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CPEA STAART ADI-R 1995 Short

cs_adi_r_1995_short

03

ADI-R 1995 as Defined by the CPEA STAART Project

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Element NameData TypeSizeRequiredDescriptionValue RangeNotesAliases
subjectkeyGUIDRequiredThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired fieldADI_DATE_STD
cycleIntegerRecommendedTimepoint information-1 = Screener; 0 = Baseline; 97 = Taper; 98 = Withdrawal; 99 = Interim contact
patidString20Recommendedsrc_Subject_idA Participant ID provided by DM-STAT must be present to process form
networkString20RecommendedNetworkCPEA or STAART Network
siteString100RecommendedSiteStudy Site
studyString100RecommendedStudy
adi_al_agfpuFloatRecommendedAge of first phrases0 :: 800; 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 asked
adi_al_agfswFloatRecommendedAge of first single words0 :: 800; 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 asked
adi_cc_ctcnb_aIntegerRecommendedCurrent Concerns
adi_cc_ctcnb_bIntegerRecommendedCurrent Concerns
adi_cc_ctcnb_cIntegerRecommendedCurrent Concerns
adi_cc_ctcnb_dIntegerRecommendedCurrent Concerns
adi_cm_cnahrIntegerRecommendedConcerns about hearingNulled value range of: 0; 1; 2; 8; 9 to accept outlier data
adi_cm_cxneu_aIntegerRecommendedComplexity of non-echoed utterances: Current0::4; 8; 9; 9990=Uses a range of grammatical constructions and an extensive vocabulary (as seen in most normally developing 4 to 5 year olds). May make occasional errors in some advanced constructions, but with little interference with communication; 1=Extensive vocabulary and a range of grammatical structures, but somewhat limited in flexibility and variety and/or with frequent grammatical errors or omissions; 2=Significant proportion of utterances that follow simple grammatical rules (such as word endings to indicate tense), but constructions markedly limited in variety and complexity; 3=Nonechoed utterances predominantly simple phrases; 4=Nonechoed utterances predominantly single words; 8=N/A; 9=N/K or not asked; 999=Missing
adi_cm_cxneu_bIntegerRecommendedComplexity of non-echoed utterances: At age 5.00::4; 8; 9; 9990=Uses a range of grammatical constructions and an extensive vocabulary (as seen in most normally developing 4 to 5 year olds). May make occasional errors in some advanced constructions, but with little interference with communication; 1=Extensive vocabulary and a range of grammatical structures, but somewhat limited in flexibility and variety and/or with frequent grammatical errors or omissions; 2=Significant proportion of utterances that follow simple grammatical rules (such as word endings to indicate tense), but constructions markedly limited in variety and complexity; 3=Nonechoed utterances predominantly simple phrases; 4=Nonechoed utterances predominantly single words; 8=N/A; 9=N/K or not asked; 999=Missing
adi_cm_imeha_aIntegerRecommendedImmediate echolalia: Current0::3; 8; 9; 9990=Rarely or never echoes/echoed words or phrases; 1=Occasionally echoes/echoed words or phrases; 2=Echoes/echoed words or phrases regularly; 3=Speech largely consists/consisted of immediate echolalia; 8=Not enough speech to code; 999=Missing
adi_cm_imeha_bIntegerRecommendedImmediate echolalia: Ever0::3; 8; 9; 9990=Rarely or never echoes/echoed words or phrases; 1=Occasionally echoes/echoed words or phrases; 2=Echoes/echoed words or phrases regularly; 3=Speech largely consists/consisted of immediate echolalia; 8=Not enough speech to code; 999=Missing
adi_dateFloatRecommendedADI: Date
adi_dxString15RecommendedADI: Diagnosis
adi_ed_abcdtFloatRecommendedAcquisition of bladder control: Daytime0 :: 800; 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 asked
adi_ed_abcntIntegerRecommendedAcquisition of bladder control: Nighttime0 :: 800; 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 asked
adi_ed_agnrlFloatRecommendedAge when first noticed that something was not quite right in language, relationships, or behavior0 :: 800; 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 asked
adi_ed_fsapc_aIntegerRecommendedFirst symptoms to arouse parental concern
adi_ed_fsapc_bIntegerRecommendedFirst symptoms to arouse parental concern
adi_ed_fsapc_cIntegerRecommendedFirst symptoms to arouse parental concern
adi_ed_fsapc_dIntegerRecommendedFirst symptoms to arouse parental concern
adi_ed_fwunaFloatRecommendedFirst walked unaided0 :: 800; 995; 996; 997; 998; 999995 = Still not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not asked
adi_gb_agfabIntegerRecommendedAge when abnormality first evident0 = 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 asked
