes eye contact immediately for the first or second press of name only. 2 = Does not make eye contact with either the examiner or the parent/caregiver after his/her name is called in four attempts, but shifts gaze briefly (no eye contact), OR looks at least once when an interesting or familiar vocalization or verbalization is made (e.g., tongue clucking; I'm gonna get you"). 3 = Does not look toward either the examiner or the parent/caregiver after any purely verbal or vocal attempt to get attention.; ADOS-2 (2012): 0 = Looks toward the examiner and makes eye contact immediately on at least one of the first two presses made by the examiner. 1 = Looks toward the parent/caregiver and makes eye contact after first or second press of name only, OR makes eye contact with the examiner after the examiners third or fourth press of name only. 2 = Does not immediately make eye contact with either the examiner or the parent/caregiver after his or her name is called in six attempts, but shifts gaze briefly (no eye contact), shifts gaze after a delay, OR looks at least once when an interesting or familiar vocalization or verbalization is made (e.g., tongue clucking, "I'm gonna get you"). 3 = Does not look toward either the examiner or the parent/caregiver after any purely verbal or vocal attempt to get attention. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = Looks toward the examiner and makes eye contact immediately on at least one of the first two clear presses made by the examiner (i.e., name only is called) OR responds vocally to one of the first two presses AND makes eye contact on one of the next two presses after the vocal response. 1 = Looks towards the examinr and makes eye contact immeidately after the third or fourth press of name only. OR responds vocally to the first two presses but does not make eye contact on any of hte following four presses in which his/her name is called. 2 = Does not make eye contact with the examiner on any press, but looks toard the examiner without making eye contact OR responds vocally without eye contact to the 3rd, 4th, or 5th press OR only makes eye contact with the examiner after the examiner says something interesting. 3 = Does not look toward or respond vocally to the examiner after any vocal attempt to get attention.
codingb_req_aIntegerRequiredRequesting0;1;2;3;8;90 = Exhibits appropriate integration of eye contact and at least one behavior (e.g., vocalization, gesture, or handing an object to the examiner or the parent/caregiver) to request bubbles, the remote-controlled toy animal, object routine, or social routine. Must include eye contact and a definite indication of wanting the other person to do or give something (e.g., by persisting in the request if the other person pauses before responding). This does not include physically pulling or placing the examiner's hand on an object or to the child himself or herself. 1 = Uses one or more behavior(s) listed above to request the remote-controlled toy animal, bubbles, and/or a routine, without integrating eye contact and other behavior(s), such as vocalization or gesture. This includes handing an object to the examiner or parent/caregiver without looking at him or her, looking at the other person without another behavior, and brief requests without persistence. It does not include physically pulling the examiner's hand to an object or to himself or herself. 2 = Does not directly request, as specified above for ratings of 0 or 1, but uses some physical means to request at least one action as part of a routine (e.g., pulls the examiner's hand to an object or to himself or herself). 3 = May participate in routine(s) or try to activate an object by vocalizing, banging, or other actions (e.g., bouncing) without looking at another person or vocalizing for help, but does not request, as specified above. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity
codingb_show_bIntegerRecommendedShowing0;1;2;8;90 = Spontaneously shows toys or objects during the ADOS evaluation by holding them up or placing them in front of others and using eye contact with or without vocalization. 1 = Shows toys or objects in a partial or inconsistent manner (e.g., holds them up and/or places them in front of others without coordinated eye contact, looks from an object in his or her hands to another person without clearly orienting it toward that person, or shows objects as described above for a rating of 0 on one occasion only). 2 = Does not show objects to another person. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
codingb_sijnt_bIntegerRecommendedSpontaneous Initiation of Joint Attention0;1;2;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Uses clearly integrated eye contact to direct another persons attention to an object that is out of reach by looking at the object, then at the examiner or the parent/caregiver, and then back at the object OR by using a three-point gaze shift starting with the examiner or parent/caregiver. Eye contact may be coordinated with pointing and/or vocalization. One clear example is sufficient for this rating. 1 = Partially references an object that is clearly out of reach in order to direct another person's attention. May spontaneously look at and point to the object and/or vocalize, but does not coordinate either of these with looking at another person, OR may look at an object and then look at or point to the examiner or the parent/caregiver, but not look back at the object. 2 = No approximation of spontaneous initiation of joint attention in order to direct another person's attention to an object that is out of reach. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = Uses clearly integrated eye contact to reference an object that is out of reach by looking at the object, then at the examiner, and then back to the object OR by using a three-point gaze shift starting with the examiner. A participant who uses only a two-point gaze shift AND points or vocalizes should also be coded here. 1 = Looks at an object and then loks at the examiner, but does not look back at the object, vocalize or point OR may spontaneously look at the object, point or vocalize, but does not coordinate either of these with looking at another person. 2 = No approximation of spontaneous initiation of joint attention in order to reference an object that is out of reach. A participant who looks at the examiner and then at an object, without combining it with other forms of communication (i.e. vocalization or gestures), is coded here.
