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Autism Diagnostic Interview, Rev (ADI-R) Toddler 2004

adir_t_2004

01

Autism Diagnostic Interview, Revised (ADI-R) Toddler Version (2004) utilized by the Early Steps Study at the University of California at Davis, the University of Michigan, and the University of Washington

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Element NameData TypeSizeRequiredDescriptionValue RangeNotesAliases
subjectkeyGUIDRequiredThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
src_subject_idString20RequiredSubject ID how it's defined in lab/project
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired fieldAddate
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.ADagemos
relationshipString255RequiredRelationship of respondent to individual
1;2;3;4;5;6;7;8;9;10;11;12;13;14;15;16;17;18;19;20;21;22;23;24;25;26;27;28;29;30;31;32;33;34;35;36;37;38;39;40;41;42;43;44;45;46;47;48;49;50;51;52;53;54;55;56;57;58;59;60;61;62;63;64;65;66;67;68;69;70;71;72;73;74;75;76;77;78;79;80;81;82;83;84; -999
1 = Biological mom; 2 = Biological dad; 3 = Grandparent; 4 = Special education (sped) teacher; 5 = General education teacher; 6 = Occupational therapist; 7 = Speech and language therapist; 8 = Behavioral therapist; 9 = Paraprofessional; 10 = Aide; 11 = Principal; 12 = Administrator; 13 = Other; 14 = Content teacher; 15 = Parent center director; 16 = Self; 17=Adoptive mother; 18=Adoptive father; 19=Foster mother; 20 = Foster father; 21=Grandmother; 22=Grandfather; 23=Step-mother; 24 = Step-father; 25=Aunt; 26=Uncle; 27=Missing Data; 28=Both parents;31= Grandmother from mother side; 32= Grandfather from mother side; 33= Grandmother from father side; 34= Grandfather from father side; 36= Brother; 37= Sister; 38= Cousin; 39= female caregiver; 40=male caregiver; 41=Female child; 42=Male child; 43=Spouse/Mate; 44=Friend; 45=Parent; 46=Significant other; 47=Sibling; 48=Son/Daughter; 49=Son-in-law/Daughter-in law; 50=Other Relative; 51=Paid caregiver; 52=Friends; 90= Other, specify; -999= Missing; 53=Roommate; 54=Supervisor; 55=mother's boyfriend; 56=other parental figure; 57=Summary; 58=counselor ; 59 = other female relative; 60 = other male relative; 61 = non-relative ;62=Maternal Aunt; 63=Maternal Uncle; 64=Maternal Cousin; 65 = Paternal Aunt; 66=Paternal Uncle; 67=Paternal Cousin ;68=Biological/Adoptive Mother and Grandmother; 69=Biological/Adoptive Mother and Stepmother and Grandmother; 70=Biological/Adoptive Mother and Grandmother and Foster Father; 71=Biological/Adoptive Mother and Stepmother and Foster Mother; 72=Biological/Adoptive Mother and Foster Mother; 73=Biological/Adoptive Mother and Biological/Adoptive Father; 74=Biological/Adoptive Mother and Stepmother and Biological/Adoptive Father; 75=Biological/Adoptive Mother and Other; 76=Biological/Adoptive Mother and Stepmother and Stepfather; 77=Biological/Adoptive Mother and Stepfather; 78=Biological/Adoptive Mother and Grandfather; 79=Biological/Adoptive Mother and Stepmother and Foster Father; 80=Biological/Adoptive Mother and Stepmother; 81=Guardian, female; 82=Other female; 83=Guardian, male; 84=Other maleadi_inform
adhearingIntegerRecommendedany concerns about hearing?0 = Deafness/hearing impairment not suspected; 1 = Parents certain child was not deaf or hearing impaired, but deafness queried by others or tested automatically as part of assessment; 2 = Deafness/hearing impairment queried by parents (and possibily professionals as well); 8 = N/A (e.g., actually hearing impaired); 9 = N/K or not asked
adidxString100RecommendedADI Diagnosis
ad002IntegerRecommended2. Age when parents first noticed that something was not quite right (months)991 = 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 12 months; 997 = Can't recall, but 12 months or later; 998 = N/A; 999 = N/K or not askeddevelop_concern_age_mnth
ad003aIntegerRecommended3A. First symptoms to arouse parental concerns #10;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 or "in world of his/her own" or general social incompetence); 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 (e.g. hand or finger mannerisms; unusual attachments; extreme difficulties with change; highly repetitious, nonfunctional behaviors; unusual or no appropriate play with objects); 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 child's behavior or development (e.g. family problems or dispute over care or schooling or financial compensation); 8 = Professionals worried; parents not; 9 = N/K or not askeddevelop_symp_1_grade
ad003bIntegerRecommended3B. First symptoms to arouse parental concerns #20;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 or "in world of his/her own" or general social incompetence); 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 (e.g. hand or finger mannerisms; unusual attachments; extreme difficulties with change; highly repetitious, nonfunctional behaviors; unusual or no appropriate play with objects); 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 child's behavior or development (e.g. family problems or dispute over care or schooling or financial compensation); 8 = Professionals worried; parents not; 9 = N/K or not askeddevelop_symp_2_grade
ad003cIntegerRecommended3C. First symptoms to arouse parental concerns #30;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 or "in world of his/her own" or general social incompetence); 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 (e.g. hand or finger mannerisms; unusual attachments; extreme difficulties with change; highly repetitious, nonfunctional behaviors; unusual or no appropriate play with objects); 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 child's behavior or development (e.g. family problems or dispute over care or schooling or financial compensation); 8 = Professionals worried; parents not; 9 = N/K or not askeddevelop_symp_3_grade
ad003dIntegerRecommended3D. First symptoms to arouse parental concerns #40;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 or "in world of his/her own" or general social incompetence); 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 (e.g. hand or finger mannerisms; unusual attachments; extreme difficulties with change; highly repetitious, nonfunctional behaviors; unusual or no appropriate play with objects); 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 child's behavior or development (e.g. family problems or dispute over care or schooling or financial compensation); 8 = Professionals worried; parents not; 9 = N/K or not askeddevelop_symp_4_grade
ad004IntegerRecommended4. Age (in months) when parents first noticed social or communication difficulties991 = 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 12 months; 997 = Can't recall, but 12 months or later; 998 = N/A; 999 = N/K or not askedsocial_interact_diff_age
ad005IntegerRecommended5. Onset as perceived in hindsight, 5/8. Onset as perceived in hindsight0;1;2;3;4;5;7;8;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; 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 askeddevelop_hindsight
ad006IntegerRecommended6. First sat unaided on flat surface (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 askedsit_alone_age
ad007IntegerRecommended7. First walked unaided (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_alone_age
ad008IntegerRecommended8. Acquisition of bladder control: daytime993 = Successfully toilet trained for a period of 1 week, but has relapsed and now regularly wets; 994 = Attempted but never achieved continence, or continent but more than 1 accident per week or for a period of less than 1 week; 995 = Never attempted; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not askedtoilet_train_day_age
