|
|
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 |
|
|
|
| Query
|
src_record_id |
Integer |
|
Recommended |
Research site ID for record |
|
|
|
|
|
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, gender |
| Query
|
relationship |
Integer |
|
Recommended |
Relationship of respondent to individual |
|
1 = Biological mom; 2 = Biological dad; 3 = Grandparent; 4 = Special education (sped) teacher; 5 = General education teacher; 6 = Occupational therapist; 7 = Speech and language therapist; 8 = Behavioral therapist; 9 = Paraprofessional; 10 = Aide; 11 = Principal; 12 = Administrator; 14 = Content teacher; 15 = Parent center director; 16 = Self; 17=Adoptive mother; 18=Adoptive father; 19=Foster mother; 20 = Foster father; 21=Grandmother; 22=Grandfather; 23=Step-mother; 24 = Step-father; 25=Aunt; 26=Uncle; 28=Both parents;31= Grandmother from mother side; 32= Grandfather from mother side; 33= Grandmother from father side; 34= Grandfather from father side; 36= Brother; 37= Sister; 38= Cousin; 39= female caregiver; 40=male caregiver; 41=Female child; 42=Male child; 43=Spouse/Mate; 44=Friend; 45=Parent; 46=Significant other; 47=Sibling; 48=Son/Daughter; 49=Son-in-law/Daughter-in law; 50=Other Relative; 51=Paid caregiver; 52=Friends; 53=Roommate; 54=Supervisor; 55=mother's boyfriend; 56=other parental figure; 57=Summary; 58=counselor ; 59 = other female relative; 60 = other male relative; 61 = non-relative ; 62=Maternal Aunt; 63=Maternal Uncle; 64=Maternal Cousin; 65 = Paternal Aunt; 66=Paternal Uncle; 67=Paternal Cousin ; 68=Biological/Adoptive Mother and Grandmother; 69=Biological/Adoptive Mother and Stepmother and Grandmother; 70=Biological/Adoptive Mother and Grandmother and Foster Father; 71=Biological/Adoptive Mother and Stepmother and Foster Mother; 72=Biological/Adoptive Mother and Foster Mother; 73=Biological/Adoptive Mother and Biological/Adoptive Father; 74=Biological/Adoptive Mother and Stepmother and Biological/Adoptive Father; 75=Biological/Adoptive Mother and Other; 76=Biological/Adoptive Mother and Stepmother and Stepfather; 77=Biological/Adoptive Mother and Stepfather; 78=Biological/Adoptive Mother and Grandfather; 79=Biological/Adoptive Mother and Stepmother and Foster Father; 80=Biological/Adoptive Mother and Stepmother; 81=Guardian, female; 82=Other female; 83=Guardian, male; 84=Other male; 85=Other/Grandparent/Nanny; 86 = Mother, Father, Guardian; 87 = Daughter, son, grandchild; 88 = Professional (e.g., social worker, nurse, therapist, psychiatrist, or group home staff); -999=Missing; 89 = Biological parent; 90=Other; 91 = Stepparent; 92 = Adoptive parent; 93 = Foster parent; 94 = Co-worker
|
INFORM |
| Query
|
concera |
Integer |
|
Recommended |
CURRENT CONCERNS |
0;1;2;3;4;5;6;7;8;9
|
0 = No concern, parental or professional; 1 = Delay/deviance in development of speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children or "in world of his/her own" or general social incompetence); 4 = Behavior difficulty not specific to autism; 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worried; parents not; 9 = N/K or not asked
|
CONCERA |
| Query
|
concerb |
Integer |
|
Recommended |
CURRENT CONCERNS |
0;1;2;3;4;5;6;7;8;9
|
0 = No concern, parental or professional; 1 = Delay/deviance in development of speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children or "in world of his/her own" or general social incompetence); 4 = Behavior difficulty not specific to autism; 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worried; parents not; 9 = N/K or not asked
|
CONCERB |
| Query
|
concerc |
Integer |
|
Recommended |
CURRENT CONCERNS |
0;1;2;3;4;5;6;7;8;9
|
0 = No concern, parental or professional; 1 = Delay/deviance in development of speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children or "in world of his/her own" or general social incompetence); 4 = Behavior difficulty not specific to autism; 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worried; parents not; 9 = N/K or not asked
|
CONCERC |
| Query
|
concerd |
Integer |
|
Recommended |
CURRENT CONCERNS |
0;1;2;3;4;5;6;7;8;9
|
0 = No concern, parental or professional; 1 = Delay/deviance in development of speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children or "in world of his/her own" or general social incompetence); 4 = Behavior difficulty not specific to autism; 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worried; parents not; 9 = N/K or not asked
|
CONCERD |
| Query
|
earlydev_acon |
Integer |
|
Recommended |
Age (in months) when parents first noticed that something is not quite right in language, relationships or behavior(in months) |
0 :: 400;991;992;996;997;998;999
|
991 = Parents not concerned although child was referred by professional; 992 = Parents have been worried since birth (e.g., if baby premature or very ill at birth); 996 = Can't recall but before 3 years; 997 = Can't recall but 3 years or later; 998=N/A; 999=N/K or not asked
|
ACON |
| Query
|
funccom_cpoint |
Integer |
|
Recommended |
Pointing to express interest - Current |
|
0 = Spontaneously points at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate; 1 = Makes some limited attempt to express interest by pointing, but with limited flexibility and/or lack of coordination (e.g., uses arm or points with finger, but without consistent coordination with eye gaze); 2 = Little or no spontaneous unprompted attempts to point to express interest in objects at a distance; 8 = N/A; 9 = N/K or not asked
|
CPOINT |
| Query
|
armsup5 |
Integer |
|
Recommended |
ARMS UP TO BE LIFTED |
0;1;2;3;8;9
|
0 = Normal gestures to be lifted; 1 = Occasional use of anticipatory gestures to be lifted; 2 = Responds to parents' indication of intention to pick up by extending arms, but does not anticipate sportaneously; 3 = Little or no appropriate social anticipatory gestures; 8 = N/A; 9 = N/K or not asked
|
ARMSUP5 |
| Query
|
fsymca |
Integer |
|
Recommended |
FIRST SYMPTOMS TO AROUSE PARENTAL CONCERN |
0;1;2;3;4;5;6;7;8;9
|
0 = No concern, parent or professional; 1 = Delay/deviance in speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children of "in world of his/her own" or general social incometence); 4 = Behavior difficulty not specific to autism (e.g. sleeping or eating problems, generally high activity level, wandering, aggressive or destructive behavior); 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worrred; parents not; 9 = N/K or not asked
|
FSYMCA |
| Query
|
fsymcb |
Integer |
|
Recommended |
FIRST SYMPTOMS TO AROUSE PARENTAL CONCERN |
0;1;2;3;4;5;6;7;8;9
|
0 = No concern, parent or professional; 1 = Delay/deviance in speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children of "in world of his/her own" or general social incometence); 4 = Behavior difficulty not specific to autism (e.g. sleeping or eating problems, generally high activity level, wandering, aggressive or destructive behavior); 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worrred; parents not; 9 = N/K or not asked
|
FSYMCB |
| Query
|
fsymcc |
Integer |
|
Recommended |
FIRST SYMPTOMS TO AROUSE PARENTAL CONCERN |
0;1;2;3;4;5;6;7;8;9
|
0 = No concern, parent or professional; 1 = Delay/deviance in speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children of "in world of his/her own" or general social incometence); 4 = Behavior difficulty not specific to autism (e.g. sleeping or eating problems, generally high activity level, wandering, aggressive or destructive behavior); 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worrred; parents not; 9 = N/K or not asked
|
FSYMCC |
| Query
|
fsymcd |
Integer |
|
Recommended |
FIRST SYMPTOMS TO AROUSE PARENTAL CONCERN |
0;1;2;3;4;5;6;7;8;9
|
0 = No concern, parent or professional; 1 = Delay/deviance in speech and/or expressive language (include possible deafness, failure to respond to sounds or does not seem to understand what is said); 2 = Medical problems (such as seizures) or delay in milestones other than language (may include lack of physical growth, motor development, toilet training or being "slow"); 3 = Lack of interest in or abnormality/oddity in social or emotional response to people (may include specific difficulties in playing with other children of "in world of his/her own" or general social incometence); 4 = Behavior difficulty not specific to autism (e.g. sleeping or eating problems, generally high activity level, wandering, aggressive or destructive behavior); 5 = Autistic-type behaviors; 6 = Possible lack of ability to live independently or happily (include difficulties finding a job, looking after him/herself etc.); 7 = Concerns not directly associated with subject's behavior or development; 8 = Professionals worrred; parents not; 9 = N/K or not asked
|
FSYMCD |
| Query
|
aadv |
Float |
|
Recommended |
AGE (IN MONTHS) WHEN PARENTS FIRST SOUGHT ADVICE |
1 :: 999
|
|
AADV |
|
|
bkgrnd_diag |
String |
1,020
|
Recommended |
Diagnosis. Provided by parent |
|
|
Diag4 |
| Query
|
earlydev_hind |
Integer |
|
Recommended |
Onset as perceived with hindsight |
0::9
|
0 = Problems present in first 12 months; 1 = Problems not present before first birthday, but were noted before second birthday; 2 = Problems not present before second birthday, but were noted at or before third birthday; 3 = Problems not present before third birthday, but were noted at or before fourth birthday; 4 = Problems not present before fourth birthday, but were noted at or before fifth birthday; 5 = Problems not present before fifth birthday, but were noted at or before sixth birthday; 6 = Problems not present before sixth birthday, but were noted at a later date; 7 = Child always "different," but differences were not perceived by parents as any kind of abnormality; 8 = No problems were noted by parents; 9 = N/K or not asked
|
HIND |
| Query
|
sat |
Float |
|
Recommended |
SAT UNAIDED ON FLAT SURFACE |
1 :: 999
|
|
SAT |
| Query
|
earlydev_walk |
Integer |
|
Recommended |
Age when first walked unaided (in months) |
|
995 = Still not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not asked
|
|
| Query
|
toilet_train_day |
Integer |
|
Recommended |
8. Acquisition of bladder control: daytime |
0 :: 600; 993;994;995;996;997;998;999
|
993 = Successfully toilet trained for a period of 12 months but has relapsed and now regularly wets; 994 = Never achieved continence; 995 = Still not reached; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not asked
|
DRYD |
| Query
|
toilet_train_night |
Integer |
|
Recommended |
9. Acquisition of bladder control: nighttime |
0 :: 120;993;994;995;996;997;998;999
|
993 = Successfully toilet trained for a period of 12 months but has relapsed and now regularly wets; 994 = Never achieved continence; 995 = Still not reached; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not asked
|
DRYN |
| Query
|
earlydev_bowel |
Integer |
|
Recommended |
Acquisition of bowel control (in months) |
0 :: 900;993;994;995;996;997;998;999
|
993 = Achieved bowel control for a period of 12 months but has relapsed and now regularly soils; 994 = Never achieved continence; 995 = Still not reached, i.e., continent for period of less than 12 months; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not asked
|
BOWEL |
| Query
|
intbehav_eunsens |
Integer |
|
Recommended |
Unusual sensory interests - Ever |
|
0 = Has no unusual sensory interests; 1 = Shows one or two unusual interests regularly; 2 = Has unusual sensory interest that takes up a major amount of time or prevents or limits alternative use of that material in its ordinary function; 9 = N/K or not asked
|
EUNSENS |
| Query
|
funccom_cusebod |
Integer |
|
Recommended |
Use of other's body to communicate - Current |
0;1;2;3;8;9
|
0 = No use of other's body to communicate, except in situations where other strategies have not worked (e.g., when parent conversing with someone and subject cannot get her/his attention), or when taking someone's hand to lead them places; 1 = Occasional placement of other's hand on objects or use of other's hand as a tool or to point, but some combination with other modes of communication; 2 = Occasional placement of other's hand or use of other's hand as a tool or to demonstrate "for" the subject without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the subject; 8 = Little or no spontaneous communication; 9 = N/K or not asked
|
CUSEBOD |
| Query
|
funccom_eusebod |
Integer |
|
Recommended |
Use of other's body to communicate - Ever |
|
0 = No use of other's body to communicate, except in situations where other strategies have not worked (e.g., when parent conversing with someone and subject cannot get her/his attention), or when taking someone's hand to lead them places; 1 = Occasional placement of other's hand on objects or use of other's hand as a tool or to point, but some combination with other modes of communication; 2 = Occasional placement of other's hand or use of other's hand as a tool or to demonstrate "for" the subject without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the subject; 8 = Little or no spontaneous communication; 9 = N/K or not asked
|
EUSEBOD |
| Query
|
acqorlossoflang_aword |
Integer |
|
Recommended |
Age of first single words (If ever used) - In months |
0 :: 900;993;994;996;997;999
|
993 = Had some words, then lost and not yet regained; 994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not asked
|
|
| Query
|
acqorlossoflang_aphrase |
Integer |
|
Recommended |
Age of first phrases (if ever used) - in months |
0 :: 900;993;994;996;997;999
|
993 = Had some phrases, then lost. Not yet regained; 994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not asked
|
APHRASE |
| Query
|
funccom_cartic |
Integer |
|
Recommended |
Articulation/pronunciation - Current |
|
0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not asked
|
CARTIC |
| Query
|
funccom_artic5 |
Integer |
|
Recommended |
Articulation/pronunciation - Age 5 |
|
0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not asked
|
ARTICF5 |
| Query
|
ccomplex |
Integer |
|
Recommended |
COMPLEXITY OF NON-ECHOED UTTERANCES |
0;1;2;3;4;8;9
|
0 = Uses a range of grammatical construction and an extensive vocabulary (as seen in most normally-developing 4 to 5 year-olds). May make occasional errors in some advanced constructions, but with little interference with communication; 1 = Extensive vocabulary and a range of grammatical structures, but somewhat limited in flexiblity and variety and/or with frequent grammatical errors or omissions; 2 = Significant poroportion of utterances that follow simple grammatical rules (such as word endings to incicate tense), but contstructions markedly limited in variety and complexity; 3 = Non-echoed utterances predominantly simple phrases; 4 = Non-echoed utterances predominantly single words; 8 = N/A; 9 = N/K or not asked
|
CCOMPLEX |
| Query