codingb_rjnt_bIntegerRecommendedResponse to Joint Attention0;1;2;3;8;90 = Uses the orientation of the examiner's eyes and face alone as a cue to look toward the target, without the need for pointing. The child must follow the examiner's gaze and turn his or her face or eyes in the direction of the target after watching the examiner do so; he or she does not actually have to catch sight of the target. 1 = Follows the examiner's pointing by looking at or toward the target. 2 = Does not follow the examiner's gaze or pointing to orient toward the object, but looks at the target when activated. 3 = Does not orient to the object even when the object is activated. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
recsocint_9bIntegerRecommendedResponse to Joint Attention (Accuracy)0::30 = Shifts gaze and lands on target on any gaze or point attempt. 1 = Shifts gaze in the direction of the target, but does not land on target on any gaze or point attempt. 2 = Shifts gaze, but not in the direction of the target. Include here participants who understand that they are being asked to look but do not understand where to look. 3 = Does not shift gaze in any attempt.
recsocint_itssrIntegerRecommendedInsight into Typical Social Situations and Relationships0::40 = Shows examples of insight into the nature of several typical social relationships (without evidence of lack of insight into those same relationships), including his/her role in at least one. May show no more than one example of inaccurate understanding of other social relationships. 1 = Shows examples of insight into several typical social relationships but not into his/her own role OR into only one relationship including his/her own role. 2 = Shows some insight into one typical social relationship though not necessarily about his/her own role in it. 3 = Shows no or limited insight into typical social relationships, despite having opportunities to do so. 4 = Score a '4' if the socioemotional questions could not be asked due to difficulties with receptive language and the participant does not demonstrate insight into social situations or relationships during other conversations.
recsocint_coaIntegerRecommendedCommunication of Own Affect0::40 = Effective communication of a range of emotions that s/he is feeling or has felt. 1 = Some description of experiencing several emotions, but limited in effectiveness of communication, and/or effective communication of at least one emotion. 2 = Some communication about at least one emotion. 3 = Minimal or no communication of his/her own affect, despite having opportunities to do so. 4 = Score a '4' if the socioemotion questions could not be asked due to difficulties with receptive language and the participant did not demonstrate communication of own affect during other conversations.
recsocint_coeeIntegerRecommendedComments on Others' Emotions/Empathy0::20 = Spontaneously communicates clear understanding or labeling of and/or appropriate response to several different emotions in other people/characters. Labeling several emotions in others is sufficient, but not necessary if there are other clear indications of understanding and/or appropriate response. 1 = Communicates some understanding, labeling, or response to emotion in others (e.g., spontaneously and correctly identifies at least ONE emotion in another person/character). 2 = No or minimal identification/communication of understanding of emotions in others.