ad009IntegerRecommended9. Acquisition of bladder control: nighttime (months)993 = Successfully toilet trained for a period of 1 week, but has relapsed and now regularly wets; 994 = Attempted but never achieved continence, or continent but more than 1 accident per week or for a period of less than 1 week; 995 = Never attempted; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not askedtoilet_train_night_age
ad010IntegerRecommended10. Acquisition of bowel control (months)993 = Achieved bowel control for a period of 1 week, but has relapsed and now regularly soils; 994 = Never achieved continence; 995 = Still not reached, i.e. continent for period of less than 1 week; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not askedbowel_control_age
ad011cuIntegerRecommended11. Usual mode of communication0;1;2;3;4;7;8;90 = Usually uses speech as main mode of communication. May or may not use some gestures, but gestures are not necessary for most communication to be understood; 1 = Relies on both gestures or sign and speech to communicate, gestures or signs are used as direct methods of communication, not just to supplement speech; 2 = Communication mainly in the form of signing or gestures, has some communicative speech, but communication is primarily through other methods (e.g., gesture, sign, nonverbal vocalization); 3 = No speech, but uses signs or gestures (such as coordinated pointing or mime); 4 = Usually uses nonverbal vocalization and/or simple demonstration (e.g., leading other person by wrist or placing hand on object wanted); 7 = Communication mainly using formal nonverbal system (other than signing) specifically taught (e.g. , word board, communication book); 8 = No or almost no directed communicationcommun_child
ad012cuIntegerRecommended12. Use of others body to communicate (CURRENT)0;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 child 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 child without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the child; 8 = Little or no spontaneous communication; 9 = N/K or not askedcommunicate_othr_bod_curr
ad012evIntegerRecommended12. Use of others body to communicate (EVER)0;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 child 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 child without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the child; 8 = Little or no spontaneous communication; 9 = N/K or not askedcommunicate_othr_bod_ever
ad013cuIntegerRecommended13. Social Chat/Vocalization0;1;2;3;90 = Vocalizes or chats with clear social quality oftalkinglvocalization to be friendly or to express interest, rather than to make needs known; 1 = Some social use of vocalization in response to caregiver or to get attention with no other obvious motivation, but limited in frequency or range of contexts; 2 = Uses some sounds or speech to alert caregiver to immediate needs or wants, but little or no purely social use of verbalization; 3 = No or very limited social or communicative use of sounds or speech; 9 = N/K or not askedsocial_talk
ad014cuIntegerRecommended14. Form of Current Non-Speech Vocalization0;1;2;3;8;90 = Vocalizations sound like speech with a variety of consonant-vowel combinations strung together; 1 = Some speech-like sounds, but mostly single consonant-vowel combinations and/or stereotyped jargon; 2 = Some use of non-speech-like sounds for communication at a simple level, such as coughing or whistling; 3 = Very few sounds made, except crying, whining or noncommunicative noises and no speech; 8 = N/A (i.e., has speech and rarely uses non-speech sounds); 9 = N/K or not askedvocal_non_speech
ad015IntegerRecommended15. Babbling as an Infant0;1;2;3;90 = Normal; 1 = Less than normal amount or variety of babble before speech developed, but sounds used in social manner; 2 = Abnormal inform and/or amount (either very little babble before onset of speech or minimal stringing together of sounds or babble almost completely non-social in usage); 3 = No babble using speech-like sounds. Screaming and/or guttural noises may have been present, but are not requiredinfant_babble
ad016IntegerRecommendedAge of first single words (months)994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not askedspch_single_word_age
ad017IntegerRequired17. Current number of words (in the last week)words_use_now
ad018cuIntegerRecommended18. Utterance length for non-echoed speech0;1;8;90 = Predominant utterance length 2-3 words or greater; 1 = Predominant utterance length is 1 word; 8 = Fewer than 5 words or no speech; 9 = N/K or not askedspch_non_echo_lngth
ad019cuIntegerRecommended19. Complexity of non-echoed utterances0;1;2;8;90 = Extensive vocabulary and a range of 2-3 word (or more) semantic relations (e.g., agent-action, action-object, possessive object); 1 = Non-echoed utterances, predominantly single words, from wide range of semantic relations (e.g., labels, actions, attributes, possessives); 2 = Non-echoed utterances, predominantly single words of limited number expressing limited semantic relations (e.g., labels only); 8 = Fewer than 5 words or no speech; 9 = N/K or not askedspch_non_echo_complex
ad020IntegerRecommended20. Age of first phrases (if ever used)994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not askedphrase_age
ad021cuIntegerRequired21. Overall level of language0;1;2;90 = 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 verbs 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 basislanguage_level
ad022cuIntegerRecommended22. Current communicative speech0;1;2;3;8;90 = 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 spontneous words and/or echolalic language, but with limited communicative use; 3 = Little or no communicative language (including exclusively non-communicative echolalia), though child has some language; 8 = N/A (code "1" or "2" on Item 21, or under 5 years of age for 5.0 year coding); 9 = N/K or not askedcommunicate_spch
ad023cuIntegerRecommended23. Comprehension of simple language0;1;2;3;4;8;90 = 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 askedcomprehend_simple_lang
ad024evIntegerRequired24. Loss of language skills0;1;2;8;90 = Definitely no loss; 1 = Probable loss of specified skill, including language (<3 words or not clear loss) or communication skills; 2 = Definite loss of 3 or more words (not including "mama" and "dada'') for at least a month; 8 = Insufficient language and other skills to measure change in quality; 9 = N/K or not askedlang_loss
ad025evIntegerRecommended25. Level of communicative language before loss0;1;2;3;8;90 = Daily, spontaneous, and meaningful speech used communicatively, with at least three different words used at some point before change; 1 = Occasional and/or fewer than three 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 askedlang_loss_level
ad025wordsIntegerRecommended25. how many words could child say before the loss?lang_loss_words
ad026IntegerRecommended26. Loss of cooing0;1;2;8;90 = 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 askedloss_coo
ad027IntegerRecommended27. Loss of vocalizations0;1;2;8;90 = 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 askedloss_vocal
ad028IntegerRecommended28. Loss of speech-like babbling0;1;2;8;90 = 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 askedloss_babble
ad029IntegerRecommended29. Loss of vocal imitation0;1;2;8;90 = 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 askedloss_vocal_imitate
ad030IntegerRecommended30. Loss of spontaneous use of at least 3 meaningful words0;1;2;8;90 = 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 askedloss_3_word
ad031IntegerRecommended31. Loss of communicative intent0;1;2;8;90 = 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 askedloss_commun_intent
