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AGRE Autism Diagnostic Interview - R (ADI-R) 2003

agre_adir_2003

02

ADI-R 2003 form (93 question) version as defined by AGRE. The ADI-R is a semi-structured diagnostic interview appropriate for use with children and adults suspected of having a pervasive developmental disorder.

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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
src_record_idIntegerRecommendedResearch site ID for record
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired field
interview_ageIntegerRequiredAge in months at the time of the interview/test/sampling/imaging.0 :: 1260Age is rounded to chronological month. If the research participant is 15-days-old at time of interview, the appropriate value would be 0 months. If the participant is 16-days-old, the value would be 1 month.
genderString20RequiredSex of the subjectM;FM = Male; F = FemaleGender
relationshipString255RecommendedRelationship 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 maleINFORM
bkgrnd_diagString255RecommendedDiagnosisDiag4
bkgrnd_concernString1,024RecommendedCurrent Concerns (specify)Current_Concerns_specify
earlydev_aconIntegerRecommendedAge (in months) when parents first noticed that something is not quite right in language, relationships or behavior(in months)0 :: 400;991;992;996;997;998;999991 = Parents not concerned although child was referred by professional; 992 = Parents have been worried since birth (e.g., if baby premature or very ill at birth); 996 = Can't recall but before 3 years; 997 = Can't recall but 3 years or later; 998=N/A; 999=N/K or not askedACON
fsymc_specifyString250RecommendedFIRST SYMPTOMS TO AROUSE PARENTAL CONCERN (specify)FSYMC_specify
earlydev_hindIntegerRecommendedOnset as perceived with hindsight0::90 = Problems present in first 12 months; 1 = Problems not present before first birthday, but were noted before second birthday; 2 = Problems not present before second birthday, but were noted at or before third birthday; 3 = Problems not present before third birthday, but were noted at or before fourth birthday; 4 = Problems not present before fourth birthday, but were noted at or before fifth birthday; 5 = Problems not present before fifth birthday, but were noted at or before sixth birthday; 6 = Problems not present before sixth birthday, but were noted at a later date; 7 = Child always "different," but differences were not perceived by parents as any kind of abnormality; 8 = No problems were noted by parents; 9 = N/K or not askedHIND
earlydev_walkIntegerRecommendedAge when first walked unaided (in months)995 = Still not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not askedWALK
earlydev_drynzIntegerRecommendedAcquisition of bladder control: Night (in months)0 :: 600;993;994;995;996;997;998;999993 = Successfully toilet trained for a period of 12 months but has relapsed and now regularly wets; 994 = Never achieved continence; 995 = Still not reached, i.e., continent for period of less than 12 months; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not askedDRYNZ
earlydev_drydzIntegerRecommendedAcquisition of bladder control: Daytime (in months)0 :: 600;993;994;995;996;997;998;999993 = Successfully toilet trained for a period of 12 months but has relapsed and now regularly wets; 994 = Never achieved continence; 995 = Still not reached; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not askedDRYDZ
earlydev_bowelIntegerRecommendedAcquisition of bowel control (in months)0 :: 900;993;994;995;996;997;998;999993 = Achieved bowel control for a period of 12 months but has relapsed and now regularly soils; 994 = Never achieved continence; 995 = Still not reached, i.e., continent for period of less than 12 months; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not askedBOWEL
acqorlossoflang_awordIntegerRecommendedAge of first single words (If ever used) - In months0 :: 900;993;994;996;997;999993 = Had some words, then lost and not yet regained; 994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not askedAWORD
acqorlossoflang_aphraseIntegerRecommendedAge of first phrases (if ever used) - in months0 :: 900;993;994;996;997;999993 = Had some phrases, then lost. Not yet regained; 994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not askedAPHRASE
acqorlossoflang_loslangIntegerRecommendedLoss of language skills after acquisition
0;1;9;999
0 = No; 1 = Yes; 9 = Unknown; 999 = Not answeredLOSLANG
acqorlossoflang_levlangIntegerRecommendedLevel of communicative language before loss
0;1;2;3;8;9; 999
0 = Daily spontaneous and meaningful speech used communicatively, with at least five different words used at some point before change (and any of the other skills listed below); 1 = Occasional and/or fewer than five words used spontaneously and communicatively (alone or in combination with imitative abilities); 2 = Produced speech or sounds upon request (may or may not have also spontaneously imitated); 3 = Spontaneous imitations of vocalization (without ever having any completely spontaneous speech), with no elicited imitation or spontaneous communicative speech; 8 = No change or loss; 9 = N/K or not asked; 999=missingLEVLANG
acqorlossoflang_losspIntegerRecommendedLoss of spontaneous use of at least 5 meaningful words
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not askedLOSSP
acqorlossoflang_loswordIntegerRecommendedLoss of communicative intent
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not askedLOSWORD
losssynIntegerRecommendedSIMPLE SYNTAX0;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 in quality;9=N/K or not askedLOSSSYN
acqorlossoflang_lossartIntegerRecommendedLoss of Articulation
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not askedLOSSART
acqorlossoflang_aloslanIntegerRecommendedAge when main loss of language skills first apparent (in months)
0 :: 900;998;999
998 = No loss; 999 = N/K or not askedALOSLAN
acqorlossoflang_losphysIntegerRecommendedAssociation of loss with physical illness
0;1;2;8;9
0 = Loss of skills but no possibly relevant association with a definite physical illness; 1 = Loss associated with a definite illness (e.g., high fever with ear infection), but no clear evidence of meningeal or encephalitic involvement; 2 = Loss associated with impaired consciousness/epileptic attacks or other definitive evidence of meningeal or encephalic involvement; 8 = No loss of skills; 9 = N/K or not askedLOSPHYS
acqorlossoflang_losdurnIntegerRecommendedDuration of loss of Language skills (in months)
0 :: 900;993;994;998;999
993 = Loss still present without recovery of language functions; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not askedLOSDURN
acqorlossoflang_elskilIntegerRecommendedLoss of skills (for at least 3 months)
0;1;2;8; 9; 998
0, 8, 998 = No consistent loss of skills (although behavior may vary at times); 1 = Probable loss of skill, but of a degree that falls short of specififed criteria; 2 = Account of definite loss of skills over a period of time; 9 = N/K or not askedELSKIL
acqorlossoflang_elhandIntegerRecommendedPurposive hand movements
0;1;2;9;8
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedELHAND
acqorlossoflang_elmotrIntegerRecommendedMotor skills
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedELMOTR
acqorlossoflang_losshlpIntegerRecommendedSelf help skills
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedLOSSHLP
acqorlossoflang_elplayIntegerRecommendedConstructive or Imaginative play
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedELPLAY
acqorlossoflang_elsocIntegerRecommendedSocial engagement and responsiveness
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not askedELSOC
acqorlossoflang_agelossIntegerRecommendedAge when main loss of skill first apparent (Code in months)
0 :: 900;998;999
998 = No loss at either "1" or "2" level of skills; 999 = N/K or not askedAGELOSS
acqorlossoflang_elskphIntegerRecommendedAssociation of loss with physical illness
0;1;2;8;9
0 = Loss of skills, but no possibly relevant association with a definite physical illness; 1 = Loss associated with definite illness (e.g., high fever with ear infection), but no clear evidence of meningeal or encephalitic involvement; 2 = Loss associated with impaired consciousness/epileptic attacks or other definite evidence of meningeal or encephalitic involvement; 8 = No loss of skills; 9 = N/K or not askedELSKPH
acqorlossoflang_durdetIntegerRecommendedDuration of loss of Skills (in months)
0 :: 900;993;994;998;999
993 = Loss still present; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not askedDURDET
funccom_ccompslIntegerRecommendedComprehension of simple language - Current
0;1;2;3;4;8;9
0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not askedCCOMPSL
funccom_compsl5IntegerRecommendedComprehension of simple language - Most Abnormal
0;1;2;3;4;8;9
0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not askedCOMPSL5
funccom_levellIntegerRecommendedOverall level of language
0;1;2;9
0 = Functional use of spontaneous echoed or stereotyped language that, on a daily basis, involves phrases of three words or more that at least sometimes include a verb and are comprehensible to other people; 1 = No functional use of three-word phrases in spontaneous, echoed, or stereotyped speech, but uses speech on a daily basis with at least five different words in the last month; 2 = Fewer than five words total or speech not used on a daily basis; 9 = N/K or not askedLEVELL
funccom_cusebodIntegerRecommendedUse of other's body to communicate - Current0;1;2;3;8;90 = No use of other's body to communicate, except in situations where other strategies have not worked (e.g., when parent conversing with someone and subject cannot get her/his attention), or when taking someone's hand to lead them places; 1 = Occasional placement of other's hand on objects or use of other's hand as a tool or to point, but some combination with other modes of communication; 2 = Occasional placement of other's hand or use of other's hand as a tool or to demonstrate "for" the subject without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the subject; 8 = Little or no spontaneous communication; 9 = N/K or not askedCUSEBOD
dbaes_a2grplay_codeIntegerRecommendedGroup play with peers (CA 4 - 10 yrs.) or Friends (CA 10 - 15 yrs.) - CodeGRFRPLY_MS