recsocint_10IntegerRecommendedLevel of Social Engagement (examiner)0::30 = Demonstrates interest in the examiner or what the examiner does or says. Makes consistent attempts to actively socially engage with the examiner by initiating and maintaining eye contact OR initiating conversation or small talk (or directing vocalization if does not have speech). 1 = Interested but less active attempts to socially engage with the examiner (e.g. initiates but does not maintain eye contact OR watches what the examiner is doing but does not make an attempt to attract the examiner's attention by initiating eye contact or vocalizing) OR only actively responds to the examiner's attempts to engage; may also make some attempts to initiate but these are not sufficiently consistent to warrant a code of '0'. 2 = Inconsistently interested or socially engaged and demonstrates interest in a less active manner. 3 = Does not demonstrate interest in the examiner OR is very seldom socially engaged at all even when the examiner makes efforts to attract the participant's interest.
recsocint_11IntegerRecommendedParticipation in Interactive Routines0::30 = Spontaneous back-and-forth turn-taking occurs in at least TWO activities. 1 = Some spontaneous back-and-forth interaction, but without sufficient flexibility to meet criteria for a rating of '0' OR the participant briefly engages in one-sided activity but offers a turn in response to the examiner's vague expression of interest. 2 = Activities are often one-sided, but participant allows the examiner to take a turn when prompted OR unclear offers to the examiner (e.g. hands object to examiner and then appears uninterested in activity OR only allows examiner to have a brief turn before interrupting). 3 = No evidence of turn-taking although participant may ask for a turn or take turns when the examiner offers. Assign this rating if the participant demonstrates marked resistance or distress to the examiner's request to take a turn even if he or she eventually relinquishes object OR if it is necessary to take the object from the participant's hand.
codingb_qsres_bIntegerRecommendedQuality of Social Response0;1;2;3;8;90 = Shows a range of appropriate responses that are varied according to immediate social situations and presses. 1 = Shows responsiveness to most social situations, but somewhat limited, socially awkward, inappropriate, inconsistent, or consistently negative. 2 = Odd, stereotyped responses, or responses that are restricted in range or inappropriate to the context. 3 = Minimal or no response to the examiner's attempts to engage the child. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
codingb_arsoc_bIntegerRecommendedAmount of Reciprocal Social Communication0;1;2;3;8;90 = Extensive use of verbal or nonverbal behaviors (at whatever level attained) for social interchange (i.e., chat, comments, remarks, or nonverbal behaviors that appear to have reciprocal intent). 1 = Some reciprocal social communication (as described above for a rating of 0 ), but reduced in frequency or amount, or in the number of contexts in which such behaviors occur (regardless of amount of nonsocial talk). 2 = Most communication is either object-oriented (i.e., to ask for things), OR response to questions, OR echolalic, OR concerned with particular preoccupations; little or no social chat or give-and-take. 3 = Little or no communication with examiner or parent/caregiver. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
codinga_asov_bIntegerRequiredAmount of Social Overtures/Maintenance of Attention0::3;7;8;9ADOS-1 (2001): 0 = Frequent attempts to get or maintain the examiner's attention AND/OR to direct the examiner's attention to objects or actions of interest to the child. 1 = Some attempts at getting, maintaining, or directing the examiner's attention as described above for a rating of 0, but reduced in frequency or the number of contexts used (e.g., only seeks attention to direct examiner's behavior). 2 = Shows relatively little concern as to whether the examiner is paying attention to him/her unless he/she needs help, AND/OR makes few attempts to get, maintain, or direct the examiner's attention. 7 = Unusually frequent, intense, or excessive demands for attention outside structured tasks or questions within the ADOS evaluation, regardless of the social appropriateness of individual behaviors.; ADOS-2 (2012) and ADAPTED ADOS: 0 = Frequent attempts to get or maintain the examiner's attention AND/OR to direct the examiner's attention to objects or actions of interest to the participant. 1 = Some attempts at getting, maintaining or directing the examiner's attention as described above for a rating of 0, but reduced in frequency or the number of different activities in which they are used. 2 = Makes one attempt to get, maintain or direct the examiner's attention. 3 = Shows relatively little concern as to whether the examiner is paying attention to him/her unless s/he needs help (e.g. only initiates social contact when requesting).
