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NIMH Data Archive
NDA ABCD CCF OAI NIAAADA AMP SCZ HEAL

CPEA STAART ADI-R 2000

76 Shared Subjects

ADI-R 2000 as defined by the CPEA STAART Project
Clinical Assessments
Diagnostic
09/29/2010
cs_adi_r_200002
12/16/2022
View Change History
02
Definition
Submission Template
Query Element Name Data Type Size Required Description Value Range Notes Aliases
subjectkey GUID Required The NDAR Global Unique Identifier (GUID) for research subject NDAR*
interview_date Date Required Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY ADI_DATE_STD
Query cycle Integer Recommended Timepoint information -1 = Screener; 0 = Baseline; 97 = Taper; 98 = Withdrawal; 99 = Interim contact; Otherwise: weeks since baseline
patid String 20 Recommended A Participant ID
network String 20 Recommended Network CPEA or STAART Network
site String 101 Recommended Site Study Site
Query study String 100 Recommended Study; The code for each individual study
Query adi_al_agfap Float Recommended Age when main loss of skill first apparent 0 :: 800; 998; 999 998 = No loss at either "1" or "2" level of skills; 999 = N/K or not asked
Query adi_al_agfpu Float Recommended Age of first phrases 0 :: 800; 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
Query adi_al_agfsw Float Recommended Age of first single words 0 :: 800; 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 adi_al_agllg Integer Recommended Age when main loss of language skills first apparent 0 :: 800; 998; 999 998 = No loss; 999 = N/K or not asked
Query adi_al_allpi Integer Recommended Association of loss of language with physical illness: Ever Nulled value range of: 0; 1; 2; 8; 9 to accept outlier data. 0 = Loss of skills but no possibly relevant association with a definite physical illness; 1 = Loss associated with a definite illness (e.g., high fever with ear infection), but no clear evidence of meningeal or encephalitic involvement; 2 = Loss associated with impaired consciousness/epileptic attacks or other definitive evidence of meningeal or encephalic involvement; 8 = No loss of skills; 9 = N/K or not asked
Query adi_al_alspi_b Integer Recommended Association of loss of skills with physical illness: Ever Nulled value range of: 0; 1; 2; 8; 9 to accept outlier data. 0 = Loss of skills but no possibly relevant association with a definite physical illness; 1 = Loss associated with a definite illness (e.g., high fever with ear infection), but no clear evidence of meningeal or encephalitic involvement; 2 = Loss associated with impaired consciousness/epileptic attacks or other definitive evidence of meningeal or encephalic involvement; 8 = No loss of skills; 9 = N/K or not asked
Query adi_al_ctimp_b Integer Recommended Constructive or imaginative play: Ever Nulled value range of: 0; 1; 2 to accept outlier data. 0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked
Query adi_al_dllsk Integer Recommended Duration of loss of language skills 0 :: 800; 993; 994; 998; 999 993 = Loss still present without recovery of language functions; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not asked
Query adi_al_gllsk Integer Recommended Duration of loss of language skills 0 :: 800; 993; 994; 998; 999 993 = Loss still present without recovery of language functions; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not asked
Query adi_al_lclbl Integer Recommended Level of communicative language before loss Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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
Query adi_al_lllsa Integer Recommended Loss of language skills after acquisition: Ever Nulled value range of: 0; 1 to accept outlier data. 0 = No; 1 = Yes; 9 = Unknown; 999 = Not answered
Query adi_al_lsosk_b Integer Recommended Loss of skills (for at least 3 months): Ever Nulled value range of: 0; 1; 2; 9 to accept outlier data. 0, 8, 998 = No consistent loss of skills (although behavior may vary at times); 1 = Probable loss of skill, but of a degree that falls short of specififed criteria; 2 = Account of definite loss of skills over a period of time; 9 = N/K or not asked
Query adi_al_mtrsk_b Integer Recommended Area of Loss: Motor Skills Nulled value range of: 0; 1; 2 to accept outlier data. 0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked
Query adi_al_phmvt_b Integer Recommended Purposive hand movements: Ever Nulled value range of: 0; 1; 2 to accept outlier data. 0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked
Query adi_al_searp_b Integer Recommended Social engagement and responsiveness: Ever Nulled value range of: 0; 1; 2 to accept outlier data. 0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked
Query adi_al_shpsk Integer Recommended Self-help skills: Ever Nulled value range of: 0; 1; 2 to accept outlier data. 0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked
adi_cc_ctcnb String 1,024 Recommended Current Concerns (specify)
Query adi_cm_artcl Integer Recommended Loss of language skills after acquisition: Articulation Nulled value range of: 0; 1; 2; 8; 9 to accept outlier data. 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
Query adi_cm_smcms Integer Recommended Loss of language skills after acquisition: Spontaneous, meaningful communicative speech Nulled value range of: 0; 1; 2; 8; 9 to accept outlier data. 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
Query adi_cm_spstx Integer Recommended Loss of language skills after acquisition: Simple syntax Nulled value range of: 0; 1; 2; 8; 9 to accept outlier data. 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
Query adi_cm_wswoc Integer Recommended Loss of language skills after acquisition: Words used spontaneously w/out clear communicative intent Nulled value range of: 0; 1; 2; 8; 9 to accept outlier data. 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
Query adi_da_afp Integer Recommended ADI: Age at first phrases 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
Query adi_da_afsw Integer Recommended ADI: Age at first single words - Interim step to calculate summary scores 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 adi_date Float Recommended ADI: Date
adi_dx String 15 Recommended ADI: Diagnosis
Query adi_ed_abcdt Float Recommended Acquisition of bladder control: Daytime 0 :: 800; 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
Query adi_ed_abcgl Integer Recommended Acquisition of bowel control 0 :: 800; 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
Query adi_ed_abcnt Integer Recommended Acquisition of bladder control: Nighttime 0 :: 800; 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, 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
Query adi_ed_agnrl Float Recommended Age when first noticed that something was not quite right in language, relationships, or behavior 0 :: 800; 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
adi_ed_fsapc String 1,024 Recommended First symptoms to arouse parental concern (specify)
Query adi_ed_fsapc_a Integer Recommended First symptoms to arouse parental concern
Query adi_ed_fsapc_b Integer Recommended First symptoms to arouse parental concern
Query adi_ed_fsapc_c Integer Recommended First symptoms to arouse parental concern
Query adi_ed_fsapc_d Integer Recommended First symptoms to arouse parental concern
Query adi_ed_fwuna Float Recommended First walked unaided 0 :: 800; 995; 996; 997; 998; 999 995 = 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 adi_ed_oapwh Float Recommended Onset as perceived with hindsight Nulled value range of: 0; 1; 2; 3; 4; 5; 6; 7; 8; 9 to accept outlier data. 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
Query adi_gb_agfab 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
Query adi_gb_atcfm_a Integer Recommended Aggression toward caregivers or family members: Current Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_gb_atcfm_b Integer Recommended Aggression toward caregivers or family members: Ever Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_gb_atnfm_a Integer Recommended Aggression toward noncaregivers or nonfamily members: Current Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_gb_atnfm_b Integer Recommended Aggression toward noncaregivers or nonfamily members: Ever Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_gb_cmpab_a Integer Recommended Computational ability: Current Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_cmpab_b Integer Recommended Computational ability: Ever Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_drwsk_a Integer Recommended Drawing skill: Current Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_drwsk_b Integer Recommended Drawing skill: Ever Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_ftfbo_a Integer Recommended Faints/fits/blackouts: Current Nulled value range of: 0; 1; 2; 7; 9 to accept outlier data. 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
Query adi_gb_ftfbo_b Integer Recommended Faints/fits/blackouts: Ever Nulled value range of: 0; 1; 2; 7; 9 to accept outlier data. 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
Query adi_gb_gait_a Integer Recommended Gait: Current Nulled value range of: 0; 1; 2; 3; 7; 8; 9 to accept outlier data. 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