dbaes_a2IntegerRecommendedFailure to develop peer relationships - Total A2SOC2T_MS
dbaes_a3show_codeIntegerRecommendedShowing and directing attention - CodeSHOW_MS
funccom_eusebodIntegerRecommendedUse of other's body to communicate - Ever
0;1;2;3;8;9
0 = No use of other's body to communicate, except in situations where other strategies have not worked (e.g., when parent conversing with someone and subject cannot get her/his attention), or when taking someone's hand to lead them places; 1 = Occasional placement of other's hand on objects or use of other's hand as a tool or to point, but some combination with other modes of communication; 2 = Occasional placement of other's hand or use of other's hand as a tool or to demonstrate "for" the subject without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the subject; 8 = Little or no spontaneous communication; 9 = N/K or not askedEUSEBOD
funccom_carticIntegerRecommendedArticulation/pronunciation - Current
0;1;2;3;8;9
0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not askedCARTIC
funccom_artic5IntegerRecommendedArticulation/pronunciation - Age 5
0;1;2;3;8;9
0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not askedARTICF5
funccom_cstereoIntegerRecommendedStereotyped utterances and delayed Echolalia - Current
0;1;2;3;8;9
0 = Rarely or never uses stereotyped phrases; 1 = Speech tends/tended to be more repetitive than most subjects at the same level of complexity, but not stereotyped in an odd or unusual way; or occasional stereotyped utterances, but consistent productive language as well; 2 = Often uses/used stereotyped utterances with productive language as well; 3 = Phrases are almost exclusively stereotyped utterances; 8 = N/A; no phrases (code "1" or "2" on Item 30); 9 = N/K or not askedCSTEREO
funccom_estereoIntegerRecommendedStereotyped utterances and delayed Echolalia - Ever
0;1;2;3;8;9
0 = Rarely or never uses stereotyped phrases; 1 = Speech tends/tended to be more repetitive than most subjects at the same level of complexity, but not stereotyped in an odd or unusual way; or occasional stereotyped utterances, but consistent productive language as well; 2 = Often uses/used stereotyped utterances with productive language as well; 3 = Phrases are almost exclusively stereotyped utterances; 8 = N/A; no phrases (code "1" or "2" on Item 30); 9 = N/K or not askedESTEREO
funccom_cchatIntegerRecommendedSocial vocalization/"Chat" - Current
0::3;8;9
0 = Verbalizes or chats with clear social quality of talking to be friendly or to express interest, rather than to make needs known; 1 = Some social use of speech in response to caregiver or to get attention with no other obvious motivation, but limited in frequency or range of contexts; 2 = Uses some speech to alert caregiver to immediate needs or wants, but little or no purely social use of verbalization; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCCHAT
funccom_chat5IntegerRecommendedSocial vocalization/"Chat" - Ever
0;1;2;3;8;9
0 = Verbalizes or chats with clear social quality of talking to be friendly or to express interest, rather than to make needs known; 1 = Some social use of speech in response to caregiver or to get attention with no other obvious motivation, but limited in frequency or range of contexts; 2 = Uses some speech to alert caregiver to immediate needs or wants, but little or no purely social use of verbalization; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCHAT5
funccom_cconverIntegerRecommendedReciprocal conversation (within subjects level of language) - Current
0;1;2;3;8;9
0 = Conversation flows, including both offering information and building on other person's response in a manner that leads to ongoing dialogue; 1 = Occasional reciprocal conversation, but less frequent than normal or limited in flexibility or topics; 2 = Little or no reciprocal conversation; others find it difficult to build a conversation even if there is apparent positive or social talk by subject; subject fails to follow anyone else's conversation topic; may ask or answer questions but not as part of a single interchange; 3 = Very little spontaneous speech; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCCONVER
funccom_conver5IntegerRecommendedReciprocal conversation (within subjects level of language) - Ever (when verbal)
0;1;2;3;8;9
0 = Conversation flows, including both offering information and building on other person's response in a manner that leads to ongoing dialogue; 1 = Occasional reciprocal conversation, but less frequent than normal or limited in flexibility or topics; 2 = Little or no reciprocal conversation; others find it difficult to build a conversation even if there is apparent positive or social talk by subject; subject fails to follow anyone else's conversation topic; may ask or answer questions but not as part of a single interchange; 3 = Very little spontaneous speech; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCONVER5
funccom_cinappqIntegerRecommendedInappropriate questions or statements - Current
0;1;2;8;9
0 = No or very rare use of questions/statements inappropriate to conversation or setting; 1 = Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing; 2 = Frequent use of questions/statements that are odd or obviously inappropriate to the situation; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCINAPPQ
funccom_einappqIntegerRecommendedInappropriate questions or statements - Ever
0;1;2;8;9
0 = No or very rare use of questions/statements inappropriate to conversation or setting; 1 = Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing; 2 = Frequent use of questions/statements that are odd or obviously inappropriate to the situation; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedEINAPPQ
funccom_cpronIntegerRecommendedPronominal reversal - Current
0;1;2;3;7;8;9
0 = No confusion between 1st and 2nd or 3rd person after phrase speech with pronoun use established; 1 = Refers/referred to self by name instead of "I" after phrase speech established, but no persistent "you/s/he-I" confusion; 2 = "You/I" or "s/he/I" confusion after phrase speech established, but "you" or "s/he" not used with intonation of a question; 3 = Pronominal confusion when asking a question in which "you" or "s/he" is used for "I"; 7 = Other types of pronominal confusion (other than "I/me"), such as "he/you"; 8 = N/A (code "1" or "2" on Item 30 or no pronouns used); 9 = N/K or not askedCPRON
funccom_epronIntegerRecommendedPronominal reversal - Ever
0;1;2;3;7;8;9
0 = No confusion between 1st and 2nd or 3rd person after phrase speech with pronoun use established; 1 = Refers/referred to self by name instead of "I" after phrase speech established, but no persistent "you/s/he-I" confusion; 2 = "You/I" or "s/he/I" confusion after phrase speech established, but "you" or "s/he" not used with intonation of a question; 3 = Pronominal confusion when asking a question in which "you" or "s/he" is used for "I"; 7 = Other types of pronominal confusion (other than "I/me"), such as "he/you"; 8 = N/A (code "1" or "2" on Item 30 or no pronouns used); 9 = N/K or not askedEPRON
funccom_cneoidIntegerRecommendedNeologisms/Idiosyntric language - Current
0::3;8;9
0 = No use of neologisms or idiosyncratic language; 1 = Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time; 2 = Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fostered the initial idiosyncratic word or phrase; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCNEOID
funccom_eneoidIntegerRecommendedNeologisms/Idiosyntric language - Ever
0;1;2;8;9
0 = No use of neologisms or idiosyncratic language; 1 = Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time; 2 = Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fostered the initial idiosyncratic word or phrase; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedENEOID
funccom_cverritIntegerRecommendedVerbal Rituals - Current
0;1;2;3;8;9
0 = No verbal rituals; 1 = Tendency to say things in ritualized way or to require others to do so, but no indication that this is compulsive, and readily stops if asked to do so; 2 = Subject has to say one or more things in a special way; rituals may intrude on family life, may involve other family members and some distress at interruption, or may cause some disturbance or minor reorganization of family life that can be tolerated by most families; 3 = As for "2," but with marked difficulty to control and marked intrusiveness on family life; family members involved to a degree that causes definite social impairment, disruption, or prevention of some family activities; serious distress at any attempted interruption; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCVERRIT
funccom_everritIntegerRecommendedVerbal Rituals - Ever
0;1;2;3;8;9
0 = No verbal rituals; 1 = Tendency to say things in ritualized way or to require others to do so, but no indication that this is compulsive, and readily stops if asked to do so; 2 = Subject has to say one or more things in a special way; rituals may intrude on family life, may involve other family members and some distress at interruption, or may cause some disturbance or minor reorganization of family life that can be tolerated by most families; 3 = As for "2," but with marked difficulty to control and marked intrusiveness on family life; family members involved to a degree that causes definite social impairment, disruption, or prevention of some family activities; serious distress at any attempted interruption; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedEVERRIT
funccom_cinrIntegerRecommendedIntonation/Volume/Rhythm/Rate - Current
0;1;2;3;7;8;9
0 = Normal, appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing; 1 = Speech that shows one or other of the abnormalities listed under "2," but not obviously peculiar and no interference with intelligibility; 2 = Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) inappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility; 3 = Speech that is frequently obviously peculiar or difficult to understand because of abnormalities of type specified under "2"; 7 = Stutter or stammer; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedCINR
funccom_einrIntegerRecommendedIntonation/Volume/Rhythm/Rate - Ever
0;1;2;3;7;8;9