codingb_qsov_bIntegerRecommendedQuality of Social Overtures0;1;2;3;8;90 = Effectively uses nonverbal and verbal means to make clear social overtures to the examiner. The overtures must be appropriate to immediate contexts. 1 = Slightly unusual quality of some social overtures. Overtures may be restricted to personal demands or related to the child's own interests, but with some attempt to involve the examiner in those interests. 2 = Significant minority (or more) of inappropriate overtures; many overtures lack integration into context AND/OR social quality. This includes the child's bringing up preoccupations with little attempt to involve the examiner in them. 3 = No social overtures of any kind. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
recsocint_15aString255RecommendedQuality of Social Overtures Specify
codingb_oqrap_bIntegerRecommendedOverall Quality of Rapport0;1;2;3;8;90 = Comfortable interaction between the child and examiner that is appropriate to the context of the ADOS assessment. 1 = Interaction sometimes comfortable, but not sustained (e.g., sometimes feels awkward or stilted, or the child's behavior seems mechanical or slightly inappropriate). 2 = One-sided or unusual interaction resulting in a consistently mildly uncomfortable session or a session that would have been difficult if the examiner had not continuously modified the structure of the situation beyond the standard activities in the ADOS evaluation. 3 = The child shows minimal regard for the examiner, OR the session is markedly uncomfortable for a significant proportion of the time. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
recsocint_17bIntegerRecommendedAnticipation of a Social Routine (fives)0::30 = Clearly initiates and anticipates repetition of fives. The participant must demonstrate clear initiation AND anticipation in at least 2 of the 5 opportunities in which the examiner provides a general positive comment. A participant who spontaneously initiates fives should also be scored here; only one instance of spontaneous initiation is necessary for a code of 0 but must include completely spontaneous initiation AND anticipation of routine. 1 = Demonstrates clear initiation AND anticipation in only 1 of the 4 opportunities OR Shows either clear anticipation OR initiation but not both. 2 = Participates in routine led by examiner but anticipation is unclear. Participant does not initiate. 3 = The participant shows minimal response to the social routine.
codingc_imgcr_bIntegerRequiredImagination/Creativity0;1;2;3;8;90 = Variety of spontaneous, inventive, creative play or activities, including use of doll or figures as agents of action. 1 = Some spontaneous creative or make-believe play, but rather limited in range. May include some use of doll or figures as agents, but less flexible than what would qualify for a rating of 0. 2 = Little spontaneous creative or make-believe play, OR only play that is repetitive or stereotyped in quality. 3 = No creative or inventive play (not even stereotyped or repetitive play). 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
objuse_2IntegerRecommendedSpontaneous Initiation with Materials0::30 = Spontaneously takes up several appropriate actions with the ADOS materials without prompting or organization by the examiner. 1 = Spontaneously initiates with several different ADOS materials but only during one task OR only initiates once or twice during multiple tasks. 2 = Does not spontaneously initiate activities with ADOS materials but does so when prompted by the examiner. 3 = Does not engage with ADOS materials even when prompted by the examiner.