adi_gb_cmpab_aIntegerRecommendedComputational ability: CurrentNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_cmpab_bIntegerRecommendedComputational ability: EverNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_drwsk_aIntegerRecommendedDrawing skill: CurrentNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_drwsk_bIntegerRecommendedDrawing skill: EverNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_itvjdFloatRecommendedInterviewers judgment on age when developmental abnormalities probably first manifest0 :: 800
adi_gb_memsk_aIntegerRecommendedMemory skill: CurrentNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_memsk_bIntegerRecommendedMemory skill: EverNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_musab_aIntegerRecommendedMusical ability: CurrentNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_musab_bIntegerRecommendedMusical ability: EverNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_reada_aIntegerRecommendedReading ability: CurrentNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_reada_bIntegerRecommendedReading ability: EverNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_slfin_aIntegerRecommendedSelf-injury: CurrentNulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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 asked
adi_gb_slfin_bIntegerRecommendedSelf-injury: EverNulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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 asked
adi_gb_vspla_aIntegerRecommendedVisuospatial ability: CurrentNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_gb_vspla_bIntegerRecommendedVisuospatial ability: EverNulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 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
adi_ib_cmprt_aIntegerRecommendedCompulsions/rituals: Current0; 1; 2; 3; 90 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that 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 asked
adi_ib_cmprt_bIntegerRecommendedCompulsions/rituals: Ever0; 1; 2; 3; 90 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that 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 asked
adi_ib_crcit_aIntegerRecommendedCircumscribed interests: Current (3.0 or older)0; 1; 2; 3; 8; 90 = 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 asked
adi_ib_crcit_bIntegerRecommendedCircumscribed interests: Ever (3.0 or older)0; 1; 2; 3; 8; 90 = 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 asked
adi_ib_hdfgm_aIntegerRecommendedHand and finger mannerisms: Current0; 1; 2; 3; 8; 90 = 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 asked
adi_ib_hdfgm_bIntegerRecommendedHand and finger mannerisms: Ever0; 1; 2; 3; 8; 90 = 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 asked
adi_ib_ocmsb_aIntegerRecommendedOther complex mannerisms or stereotyped body movements: Current0; 1; 2; 3; 8; 90 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypies, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not asked
adi_ib_ocmsb_bIntegerRecommendedOther complex mannerisms or stereotyped body movements: Ever0; 1; 2; 3; 8; 90 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypies, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not asked
adi_ib_rpuob_aIntegerRecommendedRepetitive use of objects or interests in parts of objects: Current0; 1; 2; 3; 7; 8; 90 = Little or no repetitive use of objects; 1 = some repetitive use of objects (e.g., shaking strings or spinning things), or interest in parts (e.g., turning wheels and dials) or very specific types of objects (e.g., collecting bits of paper), in conjunction with several other activities but not causing social impairment; 2 = Play linked to highly stereotypic use of objects or attention to specific parts or types of objects, but which does not constrain or intrude upon 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 asked
adi_ib_rpuob_bIntegerRecommendedRepetitive use of objects or interests in parts of objects: Ever0; 1; 2; 3; 7; 8; 90 = Little or no repetitive use of objects; 1 = some repetitive use of objects (e.g., shaking strings or spinning things), or interest in parts (e.g., turning wheels and dials) or very specific types of objects (e.g., collecting bits of paper), in conjunction with several other activities but not causing social impairment; 2 = Play linked to highly stereotypic use of objects or attention to specific parts or types of objects, but which does not constrain or intrude upon 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 asked