0 = Normal, appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing; 1 = Speech that shows one or other of the abnormalities listed under "2," but not obviously peculiar and no interference with intelligibility; 2 = Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) inappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility; 3 = Speech that is frequently obviously peculiar or difficult to understand because of abnormalities of type specified under "2"; 7 = Stutter or stammer; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not askedEINR
funccom_cspeechIntegerRecommendedCurrent communicative speech - Current
0;1;2;3;8;9
0 = Speech, at whatever level attained, used frequently and communicatively in a variety of contexts, including some reference to events not present (Do not include requests here); 1 = Some communicative use of words (i.e., words used regularly to communicate, with or without an abnormal element), but somewhat restricted in frequency or contexts; 2 = Some spontaneous words and/or echolalic language, but with limited communicative use; 3 = Little or no communicative language (including exclusively non-communicative echolalia), though subject has some language; 8 = N/A (code "1" or "2" on Item 30, or under 5 years of age for 5,0 year coding); 9 = N/K or not askedCSPEECH
funccom_espeechIntegerRecommendedCurrent communicative speech - Ever
0;1;2;3;8;9
0 = Speech, at whatever level attained, used frequently and communicatively in a variety of contexts, including some reference to events not present (Do not include requests here); 1 = Some communicative use of words (i.e., words used regularly to communicate, with or without an abnormal element), but somewhat restricted in frequency or contexts; 2 = Some spontaneous words and/or echolalic language, but with limited communicative use; 3 = Little or no communicative language (including exclusively non-communicative echolalia), though subject has some language; 8 = N/A (code "1" or "2" on Item 30, or under 5 years of age for 5,0 year coding); 9 = N/K or not askedSPEECH5
funccom_cpointIntegerRecommendedPointing to express interest - Current
0;1;2;3;8;9
0 = Spontaneously points at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate; 1 = Makes some limited attempt to express interest by pointing, but with limited flexibility and/or lack of coordination (e.g., uses arm or points with finger, but without consistent coordination with eye gaze); 2 = Little or no spontaneous unprompted attempts to point to express interest in objects at a distance; 8 = N/A; 9 = N/K or not askedCPOINT
funccom_point5IntegerRecommendedPointing to express interest - Most Abnormal
0;1;2;3;8;9
0 = Spontaneously points at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate; 1 = Makes some limited attempt to express interest by pointing, but with limited flexibility and/or lack of coordination (e.g., uses arm or points with finger, but without consistent coordination with eye gaze); 2 = Little or no spontaneous unprompted attempts to point to express interest in objects at a distance; 8 = N/A; 9 = N/K or not askedPOINT5
funccom_cnodIntegerRecommendedNodding - Current
0;1;2;8;9
0 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not askedCNOD
funccom_nod5IntegerRecommendedNodding - Most Abnormal
0;1;2;8;9
0 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not askedNOD5
funccom_chshakeIntegerRecommendedHead shaking - Current
0;1;2;8;9
0 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not askedCHSHAKE
funccom_hshake5IntegerRecommendedHead shaking - Most Abnormal
0;1;2;8;9
0 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not askedHSHAKE5
funccom_cinsgesIntegerRecommendedConventional/Instrumental gestures - Current
0;1;2;3;8;9
0 = Appropriate and spontaneous use of a variety of conventional or instrumental gestures; 1 = Spontaneous use of conventional or instrumental gestures, but limited in range or contexts; 2 = Inconsistent spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only; 3 = No use of conventional or instrumental gestures, 8 = N/A; 9 = N/K or not askedCINSGES
funccom_insges5IntegerRecommendedConventional/Instrumental gestures - Most Abnormal
0;1;2;3;8;9
0 = Appropriate and spontaneous use of a variety of conventional or instrumental gestures; 1 = Spontaneous use of conventional or instrumental gestures, but limited in range or contexts; 2 = Inconsistent spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only; 3 = No use of conventional or instrumental gestures, 8 = N/A; 9 = N/K or not askedINSGES5
funccom_cavoiceIntegerRecommendedAttention to Voice - Current
0;1;2;3;8;9
0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not askedCAVOICE
funccom_avoice5IntegerRecommendedAttention to Voice - Most Abnormal
0;1;2;3;8;9
0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not askedAVOICE5
funccom_cimitIntegerRecommendedSpontaneous imitation of actions - Current
0;1;2;3;8;9
0 = Spontaneous imitation of a varied range of non-taught actions, at least some of which are incorporated into play outside the context of the observed behavior of the imitated person; 1 = Some indication of spontaneous imitation that goes beyond copying a frequent use of an object, but not of sufficient flexibility or number to meet the criteria for "0"; 2 = Spontaneous imitation limited to a few familiar routines that are not incorporated into play; including frequent appropriate use of an object probably learned through imitation (e.g., mowing lawn with a toy mower); 3 = Very rare or no spontaneous imitation; 8 = N/A; 9 = N/K or not askedCIMIT
funccom_imit5IntegerRecommendedSpontaneous imitation of actions - Most Abnormal
0;1;2;3;8;9
0 = Spontaneous imitation of a varied range of non-taught actions, at least some of which are incorporated into play outside the context of the observed behavior of the imitated person; 1 = Some indication of spontaneous imitation that goes beyond copying a frequent use of an object, but not of sufficient flexibility or number to meet the criteria for "0"; 2 = Spontaneous imitation limited to a few familiar routines that are not incorporated into play; including frequent appropriate use of an object probably learned through imitation (e.g., mowing lawn with a toy mower); 3 = Very rare or no spontaneous imitation; 8 = N/A; 9 = N/K or not askedIMIT5
funccom_cplayIntegerRecommendedImaginative play - Current
0;1;2;3;8;9
0 = Variety of pretend play, including use of dolls/animals/toys as self-initiating agents; 1 = Some pretend play, including actions directed to dolls or cars, etc., but limited in variety or frequency; 2 = Occasional, spontaneous pretend actions or highly repetitive pretend play (which may be frequent), or only play that has been taught by others; 3 = No pretend play; 8 = N/A; 9 = N/K or not askedCPLAY
funccom_play5IntegerRecommendedImaginative play - Most Abnormal
0;1;2;3;8;9
0 = Variety of pretend play, including use of dolls/animals/toys as self-initiating agents; 1 = Some pretend play, including actions directed to dolls or cars, etc., but limited in variety or frequency; 2 = Occasional, spontaneous pretend actions or highly repetitive pretend play (which may be frequent), or only play that has been taught by others; 3 = No pretend play; 8 = N/A; 9 = N/K or not askedPLAY5
funccom_cpeerplIntegerRecommendedImaginative play with peers - Current
0;1;2;3;8;9
0 = Imaginative, cooperative play with other children in which the subject both takes the lead and follows another child in spontaneous, pretend activities; 1 = Some participation in pretend play with another child, but not truly reciprocal and/or pretending is very limited in variety; 2 = Some play with other children, but little or no pretending; 3 = No play with other children or no pretend play even on own; 8 = N/A; 9 = N/K or not askedCPEERPL
funccom_peerpl5IntegerRecommendedImaginative play with peers - Most Abnormal
0;1;2;3;8;9
0 = Imaginative, cooperative play with other children in which the subject both takes the lead and follows another child in spontaneous, pretend activities; 1 = Some participation in pretend play with another child, but not truly reciprocal and/or pretending is very limited in variety; 2 = Some play with other children, but little or no pretending; 3 = No play with other children or no pretend play even on own; 8 = N/A; 9 = N/K or not askedPEERPL5
socdev_cgazeIntegerRecommendedDirect gaze - Current
0;1;2;3;8;9
0 = Normal reciprocal direct gaze used to communicate across a range of situations and people; 1 = Definite direct gaze, but only of brief duration or not consistent during social interactions; 2 = Uncertain/occasional direct gaze, or gaze rarely used during social interactions; 3 = Unusual or odd use of gaze; 8 = N/A; 9 = N/K or not askedCGAZE
socdev_gaze5IntegerRecommendedDirect gaze - Most Abnormal
0;1;2;3;8;9
0 = Normal reciprocal direct gaze used to communicate across a range of situations and people; 1 = Definite direct gaze, but only of brief duration or not consistent during social interactions; 2 = Uncertain/occasional direct gaze, or gaze rarely used during social interactions; 3 = Unusual or odd use of gaze; 8 = N/A; 9 = N/K or not askedGAZE5
socdev_cssmileIntegerRecommendedSocial smiling - Current
0;1;2;3;8;9
0 = Regularly predictable, reciprocal, social smiles in response to the smiles of a variety of people besides parent/caregiver; 1 = Some evidence of reciprocal social smiling, but not sufficient to code "0"; 2 = Some evidence of smiling while looking at people, but generally not reciprocal; code here if smiles only to parent/caregiver, smiles only upon request, or smiles in odd situations or odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not askedCSSMILE
socdev_ssmile5IntegerRecommendedSocial smiling - Most Abnormal
0;1;2;3;8;9
0 = Regularly predictable, reciprocal, social smiles in response to the smiles of a variety of people besides parent/caregiver; 1 = Some evidence of reciprocal social smiling, but not sufficient to code "0"; 2 = Some evidence of smiling while looking at people, but generally not reciprocal; code here if smiles only to parent/caregiver, smiles only upon request, or smiles in odd situations or odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not askedSSMILE5
socdev_cshowIntegerRecommendedShowing and directing attention - Current
0;1;2;3;8;9
