|
subjectkey |
GUID |
|
Required |
The NDAR Global Unique Identifier (GUID) for research subject |
NDAR*
|
|
|
|
src_subject_id |
String |
20
|
Required |
Subject ID how it's defined in lab/project |
|
|
|
|
interview_date |
Date |
|
Required |
Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY |
|
|
|
|
interview_age |
Integer |
|
Required |
Age in months at the time of the interview/test/sampling/imaging. |
0::1440
|
Age is rounded to chronological month. If the research participant is 15-days-old at time of interview, the appropriate value would be 0 months. If the participant is 16-days-old, the value would be 1 month.
|
|
|
sex |
String |
20
|
Required |
Sex of subject at birth |
M;F; O; NR
|
M = Male; F = Female; O=Other; NR = Not reported
|
gender |
Query
|
version_form |
String |
121
|
Required |
Form used/assessment name |
|
|
|
Query
|
fidelity_t_time |
Integer |
|
Recommended |
Time point of completion |
1::4; 888; 999
|
1 = coaching 1; 2 = coaching 2; 3 = coaching 3; 4 = coaching 4; 888 = not applicable; 999 = missing
|
fidelity_p_time |
Query
|
fidelity_t_1 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q1 T/P:We reviewed the consultation/coaching written summary report and answered questions. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_1 |
Query
|
fidelity_t_2 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q2 T/P: We reviewed the most current teaching plan and updated the written plan to reflect current teaching strategies for each objective. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_2 |
Query
|
fidelity_t_3 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q3 T/P: We evaluated the goal attainment of the students most current level of progress on the three skills |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_3 |
Query
|
fidelity_t_4 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q4 T/P: After the observation of each skill, the consultant began the discussion by asking the teacher about thoughts of what was observed. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_4 |
Query
|
fidelity_t_5 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q5 T/P: We discussed at least one idea (what teaching methods to keep in place or what teaching methods to consider changing) for each objective. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_5 |
Query
|
fidelity_t_6 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q6 T/P: If the student was not making as much progress as desired on an objective, we discussed the students personal challenges that might be impacting progress on skills. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_6 |
Query
|
fidelity_t_7 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q7 T/P: ) If the student was not making as much progress as desired on an objective, we also discussed the students environmental challenges that might be impacting progress on skills. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_7 |
Query
|
fidelity_t_8 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q8 T/P: To counter the personal challenges related to an objective, we identified at least one personal support (e.g., a reinforcer, strength) to continue to use, add, or adapt in the teaching plan |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_8 |
Query
|
fidelity_t_9 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q9 T/P: To counter environmental challenges related to an objective, we identified at least one environmental support (e.g., instructional method, visual support) to continue to use, add, or adapt in the teaching plan. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_9 |
Query
|
fidelity_t_10 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q10 T/P: We discussed other environmental factors (student, teacher, or caregiver related) that might be helping or hindering the student progress either directly (health issues) or indirectly (home or classroom issues) on accomplishment of the objective |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_10 |
Query
|
fidelity_t_11 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q11 T/P: We reviewed and rated the GAS Form for each objective the teacher/student demonstrated |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_11 |
Query
|
fidelity_t_12 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q12 T/P: We obtained the rating of the students most consistent and representative level of progress over the past two-week period. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_12 |
Query
|
fidelity_t_13 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q13 T/P: For each objective, we discussed how often the skill is taught, if data are being kept, and problem solved any data collection issues. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_13 |
Query
|
fidelity_t_14 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q14 T/P: We discussed generalization plans (e.g., who else is working on this skill with the student; where else does the student practice this skill; how is information being shared with other school personnel about this skill) for each objective. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_14 |
Query
|
fidelity_t_15 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q15 T/P: The overall tone set by the consultant during the session was collaborative? (e.g., positive tone; positive feedback: I think youre doing a good job in the classroom; providing information; elaboration; initiating joint activities: Lets focus on social problems right now) |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_15 |
Query
|
fidelity_t_16 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q16 T/P:The overall tone set by the consultant during the session was empowering? (e.g., the consultant asked open-ended questions to encourage teacher problem solving and self-reflection; the consultant helped to develop teacher confidence in ability to impact change). |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_16 |
Query
|
fidelity_t_17 |
Integer |
|
Recommended |
Coaching Fidelity Checklist Q17 T/P: We reviewed progress on activities to meet post-secondary goals. |
0;1; 888; 999
|
0 = No; 1 = Yes; 888 = not applicable; 999 = missing
|
fidelity_p_17 |
Query
|
fidelity_t_total |
Integer |
|
Required |
Coaching Fidelity Checklist total |
|
888 = Not applicable; 999 = missing
|
fidelity_p_total |