Loading...

Reset Password

NDAR provides a single access to de-identified autism research data. For permission to download data, you will need an NDAR account with approved access to NDAR or a connected repository (AGRE, IAN, or the ATP). For NDAR access, you need to be a research investigator sponsored by an NIH recognized institution with federal wide assurance. See Request Access for more information.

Warning Notice

This is a U.S. Government computer system, which may be accessed and used only for authorized Government business by authorized personnel. Unauthorized access or use of this computer system may subject violators to criminal, civil, and/or administrative action.

All information on this computer system may be intercepted, recorded, read, copied, and disclosed by and to authorized personnel for official purposes, including criminal investigations. Such information includes sensitive data encrypted to comply with confidentiality and privacy requirements. Access or use of this computer system by any person, whether authorized or unauthorized, constitutes consent to these terms. There is no right of privacy in this system.

You have logged in with a temporary password. Please update your password. Passwords must contain 8 or more characters and must contain at least 3 of the following types of characters:

Subscribe to our mailing list

Mailing List(s)
Email Format

You are now leaving the National Database for Autism Research (NDAR) web site to go to:

Click on the address above if the page does not change within 10 seconds.

Disclaimer

NDAR is not responsible for the content of this external site and does not monitor other web sites for accuracy.

Selected Filters
No filters selected

The filters you have selected from various query interfaces will be stored here, in the 'Filter Cart'. The database will be queried using filters added to your 'Filter Cart', when multiple filters are defined, each will be executed using 'AND' logic, so with each filter that is applied the result set gets smaller.

From the 'Filter Cart' you can inspect each of the filters that have been defined, and you also have the option to remove filters. The 'Filter Cart' itself will display the number of filters applied along with the number of subjects that are identified by the combination of those filters. For example a GUID filter with two subjects, followed by a GUID filter for just one of those subjects would return only data for the subject that is in both GUID filters.

If you have a question about the filter cart, or underlying filters please contact the help desk at The NDA Help Desk

Description
Value Range
Notes
Data Structures with shared data
No filters have been selected

Maternal Behavior Rating Scale (MBRS)

