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AGRE Autism Diagnostic Interview - R (ADI-R) 2003

2,531 Shared Subjects

ADI-R 2003 form (93 question) version as defined by AGRE. The ADI-R is a semi-structured diagnostic interview appropriate for use with children and adults suspected of having a pervasive developmental disorder.
Federated
Diagnostic
09/26/2011
agre_adir_200302
12/14/2022
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*
src_subject_id String 20 Required Subject ID how it's defined in lab/project
Query src_record_id Integer Recommended Research site ID for record
interview_date Date Required Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY
interview_age Integer Required Age in months at the time of the interview/test/sampling/imaging. 0::1440 Age is rounded to chronological month. If the research participant is 15-days-old at time of interview, the appropriate value would be 0 months. If the participant is 16-days-old, the value would be 1 month.
sex String 20 Required Sex of subject at birth M;F; O; NR M = Male; F = Female; O=Other; NR = Not reported Gender, gender
Query relationship Integer Recommended Relationship of respondent to individual
1::94;-999
1 = Biological mom; 2 = Biological dad; 3 = Grandparent; 4 = Special education (sped) teacher; 5 = General education teacher; 6 = Occupational therapist; 7 = Speech and language therapist; 8 = Behavioral therapist; 9 = Paraprofessional; 10 = Aide; 11 = Principal; 12 = Administrator; 14 = Content teacher; 15 = Parent center director; 16 = Self; 17=Adoptive mother; 18=Adoptive father; 19=Foster mother; 20 = Foster father; 21=Grandmother; 22=Grandfather; 23=Step-mother; 24 = Step-father; 25=Aunt; 26=Uncle; 28=Both parents;31= Grandmother from mother side; 32= Grandfather from mother side; 33= Grandmother from father side; 34= Grandfather from father side; 36= Brother; 37= Sister; 38= Cousin; 39= female caregiver; 40=male caregiver; 41=Female child; 42=Male child; 43=Spouse/Mate; 44=Friend; 45=Parent; 46=Significant other; 47=Sibling; 48=Son/Daughter; 49=Son-in-law/Daughter-in law; 50=Other Relative; 51=Paid caregiver; 52=Friends; 53=Roommate; 54=Supervisor; 55=mother's boyfriend; 56=other parental figure; 57=Summary; 58=counselor ; 59 = other female relative; 60 = other male relative; 61 = non-relative ; 62=Maternal Aunt; 63=Maternal Uncle; 64=Maternal Cousin; 65 = Paternal Aunt; 66=Paternal Uncle; 67=Paternal Cousin ; 68=Biological/Adoptive Mother and Grandmother; 69=Biological/Adoptive Mother and Stepmother and Grandmother; 70=Biological/Adoptive Mother and Grandmother and Foster Father; 71=Biological/Adoptive Mother and Stepmother and Foster Mother; 72=Biological/Adoptive Mother and Foster Mother; 73=Biological/Adoptive Mother and Biological/Adoptive Father; 74=Biological/Adoptive Mother and Stepmother and Biological/Adoptive Father; 75=Biological/Adoptive Mother and Other; 76=Biological/Adoptive Mother and Stepmother and Stepfather; 77=Biological/Adoptive Mother and Stepfather; 78=Biological/Adoptive Mother and Grandfather; 79=Biological/Adoptive Mother and Stepmother and Foster Father; 80=Biological/Adoptive Mother and Stepmother; 81=Guardian, female; 82=Other female; 83=Guardian, male; 84=Other male; 85=Other/Grandparent/Nanny; 86 = Mother, Father, Guardian; 87 = Daughter, son, grandchild; 88 = Professional (e.g., social worker, nurse, therapist, psychiatrist, or group home staff); -999=Missing; 89 = Biological parent; 90=Other; 91 = Stepparent; 92 = Adoptive parent; 93 = Foster parent; 94 = Co-worker INFORM
bkgrnd_diag String 1,020 Recommended Diagnosis. Provided by parent Diag4
bkgrnd_concern String 1,020 Recommended Current Concerns (specify) Current_Concerns_specify
Query earlydev_acon Integer Recommended Age (in months) when parents first noticed that something is not quite right in language, relationships or behavior(in months) 0 :: 400;991;992;996;997;998;999 991 = Parents not concerned although child was referred by professional; 992 = Parents have been worried since birth (e.g., if baby premature or very ill at birth); 996 = Can't recall but before 3 years; 997 = Can't recall but 3 years or later; 998=N/A; 999=N/K or not asked ACON
fsymc_specify String 250 Recommended FIRST SYMPTOMS TO AROUSE PARENTAL CONCERN (specify) FSYMC_specify
Query earlydev_hind Integer Recommended Onset as perceived with hindsight 0::9 0 = Problems present in first 12 months; 1 = Problems not present before first birthday, but were noted before second birthday; 2 = Problems not present before second birthday, but were noted at or before third birthday; 3 = Problems not present before third birthday, but were noted at or before fourth birthday; 4 = Problems not present before fourth birthday, but were noted at or before fifth birthday; 5 = Problems not present before fifth birthday, but were noted at or before sixth birthday; 6 = Problems not present before sixth birthday, but were noted at a later date; 7 = Child always "different," but differences were not perceived by parents as any kind of abnormality; 8 = No problems were noted by parents; 9 = N/K or not asked HIND
Query earlydev_walk Integer Recommended Age when first walked unaided (in months) 995 = Still not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 998 = N/A; 999 = N/K or not asked WALK
Query earlydev_drynz Integer Recommended Acquisition of bladder control: Night (in months) 0 :: 600;993;994;995;996;997;998;999 993 = Successfully toilet trained for a period of 12 months but has relapsed and now regularly wets; 994 = Never achieved continence; 995 = Still not reached, 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 DRYNZ
Query earlydev_drydz Integer Recommended Acquisition of bladder control: Daytime (in months) 0 :: 600;993;994;995;996;997;998;999 993 = Successfully toilet trained for a period of 12 months but has relapsed and now regularly wets; 994 = Never achieved continence; 995 = Still not reached; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not asked DRYDZ
Query earlydev_bowel Integer Recommended Acquisition of bowel control (in months) 0 :: 900;993;994;995;996;997;998;999 993 = Achieved bowel control for a period of 12 months but has relapsed and now regularly soils; 994 = Never achieved continence; 995 = Still not reached, i.e., continent for period of less than 12 months; 996 = N/K but apparently normal; 997 = N/K but apparently delayed; 998 = N/A; 999 = N/K or not asked BOWEL
Query acqorlossoflang_aword Integer Recommended Age of first single words (If ever used) - In months 0 :: 900;993;994;996;997;999 993 = Had some words, then lost and not yet regained; 994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not asked AWORD