objuse_3IntegerRecommendedLevel of Engagement (activities)0::30 = Spontaneously engaged and actively involved in the ADOS activities. 1 = Interested, but less actively involved OR inconsistently actively involved in ADOS activities. 2 = Engaged only when the examiner works hard to get and keep the participant's interest OR the participant is only engaged during snack. If participant's activities are primarily repetitive or consist of inappropriate use of materials a code of '2' should be assigned. 3 = Not or very seldom engaged even when the examiner makes efforts to attract the participant's interest OR the participant is only engaged during games involving physical contact
codingd_usens_bIntegerRequiredUnusual Sensory Interest in Material/Person0;1;2;3;8;9ADOS-1 (2001): 0 = No sniffing, repetitive touching, feeling of texture, licking, mouthing, or biting interest in the repetition of or unusually strong reactions to certain sounds, or unusual or prolonged visual examination. 1 = Occasional unusual sensory interests or responses, OR not as clear as specified below for a rating of 2. 2 = Definite interest in nonfunctional elements of play materials, OR sensory examination of himself/herself or others on more than one occasion, OR persistent unusual sensory response to several materials or events.; ADOS-2 (2012): 0 = No unusual sensory interests or sensory-seeking behaviors. 1 = Several possible sensory interests not as clear as specified below for a rating of 2 AND/OR only one clear occurrence of an unusual sensory interest or a sensory-seeking behavior. One "possible" sensory interest should be coded 0. 2 = Definite interest in sensory elements of objects or of play materials, OR sensory examination of himself or herself or others; two or more clear occurrences must be observed. May be observed during the same activity. 3 = Definite unusual sensory-seeking behaviors occur during at least two different tasks or activities and may interfere with the ADOS-2 assessment. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = No sniffing, repetitive touching, feeling of texture or licking (not mouthing or biting), interest in the repetition of or unusually strong reactions to certain sounds, or unusual or prolonged visual examination. 1 = Sensory interests or responses not as clear as specified below for ratings of 2 and 3. 2 = Occasional clearly unusual sensory interests or responses (e.g., two different sensory interests demonstrated at least once each). 3 = Definite interest in nonfunctional elments of materials, (TWO clear examples of the same sensory interest is sufficient for a code of '3') OR sensory examination of himself/herself or others on more than one occasion, OR persistent unusal sensory response to several materials or events.
sterbeh_1sString50RecommendedUnusual Sensory Interest in Materials/Person. Specify
sterbeh_2IntegerRecommendedHand and Finger Movements/Posturing0::30 = None. 1 = Movements not as clear as specified below for ratings of 2 and 3. 2 = Definite finger flicking or twisting AND/OR hand or finger mannerisms or posturing. May be brief or rare. 3 = Mannerisms as described above occur frequently and may interfere with the assessment
sterbeh_2sString50RecommendedHand and Finger Movements/Posturing. Specify
sterbeh_3IntegerRecommendedOther Complex Mannerisms0::30 = None. 1 = Mannerisms not as clear as specified below for ratings of 2 and 3. 2 = Definite complex mannerisms stereotypies or posturing. May be brief or rare. 3 = Mannerisms or sterotypies as described above occur frequently and may interfere with the assessment
sterbeh_3sString255RecommendedOther Complex Mannerisms. Specify
codingd_selfinj_bIntegerRecommendedSelf-Injurious Behavior0;1;2;8;90 = No attempts to harm self. 1 = Dubious or possible self-injury, and/or rare but clear self-injury (e.g., one clear example of biting at own hand or arm, pulling own hair, slapping own face, or banging own head). 2 = More than one clear example of self-injury, such as head banging, face slapping, hair pulling, or self-biting. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
codingd_urbeh_bIntegerRecommendedUnusually Repetitive Interests or Stereotyped Behaviors0;1;2;3;8;90 = No repetitive or stereotyped behaviors during the ADOS evaluation. 1 = An interest or behavior that is repetitive or stereotyped to an unusual degree, including an intense interest in a particular toy or object, a definite interest in an unusual object or activity (odd for the child's level of motor skill), an unusually routinized activity, or a clear interest in a part of an object. This interest or behavior occurs in conjunction with several other activities and does not prevent the child from completing any ADOS activities. 2 = Clearly repetitive or stereotyped interests and/or behaviors, as described above. These behaviors may form a substantial minority of the child's interests and spontaneous behaviors and may interfere with the child's ability to complete ADOS activities, but it is possible for his or her attention to be directed to other objects or activities, at least momentarily. 3 = Repetitive or stereotyped interests and/or behaviors, as described above, form the majority of the child's interests, AND/OR attempts to direct his or her attention to other objects or activities are met with significant resistance and/or distress. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
codingd_urbeh_b_cmtString255RecommendedSpecify unusual preoccupations, rituals, repetitive behaviors:
sterbeh_eirihstoIntegerRecommendedExcessive Interest in or References to Unusual or Highly Specific Topics or Objects0::30 = No excessive interest in or references to unusual or highly specific or restricted topics. 1 = Occasional references to unusual or highly specific topics or patterns of interest, occurring to an unusual degree. 2 = Definite, stereotyped, or unusual patterns of interest that may or may not intrude and/or interfere with social communication. 3 = Definite preoccupation(s) to a degree that interferes with the assessment.