0 = Regular showing of objects by bringing things to parent/caregiver and directing her/his attention, with no manifest motive other than sharing; 1 = Possible showing as described above, but not sufficiently frequent or of purely communicative quality to meet criteria for "0"; 2 = Some bringing things to parent/caregiver and/or showing, but associated with preoccupations, food, or need for help; 3 = Rare or no social approaches of this type; 8 = N/A; 9 = N/K or not askedCSHOW
socdev_show5IntegerRecommendedShowing and directing attention - Most Abnormal
0;1;2;3;8;9
0 = Regular showing of objects by bringing things to parent/caregiver and directing her/his attention, with no manifest motive other than sharing; 1 = Possible showing as described above, but not sufficiently frequent or of purely communicative quality to meet criteria for "0"; 2 = Some bringing things to parent/caregiver and/or showing, but associated with preoccupations, food, or need for help; 3 = Rare or no social approaches of this type; 8 = N/A; 9 = N/K or not askedSHOW5
socdev_coshareIntegerRecommendedOffering to Share - Current
0;1;2;3;8;9
0 = Frequent, spontaneous, and varied offers to share different sorts of objects (e.g., toys, comforters) with other people; 1 = Some spontaneous offers to share, but limited in number of contexts or frequency (must be more than food); 2 = Will sometimes share if requested, but not spontaneously, or spontaneous sharing of food only; 3 = No sharing; 8 = N/A; 9 = N/K or not askedCOSHARE
socdev_oshare5IntegerRecommendedOffering to Share - Most Abnormal
0;1;2;3;8;9
0 = Frequent, spontaneous, and varied offers to share different sorts of objects (e.g., toys, comforters) with other people; 1 = Some spontaneous offers to share, but limited in number of contexts or frequency (must be more than food); 2 = Will sometimes share if requested, but not spontaneously, or spontaneous sharing of food only; 3 = No sharing; 8 = N/A; 9 = N/K or not askedOSHARE5
socdev_cshareIntegerRecommendedSeeking to share his/her enjoyment with others - Current
0::3;8;9
0 = Frequent attempts across a variety of contexts to direct several other people's attention to things that s/he enjoys or has done well (must be with more than one parent); 1 = Some attempts to share enjoyment, but limited in number or variety or spontaneity, or lacking clear quality of shared pleasure; 2 = Few or no attempts to share enjoyment; 8 = N/A; 9 = N/K or not askedCSHARE
socdev_share5IntegerRecommendedSeeking to share his/her enjoyment with others - Most Abnormal
0::3;8;9
0 = Frequent attempts across a variety of contexts to direct several other people's attention to things that s/he enjoys or has done well (must be with more than one parent); 1 = Some attempts to share enjoyment, but limited in number or variety or spontaneity, or lacking clear quality of shared pleasure; 2 = Few or no attempts to share enjoyment; 8 = N/A; 9 = N/K or not askedSHARE5
socdev_cocomfIntegerRecommendedOffers comfort - Current
0;1;2;3;8;9
0 = Flexibly and spontaneously offers comfort in a range of circumstances and ways, for example, by gesture, touching, or vocalization, or offers of objects (e.g., blanket); must include change in facial expression; 1 = Has partial response (e.g., stands nearby and looks concerned) or indirect physical approach (e.g., comes to sit in lap, but with no clear attempt to comfort); or offers comfort in response to exaggerated expression (e.g., to pretend crying) or in one routine situation (e.g., to baby sister when she's hungry); 2 = Rarely offers comfort or only in odd ways; 3 = Never offers comfort to others; 8 = N/A; 9 = N/K or not askedCOCOMF
dbaes_a3oshare_codeIntegerRecommendedOffering to share - CodeOSHARE_MS
dbaes_a3share_codeIntegerRecommendedSeeking to share own enjoyment with others - CodeSHARE_MS
dbaes_a3IntegerRecommendedLack of shared enjoyment - Total A3SOC3T_MS
socdev_ocomf5IntegerRecommendedOffers comfort - Most Abnormal
0;1;2;3;8;9
0 = Flexibly and spontaneously offers comfort in a range of circumstances and ways, for example, by gesture, touching, or vocalization, or offers of objects (e.g., blanket); must include change in facial expression; 1 = Has partial response (e.g., stands nearby and looks concerned) or indirect physical approach (e.g., comes to sit in lap, but with no clear attempt to comfort); or offers comfort in response to exaggerated expression (e.g., to pretend crying) or in one routine situation (e.g., to baby sister when she's hungry); 2 = Rarely offers comfort or only in odd ways; 3 = Never offers comfort to others; 8 = N/A; 9 = N/K or not askedOCOMF5
socdev_cqualovIntegerRecommendedQuality of social overtures - Current
0;1;2;3;8;9
0 = Consistently uses coordinated eye gaze with accompanying vocalization in typical situations when motivated to communicate; 1 = May use eye gaze or vocalization, but these are weakly integrated; 2 = Rarely shows well-coordinated, focused social intentionality involving eye gaze or vocalization, or shows this in odd ways; 3 = Shows no coordination of eye gaze and vocalization; 8 = N/A; 9 = N/K or not askedCQUALOV
socdev_qualov5IntegerRecommendedQuality of social overtures - Most Abnormal
0;1;2;3;8;9
0 = Consistently uses coordinated eye gaze with accompanying vocalization in typical situations when motivated to communicate; 1 = May use eye gaze or vocalization, but these are weakly integrated; 2 = Rarely shows well-coordinated, focused social intentionality involving eye gaze or vocalization, or shows this in odd ways; 3 = Shows no coordination of eye gaze and vocalization; 8 = N/A; 9 = N/K or not askedQUALOV5
socdev_crfacexIntegerRecommendedRange of facial expressions used to communicate - Current
0;1;2;3;8;9
0 = Full range of facial expression; 1 = Somewhat limited facial expression; may be rather stilted, exaggerated, in manner; 2 = Markedly limited range of facial expressions or tendency to have just one facial expression (e.g., happy) for all circumstances; 3 = Facial expression showing little or no indication of emotion of any kind; 8 = N/A; 9 = N/K or not askedCRFACEX
socdev_rfacex5IntegerRecommendedRange of facial expressions used to communicate - Most Abnormal
0;1;2;3;8;9
0 = Full range of facial expression; 1 = Somewhat limited facial expression; may be rather stilted, exaggerated, in manner; 2 = Markedly limited range of facial expressions or tendency to have just one facial expression (e.g., happy) for all circumstances; 3 = Facial expression showing little or no indication of emotion of any kind; 8 = N/A; 9 = N/K or not askedRFACEX5
socdev_cinapfeIntegerRecommendedInappropriate facial expressions - Current
0;1;2;8;9
0 = Facial expressions almost always appropriate to mood, situation, and context; 1 = Facial expressions slightly or occasionally inappropriate or odd; 2 = Facial expressions obviously inappropriate in several different situations; 8 = N/A (almost no variation in facial expression, appropriate or inappropriate, as in coding of "3" in Item 57); 9 = N/K or not askedCINAPFE
socdev_einapfeIntegerRecommendedInappropriate facial expressions - Ever
0;1;2;8;9
0 = Facial expressions almost always appropriate to mood, situation, and context; 1 = Facial expressions slightly or occasionally inappropriate or odd; 2 = Facial expressions obviously inappropriate in several different situations; 8 = N/A (almost no variation in facial expression, appropriate or inappropriate, as in coding of "3" in Item 57); 9 = N/K or not askedEINAPFE
socdev_crespIntegerRecommendedAppropriateness of social responses - Current
0;1;2;3;8;9
0 = Appropriate response to overtures by familiar and unfamiliar adults; 1 = Some clear positive responses and interactions, but not consistent; 2 = Responds to parents/caregiver and others in familiar settings, but responses are stereotyped, inappropriate, or very limited; 3 = Little or no interest in or response to people, except parents/caregiver or very familiar significant others; 8 = N/A; 9 = N/K or not askedCQRESP
socdev_resp5IntegerRecommendedAppropriateness of social responses - Most Abnormal
0;1;2;3;8;9
0 = Appropriate response to overtures by familiar and unfamiliar adults; 1 = Some clear positive responses and interactions, but not consistent; 2 = Responds to parents/caregiver and others in familiar settings, but responses are stereotyped, inappropriate, or very limited; 3 = Little or no interest in or response to people, except parents/caregiver or very familiar significant others; 8 = N/A; 9 = N/K or not askedQRESP5
socdev_cinitiaIntegerRecommendedInitiation of appropriate activities - Current
0;1;2;3;8;9
0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not askedCINITIA
socdev_initia5IntegerRecommendedInitiation of appropriate activities - Most Abnormal
0;1;2;3;8;9
0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not askedINITIA5
socdev_csoplayIntegerRecommendedImitative social play - Current
0;1;2;3;8;9
0 = Normal social play, including clear evidence that the child initiates and responds to simple infant social games and can take both parts; 1 = Some to-and-fro (i.e., reciprocal) social play, but limited in amount, duration, or contexts in which shown (e.g., only plays peekaboo or pat-a-cake with parents/caregiver); 2 = Little to-and-fro social play (e.g., plays peekaboo or pat-a-cake in a limited way only, but not reciprocal); 3 = No evidence of to-and-fro social play; 8 = N/A; 9 = N/K or not askedCSOPLAY
socdev_soplay5IntegerRecommendedImitative social play - Most Abnormal
0;1;2;3;8;9
0 = Normal social play, including clear evidence that the child initiates and responds to simple infant social games and can take both parts; 1 = Some to-and-fro (i.e., reciprocal) social play, but limited in amount, duration, or contexts in which shown (e.g., only plays peekaboo or pat-a-cake with parents/caregiver); 2 = Little to-and-fro social play (e.g., plays peekaboo or pat-a-cake in a limited way only, but not reciprocal); 3 = No evidence of to-and-fro social play; 8 = N/A; 9 = N/K or not askedSOPLAY5
socdev_cintchIntegerRecommendedInterest in children - Current
0;1;2;3;8;9
0 = Often watches other children and sometimes makes a clear effort to approach them or get their attention; 1 = Usually watches other children or indicates interest in them to parent/caregiver in some way (e.g., by pointing, vocalizing, or trying to imitate what they are doing, but no attempt to seek them out); or approaches other children without trying to get their attention; 2 = Occasionally watches other children, but almost never tries to approach them, or to direct parent's/caregiver's attention to them, or copy them; 3 = Shows no, or almost no, interest in other children; 8 = N/A; 9 = N/K or not askedCINTCH
