Loading...

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

Autism Diagnostic Interview - Cumulative

adi_c

02

Data Structure containing elements from multiple versions of ADI. Based on NIMH Genetics data.

Download Definition as
Download Submission Template as
Element NameData TypeSizeRequiredDescriptionValue RangeNotesAliases
subjectkeyGUIDRecommendedThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
src_subject_idString20RecommendedSubject ID how it's defined in lab/projectind_id
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired fieldInterviewYear
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_MONTHS, adi_age
genderString20RequiredSex of the subjectM;FM = Male; F = Female
funccom_chat5IntegerRequiredSocial vocalization/"Chat" - Ever
0;1;2;3;8;9
0 = Verbalizes or chats with clear social quality of talking to be friendly or to express interest, rather than to make needs known; 1 = Some social use of speech in response to caregiver or to get attention with no other obvious motivation, but limited in frequency or range of contexts; 2 = Uses some speech to alert caregiver to immediate needs or wants, but little or no purely social use of verbalization; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCHAT5
funccom_cconverIntegerRecommendedReciprocal conversation (within subjects level of language) - Current
0;1;2;3;8;9
0 = Conversation flows, including both offering information and building on other person's response in a manner that leads to ongoing dialogue; 1 = Occasional reciprocal conversation, but less frequent than normal or limited in flexibility or topics; 2 = Little or no reciprocal conversation; others find it difficult to build a conversation even if there is apparent positive or social talk by subject; subject fails to follow anyone else's conversation topic; may ask or answer questions but not as part of a single interchange; 3 = Very little spontaneous speech; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCCONVER
funccom_conver5IntegerRecommendedReciprocal conversation (within subjects level of language) - Ever (when verbal)
0;1;2;3;8;9
0 = Conversation flows, including both offering information and building on other person's response in a manner that leads to ongoing dialogue; 1 = Occasional reciprocal conversation, but less frequent than normal or limited in flexibility or topics; 2 = Little or no reciprocal conversation; others find it difficult to build a conversation even if there is apparent positive or social talk by subject; subject fails to follow anyone else's conversation topic; may ask or answer questions but not as part of a single interchange; 3 = Very little spontaneous speech; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCONVER5
acqorlossoflang_elsocIntegerRecommendedSocial engagement and responsiveness
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedELSOC
intbehav_eabinrIntegerRequiredAbnormal idiosyncratic negative response to specific sensory stimuli - Ever
0;1;2;3;9
0 = No predictable, abnormal, idiosyncratic, negative response to specific sensory stimuli; 1 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli, but reaction mild or controllable so does not give rise to avoidance or to any interference with ordinary life; 2 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli; some intrusion into ordinary activities so there are occasional tantrums/disturbances or attempts by family to avoid subject being exposed to specific stimulus; however, no substantial interference with general pattern of family life; 3 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli that causes substantial interference with family life or totally, or almost totally, prevents some activity; 9 = N/K or not askedEABINR
earlydev_hindIntegerRecommendedOnset as perceived with hindsight0::90 = Problems present in first 12 months; 1 = Problems not present before first birthday, but were noted before second birthday; 2 = Problems not present before second birthday, but were noted at or before third birthday; 3 = Problems not present before third birthday, but were noted at or before fourth birthday; 4 = Problems not present before fourth birthday, but were noted at or before fifth birthday; 5 = Problems not present before fifth birthday, but were noted at or before sixth birthday; 6 = Problems not present before sixth birthday, but were noted at a later date; 7 = Child always "different," but differences were not perceived by parents as any kind of abnormality; 8 = No problems were noted by parents; 9 = N/K or not askedHIND
earlydev_aconIntegerRecommendedAge (in months) when parents first noticed that something is not quite right in language, relationships or behavior(in months)0 :: 400;991;992;996;997;998;999991 = Parents not concerned although child was referred by professional; 992 = Parents have been worried since birth (e.g., if baby premature or very ill at birth); 996 = Can't recall but before 3 years; 997 = Can't recall but 3 years or later; 998=N/A; 999=N/K or not askedACON
earlydev_walkIntegerRecommendedAge when first walked unaided (in months)995 = Still not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not askedWALK
earlydev_drydzIntegerRecommendedAcquisition of bladder control: Daytime (in months)0 :: 600;993;994;995;996;997;998;999993 = Successfully toilet trained for a period of 12 months but has relapsed and now regularly wets; 994 = Never achieved continence; 995 = Still not reached; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not askedDRYDZ
earlydev_drynzIntegerRecommendedAcquisition of bladder control: Night (in months)0 :: 600;993;994;995;996;997;998;999993 = Successfully toilet trained for a period of 12 months but has relapsed and now regularly wets; 994 = Never achieved continence; 995 = Still not reached, i.e., continent for period of less than 12 months; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not askedDRYNZ
earlydev_bowelIntegerRecommendedAcquisition of bowel control (in months)0 :: 900;993;994;995;996;997;998;999993 = Achieved bowel control for a period of 12 months but has relapsed and now regularly soils; 994 = Never achieved continence; 995 = Still not reached, i.e., continent for period of less than 12 months; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not askedBOWEL
acqorlossoflang_awordIntegerRecommendedAge of first single words (If ever used) - In months0 :: 900;993;994;996;997;999993 = Had some words, then lost and not yet regained; 994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not askedAWORD
acqorlossoflang_aphraseIntegerRecommendedAge of first phrases (if ever used) - in months0 :: 900;993;994;996;997;999993 = Had some phrases, then lost. Not yet regained; 994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not askedAPHRASE
acqorlossoflang_loslangIntegerRecommendedLoss of language skills after acquisition
0;1;9;999
0 = No; 1 = Yes; 9 = Unknown; 999 = Not answeredLOSLANG
acqorlossoflang_levlangIntegerRecommendedLevel of communicative language before loss
0;1;2;3;8;9; 999
0 = Daily spontaneous and meaningful speech used communicatively, with at least five different words used at some point before change (and any of the other skills listed below); 1 = Occasional and/or fewer than five words used spontaneously and communicatively (alone or in combination with imitative abilities); 2 = Produced speech or sounds upon request (may or may not have also spontaneously imitated); 3 = Spontaneous imitations of vocalization (without ever having any completely spontaneous speech), with no elicited imitation or spontaneous communicative speech; 8 = No change or loss; 9 = N/K or not asked; 999=missingLEVLANG
acqorlossoflang_losspIntegerRecommendedLoss of spontaneous use of at least 5 meaningful words
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not askedLOSSP
acqorlossoflang_loswordIntegerRecommendedLoss of communicative intent
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not askedLOSWORD
acqorlossoflang_losssynIntegerRecommendedLoss of syntactical skills
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not askedLOSSSYN
acqorlossoflang_lossartIntegerRecommendedLoss of Articulation
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not askedLOSSART
acqorlossoflang_aloslanIntegerRecommendedAge when main loss of language skills first apparent (in months)
0 :: 900;998;999
998 = No loss; 999 = N/K or not askedALOSLAN
acqorlossoflang_losphysIntegerRecommendedAssociation of loss with physical illness
0;1;2;8;9
0 = Loss of skills but no possibly relevant association with a definite physical illness; 1 = Loss associated with a definite illness (e.g., high fever with ear infection), but no clear evidence of meningeal or encephalitic involvement; 2 = Loss associated with impaired consciousness/epileptic attacks or other definitive evidence of meningeal or encephalic involvement; 8 = No loss of skills; 9 = N/K or not askedLOSPHYS
acqorlossoflang_losdurnIntegerRecommendedDuration of loss of Language skills (in months)
0 :: 900;993;994;998;999
993 = Loss still present without recovery of language functions; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not askedLOSDURN
acqorlossoflang_elskilIntegerRequiredLoss of skills (for at least 3 months)
0;1;2;8; 9; 998
0, 8, 998 = No consistent loss of skills (although behavior may vary at times); 1 = Probable loss of skill, but of a degree that falls short of specififed criteria; 2 = Account of definite loss of skills over a period of time; 9 = N/K or not askedELSKIL
acqorlossoflang_elhandIntegerRecommendedPurposive hand movements
0;1;2;9;8
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedELHAND
acqorlossoflang_elmotrIntegerRecommendedMotor skills
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedELMOTR
acqorlossoflang_losshlpIntegerRecommendedSelf help skills
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedLOSSHLP
acqorlossoflang_elplayIntegerRecommendedConstructive or Imaginative play
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedELPLAY
acqorlossoflang_agelossIntegerRecommendedAge when main loss of skill first apparent (Code in months)
0 :: 900;998;999
998 = No loss at either "1" or "2" level of skills; 999 = N/K or not askedAGELOSS
acqorlossoflang_elskphIntegerRecommendedAssociation of loss with physical illness
0;1;2;8;9
0 = Loss of skills, but no possibly relevant association with a definite physical illness; 1 = Loss associated with definite illness (e.g., high fever with ear infection), but no clear evidence of meningeal or encephalitic involvement; 2 = Loss associated with impaired consciousness/epileptic attacks or other definite evidence of meningeal or encephalitic involvement; 8 = No loss of skills; 9 = N/K or not askedELSKPH
funccom_ccompslIntegerRequiredComprehension of simple language - Current
0;1;2;3;4;8;9
0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not askedCCOMPSL
funccom_compsl5IntegerRequiredComprehension of simple language - Most Abnormal
0;1;2;3;4;8;9
0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not askedCOMPSL5
funccom_levellIntegerRequiredOverall level of language
0;1;2;9
0 = Functional use of spontaneous echoed or stereotyped language that, on a daily basis, involves phrases of three words or more that at least sometimes include a verb and are comprehensible to other people; 1 = No functional use of three-word phrases in spontaneous, echoed, or stereotyped speech, but uses speech on a daily basis with at least five different words in the last month; 2 = Fewer than five words total or speech not used on a daily basis; 9 = N/K or not askedLEVELL
funccom_cusebodIntegerRequiredUse of other's body to communicate - Current0;1;2;3;8;90 = No use of other's body to communicate, except in situations where other strategies have not worked (e.g., when parent conversing with someone and subject cannot get her/his attention), or when taking someone's hand to lead them places; 1 = Occasional placement of other's hand on objects or use of other's hand as a tool or to point, but some combination with other modes of communication; 2 = Occasional placement of other's hand or use of other's hand as a tool or to demonstrate "for" the subject without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the subject; 8 = Little or no spontaneous communication; 9 = N/K or not askedCUSEBOD
