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subjectkey |
GUID |
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Required |
The NDAR Global Unique Identifier (GUID) for research subject |
NDAR*
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src_subject_id |
String |
20
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Required |
Subject ID how it's defined in lab/project |
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interview_date |
Date |
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Required |
Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY |
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Addate |
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interview_age |
Integer |
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Required |
Age in months at the time of the interview/test/sampling/imaging. |
0::1440
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Age 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.
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ADagemos |
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sex |
String |
20
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Required |
Sex of subject at birth |
M;F; O; NR
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M = Male; F = Female; O=Other; NR = Not reported
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SEX, gender |
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mbrscoddate |
Date |
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Recommended |
MBRS Date of coding date |
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| Query
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mbrsperiod |
Integer |
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Recommended |
MBRS Time Period of Coded Interaction |
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| Query
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mbrsresp1 |
Integer |
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Recommended |
MBRS Sensitivity to Child |
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1 = 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.)
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| Query
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mbrsresp2 |
Integer |
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Recommended |
MBRS Responsivity |
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1 = 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.)
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| Query
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mbrsresp3 |
Integer |
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Recommended |
MBRS Effectiveness (Reciprocity) |
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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.)
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| Query
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mbrsrespss |
Integer |
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Required |
MBRS Responsive/Child Oriented Scale Score |
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| Query
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mbrsaffect1 |
Integer |
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Recommended |
MBRS Acceptance |
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1 = 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.)
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| Query
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mbrsaffect2 |
Integer |
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Recommended |
MBRS Enjoyment |
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1 = 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.)
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| Query
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mbrsaffect3 |
Integer |
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Recommended |
MBRS Expressiveness |
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1 = 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.")
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| Query
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mbrsaffect4 |
Integer |
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Recommended |
MBRS Inventiveness |
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1 = 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.)
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| Query
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mbrsaffect5 |
Integer |
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Recommended |
MBRS Warmth |
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1 = 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.)
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| Query
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mbrsaffectss |
Integer |
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Required |
MBRS Affect/Animation Scale Score |
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| Query
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mbrsachori1 |
Integer |
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Recommended |
MBRS Achievement |
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1 = 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.)
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| Query
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mbrsachori2 |
Integer |
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Recommended |
MBRS Praise (Verbal) |
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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.)
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| Query
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mbrsachorss |
Integer |
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Required |
MBRS Achievement Orientation Scale Score |
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| Query
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mbrsdirect1 |
Integer |
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Recommended |
MBRS Directiveness |
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1 = 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.)
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| Query
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mbrsdirect2 |
Integer |
|
Recommended |
MBRS Pace |
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1 = 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.)
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| Query
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mbrsdirectss |
Integer |
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Required |
MBRS Directive Scale Score |
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| Query
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mbrscomments |
String |
100
|
Recommended |
MBRS Comments |
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| Query
|
reliability |
String |
10
|
Recommended |
reliability study |
Yes;No
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