Query acqorlossoflang_aphrase Integer Recommended Age of first phrases (if ever used) - in months 0 :: 900;993;994;996;997;999 993 = Had some phrases, then lost. Not yet regained; 994 = Milestone not reached; 996 = N/K, but apparently normal; 997 = N/K, but apparently delayed; 999 = N/K or not asked APHRASE
Query acqorlossoflang_loslang Integer Recommended Loss of language skills after acquisition
0;1;9;999
0 = No; 1 = Yes; 9 = Unknown; 999 = Not answered LOSLANG
Query acqorlossoflang_levlang Integer Recommended Level of communicative language before loss
0;1;2;3;8;9; 999
0 = Daily spontaneous and meaningful speech used communicatively, with at least five different words used at some point before change (and any of the other skills listed below); 1 = Occasional and/or fewer than five words used spontaneously and communicatively (alone or in combination with imitative abilities); 2 = Produced speech or sounds upon request (may or may not have also spontaneously imitated); 3 = Spontaneous imitations of vocalization (without ever having any completely spontaneous speech), with no elicited imitation or spontaneous communicative speech; 8 = No change or loss; 9 = N/K or not asked; 999=missing LEVLANG
Query acqorlossoflang_lossp Integer Recommended Loss of spontaneous use of at least 5 meaningful words
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not asked LOSSP
Query acqorlossoflang_losword Integer Recommended Loss of communicative intent
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not asked LOSWORD
Query losssyn Integer Recommended SIMPLE SYNTAX 0;1;2;8;9 0=no definite loss;1=probable loss of specified skill;2=definite loss of specified skill;8=insufficient language to show change in quality;9=N/K or not asked LOSSSYN
Query acqorlossoflang_lossart Integer Recommended Loss of Articulation
0;1;2;8;9
0 = No definite loss; 1 = Probable loss of specified skill; 2 = Definite loss of specified skill; 8 = Insufficient language to show change specified; 9 = N/K or not asked LOSSART
Query acqorlossoflang_aloslan Integer Recommended Age when main loss of language skills first apparent (in months)
0 :: 900;998;999
998 = No loss; 999 = N/K or not asked ALOSLAN
Query acqorlossoflang_losphys Integer Recommended Association of loss with physical illness
0;1;2;8;9
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 LOSPHYS
Query acqorlossoflang_losdurn Integer Recommended Duration of loss of Language skills (in months)
0 :: 900;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 LOSDURN
Query acqorlossoflang_elskil Integer Recommended Loss of skills (for at least 3 months)
0;1;2;8; 9; 998
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 ELSKIL
Query acqorlossoflang_elhand Integer Recommended Purposive hand movements
0;1;2;9;8
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked ELHAND
Query acqorlossoflang_elmotr Integer Recommended Motor skills
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked ELMOTR
Query acqorlossoflang_losshlp Integer Recommended Self help skills
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked LOSSHLP
Query acqorlossoflang_elplay Integer Recommended Constructive or Imaginative play
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked ELPLAY
Query acqorlossoflang_elsoc Integer Recommended Social engagement and responsiveness
0;1;2;8;9
0 = None; 1 = Possible loss; 2 = Definite loss; 8 = N/A; 9 = N/K or not asked ELSOC
Query acqorlossoflang_ageloss Integer Recommended Age when main loss of skill first apparent (Code in months)
0 :: 900;998;999
998 = No loss at either "1" or "2" level of skills; 999 = N/K or not asked AGELOSS
Query acqorlossoflang_elskph Integer Recommended Association of loss with physical illness
0;1;2;8;9
0 = Loss of skills, but no possibly relevant association with a definite physical illness; 1 = Loss associated with 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 definite evidence of meningeal or encephalitic involvement; 8 = No loss of skills; 9 = N/K or not asked ELSKPH
Query acqorlossoflang_durdet Integer Recommended Duration of loss of Skills (in months)
0 :: 900;993;994;998;999
993 = Loss still present; 994 = Progressive deterioration continuing; 998 = No loss; 999 = N/K or not asked DURDET
Query funccom_ccompsl Integer Recommended Comprehension of simple language - Current
0;1;2;3;4;8;9
0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not asked CCOMPSL
Query funccom_compsl5 Integer Recommended Comprehension of simple language - Most Abnormal
0;1;2;3;4;8;9
0 = In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room ("Put the keys on the kitchen table"); 1 = In response to a request can usually get an object, other than something for self or something highly contextualized, from another room ("Get the keys from the kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place; 2 = Understands many words (more than 50), including "yes" and names of familiar people, toys, or foods, but does not meet criteria for "0" or "1"; 3 = Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, foods, or people, or words within familiar routines; 4 = Little or no comprehension of words, even in context; 8 = N/A (e.g., deaf); 9 = N/K or not asked COMPSL5
Query funccom_levell Integer Recommended Overall level of language
0;1;2;9
0 = Functional use of spontaneous echoed or stereotyped language that, on a daily basis, involves phrases of three words or more that at least sometimes include a verb and are comprehensible to other people; 1 = No functional use of three-word phrases in spontaneous, echoed, or stereotyped speech, but uses speech on a daily basis with at least five different words in the last month; 2 = Fewer than five words total or speech not used on a daily basis; 9 = N/K or not asked LEVELL
Query funccom_cusebod Integer Recommended Use of other's body to communicate - Current 0;1;2;3;8;9 0 = No use of other's body to communicate, except in situations where other strategies have not worked (e.g., when parent conversing with someone and subject cannot get her/his attention), or when taking someone's hand to lead them places; 1 = Occasional placement of other's hand on objects or use of other's hand as a tool or to point, but some combination with other modes of communication; 2 = Occasional placement of other's hand or use of other's hand as a tool or to demonstrate "for" the subject without integration with other modes of communication; 3 = Regular use of other's hand as a tool or to gesture "for" the subject; 8 = Little or no spontaneous communication; 9 = N/K or not asked CUSEBOD
Query dbaes_a2grplay_code Integer Recommended Group play with peers (CA 4 - 10 yrs.) or Friends (CA 10 - 15 yrs.) - Code GRFRPLY_MS
Query dbaes_a2 Integer Recommended Failure to develop peer relationships - Total A2 SOC2T_MS
Query dbaes_a3show_code Integer Recommended Showing and directing attention - Code SHOW_MS