adi_ib_unpro_aIntegerRecommendedUnusual preoccupations: Current0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_ib_unpro_bIntegerRecommendedUnusual preoccupations: Ever0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_ib_unsyi_aIntegerRecommendedUnusual sensory interests: Current0; 1; 2; 90 = Has no unusual sensory interests; 1 = Shows one or two unusual interests regularly; 2 = Has unusual sensory interest that takes up a major amount of time or prevents or limits alternative use of that material in its ordinary function; 9 = N/K or not asked
adi_ib_unsyi_bIntegerRecommendedUnusual sensory interests: Ever0; 1; 2; 90 = Has no unusual sensory interests; 1 = Shows one or two unusual interests regularly; 2 = Has unusual sensory interest that takes up a major amount of time or prevents or limits alternative use of that material in its ordinary function; 9 = N/K or not asked
adi_lc_artpn_aIntegerRecommendedArticulation and pronunciation: Current (4.0 or older)Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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 asked
adi_lc_artpn_bIntegerRecommendedArticulation and pronunciation: At 5.0 yearsNulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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 asked
adi_lc_attvc_aIntegerRecommendedAttention to voice: Current (under 5.0)Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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 asked
adi_lc_attvc_bIntegerRecommendedAttention to voice: Most abnormal 4.0 - 5.0Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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 asked
adi_lc_cistg_aIntegerRecommendedConventional/instrumental gestures: Current0; 1; 2; 3; 8; 90 = Appropriate and spontaneous use of a variety of conventional or instrumental gestures; 1 = Spontaneous use of conventional or instrumental gestures, but limited in range or contexts; 2 = Inconsistent spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only; 3 = No use of conventional or instrumental gestures, 8 = N/A; 9 = N/K or not asked
adi_lc_cistg_bIntegerRecommendedConventional/instrumental gestures: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Appropriate and spontaneous use of a variety of conventional or instrumental gestures; 1 = Spontaneous use of conventional or instrumental gestures, but limited in range or contexts; 2 = Inconsistent spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only; 3 = No use of conventional or instrumental gestures, 8 = N/A; 9 = N/K or not asked
adi_lc_cpslg_aIntegerRecommendedComprehension of simple language: CurrentNulled value range of: 0; 1; 2; 3; 4; 8; 9 to accept outlier data. 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 asked
adi_lc_cpslg_bIntegerRecommendedComprehension of simple language: Most abnormal 4.0 - 5.0Nulled value range of: 0; 1; 2; 3; 4; 8; 9 to accept outlier data. 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 asked
adi_lc_hdshk_aIntegerRecommendedHead shaking: Current0; 1; 2; 8; 90 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not asked
adi_lc_hdshk_bIntegerRecommendedHead shaking: Most abnormal 4.0 - 5.00; 1; 2; 8; 90 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not asked
adi_lc_imgpl_aIntegerRecommendedImaginative play: Current (under 10.0)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_lc_imgpl_bIntegerRecommendedImaginative play: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = 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 asked
adi_lc_impwp_aIntegerRecommendedImaginative play with peers: Current (Over 4.0 and under 10.0)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_lc_impwp_bIntegerRecommendedImaginative play with peers: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = 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 asked
adi_lc_inqos_aIntegerRecommendedInappropriate questions or statements: Current0; 1; 2; 8; 90 = No or very rare use of questions/statements inappropriate to conversation or setting; 1 = Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing; 2 = Frequent use of questions/statements that are odd or obviously inappropriate to the situation; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
adi_lc_inqos_bIntegerRecommendedInappropriate questions or statements: Ever0; 1; 2; 8; 90 = No or very rare use of questions/statements inappropriate to conversation or setting; 1 = Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing; 2 = Frequent use of questions/statements that are odd or obviously inappropriate to the situation; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
adi_lc_neidl_aIntegerRecommendedNeologisms/idiosyncratic language: Current0; 1; 2; 8; 90 = No use of neologisms or idiosyncratic language; 1 = Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time; 2 = Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fostered the initial idiosyncratic word or phrase; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