ad032IntegerRecommended32. Loss of syntactical skills (grammar)0;1;2;8;90 = 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 askedloss_grammar
ad033IntegerRecommended33. Loss of articulation (pronunciation)0;1;2;8;90 = 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 askedloss_articulation
ad034IntegerRecommended34. Age when main loss of language skills first apparent (months)998 = No loss; 999 = N/K or not askedlang_loss_main
ad035evIntegerRecommended35. Association of loss of language with physical illness0;1;2;8;90 = 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 meaningful or encephalitic involvement; 2 = Loss associated with impaired consciousness/epileptic attacks or other definite evidence of meaningful or encephalitic involvement; 8 = No loss of skills; 9 = N/K or not askedlang_loss_phys_ill
ad036evIntegerRecommended36. Gradual or sudden loss0;1;2;90 = Loss occurred over a very short period of time (e.g., less than a week); 1 = Loss occurred over at least a week or up to several months; 2 = Loss occurred gradually over three or mor monthslang_loss_speed
ad037IntegerRecommended37. Age when language skills began to come back (months)993 = Loss still present without recovery of language functions; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not askedlang_skill_back_age
ad038IntegerRecommended38. Regain of same level before loss0;1;2;3;4;90 = Exceeded level before loss; 1 = At level before loss; 2 = Improving, but not at level before loss; 3 = At a plateau; 4 = Progressive deteriorationlang_regain_same
ad039evIntegerRequired39. Loss of skills (skill must be lost for at least 1 month)0;1;2;8;90 = No consistent ioss of skills (although behavior 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 period of time; 8 = N/A; 9 = N/K or not askedskill_loss_gen
ad040evIntegerRecommended40. Purposive hand movements0;1;2;9skill_loss_hand_move
ad041evIntegerRecommended41. Motor skills (Posture, gait, coordination)0;1;2;90 = None; 1 = Possible loss; 2 = Definite lossskill_loss_motor
ad042evIntegerRecommended42. Self-help skills0;1;2;90 = None; 1 = Possible loss; 2 = Definite lossskill_loss_self_help
ad043evIntegerRecommended43. Constructive or imaginative play0;1;2;90 = None; 1 = Possible loss; 2 = Definite lossskill_loss_play
ad044evIntegerRecommended44. Social engagement and responsiveness0;1;2;90 = None; 1 = Possible loss; 2 = Definite lossskill_loss_social
ad045evIntegerRecommended45. Curiosity or alertness0;1;2;90 = None; 1 = Possible loss; 2 = Definite lossskill_loss_alert
ad046moIntegerRecommended46. Age when main loss of skill first apparent (months)998 = No loss at either '1' or '2' level of skills; 999 = N/K or not askedskill_loss_main_age
ad047_1aIntegerRecommendedhad the skill (response to name) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1bIntegerRecommendedhad the skill (maintain eye contact) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1cIntegerRecommendedhad the skill (respond to parent smile) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1dIntegerRecommendedhad the skill (babble) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1eIntegerRecommendedhad the skill (respond to smile of others) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1fIntegerRecommendedhad the skill (play peek-a-boo) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1gIntegerRecommendedhad the skill (say or understand Uh-oh) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1hIntegerRecommendedhad the skill (say or understand Mommy) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1iIntegerRecommendedhad the skill (react to There's Mommy/Daddy) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1jIntegerRecommendedhad the skill (say or understand Hi) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1kIntegerRecommendedhad the skill (understand come-here/come-on) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_1lIntegerRecommendedhad the skill (understand look/look-here) before 24 months?0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2aIntegerRecommendedstopped using the skill (response to name) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2bIntegerRecommendedstopped using the skill (maintain eye contact) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2cIntegerRecommendedstopped using the skill (respond to parent smile) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2dIntegerRecommendedstopped using the skill (babble) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2eIntegerRecommendedstopped using the skill (respond to smile of others) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2fIntegerRecommendedstopped using the skill (play peek-a-boo) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2gIntegerRecommendedstopped using the skill (say or understand Uh-oh) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2hIntegerRecommendedstopped using the skill (say or understand Mommy) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2iIntegerRecommendedstopped using the skill (react to There's Mommy/Daddy) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2jIntegerRecommendedstopped using the skill (say or understand Hi) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2kIntegerRecommendedstopped using the skill (understand come-here/come-on) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_2lIntegerRecommendedstopped using the skill (understand look/look-here) for a month or more before 36 mo.0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3aIntegerRecommendedcan do (response to name) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3bIntegerRecommendedcan do (maintain eye contact) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3cIntegerRecommendedcan do (respond to parent smile) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3dIntegerRecommendedcan do (babble) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3eIntegerRecommendedcan do (respond to smile of others) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3fIntegerRecommendedcan do (play peek-a-boo) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3gIntegerRecommendedcan do (say or understand Uh-oh) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3hIntegerRecommendedcan do (say or understand Mommy) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3iIntegerRecommendedcan do (react to There's Mommy/Daddy) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3jIntegerRecommendedcan do (say or understand Hi) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3kIntegerRecommendedcan do (understand come-here/come-on) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_3lIntegerRecommendedcan do (understand look/look-here) now0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4aIntegerRecommendednever had the skill (response to name)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4bIntegerRecommendednever had the skill (maintain eye contact)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4cIntegerRecommendednever had the skill (respond to parent smile)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4dIntegerRecommendednever had the skill (babble)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4eIntegerRecommendednever had the skill (respond to smile of others)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4fIntegerRecommendednever had the skill (play peek-a-boo)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4gIntegerRecommendednever had the skill (say or understand Uh-oh)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4hIntegerRecommendednever had the skill (say or understand Mommy)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4iIntegerRecommendednever had the skill (react to There's Mommy/Daddy)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4jIntegerRecommendednever had the skill (say or understand Hi)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4kIntegerRecommendednever had the skill (understand come-here/come-on)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad047_4lIntegerRecommendednever had the skill (understand look/look-here)0;1;8;90 = Yes; 1 = No; 8 = N/A