|
complex5 |
Integer |
|
Recommended |
COMPLEXITY OF NON-ECHOED UTTERANCES |
0;1;2;3;4;8;9
|
0 = Uses a range of grammatical construction and an extensive vocabulary (as seen in most normally-developing 4 to 5 year-olds). May make occasional errors in some advanced constructions, but with little interference with communication; 1 = Extensive vocabulary and a range of grammatical structures, but somewhat limited in flexiblity and variety and/or with frequent grammatical errors or omissions; 2 = Significant poroportion of utterances that follow simple grammatical rules (such as word endings to incicate tense), but contstructions markedly limited in variety and complexity; 3 = Non-echoed utterances predominantly simple phrases; 4 = Non-echoed utterances predominantly single words; 8 = N/A; 9 = N/K or not asked
|
COMPLEX5 |
| Query
|
funccom_cchat |
Integer |
|
Recommended |
Social vocalization/"Chat" - Current |
|
0 = Verbalizes or chats with clear social quality of talking to be friendly or to express interest, rather than to make needs known; 1 = Some social use of speech in response to caregiver or to get attention with no other obvious motivation, but limited in frequency or range of contexts; 2 = Uses some speech to alert caregiver to immediate needs or wants, but little or no purely social use of verbalization; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CCHAT |
| Query
|
funccom_chat5 |
Integer |
|
Recommended |
Social vocalization/"Chat" - Ever |
|
0 = Verbalizes or chats with clear social quality of talking to be friendly or to express interest, rather than to make needs known; 1 = Some social use of speech in response to caregiver or to get attention with no other obvious motivation, but limited in frequency or range of contexts; 2 = Uses some speech to alert caregiver to immediate needs or wants, but little or no purely social use of verbalization; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CHAT5 |
| Query
|
ciech |
Integer |
|
Recommended |
IMMEDIATE ECHOLALIA |
0;1;2;3;8;9
|
0 = Rarely of never echoes/echoed words or phrases; 1 = Occasionally echoes/echoed words or phrases; 2 = Echoes/echoed words or phrases regularly, but some productive language as well (can be stereotyped); 3 = speech largely consists/consisted of immediate echolalia; 8 = Not enough speech to code; 9 = N/K or not asked
|
CIECH |
| Query
|
eiech |
Integer |
|
Recommended |
IMMEDIATE ECHOLALIA |
0;1;2;3;8;9
|
0 = Rarely of never echoes/echoed words or phrases; 1 = Occasionally echoes/echoed words or phrases; 2 = Echoes/echoed words or phrases regularly, but some productive language as well (can be stereotyped); 3 = speech largely consists/consisted of immediate echolalia; 8 = Not enough speech to code; 9 = N/K or not asked
|
EIECH |
| Query
|
funccom_cstereo |
Integer |
|
Recommended |
Stereotyped utterances and delayed Echolalia - Current |
|
0 = Rarely or never uses stereotyped phrases; 1 = Speech tends/tended to be more repetitive than most subjects at the same level of complexity, but not stereotyped in an odd or unusual way; or occasional stereotyped utterances, but consistent productive language as well; 2 = Often uses/used stereotyped utterances with productive language as well; 3 = Phrases are almost exclusively stereotyped utterances; 8 = N/A; no phrases (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CSTEREO |
| Query
|
scolios |
Integer |
|
Recommended |
SCOLIOSIS/WEAKNESS OF BACK |
0;1;2;8;9
|
0 = Normal; 1 = Possible scoliosis or weakness of back but not required investigation or treatment such as physiotherapy; 2 = Definite scoliosis, investigated and requiring treatment such as physiotherapy; 8 = N/A; 9 = N/K or not asked
|
SCOLIOS |
| Query
|
funccom_estereo |
Integer |
|
Recommended |
Stereotyped utterances and delayed Echolalia - Ever |
|
0 = Rarely or never uses stereotyped phrases; 1 = Speech tends/tended to be more repetitive than most subjects at the same level of complexity, but not stereotyped in an odd or unusual way; or occasional stereotyped utterances, but consistent productive language as well; 2 = Often uses/used stereotyped utterances with productive language as well; 3 = Phrases are almost exclusively stereotyped utterances; 8 = N/A; no phrases (code "1" or "2" on Item 30); 9 = N/K or not asked
|
ESTEREO |
| Query
|
funccom_levell |
Integer |
|
Recommended |
Overall level of language |
|
0 = Functional use of spontaneous echoed or stereotyped language that, on a daily basis, involves phrases of three words or more that at least sometimes include a verb and are comprehensible to other people; 1 = No functional use of three-word phrases in spontaneous, echoed, or stereotyped speech, but uses speech on a daily basis with at least five different words in the last month; 2 = Fewer than five words total or speech not used on a daily basis; 9 = N/K or not asked
|
LEVELL |
| Query
|
funccom_cconver |
Integer |
|
Recommended |
Reciprocal conversation (within subjects level of language) - Current |
|
0 = Conversation flows, including both offering information and building on other person's response in a manner that leads to ongoing dialogue; 1 = Occasional reciprocal conversation, but less frequent than normal or limited in flexibility or topics; 2 = Little or no reciprocal conversation; others find it difficult to build a conversation even if there is apparent positive or social talk by subject; subject fails to follow anyone else's conversation topic; may ask or answer questions but not as part of a single interchange; 3 = Very little spontaneous speech; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CCONVER |
| Query
|
funccom_conver5 |
Integer |
|
Recommended |
Reciprocal conversation (within subjects level of language) - Ever (when verbal) |
|
0 = Conversation flows, including both offering information and building on other person's response in a manner that leads to ongoing dialogue; 1 = Occasional reciprocal conversation, but less frequent than normal or limited in flexibility or topics; 2 = Little or no reciprocal conversation; others find it difficult to build a conversation even if there is apparent positive or social talk by subject; subject fails to follow anyone else's conversation topic; may ask or answer questions but not as part of a single interchange; 3 = Very little spontaneous speech; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CONVER5 |
| Query
|
ctalkin |
Integer |
|
Recommended |
TALK EXPRESSING INTEREST IN OTHERS |
0;1;2;3;8;9
|
0 = At whatever level or complexity is possible, asks a variety of different questions in conversation that indicate a spontaneous interest in listener's life; 1 = Asks some questions concerning listener, but limited in frequency, spontaneity or range; 2 = Questions concerning listener most often are limited to routines or preoccupations; 3 = No questions concerning listener; 8 = Subjects scoring '1' or '2' on item 19 Overall Level of Language, or no questions OR N/A; 9 = N/K or not asked
|
CTALKIN |
| Query
|
talkin5 |
Integer |
|
Recommended |
TALK EXPRESSING INTEREST IN OTHERS |
0;1;2;3;8;9
|
0 = At whatever level or complexity is possible, asks a variety of different questions in conversation that indicate a spontaneous interest in listener's life; 1 = Asks some questions concerning listener, but limited in frequency, spontaneity or range; 2 = Questions concerning listener most often are limited to routines or preoccupations; 3 = No questions concerning listener; 8 = Subjects scoring '1' or '2' on item 19 Overall Level of Language, or no questions OR N/A; 9 = N/K or not asked
|
TALKIN5 |
| Query
|
funccom_cinappq |
Integer |
|
Recommended |
Inappropriate questions or statements - Current |
|
0 = No or very rare use of questions/statements inappropriate to conversation or setting; 1 = Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing; 2 = Frequent use of questions/statements that are odd or obviously inappropriate to the situation; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CINAPPQ |
| Query
|
funccom_einappq |
Integer |
|
Recommended |
Inappropriate questions or statements - Ever |
|
0 = No or very rare use of questions/statements inappropriate to conversation or setting; 1 = Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing; 2 = Frequent use of questions/statements that are odd or obviously inappropriate to the situation; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
EINAPPQ |
| Query
|
funccom_cpron |
Integer |
|
Recommended |
Pronominal reversal - Current |
|
0 = No confusion between 1st and 2nd or 3rd person after phrase speech with pronoun use established; 1 = Refers/referred to self by name instead of "I" after phrase speech established, but no persistent "you/s/he-I" confusion; 2 = "You/I" or "s/he/I" confusion after phrase speech established, but "you" or "s/he" not used with intonation of a question; 3 = Pronominal confusion when asking a question in which "you" or "s/he" is used for "I"; 7 = Other types of pronominal confusion (other than "I/me"), such as "he/you"; 8 = N/A (code "1" or "2" on Item 30 or no pronouns used); 9 = N/K or not asked
|
CPRON |
| Query
|
funccom_epron |
Integer |
|
Recommended |
Pronominal reversal - Ever |
|
0 = No confusion between 1st and 2nd or 3rd person after phrase speech with pronoun use established; 1 = Refers/referred to self by name instead of "I" after phrase speech established, but no persistent "you/s/he-I" confusion; 2 = "You/I" or "s/he/I" confusion after phrase speech established, but "you" or "s/he" not used with intonation of a question; 3 = Pronominal confusion when asking a question in which "you" or "s/he" is used for "I"; 7 = Other types of pronominal confusion (other than "I/me"), such as "he/you"; 8 = N/A (code "1" or "2" on Item 30 or no pronouns used); 9 = N/K or not asked
|
EPRON |
| Query
|
funccom_cneoid |
Integer |
|
Recommended |
Neologisms/Idiosyntric language - Current |
|
0 = No use of neologisms or idiosyncratic language; 1 = Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time; 2 = Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fostered the initial idiosyncratic word or phrase; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CNEOID |
| Query
|
funccom_eneoid |
Integer |
|
Recommended |
Neologisms/Idiosyntric language - Ever |
|
0 = No use of neologisms or idiosyncratic language; 1 = Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time; 2 = Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fostered the initial idiosyncratic word or phrase; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
ENEOID |
| Query
|
funccom_cverrit |
Integer |
|
Recommended |
Verbal Rituals - Current |
|
0 = No verbal rituals; 1 = Tendency to say things in ritualized way or to require others to do so, but no indication that this is compulsive, and readily stops if asked to do so; 2 = Subject has to say one or more things in a special way; rituals may intrude on family life, may involve other family members and some distress at interruption, or may cause some disturbance or minor reorganization of family life that can be tolerated by most families; 3 = As for "2," but with marked difficulty to control and marked intrusiveness on family life; family members involved to a degree that causes definite social impairment, disruption, or prevention of some family activities; serious distress at any attempted interruption; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CVERRIT |
| Query
|
funccom_everrit |
Integer |
|
Recommended |
Verbal Rituals - Ever |
|
0 = No verbal rituals; 1 = Tendency to say things in ritualized way or to require others to do so, but no indication that this is compulsive, and readily stops if asked to do so; 2 = Subject has to say one or more things in a special way; rituals may intrude on family life, may involve other family members and some distress at interruption, or may cause some disturbance or minor reorganization of family life that can be tolerated by most families; 3 = As for "2," but with marked difficulty to control and marked intrusiveness on family life; family members involved to a degree that causes definite social impairment, disruption, or prevention of some family activities; serious distress at any attempted interruption; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
EVERRIT |
| Query
|
funccom_cinr |
Integer |
|
Recommended |
Intonation/Volume/Rhythm/Rate - Current |
|
0 = Normal, appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing; 1 = Speech that shows one or other of the abnormalities listed under "2," but not obviously peculiar and no interference with intelligibility; 2 = Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) inappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility; 3 = Speech that is frequently obviously peculiar or difficult to understand because of abnormalities of type specified under "2"; 7 = Stutter or stammer; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
CINR |
| Query
|
funccom_einr |
Integer |
|
Recommended |
Intonation/Volume/Rhythm/Rate - Ever |
|
0 = Normal, appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing; 1 = Speech that shows one or other of the abnormalities listed under "2," but not obviously peculiar and no interference with intelligibility; 2 = Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) inappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility; 3 = Speech that is frequently obviously peculiar or difficult to understand because of abnormalities of type specified under "2"; 7 = Stutter or stammer; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked
|
EINR |
| Query
|
cvocexp |
Integer |
|
Recommended |
VOCAL EXPRESSION |
0;1;2;3;8;9
|
0 = Normal tonal expressiveness; 1 = Some tonal expressiveness, but limited in range; 2 = Vocal expressiveness limited to odd or unusual changes in tone or pitch; 3 = Little or no tonal expression; 8 = Subjects scoring '1' or '2' on item 19 Overall Level of Language; 9 = N/K or not asked
|
CVOCEXP |
| Query
|
evocexp |
Integer |
|
Recommended |
VOCAL EXPRESSION |
0;1;2;3;8;9
|
0 = Normal tonal expressiveness; 1 = Some tonal expressiveness, but limited in range; 2 = Vocal expressiveness limited to odd or unusual changes in tone or pitch; 3 = Little or no tonal expression; 8 = Subjects scoring '1' or '2' on item 19 Overall Level of Language; 9 = N/K or not asked
|
EVOCEXP |
| Query
|
funccom_cspeech |
Integer |
|
Recommended |
Current communicative speech - Current |
|
0 = Speech, at whatever level attained, used frequently and communicatively in a variety of contexts, including some reference to events not present (Do not include requests here); 1 = Some communicative use of words (i.e., words used regularly to communicate, with or without an abnormal element), but somewhat restricted in frequency or contexts; 2 = Some spontaneous words and/or echolalic language, but with limited communicative use; 3 = Little or no communicative language (including exclusively non-communicative echolalia), though subject has some language; 8 = N/A (code "1" or "2" on Item 30, or under 5 years of age for 5,0 year coding); 9 = N/K or not asked