funccom_eusebodIntegerRequiredUse of other's body to communicate - Ever
0;1;2;3;8;9
0 = No use of other's body to communicate, except in situations where other strategies have not worked (e.g., when parent conversing with someone and subject cannot get her/his attention), or when taking someone's hand to lead them places; 1 = Occasional placement of other's hand on objects or use of other's hand as a tool or to point, but some combination with other modes of communication; 2 = Occasional placement of other's hand or use of other's hand as a tool or to demonstrate "for" the subject without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the subject; 8 = Little or no spontaneous communication; 9 = N/K or not askedEUSEBOD
funccom_carticIntegerRequiredArticulation/pronunciation - Current
0;1;2;3;8;9
0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not askedCARTIC
funccom_artic5IntegerRequiredArticulation/pronunciation - Age 5
0;1;2;3;8;9
0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not askedARTICF5
funccom_cstereoIntegerRequiredStereotyped utterances and delayed Echolalia - Current
0;1;2;3;8;9
0 = Rarely or never uses stereotyped phrases; 1 = Speech tends/tended to be more repetitive than most subjects at the same level of complexity, but not stereotyped in an odd or unusual way; or occasional stereotyped utterances, but consistent productive language as well; 2 = Often uses/used stereotyped utterances with productive language as well; 3 = Phrases are almost exclusively stereotyped utterances; 8 = N/A; no phrases (code "1" or "2" on Item 30); 9 = N/K or not askedCSTEREO
funccom_estereoIntegerRequiredStereotyped utterances and delayed Echolalia - Ever
0;1;2;3;8;9
0 = Rarely or never uses stereotyped phrases; 1 = Speech tends/tended to be more repetitive than most subjects at the same level of complexity, but not stereotyped in an odd or unusual way; or occasional stereotyped utterances, but consistent productive language as well; 2 = Often uses/used stereotyped utterances with productive language as well; 3 = Phrases are almost exclusively stereotyped utterances; 8 = N/A; no phrases (code "1" or "2" on Item 30); 9 = N/K or not askedESTEREO
funccom_cchatIntegerRequiredSocial vocalization/"Chat" - Current
0::3;8;9
0 = Verbalizes or chats with clear social quality of talking to be friendly or to express interest, rather than to make needs known; 1 = Some social use of speech in response to caregiver or to get attention with no other obvious motivation, but limited in frequency or range of contexts; 2 = Uses some speech to alert caregiver to immediate needs or wants, but little or no purely social use of verbalization; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCCHAT
funccom_cinappqIntegerRequiredInappropriate questions or statements - Current
0;1;2;8;9
0 = No or very rare use of questions/statements inappropriate to conversation or setting; 1 = Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing; 2 = Frequent use of questions/statements that are odd or obviously inappropriate to the situation; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCINAPPQ
funccom_einappqIntegerRequiredInappropriate questions or statements - Ever
0;1;2;8;9
0 = No or very rare use of questions/statements inappropriate to conversation or setting; 1 = Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing; 2 = Frequent use of questions/statements that are odd or obviously inappropriate to the situation; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedEINAPPQ
funccom_cpronIntegerRequiredPronominal reversal - Current
0;1;2;3;7;8;9
0 = No confusion between 1st and 2nd or 3rd person after phrase speech with pronoun use established; 1 = Refers/referred to self by name instead of "I" after phrase speech established, but no persistent "you/s/he-I" confusion; 2 = "You/I" or "s/he/I" confusion after phrase speech established, but "you" or "s/he" not used with intonation of a question; 3 = Pronominal confusion when asking a question in which "you" or "s/he" is used for "I"; 7 = Other types of pronominal confusion (other than "I/me"), such as "he/you"; 8 = N/A (code "1" or "2" on Item 30 or no pronouns used); 9 = N/K or not askedCPRON
funccom_epronIntegerRequiredPronominal reversal - Ever
0;1;2;3;7;8;9
0 = No confusion between 1st and 2nd or 3rd person after phrase speech with pronoun use established; 1 = Refers/referred to self by name instead of "I" after phrase speech established, but no persistent "you/s/he-I" confusion; 2 = "You/I" or "s/he/I" confusion after phrase speech established, but "you" or "s/he" not used with intonation of a question; 3 = Pronominal confusion when asking a question in which "you" or "s/he" is used for "I"; 7 = Other types of pronominal confusion (other than "I/me"), such as "he/you"; 8 = N/A (code "1" or "2" on Item 30 or no pronouns used); 9 = N/K or not askedEPRON
funccom_cneoidIntegerRequiredNeologisms/Idiosyntric language - Current
0::3;8;9
0 = No use of neologisms or idiosyncratic language; 1 = Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time; 2 = Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fostered the initial idiosyncratic word or phrase; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCNEOID
funccom_eneoidIntegerRequiredNeologisms/Idiosyntric language - Ever
0;1;2;8;9
0 = No use of neologisms or idiosyncratic language; 1 = Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time; 2 = Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fostered the initial idiosyncratic word or phrase; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedENEOID
funccom_cverritIntegerRequiredVerbal Rituals - Current
0;1;2;3;8;9
0 = No verbal rituals; 1 = Tendency to say things in ritualized way or to require others to do so, but no indication that this is compulsive, and readily stops if asked to do so; 2 = Subject has to say one or more things in a special way; rituals may intrude on family life, may involve other family members and some distress at interruption, or may cause some disturbance or minor reorganization of family life that can be tolerated by most families; 3 = As for "2," but with marked difficulty to control and marked intrusiveness on family life; family members involved to a degree that causes definite social impairment, disruption, or prevention of some family activities; serious distress at any attempted interruption; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCVERRIT
funccom_everritIntegerRequiredVerbal Rituals - Ever
0;1;2;3;8;9
0 = No verbal rituals; 1 = Tendency to say things in ritualized way or to require others to do so, but no indication that this is compulsive, and readily stops if asked to do so; 2 = Subject has to say one or more things in a special way; rituals may intrude on family life, may involve other family members and some distress at interruption, or may cause some disturbance or minor reorganization of family life that can be tolerated by most families; 3 = As for "2," but with marked difficulty to control and marked intrusiveness on family life; family members involved to a degree that causes definite social impairment, disruption, or prevention of some family activities; serious distress at any attempted interruption; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedEVERRIT
funccom_cinrIntegerRequiredIntonation/Volume/Rhythm/Rate - Current
0;1;2;3;7;8;9
0 = Normal, appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing; 1 = Speech that shows one or other of the abnormalities listed under "2," but not obviously peculiar and no interference with intelligibility; 2 = Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) inappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility; 3 = Speech that is frequently obviously peculiar or difficult to understand because of abnormalities of type specified under "2"; 7 = Stutter or stammer; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCINR
funccom_einrIntegerRequiredIntonation/Volume/Rhythm/Rate - Ever
0;1;2;3;7;8;9
0 = Normal, appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing; 1 = Speech that shows one or other of the abnormalities listed under "2," but not obviously peculiar and no interference with intelligibility; 2 = Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) inappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility; 3 = Speech that is frequently obviously peculiar or difficult to understand because of abnormalities of type specified under "2"; 7 = Stutter or stammer; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedEINR
funccom_cspeechIntegerRecommendedCurrent communicative speech - Current
0;1;2;3;8;9
0 = Speech, at whatever level attained, used frequently and communicatively in a variety of contexts, including some reference to events not present (Do not include requests here); 1 = Some communicative use of words (i.e., words used regularly to communicate, with or without an abnormal element), but somewhat restricted in frequency or contexts; 2 = Some spontaneous words and/or echolalic language, but with limited communicative use; 3 = Little or no communicative language (including exclusively non-communicative echolalia), though subject has some language; 8 = N/A (code "1" or "2" on Item 30, or under 5 years of age for 5,0 year coding); 9 = N/K or not askedCSPEECH
communicate_spch_5yrIntegerRecommendedCurrent communicative speech at 5.0 years0 = Speech used frequently and communicatively in a variety of contexts; 1 = Some communicative use of words; 2 = Some spontaneous words and/or echolalic language; 3 = Little or no communicative language; 8 = N/A; 9 = N/K or not askedSPEECH5
funccom_cpointIntegerRequiredPointing to express interest - Current
0;1;2;3;8;9
0 = Spontaneously points at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate; 1 = Makes some limited attempt to express interest by pointing, but with limited flexibility and/or lack of coordination (e.g., uses arm or points with finger, but without consistent coordination with eye gaze); 2 = Little or no spontaneous unprompted attempts to point to express interest in objects at a distance; 8 = N/A; 9 = N/K or not askedCPOINT
funccom_point5IntegerRequiredPointing to express interest - Most Abnormal
0;1;2;3;8;9
0 = Spontaneously points at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate; 1 = Makes some limited attempt to express interest by pointing, but with limited flexibility and/or lack of coordination (e.g., uses arm or points with finger, but without consistent coordination with eye gaze); 2 = Little or no spontaneous unprompted attempts to point to express interest in objects at a distance; 8 = N/A; 9 = N/K or not askedPOINT5
funccom_cnodIntegerRequiredNodding - Current
0;1;2;8;9
0 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not askedCNOD
funccom_nod5IntegerRequiredNodding - Most Abnormal
0;1;2;8;9
0 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not askedNOD5
funccom_chshakeIntegerRequiredHead shaking - Current
0;1;2;8;9
0 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not askedCHSHAKE
funccom_hshake5IntegerRequiredHead shaking - Most Abnormal
0;1;2;8;9
0 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not askedHSHAKE5
funccom_cinsgesIntegerRequiredConventional/Instrumental gestures - Current
0;1;2;3;8;9
0 = Appropriate and spontaneous use of a variety of conventional or instrumental gestures; 1 = Spontaneous use of conventional or instrumental gestures, but limited in range or contexts; 2 = Inconsistent spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only; 3 = No use of conventional or instrumental gestures, 8 = N/A; 9 = N/K or not askedCINSGES, CINSOGES
funccom_insges5IntegerRequiredConventional/Instrumental gestures - Most Abnormal
0;1;2;3;8;9
0 = Appropriate and spontaneous use of a variety of conventional or instrumental gestures; 1 = Spontaneous use of conventional or instrumental gestures, but limited in range or contexts; 2 = Inconsistent spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only; 3 = No use of conventional or instrumental gestures, 8 = N/A; 9 = N/K or not askedINSGES5
funccom_cavoiceIntegerRequiredAttention to Voice - Current