socdev_intch5IntegerRecommendedInterest in children - Most Abnormal
0;1;2;3;8;9
0 = Often watches other children and sometimes makes a clear effort to approach them or get their attention; 1 = Usually watches other children or indicates interest in them to parent/caregiver in some way (e.g., by pointing, vocalizing, or trying to imitate what they are doing, but no attempt to seek them out); or approaches other children without trying to get their attention; 2 = Occasionally watches other children, but almost never tries to approach them, or to direct parent's/caregiver's attention to them, or copy them; 3 = Shows no, or almost no, interest in other children; 8 = N/A; 9 = N/K or not askedINTCH5
socdev_crespchIntegerRecommendedResponse to approaches of other children - Current
0;1;2;3;8;9
0 = Generally responsive to other children's approaches, although may be hesitant inititally if other children are too rough or intrusive; sometimes makes a clear effort to keep an interaction going with a child other than a sibling by gesturing, vocalizing, offering an object, etc.; 1 = Sometimes responsive to other children's approaches, but response is limited, somewhat unpredictable, or only to a sibling or a very familiar child; 2 = Rarely or never responds to the approach of even a familiar child (although may show interest in nonapproaching children or babies); 3 = Consistently and persistently avoids approaches of other children; 8 = N/A; 9 = N/K or not askedCRESPCH
socdev_respch5IntegerRecommendedResponse to approaches of other children - Most Abnormal
0;1;2;3;8;9
0 = Generally responsive to other children's approaches, although may be hesitant inititally if other children are too rough or intrusive; sometimes makes a clear effort to keep an interaction going with a child other than a sibling by gesturing, vocalizing, offering an object, etc.; 1 = Sometimes responsive to other children's approaches, but response is limited, somewhat unpredictable, or only to a sibling or a very familiar child; 2 = Rarely or never responds to the approach of even a familiar child (although may show interest in nonapproaching children or babies); 3 = Consistently and persistently avoids approaches of other children; 8 = N/A; 9 = N/K or not askedRESPCH5
socdev_cgrplayIntegerRecommendedGroup play with peers - Current
0;1;2;3;8;9
0 = Actively seeks and plays cooperatively in several different groups (three or more subjects) in a variety of activities or situations; 1 = Some cooperative play, but of insufficient initiative, flexibility, frequency, or variety to code "0"; 2 = Enjoys "parallel" active play (such as jumping in turn on 3 trampoline or falling down with others during Ring A Ring O'Roses), but little or no cooperative play; 3 = Seeks no play that involves participation in groups of other children, though may chase or play catch; 8 = N/A; 9 = N/K or not askedCGRPLAY
socdev_grplay5IntegerRecommendedGroup play with peers - Most Abnormal
0;1;2;3;8;9
0 = Actively seeks and plays cooperatively in several different groups (three or more subjects) in a variety of activities or situations; 1 = Some cooperative play, but of insufficient initiative, flexibility, frequency, or variety to code "0"; 2 = Enjoys "parallel" active play (such as jumping in turn on 3 trampoline or falling down with others during Ring A Ring O'Roses), but little or no cooperative play; 3 = Seeks no play that involves participation in groups of other children, though may chase or play catch; 8 = N/A; 9 = N/K or not askedGRPLAY5
socdev_cfriendIntegerRecommendedFriendships - Current
0;1;2;3;8;9
0 = One or more relationships with person in approximately own age group with whom subject shares nonstereotyped activities of personal variety; whom subject sees outside prearranged group (such as club); and with whom there is definite reciprocity and mutual responsiveness; 1 = One or more relationships that involve some personal shared activities outside a prearranged situation, with some initiative taken by subject, but limited in terms of restricted interests (e.g., model railways) or less than normal responsiveness/reciprocity; 2 = People with whom subject has some kind of personal relationship involving seeking of contact, but only in group situation (such as club, church, etc.) or in school or at work; 3 = No peer relationships that involve selectivity and sharing; 8 = N/A (subject is outside the specified age range, or there has been an unusually serious lack of opportunity for peer contact); 9 = N/K or not askedCFRIEND
socdev_frend15IntegerRecommendedFriendships - Most Abnormal
0;1;2;3;8;9
0 = One or more relationships with person in approximately own age group with whom subject shares nonstereotyped activities of personal variety; whom subject sees outside prearranged group (such as club); and with whom there is definite reciprocity and mutual responsiveness; 1 = One or more relationships that involve some personal shared activities outside a prearranged situation, with some initiative taken by subject, but limited in terms of restricted interests (e.g., model railways) or less than normal responsiveness/reciprocity; 2 = People with whom subject has some kind of personal relationship involving seeking of contact, but only in group situation (such as club, church, etc.) or in school or at work; 3 = No peer relationships that involve selectivity and sharing; 8 = N/A (subject is outside the specified age range, or there has been an unusually serious lack of opportunity for peer contact); 9 = N/K or not askedFREND15
socdev_csocdisIntegerRecommendedSocial disinhibtion - Current
0;1;2;3;8;9
0 = Normal social inhibition; 1 = Occasional cheekiness or disinhibition more than others at same developmental level, but not to the extent of embarrassment: somewhat socially naive or imperceptive for developmental level; 2 = Definite lack of appreciation of social cues, contexts, or requirements: definitely lacks normal social inhibitions and sometimes behaves in socially embarrassing ways; fails to modulate behavior according to social context; 3 = Marked social disinhibition: appears unaware of social cues and social requirements so that behavior frequently embarrassing or inappropriate; 8 = N/A; 9 = N/K or not askedCSOCDIS
socdev_socdis5IntegerRecommendedSocial disinhibtion - Most Abnormal
0;1;2;3;8;9
0 = Normal social inhibition; 1 = Occasional cheekiness or disinhibition more than others at same developmental level, but not to the extent of embarrassment: somewhat socially naive or imperceptive for developmental level; 2 = Definite lack of appreciation of social cues, contexts, or requirements: definitely lacks normal social inhibitions and sometimes behaves in socially embarrassing ways; fails to modulate behavior according to social context; 3 = Marked social disinhibition: appears unaware of social cues and social requirements so that behavior frequently embarrassing or inappropriate; 8 = N/A; 9 = N/K or not askedSOCDIS5
intbehav_cunprocIntegerRecommendedUnusual preoccupations - Current
0;1;2;3;8;9
0 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the subject; 2 = Definite, repetitive preoccupation that intrudes into family life, but does not disrupt it significantly; or definite, repetitive preoccupation that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the subject's other activities; 9 = N/K or not askedCUNPROC
dbaes_a4usebod_codeIntegerRecommendedUse of other's body (Score Ever) - CodeUSEBODY_MS
dbaes_a4ocomf_codeIntegerRecommendedOffers comfort - CodeOCOMF_MS
dbaes_a4qualov_codeIntegerRecommendedQuality of social overtures - CodeQUALOV_MS
intbehav_eunprocIntegerRecommendedUnusual preoccupations - Ever
0::3;8;9
0 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the subject; 2 = Definite, repetitive preoccupation that intrudes into family life, but does not disrupt it significantly; or definite, repetitive preoccupation that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the subject's other activities; 9 = N/K or not askedEUNPROC
intbehav_ccirintIntegerRecommendedCircumscribed interests - Current
0;1;2;3;8;9
0 = No circumscribed interests; 1 = Special interest of unusual degree, but not definitely intrusive into or constraining of the subject's or family's other activities; 2 = Definite circumscribed interest that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's or family's other activities; 3 = Definite circumscribed interest that causes clear-cut social impairment; 8 = N/A (age below 3.0 years); 9 = N/K or not askedCCIRINT
intbehav_ecirintIntegerRecommendedCircumscribed interests - Ever
0;1;2;3;8;9
0 = No circumscribed interests; 1 = Special interest of unusual degree, but not definitely intrusive into or constraining of the subject's or family's other activities; 2 = Definite circumscribed interest that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's or family's other activities; 3 = Definite circumscribed interest that causes clear-cut social impairment; 8 = N/A (age below 3.0 years); 9 = N/K or not askedECIRINT
intbehav_cuseobjIntegerRecommendedRepetitive use of objects or interest in parts of objects - Current
0;1;2;3;7;8;9
0 = Little or no repetitive use of objects; 1 = some repetitive use of objects (e.g., shaking strings or spinning things), or interest in parts (e.g., turning wheels and dials) or very specific types of objects (e.g., collecting bits of paper), in conjunction with several other activities but not causing social impairment; 2 = Play linked to highly stereotypic use of objects or attention to specific parts or types of objects, but which does not constrain or intrude upon subject's other activities; 3 = Play linked to highly stereotypic use of objects to an extent that prevents or seriously interferes with other activities; 7 = An interest in "infant" toys, such as music boxes or rattles, but play is with a variety of objects and not in a highly stereotypic fashion; 8 = N/A (no play with objects); 9 = N/K or not askedCUSEOBJ
intbehav_euseobjIntegerRecommendedRepetitive use of objects or interest in parts of objects - Ever
0;1;2;3;7;8;9