|
CSPEECH |
| Query
|
funccom_espeech |
Integer |
|
Recommended |
Current communicative speech - Ever |
|
0 = Speech, at whatever level attained, used frequently and communicatively in a variety of contexts, including some reference to events not present (Do not include requests here); 1 = Some communicative use of words (i.e., words used regularly to communicate, with or without an abnormal element), but somewhat restricted in frequency or contexts; 2 = Some spontaneous words and/or echolalic language, but with limited communicative use; 3 = Little or no communicative language (including exclusively non-communicative echolalia), though subject has some language; 8 = N/A (code "1" or "2" on Item 30, or under 5 years of age for 5,0 year coding); 9 = N/K or not asked
|
SPEECH5 |
| Query
|
funccom_cimit |
Integer |
|
Recommended |
Spontaneous imitation of actions - Current |
|
0 = Spontaneous imitation of a varied range of non-taught actions, at least some of which are incorporated into play outside the context of the observed behavior of the imitated person; 1 = Some indication of spontaneous imitation that goes beyond copying a frequent use of an object, but not of sufficient flexibility or number to meet the criteria for "0"; 2 = Spontaneous imitation limited to a few familiar routines that are not incorporated into play; including frequent appropriate use of an object probably learned through imitation (e.g., mowing lawn with a toy mower); 3 = Very rare or no spontaneous imitation; 8 = N/A; 9 = N/K or not asked
|
CIMIT |
| Query
|
funccom_imit5 |
Integer |
|
Recommended |
Spontaneous imitation of actions - Most Abnormal |
|
0 = Spontaneous imitation of a varied range of non-taught actions, at least some of which are incorporated into play outside the context of the observed behavior of the imitated person; 1 = Some indication of spontaneous imitation that goes beyond copying a frequent use of an object, but not of sufficient flexibility or number to meet the criteria for "0"; 2 = Spontaneous imitation limited to a few familiar routines that are not incorporated into play; including frequent appropriate use of an object probably learned through imitation (e.g., mowing lawn with a toy mower); 3 = Very rare or no spontaneous imitation; 8 = N/A; 9 = N/K or not asked
|
IMIT5 |
| Query
|
funccom_point5 |
Integer |
|
Recommended |
Pointing to express interest - Most Abnormal |
|
0 = Spontaneously points at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate; 1 = Makes some limited attempt to express interest by pointing, but with limited flexibility and/or lack of coordination (e.g., uses arm or points with finger, but without consistent coordination with eye gaze); 2 = Little or no spontaneous unprompted attempts to point to express interest in objects at a distance; 8 = N/A; 9 = N/K or not asked
|
POINT5 |
| Query
|
funccom_cinsges |
Integer |
|
Recommended |
Conventional/Instrumental gestures - Current |
|
0 = Appropriate and spontaneous use of a variety of conventional or instrumental gestures; 1 = Spontaneous use of conventional or instrumental gestures, but limited in range or contexts; 2 = Inconsistent spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only; 3 = No use of conventional or instrumental gestures, 8 = N/A; 9 = N/K or not asked
|
CINSGES |
| Query
|
funccom_insges5 |
Integer |
|
Recommended |
Conventional/Instrumental gestures - Most Abnormal |
|
0 = Appropriate and spontaneous use of a variety of conventional or instrumental gestures; 1 = Spontaneous use of conventional or instrumental gestures, but limited in range or contexts; 2 = Inconsistent spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only; 3 = No use of conventional or instrumental gestures, 8 = N/A; 9 = N/K or not asked
|
INSGES5 |
| Query
|
funccom_cnod |
Integer |
|
Recommended |
Nodding - Current |
|
0 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not asked
|
CNOD |
| Query
|
funccom_nod5 |
Integer |
|
Recommended |
Nodding - Most Abnormal |
|
0 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not asked
|
NOD5 |
| Query
|
funccom_chshake |
Integer |
|
Recommended |
Head shaking - Current |
|
0 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not asked
|
CHSHAKE |
| Query
|
funccom_hshake5 |
Integer |
|
Recommended |
Head shaking - Most Abnormal |
|
0 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not asked
|
HSHAKE5 |
| Query
|
funccom_cavoice |
Integer |
|
Recommended |
Attention to Voice - Current |
|
0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not asked
|
CAVOICE |
| Query
|
funccom_avoice5 |
Integer |
|
Recommended |
Attention to Voice - Most Abnormal |
|
0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not asked
|
AVOICE5 |
| Query
|
funccom_ccompsl |
Integer |
|
Recommended |
Comprehension of simple language - Current |
|
0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not asked
|
CCOMPSL |
| Query
|
funccom_compsl5 |
Integer |
|
Recommended |
Comprehension of simple language - Most Abnormal |
|
0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not asked
|
COMPSL5 |
| Query
|
hear_prob_spfy |
String |
1,020
|
Recommended |
Notes about hearing |
|
|
DEAF |
| Query
|
intbehav_cnoise |
Integer |
|
Recommended |
Undue general sensitivity to noise - Current |
|
0 = No general sensitivity to noise; 1 = Slight sensitivity to noise: somewhat sensitive to loud sounds such as the vacuum cleaner, motorbikes, or other appliances; 2 = Definite sensitivity to noises that are not distressing to most other people, the sensitivity being accompanied by a clear behavioral change (such as avoidance, hands over ears, or crying); 3 = Definite sensitivity to noises to the extent that subject's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not asked
|
CNOISE |
| Query
|
intbehav_enoise |
Integer |
|
Recommended |
Undue general sensitivity to noise - Ever |
|
0 = No general sensitivity to noise; 1 = Slight sensitivity to noise: somewhat sensitive to loud sounds such as the vacuum cleaner, motorbikes, or other appliances; 2 = Definite sensitivity to noises that are not distressing to most other people, the sensitivity being accompanied by a clear behavioral change (such as avoidance, hands over ears, or crying); 3 = Definite sensitivity to noises to the extent that subject's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not asked
|
ENOISE |
| Query
|
cgmcoor |
Integer |
|
Recommended |
GROSS MOTOR CO-ORDINATON |
0;1;2;3;8;9
|
0 = Normal; 1 = Limited gross motor skills, but not definitely abnormally clumsy; 2 = definitely unusually clumsy; 8 = N/A; 9 = N/K or not asked
|
CGMCOOR |
| Query
|
gmcoor5 |
Integer |
|
Recommended |
GROSS MOTOR CO-ORDINATON |
0;1;2;3;8;9
|
0 = Normal; 1 = Limited gross motor skills, but not definitely abnormally clumsy; 2 = definitely unusually clumsy; 8 = N/A; 9 = N/K or not asked
|
GMCOOR5 |
| Query
|
acqorlossoflang_levlang |
Integer |
|
Recommended |
Level of communicative language before loss |
|
0 = Daily spontaneous and meaningful speech used communicatively, with at least five different words used at some point before change (and any of the other skills listed below); 1 = Occasional and/or fewer than five words used spontaneously and communicatively (alone or in combination with imitative abilities); 2 = Produced speech or sounds upon request (may or may not have also spontaneously imitated); 3 = Spontaneous imitations of vocalization (without ever having any completely spontaneous speech), with no elicited imitation or spontaneous communicative speech; 8 = No change or loss; 9 = N/K or not asked; 999=missing
|
LEVLANG |
| Query
|
acqorlossoflang_lossp |
Integer |
|
Recommended |
Loss of spontaneous use of at least 5 meaningful words |
|
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not asked
|
LOSSP |
| Query
|
acqorlossoflang_losword |
Integer |
|
Recommended |
Loss of communicative intent |
|
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not asked
|
LOSWORD |
| Query
|
losssyn |
Integer |
|
Recommended |
SIMPLE SYNTAX |
0;1;2;8;9
|
0=no definite loss;1=probable loss of specified skill;2=definite loss of specified skill;8=insufficient language to show change in quality;9=N/K or not asked
|
LOSSSYN |
| Query
|
acqorlossoflang_lossart |
Integer |
|
Recommended |
Loss of Articulation |
|
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not asked
|
LOSSART |
| Query
|
socdev_cgaze |
Integer |
|
Recommended |
Direct gaze - Current |
|
0 = Normal reciprocal direct gaze used to communicate across a range of situations and people; 1 = Definite direct gaze, but only of brief duration or not consistent during social interactions; 2 = Uncertain/occasional direct gaze, or gaze rarely used during social interactions; 3 = Unusual or odd use of gaze; 8 = N/A; 9 = N/K or not asked
|
CGAZE |
| Query
|
socdev_gaze5 |
Integer |
|
Recommended |
Direct gaze - Most Abnormal |
|
0 = Normal reciprocal direct gaze used to communicate across a range of situations and people; 1 = Definite direct gaze, but only of brief duration or not consistent during social interactions; 2 = Uncertain/occasional direct gaze, or gaze rarely used during social interactions; 3 = Unusual or odd use of gaze; 8 = N/A; 9 = N/K or not asked
|
GAZE5 |
| Query
|
socdev_cssmile |
Integer |
|
Recommended |
Social smiling - Current |
|
0 = Regularly predictable, reciprocal, social smiles in response to the smiles of a variety of people besides parent/caregiver; 1 = Some evidence of reciprocal social smiling, but not sufficient to code "0"; 2 = Some evidence of smiling while looking at people, but generally not reciprocal; code here if smiles only to parent/caregiver, smiles only upon request, or smiles in odd situations or odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not asked
|
CSSMILE |
| Query
|
socdev_ssmile5 |
Integer |
|
Recommended |
Social smiling - Most Abnormal |
|
0 = Regularly predictable, reciprocal, social smiles in response to the smiles of a variety of people besides parent/caregiver; 1 = Some evidence of reciprocal social smiling, but not sufficient to code "0"; 2 = Some evidence of smiling while looking at people, but generally not reciprocal; code here if smiles only to parent/caregiver, smiles only upon request, or smiles in odd situations or odd ways; 3 = Little or no smiling at people, though may smile at other things; 8 = N/A; 9 = N/K or not asked
|
SSMILE5 |
| Query
|
cgreet |
Integer |
|
Recommended |
GREETING |
0;1;2;3;8;9
|
0 = Shows clearcut pleasure and full range of vocal and non-verbal socioemotional behaviors in greeting people of whom he/she is fond; 1 = Some spontaneous geeting, but rather reduced in frequency, consistency, flexibility or quality (not unusual); 2 = Unusual, spontaneous greeting or limited social response unless prompted or responds only to non-social aspects of arrival (e.g,. child goes out and gets in car to depart when father gets home); 3 = Little or no greeting; 8 = N/A; 9 = N/K or not asked
|
CGREET |
| Query
|
greet5 |
Integer |
|
Recommended |
GREETING |
0;1;2;3;8;9
|
0 = Shows clearcut pleasure and full range of vocal and non-verbal socioemotional behaviors in greeting people of whom he/she is fond; 1 = Some spontaneous geeting, but rather reduced in frequency, consistency, flexibility or quality (not unusual); 2 = Unusual, spontaneous greeting or limited social response unless prompted or responds only to non-social aspects of arrival (e.g,. child goes out and gets in car to depart when father gets home); 3 = Little or no greeting; 8 = N/A; 9 = N/K or not asked
|
GREET5 |
| Query
|
socdev_cshow |
Integer |
|
Recommended |
Showing and directing attention - Current |
|
0 = Regular showing of objects by bringing things to parent/caregiver and directing her/his attention, with no manifest motive other than sharing; 1 = Possible showing as described above, but not sufficiently frequent or of purely communicative quality to meet criteria for "0"; 2 = Some bringing things to parent/caregiver and/or showing, but associated with preoccupations, food, or need for help; 3 = Rare or no social approaches of this type; 8 = N/A; 9 = N/K or not asked
|
CSHOW |
| Query
|
socdev_show5 |
Integer |
|
Recommended |
Showing and directing attention - Most Abnormal |
|
0 = Regular showing of objects by bringing things to parent/caregiver and directing her/his attention, with no manifest motive other than sharing; 1 = Possible showing as described above, but not sufficiently frequent or of purely communicative quality to meet criteria for "0"; 2 = Some bringing things to parent/caregiver and/or showing, but associated with preoccupations, food, or need for help; 3 = Rare or no social approaches of this type; 8 = N/A; 9 = N/K or not asked
|
SHOW5 |
| Query
|
socdev_coshare |
Integer |
|
Recommended |
Offering to Share - Current |
|
0 = Frequent, spontaneous, and varied offers to share different sorts of objects (e.g., toys, comforters) with other people; 1 = Some spontaneous offers to share, but limited in number of contexts or frequency (must be more than food); 2 = Will sometimes share if requested, but not spontaneously, or spontaneous sharing of food only; 3 = No sharing; 8 = N/A; 9 = N/K or not asked
|
COSHARE |
| Query
|
socdev_oshare5 |
Integer |
|
Recommended |
Offering to Share - Most Abnormal |
|
0 = Frequent, spontaneous, and varied offers to share different sorts of objects (e.g., toys, comforters) with other people; 1 = Some spontaneous offers to share, but limited in number of contexts or frequency (must be more than food); 2 = Will sometimes share if requested, but not spontaneously, or spontaneous sharing of food only; 3 = No sharing; 8 = N/A; 9 = N/K or not asked
|
OSHARE5 |
| Query
|
socdev_cshare |
Integer |
|
Recommended |
Seeking to share his/her enjoyment with others - Current |
|
0 = Frequent attempts across a variety of contexts to direct several other people's attention to things that s/he enjoys or has done well (must be with more than one parent); 1 = Some attempts to share enjoyment, but limited in number or variety or spontaneity, or lacking clear quality of shared pleasure; 2 = Few or no attempts to share enjoyment; 8 = N/A; 9 = N/K or not asked
|
CSHARE |
| Query
|
socdev_share5 |
Integer |
|
Recommended |
Seeking to share his/her enjoyment with others - Most Abnormal |
|
0 = Frequent attempts across a variety of contexts to direct several other people's attention to things that s/he enjoys or has done well (must be with more than one parent); 1 = Some attempts to share enjoyment, but limited in number or variety or spontaneity, or lacking clear quality of shared pleasure; 2 = Few or no attempts to share enjoyment; 8 = N/A; 9 = N/K or not asked