Query funccom_eusebod Integer Recommended Use of other's 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 EUSEBOD
Query funccom_cartic Integer Recommended Articulation/pronunciation - Current
0;1;2;3;8;9
0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not asked CARTIC
Query funccom_artic5 Integer Recommended Articulation/pronunciation - Age 5
0;1;2;3;8;9
0 = Understood by anybody (i.e., clear enunciation of most sounds, but may include a few consonant omissions or substitutions); 1 = Understood better by family than others because of difficulty with some sounds, but mostly comprehensible to strangers at first encounter; 2 = Definite articulation difficulties such that some words are very difficult for strangers to understand until they get to know her/him; 3 = Strangers find speech almost impossible to understand or parents have significant difficulties understanding because of articulation; 8 = N/A; no speech or subject below age 4.0 years; 9 = N/K or not asked ARTICF5
Query funccom_cstereo 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 CSTEREO
Query funccom_estereo 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 ESTEREO
Query funccom_cchat Integer Recommended Social vocalization/"Chat" - Current
0::3;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 CCHAT
Query funccom_chat5 Integer Recommended Social vocalization/"Chat" - Ever
0;1;2;3;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 CHAT5
Query funccom_cconver Integer Recommended Reciprocal conversation (within subjects level of language) - 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 CCONVER
Query funccom_conver5 Integer Recommended Reciprocal conversation (within subjects level of language) - 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 CONVER5
Query funccom_cinappq 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 CINAPPQ
Query funccom_einappq 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 EINAPPQ
Query funccom_cpron 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 CPRON
Query funccom_epron 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 EPRON
Query funccom_cneoid Integer Recommended Neologisms/Idiosyntric language - Current
0::3;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 CNEOID
Query funccom_eneoid Integer Recommended Neologisms/Idiosyntric 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 ENEOID
Query funccom_cverrit 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 CVERRIT
Query funccom_everrit Integer Recommended Verbal Rituals - Ever
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 EVERRIT
Query funccom_cinr Integer Recommended Intonation/Volume/Rhythm/Rate - Current
0;1;2;3;7;8;9
0 = Normal, appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing; 1 = Speech that shows one or other of the abnormalities listed under "2," but not obviously peculiar and no interference with intelligibility; 2 = Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) inappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility; 3 = Speech that is frequently obviously peculiar or difficult to understand because of abnormalities of type specified under "2"; 7 = Stutter or stammer; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked CINR
Query funccom_einr Integer Recommended Intonation/Volume/Rhythm/Rate - Ever
0;1;2;3;7;8;9
0 = Normal, appropriately varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing; 1 = Speech that shows one or other of the abnormalities listed under "2," but not obviously peculiar and no interference with intelligibility; 2 = Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) inappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility; 3 = Speech that is frequently obviously peculiar or difficult to understand because of abnormalities of type specified under "2"; 7 = Stutter or stammer; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction; 8 = N/A (code "1" or "2" on Item 30); 9 = N/K or not asked EINR
Query funccom_cspeech Integer Recommended Current communicative speech - Current
0;1;2;3;8;9
0 = Speech, at whatever level attained, used frequently and communicatively in a variety of contexts, including some reference to events not present (Do not include requests here); 1 = Some communicative use of words (i.e., words used regularly to communicate, with or without an abnormal element), but somewhat restricted in frequency or contexts; 2 = Some spontaneous words and/or echolalic language, but with limited communicative use; 3 = Little or no communicative language (including exclusively non-communicative echolalia), though subject has some language; 8 = N/A (code "1" or "2" on Item 30, or under 5 years of age for 5,0 year coding); 9 = N/K or not asked CSPEECH
Query funccom_espeech Integer Recommended Current communicative speech - Ever
0;1;2;3;8;9
0 = Speech, at whatever level attained, used frequently and communicatively in a variety of contexts, including some reference to events not present (Do not include requests here); 1 = Some communicative use of words (i.e., words used regularly to communicate, with or without an abnormal element), but somewhat restricted in frequency or contexts; 2 = Some spontaneous words and/or echolalic language, but with limited communicative use; 3 = Little or no communicative language (including exclusively non-communicative echolalia), though subject has some language; 8 = N/A (code "1" or "2" on Item 30, or under 5 years of age for 5,0 year coding); 9 = N/K or not asked SPEECH5
Query funccom_cpoint Integer Recommended Pointing to express interest - Current
0;1;2;3;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 CPOINT
Query funccom_point5 Integer Recommended Pointing to express interest - Most Abnormal
0;1;2;3;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 POINT5
Query funccom_cnod 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 CNOD
Query funccom_nod5 Integer Recommended Nodding - Most Abnormal
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 NOD5
Query funccom_chshake 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 CHSHAKE
Query funccom_hshake5 Integer Recommended Head shaking - Most Abnormal
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 HSHAKE5
Query funccom_cinsges 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 CINSGES
Query funccom_insges5 Integer Recommended Conventional/Instrumental gestures - Most Abnormal
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 INSGES5
Query funccom_cavoice Integer Recommended Attention to Voice - Current
0;1;2;3;8;9
0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not asked CAVOICE
Query funccom_avoice5 Integer Recommended Attention to Voice - Most Abnormal
0;1;2;3;8;9