0;1;2;3;8;9
0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not askedCAVOICE
funccom_avoice5IntegerRequiredAttention to Voice - Most Abnormal
0;1;2;3;8;9
0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not askedAVOICE5
funccom_cimitIntegerRequiredSpontaneous imitation of actions - Current
0;1;2;3;8;9
0 = Spontaneous imitation of a varied range of non-taught actions, at least some of which are incorporated into play outside the context of the observed behavior of the imitated person; 1 = Some indication of spontaneous imitation that goes beyond copying a frequent use of an object, but not of sufficient flexibility or number to meet the criteria for "0"; 2 = Spontaneous imitation limited to a few familiar routines that are not incorporated into play; including frequent appropriate use of an object probably learned through imitation (e.g., mowing lawn with a toy mower); 3 = Very rare or no spontaneous imitation; 8 = N/A; 9 = N/K or not askedCIMIT
funccom_imit5IntegerRequiredSpontaneous imitation of actions - Most Abnormal
0;1;2;3;8;9
0 = Spontaneous imitation of a varied range of non-taught actions, at least some of which are incorporated into play outside the context of the observed behavior of the imitated person; 1 = Some indication of spontaneous imitation that goes beyond copying a frequent use of an object, but not of sufficient flexibility or number to meet the criteria for "0"; 2 = Spontaneous imitation limited to a few familiar routines that are not incorporated into play; including frequent appropriate use of an object probably learned through imitation (e.g., mowing lawn with a toy mower); 3 = Very rare or no spontaneous imitation; 8 = N/A; 9 = N/K or not askedIMIT5
funccom_cplayIntegerRequiredImaginative play - Current
0;1;2;3;8;9
0 = Variety of pretend play, including use of dolls/animals/toys as self-initiating agents; 1 = Some pretend play, including actions directed to dolls or cars, etc., but limited in variety or frequency; 2 = Occasional, spontaneous pretend actions or highly repetitive pretend play (which may be frequent), or only play that has been taught by others; 3 = No pretend play; 8 = N/A; 9 = N/K or not askedCPLAY
funccom_play5IntegerRequiredImaginative play - Most Abnormal
0;1;2;3;8;9
0 = Variety of pretend play, including use of dolls/animals/toys as self-initiating agents; 1 = Some pretend play, including actions directed to dolls or cars, etc., but limited in variety or frequency; 2 = Occasional, spontaneous pretend actions or highly repetitive pretend play (which may be frequent), or only play that has been taught by others; 3 = No pretend play; 8 = N/A; 9 = N/K or not askedPLAY5
funccom_cpeerplIntegerRequiredImaginative play with peers - Current
0;1;2;3;8;9
0 = Imaginative, cooperative play with other children in which the subject both takes the lead and follows another child in spontaneous, pretend activities; 1 = Some participation in pretend play with another child, but not truly reciprocal and/or pretending is very limited in variety; 2 = Some play with other children, but little or no pretending; 3 = No play with other children or no pretend play even on own; 8 = N/A; 9 = N/K or not askedCPEERPL
funccom_peerpl5IntegerRequiredImaginative play with peers - Most Abnormal
0;1;2;3;8;9
0 = Imaginative, cooperative play with other children in which the subject both takes the lead and follows another child in spontaneous, pretend activities; 1 = Some participation in pretend play with another child, but not truly reciprocal and/or pretending is very limited in variety; 2 = Some play with other children, but little or no pretending; 3 = No play with other children or no pretend play even on own; 8 = N/A; 9 = N/K or not askedPEERPL5
socdev_cgazeIntegerRequiredDirect gaze - Current
0;1;2;3;8;9
0 = Normal reciprocal direct gaze used to communicate across a range of situations and people; 1 = Definite direct gaze, but only of brief duration or not consistent during social interactions; 2 = Uncertain/occasional direct gaze, or gaze rarely used during social interactions; 3 = Unusual or odd use of gaze; 8 = N/A; 9 = N/K or not askedCGAZE
socdev_gaze5IntegerRequiredDirect gaze - Most Abnormal
0;1;2;3;8;9
0 = Normal reciprocal direct gaze used to communicate across a range of situations and people; 1 = Definite direct gaze, but only of brief duration or not consistent during social interactions; 2 = Uncertain/occasional direct gaze, or gaze rarely used during social interactions; 3 = Unusual or odd use of gaze; 8 = N/A; 9 = N/K or not askedGAZE5
socdev_cssmileIntegerRequiredSocial smiling - Current
0;1;2;3;8;9
0 = Regularly predictable, reciprocal, social smiles in response to the smiles of a variety of people besides parent/caregiver; 1 = Some evidence of reciprocal social smiling, but not sufficient to code "0"; 2 = Some evidence of smiling while looking at people, but generally not reciprocal; code here if smiles only to parent/caregiver, smiles only upon request, or smiles in odd situations or odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not askedCSSMILE
socdev_ssmile5IntegerRequiredSocial smiling - Most Abnormal
0;1;2;3;8;9
0 = Regularly predictable, reciprocal, social smiles in response to the smiles of a variety of people besides parent/caregiver; 1 = Some evidence of reciprocal social smiling, but not sufficient to code "0"; 2 = Some evidence of smiling while looking at people, but generally not reciprocal; code here if smiles only to parent/caregiver, smiles only upon request, or smiles in odd situations or odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not askedSSMILE5
socdev_cshowIntegerRequiredShowing and directing attention - Current
0;1;2;3;8;9
0 = Regular showing of objects by bringing things to parent/caregiver and directing her/his attention, with no manifest motive other than sharing; 1 = Possible showing as described above, but not sufficiently frequent or of purely communicative quality to meet criteria for "0"; 2 = Some bringing things to parent/caregiver and/or showing, but associated with preoccupations, food, or need for help; 3 = Rare or no social approaches of this type; 8 = N/A; 9 = N/K or not askedCSHOW
socdev_show5IntegerRequiredShowing and directing attention - Most Abnormal
0;1;2;3;8;9
0 = Regular showing of objects by bringing things to parent/caregiver and directing her/his attention, with no manifest motive other than sharing; 1 = Possible showing as described above, but not sufficiently frequent or of purely communicative quality to meet criteria for "0"; 2 = Some bringing things to parent/caregiver and/or showing, but associated with preoccupations, food, or need for help; 3 = Rare or no social approaches of this type; 8 = N/A; 9 = N/K or not askedSHOW5
socdev_coshareIntegerRequiredOffering to Share - Current
0;1;2;3;8;9
0 = Frequent, spontaneous, and varied offers to share different sorts of objects (e.g., toys, comforters) with other people; 1 = Some spontaneous offers to share, but limited in number of contexts or frequency (must be more than food); 2 = Will sometimes share if requested, but not spontaneously, or spontaneous sharing of food only; 3 = No sharing; 8 = N/A; 9 = N/K or not askedCOSHARE
socdev_oshare5IntegerRequiredOffering to Share - Most Abnormal
0;1;2;3;8;9
0 = Frequent, spontaneous, and varied offers to share different sorts of objects (e.g., toys, comforters) with other people; 1 = Some spontaneous offers to share, but limited in number of contexts or frequency (must be more than food); 2 = Will sometimes share if requested, but not spontaneously, or spontaneous sharing of food only; 3 = No sharing; 8 = N/A; 9 = N/K or not askedOSHARE5
socdev_cshareIntegerRequiredSeeking to share his/her enjoyment with others - Current
0::3;8;9
0 = Frequent attempts across a variety of contexts to direct several other people's attention to things that s/he enjoys or has done well (must be with more than one parent); 1 = Some attempts to share enjoyment, but limited in number or variety or spontaneity, or lacking clear quality of shared pleasure; 2 = Few or no attempts to share enjoyment; 8 = N/A; 9 = N/K or not askedCSHARE
socdev_share5IntegerRequiredSeeking to share his/her enjoyment with others - Most Abnormal
0::3;8;9
0 = Frequent attempts across a variety of contexts to direct several other people's attention to things that s/he enjoys or has done well (must be with more than one parent); 1 = Some attempts to share enjoyment, but limited in number or variety or spontaneity, or lacking clear quality of shared pleasure; 2 = Few or no attempts to share enjoyment; 8 = N/A; 9 = N/K or not askedSHARE5
socdev_cocomfIntegerRequiredOffers comfort - Current
0;1;2;3;8;9
0 = Flexibly and spontaneously offers comfort in a range of circumstances and ways, for example, by gesture, touching, or vocalization, or offers of objects (e.g., blanket); must include change in facial expression; 1 = Has partial response (e.g., stands nearby and looks concerned) or indirect physical approach (e.g., comes to sit in lap, but with no clear attempt to comfort); or offers comfort in response to exaggerated expression (e.g., to pretend crying) or in one routine situation (e.g., to baby sister when she's hungry); 2 = Rarely offers comfort or only in odd ways; 3 = Never offers comfort to others; 8 = N/A; 9 = N/K or not askedCOCOMF
socdev_ocomf5IntegerRequiredOffers comfort - Most Abnormal
0;1;2;3;8;9
0 = Flexibly and spontaneously offers comfort in a range of circumstances and ways, for example, by gesture, touching, or vocalization, or offers of objects (e.g., blanket); must include change in facial expression; 1 = Has partial response (e.g., stands nearby and looks concerned) or indirect physical approach (e.g., comes to sit in lap, but with no clear attempt to comfort); or offers comfort in response to exaggerated expression (e.g., to pretend crying) or in one routine situation (e.g., to baby sister when she's hungry); 2 = Rarely offers comfort or only in odd ways; 3 = Never offers comfort to others; 8 = N/A; 9 = N/K or not askedOCOMF5
socdev_cqualovIntegerRequiredQuality of social overtures - Current
0;1;2;3;8;9
0 = Consistently uses coordinated eye gaze with accompanying vocalization in typical situations when motivated to communicate; 1 = May use eye gaze or vocalization, but these are weakly integrated; 2 = Rarely shows well-coordinated, focused social intentionality involving eye gaze or vocalization, or shows this in odd ways; 3 = Shows no coordination of eye gaze and vocalization; 8 = N/A; 9 = N/K or not askedCQUALOV
socdev_qualov5IntegerRequiredQuality of social overtures - Most Abnormal
0;1;2;3;8;9
0 = Consistently uses coordinated eye gaze with accompanying vocalization in typical situations when motivated to communicate; 1 = May use eye gaze or vocalization, but these are weakly integrated; 2 = Rarely shows well-coordinated, focused social intentionality involving eye gaze or vocalization, or shows this in odd ways; 3 = Shows no coordination of eye gaze and vocalization; 8 = N/A; 9 = N/K or not askedQUALOV5
socdev_crfacexIntegerRequiredRange of facial expressions used to communicate - Current
0;1;2;3;8;9
0 = Full range of facial expression; 1 = Somewhat limited facial expression; may be rather stilted, exaggerated, in manner; 2 = Markedly limited range of facial expressions or tendency to have just one facial expression (e.g., happy) for all circumstances; 3 = Facial expression showing little or no indication of emotion of any kind; 8 = N/A; 9 = N/K or not askedCRFACEX
socdev_rfacex5IntegerRequiredRange of facial expressions used to communicate - Most Abnormal
0;1;2;3;8;9
0 = Full range of facial expression; 1 = Somewhat limited facial expression; may be rather stilted, exaggerated, in manner; 2 = Markedly limited range of facial expressions or tendency to have just one facial expression (e.g., happy) for all circumstances; 3 = Facial expression showing little or no indication of emotion of any kind; 8 = N/A; 9 = N/K or not askedRFACEX5
socdev_cinapfeIntegerRequiredInappropriate facial expressions - Current
0;1;2;8;9