|
SHARE5 |
| Query
|
cpleasr |
Integer |
|
Recommended |
SHARING OTHERS' PLEASURE AND EXCITEMENT |
0;1;2;3;8;9
|
0 = Shows pleasure, has 'playful' quality, able to share other people's excitement; 1 = Takes part and excite: may imitate simple expressions of affect (e.g. laughing) but dubious or limited sharing of other people's feelings; 2 = Behavior clearly lacks 'playful' quality of shared enjoyment; doesn't share other people's excitement; 3 = Little or no awareness of others' pleasure and excitement; 8 = N/A; 9 = N/K or not asked
|
CPLEASR |
| Query
|
pleasr5 |
Integer |
|
Recommended |
SHARING OTHERS' PLEASURE AND EXCITEMENT |
0;1;2;3;8;9
|
0 = Shows pleasure, has 'playful' quality, able to share other people's excitement; 1 = Takes part and excite: may imitate simple expressions of affect (e.g. laughing) but dubious or limited sharing of other people's feelings; 2 = Behavior clearly lacks 'playful' quality of shared enjoyment; doesn't share other people's excitement; 3 = Little or no awareness of others' pleasure and excitement; 8 = N/A; 9 = N/K or not asked
|
PLEASR5 |
| Query
|
socdev_cocomf |
Integer |
|
Recommended |
Offers comfort - Current |
|
0 = Flexibly and spontaneously offers comfort in a range of circumstances and ways, for example, by gesture, touching, or vocalization, or offers of objects (e.g., blanket); must include change in facial expression; 1 = Has partial response (e.g., stands nearby and looks concerned) or indirect physical approach (e.g., comes to sit in lap, but with no clear attempt to comfort); or offers comfort in response to exaggerated expression (e.g., to pretend crying) or in one routine situation (e.g., to baby sister when she's hungry); 2 = Rarely offers comfort or only in odd ways; 3 = Never offers comfort to others; 8 = N/A; 9 = N/K or not asked
|
COCOMF |
| Query
|
socdev_ocomf5 |
Integer |
|
Recommended |
Offers comfort - Most Abnormal |
|
0 = Flexibly and spontaneously offers comfort in a range of circumstances and ways, for example, by gesture, touching, or vocalization, or offers of objects (e.g., blanket); must include change in facial expression; 1 = Has partial response (e.g., stands nearby and looks concerned) or indirect physical approach (e.g., comes to sit in lap, but with no clear attempt to comfort); or offers comfort in response to exaggerated expression (e.g., to pretend crying) or in one routine situation (e.g., to baby sister when she's hungry); 2 = Rarely offers comfort or only in odd ways; 3 = Never offers comfort to others; 8 = N/A; 9 = N/K or not asked
|
OCOMF5 |
| Query
|
cscomf |
Integer |
|
Recommended |
COMING FOR COMFORT |
0;1;2;3;8;9
|
0 = Makes affectionate use of contact with parents/caregiver for comfort; 1 = Somewhat reduced or slightly odd seeking of parents/caregiver for comfort or reassurance; 2 = Little or inappropriate use of parents as source of comfort. May respond to parents' comforting, but without seeking it; 3 = No use of physical contact or proximity with parents/caregiver for comfort; 8 = N/A; 9 = N/K or not asked or ten years or over
|
CSCOMF |
| Query
|
scomf5 |
Integer |
|
Recommended |
COMING FOR COMFORT |
0;1;2;3;8;9
|
0 = Makes affectionate use of contact with parents/caregiver for comfort; 1 = Somewhat reduced or slightly odd seeking of parents/caregiver for comfort or reassurance; 2 = Little or inappropriate use of parents as source of comfort. May respond to parents' comforting, but without seeking it; 3 = No use of physical contact or proximity with parents/caregiver for comfort; 8 = N/A; 9 = N/K or not asked or ten years or over
|
SCOMF5 |
| Query
|
socdev_cqualov |
Integer |
|
Recommended |
Quality of social overtures - Current |
|
0 = Consistently uses coordinated eye gaze with accompanying vocalization in typical situations when motivated to communicate; 1 = May use eye gaze or vocalization, but these are weakly integrated; 2 = Rarely shows well-coordinated, focused social intentionality involving eye gaze or vocalization, or shows this in odd ways; 3 = Shows no coordination of eye gaze and vocalization; 8 = N/A; 9 = N/K or not asked
|
CQUALOV |
| Query
|
socdev_qualov5 |
Integer |
|
Recommended |
Quality of social overtures - Most Abnormal |
|
0 = Consistently uses coordinated eye gaze with accompanying vocalization in typical situations when motivated to communicate; 1 = May use eye gaze or vocalization, but these are weakly integrated; 2 = Rarely shows well-coordinated, focused social intentionality involving eye gaze or vocalization, or shows this in odd ways; 3 = Shows no coordination of eye gaze and vocalization; 8 = N/A; 9 = N/K or not asked
|
QUALOV5 |
| Query
|
socdev_crfacex |
Integer |
|
Recommended |
Range of facial expressions used to communicate - Current |
|
0 = Full range of facial expression; 1 = Somewhat limited facial expression; may be rather stilted, exaggerated, in manner; 2 = Markedly limited range of facial expressions or tendency to have just one facial expression (e.g., happy) for all circumstances; 3 = Facial expression showing little or no indication of emotion of any kind; 8 = N/A; 9 = N/K or not asked
|
CRFACEX |
| Query
|
socdev_rfacex5 |
Integer |
|
Recommended |
Range of facial expressions used to communicate - Most Abnormal |
|
0 = Full range of facial expression; 1 = Somewhat limited facial expression; may be rather stilted, exaggerated, in manner; 2 = Markedly limited range of facial expressions or tendency to have just one facial expression (e.g., happy) for all circumstances; 3 = Facial expression showing little or no indication of emotion of any kind; 8 = N/A; 9 = N/K or not asked
|
RFACEX5 |
| Query
|
socdev_cinapfe |
Integer |
|
Recommended |
Inappropriate facial expressions - Current |
|
0 = Facial expressions almost always appropriate to mood, situation, and context; 1 = Facial expressions slightly or occasionally inappropriate or odd; 2 = Facial expressions obviously inappropriate in several different situations; 8 = N/A (almost no variation in facial expression, appropriate or inappropriate, as in coding of "3" in Item 57); 9 = N/K or not asked
|
CINAPFE |
| Query
|
socdev_einapfe |
Integer |
|
Recommended |
Inappropriate facial expressions - Ever |
|
0 = Facial expressions almost always appropriate to mood, situation, and context; 1 = Facial expressions slightly or occasionally inappropriate or odd; 2 = Facial expressions obviously inappropriate in several different situations; 8 = N/A (almost no variation in facial expression, appropriate or inappropriate, as in coding of "3" in Item 57); 9 = N/K or not asked
|
EINAPFE |
| Query
|
carmsup |
Integer |
|
Recommended |
ARMS UP TO BE LIFTED |
0;1;2;3;8;9
|
0 = Normal gestures to be lifted; 1 = Occasional use of anticipatory gestures to be lifted; 2 = Responds to parents' indication of intention to pick up by extending arms, but does not anticipate sportaneously; 3 = Little or no appropriate social anticipatory gestures; 8 = N/A; 9 = N/K or not asked
|
CARMSUP |
| Query
|
caffec |
Integer |
|
Recommended |
AFFECTION |
0;1;2;3;7;8;9
|
0 = Normal range of spontaneous affectionate behaviour to several different people; 1 = Some spontaneous affection, but with questionable reciprocity and limited in context or person (only parents), i.e. less demonstrative than normal; 2 = Little or no spontaneous affection, but some response; 3 = Aloof, 'cold'; no affection, with caregiver, even as a response; 7 = Indiscriminately affectionate to familiar and unfamiliar people; 8 = N/A; 9 = N/K or not asked
|
CAFFEC |
| Query
|
affec5 |
Integer |
|
Recommended |
AFFECTION |
0;1;2;3;7;8;9
|
0 = Normal range of spontaneous affectionate behaviour to several different people; 1 = Some spontaneous affection, but with questionable reciprocity and limited in context or person (only parents), i.e. less demonstrative than normal; 2 = Little or no spontaneous affection, but some response; 3 = Aloof, 'cold'; no affection, with caregiver, even as a response; 7 = Indiscriminately affectionate to familiar and unfamiliar people; 8 = N/A; 9 = N/K or not asked
|
AFFEC5 |
| Query
|
socdev_csocdis |
Integer |
|
Recommended |
Social disinhibtion - Current |
|
0 = Normal social inhibition; 1 = Occasional cheekiness or disinhibition more than others at same developmental level, but not to the extent of embarrassment: somewhat socially naive or imperceptive for developmental level; 2 = Definite lack of appreciation of social cues, contexts, or requirements: definitely lacks normal social inhibitions and sometimes behaves in socially embarrassing ways; fails to modulate behavior according to social context; 3 = Marked social disinhibition: appears unaware of social cues and social requirements so that behavior frequently embarrassing or inappropriate; 8 = N/A; 9 = N/K or not asked
|
CSOCDIS |
| Query
|
socdev_socdis5 |
Integer |
|
Recommended |
Social disinhibtion - Most Abnormal |
|
0 = Normal social inhibition; 1 = Occasional cheekiness or disinhibition more than others at same developmental level, but not to the extent of embarrassment: somewhat socially naive or imperceptive for developmental level; 2 = Definite lack of appreciation of social cues, contexts, or requirements: definitely lacks normal social inhibitions and sometimes behaves in socially embarrassing ways; fails to modulate behavior according to social context; 3 = Marked social disinhibition: appears unaware of social cues and social requirements so that behavior frequently embarrassing or inappropriate; 8 = N/A; 9 = N/K or not asked
|
SOCDIS5 |
| Query
|
socdev_cresp |
Integer |
|
Recommended |
Appropriateness of social responses - Current |
|
0 = Appropriate response to overtures by familiar and unfamiliar adults; 1 = Some clear positive responses and interactions, but not consistent; 2 = Responds to parents/caregiver and others in familiar settings, but responses are stereotyped, inappropriate, or very limited; 3 = Little or no interest in or response to people, except parents/caregiver or very familiar significant others; 8 = N/A; 9 = N/K or not asked
|
CQRESP |
| Query
|
socdev_resp5 |
Integer |
|
Recommended |
Appropriateness of social responses - Most Abnormal |
|
0 = Appropriate response to overtures by familiar and unfamiliar adults; 1 = Some clear positive responses and interactions, but not consistent; 2 = Responds to parents/caregiver and others in familiar settings, but responses are stereotyped, inappropriate, or very limited; 3 = Little or no interest in or response to people, except parents/caregiver or very familiar significant others; 8 = N/A; 9 = N/K or not asked
|
QRESP5 |
| Query
|
csocanx |
Integer |
|
Recommended |
SOCIAL ANXIETY/AVOIDANCE |
0;1;2;7;8;9
|
0 = Appropriate social use of mutual gaze with social selectivity and level of anxiety within limits expected for situation and age; 1 = Selective avoidance of mutual gaze or other indicators of social anxiety with some social engagement/responsivity, i.e. falling short of criteria for '2'; 2 = Definite avoidance of mutual gaze with unfamiliar people and/or in unfamiliar social situations. Must be associated with some other indications of anxiety regarding social involvement (such as lowering of head, twisting of hands etc). Occurs in conjunction with some appropriate social engagement and responsivity, and selectivity in this behavior so that less anxious in familiar social situation or with familiar people; 7 = Lack, or abnormal quality of, mutual social gaze without clear evidence of anxiety and/or without some appropriate social engagement and responsivity OR largely oblivious to the social situation; 8 = N/A; 9 = N/K or not asked
|
CSOCANX |
| Query
|
socanx5 |
Integer |
|
Recommended |
SOCIAL ANXIETY/AVOIDANCE |
0;1;2;7;8;9
|
0 = Appropriate social use of mutual gaze with social selectivity and level of anxiety within limits expected for situation and age; 1 = Selective avoidance of mutual gaze or other indicators of social anxiety with some social engagement/responsivity, i.e. falling short of criteria for '2'; 2 = Definite avoidance of mutual gaze with unfamiliar people and/or in unfamiliar social situations. Must be associated with some other indications of anxiety regarding social involvement (such as lowering of head, twisting of hands etc). Occurs in conjunction with some appropriate social engagement and responsivity, and selectivity in this behavior so that less anxious in familiar social situation or with familiar people; 7 = Lack, or abnormal quality of, mutual social gaze without clear evidence of anxiety and/or without some appropriate social engagement and responsivity OR largely oblivious to the social situation; 8 = N/A; 9 = N/K or not asked
|
SOCANX5 |
| Query
|
cbase |
Integer |
|
Recommended |
SECURE BASE |
0;1;2;3;7;8;9
|
0 = Uses parent(s)/cargiver as secure base, indicated by seeking proximity when approached by stranger and checking in when in a new situation, but, once settled, being able to interact or explore; 1 = Occasionally uses parent(s)/caregiver as a secure base, but with less frequency, spontaneity or more narrow range of contexts than '0'; 2 = Seek parent(s) caregiver primarily to avoid other social contact or out of fear; no use of parental/caregiver's proximity to explore or interact; 3 = No seeking of parent(s)/caregiver in new situations; 7 = Excessively clingy across a variety of situations; 8 = N/A; 9 = N/K or not asked
|
CBASE |
| Query
|
base5 |
Integer |
|
Recommended |
SECURE BASE |
0;1;2;3;7;8;9
|
0 = Uses parent(s)/cargiver as secure base, indicated by seeking proximity when approached by stranger and checking in when in a new situation, but, once settled, being able to interact or explore; 1 = Occasionally uses parent(s)/caregiver as a secure base, but with less frequency, spontaneity or more narrow range of contexts than '0'; 2 = Seek parent(s) caregiver primarily to avoid other social contact or out of fear; no use of parental/caregiver's proximity to explore or interact; 3 = No seeking of parent(s)/caregiver in new situations; 7 = Excessively clingy across a variety of situations; 8 = N/A; 9 = N/K or not asked
|
BASE5 |
| Query
|
csepanx |
Integer |
|
Recommended |
SEPARATION ANXIETY |
0;1;2;7;8;9
|
0 = Definite expression of appropriate distress on separation; 1 = Behavior indicates some awareness of separation, but not of normal intensity or quality; 2 = Little or no apparent reaction to separation; 7 = No evidence of discrimination between parents/caregiver and other adults; 8 = N/A; 9 = N/K or not asked
|
CSEPANX |
| Query
|
sepanx5 |
Integer |
|
Recommended |
SEPARATION ANXIETY |
0;1;2;7;8;9
|