0 = Usually looks up and pays attention when spoken to in a positive manner in contexts other than to do something that s/he may not want to do; 1 = Does not consistently appear to pay attention (e.g., might look up briefly, but little sustained attention), but sometimes responds to what is said or responds on occasion only to firm, loud voice; 2 = Usually does not look up or pay attention when spoken to, and does not respond to what is said; or responds to her/his name only or when her/his attention is caught very deliberately; 3 = Rarely responds, although hearing normal; 8 = N/A; 9 = N/K or not asked AVOICE5
Query funccom_cimit Integer Recommended Spontaneous imitation of actions - Current
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 CIMIT
Query funccom_imit5 Integer Recommended Spontaneous imitation of actions - Most Abnormal
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 IMIT5
Query funccom_cplay Integer Recommended Imaginative play - Current
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 CPLAY
Query funccom_play5 Integer Recommended Imaginative play - Most Abnormal
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 PLAY5
Query funccom_cpeerpl Integer Recommended Imaginative play with peers - Current
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 CPEERPL
Query funccom_peerpl5 Integer Recommended Imaginative play with peers - Most Abnormal
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 PEERPL5
Query socdev_cgaze Integer Recommended Direct gaze - Current
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 CGAZE
Query socdev_gaze5 Integer Recommended Direct gaze - Most Abnormal
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 GAZE5
Query socdev_cssmile 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 CSSMILE
Query socdev_ssmile5 Integer Recommended Social smiling - Most Abnormal
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 SSMILE5
Query socdev_cshow 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 CSHOW
Query socdev_show5 Integer Recommended Showing and directing attention - Most Abnormal
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 SHOW5
Query socdev_coshare 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 COSHARE
Query socdev_oshare5 Integer Recommended Offering to Share - Most Abnormal
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 OSHARE5
Query socdev_cshare Integer Recommended Seeking to share his/her enjoyment with others - Current
0::3;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 CSHARE
Query socdev_share5 Integer Recommended Seeking to share his/her enjoyment with others - Most Abnormal
0::3;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 SHARE5
Query socdev_cocomf 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 COCOMF
Query dbaes_a3oshare_code Integer Recommended Offering to share - Code OSHARE_MS
Query dbaes_a3share_code Integer Recommended Seeking to share own enjoyment with others - Code SHARE_MS
Query dbaes_a3 Integer Recommended Lack of shared enjoyment - Total A3 SOC3T_MS
Query socdev_ocomf5 Integer Recommended Offers comfort - Most Abnormal
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 OCOMF5
Query socdev_cqualov 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 CQUALOV
Query socdev_qualov5 Integer Recommended Quality of social overtures - Most Abnormal
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 QUALOV5
Query socdev_crfacex Integer Recommended Range of facial expressions used to communicate - 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 CRFACEX
Query socdev_rfacex5 Integer Recommended Range of facial expressions used to communicate - Most Abnormal
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 RFACEX5
Query socdev_cinapfe Integer Recommended Inappropriate facial expressions - 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 CINAPFE
Query socdev_einapfe Integer Recommended Inappropriate facial expressions - 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 EINAPFE
Query socdev_cresp 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 CQRESP
Query socdev_resp5 Integer Recommended Appropriateness of social responses - Most Abnormal
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 QRESP5
Query socdev_cinitia Integer Recommended Initiation of appropriate activities - Current
0;1;2;3;8;9
0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not asked CINITIA
Query socdev_initia5 Integer Recommended Initiation of appropriate activities - Most Abnormal
0;1;2;3;8;9
0 = Spontaneously takes up a range of appropriate play activities, without prompting or organization by other people; 1 = Spontaneously initiates only a limited range of appropriate activities; 2 = Engages in passive, but otherwise appropriate, activity, such as watching TV or listening to the radio; 3 = Engages in no active or constructive play, or engages only in repetitive activities or motor stereotypes; 8 = N/A; 9 = N/K or not asked INITIA5
Query socdev_csoplay Integer Recommended Imitative social play - Current
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 CSOPLAY
Query socdev_soplay5 Integer Recommended Imitative social play - Most Abnormal
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 SOPLAY5
Query socdev_cintch Integer Recommended Interest in children - Current
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 CINTCH
Query socdev_intch5 Integer Recommended Interest in children - Most Abnormal
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 INTCH5
Query socdev_crespch Integer Recommended Response to approaches of other children - Current
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 CRESPCH
Query socdev_respch5 Integer Recommended Response to approaches of other children - Most Abnormal
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 RESPCH5
Query socdev_cgrplay Integer Recommended Group play with peers - Current
0;1;2;3;8;9
0 = Actively seeks and plays cooperatively in several different groups (three or more subjects) in a variety of activities or situations; 1 = Some cooperative play, but of insufficient initiative, flexibility, frequency, or variety to code "0"; 2 = Enjoys "parallel" active play (such as jumping in turn on 3 trampoline or falling down with others during Ring A Ring O'Roses), but little or no cooperative play; 3 = Seeks no play that involves participation in groups of other children, though may chase or play catch; 8 = N/A; 9 = N/K or not asked CGRPLAY
Query socdev_grplay5 Integer Recommended Group play with peers - Most Abnormal
0;1;2;3;8;9
0 = Actively seeks and plays cooperatively in several different groups (three or more subjects) in a variety of activities or situations; 1 = Some cooperative play, but of insufficient initiative, flexibility, frequency, or variety to code "0"; 2 = Enjoys "parallel" active play (such as jumping in turn on 3 trampoline or falling down with others during Ring A Ring O'Roses), but little or no cooperative play; 3 = Seeks no play that involves participation in groups of other children, though may chase or play catch; 8 = N/A; 9 = N/K or not asked GRPLAY5
