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Adapted ADOS Module 1

aados_m1

01

Adapted ADOS Module 1

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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_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_3String100RecommendedMasks
asr_mString10RecommendedAnticipation of Social Routine Masks (This activity is scored in item B16a; check all that apply)1 = Participant initiated (e.g. by putting a new mask up to his/her face); 2 = Participant maintained routine after the examiner initiated (e.g. imitated the examiner by holding up a mask after the examiner initiated the routine); 3 = Participant showed anticipation (e.g. pulling his/her mask down before examiner does); 4 = Participant showed unclear anticipation
observation_4String100RecommendedFunctional & Symbolic Imitation
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_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_7String100RecommendedBubble Guns
observation_7aString100RecommendedInteractive Bubble Guns Routine
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
observation_8String100RecommendedSnack
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_aIntegerRecommendedOverall Level of Non-echoed Language0::5;7;8;9;999ADOS-1 (2001): 0 = Regular use of utterances with two or more words. 1 = Occasional phrases only; mostly single words. 2 = Recognizable single words only; must use at least five different words during session. 3 = At least one word or word approximation, but fewer than five words used during session. 8 = No words or word approximations.; ADOS-2 (2012): 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-word 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 or echoed use of spoken words or word approximations. 7 = All speech is echoed (immediate or delayed), with or without communicative intent. 8 = No words or word approximations. 9 = N/A.; ADAPTED ADOS: Same as 0 to 7 for ADOS-2 above.
langcom_2aIntegerRecommendedUse of Non-Vocal Language or Alternative/Augmentative Communication. Sign Language0;1;80 = Sign Language; 5+ signs with at least 2 used more than once . 1 = Intentional use of at least one sign. 8 = No intentional use of non-vocal language
langcom_2a1IntegerRecommendedNumber of Signs Used0::110 = No signs (item 2a should be coded 8); 1 to 10 = Number of different signs used in the box; 11 = More than 10 signs used
signs_usedString50RecommendedSpecify signs used
langcom_2a2IntegerRecommendedFrequency 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.
langcom_2bIntegerRecommendedPicture 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. 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
aac_usedString50RecommendedSpecify AAC System used
langcom_2b1IntegerRecommendedNumber of Pictures/Symbols/Words Used0::110 = None (item 2b should be coded 8); 1 to 10 = Number of different pictures/symbols/words used in the box; 11 = More than ten pictures/symbols/words used
pic_usedString50RecommendedSpecify pictures used
langcom_2b2IntegerRecommendedFrequency of Use of Picture System or Other Alternative/Augmentative Communication0::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
langcom_3IntegerRecommendedSpeech Abnormalities Associated with Autism (Intonation/Volume/Rhythm/Rate)0::3; 7;80 = 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 tone-less (mechanical); consistently abnormal volume. 3 = Speech that is difficult to understand because of one or more 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_aIntegerRequiredImmediate Echolalia0;1;2;3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Does not repeat others' speech. (Note: Requires at least five words to code 0 rather than 8.) 1 = Occasional echoing. 2 = Echoing words and phrases regularly, but some spontaneous language, which can be stereotyped. 3 = Speech largely consists of immediate echolalia. 8 = No echolalia noted, but 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; 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
codinga_point_aIntegerRequiredPointing0;1;2;3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Points with index finger to show visually directed referencing (coordinated gaze to object and person) of distal objects in at least two activities (e.g., points to bubbles and to balloon). 1 = Uses pointing to reference objects, but without sufficient flexibility or frequency to meet criteria for a rating of 0 (e.g., only one instance of pointing that fits the preceding description for a rating of 0, or 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 with coordination (gaze or vocalization) only to a person or to himself or herself. 2 = Points only when close to or actually touching an object, without coordinated gaze or vocalization. Does not have to be well-formed index finger point. 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; ADAPTED 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 involved coordinated gaze OR vocalization. 1 = Coordinates pointing with gaze or vocalization for the purpose 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 gaze or vocalization. Points to distal or nearby objects that do not include coordinated gaze or vocalization 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_aIntegerRequiredGestures0::3;8;9ADOS-1 (2001) and ADOS-2 (2012): 0 = Spontaneous use of at least two different gestures of any type (descriptive, conventional, emotional, or instrumental, excluding pointing); at least one used more than once. 1 = Spontaneous use of descriptive, conventional, instrumental, or emotional gestures, but exaggerated or limited in range and/or contexts (e.g., only one or used only once each). Communicative reaching can be coded here, but not as pa rt of a code of 0. 2 = No spontaneous use of descriptive, conventional, instrumental, or emotional gestures, OR inappropriate use only (e.g., a child who signs "more" when he wants something to stop). 8 = N/A (e.g., limited by severe motor difficulties). 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 = Spontaneous use of a least three different gestures of any type other than communicative reaching (descriptive, conventional, emotional, or instrumental); at least one used in more than one activity (e.g., picnic, balloon, snack, book). 1 = Spontaneous use of at least two descriptive, conventional, instrumental, or emotional gestures; OR three or more gestures, but each gesture used in only one activity. Communicative reaching may be counted as a gesture in this code. 2 = Spontaneous use of only one gesture or communicative reaching as described above, or use of only prompted/imitated gestures. 3 = No spontaneous, prompted, or imitated use of descriptive, conventional, instrumental, or emotional gestures, OR only odd or unclear gestures, OR inappropriate use only. 8 = N/A (e.g., limited by severe motor difficulties).
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_aIntegerRequiredUnusual Eye Contact0;2;3;8;9ADOS-1 (2001) and 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).; 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