ad048evIntegerRecommended48. Association of loss of skills with physical illness0;1;2;8;90 = 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 meaningful or encephalitic involvement; 2 = Loss associated with impaired consciousness/epileptic attacks or other definite evidence of meaningful or encephalitic involvement; 8 = No loss of skills; 9 = N/K or not askedloss_skills_phys_ill
ad049moIntegerRecommended49. Age when skills began to return (months)993 = Loss still present; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not askedloss_skill_return_age
ad050cuIntegerRecommended50. Pointing to express interest0;1;2;8;90 = 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 askedchild_point_interest
ad051cuIntegerRecommended51. Nodding0;1;2;8;90 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not askednod_head_yes
ad052cuIntegerRecommended52. Head shaking0;1;2;8;90 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not askedshake_no
ad053cuIntegerRecommended53. Conventional/instrumental gestures0;1;2;3;8;90 = 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 askeduse_gesture
ad054cuIntegerRecommended54. Understanding gestures0;1;2;3;8;90 = Understanding of most gestures, including foll owing a point to something behind him/her and at least one other 'complex' gesture (such as a motion indicating to turn something over or press harder); 1 = Understanding of some gestures that are not part of routines, including following a point to something other than a book or picture and at least one other simple or complex gesture (can include gestures indicating where to put things or where to sit); 2 = Follows a point to a picture or book, or one that involves touching the object, but does not meet the criteria for 1I' or '0'; 3 = Very limited or no understanding of gesture; 8 = N/A; 9 = N/K or not askedunderstand_gesture
ad055cuIntegerRecommended55. Attention to voice0;1;2;3;8;90 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something thats/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 askedattention_voice
ad056cuIntegerRecommended56. Spontaneous imitation of actions0;1;2;3;8;90 = 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 askedimitate_act
ad057cuIntegerRecommended57. Elicited vocal imitation0;1;2;3;90 = Readily imitates sounds and words and/or phrases, including some that are not part of routines; 1 = Some elicited vocal imitation, either consistently as part of routines or in response to only one type of stimulus (e.g., animal sounds) or somewhat inconsistently; 2 = Rare or frequently inconsistent responses to attempts to elicit vocal imitation; 3 = No vocal imitationimitate_vocal
ad058cuIntegerRecommended58. Articulation/pronunciation0;1;2;3;8;90 = 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 him/her; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A ; no speech; 9 = N/K or not askedarticulation
ad059cuIntegerRecommended59. Stereotyped utterances and delayed echolalia0;1;2;3;8;90 = Rarely or never uses stereotyped phrases; 1 = Speech tends to be more repetitive than most children at the same level or complexity, but not stereotyped in an odd or unusual way; or occasional stereotyped utterances, but consistent productive language as well; 2 = Often uses 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 21 (2004 version)/23 (2006 version)]; 9 = N/K or not askedsterotype_utterance
ad060cuIntegerRecommended60. Inappropriate questions or statements0;1;2;3;8;90 = 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; 3 = Very little spontaneous speech; 8 = N/A [code "1" or "2" on Item 21 (2004 version)/23 (2006 version)]; 9 = N/K or not askedinappropriate_statement
ad061cuIntegerRecommended61. Pronominal reversal0;1;2;3;7;8;90 = No confusion between first and second or third person after phrase speech with pronoun use established; 1 = Refers 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 21 (2004 version)/23 (2006 version) or no pronouns used]; 9 = N/K or not askedpronominal_reversal
ad062cuIntegerRecommended62. Neologisms/idiosyncratic language0;1;2;8;90 = 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 21 (2004 version)/23 (2006 version)]; 9 = N/K or not askedneologism
ad063cuIntegerRecommended63. Verbal rituals0;1;2;3;8;90 = 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 = Child 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 21 (2004 version)/23 (2006 version)]; 9 = N/K or not askedverbal_ritual
ad064cuIntegerRecommended64. Intonation/volume/rhythm/rate0;1;2;8;90 = Normal, appropriately varying intonation, with no peculiar or odd intonation; 1 = Little variation in pitch and tone; rather flat or exaggerated, or occasional peculiar intonation; 2 = Odd intonation or inappropriate pitch and stress, AND/OR markedly flat and toneless mechanical vocalizations, OR an odd cry and few other vocalizations; 8 = N/A (insufficient vocalizations for assessment of intonation; includes presence of normal cry and few other vocalizations); 9 = N/K or not askedintonation
ad065cuIntegerRecommended65. Reciprocal conversation (at whatever verbal level of complexity possible)0;1;2;8;90 = Conversation flows, including both offering information and building on other persons response in a manner that leads to ongoing dialogue; 1 = Occasional reciprocal conversation, but less frequent than normal or limited inflexibility 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 child; child fails to follow anyone elses conversation topic; may ask or answer questions but not as part of a single interchange; 8 = N/A [code "1" or "2" on ltem 21 (2004 version)/23 (2006 version)]; 9 = N/K or not askedconserva
ad066cuIntegerRecommended66. Direct gaze0;1;2;3;8;90 = 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 askedstares
ad067cuIntegerRecommended67. Social smiling0;1;2;3;8;90 = 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 in odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not askedsmile_social
ad068mcuIntegerRecommended68. Greeting (MOTHER)0;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 greeting, 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 ASKEDgreet_mom
ad068fcuIntegerRecommended68. Greeting (FATHER)0;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 greeting, 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 ASKEDgreet_dad
ad068ocuIntegerRecommended68. Greeting (OTHER)0;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 greeting, 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 ASKEDgreet_othr
ad069cuIntegerRecommended69. Showing and directing attention0;1;2;3;8;90 = 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/or "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 askedattention_show
ad070cuIntegerRecommended70. Offering to share0;1;2;3;8;90 = Frequent, spontaneous, and varied offers to share different sorts of objects (e.g., food, 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 askedshare_offer
ad071cuIntegerRecommended71. Seeking to share her/his enjoyment with others0;1;2;8;90 = Frequent attempts across a variety of contexts to direct several other people's attention to things that slhe 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 askedseek_share_enjoy