mbrs

01

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

Download Definition as
Download Submission Template as
Element NameData TypeSizeRequiredDescriptionValue RangeNotesAliases
subjectkeyGUIDRequiredThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
src_subject_idString20RequiredSubject ID how it's defined in lab/project
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging was completed. MM/DD/YYYYRequired fieldAddate
interview_ageIntegerRequiredAge in months at the time of the interview/test/sampling/imaging.0 :: 1260Age is rounded to chronological month. If the research participant is 15-days-old at time of interview, the appropriate value would be 0 months. If the participant is 16-days-old, the value would be 1 month.ADagemos
genderString20RequiredSex of the subjectM;FM = Male; F = FemaleSEX
mbrscoddateDateRecommendedMBRS Date of coding date
mbrsperiodIntegerRecommendedMBRS Time Period of Coded Interaction
mbrsresp1IntegerRecommendedMBRS Sensitivity to Child1 = Highly insensitive (Parent appears to ignore child's show of interest. Parent rarely comments on or watches child's behavior and does not engage in child's choice of activity.); 2 = Low sensitivity (Parent occasionally shows interest in the child's behavior or activity. Parent may suddenly notice where child is looking or what child is touching but does not continue to monitor child's behavior or engage in activity.); 3 = Moderate sensitivity (Parent seems to be aware of the child's interests; consistently monitors child's behavior but ignores more subtle and hard-to-detect communications from the child.); 4 = High sensitivity (Parent seems to be aware of the child's interests; consistently monitors the child's behavior but is inconsistent in detecting more subtle and hard-to-detect communications from the child.); 5 = Very high sensitivity (Parent seems to be aware of the child's interests; consistently monitors the child's behavior and follows interest indicated by subtle and hard-to-detect communications from the child.)
mbrsresp2IntegerRecommendedMBRS Responsivity1 = Highly unresponsive (There is a chronic failure to react to the child's behaviors such as facial expression. vocalizations, gestures, signs of discomfort, body language, demands, intentions.); 2 = Unresponsive (Parent's responses are inconsistent and may be inappropriate or slow.); 3 = Consistently responsive (Parent responds consistently to the child's behavior but may at times be slow or inappropriate.); 4 = Responsive (Parent responds to the child's behavior appropriately and promptly throughout the interaction.) 5 = Highly responsive (This parent responds promptly and appropriately to even subtle and hard-to-detect behavior of the child.)
mbrsresp3IntegerRecommendedMBRS Effectiveness (Reciprocity)1 = Very ineffective (Parent is very ineffective in keeping the child engaged in the interaction. The parent makes attempts to elicit the child's cooperation, but almost invariably fails. Most of the attempts are characterized by poor timing, lack of clarity or firmness, and/or appear to be half-hearted. Parent may give the appearance of helplessness where the child is concerned.); 2 = Ineffective (Parent mostly ineffective in keeping the child engaged in the interaction. In a few instances only, the parent is able to gain the child's cooperation, but is most often unsuccessful.); 3 = Moderately effective (Parent is successful in keeping the child engaged in the interaction but there is not reciprocal exchange of turns.); 4 = Highly effective (Parent keeps the child engaged throughout most of the interaction and often there is a reciprocal exchange of turns in play or conversation.); 5 = Extremely effective (Parent is able to keep the child engaged willingly throughout the entire interaction. Additionally, the interaction will be characterized by balanced turntaking in play or conversation.)
mbrsrespssIntegerRequiredMBRS Responsive/Child Oriented Scale Score
mbrsaffect1IntegerRecommendedMBRS Acceptance1 = Rejecting (This parent rarely shows positive emotion. Parent is continually disapproving of the child and the child's behavior.); 2 = Low acceptance (This parent shows little positive affect toward the child. Parent may ·show some disapproval of the child and the child's behavior but mostly remains neutral.); 3 = Accepting (This parent indicates general acceptance of the child; parent approves of the child and child's behavior in situations where approval would normally be appropriate. Moderate intensity of positive affect is displayed throughout the interaction.); 4 = Very accepting (Emphasis is on approval; this parent shows higher than average positive affect and is generous with approval.); 5 = High acceptance (This parent is effusive with approval and admiration of the child. Parent approves and praises even ordinary behavior; intense positive affect is displayed throughout the interaction.)
mbrsaffect2IntegerRecommendedMBRS Enjoyment1 = Enjoyment is absent (Parent may appear rejecting of the child as a person.); 2 = Enjoyment is seldom manifested (Parent may be characterized by a certain woodenness. Parent does not seem to enjoy the child per se.); 3 = Pervasive enjoyment but low-intenslty (Occasionally manifests delight in child being himself.); 4 = Enjoyment is the highlight of the interaction (Enjoyment occurs in the context of a warm relaxed atmosphere. Parent manifests delight fairly frequently.); 5 = High enjoyment (Parent is noted for the buoyancy and display of joy, pleasure, delighted surprise at the child's unexpected mastery.)
mbrsaffect3IntegerRecommendedMBRS Expressiveness1 = Highly inexpressive (Caregiver may inhibit body language appearing rigid; almost motionless. Caregiver exhibits flat affect; voice quality is dull and facial expression varies little.); 2 = Low overt expressiveness (Parent appears bland but does exhibit some affective quality in body language, voice quality and facial expression. May not respond to situations that would normally elicit an emotional reaction.); 3 = Moderate overt expressiveness (Parent responds to situations that would normally elicit an emotional reaction.); 4 = Overtly expressive (Parent uses body language, voice quality and facial expression in an animated manner to express emotion toward the child. Parent is generally enthusiastic but not extreme in expressiveness.); 5 = Highly expressive (Parent is extreme in expression of all emotions using body language, facial expression and voice quality. Appears very animated, these parents are "gushers.")