Query adi_gb_gait_b Integer Recommended Gait: Most abnormal 4.0 - 5.0 Nulled value range of: 0; 1; 2; 3; 7; 8; 9 to accept outlier data. 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
Query adi_gb_hypvt_a Integer Recommended Hyperventilation: Current Nulled value range of: 0; 1; 2; 9 to accept outlier data. 0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not asked
Query adi_gb_hypvt_b Integer Recommended Hyperventilation: Ever Nulled value range of: 0; 1; 2; 9 to accept outlier data. 0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not asked
Query adi_gb_itvjd Float Recommended Interviewers judgment on age when developmental abnormalities probably first manifest 0 :: 800
Query adi_gb_memsk_a Integer Recommended Memory skill: Current Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_memsk_b Integer Recommended Memory skill: Ever Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_musab_a Integer Recommended Musical ability: Current Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_musab_b Integer Recommended Musical ability: Ever Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_reada_a Integer Recommended Reading ability: Current Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_reada_b Integer Recommended Reading ability: Ever Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_slfin_a Integer Recommended Self-injury: Current Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not asked
Query adi_gb_slfin_b Integer Recommended Self-injury: Ever Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not asked
Query adi_gb_vspla_a Integer Recommended Visuospatial ability: Current Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_gb_vspla_b Integer Recommended Visuospatial ability: Ever Nulled value range of: 0; 1; 2; 7; 8; 9 to accept outlier data. 0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked
Query adi_ib_ainrs_a Integer Recommended Abnormal idiosyncratic negative response to specific sensory stimuli: Current Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_ib_ainrs_b Integer Recommended Abnormal idiosyncratic negative response to specific sensory stimuli: Ever Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_ib_cmprt_a Integer Recommended Compulsions/rituals: Current 0; 1; 2; 3; 9 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
Query adi_ib_cmprt_b Integer Recommended Compulsions/rituals: Ever 0; 1; 2; 3; 9 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
Query adi_ib_crcit_a Integer Recommended Circumscribed interests: Current (3.0 or older) 0; 1; 2; 3; 8; 9 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
Query adi_ib_crcit_b Integer Recommended Circumscribed interests: Ever (3.0 or older) 0; 1; 2; 3; 8; 9 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
Query adi_ib_dmcrp_a Integer Recommended Difficulties with minor changes in subjects own routine or personal environment: Current Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_ib_dmcrp_b Integer Recommended Difficulties with minor changes in subjects own routine or personal environment: Ever Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_ib_hdfgm_a Integer Recommended Hand and finger mannerisms: Current 0; 1; 2; 3; 8; 9 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
Query adi_ib_hdfgm_b Integer Recommended Hand and finger mannerisms: Ever 0; 1; 2; 3; 8; 9 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
Query adi_ib_mdhdm_a Integer Recommended Midline hand movements: Current Nulled value range of: 0; 1; 2; 8; 9 to accept outlier data. 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
Query adi_ib_mdhdm_b Integer Recommended Midline hand movements: Ever Nulled value range of: 0; 1; 2; 8; 9 to accept outlier data. 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
Query adi_ib_ocmsb_a Integer Recommended Other complex mannerisms or stereotyped body movements: Current 0; 1; 2; 3; 8; 9 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
Query adi_ib_ocmsb_b Integer Recommended Other complex mannerisms or stereotyped body movements: Ever 0; 1; 2; 3; 8; 9 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
Query adi_ib_rpuob_a Integer Recommended Repetitive use of objects or interests in parts of objects: Current 0; 1; 2; 3; 7; 8; 9 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
Query adi_ib_rpuob_b Integer Recommended Repetitive use of objects or interests in parts of objects: Ever 0; 1; 2; 3; 7; 8; 9 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