ad072cuIntegerRecommended72. Sharing 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 excited; 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 askedshare_othr_pleasure
ad073cuIntegerRecommended73. Offering comfort0;1;2;3;8;90 = Flexibly and spontaneously offers comfort in a range of circumstances and ways, for example, by gesture, touch, 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 askedcomfort_offer
ad074mcuIntegerRecommended74. Coming for comfort (MOTHER)0;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 ASKEDcomfort_come_mom
ad074fcuIntegerRecommended74. Coming for comfort (FATHER)0;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 ASKEDcomfort_come_dad
ad074ocuIntegerRecommended74. Coming for comfort (OTHER)0;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 ASKEDcomfort_come_othr
ad075cuIntegerRecommended75. Quality of social overtures0;1;2;3;8;90 = 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 poorly or rarely 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 askedsocial_ovrture_quality
ad076cuIntegerRecommended76. Range of facial expressions used to communicate0;1;2;3;8;90 = 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 askedfacial_express_range
ad077cuIntegerRecommended77. Inappropriate facial expressions0;1;2;8;90 = 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 76 (2004 version)/80 (2006 version)]; 9 = N/K or not askedfacial_express_inappropriate
ad078cuIntegerRecommended78. Social crying (CRYING MUST HAVE TEARS TO BE SCORED)0;1;2;5;6;7;90 = Cries normally in response to social cues, including hurt feelings or being ignored, as well as anger/frustration; 1 = Somewhat limited crying in response to social cues such as being scolded loudly; 2 = Rarely cries in response to social situations; 5 = Cries only in response to physical pain; 6 = Crying that is inappropriate, in response to idiosyncratic triggers, or for no identifiable reason; 7 = Excessive crying due to frustration or angercry_social
ad079cuIntegerRecommended79. Response to pain0;1;2;5;6;7;90 = Cries normally in response to pain; 1 = Somewhat limited crying in response pain; 2 = Rarely cries in response to pain; 5 = Cries only in response to social situations; 6 = Crying that is inappropriate or for no identifiable reason; 7 = Excessive crying due to painpain_response
ad080cuIntegerRecommended80. Appropriateness of social responses0;1;2;3;8;90 = 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 infamiliar 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 askedsocial_response
ad081cuIntegerRecommended81. Arms up to be lifted0;1;2;3;8;90 = Normal gestures to be lifted; 1 = Occasional use of anticipatory gestures to be lifted, or something odd about the way it is done; 2 = Responds to parents' indication of intention to pick up by extending arms, but does not anticipate spontaneously; 3 = Little or no appropriate social anticipatory gestures; 8 = N/A; 9 = N/K or not askedarm_up_lift
ad082mcuIntegerRecommended82. Cuddliness, current (MOTHER )0;1;2;3;90 = Cuddly with nestling into arms or body with more than one care taker; 1 = Definitely less cuddly than normal, but neither limp nor actively resistant; 2 = Definitely stiffened and/or actively resisted close contact with more than one care taker; 3 = Unusually unresponsive or limp; rarely snuggled closecuddle_mom_curr
ad082minIntegerRecommended82. Cuddliness, as infant (Mother)0;1;2;3;90 = Cuddly with nestling into arms or body with more than one care taker; 1 = Definitely less cuddly than normal, but neither limp nor actively resistant; 2 = Definitely stiffened and/or actively resisted close contact with more than one care taker; 3 = Unusually unresponsive or limp; rarely snuggled closecuddle_mom_infant
ad082fcuIntegerRecommended82. Cuddliness, current (father)0;1;2;3;90 = Cuddly with nestling into arms or body with more than one care taker; 1 = Definitely less cuddly than normal, but neither limp nor actively resistant; 2 = Definitely stiffened and/or actively resisted close contact with more than one care taker; 3 = Unusually unresponsive or limp; rarely snuggled closecuddle_dad_curr
ad082finIntegerRecommended82. Cuddliness, as infant (father)0;1;2;3;90 = Cuddly with nestling into arms or body with more than one care taker; 1 = Definitely less cuddly than normal, but neither limp nor actively resistant; 2 = Definitely stiffened and/or actively resisted close contact with more than one care taker; 3 = Unusually unresponsive or limp; rarely snuggled closecuddle_dad_infant
ad082ocuIntegerRecommended82. Cuddliness, current (other)0;1;2;3;90 = Cuddly with nestling into arms or body with more than one care taker; 1 = Definitely less cuddly than normal, but neither limp nor actively resistant; 2 = Definitely stiffened and/or actively resisted close contact with more than one care taker; 3 = Unusually unresponsive or limp; rarely snuggled closecuddle_othr_curr
ad082oinIntegerRecommended82. Cuddliness, as infant (Other)0;1;2;3;90 = Cuddly with nestling into arms or body with more than one care taker; 1 = Definitely less cuddly than normal, but neither limp nor actively resistant; 2 = Definitely stiffened and/or actively resisted close contact with more than one care taker; 3 = Unusually unresponsive or limp; rarely snuggled closecuddle_othr_infant
ad083mcuIntegerRecommended83. Affection (MOTHER)0;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 askedaffectionate_mom
ad083fcuIntegerRecommended83. Affection (FATHER)0;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 askedaffectionate_dad
ad083ocuIntegerRecommended83. Affection (OTHER)0;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 askedaffectionate_othr
ad084cuIntegerRecommended84. Discrimination (CURRENT)0;1;2;3;90 = Treats parents quite differently from other people and in positive weys; 1 = Some discrimination, but mey be limited to seeking proximity or making demands; 2 = Treats all adults much the same; 3 = No or very little social response to adults; 9 = N/K or not askeddiscrimination_curr
ad084tmIntegerRecommended84. Discrimination (TYPICAL AT 12 MONTHS)0;1;2;3;90 = Treats parents quite differently from other people and in positive weys; 1 = Some discrimination, but mey be limited to seeking proximity or making demands; 2 = Treats all adults much the same; 3 = No or very little social response to adults; 9 = N/K or not askeddiscrimination_12mnth
ad085mcuIntegerRecommended85. Secure Base (MOTHER)0;1;2;3;7;8;90 = Uses parent(s)/caregiver 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 askedsecure_base_mom
ad085fcuIntegerRecommended85. Secure Base (FATHER)0;1;2;3;7;8;90 = Uses parent(s)/caregiver 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 askedsecure_base_dad
ad085ocuIntegerRecommended85. Secure Base (OTHER)0;1;2;3;7;8;90 = Uses parent(s)/caregiver 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 askedsecure_base_othr
ad086mcuIntegerRecommended86. Separation Anxiety (MOTHER)0;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 askedanxty_separatn_mom
ad086fcuIntegerRecommended86. Separation Anxiety (FATHER)0;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 askedanxty_separatn_dad
ad086ocuIntegerRecommended86. Separation Anxiety (OTHER)0;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 askedanxty_separatn_othr
ad087cuIntegerRecommended87. Functional Play with Toys0;1;2;3;8;90 = Functional play with a variety of toys, including cause and effect toys, manipulatives and miniatures; 1 = Some functional play with limited range of cause and effect toys or manipulatives; 2 = Functional play with 1 or 2 favorite toys; 3 = Repetitive and stereotyped play with toys or other objects; 8 = N/A; 9 = N/K or not askedfunction_play_toy
