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Description
Value Range
Notes
Data Structures with shared data
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Classroom Observer Hillside Behavior Ratings

cor

01

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Element NameData TypeSizeRequiredDescriptionValue RangeNotes
subjectkeyGUIDRequiredThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
src_subject_idString20RequiredSubject ID how it's defined in lab/project
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired field
interview_ageIntegerRequiredAge in months at the time of the interview/test/sampling/imaging.0 :: 1260Age is rounded to chronological month. If the research participant is 15-days-old at time of interview, the appropriate value would be 0 months. If the participant is 16-days-old, the value would be 1 month.
genderString20RequiredSex of the subjectM;FM = Male; F = Female
siteString100RecommendedSiteStudy Site
stusdyString40RecommendedStudy ID
visitString50RecommendedVisit nameCharacter description of each type of visit
cor_i_aorbString2RecommendedTarget ChildA;B
cor001IntegerRecommendedGross Motor Activity1::91 = Severely under-active. Sits passively, lack of gross motor movement such as walking, running, etc; 2 = Under-active Sluggish, lacks spontaneous motor activity; 3 = Average in gross motor activity. No excessive running, no restlessness, or fidgety behavior; 4 = Somewhat restless. May have movements of the hands, fingers or arms. Does not have excessive gross motor activity such as running, climbing, inability to sit still; 5 = Restless and fidgety. Can sit for appropriate periods of time, but squirms in chair, moves about in the chair, does not sit still; 6 = Very restless and fidgety; 7 = Overactive, but can be controlled. (Has difficulty sitting down. Gets up, but can be brought back; 8 = Very overactive. Very difficult to control. Difficult to get back; 9 = Severely overactive. Cannot be controlled: runs around, climbs, cannot sit for any length of time.
adas12IntegerRecommendedConcentration/ Distractibility0::100 = none, no evidence of poor concentration or distractibility 1 = very mild, one instance of poor concentration 2 = mild, 2-3 instances of poor concentration/distractibility; signs of restlessness and inattentiveness 3 = moderate, 4-5 instances during interview 4 = moderately severe, poor concentration/distractibility throughout much of interview 5 = severe, extreme difficulty in concentration and extremely distractible, unable to complete tasks; 6 = Is goal-oriented, can maintain interest in tasks; 7 = Slightly distractible, but is goal-oriented and can finish tasks with minimal pressure; 8 = Quite distractible; finishes tasks only with considerable pressure; shows minimal goal-oriented behavior; 9 = Extremely distractible, cannot sustain attention for more than a few seconds, regardless of external pressure; 10 = Never starts or gets involved in anything presented to him and therefore cannot be rated.
cor003IntegerRecommendedFrustration Tolerance1::61 = Under-reacts to frustrating limit setting. Lack of any reaction; indifferent to limits; 2 = Average reaction to frustration. Can accept setting of limits without showing either indifference, or emotional upset; 3 = Has difficulty relinquishing demands. Persists when wants something; may whine and carry on verbally but no emotional upset; 4 = Exaggerated reaction to frustration, but stops after a short time; may cry, scream, have a brief tantrum; 5 = Exaggerated reaction which continues for extended periods of time (beyond 10 minutes). screaming, crying, tantrums; 6 = Catastrophic reaction to even minor frustrations. Has violent tantrums.
cor004IntegerRecommendedCooperation1::51 = Good: follows instructions well and easily, complies without urging; 2 = Fair: complies with a little repetition or urging; 3 = Poor: follows instructions after considerable pressure and intervention by the teacher; 4 = Very Poor: performs only with inordinate amount of pressure, limit setting, and/or threats; 5 = Nil: does not comply no matter how much pressure or urging is exerted.
cor005IntegerRecommendedMood1::61 = Child is happy and cheerful; 2 = Child is mostly happy and cheerful, but may briefly appear gloomy; 3 = Child is often gloomy; 4 = Child is mostly gloomy and depressed; 5 = Child is very gloomy and depressed; 6 = Child's mood is neutral (neither happy or sad).
psm1atswIntegerRecommendedAttitude towards school/work1::101=positive; 2=more positive than negative; 3= more negative than positive; 4= negative; 5 = Child wants to have all his work turn out perfectly. Not easily satisfied with the work he does; e.g.; erases excessively, destroys his work and starts again; 6 = Child is realistic in his evaluation. He changes his productions only when inadequate, can tolerate if not done perfectly; 7 = Child is on the whole realistic, but allows some unwarranted sloppiness; 8 = Child is only occasionally concerned about the quality of his work. Often allows unwarranted sloppiness; 9 = Child is satisfied with poor, inadequate, sloppy work; 10 = Child takes the line of least effort. No concern at all about quality of work.
cor007IntegerRecommendedInterest in Tasks1::51 = Child is eager to try tasks, is consistently easily stimulated; 2 = On the whole child is eager to try tasks; on occasion loses interest; 3 = Child is interested sometimes only not so much other times; 4 = Child rarely shows interest in tasks; 5 = Child shows no interest in the tasks at all.
cor008IntegerRecommendedAnxiety About Failure1::71 = Child is very anxious about failure. Never sure of accuracy of response, keeps asking if he's right; 2 = Child is anxious about failure - (asks if he's right more than necessary); 3 = Child has average, normal concern about failure; 4 = Child, for the most part, is normally concerned about failure, on occasion seems uncaring; 5 = Only occasionally shows normal anxiety; on the whole is unconcerned about failure; 6 = Most of the time child is unconcerned about failure, on rare occasions only seems to care; 7 = Child shows no anxiety whatsoever about failure. Could not care less.
cor009IntegerRecommendedAttention Seeking Devices1::51 = Child never seeks attention through devices similar to the ones described above; 2 = Child rarely seeks attention through these devices; 3 = Child occasionally employs such devices; 4 = Child frequently resorts to such devices; 5 = These devices are practically constant and characterize the manner in which the child behaves.
cor010IntegerRecommendedImpulse Control1::51 = Child has good control of his impulses. Never acts impulsively; 2 = Child usually has good control of his impulses, but acts impulsively on rare occasions; 3 = Child has some control of his impulses, but at times acts impulsively; 4 = Child has poor control of his impulses and often acts impulsively; 5 = Child is extremely impulsive. He very seldom, if ever, stops to think about the consequences of his actions.
cor011IntegerRecommendedInitiating Aggressive Behavior with Peers1::51 = Child never, or almost never, initiates aggressive behavior against other children; 2 = Child, on a few occasions initiates aggressive behavior; 3 = Child does above things sometimes, especially if provoked; 4 = Child frequently initiates aggressive behavior; 5 = Child initiates a great deal of aggressive behavior against other children. Typically aggressive in a great deal of his interactions with children.
cor012IntegerRecommendedJoining Aggressive Activities1::51 = Child never, or almost never joins ongoing aggressive activities like hitting, pushing, teasing, bullying, etc; 2 = Child, on a few occasions, joins aggressive activities; 3 = Child joins such activities at times but not regularly; 4 = Child frequently joins aggressive activities; 5 = Child almost invariably joins ongoing aggressive activities.
studyString100RecommendedStudy
Data Structure