Query adi_ib_rtcev_a Integer Recommended Resistance to trivial changes in the environment: Current Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_ib_rtcev_b Integer Recommended Resistance to trivial changes in the environment: Ever Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_ib_uatto_a Integer Recommended Unusual attachment to objects: Current Nulled value range of: 0; 1; 2; 3; 6; 7; 9 to accept outlier data. 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
Query adi_ib_uatto_b Integer Recommended Unusual attachment to objects: Ever Nulled value range of: 0; 1; 2; 3; 6; 7; 9 to accept outlier data. 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
Query adi_ib_ugstn_a Integer Recommended Unduly sensitive to noise: Current Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_ib_ugstn_b Integer Recommended Unduly sensitive to noise: Ever Nulled value range of: 0; 1; 2; 3; 9 to accept outlier data. 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
Query adi_ib_unpro_a Integer Recommended Unusual preoccupations: Current 0; 1; 2; 3; 8; 9; 999 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
Query adi_ib_unpro_b Integer Recommended Unusual preoccupations: Ever 0; 1; 2; 3; 8; 9; 999 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
Query adi_ib_unsyi_a Integer Recommended Unusual sensory interests: Current 0; 1; 2; 9 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
Query adi_ib_unsyi_b Integer Recommended Unusual sensory interests: Ever 0; 1; 2; 9 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
Query adi_lc_artpn_a Integer Recommended Articulation and pronunciation: Current (4.0 or older) Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not asked
Query adi_lc_artpn_b Integer Recommended Articulation and pronunciation: At 5.0 years Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not asked
Query adi_lc_attvc_a Integer Recommended Attention to voice: Current (under 5.0) Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not asked
Query adi_lc_attvc_b Integer Recommended Attention to voice: Most abnormal 4.0 - 5.0 Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not asked
Query adi_lc_cistg_a Integer Recommended Conventional/instrumental gestures: Current 0; 1; 2; 3; 8; 9 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
Query adi_lc_cistg_b Integer Recommended Conventional/instrumental gestures: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_lc_cpslg_a Integer Recommended Comprehension of simple language: Current Nulled value range of: 0; 1; 2; 3; 4; 8; 9 to accept outlier data. 0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not asked
Query adi_lc_cpslg_b Integer Recommended Comprehension of simple language: Most abnormal 4.0 - 5.0 Nulled value range of: 0; 1; 2; 3; 4; 8; 9 to accept outlier data. 0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not asked
Query adi_lc_ctcms_a Integer Recommended Current communicative speech: Current Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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
Query adi_lc_ctcms_b Integer Recommended Current communicative speech: At 5.0 years Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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
Query adi_lc_hdshk_a Integer Recommended Head shaking: Current 0; 1; 2; 8; 9 0 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not asked
Query adi_lc_hdshk_b Integer Recommended Head shaking: Most abnormal 4.0 - 5.0 0; 1; 2; 8; 9 0 = Consistently shakes head spontaneously; 1 = Sometimes shakes head spontaneously; 2 = Never shakes head spontaneously; 8 = N/A; 9 = N/K or not asked
Query adi_lc_imgpl_a Integer Recommended Imaginative play: Current (under 10.0) 0; 1; 2; 3; 8; 9; 999 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
Query adi_lc_imgpl_b Integer Recommended Imaginative play: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_lc_impwp_a Integer Recommended Imaginative play with peers: Current (Over 4.0 and under 10.0) 0; 1; 2; 3; 8; 9; 999 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
Query adi_lc_impwp_b Integer Recommended Imaginative play with peers: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_lc_inqos_a Integer Recommended Inappropriate questions or statements: Current 0; 1; 2; 8; 9 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
Query adi_lc_inqos_b Integer Recommended Inappropriate questions or statements: Ever 0; 1; 2; 8; 9 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
Query adi_lc_ivrrt_a Integer Recommended Intonation/volume/rhythm/rate: Current Nulled value range of: 0; 1; 2; 3; 7; 8; 9 to accept outlier data. 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