0 = Definite expression of appropriate distress on separation; 1 = Behavior indicates some awareness of separation, but not of normal intensity or quality; 2 = Little or no apparent reaction to separation; 7 = No evidence of discrimination between parents/caregiver and other adults; 8 = N/A; 9 = N/K or not asked
|
SEPANX5 |
| Query
|
socdev_cinitia |
Integer |
|
Recommended |
Initiation of appropriate activities - Current |
|
0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not asked
|
CINITIA |
| Query
|
socdev_initia5 |
Integer |
|
Recommended |
Initiation of appropriate activities - Most Abnormal |
|
0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not asked
|
INITIA5 |
| Query
|
ccurios |
Integer |
|
Recommended |
CURIOSITY |
0;1;2;3;8;9
|
0 = Usually atttends to new toys or objects when first presented with them; appears interested in and inquisitive about his/her environment; 1 = Some curiosity or interest in new things, but limited in frequency or context; 2 = Little curiosity or interest in new things unless strongly encouraged or accompanied by demonstrations, though may have abnormal preoccupations with particular features; 3 = Little or no spontaneous exploration of environment; 8 = N/A; 9 = N/K or not asked
|
CCURIOS |
| Query
|
curios5 |
Integer |
|
Recommended |
CURIOSITY |
0;1;2;3;8;9
|
0 = Usually atttends to new toys or objects when first presented with them; appears interested in and inquisitive about his/her environment; 1 = Some curiosity or interest in new things, but limited in frequency or context; 2 = Little curiosity or interest in new things unless strongly encouraged or accompanied by demonstrations, though may have abnormal preoccupations with particular features; 3 = Little or no spontaneous exploration of environment; 8 = N/A; 9 = N/K or not asked
|
CURIOS5 |
| Query
|
funccom_cplay |
Integer |
|
Recommended |
Imaginative play - Current |
|
0 = Variety of pretend play, including use of dolls/animals/toys as self-initiating agents; 1 = Some pretend play, including actions directed to dolls or cars, etc., but limited in variety or frequency; 2 = Occasional, spontaneous pretend actions or highly repetitive pretend play (which may be frequent), or only play that has been taught by others; 3 = No pretend play; 8 = N/A; 9 = N/K or not asked
|
CPLAY |
| Query
|
funccom_play5 |
Integer |
|
Recommended |
Imaginative play - Most Abnormal |
|
0 = Variety of pretend play, including use of dolls/animals/toys as self-initiating agents; 1 = Some pretend play, including actions directed to dolls or cars, etc., but limited in variety or frequency; 2 = Occasional, spontaneous pretend actions or highly repetitive pretend play (which may be frequent), or only play that has been taught by others; 3 = No pretend play; 8 = N/A; 9 = N/K or not asked
|
PLAY5 |
| Query
|
funccom_cpeerpl |
Integer |
|
Recommended |
Imaginative play with peers - Current |
|
0 = Imaginative, cooperative play with other children in which the subject both takes the lead and follows another child in spontaneous, pretend activities; 1 = Some participation in pretend play with another child, but not truly reciprocal and/or pretending is very limited in variety; 2 = Some play with other children, but little or no pretending; 3 = No play with other children or no pretend play even on own; 8 = N/A; 9 = N/K or not asked
|
CPEERPL |
| Query
|
funccom_peerpl5 |
Integer |
|
Recommended |
Imaginative play with peers - Most Abnormal |
|
0 = Imaginative, cooperative play with other children in which the subject both takes the lead and follows another child in spontaneous, pretend activities; 1 = Some participation in pretend play with another child, but not truly reciprocal and/or pretending is very limited in variety; 2 = Some play with other children, but little or no pretending; 3 = No play with other children or no pretend play even on own; 8 = N/A; 9 = N/K or not asked
|
PEERPL5 |
| Query
|
socdev_csoplay |
Integer |
|
Recommended |
Imitative social play - Current |
|
0 = Normal social play, including clear evidence that the child initiates and responds to simple infant social games and can take both parts; 1 = Some to-and-fro (i.e., reciprocal) social play, but limited in amount, duration, or contexts in which shown (e.g., only plays peekaboo or pat-a-cake with parents/caregiver); 2 = Little to-and-fro social play (e.g., plays peekaboo or pat-a-cake in a limited way only, but not reciprocal); 3 = No evidence of to-and-fro social play; 8 = N/A; 9 = N/K or not asked
|
CSOPLAY |
| Query
|
socdev_soplay5 |
Integer |
|
Recommended |
Imitative social play - Most Abnormal |
|
0 = Normal social play, including clear evidence that the child initiates and responds to simple infant social games and can take both parts; 1 = Some to-and-fro (i.e., reciprocal) social play, but limited in amount, duration, or contexts in which shown (e.g., only plays peekaboo or pat-a-cake with parents/caregiver); 2 = Little to-and-fro social play (e.g., plays peekaboo or pat-a-cake in a limited way only, but not reciprocal); 3 = No evidence of to-and-fro social play; 8 = N/A; 9 = N/K or not asked
|
SOPLAY5 |
| Query
|
socdev_cintch |
Integer |
|
Recommended |
Interest in children - Current |
|
0 = Often watches other children and sometimes makes a clear effort to approach them or get their attention; 1 = Usually watches other children or indicates interest in them to parent/caregiver in some way (e.g., by pointing, vocalizing, or trying to imitate what they are doing, but no attempt to seek them out); or approaches other children without trying to get their attention; 2 = Occasionally watches other children, but almost never tries to approach them, or to direct parent's/caregiver's attention to them, or copy them; 3 = Shows no, or almost no, interest in other children; 8 = N/A; 9 = N/K or not asked
|
CINTCH |
| Query
|
socdev_intch5 |
Integer |
|
Recommended |
Interest in children - Most Abnormal |
|
0 = Often watches other children and sometimes makes a clear effort to approach them or get their attention; 1 = Usually watches other children or indicates interest in them to parent/caregiver in some way (e.g., by pointing, vocalizing, or trying to imitate what they are doing, but no attempt to seek them out); or approaches other children without trying to get their attention; 2 = Occasionally watches other children, but almost never tries to approach them, or to direct parent's/caregiver's attention to them, or copy them; 3 = Shows no, or almost no, interest in other children; 8 = N/A; 9 = N/K or not asked
|
INTCH5 |
| Query
|
socdev_crespch |
Integer |
|
Recommended |
Response to approaches of other children - Current |
|
0 = Generally responsive to other children's approaches, although may be hesitant inititally if other children are too rough or intrusive; sometimes makes a clear effort to keep an interaction going with a child other than a sibling by gesturing, vocalizing, offering an object, etc.; 1 = Sometimes responsive to other children's approaches, but response is limited, somewhat unpredictable, or only to a sibling or a very familiar child; 2 = Rarely or never responds to the approach of even a familiar child (although may show interest in nonapproaching children or babies); 3 = Consistently and persistently avoids approaches of other children; 8 = N/A; 9 = N/K or not asked
|
CRESPCH |
| Query
|
intbehav_cunsens |
Integer |
|
Recommended |
Unusual sensory interests - Current |
|
0 = Has no unusual sensory interests; 1 = Shows one or two unusual interests regularly; 2 = Has unusual sensory interest that takes up a major amount of time or prevents or limits alternative use of that material in its ordinary function; 9 = N/K or not asked
|
CUNSENS |
| Query
|
socdev_respch5 |
Integer |
|
Recommended |
Response to approaches of other children - Most Abnormal |
|
0 = Generally responsive to other children's approaches, although may be hesitant inititally if other children are too rough or intrusive; sometimes makes a clear effort to keep an interaction going with a child other than a sibling by gesturing, vocalizing, offering an object, etc.; 1 = Sometimes responsive to other children's approaches, but response is limited, somewhat unpredictable, or only to a sibling or a very familiar child; 2 = Rarely or never responds to the approach of even a familiar child (although may show interest in nonapproaching children or babies); 3 = Consistently and persistently avoids approaches of other children; 8 = N/A; 9 = N/K or not asked
|
RESPCH5 |
| Query
|
socdev_cgrplay |
Integer |
|
Recommended |
Group play with peers - Current |
|
0 = Actively seeks and plays cooperatively in several different groups (three or more subjects) in a variety of activities or situations; 1 = Some cooperative play, but of insufficient initiative, flexibility, frequency, or variety to code "0"; 2 = Enjoys "parallel" active play (such as jumping in turn on 3 trampoline or falling down with others during Ring A Ring O'Roses), but little or no cooperative play; 3 = Seeks no play that involves participation in groups of other children, though may chase or play catch; 8 = N/A; 9 = N/K or not asked
|
CGRPLAY |
| Query
|
socdev_grplay5 |
Integer |
|
Recommended |
Group play with peers - Most Abnormal |
|
0 = Actively seeks and plays cooperatively in several different groups (three or more subjects) in a variety of activities or situations; 1 = Some cooperative play, but of insufficient initiative, flexibility, frequency, or variety to code "0"; 2 = Enjoys "parallel" active play (such as jumping in turn on 3 trampoline or falling down with others during Ring A Ring O'Roses), but little or no cooperative play; 3 = Seeks no play that involves participation in groups of other children, though may chase or play catch; 8 = N/A; 9 = N/K or not asked
|
GRPLAY5 |
| Query
|
socdev_cfriend |
Integer |
|
Recommended |
Friendships - Current |
|
0 = One or more relationships with person in approximately own age group with whom subject shares nonstereotyped activities of personal variety; whom subject sees outside prearranged group (such as club); and with whom there is definite reciprocity and mutual responsiveness; 1 = One or more relationships that involve some personal shared activities outside a prearranged situation, with some initiative taken by subject, but limited in terms of restricted interests (e.g., model railways) or less than normal responsiveness/reciprocity; 2 = People with whom subject has some kind of personal relationship involving seeking of contact, but only in group situation (such as club, church, etc.) or in school or at work; 3 = No peer relationships that involve selectivity and sharing; 8 = N/A (subject is outside the specified age range, or there has been an unusually serious lack of opportunity for peer contact); 9 = N/K or not asked
|
CFRIEND |
| Query
|
socdev_frend15 |
Integer |
|
Recommended |
Friendships - Most Abnormal |
|
0 = One or more relationships with person in approximately own age group with whom subject shares nonstereotyped activities of personal variety; whom subject sees outside prearranged group (such as club); and with whom there is definite reciprocity and mutual responsiveness; 1 = One or more relationships that involve some personal shared activities outside a prearranged situation, with some initiative taken by subject, but limited in terms of restricted interests (e.g., model railways) or less than normal responsiveness/reciprocity; 2 = People with whom subject has some kind of personal relationship involving seeking of contact, but only in group situation (such as club, church, etc.) or in school or at work; 3 = No peer relationships that involve selectivity and sharing; 8 = N/A (subject is outside the specified age range, or there has been an unusually serious lack of opportunity for peer contact); 9 = N/K or not asked
|
FREND15 |
| Query
|
intbehav_ccirint |
Integer |
|
Recommended |
Circumscribed interests - Current |
|
0 = No circumscribed interests; 1 = Special interest of unusual degree, but not definitely intrusive into or constraining of the subject's or family's other activities; 2 = Definite circumscribed interest that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's or family's other activities; 3 = Definite circumscribed interest that causes clear-cut social impairment; 8 = N/A (age below 3.0 years); 9 = N/K or not asked
|
CCIRINT |
| Query
|
intbehav_ecirint |
Integer |
|
Recommended |
Circumscribed interests - Ever |
|
0 = No circumscribed interests; 1 = Special interest of unusual degree, but not definitely intrusive into or constraining of the subject's or family's other activities; 2 = Definite circumscribed interest that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's or family's other activities; 3 = Definite circumscribed interest that causes clear-cut social impairment; 8 = N/A (age below 3.0 years); 9 = N/K or not asked
|
ECIRINT |
| Query
|
intbehav_cunproc |
Integer |
|
Recommended |
Unusual preoccupations - Current |
|
0 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the subject; 2 = Definite, repetitive preoccupation that intrudes into family life, but does not disrupt it significantly; or definite, repetitive preoccupation that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the subject's other activities; 9 = N/K or not asked
|
CUNPROC |
| Query
|
intbehav_eunproc |
Integer |
|
Recommended |
Unusual preoccupations - Ever |
|
0 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the subject; 2 = Definite, repetitive preoccupation that intrudes into family life, but does not disrupt it significantly; or definite, repetitive preoccupation that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the subject's other activities; 9 = N/K or not asked
|
EUNPROC |
| Query
|
intbehav_cuseobj |
Integer |
|
Recommended |
Repetitive use of objects or interest in parts of objects - Current |
|
0 = Little or no repetitive use of objects; 1 = some repetitive use of objects (e.g., shaking strings or spinning things), or interest in parts (e.g., turning wheels and dials) or very specific types of objects (e.g., collecting bits of paper), in conjunction with several other activities but not causing social impairment; 2 = Play linked to highly stereotypic use of objects or attention to specific parts or types of objects, but which does not constrain or intrude upon subject's other activities; 3 = Play linked to highly stereotypic use of objects to an extent that prevents or seriously interferes with other activities; 7 = An interest in "infant" toys, such as music boxes or rattles, but play is with a variety of objects and not in a highly stereotypic fashion; 8 = N/A (no play with objects); 9 = N/K or not asked
|
CUSEOBJ |
| Query
|
cfmcoor |
Integer |
|
Recommended |
FINE MOTOR COORDINATION |
0;1;2;8;9
|