adi_lc_neidl_bIntegerRecommendedNeologisms/idiosyncratic language: Ever0; 1; 2; 8; 90 = No use of neologisms or idiosyncratic language; 1 = Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time; 2 = Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fostered the initial idiosyncratic word or phrase; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
adi_lc_noddg_aIntegerRecommendedNodding: Current0; 1; 2; 8; 90 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not asked
adi_lc_noddg_bIntegerRecommendedNodding: Most abnormal 4.0 - 5.00; 1; 2; 8; 90 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not asked
adi_lc_ovlolIntegerRecommendedOverall level of languageNulled value range of: 0; 1; 2 to accept outlier data. 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 asked
adi_lc_pnmrv_aIntegerRecommendedPronominal reversal: Current0; 1; 2; 3; 7; 8; 90 = 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 asked
adi_lc_pnmrv_bIntegerRecommendedPronominal reversal: Ever0; 1; 2; 3; 7; 8; 90 = 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 asked
adi_lc_ptexp_aIntegerRecommendedPointing to express interest: Current0; 1; 2; 8; 90 = Spontaneously points at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate; 1 = Makes some limited attempt to express interest by pointing, but with limited flexibility and/or lack of coordination (e.g., uses arm or points with finger, but without consistent coordination with eye gaze); 2 = Little or no spontaneous unprompted attempts to point to express interest in objects at a distance; 8 = N/A; 9 = N/K or not asked
adi_lc_ptexp_bIntegerRecommendedPointing to express interest: Most abnormal0; 1; 2; 8; 90 = Spontaneously points at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate; 1 = Makes some limited attempt to express interest by pointing, but with limited flexibility and/or lack of coordination (e.g., uses arm or points with finger, but without consistent coordination with eye gaze); 2 = Little or no spontaneous unprompted attempts to point to express interest in objects at a distance; 8 = N/A; 9 = N/K or not asked
adi_lc_rcpcv_aIntegerRecommendedReciprocal Conversation: Current0; 1; 2; 3; 8; 90 = 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 asked
adi_lc_rcpcv_bIntegerRecommendedReciprocal Conversation: Ever (when verbal)0; 1; 2; 3; 8; 90 = 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 asked
adi_lc_scvbc_aIntegerRecommendedSocial verbalization/chat: Current0; 1; 2; 8; 90 = 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 asked
adi_lc_scvbc_bIntegerRecommendedSocial verbalization/chat: Ever (when verbal)0; 1; 2; 8; 90 = 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 asked
adi_lc_spioa_aIntegerRecommendedSpontaneous imitation of actions: Current (under 10.0)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_lc_spioa_bIntegerRecommendedSpontaneous imitation of actions: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Spontaneous imitation of a varied range of non-taught actions, at least some of which are incorporated into play outside the context of the observed behavior of the imitated person; 1 = Some indication of spontaneous imitation that goes beyond copying a frequent use of an object, but not of sufficient flexibility or number to meet the criteria for "0"; 2 = Spontaneous imitation limited to a few familiar routines that are not incorporated into play; including frequent appropriate use of an object probably learned through imitation (e.g., mowing lawn with a toy mower); 3 = Very rare or no spontaneous imitation; 8 = N/A; 9 = N/K or not asked
adi_lc_suade_aIntegerRecommendedStereotyped utterances and delayed echolalia: Current0; 1; 2; 3; 8; 90 = 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 asked
adi_lc_suade_bIntegerRecommendedStereotyped utterances and delayed echolalia: Ever0; 1; 2; 3; 8; 90 = 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 asked
adi_lc_uobtc_aIntegerRecommendedUse of others 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 asked
adi_lc_uobtc_bIntegerRecommendedUse of others body to communicate: Ever0; 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 asked
adi_lc_vblrt_aIntegerRecommendedVerbal rituals: Current0; 1; 2; 3; 8; 90 = No verbal rituals; 1 = Tendency to say things in ritualized way or to require others to do so, but no indication that this is compulsive, and readily stops if asked to do so; 2 = 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 asked
