|
subjectkey |
GUID |
|
Required |
The NDAR Global Unique Identifier (GUID) for research subject |
NDAR*
|
|
|
|
src_subject_id |
String |
20
|
Required |
Subject ID how it's defined in lab/project |
|
|
|
|
interview_date |
Date |
|
Required |
Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY |
|
|
|
|
interview_age |
Integer |
|
Required |
Age in months at the time of the interview/test/sampling/imaging. |
0::1440
|
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.
|
|
|
sex |
String |
20
|
Required |
Sex of subject at birth |
M;F; O; NR
|
M = Male; F = Female; O=Other; NR = Not reported
|
gender |
|
comqwho |
Integer |
|
Recommended |
Respondent |
0::4; 9
|
0 = Self/subject; 1 = Mother; 2 = Father; 3 = Other primary caregiver; 4 = Other (describe); 9 = Missing
|
emq_relation |
|
cfmh_chd_pddnos |
Integer |
|
Recommended |
Does the child have Autism Spectrum Disorder? |
1;0;999
|
0 = No; 1 = Yes
|
emq_autism |
|
emq_1 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When held up against your shoulder, your child will: snuggle in and rest at your body immediately |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_2 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When held up against your shoulder, your child will: hold head steady without support when looking around |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_3 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When held up against your shoulder, your child will: hold head steady while you bounce up and down |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_4 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When held up against your shoulder, your child will: hold head steady while you walk or bend down |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_5 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her tummy, your child will: lift head slightly up from the ground and turn head to one side |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_6 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her tummy, your child will: lift head fully off the ground by pushing on his/her forearms |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_7 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her tummy, your child will: roll over to be on his/her back |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_8 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her back, your child will: move arms and legs vigorously (kicking and reaching movements) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_9 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her back, your child will: hold on to your hands and pull her/himself up to a sit without help |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_10 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her back, your child will: roll over to be on tummy |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_11 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her back, your child will: roll over to one side and push up into a crawling position |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_12 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her back, your child will: get up into a standing position by rolling to a side without help or aids |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_13 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When lying on his/her back, your child will: stand up without rolling to a side by sitting up and then moving forward |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_14 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When sitting on your lap with back support provided by you, your child will: hold his/her head up and steady when looking around the room |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_15 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a crawling position resting on hands and knees, your child will: shift weight to one arm and extend the other to reach, wave, or point |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_16 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a crawling position resting on hands and knees, your child will: lift up bottom and remain in this position for a short time |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_17 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a crawling position resting on hands and knees, your child will: crawl forward for a few steps (3-5) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_18 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: sit independently without support (hands lifted up) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_19 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: use hands and legs to scoot forward on his/her bottom |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_20 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: maintain a stable sitting position while turning head and torso to look around |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_21 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: hold on to some furniture and pull into a standing position |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_22 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: shift into a crawling position and try to crawl forward |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_23 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a standing position, your child will: bounce up and down slightly while holding on to you with both hands |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_24 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a standing position, your child will: take a few (wobbly) steps while holding on to you with one hand |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_25 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a standing position, your child will: stand alone for a few seconds without help |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_26 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a standing position, your child will: walk 4 or 5 steps independently with arms raised |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_27 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a standing position, your child will: is able to stand and toss a ball at the same time without loosing balance and falling over |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_28 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed into a standing position, your child will: squat down to pick up a toy from the ground |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_29 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: creep up the stairs independently |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_30 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk up stairs (4-5 steps) with both hands held by caregiver |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_31 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk up stairs (4-5 steps) with one hand held by caregiver |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_32 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk up stairs alone while holding onto a wall or railing |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_33 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk up stairs without aid (4 or more steps) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_34 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: creep down the stairs independently (feet first) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_35 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk down stairs without aid or help |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_36 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When moving around freely, your child will: run short distances around the room |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_37 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When moving around freely, your child will: run around the room making turns and stop without falling |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_38 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When moving around freely, your child will: kick a ball or small toy forward with one of his/her feet |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_39 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When moving around freely, your child will: stand on one foot when holding your hand (e.g., during dancing) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_40 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When moving around freely, your child will: demonstrate walking on toes for a short time |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_41 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When moving around freely, your child will: jump in place with both feet up in the air (e.g., during dancing) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_42 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When moving around freely, your child will: hop in place while balancing on one foot |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_43 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When moving around freely, your child will: jump down from boxes, small steps, or similar without falling |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_44 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When walking down a hallway or small room, your child will: walk in a straight line for a few (4-5) steps with arms up |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_45 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When walking down a hallway or small room, your child will: walk in a straight path without bumping into the walls using arms to balance |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_46 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: When walking down a hallway or small room, your child will: walk in a straight line with arms lowered and swinging freely |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_47 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: During free play or pretend play, you notice your child is able to: walk backwards for several (5 or more) steps |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_48 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: During free play or pretend play, you notice your child is able to: jump forward over small obstacles such as a curb or box |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_49 |