codingb_faceo_aIntegerRequiredFacial Expressions Directed to Others0;1;2;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 directed facial expressions (but as least TWO) should be scored here. Participants who direct at least one of the facial expressions across several different activities but use the 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 expression. 3 = Limited range of facial expression AND little or not 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_aIntegerRequiredShared Enjoyment in Interaction0;1;2;3;8;9ADOS-1 (2001): 0 = Shows definite and appropriate pleasure with the examiner during more than one activity. Must include pleasure in at least one activity that is not purely physical in nature (e.g., tickling). 1 = Shows some appropriate pleasure in the examiner's actions during more than one activity, OR shows definite pleasure directed to the examiner during one interaction (may be physical in nature). 2 = Shows little or no expressed pleasure in interaction with the examiner. May show pleasure in his/her own actions, in interaction with a parent/caregiver, or in the available toys.; 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 interaction(s) 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 the interaction with the examiner, but shows pleaure in his/her actions or in non-interactive coimponents of the ADOS materials or activities.
codingb_rname_aIntegerRequiredResponse to Name0;1;2;3;8;9ADOS-1 (2001) and 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 examiner's 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 examiner and makes eye contact immeidately 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 is/her name is called. 2 = Does not make eye contact with the examiner on any press, but looks toward 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_aIntegerRequiredShowing0;1;2;8;90 = Spontaneously shows toys or objects throughout 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/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_aIntegerRequiredSpontaneous Initiation of Joint Attention0;1;2;8;9ADOS-1 (2001): 0 = Uses clearly integrated eye contact to reference an object that is out of reach by looking at the object, then at the examiner or the parent/caregiver, and then back to the object. Eye contact may be coordinated with pointing and/or vocalization. One clear example of an attempt to draw another person's attention to an object (i.e., more than just referencing) is sufficient for this rating. 1 = Partially references an object that is clearly out of reach. May spontaneously look 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 reference an object that is out of reach.; ADOS-2 (2012): 0 = Uses clearly integrated eye contact to direct another person's 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 threepoint 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. Note that eye gaze coordinated with pointing and/or vocalization are only required for a score of 0 if the participant does not complete the full three-pont gaze shift (i.e., looks at the examiner to the object but does not look back at the examiner OR looks from the object to the examiner, but does not look back at the object). 1 = Looks at the object and then looks 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 joint atention 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_aIntegerRequiredResponse to Joint Attention0;1;2;3;8;9ADOS-1 (2001) and ADAPTED ADOS: 0 = 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/her face or eyes in the direction of the target after watching the examiner do so; he/she does not actually have to catch sight of the target. 1 = Responds to the examiner's pointing by looking at or toward the target. 2 = Looks at the target when it is activated or placed directly in front of himlher, but does not make use of the examiner's gaze or pointing in order to locate the target from a distance. 3 = No interest or awareness of the target. If it is not possible to get the child's attention in order to direct it in five attempts, assign this rating.; ADOS-2 (2012): 0 = 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_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_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_13IntegerRecommendedAmount of Reciprocal Social Communication0::30 = Extensive use of verbal or nonverbal behaviors that are directed to the examiner and appear to have reciprocal intent. 1 = Some reciprocal social communication but less clearly reciprocal and/or reduced in frequency or amount (regardless of the amount of nonsocial talk). A participant who demonstrates reciprocal communication in a limited number of contexts (e.g. frequent during one or two activities but very few or none during the rest of the assessment) is also scored here. 2 = Most communication is for the purpose of getting things or getting the examiner to do things OR response to questions OR echolalic OR concerned with particular preoccupations; little or no social chat or give-and-take for the purposes of the social interaction. 3 = No reciprocal social communication
recsocint_14IntegerRecommendedAmount of Social Overtures/Maintenance of Attention0::30 = 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. There should be some evidence of persistence if the examiner does not respond away but persistence does not need to be demonstrated in every interaction. 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
codingb_qsov_aIntegerRequiredQuality of Social Overtures0;1;2;3;8;90 = Effectively uses nonverbal and verbal means to make clear social overtures to the examiner or the parent/caregiver. The overtures must be appropriate to immediate contexts. 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 examiner or the parent/caregiver in those interests. 2 = Overtures often lack integration into context AND/OR social quality. Assign this rating if there are some clearly inappropriate overtures, even if there are other overtures. 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_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.
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.
objuse_1IntegerRecommendedImagination/Creativity0::30 = 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 actions or 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 use of objects or play OR only play that is imitative repetitive or stereotyped in quality. Include imitation of item with a placeholder here. 3 = No creative or make-believe play or use of objects (not even imitative repetitive or stereotyped play).
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_aIntegerRequiredSelf-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_aIntegerRecommendedUnusually 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_sString255RecommendedUnusually Repetitive Interests or Stereotyped Behaviors. 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_aIntegerRequiredOveractivity0;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 (e.g., during the symbolic imitation task, the birthday party) for activities besides the snack. Often fidgets, moves about, or gets up 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 symbolic imitation task, 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.
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:

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  • Description: A basic description
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Distribution for DataStructure: aados_m101 and Element:
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