mbrsaffect4IntegerRecommendedMBRS Inventiveness1 = Very small repertoire (Parent is unable to do almost anything with the child, parent seems at a loss for ideas, stumbles around, is unsure of what to do. Parent's actions are simple, stereotyped and repetitive.); 2 = Small repertoire (Parent does find a few ways to engage the child in the course of the situation, but these are of limited number and tend to be repeated frequently, possibly with long periods of inactivity. Parent uses the toys in some of the standard ways, but does not seem to use other possibilities with toys or free play.); 3 = Medium repertoire (Parent performs the normal playing behaviors of parenthood, shows ability to use the standard means of playing with toys, and the usual means of free play. Parent shows some innovativeness in play and use of toys.); 4 = Large repertoire (Parent shows ability to use all the usual playing behaviors of parenthood, but in addition is able to find uses which are especially appropriate to the situation and the child's momentary needs.); 5 = Very large repertoire (Parent consistently finds new ways to use toys and/or actions to play with the child. Parent shows both standard uses of toys as well as many unusual but appropriate uses, and is continually able to change his/her behavior in response to the child's needs and state.)
mbrsaffect5IntegerRecommendedMBRS Warmth1 = Very low (Positive affect is lacking. Parent appears cold and reserved, rarely expresses affection through touch, voice.); 2 = Low (Parent occasionally expresses warmth through brief touches and vocal tone suggests low intensity of positive affect.); 3 = Moderate (Pervasive low-intensity positive affect is demonstrated throughout the interaction. Fondness is conveyed through touch and vocal tones.); 4 = High (Affection is expressed frequently through touch and vocal tone. Parent may verbalize terms of endearment.); 5 = Very high (Parent openly expresses love for the child continually and effusively through touch, vocal tone and verbal endearments.)
mbrsaffectssIntegerRequiredMBRS Affect/Animation Scale Score
mbrsachori1IntegerRecommendedMBRS Achievement1 = Very little encouragement (Parent makes no attempt or effort to get child to learn.); 2 = Little encouragement (Parent makes a few mild attempts at fostering sensorimotor development in the child but the interaction is more oriented to play for the sake of playing rather than teaching.); 3 = Moderate encouragement (Parent continually encourages sensorimotor development of the child either through play or training but does not pressure the child to achieve.); 4 = Considerable encouragement (Parent exerts some pressure on the child toward sensorimotor achievement, whether as unilateral pressure or in a pleasurable interactional way and whether wittingly or unwittingly.); 5 = Very high encouragement (Parent exerts much pressure on the child to achieve. Parent constantly stimulates him toward sensorimotor development, whether through play or obvious training. It is obvious to the observer that it is very important to the parent that the child achieve certain skills.)
mbrsachori2IntegerRecommendedMBRS Praise (Verbal)1 = Very low praise (Verbal praise is not used by the parents in the interaction even in situations which would nonnally elicit praise from the parent.); 2 = Low praise (Parent uses verbal praise infrequently throughout the interaction.); 3 = Moderate praise (Parent uses an average amount of verbal praise during the interaction. Parent praises in most situations which would normally elicit praise.); 4 = Praises frequently (Parent verbally praises the child frequently for behavior which would not nonnally elicit praise.); 5 = Very high praise (Very high frequency of verbal praise from the parent even tor behavior which would not normally elicit praise.)
mbrsachorssIntegerRequiredMBRS Achievement Orientation Scale Score
mbrsdirect1IntegerRecommendedMBRS Directiveness1 = Very low directive (Parent allows child to initiate or continue activities of his own choosing without interfering. Parent consistently avoids volunteering suggestions and tends to withhold them when they are requested or when they are the obvious reaction to the immediate situation. Parent's attitude may be "do it your own way."); = Low directive (Parent occasionally makes suggestions. This parent rarely tells the child what to do. He/she may respond with advice and criticism when help is requested but in general refrains from initiating such interaction. On the whole, this parent is cooperative and non-interfering.); 3 = Moderately directive (The parent's tendency to make suggestions and direct the child is about equal to the tendency to allow the child self-direction. The parent may try to influence the child's choice of activity but allow him independence in the execution of his play, or he may let the child make his own choice but be ready with suggestions for effective implementation.); 4 = Very directive (Parent occasionally withholds suggestions but more often indicates what to do next or how to do it. Parent produces a steady stream of suggestive remarks and may initiate a new activity when there has been no previous sign of inertia and/or resistance shown by the child.); 5 = Extremely directive (Parent continually attempts to direct the minute details of the child's "free" play. This parent is conspicuous for the extreme frequency of interruption of the child's activity-in-progress, so that the parent seems "at" the child most of the time -- insfructing, training, eliciting, directing, controlling.)
mbrsdirect2IntegerRecommendedMBRS Pace1 = Very slow (This parent is almost inactive. Pace is very slow with long periods of inactivity.); 2 = Slow (This parent's tempo is slower than average and there may be some periods of inactivity.); 3 = Average pace (This parent is neither strikingly slow nor fast. Tempo appears average compared to other parents.); 4 = Fast (This parent's pace is faster than average.); 5 = Very fast (Parent's rapid fire behavior does not allow the child lime to react.)
mbrsdirectssIntegerRequiredMBRS Directive Scale Score
mbrscommentsString100RecommendedMBRS 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)
  • 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: mbrs01 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.