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AIR Self-Determination Scale

airsds

01

American Research Institute Self Determination Scale

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Element NameData TypeSizeRequiredDescriptionValue RangeNotesAliases
subjectkeyGUIDRequiredThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
src_subject_idString20RequiredSubject ID how it's defined in lab/projectid
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired fielddate, interviewyear
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.adi_age
genderString20RequiredSex of the subjectM;FM = Male; F = Female
version_formString100RecommendedForm used
airsds_1IntegerRecommendedP. My child knows what (s)he needs, likes, and is good at. T. Student knows own abilities and limitations. S. I know what I need, what I like, and what Im good at.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair1, pair1, sair1
airsds_2IntegerRecommendedP. My child sets his or her own goals to satisfy wants or needs. (S)he thinks about his or her own abilities when setting goals. T. Student knows how to set expectations and goals that satisfy own interests and needs. S. I set goals to get what I want or need. I think about what I am good at when I do this.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair2, pair2, sair2
airsds_3IntegerRecommendedP. My child figures out how to meet goals alone. (S)he makes plans and decides what to do independently. T. Student knows how to make choices, decisions, and plans to meet own goals and expectations. S. I figure out how to meet my goals. I make plans and decide what I should do.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair3, pair3, sair3
airsds_4IntegerRecommendedP. My child begins work on plans to meet his or her goals as soon as possible. T. Student knows how to take actions to complete own plans successfully. S. I begin working on my plans to meet my goals as soon as possible.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair4, pair4, sair4
airsds_5IntegerRecommendedP. My child checks his or her own progress when completing his or her plan. (S)he asks others what they think of his or her progress. T. Student knows how to evaluate results of actions to determine what was effective.S. I check how Im doing when Im working on my plan. If I need to, I ask others what they think of how Im doing.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair5, pair5, sair5
airsds_6IntegerRecommendedP. If my plan doesn work, my child tries another one to meet my goals. T. Student knows how to change actions or plans to meet goals and satisfy needs and wants. S. If my plan doesn't work, I try another one to meet my goals.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair6, pair6, sair6
airsds_7IntegerRecommendedP.At home, people listen when my child talks about what (s)he wants and is good at. S. People at home listen to me when I talk about what I want, what I need, or what Im good at. T. Student expresses own interests, needs, and abilities.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair7, pair7, sair19
airsds_8IntegerRecommendedP.At home, people let my child know that (s)he can set his or her own goals to get what (s)he wants or needs. S. People at home let me know that I can set my own goals to get what I want or need. T. Student sets expectations and goals that will satisfy own interests needs, and wants.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair8, pair8, sair20
airsds_9IntegerRecommendedP.At home, my child has learned how to make plans to meet his or her own goals and to feel good about them. S. At home, I have learned how to make plans to meet my goals and to feel good about them. T. Student knows how to make choices, decisions, and plans to meet own goals and expectations.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair9, pair9, sair21
airsds_10IntegerRecommendedP.At home, my child is allowed to act on his or her plans right away. S. People at home encourage me to start working on my plans right away. T. Student initiates actions on own choices and plans.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair10, pair10, sair22
airsds_11IntegerRecommendedP.At home, my child has someone to tell him or her when (s)he is meeting his or her own goals. S. I have someone at home who can tell me if I am meeting my goals. T. Student gathers information on results of actions.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair11, pair11, sair23
airsds_12IntegerRecommendedP.At home, people understand my child when (s)he has to change plans to meet his or her own goals. They offer advice and encouragement. S. People at home understand when I have to change my plan to meet my goals. T. Student changes own actions or plans to satisfy expectations and goals, if necessary. They offer advice and encourage me when Im doing this.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair12, pair12, sair24
