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Child Behavior Rating Scale (CBRS)

cbrs

01

The Child Behavior Rating Scale (CBRS) as defined by Dr. Sally Rogers' group at UC, Davis

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Element NameData TypeSizeRequiredDescriptionValue RangeNotesAliases
subjectkeyGUIDRequiredThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
src_subject_idString20RequiredSubject ID how it's defined in lab/project
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired fieldAddate, cbrsIntDate
interview_ageIntegerRequiredAge in months at the time of the interview/test/sampling/imaging.0 :: 1260Age is rounded to chronological month. If the research participant is 15-days-old at time of interview, the appropriate value would be 0 months. If the participant is 16-days-old, the value would be 1 month.ADagemos, cbrsAgemos
genderString20RequiredSex of the subjectM;FM = Male; F = FemaleSEX
cbrscoddateDateRecommendedCBRS Date of coding
cbrsperiodIntegerRecommendedCBRS Time Period of Coded Interaction
cbrsatten1IntegerRecommendedCBRS Attention to Activity1 = Very low (The child never attends to a computer activity to more than a few seconds at a time. He or she may be completely inactive, avoidant of the activities, or may constantly change activities.); 2 = Low (The child can be described as generally inattentive for the activity. Although the child sometimes participates in the activity, she is more often inactive, avoidant of the activities, or engaged in changing activities.); 3 = Moderate (The child attends to the activities about as often as she does not. She has extended periods of time in which she participates in the activity as well as periods in which she is engaged in avoiding or changing activities.); 4 = High (The child "stays with" the activities during the majority of the session. She may have 'periods in which she is inattentive but these are short-lived and limited in number.); 5 = Very high (The child "stays with" the activities throughout the session. The child participates in the activities without periods of inattention.)
cbrsatten2IntegerRecommendedCBRS Persistence1 = Very low (The child never demonstrates repetition of a behavior. The child who is very low in persistence may never attempt a second try when having difficulty.); 2 = Low (The child infrequently demonstrates repetition of a behavior. She may occasionally make a second attempt when having difficulty but quickly gives up.); 3 = Moderate (The child has extended periods in which he or she seems to be practicing behaviors, but just as often has periods in which he does not practice. Similarly, there may be periods in which the child continues to try when having difficulty about as often as there are periods in which she quickly gives up.); 4 = High (Although the child has some periods in which she quickly gives up or during which repetition of behavior is rarely seen, in general, the child can be describe as high in persistence. She is often observed to practice behaviors or make second and third attempts when having difficulty.); 5 = Very high (The child frequently practices vocalizations or activities. He also may make repeated attempts at tasks when having difficulty. The child's persistence is a highlight of his behavior throughout the session.)
cbrsatten3IntegerRecommendedCBRS Interest Involvement1 = Very low (This child obviously does not derive satisfaction from his involvement in the activities. The child shows a great deal of neutral affect as .well as some distress or avoidance of the activity. When the child does participate in the interaction, he seems to be "going through the motions" rather than actively participating. This child may be greatly distracted by other activities in the classroom.); 2 = Low (This child, for the most part, does not derive satisfaction from his participation in the activities. He may show largely neutral affect and may appear passive during the interaction. His behavior may appear to be largely "rote" during the activities. Or this child may subtly or overtly demonstrate uninvolvement by being distracted during the majority of the session.) 3 = Moderate (The child derives some satisfaction from the activities. There are sustained periods in which he seems intent on what he is doing or uses gestures or vocalizations to express satisfaction with the activity. There are also extended periods in which the child seems to be "going through the motions" or is disinterested in the activities.); 4 = High (The child can be described as highly interested or involved. During the majority of the session, the child appears to derive satisfaction from his participation in the activities.); 5 = Very high (The child is highly involved throughout the session. This child appears to be highly motivated to engage in the activities regardless of whether they are adult or child initiated. He or she derives a great deal of satisfaction from participating in the activities.)