adi_lc_vblrt_bIntegerRecommendedVerbal rituals: Ever0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_apscr_aIntegerRecommendedAppropriateness of social responses: Current0; 1; 2; 3; 8; 90 = Appropriate response to overtures by familiar and unfamiliar adults; 1 = Some clear positive responses and interactions, but not consistent; 2 = Responds to parents/caregiver and others 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 asked
adi_sp_apscr_bIntegerRecommendedAppropriateness of social responses: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Appropriate response to overtures by familiar and unfamiliar adults; 1 = Some clear positive responses and interactions, but not consistent; 2 = Responds to parents/caregiver and others 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 asked
adi_sp_dirgz_aIntegerRecommendedDirect gaze: Current (under 5.0)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_dirgz_bIntegerRecommendedDirect gaze: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Normal reciprocal direct gaze used to communicate across a range of situations and people; 1 = Definite direct gaze, but only of brief duration or not consistent during social interactions; 2 = Uncertain/occasional direct gaze, or gaze rarely used during social interactions; 3 = Unusual or odd use of gaze; 8 = N/A; 9 = N/K or not asked
adi_sp_frdsp_aIntegerRecommendedFriendships: Current (5.0 or older)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_frdsp_bIntegerRecommendedFriendships: Most abnormal 10.0 - 15.00; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_gpwpr_aIntegerRecommendedGroup play with peers: Current (Over 4.0 and under 10.0)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_gpwpr_bIntegerRecommendedGroup play with peers: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_imscp_aIntegerRecommendedImitative social play: Current (under 10.0)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_imscp_bIntegerRecommendedImitative social play: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Normal social play, including clear evidence that the child initiates and responds to simple infant social games and can take both parts; 1 = Some to-and-fro (i.e., reciprocal) social play, but limited in amount, duration, or contexts in which shown (e.g., only plays 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 asked
adi_sp_inapa_aIntegerRecommendedInitiation of appropriate activities: CurrentNulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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 asked
adi_sp_inapa_bIntegerRecommendedInitiation of appropriate activities: Most abnormal 4.0 - 5.0Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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 asked
adi_sp_infex_aIntegerRecommendedInappropriate facial expression: Current0; 1; 2; 8; 90 = Facial expressions almost always appropriate to mood, situation, and context; 1 = Facial expressions slightly or occasionally inappropriate or odd; 2 = Facial expressions obviously inappropriate in several different situations; 8 = N/A (almost no variation in facial expression, appropriate or inappropriate, as in coding of "3" in Item 57); 9 = N/K or not asked
adi_sp_infex_bIntegerRecommendedInappropriate facial expression: Ever0; 1; 2; 8; 90 = Facial expressions almost always appropriate to mood, situation, and context; 1 = Facial expressions slightly or occasionally inappropriate or odd; 2 = Facial expressions obviously inappropriate in several different situations; 8 = N/A (almost no variation in facial expression, appropriate or inappropriate, as in coding of "3" in Item 57); 9 = N/K or not asked
adi_sp_intcd_aIntegerRecommendedInterest in children: Current (under 10.0)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_intcd_bIntegerRecommendedInterest in children: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Often watches other children and sometimes makes a clear effort to approach them or get their attention; 1 = Usually watches other children or indicates interest in them to parent/caregiver in some way (e.g., by pointing, vocalizing, or trying to imitate what they are doing, but no attempt to seek them out); or approaches other children without trying to get their attention; 2 = Occasionally watches other children, but almost never tries to approach them, or to direct parent's/caregiver's attention to them, or copy them; 3 = Shows no, or almost no, interest in other children; 8 = N/A; 9 = N/K or not asked
adi_sp_ofcmf_aIntegerRecommendedOffers comfort: Current0; 1; 2; 3; 8; 90 = 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 asked
adi_sp_ofcmf_bIntegerRecommendedOffers comfort: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = 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 asked
adi_sp_ofrsh_aIntegerRecommendedOffering to share: Current0; 1; 2; 3; 8; 90 = 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 asked