0 = Facial expressions almost always appropriate to mood, situation, and context; 1 = Facial expressions slightly or occasionally inappropriate or odd; 2 = Facial expressions obviously inappropriate in several different situations; 8 = N/A (almost no variation in facial expression, appropriate or inappropriate, as in coding of "3" in Item 57); 9 = N/K or not askedCINAPFE
socdev_einapfeIntegerRequiredInappropriate facial expressions - Ever
0;1;2;8;9
0 = Facial expressions almost always appropriate to mood, situation, and context; 1 = Facial expressions slightly or occasionally inappropriate or odd; 2 = Facial expressions obviously inappropriate in several different situations; 8 = N/A (almost no variation in facial expression, appropriate or inappropriate, as in coding of "3" in Item 57); 9 = N/K or not askedEINAPFE
socdev_crespIntegerRequiredAppropriateness of social responses - Current
0;1;2;3;8;9
0 = Appropriate response to overtures by familiar and unfamiliar adults; 1 = Some clear positive responses and interactions, but not consistent; 2 = Responds to parents/caregiver and others in familiar settings, but responses are stereotyped, inappropriate, or very limited; 3 = Little or no interest in or response to people, except parents/caregiver or very familiar significant others; 8 = N/A; 9 = N/K or not askedCQRESP
socdev_resp5IntegerRequiredAppropriateness of social responses - Most Abnormal
0;1;2;3;8;9
0 = Appropriate response to overtures by familiar and unfamiliar adults; 1 = Some clear positive responses and interactions, but not consistent; 2 = Responds to parents/caregiver and others in familiar settings, but responses are stereotyped, inappropriate, or very limited; 3 = Little or no interest in or response to people, except parents/caregiver or very familiar significant others; 8 = N/A; 9 = N/K or not askedQRESP5
socdev_cinitiaIntegerRequiredInitiation of appropriate activities - Current
0;1;2;3;8;9
0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not askedCINITIA
socdev_initia5IntegerRequiredInitiation of appropriate activities - Most Abnormal
0;1;2;3;8;9
0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not askedINITIA5
socdev_csoplayIntegerRequiredImitative social play - Current
0;1;2;3;8;9
0 = Normal social play, including clear evidence that the child initiates and responds to simple infant social games and can take both parts; 1 = Some to-and-fro (i.e., reciprocal) social play, but limited in amount, duration, or contexts in which shown (e.g., only plays peekaboo or pat-a-cake with parents/caregiver); 2 = Little to-and-fro social play (e.g., plays peekaboo or pat-a-cake in a limited way only, but not reciprocal); 3 = No evidence of to-and-fro social play; 8 = N/A; 9 = N/K or not askedCSOPLAY
socdev_soplay5IntegerRequiredImitative social play - Most Abnormal
0;1;2;3;8;9
0 = Normal social play, including clear evidence that the child initiates and responds to simple infant social games and can take both parts; 1 = Some to-and-fro (i.e., reciprocal) social play, but limited in amount, duration, or contexts in which shown (e.g., only plays peekaboo or pat-a-cake with parents/caregiver); 2 = Little to-and-fro social play (e.g., plays peekaboo or pat-a-cake in a limited way only, but not reciprocal); 3 = No evidence of to-and-fro social play; 8 = N/A; 9 = N/K or not askedSOPLAY5
socdev_cintchIntegerRequiredInterest in children - Current
0;1;2;3;8;9
0 = Often watches other children and sometimes makes a clear effort to approach them or get their attention; 1 = Usually watches other children or indicates interest in them to parent/caregiver in some way (e.g., by pointing, vocalizing, or trying to imitate what they are doing, but no attempt to seek them out); or approaches other children without trying to get their attention; 2 = Occasionally watches other children, but almost never tries to approach them, or to direct parent's/caregiver's attention to them, or copy them; 3 = Shows no, or almost no, interest in other children; 8 = N/A; 9 = N/K or not askedCINTCH
socdev_intch5IntegerRequiredInterest in children - Most Abnormal
0;1;2;3;8;9
0 = Often watches other children and sometimes makes a clear effort to approach them or get their attention; 1 = Usually watches other children or indicates interest in them to parent/caregiver in some way (e.g., by pointing, vocalizing, or trying to imitate what they are doing, but no attempt to seek them out); or approaches other children without trying to get their attention; 2 = Occasionally watches other children, but almost never tries to approach them, or to direct parent's/caregiver's attention to them, or copy them; 3 = Shows no, or almost no, interest in other children; 8 = N/A; 9 = N/K or not askedINTCH5
socdev_crespchIntegerRequiredResponse to approaches of other children - Current
0;1;2;3;8;9
0 = Generally responsive to other children's approaches, although may be hesitant inititally if other children are too rough or intrusive; sometimes makes a clear effort to keep an interaction going with a child other than a sibling by gesturing, vocalizing, offering an object, etc.; 1 = Sometimes responsive to other children's approaches, but response is limited, somewhat unpredictable, or only to a sibling or a very familiar child; 2 = Rarely or never responds to the approach of even a familiar child (although may show interest in nonapproaching children or babies); 3 = Consistently and persistently avoids approaches of other children; 8 = N/A; 9 = N/K or not askedCRESPCH
socdev_respch5IntegerRequiredResponse to approaches of other children - Most Abnormal
0;1;2;3;8;9
0 = Generally responsive to other children's approaches, although may be hesitant inititally if other children are too rough or intrusive; sometimes makes a clear effort to keep an interaction going with a child other than a sibling by gesturing, vocalizing, offering an object, etc.; 1 = Sometimes responsive to other children's approaches, but response is limited, somewhat unpredictable, or only to a sibling or a very familiar child; 2 = Rarely or never responds to the approach of even a familiar child (although may show interest in nonapproaching children or babies); 3 = Consistently and persistently avoids approaches of other children; 8 = N/A; 9 = N/K or not askedRESPCH5
socdev_cgrplayIntegerRequiredGroup play with peers - Current
0;1;2;3;8;9
0 = Actively seeks and plays cooperatively in several different groups (three or more subjects) in a variety of activities or situations; 1 = Some cooperative play, but of insufficient initiative, flexibility, frequency, or variety to code "0"; 2 = Enjoys "parallel" active play (such as jumping in turn on 3 trampoline or falling down with others during Ring A Ring O'Roses), but little or no cooperative play; 3 = Seeks no play that involves participation in groups of other children, though may chase or play catch; 8 = N/A; 9 = N/K or not askedCGRPLAY
socdev_grplay5IntegerRequiredGroup play with peers - Most Abnormal
0;1;2;3;8;9
0 = Actively seeks and plays cooperatively in several different groups (three or more subjects) in a variety of activities or situations; 1 = Some cooperative play, but of insufficient initiative, flexibility, frequency, or variety to code "0"; 2 = Enjoys "parallel" active play (such as jumping in turn on 3 trampoline or falling down with others during Ring A Ring O'Roses), but little or no cooperative play; 3 = Seeks no play that involves participation in groups of other children, though may chase or play catch; 8 = N/A; 9 = N/K or not askedGRPLAY5
socdev_cfriendIntegerRequiredFriendships - Current
0;1;2;3;8;9
0 = One or more relationships with person in approximately own age group with whom subject shares nonstereotyped activities of personal variety; whom subject sees outside prearranged group (such as club); and with whom there is definite reciprocity and mutual responsiveness; 1 = One or more relationships that involve some personal shared activities outside a prearranged situation, with some initiative taken by subject, but limited in terms of restricted interests (e.g., model railways) or less than normal responsiveness/reciprocity; 2 = People with whom subject has some kind of personal relationship involving seeking of contact, but only in group situation (such as club, church, etc.) or in school or at work; 3 = No peer relationships that involve selectivity and sharing; 8 = N/A (subject is outside the specified age range, or there has been an unusually serious lack of opportunity for peer contact); 9 = N/K or not askedCFRIEND
socdev_frend15IntegerRequiredFriendships - Most Abnormal
0;1;2;3;8;9
0 = One or more relationships with person in approximately own age group with whom subject shares nonstereotyped activities of personal variety; whom subject sees outside prearranged group (such as club); and with whom there is definite reciprocity and mutual responsiveness; 1 = One or more relationships that involve some personal shared activities outside a prearranged situation, with some initiative taken by subject, but limited in terms of restricted interests (e.g., model railways) or less than normal responsiveness/reciprocity; 2 = People with whom subject has some kind of personal relationship involving seeking of contact, but only in group situation (such as club, church, etc.) or in school or at work; 3 = No peer relationships that involve selectivity and sharing; 8 = N/A (subject is outside the specified age range, or there has been an unusually serious lack of opportunity for peer contact); 9 = N/K or not askedFREND15
socdev_csocdisIntegerRequiredSocial disinhibtion - Current
0;1;2;3;8;9
0 = Normal social inhibition; 1 = Occasional cheekiness or disinhibition more than others at same developmental level, but not to the extent of embarrassment: somewhat socially naive or imperceptive for developmental level; 2 = Definite lack of appreciation of social cues, contexts, or requirements: definitely lacks normal social inhibitions and sometimes behaves in socially embarrassing ways; fails to modulate behavior according to social context; 3 = Marked social disinhibition: appears unaware of social cues and social requirements so that behavior frequently embarrassing or inappropriate; 8 = N/A; 9 = N/K or not askedCSOCDIS
socdev_socdis5IntegerRequiredSocial disinhibtion - Most Abnormal
0;1;2;3;8;9
0 = Normal social inhibition; 1 = Occasional cheekiness or disinhibition more than others at same developmental level, but not to the extent of embarrassment: somewhat socially naive or imperceptive for developmental level; 2 = Definite lack of appreciation of social cues, contexts, or requirements: definitely lacks normal social inhibitions and sometimes behaves in socially embarrassing ways; fails to modulate behavior according to social context; 3 = Marked social disinhibition: appears unaware of social cues and social requirements so that behavior frequently embarrassing or inappropriate; 8 = N/A; 9 = N/K or not askedSOCDIS5
intbehav_cunprocIntegerRecommendedUnusual preoccupations - Current
0;1;2;3;8;9
0 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the subject; 2 = Definite, repetitive preoccupation that intrudes into family life, but does not disrupt it significantly; or definite, repetitive preoccupation that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the subject's other activities; 9 = N/K or not askedCUNPROC
intbehav_eunprocIntegerRecommendedUnusual preoccupations - Ever
0::3;8;9
0 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the subject; 2 = Definite, repetitive preoccupation that intrudes into family life, but does not disrupt it significantly; or definite, repetitive preoccupation that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the subject's other activities; 9 = N/K or not askedEUNPROC
intbehav_ccirintIntegerRecommendedCircumscribed interests - Current
0;1;2;3;8;9
0 = No circumscribed interests; 1 = Special interest of unusual degree, but not definitely intrusive into or constraining of the subject's or family's other activities; 2 = Definite circumscribed interest that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's or family's other activities; 3 = Definite circumscribed interest that causes clear-cut social impairment; 8 = N/A (age below 3.0 years); 9 = N/K or not askedCCIRINT
intbehav_ecirintIntegerRecommendedCircumscribed interests - Ever
0;1;2;3;8;9