Integer |
|
Recommended |
Section 1: Gross Motor Skills: During free play or pretend play, you notice your child is able to: purposefully do a somersault |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_gm_total |
Integer |
|
Recommended |
EMQ Section 1 Gross Motor Skills Total |
|
|
|
|
emq_fm_1 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: holding his/her hands close to the body in little fists occassionally |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_2 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: tightly holding on to a toy placed into his/her hand |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_3 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: bringing both hands together near the face, chest, or tummy |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_4 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: opening up the fingers of each hand spontaneously |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_5 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: spontaneously bringing one hand up to the mouth |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_6 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: pulling on a string to obtain an object beyond reach |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_7 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: successfully hold on to a small object such as a ring or stick |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_8 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: reach for a toy with one hand by extending the arm and fingers |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_9 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: successfully grasp a toy with one hand following a reach |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_10 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: transfer toys from one hand to the other hand |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_11 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: purposefully bang toys on the table or tray |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_12 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: purposefully drop toys or throw them off the table |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_13 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: manipulate one toy with both hands simultaneously |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_14 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: place beads on a string without help |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_15 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: shaking small toys such as a rattle without losing balance |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_16 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: picking up small objects (e.g., cheerios) using index finger and thumb |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_17 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: holding one toy in each hand and banging them together |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_18 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: taking toys out of a box, bucket, or container |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_19 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: putting toys into a box, bucket, or container |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_20 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: stacking 3 or more blocks vertically |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_21 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a book or magazine, most of the time your child will: turn several pages at the same time |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_22 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a book or magazine, most of the time your child will: turn one page at a time |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_23 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: grip the crayon with a fist |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_24 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: grip the crayon with thumb and index finger (right side down) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_25 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: make a mark on the paper in any direction |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_26 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: mark vertical lines on the paper |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_27 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: mark horizontal lines on the paper |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_28 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: copy and reproduce simple drawings (e.g., circle) by caregiver |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_29 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: copy and reproduce multi-stroke drawings (e.g., square) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_30 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: copy and reproduce complex drawings (e.g., letters, triangle, cross) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_31 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: draw letters the right way round and proportional in size |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_32 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a sheet of paper, your child can do the following with the paper grasp the paper and pull or wrinkle it |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_33 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a sheet of paper, your child can do the following with the paper roll the paper in a tube shape |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_34 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a sheet of paper, your child can do the following with the paper fold the paper three times (any way) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_35 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a sheet of paper, your child can do the following with the paper fold the paper in half two times to form a square |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_36 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a shape sorter or piggy bank, you notice your child is able to successfully place circular shapes into the sorter |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_37 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a shape sorter or piggy bank, you notice your child is able to place complex shapes (e.g., triangle) into the sorter |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_38 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with a shape sorter or piggy bank, you notice your child rotates and successfully inserts small objects (e.g., coins) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_39 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with building blocks, you notice your child will: stack block towers of 6 blocks or more |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_40 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with building blocks, you notice your child will: add a block to a tall tower without knocking it over |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_41 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with building blocks, you notice your child will: copy you or other children by building a similar tower |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_42 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with activity books or coloring books, your child occasionally will: fill in color areas while staying insides the object's boundaries |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_43 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When playing with activity books or coloring books, your child occasionally will: connect lines in a maze or draw by numbers game |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_44 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: open shoelaces by pulling |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_45 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: open Velcro latches by pulling |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_46 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: open zippers by pulling |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_47 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: open buttons |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_48 |
