Loading...

Login
Reset Password

NDAR provides a single access to de-identified autism research data. For permission to download data, you will need an NDAR account with approved access to NDAR or a connected repository (AGRE, IAN, or the ATP). For NDAR access, you need to be a research investigator sponsored by an NIH recognized institution with federal wide assurance. See Request Access for more information.

Warning Notice

This is a U.S. Government computer system, which may be accessed and used only for authorized Government business by authorized personnel. Unauthorized access or use of this computer system may subject violators to criminal, civil, and/or administrative action. All information on this computer system may be intercepted, recorded, read, copied, and disclosed by and to authorized personnel for official purposes, including criminal investigations. Such information includes sensitive data encrypted to comply with confidentiality and privacy requirements. Access or use of this computer system by any person, whether authorized or unauthorized, constitutes consent to these terms. There is no right of privacy in this system.

You have logged in with a temporary password. Please update your password. Passwords must contain 8 or more characters and must contain at least 3 of the following types of characters:

Subscribe to our mailing list

Mailing List(s)
Email Format

You are now leaving the National Database for Autism Research (NDAR) web site to go to:

Click on the address above if the page does not change within 10 seconds.

Disclaimer

NDAR is not responsible for the content of this external site and does not monitor other web sites for accuracy.

Selected Filters
No filters selected

The filters you have selected from various query interfaces will be stored here, in the 'Filter Cart'. The database will be queried using filters added to your 'Filter Cart', when multiple filters are defined, each will be executed using 'AND' logic, so with each filter that is applied the result set gets smaller.

From the 'Filter Cart' you can inspect each of the filters that have been defined, and you also have the option to remove filters. The 'Filter Cart' itself will display the number of filters applied along with the number of subjects that are identified by the combination of those filters. For example a GUID filter with two subjects, followed by a GUID filter for just one of those subjects would return only data for the subject that is in both GUID filters.

If you have a question about the filter cart, or underlying filters please contact the help desk at The NDA Help Desk

Description
Value Range
Notes
Data Structures with shared data
No filters have been selected
Switch User