Query adi_lc_ivrrt_b Integer Recommended Intonation/volume/rhythm/rate: Ever Nulled value range of: 0; 1; 2; 3; 7; 8; 9 to accept outlier data. 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
Query adi_lc_neidl_a Integer Recommended Neologisms/idiosyncratic language: Current 0; 1; 2; 8; 9 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
Query adi_lc_neidl_b Integer Recommended Neologisms/idiosyncratic language: Ever 0; 1; 2; 8; 9 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
Query adi_lc_noddg_a Integer Recommended Nodding: Current 0; 1; 2; 8; 9 0 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not asked
Query adi_lc_noddg_b Integer Recommended Nodding: Most abnormal 4.0 - 5.0 0; 1; 2; 8; 9 0 = Consistently nods spontaneously; 1 = Sometimes nods spontaneously; 2 = Never nods spontaneously; 8 = N/A; 9 = N/K or not asked
Query adi_lc_ovlol Integer Recommended Overall level of language Nulled value range of: 0; 1; 2 to accept outlier data. 0 = Functional use of spontaneous echoed or stereotyped language that, on a daily basis, involves phrases of three words or more that at least sometimes include a verb and are comprehensible to other people; 1 = No functional use of three-word phrases in spontaneous, echoed, or stereotyped speech, but uses speech on a daily basis with at least five different words in the last month; 2 = Fewer than five words total or speech not used on a daily basis; 9 = N/K or not asked
Query adi_lc_pnmrv_a Integer Recommended Pronominal reversal: Current 0; 1; 2; 3; 7; 8; 9 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
Query adi_lc_pnmrv_b Integer Recommended Pronominal reversal: Ever 0; 1; 2; 3; 7; 8; 9 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
Query adi_lc_ptexp_a Integer Recommended Pointing to express interest: Current 0; 1; 2; 8; 9 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
Query adi_lc_ptexp_b Integer Recommended Pointing to express interest: Most abnormal 0; 1; 2; 8; 9 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
Query adi_lc_rcpcv_a Integer Recommended Reciprocal Conversation: Current 0; 1; 2; 3; 8; 9 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
Query adi_lc_rcpcv_b Integer Recommended Reciprocal Conversation: Ever (when verbal) 0; 1; 2; 3; 8; 9 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
Query adi_lc_scvbc_a Integer Recommended Social verbalization/chat: Current 0; 1; 2; 8; 9 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
Query adi_lc_scvbc_b Integer Recommended Social verbalization/chat: Ever (when verbal) 0; 1; 2; 8; 9 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
Query adi_lc_spioa_a Integer Recommended Spontaneous imitation of actions: Current (under 10.0) 0; 1; 2; 3; 8; 9; 999 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
Query adi_lc_spioa_b Integer Recommended Spontaneous imitation of actions: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_lc_suade_a Integer Recommended Stereotyped utterances and delayed echolalia: Current 0; 1; 2; 3; 8; 9 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
Query adi_lc_suade_b Integer Recommended Stereotyped utterances and delayed echolalia: Ever 0; 1; 2; 3; 8; 9 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
Query adi_lc_uobtc_a Integer Recommended Use of others 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
Query adi_lc_uobtc_b Integer Recommended Use of others body to communicate: Ever 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
Query adi_lc_vblrt_a Integer Recommended Verbal rituals: Current 0; 1; 2; 3; 8; 9 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
Query adi_lc_vblrt_b Integer Recommended Verbal rituals: Ever 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_apscr_a Integer Recommended Appropriateness of social responses: Current 0; 1; 2; 3; 8; 9 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
Query adi_sp_apscr_b Integer Recommended Appropriateness of social responses: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_dirgz_a Integer Recommended Direct gaze: Current (under 5.0) 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_dirgz_b Integer Recommended Direct gaze: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
adi_sp_favat_1 String 50 Recommended Favorite activities 1
adi_sp_favat_2 String 50 Recommended Favorite activities 2
adi_sp_favat_3 String 50 Recommended Favorite activities 3
adi_sp_favty_1 String 50 Recommended Favorite toys/objects
adi_sp_favty_2 String 50 Recommended Favorite toys/objects