Query socdev_cfriend Integer Recommended Friendships - Current
0;1;2;3;8;9
0 = One or more relationships with person in approximately own age group with whom subject shares nonstereotyped activities of personal variety; whom subject sees outside prearranged group (such as club); and with whom there is definite reciprocity and mutual responsiveness; 1 = One or more relationships that involve some personal shared activities outside a prearranged situation, with some initiative taken by subject, but limited in terms of restricted interests (e.g., model railways) or less than normal responsiveness/reciprocity; 2 = People with whom subject has some kind of personal relationship involving seeking of contact, but only in group situation (such as club, church, etc.) or in school or at work; 3 = No peer relationships that involve selectivity and sharing; 8 = N/A (subject is outside the specified age range, or there has been an unusually serious lack of opportunity for peer contact); 9 = N/K or not asked CFRIEND
Query socdev_frend15 Integer Recommended Friendships - Most Abnormal
0;1;2;3;8;9
0 = One or more relationships with person in approximately own age group with whom subject shares nonstereotyped activities of personal variety; whom subject sees outside prearranged group (such as club); and with whom there is definite reciprocity and mutual responsiveness; 1 = One or more relationships that involve some personal shared activities outside a prearranged situation, with some initiative taken by subject, but limited in terms of restricted interests (e.g., model railways) or less than normal responsiveness/reciprocity; 2 = People with whom subject has some kind of personal relationship involving seeking of contact, but only in group situation (such as club, church, etc.) or in school or at work; 3 = No peer relationships that involve selectivity and sharing; 8 = N/A (subject is outside the specified age range, or there has been an unusually serious lack of opportunity for peer contact); 9 = N/K or not asked FREND15
Query socdev_csocdis Integer Recommended Social disinhibtion - Current
0;1;2;3;8;9
0 = Normal social inhibition; 1 = Occasional cheekiness or disinhibition more than others at same developmental level, but not to the extent of embarrassment: somewhat socially naive or imperceptive for developmental level; 2 = Definite lack of appreciation of social cues, contexts, or requirements: definitely lacks normal social inhibitions and sometimes behaves in socially embarrassing ways; fails to modulate behavior according to social context; 3 = Marked social disinhibition: appears unaware of social cues and social requirements so that behavior frequently embarrassing or inappropriate; 8 = N/A; 9 = N/K or not asked CSOCDIS
Query socdev_socdis5 Integer Recommended Social disinhibtion - Most Abnormal
0;1;2;3;8;9
0 = Normal social inhibition; 1 = Occasional cheekiness or disinhibition more than others at same developmental level, but not to the extent of embarrassment: somewhat socially naive or imperceptive for developmental level; 2 = Definite lack of appreciation of social cues, contexts, or requirements: definitely lacks normal social inhibitions and sometimes behaves in socially embarrassing ways; fails to modulate behavior according to social context; 3 = Marked social disinhibition: appears unaware of social cues and social requirements so that behavior frequently embarrassing or inappropriate; 8 = N/A; 9 = N/K or not asked SOCDIS5
Query intbehav_cunproc Integer Recommended Unusual preoccupations - Current
0;1;2;3;8;9
0 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the subject; 2 = Definite, repetitive preoccupation that intrudes into family life, but does not disrupt it significantly; or definite, repetitive preoccupation that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the subject's other activities; 9 = N/K or not asked CUNPROC
Query dbaes_a4usebod_code Integer Recommended Use of other's body (Score Ever) - Code USEBODY_MS
Query dbaes_a4ocomf_code Integer Recommended Offers comfort - Code OCOMF_MS
Query dbaes_a4qualov_code Integer Recommended Quality of social overtures - Code QUALOV_MS
Query intbehav_eunproc Integer Recommended Unusual preoccupations - Ever
0::3;8;9
0 = No unusual preoccupations; 1 = Unusual preoccupation that does not interfere with significant activities of family life or does not cause social impairment of the subject; 2 = Definite, repetitive preoccupation that intrudes into family life, but does not disrupt it significantly; or definite, repetitive preoccupation that does not cause substantial interference with social functioning, but which does constrain or intrude upon subject's other activities; 3 = Definite preoccupation that causes substantial interference or social impairment and severely limits the subject's other activities; 9 = N/K or not asked EUNPROC
Query intbehav_ccirint Integer Recommended Circumscribed interests - Current
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 CCIRINT
Query intbehav_ecirint Integer Recommended Circumscribed interests - Ever
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 ECIRINT
Query intbehav_cuseobj Integer Recommended Repetitive use of objects or interest 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 CUSEOBJ
Query intbehav_euseobj Integer Recommended Repetitive use of objects or interest 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 EUSEOBJ
Query intbehav_ccrit 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 CCRIT
Query intbehav_ecrit 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 ECRIT
Query intbehav_cunsens Integer Recommended Unusual sensory interests - Current
0::3;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 CUNSENS
Query intbehav_eunsens Integer Recommended Unusual sensory interests - Ever
0::3;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 EUNSENS
Query intbehav_cnoise Integer Recommended Undue general sensitivity to noise - Current
0;1;2;3;9
0 = No general sensitivity to noise; 1 = Slight sensitivity to noise: somewhat sensitive to loud sounds such as the vacuum cleaner, motorbikes, or other appliances; 2 = Definite sensitivity to noises that are not distressing to most other people, the sensitivity being accompanied by a clear behavioral change (such as avoidance, hands over ears, or crying); 3 = Definite sensitivity to noises to the extent that subject's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not asked CNOISE
Query intbehav_enoise Integer Recommended Undue general sensitivity to noise - Ever
0;1;2;3;8;9