0 = Normal; 1 = Limited fine motor skills but not definitely abnormally clumsy in hand use; 2 = Definitely unusually clumsy in hand use; 8 = N/A (i.e. known neurological or orthopaedic condition that affects motor control); 9 = N/K or not asked
|
CFMCOOR |
| Query
|
fmcoor5 |
Integer |
|
Recommended |
FINE MOTOR COORDINATION |
0;1;2;3;8;9
|
0 = Normal; 1 = Limited fine motor skills but not definitely abnormally clumsy in hand use; 2 = Definitely unusually clumsy in hand use; 8 = N/A (i.e. known neurological or orthopaedic condition that affects motor control); 9 = N/K or not asked
|
FMCOOR5 |
| Query
|
intbehav_euseobj |
Integer |
|
Recommended |
Repetitive use of objects or interest in parts of objects - Ever |
|
0 = Little or no repetitive use of objects; 1 = some repetitive use of objects (e.g., shaking strings or spinning things), or interest in parts (e.g., turning wheels and dials) or very specific types of objects (e.g., collecting bits of paper), in conjunction with several other activities but not causing social impairment; 2 = Play linked to highly stereotypic use of objects or attention to specific parts or types of objects, but which does not constrain or intrude upon subject's other activities; 3 = Play linked to highly stereotypic use of objects to an extent that prevents or seriously interferes with other activities; 7 = An interest in "infant" toys, such as music boxes or rattles, but play is with a variety of objects and not in a highly stereotypic fashion; 8 = N/A (no play with objects); 9 = N/K or not asked
|
EUSEOBJ |
| Query
|
intbehav_cchange |
Integer |
|
Recommended |
Difficulties with minor changes in subject's own routines or personal environment - Current |
|
0 = No difficulties with minor changes in own subject's own routines; 1 = Unusually negative reaction to minor changes in subject's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in subject's own routines, causing resistance or distress/or family going to unusual lengths to avoid changing minor aspects of subject's routines or to prepare subject for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in subject's own routines, with substantial interference with or impairment of family activities; 9 = N/K or not asked
|
CCHANGE |
| Query
|
intbehav_echange |
Integer |
|
Recommended |
Difficulties with minor changes in subject's own routines or personal environment - Ever |
|
0 = No difficulties with minor changes in own subject's own routines; 1 = Unusually negative reaction to minor changes in subject's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in subject's own routines, causing resistance or distress/or family going to unusual lengths to avoid changing minor aspects of subject's routines or to prepare subject for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in subject's own routines, with substantial interference with or impairment of family activities; 9 = N/K or not asked
|
ECHANGE |
| Query
|
intbehav_cresis |
Integer |
|
Recommended |
Resistance to trivial changes in the environment(not directly affecting the subject) - Current |
|
0 = None; 1 = Unusually negative reaction to trivial changes in the environment, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to trivial changes in the environment, causing marked distress or causing family to go to unusual lengths to avoid trivial changes in the environment or to prepare subject for such trivial changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to trivial changes in the environment, with substantial interference with or impairment of family activities; 9 = N/K or not asked
|
CRESIS |
| Query
|
intbehav_eresis |
Integer |
|
Recommended |
Resistance to trivial changes in the environment(not directly affecting the subject) - Ever |
|
0 = None; 1 = Unusually negative reaction to trivial changes in the environment, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to trivial changes in the environment, causing marked distress or causing family to go to unusual lengths to avoid trivial changes in the environment or to prepare subject for such trivial changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to trivial changes in the environment, with substantial interference with or impairment of family activities; 9 = N/K or not asked
|
ERESIS |
| Query
|
intbehav_ccrit |
Integer |
|
Recommended |
Compulsions/rituals - Current |
|
0 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that subject has to perform in a special way; subject appears to be under pressure or becomes anxious if activity disrupted, or family goes to unusual lengths to avoid interrupting ritual or to make sure subject is forewarned if it is necessary to interrupt her/him; compulsive quality present, but little interference with family life or social impairment; 3 = One or more activities that subject has to perform in a special way; subject appears to be under marked pressure or becomes extremely anxious or distressed if activity disrupted; degree of compulsive quality intrudes upon family life or causes definite social impairment to subject; 9 = N/K or not asked
|
CCRIT |
| Query
|
intbehav_ecrit |
Integer |
|
Recommended |
Compulsions/rituals - Ever |
|
0 = No compulsions/rituals; 1 = Some activities with unusually fixed sequences, but no activity that appears compulsive in quality; 2 = One or more activities that subject has to perform in a special way; subject appears to be under pressure or becomes anxious if activity disrupted, or family goes to unusual lengths to avoid interrupting ritual or to make sure subject is forewarned if it is necessary to interrupt her/him; compulsive quality present, but little interference with family life or social impairment; 3 = One or more activities that subject has to perform in a special way; subject appears to be under marked pressure or becomes extremely anxious or distressed if activity disrupted; degree of compulsive quality intrudes upon family life or causes definite social impairment to subject; 9 = N/K or not asked
|
ECRIT |
| Query
|
intbehav_cuatt |
Integer |
|
Recommended |
Unusual attachment to objects - Current |
|
0 = No attachment or attachment only to cuddly object used as comforter; 1 = Some attachment to slightly unusual object, such as piece of paper or soft brush, or several similar interchangeable objects, but puts down if asked to do so and can tolerate separation from it; no interference with activities; 2 = Attachment to an unusual object causes significant distress on separation or causes caregivers to try to ensure object always readily available for subject because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 6 = Attachment to soother/comforter or blanket or other usual object beyond age 5 or with such intensity that interferes with social functioning or activities (if has also had an unusual attachment, code that instead); 7 = Series of short-lasting (1-3 days) attachments to unusual objects or groups of objects, replaced by new attachment to different kind of unusual object also for short time; 9 = N/K or not asked
|
CUATT |
| Query
|
intbehav_euatt |
Integer |
|
Recommended |
Unusual attachment to objects - Ever |
|
0 = No attachment or attachment only to cuddly object used as comforter; 1 = Some attachment to slightly unusual object, such as piece of paper or soft brush, or several similar interchangeable objects, but puts down if asked to do so and can tolerate separation from it; no interference with activities; 2 = Attachment to an unusual object causes significant distress on separation or causes caregivers to try to ensure object always readily available for subject because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 6 = Attachment to soother/comforter or blanket or other usual object beyond age 5 or with such intensity that interferes with social functioning or activities (if has also had an unusual attachment, code that instead); 7 = Series of short-lasting (1-3 days) attachments to unusual objects or groups of objects, replaced by new attachment to different kind of unusual object also for short time; 9 = N/K or not asked
|
EUATT |
| Query
|
intbehav_cabinr |
Integer |
|
Recommended |
Abnormal idiosyncratic negative response to specific sensory stimuli - Current |
|
0 = No predictable, abnormal, idiosyncratic, negative response to specific sensory stimuli; 1 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli, but reaction mild or controllable so does not give rise to avoidance or to any interference with ordinary life; 2 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli; some intrusion into ordinary activities so there are occasional tantrums/disturbances or attempts by family to avoid subject being exposed to specific stimulus; however, no substantial interference with general pattern of family life; 3 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli that causes substantial interference with family life or totally, or almost totally, prevents some activity; 9 = N/K or not asked
|
CABINR |
| Query
|
intbehav_eabinr |
Integer |
|
Recommended |
Abnormal idiosyncratic negative response to specific sensory stimuli - Ever |
|
0 = No predictable, abnormal, idiosyncratic, negative response to specific sensory stimuli; 1 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli, but reaction mild or controllable so does not give rise to avoidance or to any interference with ordinary life; 2 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli; some intrusion into ordinary activities so there are occasional tantrums/disturbances or attempts by family to avoid subject being exposed to specific stimulus; however, no substantial interference with general pattern of family life; 3 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli that causes substantial interference with family life or totally, or almost totally, prevents some activity; 9 = N/K or not asked
|
EABINR |
| Query
|
cfears |
Integer |
|
Recommended |
UNUSUAL FEARS |
0;1;2;3;7;9
|
0 = None or only fears typical of age group (e.g. fears the dark); 1 = Predictable strong fear respose to one or more specific stimulus, but reaction mild and/or controllable so that does not give rise to avoidance or to any interference with ordinary life; 2 = At least one unusual fear with some intrusion into ordinary activities so that there are occasional tantrums/distrubances and/or attemps by family to avoid stimuli that might cause interference with the general pattern of familly life; 3 = Predictable unusual fear in reaction to one or more specific stumuli that causes substantial interference with family life or which totally, or almost totally, prevens some activity; 7 = Unusually unafraid or fearless; 9 = N/K or not asked
|
CFEARS |
| Query
|
efears |
Integer |
|
Recommended |
UNUSUAL FEARS |
0;1;2;3;7;9
|
0 = None or only fears typical of age group (e.g. fears the dark); 1 = Predictable strong fear respose to one or more specific stimulus, but reaction mild and/or controllable so that does not give rise to avoidance or to any interference with ordinary life; 2 = At least one unusual fear with some intrusion into ordinary activities so that there are occasional tantrums/distrubances and/or attemps by family to avoid stimuli that might cause interference with the general pattern of familly life; 3 = Predictable unusual fear in reaction to one or more specific stumuli that causes substantial interference with family life or which totally, or almost totally, prevens some activity; 7 = Unusually unafraid or fearless; 9 = N/K or not asked
|
EFEARS |
| Query
|
genbehav_chvent |
Integer |
|
Recommended |
Hyperventilation - Current |
|
0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not asked
|
CHVENT |
| Query
|
genbehav_ehvent |
Integer |
|
Recommended |
Hyperventilation - Ever |
|
0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not asked
|
EHVENT |
| Query
|
intbehav_chfman |
Integer |
|
Recommended |
Hand and finger mannerisms - Current |
|
0 = No hand and finger mannerisms; 1 = Occasional hand and finger mannerisms only or type not as clearly specified as for rating of "2"; 2 = Definite, frequent hand mannerisms or finger flicking/twisting, but no interference with other activities or distress if interrupted; 3 = Marked mannerisms of type specified; associated with social impairment or distress when interrupted or infrequent interruption due to others' concern about subject's reaction; 8 = N/A (e.g., physically disabled); 9 = N/K or not asked
|
CHFMAN |
| Query
|
intbehav_ehfman |
Integer |
|
Recommended |
Hand and finger mannerisms - Ever |
|
0 = No hand and finger mannerisms; 1 = Occasional hand and finger mannerisms only or type not as clearly specified as for rating of "2"; 2 = Definite, frequent hand mannerisms or finger flicking/twisting, but no interference with other activities or distress if interrupted; 3 = Marked mannerisms of type specified; associated with social impairment or distress when interrupted or infrequent interruption due to others' concern about subject's reaction; 8 = N/A (e.g., physically disabled); 9 = N/K or not asked
|
EHFMAN |
| Query
|
intbehav_cmlhand |
Integer |
|
Recommended |
Midline hand movements - Current |
|
0 = No midline hand movements; 1 = Only occasional midtine hand movements or type not as clearly specified as for a rating of "2"; 2 = Definite abnormal wringing hand movements mainly in the midline; 8 = N/A; 9 = N/K or not asked
|
CMLHAND |
| Query
|
intbehav_emlhand |
Integer |
|
Recommended |
Midline hand movements - Ever |
|
0 = No midline hand movements; 1 = Only occasional midtine hand movements or type not as clearly specified as for a rating of "2"; 2 = Definite abnormal wringing hand movements mainly in the midline; 8 = N/A; 9 = N/K or not asked
|
EMLHAND |
| Query
|
clhand |
Integer |
|
Recommended |
LOSS OF PURPOSIVE HAND USE |
0;1;2;3;8;9
|
0 = No loss; 1 = Possible loss of some purposive hand movements; 2 = Definite loss of purposive hand movements; 3 = Never had purposive hand movements; 9 = N/K or not asked
|
CLHAND |
| Query
|
elshand |
Integer |
|
Recommended |
LOSS OF PURPOSIVE HAND USE |
0;1;2;3;9
|
0 = No loss; 1 = Possible loss of some purposive hand movements; 2 = Definite loss of purposive hand movements; 3 = Never had purposive hand movements; 9 = N/K or not asked
|
ELSHAND |
| Query
|
intbehav_cothman |
Integer |
|
Recommended |
Other complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Current |
|
0 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypies, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not asked
|
COTHMAN |
| Query
|
intbehav_eothman |
Integer |
|
Recommended |
Other complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Ever |
|
0 = No complex mannerisms or stereotyped body movements; 1 = Only occasional complex mannerisms or stereotyped body movements; 2 = Definite, frequent other mannerisms or stereotypies, but will stop without distress if interrupted; 3 = Marked mannerisms associated with social impairment; 8 = N/A; 9 = N/K or not asked