sterbeh_eirihstosString50RecommendedExcessive Interest in or References to Unusual or Highly Specific Topics or Objects. Specify
sterbeh_crIntegerRecommendedCompulsions or Rituals0 = No obvious activities or verbal routines that must be completed in full or according to a sequence that is not part of the task. 1 = Unusually routinized in speech or activities (includes insistence on finishing the book or providing a list that is not relevant to the conversation), but on behavior that appears clearly compulsive in quality (i.e., may be redirected prior to completing the task or is overly-insistent on completing but the behavior is not clearly associated with the participant appearing to be under pressure/anxious). 2 = One or more activities or verbal routines that the participant has to perform or say in a special way. The participant appears under pressure or become as anxious if an activity is disrupted (i.e., compulsive quality is present). Includes the recitation of lists that must be completed or that the examiner is asked to record or insistence that the examiner respond verbally in a highly specific way.
sterbeh_crsString50RecommendedCompulsions or Rituals. Specify
sterbeh_6IntegerRecommendedTics0::30 = No rapid repetitive involuntary movements in single muscle groups including facial movements, shrugging, or throat clearing. 1 = Unclear movements that may be a tic (e.g. movements of the face that may have been perceived as a possible odd facial expression but were not sustained) 2 = Occasional isolated tics (such as eye blinking). No interference with activities and no distress. 3 = A frequently repeated single tic or multiple minor tics sometimes associated with distress or interference with activities
sterbeh_6sString50RecommendedTics. Specify
codinge_actve_bIntegerRecommendedOveractivity0;1;2;3;7;8;9ADOS-1 (2001): 0 = Sits or stands still appropriately when expected to do so during the assessment. 1 = Sits briefly or stands still when expected to do so for activities besides the snack. Often fidgets, moves about, or is in and out of his/her seat, but is not obviously restless or unusually fidgety. Difficulties in the assessment are not principally due to overactivity. 2 = Hardly remains still at all (not counting the snack). May move around the room in a way that is difficult to interrupt; the level of activity disrupts the assessment. 7 = Underactive.; ADOS-2 (2012) and ADAPTED ADOS: 0 = Sits or stands still appropriately when expected to do so during the ADOS-2 assessment. May explore the room as expected for developmental level but is not obviously overactive. 1 = Sits or stands still when clearly expected to do so (e.g., during the birthday party) for activities besides the snack, but often fidgets, moves about, or gets up out of his or her seat. 2 = Fidgety; more active than other children of same developmental level. 3 = Incessantly and energetically moves around the room in a way that is difficult to interrupt; the level of activity disrupts the ADOS-2 assessment. 7 = Underactive. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.
otbeh_2IntegerRecommendedAggression and Disruptive Behavior0::30 = Not aggressive or intentionally disruptive during ADOS. 1 = Occasional display of mild aggression or intentional disruptive behavior OR display of irritability. 2 = Shows repeated acts of mild aggression or intentional disruptive behavior. Loud screaming can be coded here. 3 = Shows marked and repeated negativism, temper tantrums or more significant aggression
codinge_anxty_aIntegerRequiredAnxiety0;1;2;3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = No obvious anxiety (e.g., trembling or jumpiness). 1 = Mild signs of anxiety, especially at the beginning of the ADOS session, OR marked anxiety only in response to a specific request or to one particular toy or task. 2 = Marked anxiety in response to more than one toy or task or several times during the ADOS evaluation. 9 = Cannot be rated for some reason other than that listed above, such as if an examiner makes an error and does not administer a particular ADOS activity.; ADAPTED ADOS: 0 = No obvious anxiety (e.g., trembling or jumpiness), OR displays brief initial apprehension only. 1 = Mild signs of anxiety on one occasion. 2 = Marked anxiety only in response to a specific request or to one particular object or task, or persistent apprehension or anxiety (doesn't warm up to examiner thoughout ADOS). 3 = Marked anxiety in response to more than one task or specific material or several times during the evaluation.