airsds_13IntegerRecommendedP. At school, people listen when my child talks about what (s)he wants and is good at. S. People at school listen to me when I talk about what I want, what I need, or what Im good at. T. Student has opportunities at school to explore, express, and feel good about own needs, interests, and abilities.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair19, pair13, sair13
airsds_14IntegerRecommendedP. At school, people let my child know that (s)he can set his or her own goals to get what (s)he wants or needs. S. People at school let me know that I can set my own goals to get what I want or need. T. Student has opportunities at school to identify goals and expectations that will meet his or her needs, interests, and abilities; to set these goals; and to feel good about them.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair20, pair14, sair14
airsds_15IntegerRecommendedP. At school, my child has learned how to make plans to meet his or her own goals and to feel good about them. S. At school, I have learned how to make plans to meet my goals and to feel good about them. T. Student has opportunities at school to learn about making choices and plans, to make them, and to feel good about them.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair21, pair15, sair15
airsds_16IntegerRecommendedP. At school, my child is allowed to act on his or her plans right away. S. People at school encourage me to start working on my plans right away. T. Student has opportunities at school to initiate actions to meet expectations and goals.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair22, pair16, sair16
airsds_17IntegerRecommendedP. At school, my child has someone to tell him or her when (s)he is meeting his or her own goals. S. I have someone at school who can tell me if I am meeting my goals. T. Student has opportunities at school to get results of actions taken to meet own plans.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair23, pair17, sair17
airsds_18IntegerRecommendedP. At school, people understand my child when (s)he has to change plans to meet his or her own goals. They offer advice and encouragement. S. People at school understand when I have to change my plan to meet my goals. T. Student has opportunities at school to change actions and plans to satisfy own expectations. They offer advice and encourage me when Im doing this.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair24, pair18, sair18
airsds_19IntegerRecommendedS. I feel good about what I like, what I want, and what I need to do. T. Student feels free to express own needs, interests, and abilities, even when facing opposition from others.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair13, sair7
airsds_20IntegerRecommendedS. I believe that I can set goals to get what I want. T. Student feels free to set own goals and expectations, even if they are different from the expectations others have for the student.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair14, sair8
airsds_21IntegerRecommendedS. I like to make plans to meet my goals. T. Student feels free to make own choices, decisions, and plans to meet own goals and expectations.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair15, sair9
airsds_22IntegerRecommendedS. I like to begin working on my plans right away. T. Student feels confident about being able to successfully complete own plans.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair16, sair10
airsds_23IntegerRecommendedS. I like to check on how well Im doing in meeting my goals. T. Student is confident about using feedback to evaluate results of own work.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair17, sair11
airsds_24IntegerRecommendedS. I am willing to try another way if it helps me to meet my goals. T. Student changes plans again and again to meet a goal without getting discouraged.1::51=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Alwayscair18, sair12
airsds_25IntegerRecommendedTotal Things I Do Think
airsds_26IntegerRecommendedTotal Things I Do Do
airsds_27IntegerRecommendedTotal Things I Do Adjust
airsds_28IntegerRecommendedTotal How I Feel Think
airsds_29IntegerRecommendedTotal How I Feel Do
airsds_30IntegerRecommendedTotal How I Feel Adjust
airsds_31IntegerRecommendedTotal What Happens at School Think
airsds_32IntegerRecommendedTotal What Happens at School Do
airsds_33IntegerRecommendedTotal What Happens at School Adjust
airsds_34IntegerRecommendedTotal What Happens at Home Think
airsds_35IntegerRecommendedTotal What Happens at Home Do
airsds_36IntegerRecommendedTotal What Happens at Home Adjust
airsds_37IntegerRecommendedCapacity Things I Do
airsds_38IntegerRecommendedCapacity How I Feel
airsds_39IntegerRecommendedOpportunity What Happens at School
airsds_40IntegerRecommendedOpportunity What Happens at Home
airsds_41IntegerRecommendedCapacity total
airsds_42IntegerRecommendedOpportunity total
airsds_43IntegerRecommendedLevel of Self-Determination
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.
  • Size: If applicable, the character limit of this element
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  • 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: airsds01 and Element:
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