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

  • Element Name: This is the standard element name
  • Data Type: Which type of data this element is, e.g. String, Float, File location.
  • Size: If applicable, the character limit of this element
  • Required: This column displays whether the element is Required for valid submissions, Recommended for valid submissions, Conditional on other elements, or Optional
  • Description: A basic description
  • Value Range: Which values can appear validly in this element (case sensitive for strings)
  • Notes: Expanded description or notes on coding of values
  • Aliases: A list of currently supported Aliases (alternate element names)
  • For valid elements with shared data, on the far left is a Filter button you can use to view a summary of shared data for that element and apply a query filter to your Cart based on selected value ranges

At the top of this page you can also:

  • Use the search bar to filter the elements displayed. This will not filter on the Size of Required columns
  • Download a copy of this definition in CSV format
  • Download a blank CSV submission template prepopulated with the correct structure header rows ready to fill with subject records and upload

Please email the The NDA Help Desk with any questions.

Distribution for DataStructure: cor01 and Element:
Chart Help

Filters enable researchers to view the data shared in NDA before applying for access or for selecting specific data for download or NDA Study assignment. For those with access to NDA shared data, you may select specific values to be included by selecting an individual bar chart item or by selecting a range of values (e.g. interview_age) using the "Add Range" button. Note that not all elements have appropriately distinct values like comments and subjectkey and are not available for filtering. Additionally, item level detail is not always provided by the research community as indicated by the number of null values given.

Filters for multiple data elements within a structure are supported. Selections across multiple data structures will be supported in a future version of NDA.