adi_sp_favty_3 String 50 Recommended Favorite toys/objects
Query adi_sp_frdsp_a Integer Recommended Friendships: Current (5.0 or older) 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_frdsp_b Integer Recommended Friendships: Most abnormal 10.0 - 15.0 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_gpwpr_a Integer Recommended Group play with peers: Current (Over 4.0 and under 10.0) 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_gpwpr_b Integer Recommended Group play with peers: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_imscp_a Integer Recommended Imitative social play: Current (under 10.0) 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_imscp_b Integer Recommended Imitative social play: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_inapa_a Integer Recommended Initiation of appropriate activities: Current Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not asked
Query adi_sp_inapa_b Integer Recommended Initiation of appropriate activities: Most abnormal 4.0 - 5.0 Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not asked
Query adi_sp_infex_a Integer Recommended Inappropriate facial expression: Current 0; 1; 2; 8; 9 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
Query adi_sp_infex_b Integer Recommended Inappropriate facial expression: Ever 0; 1; 2; 8; 9 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
Query adi_sp_intcd_a Integer Recommended Interest in children: Current (under 10.0) 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_intcd_b Integer Recommended Interest in children: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_ofcmf_a Integer Recommended Offers comfort: Current 0; 1; 2; 3; 8; 9 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
Query adi_sp_ofcmf_b Integer Recommended Offers comfort: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_ofrsh_a Integer Recommended Offering to share: Current 0; 1; 2; 3; 8; 9 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
Query adi_sp_ofrsh_b Integer Recommended Offering to share: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_qlsco_a Integer Recommended Quality of social overtures: Current 0; 1; 2; 3; 8; 9 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
Query adi_sp_qlsco_b Integer Recommended Quality of social overtures: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_rgfce_a Integer Recommended Range of facial expression: Current 0; 1; 2; 3; 8; 9 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
Query adi_sp_rgfce_b Integer Recommended Range of facial expression: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_rspap_a Integer Recommended Response to approaches of other children: Current (under 10.0) 0; 1; 2; 3; 8; 9; 999 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
Query adi_sp_rspap_b Integer Recommended Response to approaches of other children: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_sclds_a Integer Recommended Social disinhibition: Current (4.0 and above) Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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
Query adi_sp_sclds_b Integer Recommended Social disinhibition: Most abnormal 4.0 - 5.0 Nulled value range of: 0; 1; 2; 3; 8; 9 to accept outlier data. 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
Query adi_sp_sclsm_a Integer Recommended Social smiling: Current 0; 1; 2; 3; 8; 9 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
Query adi_sp_sclsm_b Integer Recommended Social smiling: Most abnormal 4.0 - 5.0 0; 1; 2; 3; 8; 9 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
Query adi_sp_ssenj_a Integer Recommended Seeking to share her/his enjoyment with others: Current 0; 1; 2; 8; 9 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
Query adi_sp_ssenj_b Integer Recommended Seeking to share her/his enjoyment with others: Most abnormal 4.0 - 5.0 0; 1; 2; 8; 9 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
Query adi_sp_swdra_a Integer Recommended Showing and directing attention: Current 0; 1; 2; 3; 8; 9 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
Query adi_sp_swdra_b Integer Recommended Showing and directing attention: Most abnormal 4-5 0; 1; 2; 3; 8; 9 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
adi_version String 35 Recommended ADI: Version
Data Structure

This page displays the data structure defined for the measure identified in the title and structure short name. The table below displays a list of data elements in this structure (also called variables) and the following information:

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