Integer |
|
Recommended |
Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: close a zipper or buttons by him/herself |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_fm_total |
Integer |
|
Recommended |
EMQ Section 2: Fine Motor Skills Total |
|
|
|
|
emq_pa_1 |
Integer |
|
Recommended |
Section 3: Perception Action
: While lying on his/her back in a crib, baby gym, or on the floor, your child sometimes will: fixate on objects that are moved close to your child's eyes |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_2 |
Integer |
|
Recommended |
Section 3: Perception Action
: While lying on his/her back in a crib, baby gym, or on the floor, your child sometimes will: turn the head all the way to one side (90 degrees) to follow your face |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_3 |
Integer |
|
Recommended |
Section 3: Perception Action
: While lying on his/her back in a crib, baby gym, or on the floor, your child sometimes will: notice his/her own hands and look at them for some time |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_4 |
Integer |
|
Recommended |
Section 3: Perception Action
: While lying on his/her back in a crib, baby gym, or on the floor, your child sometimes will: swat at toys hanging from a baby gym or car seat |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_5 |
Integer |
|
Recommended |
Section 3: Perception Action
: While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: follow a person or object by turning his/her head slightly |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_6 |
Integer |
|
Recommended |
Section 3: Perception Action
: While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: turn the head from side to side (180 degrees) to follow something interesting |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_7 |
Integer |
|
Recommended |
Section 3: Perception Action
: While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: shift eye gaze back and forth between your face and an object |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_8 |
Integer |
|
Recommended |
Section 3: Perception Action
: While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: focus on a far away object (e.g., toy across the room) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_9 |
Integer |
|
Recommended |
Section 3: Perception Action
: While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: orient to noises and visually search for the cause of the noise |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_10 |
Integer |
|
Recommended |
Section 3: Perception Action
: While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: extend his/her arms towards an object that is close by |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_11 |
Integer |
|
Recommended |
Section 3: Perception Action
: While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: pull on a string or cloth to obtain a connected object |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_12 |
Integer |
|
Recommended |
Section 3: Perception Action
: When your child is sitting on the floor on his/her own without support, your child will: pull an object to reveal another object that was hidden underneath |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_13 |
Integer |
|
Recommended |
Section 3: Perception Action
: When your child is sitting on the floor on his/her own without support, your child will: find a hidden object when given multiple choices to search |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_14 |
Integer |
|
Recommended |
Section 3: Perception Action
: When your child is sitting on the floor on his/her own without support, your child will: turn cups right side up during play |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_15 |
Integer |
|
Recommended |
Section 3: Perception Action
: When your child is sitting on the floor on his/her own without support, your child will: sometimes use objects functionally and appropriately on him/herself (e.g., comb own hair with comb, eat with spoon) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_16 |
Integer |
|
Recommended |
Section 3: Perception Action
: When your child is sitting on the floor on his/her own without support, your child will: sometimes use objects functionally and appropriately on others (e.g., comb your hair, feed puppet) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_17 |
Integer |
|
Recommended |
Section 3: Perception Action
: When playing with your child sitting a table or in a high chair with tray attached, your child will: open and close a book using two hands |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_18 |
Integer |
|
Recommended |
Section 3: Perception Action
: When playing with your child sitting a table or in a high chair with tray attached, your child will: touch pictures in a book and vocalize about them |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_19 |
Integer |
|
Recommended |
Section 3: Perception Action
: When playing with your child sitting a table or in a high chair with tray attached, your child will: turn cups right side up during play |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_20 |
Integer |
|
Recommended |
Section 3: Perception Action
: When playing with your child sitting a table or in a high chair with tray attached, your child will: nest 2 or 3 cups or containers by putting one inside another |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_21 |
Integer |
|
Recommended |
Section 3: Perception Action
: When playing with your child sitting a table or in a high chair with tray attached, your child will: nest 4 or more nesting cups or toys correctly |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_22 |
Integer |
|
Recommended |
Section 3: Perception Action
: When playing with a wooden puzzle or form board, your child is able to: insert simple, rounded shapes correctly into the puzzle |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_23 |
Integer |
|
Recommended |
Section 3: Perception Action
: When playing with a wooden puzzle or form board, your child is able to: insert shapes with edges (e.g., triangle) correctly into the puzzle |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_24 |
Integer |
|
Recommended |
Section 3: Perception Action
: When being asked to find or show an item, your child is able to: find items of pairs (e.g., where is the other shoe, sock, glove) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_25 |
Integer |
|
Recommended |
Section 3: Perception Action
: When being asked to find or show an item, your child is able to: find identical items (e.g., this is your spoon, where is my spoon) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_26 |
Integer |
|
Recommended |
Section 3: Perception Action
: When being asked to find or show an item, your child is able to: match pictures in a book (e.g., where is the other dog) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_27 |
Integer |
|
Recommended |
Section 3: Perception Action
: When being asked to find or show an item, your child is able to: match letters (e.g., pointing out same letters) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_28 |
Integer |
|
Recommended |
Section 3: Perception Action
: When cleaning up after play or sorting during play, your child can when asked to: sort toys by category (e.g., blocks in one box, puppets in another) |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_29 |
Integer |
|
Recommended |
Section 3: Perception Action
: When cleaning up after play or sorting during play, your child can when asked to: sort toys by shape, size, or color |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_30 |
Integer |
|
Recommended |
Section 3: Perception Action
: When reading a book or looking at a picture in a newspaper or photo book, your child will: point to the same item or person across multiple pictures |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_31 |
Integer |
|
Recommended |
Section 3: Perception Action
: When reading a book or looking at a picture in a newspaper or photo book, your child will: look to where you point |
-2::2
|
-2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
|
|
|
emq_pa_total |
Integer |
|
Recommended |
EMQ Section3: Perception Action Total |
|
|
|
|
emq_total |
Integer |
|
Recommended |
EMQ Total Score |
|
|
|
|
comments_misc |
String |
4,000
|
Recommended |
Miscellaneous comments on study, interview, methodology relevant to this form data |
|
|
|
|
birth_premature |
String |
20
|
Recommended |
Was birth premature? |
Yes; No
|
|
|
|
ldnb_whenmldk |
String |
50
|
Recommended |
When did the birth mother go into labor (Weeks) - Don't know |
|
|
|
|
cfmh_chd_autism |
Integer |
|
Recommended |
Does the Child have Autism? |
1;0;999
|
0 = No; 1 = Yes
|
|