ad088cuIntegerRecommended88. Imaginative Play0;1;2;3;8;90 = Variety of pretend play, including use of dolls/animals/toys as self-initiating agents; 1 = Some imaginative play including actions directed to dolls or cars, etc., but limited in variety and/or frequency; 2 = Occasional, spontaneous pretend actions and/or highly repetitive (that may be frequent) pretend play and/or only play that has been taught by others; 3 = No pretend play; 8 = N/A; 9 = N/K or not askedimagin_play
ad089cuIntegerRecommended89. Initiation of appropriate activities0;1;2;3;8;90 = 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 askedact_initiate
ad090cuIntegerRecommended90. Imitative social play0;1;2;3;8;90 = 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 peek-a-boo or patra-cake with parents/caregiver); 2 = Little to-and-fro social play (e.g., plays peek-a-boo 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 askedplay_initiate_social
ad091cuIntegerRecommended91. Interest in children0;1;2;3;8;90 = 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 askedinerest_child
ad092cuIntegerRecommended92. Response to approaches of other children0;1;2;3;8;90 = Generally responsive to other children's approaches, although may be hesitant initially 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 askedrespond_child
ad093cuIntegerRecommended93. Unusual preoccupations (CURRENT)0;1;2;3;8;90 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the child; 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 child's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the child's other activities; 8 = N/A; 9 = N/K or not askedunusual_preoccup_curr
ad093evIntegerRecommended93. Unusual preoccupations (EVER)0;1;2;3;8;90 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the child; 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 child's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the child's other activities; 8 = N/A; 9 = N/K or not askedunusual_preoccup_ever
ad093moIntegerRecommended93. Unusual preoccupations (AGE OF ONSET) (months)unusual_preoccup_onset
ad094cuIntegerRecommended94. Circumscribed interests (CURRENT)0;1;2;3;8;90 = No circumscribed interests; 1 = Special interest of unusual degree, but not definitely intrusive into or constraining of the child'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 child's or family's other activities; 3 = Definite circumscribed interest that causes clear-cut social impairment; 8 = N/A; 9 = N/K or not askedcircumscribe_curr
ad094evIntegerRecommended94. Circumscribed interests (EVER)0;1;2;3;8;90 = No circumscribed interests; 1 = Special interest of unusual degree, but not definitely intrusive into or constraining of the child'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 child's or family's other activities; 3 = Definite circumscribed interest that causes clear-cut social impairment; 8 = N/A; 9 = N/K or not askedcircumscribe_ever
ad094moIntegerRecommended94. Circumscribed interests (AGE OF ONSET) (months)circumscribe_onset
ad095cuIntegerRecommended95. Repetitive use of objects or interest in parts of objects (CURRENT)0;1;2;3;7;8;90 = 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 child'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 askedrepetitive_use_obj_curr
ad095evIntegerRecommended95. Repetitive use of objects or interest in parts of objects (EVER)0;1;2;3;7;8;90 = 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 child'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 askedrepetitive_use_obj_ever
ad095moIntegerRecommended95. Repetitive use of objects or interest in parts of objects (AGE OF ONSET) (months)repetitive_use_obj_onset
ad096cuIntegerRecommended96. Compulsions/rituals (CURRENT)0;1;2;3;8;90 = No compulsions/rituals; 1 = Some activities with unusually frxed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that child has to perform in a special wey; child 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 child 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 child has to perform in a special way; child 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 child; 8 = N/A; 9 = N/K or not askedrituals_curr
ad096evIntegerRecommended96. Compulsions/rituals (EVER)0;1;2;3;8;90 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that child has to perform in a special wey; child 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 child 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 child has to perform in a special way; child 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 child; 8 = N/A; 9 = N/K or not askedrituals_ever
ad096moIntegerRecommended96. Compulsions/rituals (AGE OF ONSET) (months)rituals_onset
ad097cuIntegerRecommended97. Unusual sensory interests (CURRENT)0;1;2;8;90 = 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; 8 = N/A; 9 = N/K or not askedunusual_sense_interst_curr
ad097evIntegerRecommended97. Unusual sensory interests (EVER)0;1;2;8;90 = 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; 8 = N/A; 9 = N/K or not askedunusual_sense_interst_ever
ad097moIntegerRecommended97. Unusual sensory interests (AGE OF ONSET) (months)unusual_sense_interst_onset
ad098cuIntegerRecommended98. Undue general sensitivity to noise (CURRENT)0;1;2;3;90 = 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 child's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not askedundue_sens_noise_curr
ad098evIntegerRecommended98. Undue general sensitivity to noise (EVER)0;1;2;3;90 = 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 child's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not askedundue_sens_noise_ever
ad098moIntegerRecommended98. Undue general sensitivity to noise (AGE OF ONSET) (months)undue_sens_noise_onset
ad099cuIntegerRecommended99. Abnormal, idiosyncratic, negative response to specific sensory stimuli (CURRENT)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 famiy to avoid child 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; 8 = N/A; 9 = N/K or not askedabnorm_sens_stimuli_curr
ad099evIntegerRecommended99. Abnormal, idiosyncratic, negative response to specific sensory stimuli (EVER)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 famiy to avoid child 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; 8 = N/A; 9 = N/K or not askedabnorm_sens_stimuli_ever
ad099moIntegerRecommended99. Abnormal, idiosyncratic, negative response to specific sensory stimuli (AGE OF ONSET) (months)abnorm_sens_stimuli_onset
ad100cuIntegerRecommended100. Unusual Fears (CURRENT)0;1;2;3;7;8;90 = None or only fears typical of age group (e.g. fears the dark); 1 = Predictable strong fear response 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/disturbances and/or attempts by family to avoid stimuli that might cause interference with the general pattern of family life; 3 = Predictable unusual fear in reaction to one or more specific stimuli that causes substantial interference with family life or which totally, or almost totally, prevents some activity; 7 = Unusually unafraid or fearless; 8 = N/A; 9 = N/K or not askedunusual_fear_curr
ad100evIntegerRecommended100. Unusual Fears (EVER)0;1;2;3;7;8;90 = None or only fears typical of age group (e.g. fears the dark); 1 = Predictable strong fear response 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/disturbances and/or attempts by family to avoid stimuli that might cause interference with the general pattern of family life; 3 = Predictable unusual fear in reaction to one or more specific stimuli that causes substantial interference with family life or which totally, or almost totally, prevents some activity; 7 = Unusually unafraid or fearless; 8 = N/A; 9 = N/K or not askedunusual_fear_ever
ad100moIntegerRecommended100. Unusual Fears (AGE OF ONSET) (months)unusual_fear_onset