0 = Little or no repetitive use of objects; 1 = some repetitive use of objects (e.g., shaking strings or spinning things), or interest in parts (e.g., turning wheels and dials) or very specific types of objects (e.g., collecting bits of paper), in conjunction with several other activities but not causing social impairment; 2 = Play linked to highly stereotypic use of objects or attention to specific parts or types of objects, but which does not constrain or intrude upon subject's other activities; 3 = Play linked to highly stereotypic use of objects to an extent that prevents or seriously interferes with other activities; 7 = An interest in "infant" toys, such as music boxes or rattles, but play is with a variety of objects and not in a highly stereotypic fashion; 8 = N/A (no play with objects); 9 = N/K or not askedEUSEOBJ
intbehav_ccritIntegerRecommendedCompulsions/rituals - Current
0;1;2;3;9
0 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that subject has to perform in a special way; subject appears to be under pressure or becomes anxious if activity disrupted, or family goes to unusual lengths to avoid interrupting ritual or to make sure subject is forewarned if it is necessary to interrupt her/him; compulsive quality present, but little interference with family life or social impairment; 3 = One or more activities that subject has to perform in a special way; subject appears to be under marked pressure or becomes extremely anxious or distressed if activity disrupted; degree of compulsive quality intrudes upon family life or causes definite social impairment to subject; 9 = N/K or not askedCCRIT
intbehav_ecritIntegerRecommendedCompulsions/rituals - Ever
0;1;2;3;9
0 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that subject has to perform in a special way; subject appears to be under pressure or becomes anxious if activity disrupted, or family goes to unusual lengths to avoid interrupting ritual or to make sure subject is forewarned if it is necessary to interrupt her/him; compulsive quality present, but little interference with family life or social impairment; 3 = One or more activities that subject has to perform in a special way; subject appears to be under marked pressure or becomes extremely anxious or distressed if activity disrupted; degree of compulsive quality intrudes upon family life or causes definite social impairment to subject; 9 = N/K or not askedECRIT
intbehav_cunsensIntegerRecommendedUnusual sensory interests - Current
0::3;9
0 = Has no unusual sensory interests; 1 = Shows one or two unusual interests regularly; 2 = Has unusual sensory interest that takes up a major amount of time or prevents or limits alternative use of that material in its ordinary function; 9 = N/K or not askedCUNSENS
intbehav_eunsensIntegerRecommendedUnusual sensory interests - Ever
0::3;9
0 = Has no unusual sensory interests; 1 = Shows one or two unusual interests regularly; 2 = Has unusual sensory interest that takes up a major amount of time or prevents or limits alternative use of that material in its ordinary function; 9 = N/K or not askedEUNSENS
intbehav_cnoiseIntegerRecommendedUndue general sensitivity to noise - Current
0;1;2;3;9
0 = No general sensitivity to noise; 1 = Slight sensitivity to noise: somewhat sensitive to loud sounds such as the vacuum cleaner, motorbikes, or other appliances; 2 = Definite sensitivity to noises that are not distressing to most other people, the sensitivity being accompanied by a clear behavioral change (such as avoidance, hands over ears, or crying); 3 = Definite sensitivity to noises to the extent that subject's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not askedCNOISE
intbehav_enoiseIntegerRecommendedUndue general sensitivity to noise - Ever
0;1;2;3;8;9
0 = No general sensitivity to noise; 1 = Slight sensitivity to noise: somewhat sensitive to loud sounds such as the vacuum cleaner, motorbikes, or other appliances; 2 = Definite sensitivity to noises that are not distressing to most other people, the sensitivity being accompanied by a clear behavioral change (such as avoidance, hands over ears, or crying); 3 = Definite sensitivity to noises to the extent that subject's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not askedENOISE
dbaes_a4inapfe_codeIntegerRecommendedInappropriate facial expressions (Score Ever) - CodeINAPFE_MS
dbaes_a4resp_codeIntegerRecommendedAppropriateness of social response - CodeQRESP_MS
dbaes_a4IntegerRecommendedLack of socioemotional reciprocity - Total A4SOC4T_MS
dbaes_atotalIntegerRecommendedTotal for Section A: Qualitative Abnormalities in Reciprocal Social Interaction0::30; 999999 = missingSOCT_CS
dbaes_b1point_codeIntegerRecommendedPointing to express interest - CodePOINT_MS
intbehav_cabinrIntegerRecommendedAbnormal idiosyncratic negative response to specific sensory stimuli - Current
0;1;2;3;9
0 = No predictable, abnormal, idiosyncratic, negative response to specific sensory stimuli; 1 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli, but reaction mild or controllable so does not give rise to avoidance or to any interference with ordinary life; 2 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli; some intrusion into ordinary activities so there are occasional tantrums/disturbances or attempts by family to avoid subject being exposed to specific stimulus; however, no substantial interference with general pattern of family life; 3 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli that causes substantial interference with family life or totally, or almost totally, prevents some activity; 9 = N/K or not askedCABINR
intbehav_eabinrIntegerRecommendedAbnormal idiosyncratic negative response to specific sensory stimuli - Ever
0;1;2;3;9
0 = No predictable, abnormal, idiosyncratic, negative response to specific sensory stimuli; 1 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli, but reaction mild or controllable so does not give rise to avoidance or to any interference with ordinary life; 2 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli; some intrusion into ordinary activities so there are occasional tantrums/disturbances or attempts by family to avoid subject being exposed to specific stimulus; however, no substantial interference with general pattern of family life; 3 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli that causes substantial interference with family life or totally, or almost totally, prevents some activity; 9 = N/K or not askedEABINR
intbehav_cchangeIntegerRecommendedDifficulties with minor changes in subject's own routines or personal environment - Current
0;1;2;3;9
0 = No difficulties with minor changes in own subject's own routines; 1 = Unusually negative reaction to minor changes in subject's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in subject's own routines, causing resistance or distress/or family going to unusual lengths to avoid changing minor aspects of subject's routines or to prepare subject for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in subject's own routines, with substantial interference with or impairment of family activities; 9 = N/K or not askedCCHANGE
intbehav_echangeIntegerRecommendedDifficulties with minor changes in subject's own routines or personal environment - Ever
0;1;2;3;8;9
0 = No difficulties with minor changes in own subject's own routines; 1 = Unusually negative reaction to minor changes in subject's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in subject's own routines, causing resistance or distress/or family going to unusual lengths to avoid changing minor aspects of subject's routines or to prepare subject for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in subject's own routines, with substantial interference with or impairment of family activities; 9 = N/K or not askedECHANGE
intbehav_cresisIntegerRecommendedResistance to trivial changes in the environment(not directly affecting the subject) - Current
0;1;2;3;9
0 = None; 1 = Unusually negative reaction to trivial changes in the environment, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to trivial changes in the environment, causing marked distress or causing family to go to unusual lengths to avoid trivial changes in the environment or to prepare subject for such trivial changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to trivial changes in the environment, with substantial interference with or impairment of family activities; 9 = N/K or not askedCRESIS
intbehav_eresisIntegerRecommendedResistance to trivial changes in the environment(not directly affecting the subject) - Ever
0;1;2;3;9
0 = None; 1 = Unusually negative reaction to trivial changes in the environment, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to trivial changes in the environment, causing marked distress or causing family to go to unusual lengths to avoid trivial changes in the environment or to prepare subject for such trivial changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to trivial changes in the environment, with substantial interference with or impairment of family activities; 9 = N/K or not askedERESIS
intbehav_cuattIntegerRecommendedUnusual attachment to objects - Current
0;1;2;3;6;7;9
0 = No attachment or attachment only to cuddly object used as comforter; 1 = Some attachment to slightly unusual object, such as piece of paper or soft brush, or several similar interchangeable objects, but puts down if asked to do so and can tolerate separation from it; no interference with activities; 2 = Attachment to an unusual object causes significant distress on separation or causes caregivers to try to ensure object always readily available for subject because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 6 = Attachment to soother/comforter or blanket or other usual object beyond age 5 or with such intensity that interferes with social functioning or activities (if has also had an unusual attachment, code that instead); 7 = Series of short-lasting (1-3 days) attachments to unusual objects or groups of objects, replaced by new attachment to different kind of unusual object also for short time; 9 = N/K or not askedCUATT
intbehav_euattIntegerRecommendedUnusual attachment to objects - Ever
0;1;2;3;6;7;9