adi_sp_ofrsh_bIntegerRecommendedOffering to share: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = 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 asked
adi_sp_qlsco_aIntegerRecommendedQuality of social overtures: Current0; 1; 2; 3; 8; 90 = Consistently uses coordinated eye gaze with accompanying vocalization in typical situations when motivated to communicate; 1 = May use eye gaze or vocalization, but these are 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 asked
adi_sp_qlsco_bIntegerRecommendedQuality of social overtures: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Consistently uses coordinated eye gaze with accompanying vocalization in typical situations when motivated to communicate; 1 = May use eye gaze or vocalization, but these are 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 asked
adi_sp_rgfce_aIntegerRecommendedRange of facial expression: Current0; 1; 2; 3; 8; 90 = Full range of facial expression; 1 = Somewhat limited facial expression; may be rather stilted, exaggerated, in manner; 2 = Markedly limited range of facial expressions or tendency to have just one facial expression (e.g., happy) for all circumstances; 3 = Facial expression showing little or no indication of emotion of any kind; 8 = N/A; 9 = N/K or not asked
adi_sp_rgfce_bIntegerRecommendedRange of facial expression: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Full range of facial expression; 1 = Somewhat limited facial expression; may be rather stilted, exaggerated, in manner; 2 = Markedly limited range of facial expressions or tendency to have just one facial expression (e.g., happy) for all circumstances; 3 = Facial expression showing little or no indication of emotion of any kind; 8 = N/A; 9 = N/K or not asked
adi_sp_rspap_aIntegerRecommendedResponse to approaches of other children: Current (under 10.0)0; 1; 2; 3; 8; 9; 9990 = 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 asked
adi_sp_rspap_bIntegerRecommendedResponse to approaches of other children: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = 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 asked
adi_sp_sclsm_aIntegerRecommendedSocial smiling: Current0; 1; 2; 3; 8; 90 = Regularly predictable, reciprocal, social smiles in response to the smiles of a variety of people besides parent/caregiver; 1 = Some evidence of reciprocal social smiling, but not sufficient to code "0"; 2 = Some evidence of smiling while looking at people, but generally not reciprocal; code here if smiles only to parent/caregiver, smiles only upon request, or smiles in odd situations or odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not asked
adi_sp_sclsm_bIntegerRecommendedSocial smiling: Most abnormal 4.0 - 5.00; 1; 2; 3; 8; 90 = Regularly predictable, reciprocal, social smiles in response to the smiles of a variety of people besides parent/caregiver; 1 = Some evidence of reciprocal social smiling, but not sufficient to code "0"; 2 = Some evidence of smiling while looking at people, but generally not reciprocal; code here if smiles only to parent/caregiver, smiles only upon request, or smiles in odd situations or odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not asked
adi_sp_ssenj_aIntegerRecommendedSeeking to share her/his enjoyment with others: Current0; 1; 2; 8; 90 = 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 asked
adi_sp_ssenj_bIntegerRecommendedSeeking to share her/his enjoyment with others: Most abnormal 4.0 - 5.00; 1; 2; 8; 90 = 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 asked
adi_sp_swdra_aIntegerRecommendedShowing and directing attention: Current0; 1; 2; 3; 8; 90 = Regular showing of objects by bringing things to parent/caregiver and directing her/his attention, with no manifest motive other than sharing; 1 = Possible showing as described above, but not sufficiently frequent or of purely communicative quality to meet criteria 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 asked
adi_sp_swdra_bIntegerRecommendedShowing and directing attention: Most abnormal 4-50; 1; 2; 3; 8; 90 = Regular showing of objects by bringing things to parent/caregiver and directing her/his attention, with no manifest motive other than sharing; 1 = Possible showing as described above, but not sufficiently frequent or of purely communicative quality to meet criteria 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 asked
adi_versionString35RecommendedADI: Version
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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Distribution for DataStructure: cs_adi_r_1995_short03 and Element:
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