|
EOTHMAN |
| Query
|
crock |
Integer |
|
Recommended |
ROCKING |
0;1;2;3;9
|
0 = No rocking; 1 = Minimal rocking, e.g. when tired or upset, or for very short times in only one situation (e.g. before bed or in car seat; <5 minutes, less than once a day); 2 = Regular perriods of rocking in more that one context but can stop if distracted or interrupted; 3 = Frequent rocking across multiple situations; 9 = N/K or not asked
|
CROCK |
| Query
|
erock |
Integer |
|
Recommended |
ROCKING |
0;1;2;3;9
|
0 = No rocking; 1 = Minimal rocking, e.g. when tired or upset, or for very short times in only one situation (e.g. before bed or in car seat; <5 minutes, less than once a day); 2 = Regular perriods of rocking in more that one context but can stop if distracted or interrupted; 3 = Frequent rocking across multiple situations; 9 = N/K or not asked
|
EROCK |
| Query
|
genbehav_cgait |
Integer |
|
Recommended |
Gait - Current |
|
0 = Normal gait; 1 = Somewhat unusual gait; 2 = Definitely odd gait (e.g., toe-walking or abnormal bouncing); 3 = Gait sufficiently odd to be noticed by others outside family or teachers; 7 = Gait apparently due to a neurological condition or to severe developmental motor impairment; 8 = N/A; 9 = N/K or not asked
|
CGAIT |
| Query
|
genbehav_gait5 |
Integer |
|
Recommended |
Gait - Most Abnormal |
|
0 = Normal gait; 1 = Somewhat unusual gait; 2 = Definitely odd gait (e.g., toe-walking or abnormal bouncing); 3 = Gait sufficiently odd to be noticed by others outside family or teachers; 7 = Gait apparently due to a neurological condition or to severe developmental motor impairment; 8 = N/A; 9 = N/K or not asked
|
GAIT5 |
| Query
|
genbehav_cslfinj |
Integer |
|
Recommended |
Self Injury - Current |
|
0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not asked
|
CSLFINJ |
| Query
|
genbehav_eslfinj |
Integer |
|
Recommended |
Self Injury - Ever |
|
0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not asked
|
ESLFINJ |
| Query
|
coactiv |
Integer |
|
Recommended |
OVERACTIVITY AT HOME AND ELSEWHERE |
0;1;2;3;9
|
0 = Rarely a problem, able to remain seated if expected to do so; 1 = Gets up and moves about a great deal when expected to stay still; responds to requests to return, but soon out of seat again; 2 = Hardly ever sits down, almost always on the move; overactivity occurs even when allowed to do what he/she wants; family is able to cope and subject able to carry out some activities but many/serious complaints and/or reports that overactivity definitely interferes with social/work activities; 3 = Overactivity is so pervasive and significant that family is severely affected and/or subject is severely impaired; 9 = N/K or not asked
|
COACTIV |
| Query
|
eoactiv |
Integer |
|
Recommended |
OVERACTIVITY AT HOME AND ELSEWHERE |
0;1;2;3;9
|
0 = Rarely a problem, able to remain seated if expected to do so; 1 = Gets up and moves about a great deal when expected to stay still; responds to requests to return, but soon out of seat again; 2 = Hardly ever sits down, almost always on the move; overactivity occurs even when allowed to do what he/she wants; family is able to cope and subject able to carry out some activities but many/serious complaints and/or reports that overactivity definitely interferes with social/work activities; 3 = Overactivity is so pervasive and significant that family is severely affected and/or subject is severely impaired; 9 = N/K or not asked
|
EOACTIV |
| Query
|
genbehav_caggfam |
Integer |
|
Recommended |
Aggression to caregivers or family members - Current |
|
0 = No aggression or only rare episodes; rare aggressiveness, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary, provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not asked
|
CAGGFAM |
| Query
|
genbehav_eaggfam |
Integer |
|
Recommended |
Aggression to caregivers or family members - Ever |
|
0 = No aggression or only rare episodes; rare aggressiveness, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary, provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not asked
|
EAGGFAM |
| Query
|
genbehav_caggoth |
Integer |
|
Recommended |
Aggression to non-caregivers or non-family members - Current |
|
0 = Aggression rare, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not asked
|
CAGGOTH |
| Query
|
genbehav_eaggoth |
Integer |
|
Recommended |
Aggression to non-caregivers or non-family members - Ever |
|
0 = Aggression rare, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not asked
|
EAGGOTH |
| Query
|
genbehav_cfaint |
Integer |
|
Recommended |
Faints/Fits/Blackouts - Current |
|
0 = No attacks; 1 = History of attacks that might be epileptic, but diagnosis not established; 2 = Definite diagnosis of epilepsy; 7 = Febrile convulsions only, with no continuing daily medication outside the period of fever; 9 = N/K or not asked
|
CFAINT |
| Query
|
genbehav_efaint |
Integer |
|
Recommended |
Faints/Fits/Blackouts - Ever |
|
0 = No attacks; 1 = History of attacks that might be epileptic, but diagnosis not established; 2 = Definite diagnosis of epilepsy; 7 = Febrile convulsions only, with no continuing daily medication outside the period of fever; 9 = N/K or not asked
|
EFAINT |
| Query
|
genbehav_ageabn |
Integer |
|
Recommended |
Age when abnormality first evident |
|
0 = Development in the first 3 years of life clearly normal in quality and within normal limits for social, adaptational, language, self-help, and motor milestones; no behavioral problems of a type that might indicate developmental delay or deviance; 1 = Development possibly within normal limits during first 3 years, but uncertainty because of either the quality of behavior or the level of skills; 2 = Development probably abnormal by the age of 3 years, as indicated by developmental delay or deviance, but not of a degree or type that is definitely incompatible with normality; 3 = Development definitely abnormal in the first 3 years but quality of behavior/social relationships/ communications not unambiguously autistic at that age; 4 = Development definitely abnormal in the first 3 years and quality of behavior/social relationships/ communications strongly indicative of autism at that age; 9 = N/K or not asked
|
AGEABN |
| Query
|
genbehav_judgage |
Integer |
|
Recommended |
Interviewer's judgment on age when developmental abnormalities probably first manifest (Code in months) |
0 :: 900; 998; 999
|
|
JUDGAGE |
| Query
|
lskilb5 |
Integer |
|
Recommended |
LOSS OF SKILLS (FOR AT LEAST 3 MONTHS) |
0;1;2;8;9
|
0 = No consistent loss of skills (although behaviro may vary at times); 1 = Probable loss of skill, but of a degree that falls short of specified criteria; 2 = Account of definite loss of skills over a over period of time; 8 = N/A through age; 9 = N/K or not asked
|
LSKILB5 |
| Query
|
lskila5 |
Integer |
|
Recommended |
LOSS OF SKILLS (FOR AT LEAST 3 MONTHS) |
0;1;2;8;9
|
0 = No consistent loss of skills (although behaviro may vary at times); 1 = Probable loss of skill, but of a degree that falls short of specified criteria; 2 = Account of definite loss of skills over a over period of time; 8 = N/A through age; 9 = N/K or not asked
|
LSKILA5 |
| Query
|
lskphb5 |
Integer |
|
Recommended |
LOSS OF SKILLS (ASSOCIATED WITH PHYSICAL ILLNESS) |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LSKPHB5 |
| Query
|
lskpha5 |
Integer |
|
Recommended |
LOSS OF SKILLS (ASSOCIATED WITH PHYSICAL ILLNESS) |
0;1;2;6;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LSKPHA5 |
| Query
|
lcommb5 |
Integer |
|
Recommended |
COMMUNICATION |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LCOMMB5 |
| Query
|
lcomma5 |
Integer |
|
Recommended |
COMMUNICATION |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LCOMMA5 |
| Query
|
lsocb5 |
Integer |
|
Recommended |
SOCIAL INTEREST AND RESPONSIVENESS |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LSOCB5 |
| Query
|
lsoca5 |
Integer |
|
Recommended |
SOCIAL INTEREST AND RESPONSIVENESS |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LSOCA5 |
| Query
|
lplayb5 |
Integer |
|
Recommended |
PLAY AND IMAGINATION |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LPLAYB5 |
| Query
|
lplaya5 |
Integer |
|
Recommended |
PLAY AND IMAGINATION |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LPLAYA5 |
| Query
|
lhlpb5 |
Integer |
|
Recommended |
ADAPTIVE SKILLS |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LHLPB5 |
| Query
|
lhlpa5 |
Integer |
|
Recommended |
ADAPTIVE SKILLS |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LHLPA5 |
| Query
|
lacadb5 |
Integer |
|
Recommended |
PREACADEMIC, ACADEMIC OR VOCATIONAL SKILLS |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LACADB5 |
| Query
|
lacada5 |
Integer |
|
Recommended |
PREACADEMIC, ACADEMIC OR VOCATIONAL SKILLS |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LACADA5 |
| Query
|
lmotorb5 |
Integer |
|
Recommended |
MOTOR SKILLS |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LMOTORB5 |
| Query
|
lmotora5 |
Integer |
|
Recommended |
MOTOR SKILLS |
0;1;2;8;9
|
0 = Loss of skills, but insignificant physical symptoms, e.g. rash or post-inoculation fever; 1 = Loss of skill associated with symptoms that cannot be taken as clear evidence of meningeal or encephalitic origin, e.g. high fever with ear infection; 2 = Loss of skills associated with clinical evidence of meningeal or encephalitic involvement, e.g. stupor, coma and/or fits; 8 = No loss of skills noted or N/A through age; 9 = N/K or not asked
|
LMOTORA5 |
| Query
|
acqorlossoflang_ageloss |
Integer |
|
Recommended |
Age when main loss of skill first apparent (Code in months) |
|
998 = No loss at either "1" or "2" level of skills; 999 = N/K or not asked
|
AGELOSS |
| Query
|
dterior |
Integer |
|
Recommended |
PROGRESSIVE DETERIORATION |
0;1;2;3;8; 9
|
0 = Development now moving ahead appropriately in relation to the level of handicap; 1 = Development at a plateau, without definite improvement or worsening; 2 = Deterioration definitely still continuing with regard to at least one of the domains specified under loss of skills, but one or more of other at plateau or even improving somewhat; 3 = Deterioration definitely continuing in all, or nearly all domains; 8 = Not applicable (no loss of skills)
|
DTERIOR |
| Query
|
acqorlossoflang_durdet |
Integer |
|
Recommended |
Duration of loss of Skills (in months) |
|
993 = Loss still present; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not asked
|
DURDET |
| Query
|
dbaes_a1 |
Integer |
|
Recommended |
Failure to use nonverbal behaviors to regulate social interaction - Total A1 |
|
|
SOC1T_MS |
| Query
|
dbaes_a2peerpl_code |
Integer |
|
Recommended |
Imaginative play with peers (over 4 yrs. only) - Code |
|
|
PEERPL_MS |
| Query
|
dbaes_a2intch_code |
Integer |
|
Recommended |
Interest in Children - Code |
|
|
INTERCH_MS |
| Query
|
dbaes_a2respch_code |
Integer |
|
Recommended |
Response to other children's approaches - Code |
|
|
RESPCH_MS |
| Query
|
genbehav_cvisspz |
Integer |
|
Recommended |
Visuospatial ability (i.e. In puzzles, jigsaws, shapes, patterns, etc.) - Current |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
CVISSP |
| Query
|
evissp |
Integer |
|
Recommended |
VISUOSPATIAL ABILITY (i.e. In puzzles, jigsaws, shapes, patterns, etc.) |
0;1;2;3;4;8;9
|
0=no outstanding skills/knowledge in relation to overall level of ability, whether high or low;1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning;2=isolated sill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms;3=isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extent ;4=isolated skill/knowledge that is above the subject's general level and above the normal population level of ability and is used meaningfully and recognized by peers as having exceptional skill;8=not applicable (e.g. reading in a nonverbal subject);9=N/K or not asked
|
EVISSP |
| Query
|
genbehav_cmemz |
Integer |
|
Recommended |
Memory Skill (accurate memory for detail, as of dates or timetables) - Current |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
CMEM |
| Query
|
genbehav_ememz |
Integer |
|
Recommended |
Memory Skill (accurate memory for detail, as of dates or timetables) - Ever |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
EMEM |
| Query
|
genbehav_cmusicz |
Integer |
|
Recommended |
Musical ability (recognition, composition, absolute pitch or performance) - Current |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
CMUSIC |
| Query
|
genbehav_emusicz |
Integer |
|
Recommended |
Musical ability(recognition, composition, absolute pitch or performance) - Ever |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
EMUSIC |
| Query
|
genbehav_cdrawz |
Integer |
|
Recommended |
Drawing Skill (unusually skilled use of perspective or creative approach) - Current |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
CDRAW |
| Query
|
edraw |
Integer |
|
Recommended |
DRAWING SKILL (unusually skilled use of perspective or creative approach) |
0;1;2;3;4;8;9
|
0=no outstanding skills/knowledge in relation to overall level of ability, whether high or low;1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning;2=isolated sill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms;3=isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extent ;4=isolated skill/knowledge that is above the subject's general level and above the normal population level of ability and is used meaningfully and recognized by peers as having exceptional skill;8=not applicable (e.g. reading in a nonverbal subject);9=N/K or not asked
|
EDRAW |
| Query
|
genbehav_creadz |
Integer |
|
Recommended |
Reading ability (e.g. early sight reading) - Current |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
CREAD |
| Query
|
eread |
Integer |
|
Recommended |
READING ABILITY (e.g. early sight reading) |
0;1;2;3;4;8;9
|
0=no outstanding skills/knowledge in relation to overall level of ability, whether high or low;1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning;2=isolated sill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms;3=isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extent ;4=isolated skill/knowledge that is above the subject's general level and above the normal population level of ability and is used meaningfully and recognized by peers as having exceptional skill;8=not applicable (e.g. reading in a nonverbal subject);9=N/K or not asked
|
EREAD |
| Query
|
genbehav_ccompuz |
Integer |
|
Recommended |
Computational ability (e.g. mental arithmetic) - Current |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
CCOMPU |
| Query
|
genbehav_ecompuz |
Integer |
|
Recommended |
Computational ability (e.g. mental arithmetic) - Ever |
|
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill
|
ECOMPU |
| Query
|
dbaes_a1gaze_code |
Integer |
|
Recommended |
Direct Gaze - Code |
|
|
GAZE_MS |
| Query
|
dbaes_a1ssmile_code |
Integer |
|
Recommended |
Social Smiling - Code |
|
|
SMILE_MS |
| Query
|
dbaes_a1rfacex_code |
Integer |
|
Recommended |
Range of facial expressions used to communicate - Code |
|
|
RFACEX_MS |
| Query
|
dbaes_a2grplay_code |
Integer |
|
Recommended |
Group play with peers (CA 4 - 10 yrs.) or Friends (CA 10 - 15 yrs.) - Code |
|
|
GRFRPLY_MS |
| Query
|
dbaes_a2 |
Integer |
|
Recommended |
Failure to develop peer relationships - Total A2 |
|
|
SOC2T_MS
|
| Query
|
dbaes_a3show_code |
Integer |
|
Recommended |
Showing and directing attention - Code |
|
|
SHOW_MS |
| Query
|
dbaes_a3oshare_code |
Integer |
|
Recommended |
Offering to share - Code |
|
|
OSHARE_MS |
| Query
|
dbaes_a3share_code |
Integer |
|
Recommended |
Seeking to share own enjoyment with others - Code |
|
|
SHARE_MS |
| Query
|
dbaes_a3 |
Integer |
|
Recommended |
Lack of shared enjoyment - Total A3 |
|
|
SOC3T_MS |
| Query
|
dbaes_a4usebod_code |
Integer |
|
Recommended |
Use of other's body (Score Ever) - Code |
|
|
USEBODY_MS |
| Query
|
dbaes_a4ocomf_code |
Integer |
|
Recommended |
Offers comfort - Code |
|
|
OCOMF_MS |
| Query
|
dbaes_a4qualov_code |
Integer |
|
Recommended |
Quality of social overtures - Code |
|
|
QUALOV_MS |
| Query
|
dbaes_a4inapfe_code |
Integer |
|
Recommended |
Inappropriate facial expressions (Score Ever) - Code |
|
|
INAPFE_MS |
| Query
|
dbaes_a4resp_code |
Integer |
|
Recommended |
Appropriateness of social response - Code |
|
|
QRESP_MS |
| Query
|
dbaes_a4 |
Integer |
|
Recommended |
Lack of socioemotional reciprocity - Total A4 |
|
|
SOC4T_MS |
| Query
|
dbaes_atotal |
Integer |
|
Recommended |
Total for Section A: Qualitative Abnormalities in Reciprocal Social Interaction |
0::30; 999
|
999 = missing
|
SOCT_CS |
| Query
|
dbaes_b1point_code |
Integer |
|
Recommended |
Pointing to express interest - Code |
|
|
POINT_MS |
| Query
|
dbaes_b1nod_code |
Integer |
|
Recommended |
Nodding - Code |
|
|
NOD_MS |
| Query
|
dbaes_b1hshake_code |
Integer |
|
Recommended |
Headshaking - Code |
|
|
HSHAKE_MS |
| Query
|
dbaes_b1insges_code |
Integer |
|
Recommended |
Conventional instrumental gestures - Code |
|
|
INSGES_MS |
| Query
|
com1t_ms |
Float |
|
Recommended |
Total for LACK OF, OR DELAY IN, SPOKEN LANGUAGE AND FAILURE TO COMPENSATE THROUGH GESTURE |
0 :: 8
|
0 to 8
|
COM1T_MS |
| Query
|
dbaes_b4imit_code |
Integer |
|
Recommended |
Spontaneous imitation of actions - Code |
|
|
IMIT_MS |
| Query
|
dbaes_b4play_code |
Integer |
|
Recommended |
Imaginative play - Code |
|
|
PLAY_MS |
| Query
|
dbaes_b4soplay_code |
Integer |
|
Recommended |
Imitative social play - Code |
|
|
SOCPLAY_MS |
| Query
|
com4t_ms |
Float |
|
Recommended |
Total for LACK OF VARIED SPONTANEOUS MAKE-BELIEVE OR SOCIAL IMITATIVE PLAY |
0 :: 6
|
0 to 6
|
COM4T_MS |
| Query
|
chat_ms |
Float |
|
Recommended |
Social Chat (Score Current) |
0 :: 2
|
0 to 2
|
CHAT_MS |
| Query
|
conver_ms |
Float |
|
Recommended |
Reciprocal conversation (Score Current) |
0 :: 2
|
0 to 2
|
CONVER_MS |
| Query
|
com2vtms |
Float |
|
Recommended |
Total for RELATIVE FAILURE TO INITIATE OR SUSTAIN CONVERSTIONAL INTERCHANGE |
0 :: 4
|
0 to 4
|
COM2VTMS |
| Query
|
dbaes_b3stereo_code |
Integer |
|
Recommended |
Stereotyped utterances and Delayed Echolalia (Score Ever) - Code |
|
|
STEREO_MS |
| Query
|
dbaes_b3inappq_code |
Integer |
|
Recommended |
Inappropriate questions (Score Ever) - Code |
|
|
INAPPQ_MS |
| Query
|
dbaes_b3pron_code |
Integer |
|
Recommended |
Pronominal reversal (Score Ever) - Code |
|
|
PRON_MS |
| Query
|
dbaes_b3neoid_code |
Integer |
|
Recommended |
Neologisms/idiosyncratic language (Score Ever) - Code |
|
|
NEOID_MS |
| Query
|
com3vtms |
Float |
|
Recommended |
Total for STEREOTYPED, REPETITIVE, OR IDIOSYNCRATIC SPEECH |
0 :: 8
|
0 to 8
|
COM3VTMS |
| Query
|
comvt_ms |
Float |
|
Recommended |
Verbal Total |
0 :: 26
|
0 to 26
|
COMVT_MS |
| Query
|
comnvtms |
Float |
|
Recommended |
Nonverbal Total |
0 :: 14
|
0 to 14
|
COMNVTMS |
| Query
|
dbaes_c1unproc_code |
Integer |
|
Recommended |
Unusual preoccupations - Code |
|
|
UNPREOC_MS |
| Query
|
circint_ms |
Float |
|
Recommended |
Circumscribed interests (4 years and over) |
0 :: 2
|
0 to 2
|
CIRCINT_MS |
| Query
|
beh1t_ms |
Float |
|
Recommended |
Total for ENCOMPASSING PREOCCUPATION OR CIRCUMSCRIBED PATTER OF INTEREST |
0 :: 4
|
0 to 4
|
BEH1T_MS |
| Query
|
dbaes_c2verrit_code |
Integer |
|
Recommended |
Verbal rituals - Code |
|
|
VERRIT_MS |
| Query
|
comprit_ms |
Float |
|
Recommended |
Compulsions/rituals |
0 :: 2
|
0 to 2
|
COMPRIT_MS |
| Query
|
beh2t_ms |
Float |
|
Recommended |
Total for APPARENTLY COMPULSIVE ADHERENCE TO NONFUNCTIONAL ROUTINES OR RITUALS |
0 :: 4
|
0 to 4
|
BEH2T_MS |
| Query
|
dbaes_c3hfman_code |
Integer |
|
Recommended |
Hand and finger mannerisms - Code |
|
|
HFMAN_MS |
| Query
|
dbaes_c3othman_code |
Integer |
|
Recommended |
Other Complex mannerisms or sterotyped Body Movements - Code |
|
|
OTHMAN_MS |
| Query
|
beh3t_ms |
Float |
|
Recommended |
Stereotyped and repetitive motor mannerisms total (Score Higher) |
0 :: 2
|
0 to 2
|
BEH3T_MS |
| Query
|
dbaes_c4useobj_unsens |
Integer |
|
Recommended |
Repetitive use of objects OR Unusual sensory interests (record higher score) |
|
|
USEOBJ_MS |
| Query
|
dbaes_c4unsens_code |
Integer |
|
Recommended |
Unusual sensory interests - Code |
|
|
UNSENS_MS |
| Query
|
beh4t_ms |
Float |
|
Recommended |
Preoccupations with part of objects or non-functional elements of materials Total (Score Higher) |
0 :: 2
|
0 to 2
|
BEH4T_MS |
| Query
|
beht_ms |
Float |
|
Recommended |
Repetitive Behaviors and Stereotyped Patterns Total |
0 :: 12
|
0 to 12
|
BEHT_MS |
| Query
|
acon_ms |
Float |
|
Recommended |
Age parents first noticed |
-1 :: 100
|
-1 to 100
|
ACON_MS |
| Query
|
dbaes_dageabn_code |
Integer |
|
Recommended |
Age when abnormality first evident - Code |
|
|
AGEABN_MS |
| Query
|
judgage_ms |
Float |
|
Recommended |
Interviewer's judgment on age manifest |
-1 :: 100
|
-1 to 100
|
JUDGAGE_MS |
| Query
|
dbaes_daword_code |
Integer |
|
Recommended |
Age of first single words - Code |
|
|
AWORD_MS |
| Query
|
dbaes_daphrase_code |
Integer |
|
Recommended |
Age of first phrases - Code |
|
|
APHRASE_MS |
| Query
|
devt_ms |
Float |
|
Recommended |
Total Abnormal Dev. |
-1 :: 100
|
-1 to 100
|
DEVT_MS |
| Query
|
soccutms |
Integer |
|
Recommended |
Met social cutoff |
0;1
|
0=No;1=Yes
|
SOCCUTMS |
| Query
|
cmvctms |
Integer |
|
Recommended |
Met communication/verbal cutoff |
0;1
|
0=No;1=Yes
|
CMVCTMS |
| Query
|
cmnvctms |
Integer |
|
Recommended |
Met communication/nonverbal cutoff |
0;1
|
0=No;1=Yes
|
CMNVCTMS |
| Query
|
behcutms |
Integer |
|
Recommended |
Met restrictive & repetitive behaviors cutoff |
0;1
|
0=No;1=Yes
|
BEHCUTMS |
| Query
|
devcutms |
Integer |
|
Recommended |
Met abnormal devt. Cutoff |
0;1
|
0=No;1=Yes
|
DEVCUTMS |
| Query
|
autismms |
Integer |
|
Recommended |
Met ADI autism cutoff (all totals) |
0;1
|
0=No;1=Yes
|
AUTISMMS |
| Query
|
dbaes_a1gaze |
Integer |
|
Recommended |
Direct Gaze - Score |
|
|
GAZE_CS |
| Query
|
dbaes_a1ssmile |
Integer |
|
Recommended |
Social Smiling - Score |
|
|
SMILE_CS |
| Query
|
dbaes_a1rfacex |
Integer |
|
Recommended |
Range of facial expressions used to communicate - Score |
|
|
RFACEX_CS |
| Query
|
cbaes_a1 |
Integer |
|
Recommended |
Failure to use nonverbal behaviors to regulate social interaction |
|
|
SOC1T_CS |
| Query
|
dbaes_a2peerpl |
Integer |
|
Recommended |
Imaginative play with peers (over 4 yrs. only) - Score |
|
|
PEERPL_CS |
| Query
|
dbaes_a2intch |
Integer |
|
Recommended |
Interest in Children - Score |
|
|
INTERCH_CS |
| Query
|
dbaes_a2respch |
Integer |
|
Recommended |
Response to other children's approaches - Score |
|
|
RESPCH_CS |
| Query
|
grfrply_cs |
Float |
|
Recommended |
Group play with peers (CA 4 - 9.11 yrs.) or Friends (CA 10 - 15 yrs.) |
0 :: 2
|
0 to 2
|
GRFRPLY_CS |
| Query
|
cbaes_a2 |
Integer |
|
Recommended |
Failure to develop peer relationships |
|
|
SOC2T_CS |
| Query
|
dbaes_a3show |
Integer |
|
Recommended |
Showing and directing attention - Score |
|
|
SHOW_CS |
| Query
|
dbaes_a3oshare |
Integer |
|
Recommended |
Offering to share - Score |
|
|
OSHARE_CS |
| Query
|
dbaes_a3share |
Integer |
|
Recommended |
Seeking to share own enjoyment with others - Score |
|
|
SHARE_CS |
| Query
|
cbaes_a3 |
Integer |
|
Recommended |
Lack of shared enjoyment |
|
|
SOC3T_CS |
| Query
|
dbaes_a4usebod |
Integer |
|
Recommended |
Use of other's body (Score Ever) - Score |
|
|
USEBODY_CS |
| Query
|
dbaes_a4ocomf |
Integer |
|
Recommended |
Offers comfort - Score |
|
|
OCOMF_CS |
| Query
|
dbaes_a4qualov |
Integer |
|
Recommended |
Quality of social overtures - Score |
|
|
QUALOV_CS |
| Query
|
dbaes_a4inapfe |
Integer |
|
Recommended |
Inappropriate facial expressions (Score Ever) - Score |
|
|
INAPFE_CS |
| Query
|
dbaes_a4resp |
Integer |
|
Recommended |
Appropriateness of social response - Score |
|
|
QRESP_CS |
| Query
|
cbaes_a4 |
Integer |
|
Recommended |
Lack of socioemotional reciprocity |
|
|
SOC4T_CS |
| Query
|
soct_ms |
Float |
|
Recommended |
Total for Qualitative Impairments in Reciprocal Social Interaction |
0 :: 30
|
0 to 30
|
SOCT_MS |
| Query
|
dbaes_b1point |
Integer |
|
Recommended |
Pointing to express interest - Score |
|
|
POINT_CS |
| Query
|
dbaes_b1insges |
Integer |
|
Recommended |
Conventional instrumental gestures - Score |
|
|
INSGES_CS |
| Query
|
dbaes_b1nod |
Integer |
|
Recommended |
Nodding - Score |
|
|
NOD_CS |
| Query
|
dbaes_b1hshake |
Integer |
|
Recommended |
Headshaking - Score |
|
|
HSHAKE__CS |
| Query
|
dbaes_b1 |
Integer |
|
Recommended |
Lack of, or delay in, spoken language and failure to compensate through gesture - Total B1 |
|
|
COM1T_CS |
| Query
|
dbaes_b4imit |
Integer |
|
Recommended |
Spontaneous imitation of actions - Score |
|
|
IMIT_CS |
| Query
|
dbaes_b4play |
Integer |
|
Recommended |
Imaginative play - Score |
|
|
PLAY_CS |
| Query
|
dbaes_b4soplay |
Integer |
|
Recommended |
Imitative social play - Score |
|
|
SOCPLAY_CS |
| Query
|
dbaes_b4 |
Integer |
|
Recommended |
Lack of varied spontaneous make-believe or social imitative play |
|
|
COM4T_CS |
| Query
|
cbaes_b2chat |
Integer |
|
Recommended |
Social Chat (Score Ever if age 4 and above; score Current if under 4) - Score |
|
|
CHAT_CS |
| Query
|
dbaes_b2conver |
Integer |
|
Recommended |
Reciprocal conversation (Verbal Subjects Only) - Score |
|
|
CONVER_CS |
| Query
|
dbaes_b2 |
Integer |
|
Recommended |
Relative failure to initiate or sustain conversational interchange - Total B2(V) |
|
|
COM2VTCS |
| Query
|
dbaes_b3stereo |
Integer |
|
Recommended |
Stereotyped utterances and Delayed Echolalia (Score Ever) - Score |
|
|
STEREO_CS |
| Query
|
dbaes_b3inappq |
Integer |
|
Recommended |
Inappropriate questions (Score Ever) - Score |
|
|
INAPPQ_CS |
| Query
|
dbaes_b3pron |
Integer |
|
Recommended |
Pronominal reversal (Score Ever) - Score |
|
|
PRON_CS |
| Query
|
dbaes_b3neoid |
Integer |
|
Recommended |
Neologisms/idiosyncratic language (Score Ever) - Score |
|
|
NEOID_CS |
| Query
|
dbaes_b3 |
Integer |
|
Recommended |
Stereotyped, repetitive, or idiosyncratic speech - Total B3(V) |
|
|
COM3VTCS |
| Query
|
dbaes_bvtotal |
Integer |
|
Recommended |
Total of Section B - Verbal: Qualitative Abnormalities in Communication |
0::30; 999
|
999=missing
|
COMVT_CS |
| Query
|
dbaes_bnvtotal |
Integer |
|
Recommended |
Total of Section B - Non-Verbal: Qualitative Abnormalities in Communication |
0::20; 999
|
999=missing
|
COMNVTCS |
| Query
|
dbaes_c1cirint |
Integer |
|
Recommended |
Circumscribed interests (4 years and over) - Score |
|
|
CIRCINT_CS |
| Query
|
dbaes_c1unproc |
Integer |
|
Recommended |
Unusual preoccupations - Score |
|
|
UNPREOC_CS |
| Query
|
dbaes_c1 |
Integer |
|
Recommended |
Encompassing preoccupation or circumscribed pattern of interest - Total C1 |
|
|
BEH1T_CS |
| Query
|
verrit_cs |
Float |
|
Recommended |
Verbal rituals |
0 :: 2
|
0 to 2
|
VERRIT_CS |
| Query
|
dbaes_c2crit |
Integer |
|
Recommended |
Compulsions/rituals - Score |
|
|
COMPRIT_CS |
| Query
|
dbaes_c2 |
Integer |
|
Recommended |
Apparently compulsive adherence to nonfunctional routines or rituals - Total C2 |
|
|
BEH2T_CS |
| Query
|
hfman_cs |
Float |
|
Recommended |
Hand and finger movements |
0 :: 2
|
0 to 2
|
HFMAN_CS |
| Query
|
othman_cs |
Float |
|
Recommended |
Complex mannerisms |
0 :: 2
|
0 to 2
|
OTHMAN_CS |
| Query
|
dbaes_c3 |
Integer |
|
Recommended |
Stereotyped and repetitive motor mannerisms - Total C3 |
|
|
BEH3T_CS |
| Query
|
useobj_cs |
Float |
|
Recommended |
Repetitive use of objects |
0 :: 2
|
0 to 2
|
USEOBJ_CS |
| Query
|
unsens_cs |
Float |
|
Recommended |
Unusual sensory interests |
0 :: 2
|
0 to 2
|
UNSENS_CS |
| Query
|
dbaes_c4 |
Integer |
|
Recommended |
Preoccupations with part of objects or nonfunctional elements of material - Total C4 |
|
|
BEH4T_CS |
| Query
|
dbaes_ctotal |
Integer |
|
Recommended |
Total of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior |
0::25; 999
|
999=missing
|
BEHT_CS |
| Query
|
dbaes_dacon_code |
Integer |
|
Recommended |
Age when parents first noticed - Code |
|
|
ACON_CS |
| Query
|
ageabn_cs |
Float |
|
Recommended |
Age when abnormality first evident |
0 :: 1
|
0 to 1
|
AGEABN_CS |
| Query
|
judgage_cs |
Float |
|
Recommended |
Interviewer's judgment on age manifest |
0 :: 1
|
0 to 1
|
JUDGAGE_CS |
| Query
|
aword_cs |
Float |
|
Recommended |
Age at first single words |
0 :: 1
|
0 to 1
|
AWORD_CS |
| Query
|
aphrase_cs |
Float |
|
Recommended |
Age at first phrases |
0 :: 1
|
0 to 1
|
APHRASE_CS |
| Query
|
dbaes_dtotal |
Integer |
|
Recommended |
Total of Section D |
0::30; 999
|
999=missing
|
DEVT_CS |
| Query
|
soccutcs |
Integer |
|
Recommended |
Did child's Social score surpass Autism cutoff? |
0;1;9
|
0=No;1=Yes;9=N/A
|
SOCCUTCS |
| Query
|
cmvctcs |
Integer |
|
Recommended |
Did child's Verbal Communication score surpass Autism cutoff? |
0;1;9
|
0=No;1=Yes;9=N/A
|
CMVCTCS |
| Query
|
cmnvctcs |
Integer |
|
Recommended |
Did child's NonVerbal Communication score surpass Autism cutoff? |
0;1;9
|
0=No;1=Yes;9=N/A
|
CMNVCTCS |
| Query
|
comcutcs |
Integer |
|
Recommended |
Did child's Communication score surpass Autism cutoff? |
0;1;9
|
0=No;1=Yes;9=N/A
|
COMCUTCS |
| Query
|
behcutcs |
Integer |
|
Recommended |
Did child's Behavior score surpass Autism cutoff? |
0;1;9
|
0=No;1=Yes;9=N/A
|
BEHCUTCS |
| Query
|
devcutcs |
Integer |
|
Recommended |
Did child's Abnormality of Development score surpass Autism cutoff? |
0;1;9
|
0=No;1=Yes;9=N/A
|
DEVCUTCS |
| Query
|
autismcs |
Integer |
|
Recommended |
Met ADI Autism cutoff? |
0;1;9
|
0=No;1=Yes;9=N/A
|
AUTISMCS |