behfam_1IntegerRecommendedFamiliar Person Present0::30 = A familiar person was present during 80% or more of the ADOS (i.e. 45-50 minutes if the ADOS lasts 1 hour). 1 = A familiar person was present for less than 80% but more than 20% of the ADOS. 2 = A familiar person was present briefly but for less than 20% of the ADOS. 3 = A familiar person was not present
behfam_1aString50Recommendedplease indicate who was present
behfam_2IntegerRecommendedAmount of Social Overtures/Maintenance of Attention (familiar person)0::3;80 = Frequent attempts to get or maintain the familiar person's attention AND/OR to direct the familiar person's attention to objects or actions of interest to the participant. 1 = Some attempts at getting, maintaining or directing the familiar person's attention as described above for a '0' but reduced in frequency or the number of different activities in which they are used. 2 = Makes one attempt to get maintain or direct the familiar person's attention. 3 = Shows relatively little concern as to whether the familiar person is paying attention to him/her unless s/he needs help (e.g. only initiates social contact when requesting). 8 = Familiar person not present.
behfam_3IntegerRecommendedQuality of Social Response (familiar person)0::3; 7;80 = Shows a range of appropriate responses that are varied according to immediate social situations. 1 = Shows responsiveness to most of the familiar person's initiations, but somewhat limited socially awkward, inappropriate, inconsistent or consistently negative. 2 = Odd, stereotyped responses, or responses that are restricted in range or inappropriate to the context. 3 = Minimal or no response to the familiar person's attempts to engage the participant. 7 = Familiar person does not make any attempts to initiate interaction with the participant, therefore there were no responses to be coded. 8 = Familiar person not present.
behfam_4IntegerRecommendedQuality of Social Overtures (familiar person)0::3;80 = Effectively uses appropriate nonverbal and verbal means to make clear social overtures to the familiar person. 1 = Slightly unusual quality of social overtures. Assign this rating if overtures are restricted to personal demands or related to strong interests, but with some attempt to involve the familiar person in that interest. 2 = Overtures often are not appropriate to the context AND/OR lack a social quality. Also assign this rating if there are some clearly inappropriate overtures. 3 = Negligible social overtures of any kind. 8 = Familiar person not present.
behfam_5IntegerRecommendedLevel of Social Engagement (familiar person)0::3;80 = Demonstrates interest in the familiar person or what the familiar person does or says. 1 = Interested but less active attempts to socially engage with the familiar person OR only actively responds to the familiar person's attempts to engage; may also make some attempts to initiate, but these are not sufficiently consistent to warrant a '0'. 2 = Inconsistently interested or socially engaged and demonstrates interest in a less active manner. 3 = Does not demonstrate interest in the familiar person OR is very seldom socially engaged at all even when the familiar person makes efforts to attract the participant's interest. 8 = Familiar person not present.
altcom_1aIntegerRecommendedSign Language0;1;80 = Sign Language, 5+ signs with at least 2 used more than once (specify below). 1 = Intentional use of at least one sign (specify below). 8 = No intentional use of non-vocal language.