ad101cuIntegerRecommended101. Difficulties with minor changes in childs own routines or personal environment (CURRENT)0;1;2;3;8;90 = No difficulties with minor changes in child's own routines; 1 = Unusually negative reaction to minor changes in child's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in child's own routines, causing resistance or distress /or family going to unusual lengths to avoid changing minor aspects of child's routines or to prepare child for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in child's own routines, with substantial interference with or impairment of family activities; 8 = N/A; 9 = N/K or not askeddiff_change_route_curr
ad101evIntegerRecommended101. Difficulties with minor changes in childs own routines or personal environment (EVER)0;1;2;3;8;90 = No difficulties with minor changes in child's own routines; 1 = Unusually negative reaction to minor changes in child's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in child's own routines, causing resistance or distress /or family going to unusual lengths to avoid changing minor aspects of child's routines or to prepare child for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in child's own routines, with substantial interference with or impairment of family activities; 8 = N/A; 9 = N/K or not askeddiff_change_route_ever
ad101moIntegerRecommended101. Difficulties with minor changes in childs own routines or personal environment (AGE OF ONSET)diff_change_route_onset
ad102cuIntegerRecommended102. Resistance to trivial changes in the environment (CURRENT)0;1;2;3;8;90 = 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 child 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; 8 = N/A; 9 = N/K or not askedresist_change_curr
ad102evIntegerRecommended102. Resistance to trivial changes in the environment (EVER)0;1;2;3;8;90 = 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 child 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; 8 = N/A; 9 = N/K or not askedresist_change_ever
ad102moIntegerRecommended102. Resistance to trivial changes in the environment (AGE OF ONSET) (months)resist_change_onset
ad103cuIntegerRecommended103. Unusual attachment to objects (CURRENT)0;1;2;3;7;8;90 = 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 child because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 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; 8 = N/A; 9 = N/K or not askedunusual_attach_obj_curr
ad103evIntegerRecommended103. Unusual attachment to objects (EVER)0;1;2;3;7;8;90 = 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 child because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 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; 8 = N/A; 9 = N/K or not askedunusual_attach_obj_ever
ad103moIntegerRecommended103. Unusual attachment to objects (AGE OF ONSET) (months)unusual_attach_obj_onset
ad104cuIntegerRecommended104. Hand and finger mannerisms (CURRENT)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 seldom interruption due to others' concern about child's reaction; 8 = N/A (e.g., physically disabled); 9 = N/K or not askedhand_manner_curr
ad104evIntegerRecommended104. Hand and finger mannerisms (EVER)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 seldom interruption due to others' concern about child's reaction; 8 = N/A (e.g., physically disabled); 9 = N/K or not askedhand_manner_ever
ad104moIntegerRecommended104. Hand and finger mannerisms (AGE OF ONSET) (months)hand_manner_onset
ad105cuIntegerRecommended105. Midline hand movements (CURRENT)0;1;2;8;90 = No midline hand movements; 1 = Only occasional midline 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 askedmidline_hand_move_curr
ad105evIntegerRecommended105. Midline hand movements (EVER)0;1;2;8;90 = No midline hand movements; 1 = Only occasional midline 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 askedmidline_hand_move_ever
ad105moIntegerRecommended105. Midline hand movements (AGE OF ONSET) (months)midline_hand_move_onset
ad106cuIntegerRecommended106. Other complex mannerisms or stereotyped body movements (CURRENT)0;1;2;3;8;90 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypes, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not askedstereotype_move_curr
ad106evIntegerRecommended106. Other complex mannerisms or stereotyped body movements (EVER)0;1;2;3;8;90 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypes, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not askedstereotype_move_ever
ad106moIntegerRecommended106. Other complex mannerisms or stereotyped body movements (AGE OF ONSET) (months)stereotype_move_onset
ad107cuIntegerRecommended107. Rocking (CURRENT)0;1;2;3;8;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 no more than once a day); 2 = Regular periods of rocking in more than one context, but can stop if distracted or interrupted; 3 = Frequent rocking across multiple situations; 8 = N/A; 9 = N/K or not askedrock_curr
ad107evIntegerRecommended107. Rocking (EVER)0;1;2;3;8;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 no more than once a day); 2 = Regular periods of rocking in more than one context, but can stop if distracted or interrupted; 3 = Frequent rocking across multiple situations; 8 = N/A; 9 = N/K or not askedrock_ever
ad107moIntegerRecommended107. Rocking (AGE OF ONSET) (months)rock_onset
ad108cuIntegerRecommended108. Gait (CURRENT)0;1;2;3;7;8;90 = 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 askedgait_curr
ad108evIntegerRecommended108. Gait (EVER)0;1;2;3;7;8;90 = 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 askedgait_ever
ad108moIntegerRecommended108. Gait (AGE OF ONSET) (months)gait_onset
ad109cuIntegerRecommended109. Aggression toward caregivers or family members (CURRENT)0;1;2;3;8;90 = 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; 8 = N/A; 9 = N/K or not askedaggress_curr
ad109evIntegerRecommended109. Aggression toward caregivers or family members (EVER)0;1;2;3;8;90 = 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; 8 = N/A; 9 = N/K or not askedaggress_ever
ad109moIntegerRecommended109. Aggression toward caregivers or family members (AGE OF ONSET) (months)behavior_aggressive_age
ad110cuIntegerRecommended110. Aggression toward noncaregivers or nonfamily members (CURRENT)0;1;2;3;8;90 = 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; 8 = N/A; 9 = N/K or not askedaggress_others_curr
ad110evIntegerRecommended110. Aggression toward noncaregivers or nonfamily members (EVER)0;1;2;3;8;90 = 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; 8 = N/A; 9 = N/K or not askedaggress_others_ever
ad110moIntegerRecommended110. Aggression toward noncaregivers or nonfamily members (AGE OF ONSET) (months)aggress_others_onset
ad111cuIntegerRecommended111. Self-injury (CURRENT)0;1;2;3;8;90 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps/ace); 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.); 8 = N/A; 9 = N/K or not askedself_injury_curr
ad111evIntegerRecommended111. Self-injury (EVER)0;1;2;3;8;90 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps/ace); 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.); 8 = N/A; 9 = N/K or not askedself_injury_ever
ad111moIntegerRecommended111. Self-injury (AGE OF ONSET) (months)self_injury_onset
ad112cuIntegerRecommended112. Hyperventilation (CURRENT)0;1;2;8;90 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 8 = N/A; 9 = N/K or not askedhypervent_curr
ad112evIntegerRecommended112. Hyperventilation (EVER)0;1;2;8;90 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 8 = N/A; 9 = N/K or not askedhypervent_ever
ad112moIntegerRecommended112. Hyperventilation (AGE OF ONSET) (months)hypervent_onset