0 = No circumscribed interests; 1 = Special interest of unusual degree, but not definitely intrusive into or constraining of the subject's or family's other activities; 2 = Definite circumscribed interest that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's or family's other activities; 3 = Definite circumscribed interest that causes clear-cut social impairment; 8 = N/A (age below 3.0 years); 9 = N/K or not askedECIRINT
intbehav_cuseobjIntegerRecommendedRepetitive use of objects or interest in parts of objects - Current
0;1;2;3;7;8;9
0 = Little or no repetitive use of objects; 1 = some repetitive use of objects (e.g., shaking strings or spinning things), or interest in parts (e.g., turning wheels and dials) or very specific types of objects (e.g., collecting bits of paper), in conjunction with several other activities but not causing social impairment; 2 = Play linked to highly stereotypic use of objects or attention to specific parts or types of objects, but which does not constrain or intrude upon subject's other activities; 3 = Play linked to highly stereotypic use of objects to an extent that prevents or seriously interferes with other activities; 7 = An interest in "infant" toys, such as music boxes or rattles, but play is with a variety of objects and not in a highly stereotypic fashion; 8 = N/A (no play with objects); 9 = N/K or not askedCUSEOBJ
intbehav_euseobjIntegerRecommendedRepetitive use of objects or interest in parts of objects - Ever
0;1;2;3;7;8;9
0 = Little or no repetitive use of objects; 1 = some repetitive use of objects (e.g., shaking strings or spinning things), or interest in parts (e.g., turning wheels and dials) or very specific types of objects (e.g., collecting bits of paper), in conjunction with several other activities but not causing social impairment; 2 = Play linked to highly stereotypic use of objects or attention to specific parts or types of objects, but which does not constrain or intrude upon subject's other activities; 3 = Play linked to highly stereotypic use of objects to an extent that prevents or seriously interferes with other activities; 7 = An interest in "infant" toys, such as music boxes or rattles, but play is with a variety of objects and not in a highly stereotypic fashion; 8 = N/A (no play with objects); 9 = N/K or not askedEUSEOBJ
intbehav_ccritIntegerRecommendedCompulsions/rituals - Current
0;1;2;3;9
0 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that subject has to perform in a special way; subject appears to be under pressure or becomes anxious if activity disrupted, or family goes to unusual lengths to avoid interrupting ritual or to make sure subject is forewarned if it is necessary to interrupt her/him; compulsive quality present, but little interference with family life or social impairment; 3 = One or more activities that subject has to perform in a special way; subject appears to be under marked pressure or becomes extremely anxious or distressed if activity disrupted; degree of compulsive quality intrudes upon family life or causes definite social impairment to subject; 9 = N/K or not askedCCRIT
intbehav_ecritIntegerRecommendedCompulsions/rituals - Ever
0;1;2;3;9
0 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that subject has to perform in a special way; subject appears to be under pressure or becomes anxious if activity disrupted, or family goes to unusual lengths to avoid interrupting ritual or to make sure subject is forewarned if it is necessary to interrupt her/him; compulsive quality present, but little interference with family life or social impairment; 3 = One or more activities that subject has to perform in a special way; subject appears to be under marked pressure or becomes extremely anxious or distressed if activity disrupted; degree of compulsive quality intrudes upon family life or causes definite social impairment to subject; 9 = N/K or not askedECRIT
intbehav_cunsensIntegerRequiredUnusual sensory interests - Current
0::3;9
0 = Has no unusual sensory interests; 1 = Shows one or two unusual interests regularly; 2 = Has unusual sensory interest that takes up a major amount of time or prevents or limits alternative use of that material in its ordinary function; 9 = N/K or not askedCUNSENS
intbehav_eunsensIntegerRequiredUnusual sensory interests - Ever
0::3;9
0 = Has no unusual sensory interests; 1 = Shows one or two unusual interests regularly; 2 = Has unusual sensory interest that takes up a major amount of time or prevents or limits alternative use of that material in its ordinary function; 9 = N/K or not askedEUNSENS
intbehav_cnoiseIntegerRequiredUndue general sensitivity to noise - Current
0;1;2;3;9
0 = No general sensitivity to noise; 1 = Slight sensitivity to noise: somewhat sensitive to loud sounds such as the vacuum cleaner, motorbikes, or other appliances; 2 = Definite sensitivity to noises that are not distressing to most other people, the sensitivity being accompanied by a clear behavioral change (such as avoidance, hands over ears, or crying); 3 = Definite sensitivity to noises to the extent that subject's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not askedCNOISE
intbehav_enoiseIntegerRequiredUndue general sensitivity to noise - Ever
0;1;2;3;8;9
0 = No general sensitivity to noise; 1 = Slight sensitivity to noise: somewhat sensitive to loud sounds such as the vacuum cleaner, motorbikes, or other appliances; 2 = Definite sensitivity to noises that are not distressing to most other people, the sensitivity being accompanied by a clear behavioral change (such as avoidance, hands over ears, or crying); 3 = Definite sensitivity to noises to the extent that subject's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not askedENOISE
intbehav_cabinrIntegerRequiredAbnormal idiosyncratic negative response to specific sensory stimuli - Current
0;1;2;3;9
0 = No predictable, abnormal, idiosyncratic, negative response to specific sensory stimuli; 1 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli, but reaction mild or controllable so does not give rise to avoidance or to any interference with ordinary life; 2 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli; some intrusion into ordinary activities so there are occasional tantrums/disturbances or attempts by family to avoid subject being exposed to specific stimulus; however, no substantial interference with general pattern of family life; 3 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli that causes substantial interference with family life or totally, or almost totally, prevents some activity; 9 = N/K or not askedCABINR
intbehav_cchangeIntegerRequiredDifficulties with minor changes in subject's own routines or personal environment - Current
0;1;2;3;9
0 = No difficulties with minor changes in own subject's own routines; 1 = Unusually negative reaction to minor changes in subject's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in subject's own routines, causing resistance or distress/or family going to unusual lengths to avoid changing minor aspects of subject's routines or to prepare subject for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in subject's own routines, with substantial interference with or impairment of family activities; 9 = N/K or not askedCCHANGE
intbehav_echangeIntegerRequiredDifficulties with minor changes in subject's own routines or personal environment - Ever
0;1;2;3;8;9
0 = No difficulties with minor changes in own subject's own routines; 1 = Unusually negative reaction to minor changes in subject's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in subject's own routines, causing resistance or distress/or family going to unusual lengths to avoid changing minor aspects of subject's routines or to prepare subject for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in subject's own routines, with substantial interference with or impairment of family activities; 9 = N/K or not askedECHANGE
intbehav_cresisIntegerRequiredResistance to trivial changes in the environment(not directly affecting the subject) - Current
0;1;2;3;9
0 = None; 1 = Unusually negative reaction to trivial changes in the environment, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to trivial changes in the environment, causing marked distress or causing family to go to unusual lengths to avoid trivial changes in the environment or to prepare subject for such trivial changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to trivial changes in the environment, with substantial interference with or impairment of family activities; 9 = N/K or not askedCRESIS
intbehav_eresisIntegerRequiredResistance to trivial changes in the environment(not directly affecting the subject) - Ever
0;1;2;3;9
0 = None; 1 = Unusually negative reaction to trivial changes in the environment, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to trivial changes in the environment, causing marked distress or causing family to go to unusual lengths to avoid trivial changes in the environment or to prepare subject for such trivial changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to trivial changes in the environment, with substantial interference with or impairment of family activities; 9 = N/K or not askedERESIS
intbehav_cuattIntegerRequiredUnusual attachment to objects - Current
0;1;2;3;6;7;9
0 = No attachment or attachment only to cuddly object used as comforter; 1 = Some attachment to slightly unusual object, such as piece of paper or soft brush, or several similar interchangeable objects, but puts down if asked to do so and can tolerate separation from it; no interference with activities; 2 = Attachment to an unusual object causes significant distress on separation or causes caregivers to try to ensure object always readily available for subject because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 6 = Attachment to soother/comforter or blanket or other usual object beyond age 5 or with such intensity that interferes with social functioning or activities (if has also had an unusual attachment, code that instead); 7 = Series of short-lasting (1-3 days) attachments to unusual objects or groups of objects, replaced by new attachment to different kind of unusual object also for short time; 9 = N/K or not askedCUATT
intbehav_euattIntegerRequiredUnusual attachment to objects - Ever
0;1;2;3;6;7;9
0 = No attachment or attachment only to cuddly object used as comforter; 1 = Some attachment to slightly unusual object, such as piece of paper or soft brush, or several similar interchangeable objects, but puts down if asked to do so and can tolerate separation from it; no interference with activities; 2 = Attachment to an unusual object causes significant distress on separation or causes caregivers to try to ensure object always readily available for subject because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 6 = Attachment to soother/comforter or blanket or other usual object beyond age 5 or with such intensity that interferes with social functioning or activities (if has also had an unusual attachment, code that instead); 7 = Series of short-lasting (1-3 days) attachments to unusual objects or groups of objects, replaced by new attachment to different kind of unusual object also for short time; 9 = N/K or not askedEUATT
intbehav_chfmanIntegerRequiredHand and finger mannerisms - Current
0;1;2;3;8;9
0 = No hand and finger mannerisms; 1 = Occasional hand and finger mannerisms only or type not as clearly specified as for rating of "2"; 2 = Definite, frequent hand mannerisms or finger flicking/twisting, but no interference with other activities or distress if interrupted; 3 = Marked mannerisms of type specified; associated with social impairment or distress when interrupted or infrequent interruption due to others' concern about subject's reaction; 8 = N/A (e.g., physically disabled); 9 = N/K or not askedCHFMAN
intbehav_ehfmanIntegerRequiredHand and finger mannerisms - Ever
0;1;2;3;8;9
0 = No hand and finger mannerisms; 1 = Occasional hand and finger mannerisms only or type not as clearly specified as for rating of "2"; 2 = Definite, frequent hand mannerisms or finger flicking/twisting, but no interference with other activities or distress if interrupted; 3 = Marked mannerisms of type specified; associated with social impairment or distress when interrupted or infrequent interruption due to others' concern about subject's reaction; 8 = N/A (e.g., physically disabled); 9 = N/K or not askedEHFMAN