Adaptation Phase Protocol and Interview

appi

01

Download Definition as
Download Submission Template as
Element NameData TypeSizeRequiredDescriptionValue RangeNotesAliases
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
adapt_pt01String50RecommendedP: Tell me about the last time you interacted with child's teacher/parent about a concern with your child's academic performance, behavior or social interactions. Teacher: Tell me about the last time you interacted with this student's parent about a concern with this child's academic performance, behavior or social interactions.pintq1a, tintq1a
adapt_pt02String50RecommendedP: How many times did you meet with your child's teacher? Teacher: How many times did you meet with this student's parent?pintq2, tintq2
adapt_pt03String20RecommendedHow long did each meeting last?pintq3, tintq3
adapt_pt04String20RecommendedFor meetings and intactions: Where did these meetings take place?pintq4, tintq4
adapt_pt05String20RecommendedWhat time of the day did these meetings take place?pintq5, tintq5
adapt_pt06String50RecommendedHow were the meetings structured? Did it feel like one person was teaching the other person? Or did it feel like you were talking to each other? What made it feel that way?
adapt_pt07String20RecommendedHow did these meetings fit (or not fit) into your other demands/responsibilities?
adapt_pt08String20RecommendedP: What were some things that negatively affected your communication with your child's teacher? Teacher: What were some things that negatively affected your communication with this student's parent?
adapt_pt09String50RecommendedTell me what that would look like.pintq8, tintq8
adapt_pt10IntegerRecommendedHow many meetings would you be willing to participate in (over a span of 3 months) to address a single problem?pintq9, tintq9
adapt_pt11String20RecommendedHow long would each meeting last?pintq10, tintq10
adapt_pt12String20RecommendedWhere would these meetings take place?pintq11, tintq11
adapt_pt13String20RecommendedWhat time of the day would these meetings take place?pintq12, tintq12
adapt_pt14String20RecommendedHow would these meetings fit into your other demands/responsibilities?
adapt_pt15String50RecommendedWhat are some things that could help your communication with your child's teacher/parent? What do you think would work well?
adapt_pt16String20RecommendedWhat are your top 3 academic, behavioral or social concerns about child right now?
adapt_pt17String50RecommendedP: Sometimes parents are asked to practice strategies at home that children use in school. What are some ways to support busy parents so they can effectively use strategies with their children at home? Teacher: Sometimes teachers are asked to practice strategies with students. What are some ways to support busy teachers so they can effectively use strategies with students in their classrooms?
adapt_pt17aString20RecommendedIf you were asked to practice using a visual schedule with child, what are some things that would help you actually do that at home/classroom?
adapt_pt17bString20RecommendedP: If you were asked to practice using a sticker chart with your child, what are some things that would help you actually do that at home? Teacher: Example 2: If you were asked to practice using a sticker chart with this student, what are some things that would help you actually do that in your classroom?
adapt_pt18String20RecommendedWhat is your view about including the child/student in general education?
adapt_pt19String20RecommendedP: Does your child have TSS (Therapeutic Staff Support)? If so, what role does he/she play in your communication and/or relationship with your child's teacher? Teacher: Does this student have TSS (Therapeutic Staff Support)? If so, what role does he/she play in your communication and/or relationship with this student's parent?
version_formString100RecommendedForm used
pintq1aspecfString50RecommendedP: Tell me about the last time you interacted with child's teacher/parent about a concern with your child's academic performance, behavior or social interactions. Teacher: Tell me about the last time you interacted with this student's parent about a concern with this child's academic performance, behavior or social interactions. OTHER SPECIFIEDtintq1aspecf
tintq1bString10RecommendedP/T: Tell me about the last time you interacted with your childs teacher (OR Parent), when did the interaction take place?1 = A few days ago; 2 = Last week; 3 = Two weeks ago ; 4 = Several weeks ago; ; 6 = Two to six months ago; 7 = Over six months agopintq1b
tintq1cIntegerRecommendedP/T: Tell me about the last time you interacted with your childs teacher (OR Parent), was the context of communication specified?1;01=Yes; 0=Nopintq1c
tintq1cspecfString50RecommendedP/T: Tell me about the last time you interacted with your childs teacher (OR Parent), was the context of communication specified? SPECIFIED1 = IEP meeting; 2 = Report card conference; 3 = During the school day (e.g., lunch or prep); 4 = Before/after school (e.g., pick-up or drop-off)pintq1cspecf
tintq1dIntegerRecommendedP/T: Tell me about the last time you interacted with your childs teacher (OR Parent), did it include outside involvement?0;10=No;1=Yespintq1d
tintq1dspecfString10RecommendedP/T: Tell me about the last time you interacted with your childs teacher (OR Parent), did it include outside involvement? SPECIFIED1 = General education teacher; 2 = Classroom assistant; 3= TSS/BSE/1:1; 4 = Immediate and/or extended family; 5=Otherpintq1dspecf
tintq1specfmString50RecommendedP/T: Tell me about the last time you interacted with your childs teacher (OR Parent), did it include outside involvement? OTHER SPECIFIEDpintq1dspecfm