ad113cuIntegerRecommended113. Faints/fits/blackouts (CURRENT)0;1;2;7;8;90 = 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; 8 = N/A; 9 = N/K or not askedfaint_curr
ad113evIntegerRecommended113. Faints/fits/blackouts (EVER)0;1;2;7;8;90 = 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; 8 = N/A; 9 = N/K or not askedfaint_ever
ad113moIntegerRecommended113. Faints/fits/blackouts (AGE OF ONSET) (months)faint_onset
ad114cuIntegerRecommended114. Overactivity at home and elsewhere (CURRENT)0;1;2;3;8;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 child 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 child is severely impaired; 8 = N/A; 9 = N/K or not askedoveract_curr
ad114evIntegerRecommended114. Overactivity at home and elsewhere (EVER)0;1;2;3;8;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 child 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 child is severely impaired; 8 = N/A; 9 = N/K or not askedoveract_ever
ad115cuIntegerRecommended115. Problems getting child to bed (CURRENT)0;1;2;90 = No particular problems getting child to bed; 1 = Child is difficult to get to bed and/or may require significant help to settle, but not as extreme as '2'; 2 = A parent is/was required to lie down with the child to get him/her to sleep or medication was usedprob_bed_curr
ad115evIntegerRecommended115. Problems getting child to bed (EVER)0;1;2;90 = No particular problems getting child to bed; 1 = Child is difficult to get to bed and/or may require significant help to settle, but not as extreme as '2'; 2 = A parent is/was required to lie down with the child to get him/her to sleep or medication was usedprob_bed_ever
ad116cuIntegerRecommended116. Problems with sleeping (CURRENT)0;1;2;90 = No particular sleeping problems; 1 = Minor sleeping problems, such as consistently waking up earlier than parents would like or waking up in the middle of the night, but returning to sleep on own, or child frequently goes to sleep more than I hour after being put to bed, but usually sleeps all night; 2 = Major sleeping problems resulting in child almost always sleeping in parents' bed, parent having to sleep with child, child placed on medication to promote sleep or child sleeping less than 9 hours per nightsleep_prob
ad116evIntegerRecommended116. Problems with sleeping (EVER)0;1;2;90 = No particular sleeping problems; 1 = Minor sleeping problems, such as consistently waking up earlier than parents would like or waking up in the middle of the night, but returning to sleep on own, or child frequently goes to sleep more than I hour after being put to bed, but usually sleeps all night; 2 = Major sleeping problems resulting in child almost always sleeping in parents' bed, parent having to sleep with child, child placed on medication to promote sleep or child sleeping less than 9 hours per nightsleep_prob_ever
ad117cuIntegerRecommended117. Tantrums (CURRENT)0;1;2;3;90 = None or only rare and/or minor tantrums that parent has dealt with without concern; 1 = Occasional tantrums (no more than one a month); 2 = Frequent tantrums (more than 1 a month, but no more than once a week); 3 = Tantrum frequent (once or more a week) or so severe in terms of possible danger to child or others as to disrupt family functioning or limit activitiestantrums
ad117evIntegerRecommended117. Tantrums (EVER)0;1;2;3;90 = None or only rare and/or minor tantrums that parent has dealt with without concern; 1 = Occasional tantrums (no more than one a month); 2 = Frequent tantrums (more than 1 a month, but no more than once a week); 3 = Tantrum frequent (once or more a week) or so severe in terms of possible danger to child or others as to disrupt family functioning or limit activitiesbehavior_temper_tantrums
ad118cuIntegerRecommended118. Eating0;1;2;3;90 = Eats regular meals, variety of food, feeds self finger foods; 1 = Usually eats regular meals, amount varies day to day, shows strong preferences and dislikes for some food and/or requires some special accommodation (e.g., will only eat at home); 2 = Markedly unusual eating habits in at least one of the following: time of meals, amount eaten, (e.g., fluctuates a lot or is always a lot or very little), food preferences (e.g., eats by texture, very limited list of things he/she likes), feeding self (e.g., refuses to use utensils or won't bite) to the extent that it interferes somewhat with family life; 3 = Resists eating or beingfed to the extent that every meal is a struggle; interferes significantly with family lifeeat_curr
ad119cuIntegerRecommended119. Fine-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 askedskill_fine_motor
ad120cuIntegerRecommended120. Gross-motor coordination0;1;2;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 askedskill_motor
ad121IntegerRecommended121. Age when abnormality first evident0;1;2;3;4;90 = Development in the first 12 months 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 12 months, but uncertainty because of either the quality of behavior or the level of skills; 2 = Development probably abnormal by the age of 12 months, as indicated by developmental delay or deviance, but not of a degree or type that is definitely incompatible with absence of an autism spectrum disorder; 3 = Development definitely abnormal in the first 12 months but quality of behavior/social relationships/communications not unambiguously autistic at that age; 4 = Development definitely abnormal in the first 12 months and quality of behavior/social relationships/communications strongly indicative of autism at that age; 9 = N/K or not askedabnorm_age
ad122moIntegerRecommended122. Interviewers judgment on age (mo.) when developmental abnormalities probably first manifestjudge_age
ad123cuIntegerRecommended123. Visuospatial ability (CURRENT)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedvisuospatial_able_curr
ad123evIntegerRecommended123. Visuospatial ability (EVER)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedvisuospatial_able_ever
ad124cuIntegerRecommended124. Memory skill (CURRENT)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedmemory_skill_curr
ad124evIntegerRecommended124. Memory skill (EVER)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedmemory_skill_ever
ad125cuIntegerRecommended125. Music (CURRENT)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedmusic_curr
ad125evIntegerRecommended125. Music (EVER)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedmusic_ever
ad126cuIntegerRecommended126. Letter recognition (CURRENT)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedletter_recog_curr
ad126evIntegerRecommended126. Letter recognition (EVER)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedletter_recog_ever
ad127cuIntegerRecommended127. Drawing skill (CURRENT)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askeddraw_curr
ad127evIntegerRecommended127. Drawing skill (EVER)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askeddraw_ever
ad128cuIntegerRecommended128. Counting (CURRENT)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedcount_curr
ad128evIntegerRecommended128. Counting (EVER)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedcount_ever
ad129cuIntegerRecommended129. Manual dexterity (CURRENT)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedmanual_dexterity_curr
ad129evIntegerRecommended129. Manual dexterity (EVER)0;1;2;8;90 = 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 child's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the child'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); 8 = N/A; 9 = N/K or not askedmanual_dexterity_ever
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)
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Distribution for DataStructure: adir_t_200401 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.