altcom_1a1IntegerRecommendedNumber of Signs Used0::110 = No signs (item 1b should be coded 8); 1 to 10 = Number of different signs used in the box; 11 = More than 10 signs used
altcom_1a1sString255RecommendedSpecify signs used
altcom_1a2IntegerRecommendedFrequency of Use of Most Frequently Used Sign0::2;80 = The sign was used 5 or more times during the session. 1 = The sign was used 3-4 times during the session. 2 = The sign was used 1-2 times during the session. 8 = No intentional use of signs.
altcom_1a3IntegerRecommendedPurpose of sign language0::2;80 = Signs were used at different times for clarification and to communicate what the individual was not able to express vocally. 1 = Signs were used only to communicate what that the individual was not able to express vocally. 2 = Signs were used for the purpose of clarification only (e.g., when the examiner indicates that s/he could not understand individual due to articulation difficulties). 8 = No intentional use of signs.
altcom_1bIntegerRecommendedPicture System or Other Alternative/Augmentative Communication System0::3;80 = Picture Exchange Communication System (PECS) or other visual system intentionally used to express 3 or more different ideas or requests at least one used more than once. 1 = Picture Exchange Communication System (PECS) or other visual system intentionally used at least once. 2 = Other alternative/augmentative communication system (specify below). 3 = Participant uses writing as an alternative/augmentative mode of communication (e.g., writes or types notes). 8 = No intentional use of alternative/augmentative communication systems.
altcom_1bsString100RecommendedSpecify AAC System used
altcom_1b1IntegerRecommendedNumber of Pictures/Symbols/Words Used0::110 = No signs (item 2b should be coded 8); 1 to 10 = Number of different signs used in the box; 11 = More than 10 signs used
altcom_1b1sString100RecommendedSpecify pictures used
altcom_1b2IntegerRecommendedFrequency of Use of Picture System or Other Alternative/Augmentative Communicative Device0::2;80 = The method was used 5 or more times during the session. 1 = The method was used 3-4 times during the session. 2 = The method was used 1-2 times during the session. 8 = No intentional use of an alternative/augmentative communication device/modality.
altcom_1b3IntegerRecommendedPurpose of Picture System or Other AAC0::2;80 = AAC was used at different times for clarification and to communicate what the individual was not able to express vocally. 1 = AAC was used only to communicate what the individual was not able to express vocally. 2 = AAC was used for the purpose of clarification only (e.g., examiner could not understand individual due to articulation difficulties). 8 = No intentional use of signs.
recsocint_17aIntegerRecommendedAnticipation of a Social Routine (masks)0::30 = Clearly initiates and anticipates repetition of masks. The participant must demonstrate clear initiation AND anticipation with at least TWO different masks. For a score of '0' the participant must demonstrate some anticipation of the examiner's actions 1 = Demonstrates clear initiation AND anticipation with only 1 mask OR Shows either clear anticipation OR initiation but not both. 2 = Participates in routine lead by examiner but anticipation is unclear. Participant does not initiate the routine. 3 =The participant shows minimal response to the social routine.
Data Structure

This page displays the data structure defined for the measure identified in the title and structure short name. The table below displays a list of data elements in this structure (also called variables) and the following information:

  • Element Name: This is the standard element name
  • Data Type: Which type of data this element is, e.g. String, Float, File location.
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  • Required: This column displays whether the element is Required for valid submissions, Recommended for valid submissions, Conditional on other elements, or Optional
  • Description: A basic description
  • Value Range: Which values can appear validly in this element (case sensitive for strings)
  • Notes: Expanded description or notes on coding of values
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Distribution for DataStructure: aados_m201 and Element:
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Filters enable researchers to view the data shared in NDA before applying for access or for selecting specific data for download or NDA Study assignment. For those with access to NDA shared data, you may select specific values to be included by selecting an individual bar chart item or by selecting a range of values (e.g. interview_age) using the "Add Range" button. Note that not all elements have appropriately distinct values like comments and subjectkey and are not available for filtering. Additionally, item level detail is not always provided by the research community as indicated by the number of null values given.

Filters for multiple data elements within a structure are supported. Selections across multiple data structures will be supported in a future version of NDA.