intbehav_cothmanIntegerRequiredOther complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Current
0;1;2;3;8;9
0 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypies, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not askedCOTHMAN
intbehav_eothmanIntegerRequiredOther complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Ever
0;1;2;3;8;9
0 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypies, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not askedEOTHMAN
intbehav_cmlhandIntegerRequiredMidline hand movements - Current
0;1;2;8;9
0 = No midline hand movements; 1 = Only occasional midtine hand movements or type not as clearly specified as for a rating of "2"; 2 = Definite abnormal wringing hand movements mainly in the midline; 8 = N/A; 9 = N/K or not askedCMLHAND
intbehav_emlhandIntegerRequiredMidline hand movements - Ever
0;1;2;8;9
0 = No midline hand movements; 1 = Only occasional midtine hand movements or type not as clearly specified as for a rating of "2"; 2 = Definite abnormal wringing hand movements mainly in the midline; 8 = N/A; 9 = N/K or not askedEMLHAND
genbehav_cgaitIntegerRequiredGait - Current
0;1;2;3;7;8;9
0 = Normal gait; 1 = Somewhat unusual gait; 2 = Definitely odd gait (e.g., toe-walking or abnormal bouncing); 3 = Gait sufficiently odd to be noticed by others outside family or teachers; 7 = Gait apparently due to a neurological condition or to severe developmental motor impairment; 8 = N/A; 9 = N/K or not askedCGAIT
genbehav_gait5IntegerRequiredGait - Most Abnormal
0;1;2;3;7;8;9
0 = Normal gait; 1 = Somewhat unusual gait; 2 = Definitely odd gait (e.g., toe-walking or abnormal bouncing); 3 = Gait sufficiently odd to be noticed by others outside family or teachers; 7 = Gait apparently due to a neurological condition or to severe developmental motor impairment; 8 = N/A; 9 = N/K or not askedGAIT5
genbehav_caggfamIntegerRecommendedAggression to caregivers or family members - Current
0;1;2;3;9
0 = No aggression or only rare episodes; rare aggressiveness, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary, provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not askedCAGGFAM
genbehav_eaggfamIntegerRecommendedAggression to caregivers or family members - Ever
0;1;2;3;9
0 = No aggression or only rare episodes; rare aggressiveness, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary, provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not askedEAGGFAM
genbehav_caggothIntegerRecommendedAggression to non-caregivers or non-family members - Current
0;1;2;3;9
0 = Aggression rare, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not askedCAGGOTH
genbehav_eaggothIntegerRecommendedAggression to non-caregivers or non-family members - Ever
0;1;2;3;9
0 = Aggression rare, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not askedEAGGOTH
genbehav_cslfinjIntegerRequiredSelf Injury - Current
0;1;2;3;9
0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not askedCSLFINJ
genbehav_eslfinjIntegerRequiredSelf Injury - Ever
0;1;2;3;9
0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not askedESLFINJ
genbehav_chventIntegerRequiredHyperventilation - Current
0;1;2;9
0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not askedCHVENT
genbehav_ehventIntegerRequiredHyperventilation - Ever
0;1;2;9
0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not askedEHVENT
genbehav_cfaintIntegerRequiredFaints/Fits/Blackouts - Current
0;1;2;7;9
0 = No attacks; 1 = History of attacks that might be epileptic, but diagnosis not established; 2 = Definite diagnosis of epilepsy; 7 = Febrile convulsions only, with no continuing daily medication outside the period of fever; 9 = N/K or not askedCFAINT
genbehav_efaintIntegerRequiredFaints/Fits/Blackouts - Ever
0;1;2;7;9
0 = No attacks; 1 = History of attacks that might be epileptic, but diagnosis not established; 2 = Definite diagnosis of epilepsy; 7 = Febrile convulsions only, with no continuing daily medication outside the period of fever; 9 = N/K or not askedEFAINT
genbehav_ageabnIntegerRecommendedAge when abnormality first evident
0::20; 9
0 = Development in the first 3 years of life clearly normal in quality and within normal limits for social, adaptational, language, self-help, and motor milestones; no behavioral problems of a type that might indicate developmental delay or deviance; 1 = Development possibly within normal limits during first 3 years, but uncertainty because of either the quality of behavior or the level of skills; 2 = Development probably abnormal by the age of 3 years, as indicated by developmental delay or deviance, but not of a degree or type that is definitely incompatible with normality; 3 = Development definitely abnormal in the first 3 years but quality of behavior/social relationships/ communications not unambiguously autistic at that age; 4 = Development definitely abnormal in the first 3 years and quality of behavior/social relationships/ communications strongly indicative of autism at that age; 9 = N/K or not askedAGEABN
dbaes_djudgage_codeIntegerRecommendedInterviewer's judgment on age when abnormalities probably first manifest - Code in monthsJUDGAGE
conceraIntegerRecommendedCURRENT CONCERNS0;1;2;3;4;5;6;7;8;90 = No concern, parental or professional; 1 = Delay/deviance in development of speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children or "in world of his/her own" or general social incompetence); 4 = Behavior difficulty not specific to autism; 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worried; parents not; 9 = N/K or not asked
concerbIntegerRecommendedCURRENT CONCERNS0;1;2;3;4;5;6;7;8;90 = No concern, parental or professional; 1 = Delay/deviance in development of speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children or "in world of his/her own" or general social incompetence); 4 = Behavior difficulty not specific to autism; 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worried; parents not; 9 = N/K or not asked
concercIntegerRecommendedCURRENT CONCERNS0;1;2;3;4;5;6;7;8;90 = No concern, parental or professional; 1 = Delay/deviance in development of speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children or "in world of his/her own" or general social incompetence); 4 = Behavior difficulty not specific to autism; 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worried; parents not; 9 = N/K or not asked
concerdIntegerRecommendedCURRENT CONCERNS0;1;2;3;4;5;6;7;8;90 = No concern, parental or professional; 1 = Delay/deviance in development of speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children or "in world of his/her own" or general social incompetence); 4 = Behavior difficulty not specific to autism; 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worried; parents not; 9 = N/K or not asked
fsymcaIntegerRecommendedFIRST SYMPTOMS TO AROUSE PARENTAL CONCERN0;1;2;3;4;5;6;7;8;90 = No concern, parent or professional; 1 = Delay/deviance in speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children of "in world of his/her own" or general social incometence); 4 = Behavior difficulty not specific to autism (e.g. sleeping or eating problems, generally high activity level, wandering, aggressive or destructive behavior); 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worrred; parents not; 9 = N/K or not asked
fsymcbIntegerRecommendedFIRST SYMPTOMS TO AROUSE PARENTAL CONCERN0;1;2;3;4;5;6;7;8;90 = No concern, parent or professional; 1 = Delay/deviance in speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children of "in world of his/her own" or general social incometence); 4 = Behavior difficulty not specific to autism (e.g. sleeping or eating problems, generally high activity level, wandering, aggressive or destructive behavior); 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worrred; parents not; 9 = N/K or not asked
fsymccIntegerRecommendedFIRST SYMPTOMS TO AROUSE PARENTAL CONCERN0;1;2;3;4;5;6;7;8;90 = No concern, parent or professional; 1 = Delay/deviance in speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children of "in world of his/her own" or general social incometence); 4 = Behavior difficulty not specific to autism (e.g. sleeping or eating problems, generally high activity level, wandering, aggressive or destructive behavior); 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worrred; parents not; 9 = N/K or not asked
fsymcdIntegerRecommendedFIRST SYMPTOMS TO AROUSE PARENTAL CONCERN0;1;2;3;4;5;6;7;8;90 = No concern, parent or professional; 1 = Delay/deviance in speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children of "in world of his/her own" or general social incometence); 4 = Behavior difficulty not specific to autism (e.g. sleeping or eating problems, generally high activity level, wandering, aggressive or destructive behavior); 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worrred; parents not; 9 = N/K or not asked
aadvFloatRecommendedAGE (IN MONTHS) WHEN PARENTS FIRST SOUGHT ADVICE1 :: 999
satFloatRecommendedSAT UNAIDED ON FLAT SURFACE1 :: 999
drydFloatRecommendedACQUISITION OF BLADDER CONTROL: DAYTIME1 :: 999
drynFloatRecommendedACQUISITION OF BLADDER CONTROL: NIGHT1 :: 999
ccomplexIntegerRecommendedCOMPLEXITY OF NON-ECHOED UTTERANCES0;1;2;3;4;8;90 = Uses a range of grammatical construction and an extensive vocabulary (as seen in most normally-developing 4 to 5 year-olds). May make occasional errors in some advanced constructions, but with little interference with communication; 1 = Extensive vocabulary and a range of grammatical structures, but somewhat limited in flexiblity and variety and/or with frequent grammatical errors or omissions; 2 = Significant poroportion of utterances that follow simple grammatical rules (such as word endings to incicate tense), but contstructions markedly limited in variety and complexity; 3 = Non-echoed utterances predominantly simple phrases; 4 = Non-echoed utterances predominantly single words; 8 = N/A; 9 = N/K or not asked
complex5IntegerRecommendedCOMPLEXITY OF NON-ECHOED UTTERANCES0;1;2;3;4;8;90 = Uses a range of grammatical construction and an extensive vocabulary (as seen in most normally-developing 4 to 5 year-olds). May make occasional errors in some advanced constructions, but with little interference with communication; 1 = Extensive vocabulary and a range of grammatical structures, but somewhat limited in flexiblity and variety and/or with frequent grammatical errors or omissions; 2 = Significant poroportion of utterances that follow simple grammatical rules (such as word endings to incicate tense), but contstructions markedly limited in variety and complexity; 3 = Non-echoed utterances predominantly simple phrases; 4 = Non-echoed utterances predominantly single words; 8 = N/A; 9 = N/K or not asked
ciechIntegerRecommendedIMMEDIATE ECHOLALIA0;1;2;3;8;90 = Rarely of never echoes/echoed words or phrases; 1 = Occasionally echoes/echoed words or phrases; 2 = Echoes/echoed words or phrases regularly, but some productive language as well (can be stereotyped); 3 = speech largely consists/consisted of immediate echolalia; 8 = Not enough speech to code; 9 = N/K or not asked
eiechIntegerRecommendedIMMEDIATE ECHOLALIA0;1;2;3;8;90 = Rarely of never echoes/echoed words or phrases; 1 = Occasionally echoes/echoed words or phrases; 2 = Echoes/echoed words or phrases regularly, but some productive language as well (can be stereotyped); 3 = speech largely consists/consisted of immediate echolalia; 8 = Not enough speech to code; 9 = N/K or not asked
ctalkinIntegerRecommendedTALK EXPRESSING INTEREST IN OTHERS0;1;2;3;8;90 = At whatever level or complexity is possible, asks a variety of different questions in conversation that indicate a spontaneous interest in listener's life; 1 = Asks some questions concerning listener, but limited in frequency, spontaneity or range; 2 = Questions concerning listener most often are limited to routines or preoccupations; 3 = No questions concerning listener; 8 = Subjects scoring '1' or '2' on item 19 Overall Level of Language, or no questions OR N/A; 9 = N/K or not asked