0 = No attachment or attachment only to cuddly object used as comforter; 1 = Some attachment to slightly unusual object, such as piece of paper or soft brush, or several similar interchangeable objects, but puts down if asked to do so and can tolerate separation from it; no interference with activities; 2 = Attachment to an unusual object causes significant distress on separation or causes caregivers to try to ensure object always readily available for subject because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 6 = Attachment to soother/comforter or blanket or other usual object beyond age 5 or with such intensity that interferes with social functioning or activities (if has also had an unusual attachment, code that instead); 7 = Series of short-lasting (1-3 days) attachments to unusual objects or groups of objects, replaced by new attachment to different kind of unusual object also for short time; 9 = N/K or not askedEUATT
intbehav_chfmanIntegerRecommendedHand and finger mannerisms - Current
0;1;2;3;8;9
0 = No hand and finger mannerisms; 1 = Occasional hand and finger mannerisms only or type not as clearly specified as for rating of "2"; 2 = Definite, frequent hand mannerisms or finger flicking/twisting, but no interference with other activities or distress if interrupted; 3 = Marked mannerisms of type specified; associated with social impairment or distress when interrupted or infrequent interruption due to others' concern about subject's reaction; 8 = N/A (e.g., physically disabled); 9 = N/K or not askedCHFMAN
dbaes_b1nod_codeIntegerRecommendedNodding - CodeNOD_MS
dbaes_b1hshake_codeIntegerRecommendedHeadshaking - CodeHSHAKE_MS
dbaes_b1insges_codeIntegerRecommendedConventional instrumental gestures - CodeINSGES_MS
intbehav_ehfmanIntegerRecommendedHand and finger mannerisms - Ever
0;1;2;3;8;9
0 = No hand and finger mannerisms; 1 = Occasional hand and finger mannerisms only or type not as clearly specified as for rating of "2"; 2 = Definite, frequent hand mannerisms or finger flicking/twisting, but no interference with other activities or distress if interrupted; 3 = Marked mannerisms of type specified; associated with social impairment or distress when interrupted or infrequent interruption due to others' concern about subject's reaction; 8 = N/A (e.g., physically disabled); 9 = N/K or not askedEHFMAN
intbehav_cothmanIntegerRecommendedOther complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Current
0;1;2;3;8;9
0 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypies, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not askedCOTHMAN
intbehav_eothmanIntegerRecommendedOther complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Ever
0;1;2;3;8;9
0 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypies, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not askedEOTHMAN
intbehav_cmlhandIntegerRecommendedMidline hand movements - Current
0;1;2;8;9
0 = No midline hand movements; 1 = Only occasional midtine hand movements or type not as clearly specified as for a rating of "2"; 2 = Definite abnormal wringing hand movements mainly in the midline; 8 = N/A; 9 = N/K or not askedCMLHAND
intbehav_emlhandIntegerRecommendedMidline hand movements - Ever
0;1;2;8;9
0 = No midline hand movements; 1 = Only occasional midtine hand movements or type not as clearly specified as for a rating of "2"; 2 = Definite abnormal wringing hand movements mainly in the midline; 8 = N/A; 9 = N/K or not askedEMLHAND
genbehav_cgaitIntegerRecommendedGait - Current
0;1;2;3;7;8;9
0 = Normal gait; 1 = Somewhat unusual gait; 2 = Definitely odd gait (e.g., toe-walking or abnormal bouncing); 3 = Gait sufficiently odd to be noticed by others outside family or teachers; 7 = Gait apparently due to a neurological condition or to severe developmental motor impairment; 8 = N/A; 9 = N/K or not askedCGAIT
genbehav_gait5IntegerRecommendedGait - Most Abnormal
0;1;2;3;7;8;9
0 = Normal gait; 1 = Somewhat unusual gait; 2 = Definitely odd gait (e.g., toe-walking or abnormal bouncing); 3 = Gait sufficiently odd to be noticed by others outside family or teachers; 7 = Gait apparently due to a neurological condition or to severe developmental motor impairment; 8 = N/A; 9 = N/K or not askedGAIT5
genbehav_caggfamIntegerRecommendedAggression to caregivers or family members - Current
0;1;2;3;9
0 = No aggression or only rare episodes; rare aggressiveness, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary, provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not askedCAGGFAM
genbehav_eaggfamIntegerRecommendedAggression to caregivers or family members - Ever
0;1;2;3;9
0 = No aggression or only rare episodes; rare aggressiveness, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary, provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not askedEAGGFAM
genbehav_caggothIntegerRecommendedAggression to non-caregivers or non-family members - Current
0;1;2;3;9
0 = Aggression rare, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not askedCAGGOTH
genbehav_eaggothIntegerRecommendedAggression to non-caregivers or non-family members - Ever
0;1;2;3;9
0 = Aggression rare, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not askedEAGGOTH
genbehav_cslfinjIntegerRecommendedSelf Injury - Current
0;1;2;3;9
0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not askedCSLFINJ
genbehav_eslfinjIntegerRecommendedSelf Injury - Ever
0;1;2;3;9
0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not askedESLFINJ
genbehav_chventIntegerRecommendedHyperventilation - Current
0;1;2;9
0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not askedCHVENT
genbehav_ehventIntegerRecommendedHyperventilation - Ever
0;1;2;9
0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not askedEHVENT
genbehav_cfaintIntegerRecommendedFaints/Fits/Blackouts - Current
0;1;2;7;9
0 = No attacks; 1 = History of attacks that might be epileptic, but diagnosis not established; 2 = Definite diagnosis of epilepsy; 7 = Febrile convulsions only, with no continuing daily medication outside the period of fever; 9 = N/K or not askedCFAINT
genbehav_efaintIntegerRecommendedFaints/Fits/Blackouts - Ever
0;1;2;7;9
0 = No attacks; 1 = History of attacks that might be epileptic, but diagnosis not established; 2 = Definite diagnosis of epilepsy; 7 = Febrile convulsions only, with no continuing daily medication outside the period of fever; 9 = N/K or not askedEFAINT
genbehav_ageabnIntegerRecommendedAge when abnormality first evident
0::20; 9
0 = Development in the first 3 years of life clearly normal in quality and within normal limits for social, adaptational, language, self-help, and motor milestones; no behavioral problems of a type that might indicate developmental delay or deviance; 1 = Development possibly within normal limits during first 3 years, but uncertainty because of either the quality of behavior or the level of skills; 2 = Development probably abnormal by the age of 3 years, as indicated by developmental delay or deviance, but not of a degree or type that is definitely incompatible with normality; 3 = Development definitely abnormal in the first 3 years but quality of behavior/social relationships/ communications not unambiguously autistic at that age; 4 = Development definitely abnormal in the first 3 years and quality of behavior/social relationships/ communications strongly indicative of autism at that age; 9 = N/K or not askedAGEABN
genbehav_judgageIntegerRecommendedInterviewer's judgment on age when developmental abnormalities probably first manifest (Code in months)0 :: 900; 998; 999JUDGAGE
com1t_msFloatRecommendedTotal for LACK OF, OR DELAY IN, SPOKEN LANGUAGE AND FAILURE TO COMPENSATE THROUGH GESTURE0 :: 80 to 8COM1T_MS
dbaes_b4imit_codeIntegerRecommendedSpontaneous imitation of actions - CodeIMIT_MS
dbaes_b4play_codeIntegerRecommendedImaginative play - CodePLAY_MS
cvisspzIntegerRecommendedVISUOSPATIAL ABILITY (i.e. In puzzles, jigsaws, shapes, patterns, etc.)0;1;2;7;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 subject's general level of ability, but not above general population norms;2=isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population 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 scored here);7=isolated skill/knowledge that is above the subject's general level and above the normal population level of ability and is used meaningfully (i. e. genuine talent or ability used adaptively such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill;8=N/A (e.g. reading in a nonverbal subject);9=N/K or not askedCVISSPZ
genbehav_evisspzIntegerRecommendedVisuospatial ability (i.e. In puzzles, jigsaws, shapes, patterns, etc.) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEVISSPZ
genbehav_cmemzIntegerRecommendedMemory Skill (accurate memory for detail, as of dates or timetables) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCMEMZ
genbehav_ememzIntegerRecommendedMemory Skill (accurate memory for detail, as of dates or timetables) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEMEMZ
genbehav_cmusiczIntegerRecommendedMusical ability (recognition, composition, absolute pitch or performance) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCMUSICZ
genbehav_emusiczIntegerRecommendedMusical ability(recognition, composition, absolute pitch or performance) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEMUSICZ
dbaes_b4soplay_codeIntegerRecommendedImitative social play - CodeSOCPLAY_MS
com4t_msFloatRecommendedTotal for LACK OF VARIED SPONTANEOUS MAKE-BELIEVE OR SOCIAL IMITATIVE PLAY0 :: 60 to 6COM4T_MS
chat_msFloatRecommendedSocial Chat (Score Current)0 :: 20 to 2CHAT_MS
conver_msFloatRecommendedReciprocal conversation (Score Current)0 :: 20 to 2CONVER_MS
com2vtmsFloatRecommendedTotal for RELATIVE FAILURE TO INITIATE OR SUSTAIN CONVERSTIONAL INTERCHANGE0 :: 40 to 4COM2VTMS
dbaes_b3stereo_codeIntegerRecommendedStereotyped utterances and Delayed Echolalia (Score Ever) - CodeSTEREO_MS
dbaes_b3inappq_codeIntegerRecommendedInappropriate questions (Score Ever) - CodeINAPPQ_MS
genbehav_cdrawzIntegerRecommendedDrawing Skill (unusually skilled use of perspective or creative approach) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCDRAWZ
genbehav_edrawzIntegerRecommendedDrawing Skill (unusually skilled use of perspective or creative approach) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillEDRAWZ
genbehav_creadzIntegerRecommendedReading ability (e.g. early sight reading) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCREADZ
ereadzIntegerRecommendedREADING ABILITY (e.g. early sight reading)0;1;2;7;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 subject's general level of ability, but not above general population norms;2=isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population 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 scored here);7=isolated skill/knowledge that is above the subject's general level and above the normal population level of ability and is used meaningfully (i. e. genuine talent or ability used adaptively such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill;8=N/A (e.g. reading in a nonverbal subject);9=N/K or not askedEREADZ
genbehav_ccompuzIntegerRecommendedComputational ability (e.g. mental arithmetic) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillCCOMPUZ
genbehav_ecompuzIntegerRecommendedComputational ability (e.g. mental arithmetic) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skillECOMPUZ
dbaes_a1gaze_codeIntegerRecommendedDirect Gaze - CodeGAZE_MS
dbaes_a1ssmile_codeIntegerRecommendedSocial Smiling - CodeSMILE_MS
dbaes_a1rfacex_codeIntegerRecommendedRange of facial expressions used to communicate - CodeRFACEX_MS
dbaes_a1IntegerRecommendedFailure to use nonverbal behaviors to regulate social interaction - Total A1SOC1T_MS
dbaes_a2peerpl_codeIntegerRecommendedImaginative play with peers (over 4 yrs. only) - CodePEERPL_MS
dbaes_a2intch_codeIntegerRecommendedInterest in Children - CodeINTERCH_MS
dbaes_a2respch_codeIntegerRecommendedResponse to other children's approaches - CodeRESPCH_MS
dbaes_b3pron_codeIntegerRecommendedPronominal reversal (Score Ever) - CodePRON_MS
dbaes_b3neoid_codeIntegerRecommendedNeologisms/idiosyncratic language (Score Ever) - CodeNEOID_MS
com3vtmsFloatRecommendedTotal for STEREOTYPED, REPETITIVE, OR IDIOSYNCRATIC SPEECH0 :: 80 to 8COM3VTMS
comvt_msFloatRecommendedVerbal Total0 :: 260 to 26COMVT_MS
comnvtmsFloatRecommendedNonverbal Total0 :: 140 to 14COMNVTMS
dbaes_c1unproc_codeIntegerRecommendedUnusual preoccupations - CodeUNPREOC_MS
circint_msFloatRecommendedCircumscribed interests (4 years and over)0 :: 20 to 2CIRCINT_MS
beh1t_msFloatRecommendedTotal for ENCOMPASSING PREOCCUPATION OR CIRCUMSCRIBED PATTER OF INTEREST0 :: 40 to 4BEH1T_MS
dbaes_c2verrit_codeIntegerRecommendedVerbal rituals - CodeVERRIT_MS
comprit_msFloatRecommendedCompulsions/rituals0 :: 20 to 2COMPRIT_MS
beh2t_msFloatRecommendedTotal for APPARENTLY COMPULSIVE ADHERENCE TO NONFUNCTIONAL ROUTINES OR RITUALS0 :: 40 to 4BEH2T_MS
dbaes_c3hfman_codeIntegerRecommendedHand and finger mannerisms - CodeHFMAN_MS
dbaes_c3othman_codeIntegerRecommendedOther Complex mannerisms or sterotyped Body Movements - CodeOTHMAN_MS
beh3t_msFloatRecommendedStereotyped and repetitive motor mannerisms total (Score Higher)0 :: 20 to 2BEH3T_MS
dbaes_c4useobj_unsensIntegerRecommendedRepetitive use of objects OR Unusual sensory interests (record higher score)USEOBJ_MS
dbaes_c4unsens_codeIntegerRecommendedUnusual sensory interests - CodeUNSENS_MS
beh4t_msFloatRecommendedPreoccupations with part of objects or non-functional elements of materials Total (Score Higher)0 :: 20 to 2BEH4T_MS
beht_msFloatRecommendedRepetitive Behaviors and Stereotyped Patterns Total0 :: 120 to 12BEHT_MS
acon_msFloatRecommendedAge parents first noticed-1 :: 100-1 to 100ACON_MS
dbaes_daword_codeIntegerRecommendedAge of first single words - CodeAWORD_MS
dbaes_daphrase_codeIntegerRecommendedAge of first phrases - CodeAPHRASE_MS
dbaes_dageabn_codeIntegerRecommendedAge when abnormality first evident - CodeAGEABN_MS
judgage_msFloatRecommendedInterviewer's judgment on age manifest-1 :: 100-1 to 100JUDGAGE_MS
devt_msFloatRecommendedTotal Abnormal Dev.-1 :: 100-1 to 100DEVT_MS
soccutmsIntegerRecommendedMet social cutoff0;10=No;1=YesSOCCUTMS
cmvctmsIntegerRecommendedMet communication/verbal cutoff0;10=No;1=YesCMVCTMS
cmnvctmsIntegerRecommendedMet communication/nonverbal cutoff0;10=No;1=YesCMNVCTMS
behcutmsIntegerRecommendedMet restrictive & repetitive behaviors cutoff0;10=No;1=YesBEHCUTMS
devcutmsIntegerRecommendedMet abnormal devt. Cutoff0;10=No;1=YesDEVCUTMS
autismmsIntegerRecommendedMet ADI autism cutoff (all totals)0;10=No;1=YesAUTISMMS
dbaes_a1gazeIntegerRecommendedDirect Gaze - ScoreGAZE_CS
dbaes_a1ssmileIntegerRecommendedSocial Smiling - ScoreSMILE_CS
dbaes_a1rfacexIntegerRecommendedRange of facial expressions used to communicate - ScoreRFACEX_CS
cbaes_a1IntegerRecommendedFailure to use nonverbal behaviors to regulate social interactionSOC1T_CS
dbaes_a2peerplIntegerRecommendedImaginative play with peers (over 4 yrs. only) - ScorePEERPL_CS
dbaes_a2intchIntegerRecommendedInterest in Children - ScoreINTERCH_CS
dbaes_a2respchIntegerRecommendedResponse to other children's approaches - ScoreRESPCH_CS
grfrply_csFloatRecommendedGroup play with peers (CA 4 - 9.11 yrs.) or Friends (CA 10 - 15 yrs.)0 :: 20 to 2GRFRPLY_CS
cbaes_a2IntegerRecommendedFailure to develop peer relationshipsSOC2T_CS
dbaes_a3showIntegerRecommendedShowing and directing attention - ScoreSHOW_CS
dbaes_a3oshareIntegerRecommendedOffering to share - ScoreOSHARE_CS
dbaes_a3shareIntegerRecommendedSeeking to share own enjoyment with others - ScoreSHARE_CS
cbaes_a3IntegerRecommendedLack of shared enjoymentSOC3T_CS
dbaes_a4usebodIntegerRecommendedUse of other's body (Score Ever) - ScoreUSEBODY_CS
dbaes_a4ocomfIntegerRecommendedOffers comfort - ScoreOCOMF_CS
dbaes_a4qualovIntegerRecommendedQuality of social overtures - ScoreQUALOV_CS
dbaes_a4inapfeIntegerRecommendedInappropriate facial expressions (Score Ever) - ScoreINAPFE_CS
dbaes_a4respIntegerRecommendedAppropriateness of social response - ScoreQRESP_CS
cbaes_a4IntegerRecommendedLack of socioemotional reciprocitySOC4T_CS
soct_msFloatRecommendedTotal for Qualitative Impairments in Reciprocal Social Interaction0 :: 300 to 30SOCT_MS
dbaes_b1pointIntegerRecommendedPointing to express interest - ScorePOINT_CS
dbaes_b1insgesIntegerRecommendedConventional instrumental gestures - ScoreINSGES_CS
dbaes_b1nodIntegerRecommendedNodding - ScoreNOD_CS
dbaes_b1hshakeIntegerRecommendedHeadshaking - ScoreHSHAKE__CS
dbaes_b1IntegerRecommendedLack of, or delay in, spoken language and failure to compensate through gesture - Total B1COM1T_CS
dbaes_b4imitIntegerRecommendedSpontaneous imitation of actions - ScoreIMIT_CS
dbaes_b4playIntegerRecommendedImaginative play - ScorePLAY_CS
dbaes_b4soplayIntegerRecommendedImitative social play - ScoreSOCPLAY_CS
dbaes_b4IntegerRecommendedLack of varied spontaneous make-believe or social imitative playCOM4T_CS
cbaes_b2chatIntegerRecommendedSocial Chat (Score Ever if age 4 and above; score Current if under 4) - ScoreCHAT_CS
dbaes_b2converIntegerRecommendedReciprocal conversation (Verbal Subjects Only) - ScoreCONVER_CS
dbaes_b2IntegerRecommendedRelative failure to initiate or sustain conversational interchange - Total B2(V)COM2VTCS
dbaes_b3stereoIntegerRecommendedStereotyped utterances and Delayed Echolalia (Score Ever) - ScoreSTEREO_CS
dbaes_b3inappqIntegerRecommendedInappropriate questions (Score Ever) - ScoreINAPPQ_CS
dbaes_b3pronIntegerRecommendedPronominal reversal (Score Ever) - ScorePRON_CS
dbaes_b3neoidIntegerRecommendedNeologisms/idiosyncratic language (Score Ever) - ScoreNEOID_CS
dbaes_b3IntegerRecommendedStereotyped, repetitive, or idiosyncratic speech - Total B3(V)COM3VTCS
dbaes_bvtotalIntegerRecommendedTotal of Section B - Verbal: Qualitative Abnormalities in Communication0::30; 999999=missingCOMVT_CS
dbaes_bnvtotalIntegerRecommendedTotal of Section B - Non-Verbal: Qualitative Abnormalities in Communication0::20; 999999=missingCOMNVTCS
dbaes_c1cirintIntegerRecommendedCircumscribed interests (4 years and over) - ScoreCIRCINT_CS
dbaes_c1unprocIntegerRecommendedUnusual preoccupations - ScoreUNPREOC_CS
dbaes_c1IntegerRecommendedEncompassing preoccupation or circumscribed pattern of interest - Total C1BEH1T_CS
verrit_csFloatRecommendedVerbal rituals0 :: 20 to 2VERRIT_CS
dbaes_c2critIntegerRecommendedCompulsions/rituals - ScoreCOMPRIT_CS
dbaes_c2IntegerRecommendedApparently compulsive adherence to nonfunctional routines or rituals - Total C2BEH2T_CS
hfman_csFloatRecommendedHand and finger movements0 :: 20 to 2HFMAN_CS
othman_csFloatRecommendedComplex mannerisms0 :: 20 to 2OTHMAN_CS
dbaes_c3IntegerRecommendedStereotyped and repetitive motor mannerisms - Total C3BEH3T_CS
useobj_csFloatRecommendedRepetitive use of objects0 :: 20 to 2USEOBJ_CS
unsens_csFloatRecommendedUnusual sensory interests0 :: 20 to 2UNSENS_CS
dbaes_c4IntegerRecommendedPreoccupations with part of objects or nonfunctional elements of material - Total C4BEH4T_CS
dbaes_ctotalIntegerRecommendedTotal of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior0::25; 999999=missingBEHT_CS
dbaes_dacon_codeIntegerRecommendedAge when parents first noticed - CodeACON_CS
aword_csFloatRecommendedAge at first single words0 :: 10 to 1AWORD_CS
aphrase_csFloatRecommendedAge at first phrases0 :: 10 to 1APHRASE_CS
ageabn_csFloatRecommendedAge when abnormality first evident0 :: 10 to 1AGEABN_CS
judgage_csFloatRecommendedInterviewer's judgment on age manifest0 :: 10 to 1JUDGAGE_CS
dbaes_dtotalIntegerRecommendedTotal of Section D0::30; 999999=missingDEVT_CS
soccutcsIntegerRecommendedDid child's Social score surpass Autism cutoff?0;1;90=No;1=Yes;9=N/ASOCCUTCS
cmvctcsIntegerRecommendedDid child's Verbal Communication score surpass Autism cutoff?0;1;90=No;1=Yes;9=N/ACMVCTCS
cmnvctcsIntegerRecommendedDid child's NonVerbal Communication score surpass Autism cutoff?0;1;90=No;1=Yes;9=N/ACMNVCTCS
comcutcsIntegerRecommendedDid child's Communication score surpass Autism cutoff?0;1;90=No;1=Yes;9=N/ACOMCUTCS
behcutcsIntegerRecommendedDid child's Behavior score surpass Autism cutoff?0;1;90=No;1=Yes;9=N/ABEHCUTCS
devcutcsIntegerRecommendedDid child's Abnormality of Development score surpass Autism cutoff?0;1;90=No;1=Yes;9=N/ADEVCUTCS
autismcsIntegerRecommendedMet ADI Autism cutoff?0;1;90=No;1=Yes;9=N/AAUTISMCS
Data Structure

This page displays the data structure defined for the measure identified in the title and structure short name. The table below displays a list of data elements in this structure (also called variables) and the following information:

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  • Description: A basic description
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Distribution for DataStructure: agre_adir_200302 and Element:
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