tintq31specfString10RecommendedHow did 15 minute meetings take place?0 = did not specify ; 1 = face-to-face in the school ; 2 = over a phone call ; 3 = over text messages ; 4 = through written notes ; 5 = more than onepintq31specf
tintq31specfmString50RecommendedHow did 15 minute meetings take place? More than one SPECIFIEDpintq31specfm
tintq32specfString10RecommendedHow did 16-30 minute meetings take place?0 = did not specify ; 1 = face-to-face in the school ; 2 = over a phone call ; 3 = over text messages ; 4 = through written notes ; 5 = more than onepintq32specf
tintq32specfmString50RecommendedHow did 16-30 minute meetings take place? More than one SPECIFIED
tintq33specfString10RecommendedHow did 31-60 minute meetings take place?0 = did not specify ; 1 = face-to-face in the school ; 2 = over a phone call ; 3 = over text messages ; 4 = through written notes ; 5 = more than onepintq33specf
tintq33specfmString50RecommendedHow did 31-60 minute meetings take place? More than one SPECIFIED
tintq34specfString10RecommendedHow did over 60 minute meetings take place?0 = did not specify ; 1 = face-to-face in the school ; 2 = over a phone call ; 3 = over text messages ; 4 = through written notes ; 5 = more than onepintq34specf
tintq34specfmString50RecommendedHow did over 60 minute meetings take place? More than one SPECIFIEDpintq34specfm
tintq4a4specfString10RecommendedHow did parent and teacher communicate through written note?1 = Daily report; 2 = Communication book; 3 = Home-school note; 4 = general classroom note/announcementspintq4a4specf
tintq4a4specfmIntegerRecommendedDoes parent or teacher e-mail back?0;10=No;1=Yes
tintq4bIntegerRecommendedFor meetings and interactions: Does teacher or parent indicate main mode of communication?0;10=No;1=Yespintq4b
tintq4bspecfString50RecommendedDoes teacher or parent indicate main mode of communication? If yes, specify1 = General education teacher; 2 = Classroom assistant; 3 = TSS/BSE/1:1; 4 = Immediate and/or extended familypintq4bspecf
tintq51specfString10RecommendedHow did morning meetings take place?0 = did not specify ; 1 = face-to-face in the school ; 2 = over a phone call ; 3 = over text messages ; 4 = through written notes ; 5 = more than onepintq51specf
tintq52specfString10RecommendedHow did afternoon meetings take place?0 = did not specify ; 1 = face-to-face in the school ; 2 = over a phone call ; 3 = over text messages ; 4 = through written notes ; 5 = more than onepintq52specf
tintq53specfString10RecommendedHow did afterschool/evening meetings take place?0 = did not specify ; 1 = face-to-face in the school ; 2 = over a phone call ; 3 = over text messages ; 4 = through written notes ; 5 = more than onepintq53specf
tintq54specfString10RecommendedHow did variable timed meetings take place?0 = did not specify ; 1 = face-to-face in the school ; 2 = over a phone call ; 3 = over text messages ; 4 = through written notes ; 5 = more than onepintq54
tintq6IntegerRecommendedDo your interactions include outside involvement?0;10=No;1=Yespintq6
tintq6specfString10RecommendedDo your interactions include outside involvement? Yes specified1 = General education teacher/Classroom Assistant ; 2 = Principal/SEL ; 3 = TSS/BSE/1:1 ; 4 = Immediate and/or extended familypintq6specf
pintq8b1IntegerRecommendedTeacher and Parent wants parents to be actively involved - parent initiate communication with teacher0;10=No;1=Yes
pintq8b1specfString25RecommendedTeacher and Parent wants parents to be actively involved - parent initiate communication with teacher, Specified
pintq8b2IntegerRecommendedParent wants to be more actively involved - Being a partner in instruction0;10=No;1=Yes
pintq8b2specfString25RecommendedParent wants to be more actively involved - Being a partner in instruction
tinq8b1IntegerRecommendedTeacher wants parents to be actively involved - Structural Materials0;10=No;1=Yes
tinq8b1specfString25RecommendedTeacher wants parents to be actively involved - Structural Materials, specified
tinq8b2IntegerRecommendedTeacher wants parents to be actively involved - Initiating communication with teacher
tinq8b2specfString25RecommendedTeacher wants parents to be actively involved - Initiating communication with teacher, Specified
tinq8b3IntegerRecommendedTeacher wants parents to be actively involved - Partner Instruction
tinq8b3specfString25RecommendedTeacher wants parents to be actively involved - Partner Instruction, Specified
tintq114specfString10RecommendedMeetings/ interactions - through written notes specified1 = Daily report; 2 = Communication book; 3 = Home-school notepintq114specf
tintq115specfString25RecommendedMeetings/ interactions - through written notes specified, other
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
  • 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
  • Aliases: A list of currently supported Aliases (alternate element names)
  • For valid elements with shared data, on the far left is a Filter button you can use to view a summary of shared data for that element and apply a query filter to your Cart based on selected value ranges

At the top of this page you can also:

  • Use the search bar to filter the elements displayed. This will not filter on the Size of Required columns
  • Download a copy of this definition in CSV format
  • Download a blank CSV submission template prepopulated with the correct structure header rows ready to fill with subject records and upload

Please email the The NDA Help Desk with any questions.

Distribution for DataStructure: appi01 and Element:
Chart Help

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.