0 = No general sensitivity to noise; 1 = Slight sensitivity to noise: somewhat sensitive to loud sounds such as the vacuum cleaner, motorbikes, or other appliances; 2 = Definite sensitivity to noises that are not distressing to most other people, the sensitivity being accompanied by a clear behavioral change (such as avoidance, hands over ears, or crying); 3 = Definite sensitivity to noises to the extent that subject's distress/disturbance in relation to certain noises interferes with family or household routines; 9 = N/K or not asked ENOISE
Query dbaes_a4inapfe_code Integer Recommended Inappropriate facial expressions (Score Ever) - Code INAPFE_MS
Query dbaes_a4resp_code Integer Recommended Appropriateness of social response - Code QRESP_MS
Query dbaes_a4 Integer Recommended Lack of socioemotional reciprocity - Total A4 SOC4T_MS
Query dbaes_atotal Integer Recommended Total for Section A: Qualitative Abnormalities in Reciprocal Social Interaction 0::30; 999 999 = missing SOCT_CS
Query dbaes_b1point_code Integer Recommended Pointing to express interest - Code POINT_MS
Query intbehav_cabinr Integer Recommended Abnormal idiosyncratic negative response to specific sensory stimuli - Current
0;1;2;3;9
0 = No predictable, abnormal, idiosyncratic, negative response to specific sensory stimuli; 1 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli, but reaction mild or controllable so does not give rise to avoidance or to any interference with ordinary life; 2 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli; some intrusion into ordinary activities so there are occasional tantrums/disturbances or attempts by family to avoid subject being exposed to specific stimulus; however, no substantial interference with general pattern of family life; 3 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli that causes substantial interference with family life or totally, or almost totally, prevents some activity; 9 = N/K or not asked CABINR
Query intbehav_eabinr Integer Recommended Abnormal idiosyncratic negative response to specific sensory stimuli - Ever
0;1;2;3;9
0 = No predictable, abnormal, idiosyncratic, negative response to specific sensory stimuli; 1 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli, but reaction mild or controllable so does not give rise to avoidance or to any interference with ordinary life; 2 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli; some intrusion into ordinary activities so there are occasional tantrums/disturbances or attempts by family to avoid subject being exposed to specific stimulus; however, no substantial interference with general pattern of family life; 3 = Predictable, abnormal, idiosyncratic, negative response to one or more specific stimuli that causes substantial interference with family life or totally, or almost totally, prevents some activity; 9 = N/K or not asked EABINR
Query intbehav_cchange Integer Recommended Difficulties with minor changes in subject's own routines or personal environment - Current
0;1;2;3;9
0 = No difficulties with minor changes in own subject's own routines; 1 = Unusually negative reaction to minor changes in subject's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in subject's own routines, causing resistance or distress/or family going to unusual lengths to avoid changing minor aspects of subject's routines or to prepare subject for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in subject's own routines, with substantial interference with or impairment of family activities; 9 = N/K or not asked CCHANGE
Query intbehav_echange Integer Recommended Difficulties with minor changes in subject's own routines or personal environment - Ever
0;1;2;3;8;9
0 = No difficulties with minor changes in own subject's own routines; 1 = Unusually negative reaction to minor changes in subject's own routines, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to minor changes in subject's own routines, causing resistance or distress/or family going to unusual lengths to avoid changing minor aspects of subject's routines or to prepare subject for minor changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to minor changes in subject's own routines, with substantial interference with or impairment of family activities; 9 = N/K or not asked ECHANGE
Query intbehav_cresis Integer Recommended Resistance to trivial changes in the environment(not directly affecting the subject) - Current
0;1;2;3;9
0 = None; 1 = Unusually negative reaction to trivial changes in the environment, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to trivial changes in the environment, causing marked distress or causing family to go to unusual lengths to avoid trivial changes in the environment or to prepare subject for such trivial changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to trivial changes in the environment, with substantial interference with or impairment of family activities; 9 = N/K or not asked CRESIS
Query intbehav_eresis Integer Recommended Resistance to trivial changes in the environment(not directly affecting the subject) - Ever
0;1;2;3;9
0 = None; 1 = Unusually negative reaction to trivial changes in the environment, but with no serious distress and little or no interference in family life; 2 = Definite, unusual reactions to trivial changes in the environment, causing marked distress or causing family to go to unusual lengths to avoid trivial changes in the environment or to prepare subject for such trivial changes; but no substantial interference in family life; 3 = Definite, unusual, and marked resistance to trivial changes in the environment, with substantial interference with or impairment of family activities; 9 = N/K or not asked ERESIS
Query intbehav_cuatt Integer Recommended Unusual attachment to objects - Current
0;1;2;3;6;7;9
0 = No attachment or attachment only to cuddly object used as comforter; 1 = Some attachment to slightly unusual object, such as piece of paper or soft brush, or several similar interchangeable objects, but puts down if asked to do so and can tolerate separation from it; no interference with activities; 2 = Attachment to an unusual object causes significant distress on separation or causes caregivers to try to ensure object always readily available for subject because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 6 = Attachment to soother/comforter or blanket or other usual object beyond age 5 or with such intensity that interferes with social functioning or activities (if has also had an unusual attachment, code that instead); 7 = Series of short-lasting (1-3 days) attachments to unusual objects or groups of objects, replaced by new attachment to different kind of unusual object also for short time; 9 = N/K or not asked CUATT
Query intbehav_euatt Integer Recommended Unusual attachment to objects - Ever
0;1;2;3;6;7;9