talkin5IntegerRecommendedTALK EXPRESSING INTEREST IN OTHERS0;1;2;3;8;90 = At whatever level or complexity is possible, asks a variety of different questions in conversation that indicate a spontaneous interest in listener's life; 1 = Asks some questions concerning listener, but limited in frequency, spontaneity or range; 2 = Questions concerning listener most often are limited to routines or preoccupations; 3 = No questions concerning listener; 8 = Subjects scoring '1' or '2' on item 19 Overall Level of Language, or no questions OR N/A; 9 = N/K or not asked
cvocexpIntegerRecommendedVOCAL EXPRESSION0;1;2;3;8;90 = Normal tonal expressiveness; 1 = Some tonal expressiveness, but limited in range; 2 = Vocal expressiveness limited to odd or unusual changes in tone or pitch; 3 = Little or no tonal expression; 8 = Subjects scoring '1' or '2' on item 19 Overall Level of Language; 9 = N/K or not asked
evocexpIntegerRecommendedVOCAL EXPRESSION0;1;2;3;8;90 = Normal tonal expressiveness; 1 = Some tonal expressiveness, but limited in range; 2 = Vocal expressiveness limited to odd or unusual changes in tone or pitch; 3 = Little or no tonal expression; 8 = Subjects scoring '1' or '2' on item 19 Overall Level of Language; 9 = N/K or not asked
deafIntegerRequiredCONCERNS ABOUT HEARING0;1;2;8;90 = Deafness not suspected; 1 =Parents certain child was not deaf, but deafness queried by others or tested automatically as part of assessment; 2 = Deafness queried by parents (and possibly professionals as well); 8 = N/A (e.g. actually deaf); 9 = N/K or not asked
cgreetIntegerRecommendedGREETING0;1;2;3;8;90 = Shows clearcut pleasure and full range of vocal and non-verbal socioemotional behaviors in greeting people of whom he/she is fond; 1 = Some spontaneous geeting, but rather reduced in frequency, consistency, flexibility or quality (not unusual); 2 = Unusual, spontaneous greeting or limited social response unless prompted or responds only to non-social aspects of arrival (e.g,. child goes out and gets in car to depart when father gets home); 3 = Little or no greeting; 8 = N/A; 9 = N/K or not asked
greet5IntegerRecommendedGREETING0;1;2;3;8;90 = Shows clearcut pleasure and full range of vocal and non-verbal socioemotional behaviors in greeting people of whom he/she is fond; 1 = Some spontaneous geeting, but rather reduced in frequency, consistency, flexibility or quality (not unusual); 2 = Unusual, spontaneous greeting or limited social response unless prompted or responds only to non-social aspects of arrival (e.g,. child goes out and gets in car to depart when father gets home); 3 = Little or no greeting; 8 = N/A; 9 = N/K or not asked
cpleasrIntegerRecommendedSHARING OTHERS' PLEASURE AND EXCITEMENT0;1;2;3;8;90 = Shows pleasure, has 'playful' quality, able to share other people's excitement; 1 = Takes part and excite: may imitate simple expressions of affect (e.g. laughing) but dubious or limited sharing of other people's feelings; 2 = Behavior clearly lacks 'playful' quality of shared enjoyment; doesn't share other people's excitement; 3 = Little or no awareness of others' pleasure and excitement; 8 = N/A; 9 = N/K or not asked
pleasr5IntegerRecommendedSHARING OTHERS' PLEASURE AND EXCITEMENT0;1;2;3;8;90 = Shows pleasure, has 'playful' quality, able to share other people's excitement; 1 = Takes part and excite: may imitate simple expressions of affect (e.g. laughing) but dubious or limited sharing of other people's feelings; 2 = Behavior clearly lacks 'playful' quality of shared enjoyment; doesn't share other people's excitement; 3 = Little or no awareness of others' pleasure and excitement; 8 = N/A; 9 = N/K or not asked
cscomfIntegerRecommendedCOMING FOR COMFORT0;1;2;3;8;90 = Makes affectionate use of contact with parents/caregiver for comfort; 1 = Somewhat reduced or slightly odd seeking of parents/caregiver for comfort or reassurance; 2 = Little or inappropriate use of parents as source of comfort. May respond to parents' comforting, but without seeking it; 3 = No use of physical contact or proximity with parents/caregiver for comfort; 8 = N/A; 9 = N/K or not asked or ten years or over
scomf5IntegerRecommendedCOMING FOR COMFORT0;1;2;3;8;90 = Makes affectionate use of contact with parents/caregiver for comfort; 1 = Somewhat reduced or slightly odd seeking of parents/caregiver for comfort or reassurance; 2 = Little or inappropriate use of parents as source of comfort. May respond to parents' comforting, but without seeking it; 3 = No use of physical contact or proximity with parents/caregiver for comfort; 8 = N/A; 9 = N/K or not asked or ten years or over
carmsupIntegerRecommendedARMS UP TO BE LIFTED0;1;2;3;8;90 = Normal gestures to be lifted; 1 = Occasional use of anticipatory gestures to be lifted; 2 = Responds to parents' indication of intention to pick up by extending arms, but does not anticipate sportaneously; 3 = Little or no appropriate social anticipatory gestures; 8 = N/A; 9 = N/K or not asked
armsup5IntegerRecommendedARMS UP TO BE LIFTED0;1;2;3;8;90 = Normal gestures to be lifted; 1 = Occasional use of anticipatory gestures to be lifted; 2 = Responds to parents' indication of intention to pick up by extending arms, but does not anticipate sportaneously; 3 = Little or no appropriate social anticipatory gestures; 8 = N/A; 9 = N/K or not asked
caffecIntegerRecommendedAFFECTION0;1;2;3;7;8;90 = Normal range of spontaneous affectionate behaviour to several different people; 1 = Some spontaneous affection, but with questionable reciprocity and limited in context or person (only parents), i.e. less demonstrative than normal; 2 = Little or no spontaneous affection, but some response; 3 = Aloof, 'cold'; no affection, with caregiver, even as a response; 7 = Indiscriminately affectionate to familiar and unfamiliar people; 8 = N/A; 9 = N/K or not asked
affec5IntegerRecommendedAFFECTION0;1;2;3;7;8;90 = Normal range of spontaneous affectionate behaviour to several different people; 1 = Some spontaneous affection, but with questionable reciprocity and limited in context or person (only parents), i.e. less demonstrative than normal; 2 = Little or no spontaneous affection, but some response; 3 = Aloof, 'cold'; no affection, with caregiver, even as a response; 7 = Indiscriminately affectionate to familiar and unfamiliar people; 8 = N/A; 9 = N/K or not asked
csocanxIntegerRecommendedSOCIAL ANXIETY/AVOIDANCE0;1;2;7;8;90 = Appropriate social use of mutual gaze with social selectivity and level of anxiety within limits expected for situation and age; 1 = Selective avoidance of mutual gaze or other indicators of social anxiety with some social engagement/responsivity, i.e. falling short of criteria for '2'; 2 = Definite avoidance of mutual gaze with unfamiliar people and/or in unfamiliar social situations. Must be associated with some other indications of anxiety regarding social involvement (such as lowering of head, twisting of hands etc). Occurs in conjunction with some appropriate social engagement and responsivity, and selectivity in this behavior so that less anxious in familiar social situation or with familiar people; 7 = Lack, or abnormal quality of, mutual social gaze without clear evidence of anxiety and/or without some appropriate social engagement and responsivity OR largely oblivious to the social situation; 8 = N/A; 9 = N/K or not asked
socanx5IntegerRecommendedSOCIAL ANXIETY/AVOIDANCE0;1;2;7;8;90 = Appropriate social use of mutual gaze with social selectivity and level of anxiety within limits expected for situation and age; 1 = Selective avoidance of mutual gaze or other indicators of social anxiety with some social engagement/responsivity, i.e. falling short of criteria for '2'; 2 = Definite avoidance of mutual gaze with unfamiliar people and/or in unfamiliar social situations. Must be associated with some other indications of anxiety regarding social involvement (such as lowering of head, twisting of hands etc). Occurs in conjunction with some appropriate social engagement and responsivity, and selectivity in this behavior so that less anxious in familiar social situation or with familiar people; 7 = Lack, or abnormal quality of, mutual social gaze without clear evidence of anxiety and/or without some appropriate social engagement and responsivity OR largely oblivious to the social situation; 8 = N/A; 9 = N/K or not asked
cbaseIntegerRecommendedSECURE BASE0;1;2;3;7;8;90 = Uses parent(s)/cargiver as secure base, indicated by seeking proximity when approached by stranger and checking in when in a new situation, but, once settled, being able to interact or explore; 1 = Occasionally uses parent(s)/caregiver as a secure base, but with less frequency, spontaneity or more narrow range of contexts than '0'; 2 = Seek parent(s) caregiver primarily to avoid other social contact or out of fear; no use of parental/caregiver's proximity to explore or interact; 3 = No seeking of parent(s)/caregiver in new situations; 7 = Excessively clingy across a variety of situations; 8 = N/A; 9 = N/K or not asked
base5IntegerRecommendedSECURE BASE0;1;2;3;7;8;90 = Uses parent(s)/cargiver as secure base, indicated by seeking proximity when approached by stranger and checking in when in a new situation, but, once settled, being able to interact or explore; 1 = Occasionally uses parent(s)/caregiver as a secure base, but with less frequency, spontaneity or more narrow range of contexts than '0'; 2 = Seek parent(s) caregiver primarily to avoid other social contact or out of fear; no use of parental/caregiver's proximity to explore or interact; 3 = No seeking of parent(s)/caregiver in new situations; 7 = Excessively clingy across a variety of situations; 8 = N/A; 9 = N/K or not asked
csepanxIntegerRecommendedSEPARATION ANXIETY0;1;2;7;8;90 = Definite expression of appropriate distress on separation; 1 = Behavior indicates some awareness of separation, but not of normal intensity or quality; 2 = Little or no apparent reaction to separation; 7 = No evidence of discrimination between parents/caregiver and other adults; 8 = N/A; 9 = N/K or not asked
sepanx5IntegerRecommendedSEPARATION ANXIETY0;1;2;7;8;90 = Definite expression of appropriate distress on separation; 1 = Behavior indicates some awareness of separation, but not of normal intensity or quality; 2 = Little or no apparent reaction to separation; 7 = No evidence of discrimination between parents/caregiver and other adults; 8 = N/A; 9 = N/K or not asked
ccuriosIntegerRecommendedCURIOSITY0;1;2;3;8;90 = Usually atttends to new toys or objects when first presented with them; appears interested in and inquisitive about his/her environment; 1 = Some curiosity or interest in new things, but limited in frequency or context; 2 = Little curiosity or interest in new things unless strongly encouraged or accompanied by demonstrations, though may have abnormal preoccupations with particular features; 3 = Little or no spontaneous exploration of environment; 8 = N/A; 9 = N/K or not asked
curios5IntegerRecommendedCURIOSITY0;1;2;3;8;90 = Usually atttends to new toys or objects when first presented with them; appears interested in and inquisitive about his/her environment; 1 = Some curiosity or interest in new things, but limited in frequency or context; 2 = Little curiosity or interest in new things unless strongly encouraged or accompanied by demonstrations, though may have abnormal preoccupations with particular features; 3 = Little or no spontaneous exploration of environment; 8 = N/A; 9 = N/K or not asked
cfearsIntegerRecommendedUNUSUAL FEARS0;1;2;3;7;90 = None or only fears typical of age group (e.g. fears the dark); 1 = Predictable strong fear respose to one or more specific stimulus, but reaction mild and/or controllable so that does not give rise to avoidance or to any interference with ordinary life; 2 = At least one unusual fear with some intrusion into ordinary activities so that there are occasional tantrums/distrubances and/or attemps by family to avoid stimuli that might cause interference with the general pattern of familly life; 3 = Predictable unusual fear in reaction to one or more specific stumuli that causes substantial interference with family life or which totally, or almost totally, prevens some activity; 7 = Unusually unafraid or fearless; 9 = N/K or not asked