cbrsatten4IntegerRecommendedCBRS Cooperation1 = Very low (The child may overtly demonstrate refusal to cooperate by throwing or pushing away materials, or may simply ignore the adult's suggestions.); 2 = Low (While the child may occasionally attempt to cooperate with the adult's suggestions, the child is not cooperative for the majority the interaction.); 3 = Moderate (The child attempts to cooperate with the adult's requests or suggestions about as often as he or she does not cooperate.); 4 = High (The child usually attempts to cooperate with the adult's requests or suggestions. He or she may occasionally refuse to cooperate but for the majority of the time attempts to follow the adults suggestions or requests.); 5 = Very High (The child consistently attempts to cooperate with the adult's requests or suggestions. He or she responds quickly to both overt and subtle requests or suggestions.)
cbrsattenssFloatRequiredCBRS Attention Scale Score
cbrsinit1IntegerRecommendedCBRS Initiation: Activities1 = Very low (The child almost never attempts to initiate activities. He or she may be extremely passive and inactive during the interaction or only engage in activities in response to the adult's requests.); 2 = Low (The child occasionally attempts to initiate activities. For the most part, however, the child either follows the adult's agenda or is very passive during the interaction.); 3 = Moderate (On several occasions the child attempts to initiate activities. There are also several periods in which the child is passive, uninvolved or responding only to the adult's agenda.); 4 = High (The child consistently attempts to initiate activities. Although the child initiates regularly, the child occasionally becomes uninvolved or passive during the interaction.); 5 = Very high (The child initiates activities throughout the session. He clearly has his own agenda and insists on following it.)
cbrsinit2IntegerRecommendedCBRS Joint Attention1 = Very low (The child never attempts to share experiences with the adult. He or she never engages in periods of eye-contact or vocalization or attempts to engage the adult by showing or offering toys.); 2 = Low (The child occasionally attends to the adult by demonstrating eye-contact. For the most part, however, the child does not attempt to share experiences with the adult.); 3 = Moderate (The child attends to the adult approximately half of the time. He or she demonstrates periods of eye-contact or other sharing behaviors, but equally demonstrates periods of inattention. This child may also have extended periods of eye contact but more in response to the adult's behavior than in an attempt to engage the adult.); 4 = High (The child attends to the adult for the majority of the session. He or she is often observed to actively share experiences through eyecontact and vocalization and sometimes attempts to initiate activities with the adult.); 5 = Very high (The child has frequent and lengthy bouts of eye contact with the adult. He or she often vocalizes while looking at the adult or attempts to share experiences by showing or offering toys or materials or otherwise initiating activities with the adult. The child is characterized by his frequent attempts to involve the adult.)
cbrsinit3IntegerRecommendedCBRS Affect1 = Very low (The child demonstrates a great deal of distress during the interaction. He or she may cry, whine, or attempt to hit the adult or throw materials and toys.); 2 = Low (While the child does not demonstrate distress throughout the interaction, there are several sustained periods in which the child is distressed.); 3 = Moderate (The child, in general, displays low intensity enjoyment. Or this child can be generally characterized as sober or neutral in affect.); 4 = High (For the most part, the child can be described as happy. He or she shows some neutral affect, but most often appears to be happy during the session.); 5 = Very high (The child often vocalizes, laughs or smiles when interacting with the toys or adult. He or she never demonstrates negative affect.)
cbrsinitssFloatRequiredCBRS Initiation Scale Score
cbrscommentsString100RecommendedCBRS Comments
reliabilityString10Recommendedreliability studyYes;No
Data Structure

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

  • Element Name: This is the standard element name
  • Data Type: Which type of data this element is, e.g. String, Float, File location.
  • Size: If applicable, the character limit of this element
  • Required: This column displays whether the element is Required for valid submissions, Recommended for valid submissions, Conditional on other elements, or Optional
  • Description: A basic description
  • Value Range: Which values can appear validly in this element (case sensitive for strings)
  • Notes: Expanded description or notes on coding of values
  • Aliases: A list of currently supported Aliases (alternate element names)
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Distribution for DataStructure: cbrs01 and Element:
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Filters for multiple data elements within a structure are supported. Selections across multiple data structures will be supported in a future version of NDA.