0 = No attachment or attachment only to cuddly object used as comforter; 1 = Some attachment to slightly unusual object, such as piece of paper or soft brush, or several similar interchangeable objects, but puts down if asked to do so and can tolerate separation from it; no interference with activities; 2 = Attachment to an unusual object causes significant distress on separation or causes caregivers to try to ensure object always readily available for subject because of anticipated distress; occasional interference with activities; 3 = Unusual attachment so intrusive that it prevents many everyday activities; 6 = Attachment to soother/comforter or blanket or other usual object beyond age 5 or with such intensity that interferes with social functioning or activities (if has also had an unusual attachment, code that instead); 7 = Series of short-lasting (1-3 days) attachments to unusual objects or groups of objects, replaced by new attachment to different kind of unusual object also for short time; 9 = N/K or not asked EUATT
Query intbehav_chfman 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 CHFMAN
Query dbaes_b1nod_code Integer Recommended Nodding - Code NOD_MS
Query dbaes_b1hshake_code Integer Recommended Headshaking - Code HSHAKE_MS
Query dbaes_b1insges_code Integer Recommended Conventional instrumental gestures - Code INSGES_MS
Query intbehav_ehfman 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 EHFMAN
Query intbehav_cothman Integer Recommended Other complex mannerisms or stereotyped body movements (Do not include isolated rocking) - 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 COTHMAN
Query intbehav_eothman Integer Recommended Other complex mannerisms or stereotyped body movements (Do not include isolated rocking) - 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 EOTHMAN
Query intbehav_cmlhand Integer Recommended Midline hand movements - Current
0;1;2;8;9
0 = No midline hand movements; 1 = Only occasional midtine hand movements or type not as clearly specified as for a rating of "2"; 2 = Definite abnormal wringing hand movements mainly in the midline; 8 = N/A; 9 = N/K or not asked CMLHAND
Query intbehav_emlhand Integer Recommended Midline hand movements - Ever
0;1;2;8;9
0 = No midline hand movements; 1 = Only occasional midtine hand movements or type not as clearly specified as for a rating of "2"; 2 = Definite abnormal wringing hand movements mainly in the midline; 8 = N/A; 9 = N/K or not asked EMLHAND
Query genbehav_cgait Integer Recommended Gait - Current
0;1;2;3;7;8;9
0 = Normal gait; 1 = Somewhat unusual gait; 2 = Definitely odd gait (e.g., toe-walking or abnormal bouncing); 3 = Gait sufficiently odd to be noticed by others outside family or teachers; 7 = Gait apparently due to a neurological condition or to severe developmental motor impairment; 8 = N/A; 9 = N/K or not asked CGAIT
Query genbehav_gait5 Integer Recommended Gait - Most Abnormal
0;1;2;3;7;8;9
0 = Normal gait; 1 = Somewhat unusual gait; 2 = Definitely odd gait (e.g., toe-walking or abnormal bouncing); 3 = Gait sufficiently odd to be noticed by others outside family or teachers; 7 = Gait apparently due to a neurological condition or to severe developmental motor impairment; 8 = N/A; 9 = N/K or not asked GAIT5
Query genbehav_caggfam Integer Recommended Aggression to caregivers or family members - Current
0;1;2;3;9
0 = No aggression or only rare episodes; rare aggressiveness, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary, provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not asked CAGGFAM
Query genbehav_eaggfam Integer Recommended Aggression to caregivers or family members - Ever
0;1;2;3;9
0 = No aggression or only rare episodes; rare aggressiveness, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary, provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not asked EAGGFAM
Query genbehav_caggoth Integer Recommended Aggression to non-caregivers or non-family members - Current
0;1;2;3;9
0 = Aggression rare, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not asked CAGGOTH
Query genbehav_eaggoth Integer Recommended Aggression to non-caregivers or non-family members - Ever
0;1;2;3;9
0 = Aggression rare, not a significant problem; 1 = Mild aggressiveness only (threatening without physical contact; or behavior that might represent just unduly rough play or momentary provoked lashing out); 2 = Definite physical aggression involving hitting or biting but no use of implements; 3 = Violence that involves the use of implements; 9 = N/K or not asked EAGGOTH
Query genbehav_cslfinj Integer Recommended Self Injury - Current
0;1;2;3;9
0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not asked CSLFINJ
Query genbehav_eslfinj Integer Recommended Self Injury - Ever
0;1;2;3;9
0 = No self-injury; 1 = Slight self-injury (e.g., occasionally bites own hand/arm when annoyed, pulls hair, or slaps face); no substantial tissue damage; 2 = Self-injury definitely present (e.g., actual bruises or calluses, repeated head banging, hair pulling, biting associated with definite tissue damage; do not count picking of spots); 3 = Definite self-injury with serious damage (e.g., skull fracture, eye injury, etc.); 9 = N/K or not asked ESLFINJ
Query genbehav_chvent Integer Recommended Hyperventilation - Current
0;1;2;9
0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not asked CHVENT
Query genbehav_ehvent Integer Recommended Hyperventilation - Ever
0;1;2;9
0 = No hyperventilating; 1 = Occasional hyperventilating; 2 = Frequent hyperventilating; 9 = N/K or not asked EHVENT
Query genbehav_cfaint Integer Recommended Faints/Fits/Blackouts - Current
0;1;2;7;9
0 = No attacks; 1 = History of attacks that might be epileptic, but diagnosis not established; 2 = Definite diagnosis of epilepsy; 7 = Febrile convulsions only, with no continuing daily medication outside the period of fever; 9 = N/K or not asked CFAINT
Query genbehav_efaint Integer Recommended Faints/Fits/Blackouts - Ever
0;1;2;7;9
0 = No attacks; 1 = History of attacks that might be epileptic, but diagnosis not established; 2 = Definite diagnosis of epilepsy; 7 = Febrile convulsions only, with no continuing daily medication outside the period of fever; 9 = N/K or not asked EFAINT
Query genbehav_ageabn Integer Recommended Age when abnormality first evident
0::20; 9
0 = Development in the first 3 years of life clearly normal in quality and within normal limits for social, adaptational, language, self-help, and motor milestones; no behavioral problems of a type that might indicate developmental delay or deviance; 1 = Development possibly within normal limits during first 3 years, but uncertainty because of either the quality of behavior or the level of skills; 2 = Development probably abnormal by the age of 3 years, as indicated by developmental delay or deviance, but not of a degree or type that is definitely incompatible with normality; 3 = Development definitely abnormal in the first 3 years but quality of behavior/social relationships/ communications not unambiguously autistic at that age; 4 = Development definitely abnormal in the first 3 years and quality of behavior/social relationships/ communications strongly indicative of autism at that age; 9 = N/K or not asked AGEABN