efearsIntegerRecommendedUNUSUAL FEARS0;1;2;3;7;90 = None or only fears typical of age group (e.g. fears the dark); 1 = Predictable strong fear respose to one or more specific stimulus, but reaction mild and/or controllable so that does not give rise to avoidance or to any interference with ordinary life; 2 = At least one unusual fear with some intrusion into ordinary activities so that there are occasional tantrums/distrubances and/or attemps by family to avoid stimuli that might cause interference with the general pattern of familly life; 3 = Predictable unusual fear in reaction to one or more specific stumuli that causes substantial interference with family life or which totally, or almost totally, prevens some activity; 7 = Unusually unafraid or fearless; 9 = N/K or not asked
clhandIntegerRecommendedLOSS OF PURPOSIVE HAND USE0;1;2;3;8;90 = No loss; 1 = Possible loss of some purposive hand movements; 2 = Definite loss of purposive hand movements; 3 = Never had purposive hand movements; 9 = N/K or not asked
elshandIntegerRecommendedLOSS OF PURPOSIVE HAND USE0;1;2;3;90 = No loss; 1 = Possible loss of some purposive hand movements; 2 = Definite loss of purposive hand movements; 3 = Never had purposive hand movements; 9 = N/K or not asked
crockIntegerRecommendedROCKING0;1;2;3;90 = No rocking; 1 = Minimal rocking, e.g. when tired or upset, or for very short times in only one situation (e.g. before bed or in car seat; <5 minutes, less than once a day); 2 = Regular perriods of rocking in more that one context but can stop if distracted or interrupted; 3 = Frequent rocking across multiple situations; 9 = N/K or not asked
erockIntegerRecommendedROCKING0;1;2;3;90 = No rocking; 1 = Minimal rocking, e.g. when tired or upset, or for very short times in only one situation (e.g. before bed or in car seat; <5 minutes, less than once a day); 2 = Regular perriods of rocking in more that one context but can stop if distracted or interrupted; 3 = Frequent rocking across multiple situations; 9 = N/K or not asked
scoliosIntegerRecommendedSCOLIOSIS/WEAKNESS OF BACK0;1;2;8;90 = Normal; 1 = Possible scoliosis or weakness of back but not required investigation or treatment such as physiotherapy; 2 = Definite scoliosis, investigated and requiring treatment such as physiotherapy; 8 = N/A; 9 = N/K or not asked
cgmcoorIntegerRecommendedGROSS MOTOR CO-ORDINATON0;1;2;3;8;90 = Normal; 1 = Limited gross motor skills, but not definitely abnormally clumsy; 2 = definitely unusually clumsy; 8 = N/A; 9 = N/K or not asked
gmcoor5IntegerRecommendedGROSS MOTOR CO-ORDINATON0;1;2;3;8;90 = Normal; 1 = Limited gross motor skills, but not definitely abnormally clumsy; 2 = definitely unusually clumsy; 8 = N/A; 9 = N/K or not asked
cfmcoorIntegerRecommendedFINE MOTOR COORDINATION0;1;2;8;90 = Normal; 1 = Limited fine motor skills but not definitely abnormally clumsy in hand use; 2 = Definitely unusually clumsy in hand use; 8 = N/A (i.e. known neurological or orthopaedic condition that affects motor control); 9 = N/K or not asked
fmcoor5IntegerRecommendedFINE MOTOR COORDINATION0;1;2;3;8;90 = Normal; 1 = Limited fine motor skills but not definitely abnormally clumsy in hand use; 2 = Definitely unusually clumsy in hand use; 8 = N/A (i.e. known neurological or orthopaedic condition that affects motor control); 9 = N/K or not asked
coactivIntegerRecommendedOVERACTIVITY AT HOME AND ELSEWHERE0;1;2;3;90 = Rarely a problem, able to remain seated if expected to do so; 1 = Gets up and moves about a great deal when expected to stay still; responds to requests to return, but soon out of seat again; 2 = Hardly ever sits down, almost always on the move; overactivity occurs even when allowed to do what he/she wants; family is able to cope and subject able to carry out some activities but many/serious complaints and/or reports that overactivity definitely interferes with social/work activities; 3 = Overactivity is so pervasive and significant that family is severely affected and/or subject is severely impaired; 9 = N/K or not asked
eoactivIntegerRecommendedOVERACTIVITY AT HOME AND ELSEWHERE0;1;2;3;90 = Rarely a problem, able to remain seated if expected to do so; 1 = Gets up and moves about a great deal when expected to stay still; responds to requests to return, but soon out of seat again; 2 = Hardly ever sits down, almost always on the move; overactivity occurs even when allowed to do what he/she wants; family is able to cope and subject able to carry out some activities but many/serious complaints and/or reports that overactivity definitely interferes with social/work activities; 3 = Overactivity is so pervasive and significant that family is severely affected and/or subject is severely impaired; 9 = N/K or not asked
lskilb5IntegerRequiredLOSS OF SKILLS (FOR AT LEAST 3 MONTHS)0;1;2;8;90 = No consistent loss of skills (although behaviro may vary at times); 1 = Probable loss of skill, but of a degree that falls short of specified criteria; 2 = Account of definite loss of skills over a over period of time; 8 = N/A through age; 9 = N/K or not asked
lskila5IntegerRequiredLOSS OF SKILLS (FOR AT LEAST 3 MONTHS)0;1;2;8;90 = No consistent loss of skills (although behaviro may vary at times); 1 = Probable loss of skill, but of a degree that falls short of specified criteria; 2 = Account of definite loss of skills over a over period of time; 8 = N/A through age; 9 = N/K or not asked
lskphb5IntegerRecommendedLOSS OF SKILLS (ASSOCIATED WITH PHYSICAL ILLNESS)0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lskpha5IntegerRecommendedLOSS OF SKILLS (ASSOCIATED WITH PHYSICAL ILLNESS)0;1;2;6;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lcommb5IntegerRecommendedCOMMUNICATION0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lcomma5IntegerRecommendedCOMMUNICATION0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lsocb5IntegerRecommendedSOCIAL INTEREST AND RESPONSIVENESS0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lsoca5IntegerRecommendedSOCIAL INTEREST AND RESPONSIVENESS0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lplayb5IntegerRecommendedPLAY AND IMAGINATION0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lplaya5IntegerRecommendedPLAY AND IMAGINATION0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lhlpb5IntegerRecommendedADAPTIVE SKILLS0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lhlpa5IntegerRecommendedADAPTIVE SKILLS0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lacadb5IntegerRecommendedPREACADEMIC, ACADEMIC OR VOCATIONAL SKILLS0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lacada5IntegerRecommendedPREACADEMIC, ACADEMIC OR VOCATIONAL SKILLS0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lmotorb5IntegerRecommendedMOTOR SKILLS0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
lmotora5IntegerRecommendedMOTOR SKILLS0;1;2;8;90 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
dteriorIntegerRecommendedPROGRESSIVE DETERIORATION0;1;2;3;8; 90 = Development now moving ahead appropriately in relation to the level of handicap; 1 = Development at a plateau, without definite improvement or worsening; 2 = Deterioration definitely still continuing with regard to at least one of the domains specified under loss of skills, but one or more of other at plateau or even improving somewhat; 3 = Deterioration definitely continuing in all, or nearly all domains; 8 = Not applicable (no loss of skills)
genbehav_cvisspzIntegerRecommendedVisuospatial ability (i.e. In puzzles, jigsaws, shapes, patterns, etc.) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCVISSP, CVISSPZ
genbehav_evisspzIntegerRecommendedVisuospatial ability (i.e. In puzzles, jigsaws, shapes, patterns, etc.) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEVISSP, EVISSPZ
genbehav_cmemzIntegerRecommendedMemory Skill (accurate memory for detail, as of dates or timetables) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCMEM, CMEMZ
genbehav_ememzIntegerRecommendedMemory Skill (accurate memory for detail, as of dates or timetables) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEMEM, EMEMZ
genbehav_cmusiczIntegerRecommendedMusical ability (recognition, composition, absolute pitch or performance) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCMUSIC, CMUSICZ
genbehav_emusiczIntegerRecommendedMusical ability(recognition, composition, absolute pitch or performance) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEMUSIC, EMUSICZ
genbehav_cdrawzIntegerRecommendedDrawing Skill (unusually skilled use of perspective or creative approach) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCDRAW, CDRAWZ
genbehav_edrawzIntegerRecommendedDrawing Skill (unusually skilled use of perspective or creative approach) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEDRAW, EDRAWZ
genbehav_creadzIntegerRecommendedReading ability (e.g. early sight reading) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCREAD, CREADZ
genbehav_ereadzIntegerRecommendedReading ability (e.g. early sight reading) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEREAD, EREADZ
genbehav_ccompuzIntegerRecommendedComputational ability (e.g. mental arithmetic) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCCOMPU, CCOMPUZ
genbehav_ecompuzIntegerRecommendedComputational ability (e.g. mental arithmetic) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillECOMPU, ECOMPUZ
dbaes_atotalIntegerRecommendedTotal for Section A: Qualitative Abnormalities in Reciprocal Social Interaction0::30; 999999 = missingADISocTot
dbaes_bvtotalIntegerRecommendedTotal of Section B - Verbal: Qualitative Abnormalities in Communication0::30; 999999=missingADICommTotV, CMV_TOTAL
dbaes_bnvtotalIntegerRecommendedTotal of Section B - Non-Verbal: Qualitative Abnormalities in Communication0::20; 999999=missingADICommTotNV, CMNV_TOTAL
dbaes_ctotalIntegerRecommendedTotal of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior0::25; 999999=missingADIBehTot, RB_TOTAL
dbaes_dtotalIntegerRecommendedTotal of Section D0::30; 999999=missingADIAbDevTot
adir_dxIntegerRecommendeddx
age_onsIntegerRecommendedage of onset
ind_idString250Recommendedind id
siteString100RecommendedSiteStudy Site
nimh_idString250Recommendednimh id
agre_idString250Recommendedagre id
fam_idString250Recommendedfamily id
cbaes_b2chatIntegerRecommendedSocial Chat (Score Ever if age 4 and above; score Current if under 4) - Score
dbaes_b1IntegerRecommendedLack of, or delay in, spoken language and failure to compensate through gesture - Total B1CM1_TOTAL
dbaes_b4IntegerRecommendedLack of varied spontaneous make-believe or social imitative playCM4_TOTAL
dbaes_b2IntegerRecommendedRelative failure to initiate or sustain conversational interchange - Total B2(V)CMV2_TOTAL
dbaes_b3IntegerRecommendedStereotyped, repetitive, or idiosyncratic speech - Total B3(V)CMV3_TOTAL
dbaes_c2critIntegerRecommendedCompulsions/rituals - Score
genbehav_judgageIntegerRecommendedInterviewer's judgment on age when developmental abnormalities probably first manifest (Code in months)0 :: 900; 998; 999
rb1_totalIntegerRecommendedTotal RB1: Circumscribed Communication
rb1_total_charIntegerRecommendedTotal char for RB1
rb2_totalIntegerRecommendedTotal RB2: RitualsRoutines
rb2_total_charIntegerRecommendedTotal char for RB2
rb3_higherIntegerRecommendedHigher of RB3_1RB3_2
rb4_higherIntegerRecommendedHigher of RB4_1RB4_2
sb_totalIntegerRecommendedTotal Social Interaction:Behavior
dbaes_a1IntegerRecommendedFailure to use nonverbal behaviors to regulate social interaction - Total A1SB1_TOTAL
dbaes_a2IntegerRecommendedFailure to develop peer relationships - Total A2SB2_TOTAL
dbaes_a3IntegerRecommendedLack of shared enjoyment - Total A3SB3_TOTAL
dbaes_a4IntegerRecommendedLack of socioemotional reciprocity - Total A4SB4_TOTAL
version_adiString250RecommendedVersion of adi
currentconcernsString250Recommendedcurrent concern
acqorlossoflang_durdetIntegerRecommendedDuration of loss of Skills (in months)
0 :: 900;993;994;998;999
993 = Loss still present; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not askedDURDET
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: adi_c02 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.