Query genbehav_judgage Integer Recommended Interviewer's judgment on age when developmental abnormalities probably first manifest (Code in months) 0 :: 900; 998; 999 JUDGAGE
Query com1t_ms Float Recommended Total for LACK OF, OR DELAY IN, SPOKEN LANGUAGE AND FAILURE TO COMPENSATE THROUGH GESTURE 0 :: 8 0 to 8 COM1T_MS
Query dbaes_b4imit_code Integer Recommended Spontaneous imitation of actions - Code IMIT_MS
Query dbaes_b4play_code Integer Recommended Imaginative play - Code PLAY_MS
Query cvisspz Integer Recommended VISUOSPATIAL ABILITY (i.e. In puzzles, jigsaws, shapes, patterns, etc.) 0;1;2;7;8;9 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 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 scored here);7=isolated skill/knowledge that is above the subject's general level and above the normal population level of ability and is used meaningfully (i. e. genuine talent or ability used adaptively such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill;8=N/A (e.g. reading in a nonverbal subject);9=N/K or not asked CVISSPZ
Query genbehav_evisspz Integer Recommended Visuospatial ability (i.e. In puzzles, jigsaws, shapes, patterns, etc.) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill EVISSPZ
Query genbehav_cmemz Integer Recommended Memory Skill (accurate memory for detail, as of dates or timetables) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill CMEMZ
Query genbehav_ememz Integer Recommended Memory Skill (accurate memory for detail, as of dates or timetables) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill EMEMZ
Query genbehav_cmusicz Integer Recommended Musical ability (recognition, composition, absolute pitch or performance) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill CMUSICZ
Query genbehav_emusicz Integer Recommended Musical ability(recognition, composition, absolute pitch or performance) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill EMUSICZ
Query dbaes_b4soplay_code Integer Recommended Imitative social play - Code SOCPLAY_MS
Query com4t_ms Float Recommended Total for LACK OF VARIED SPONTANEOUS MAKE-BELIEVE OR SOCIAL IMITATIVE PLAY 0 :: 6 0 to 6 COM4T_MS
Query chat_ms Float Recommended Social Chat (Score Current) 0 :: 2 0 to 2 CHAT_MS
Query conver_ms Float Recommended Reciprocal conversation (Score Current) 0 :: 2 0 to 2 CONVER_MS
Query com2vtms Float Recommended Total for RELATIVE FAILURE TO INITIATE OR SUSTAIN CONVERSTIONAL INTERCHANGE 0 :: 4 0 to 4 COM2VTMS
Query dbaes_b3stereo_code Integer Recommended Stereotyped utterances and Delayed Echolalia (Score Ever) - Code STEREO_MS
Query dbaes_b3inappq_code Integer Recommended Inappropriate questions (Score Ever) - Code INAPPQ_MS
Query genbehav_cdrawz Integer Recommended Drawing Skill (unusually skilled use of perspective or creative approach) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill CDRAWZ
Query genbehav_edrawz Integer Recommended Drawing Skill (unusually skilled use of perspective or creative approach) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill EDRAWZ
Query genbehav_creadz Integer Recommended Reading ability (e.g. early sight reading) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill CREADZ
Query ereadz Integer Recommended READING ABILITY (e.g. early sight reading) 0;1;2;7;8;9 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 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 scored here);7=isolated skill/knowledge that is above the subject's general level and above the normal population level of ability and is used meaningfully (i. e. genuine talent or ability used adaptively such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill;8=N/A (e.g. reading in a nonverbal subject);9=N/K or not asked EREADZ
Query genbehav_ccompuz Integer Recommended Computational ability (e.g. mental arithmetic) - Current
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill CCOMPUZ
Query genbehav_ecompuz Integer Recommended Computational ability (e.g. mental arithmetic) - Ever
0::2;7;8;9
0 = No outstanding skills/knowledge in relation to overall level of ability, whether high or low; 1 = Isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 2 = Isolated skill/knowledge that is definitely above the subject's general level of ability and above the general population's normal level, but is not used functionally or meaningfully to any marked extent (e.g., a preschool child who can read without comprehension or a calendrical calculator would be coded here); 7 = Isolated skill/knowledge that is above the subject's general level and above the normal population's level of ability and is used meaningfully (i.e., genuine talent or ability used adaptively, such as performing music for others' enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming); subject is recognized by peers as having exceptional skill; 8 = N/A (e.g., reading in a nonverbal subject); 9 = N/K or not asked; for 1995 ADI-version: 1=isolated skill/knowledge, commented upon by others, but not much above subject's own general level of functioning; 2=isolated skill/knowledge that is definitely out of keeping with subject's general level of ability, but not above general population norms; 3=isolated skill/knowledge that is definitely above the subject’s general level of ability and above the general population normal level, but is not used functionally or meaningfully to any marked extend (e.g. a preschool child who can read without comprehension or a calendrical calculator would be scored here); 4= isolated skill/knowledge that is above the subject’s general level and above the normal population level of ability and is used meaningfully (i.e. genuine talent or ability used adaptively such as performing music for other’s enjoyment or participating in age-appropriate children's hobbies such as model-building or computer programming) and recognized by peers as having exceptional skill ECOMPUZ
Query dbaes_a1gaze_code Integer Recommended Direct Gaze - Code GAZE_MS
Query dbaes_a1ssmile_code Integer Recommended Social Smiling - Code SMILE_MS
Query dbaes_a1rfacex_code Integer Recommended Range of facial expressions used to communicate - Code RFACEX_MS
Query dbaes_a1 Integer Recommended Failure to use nonverbal behaviors to regulate social interaction - Total A1 SOC1T_MS
Query dbaes_a2peerpl_code Integer Recommended Imaginative play with peers (over 4 yrs. only) - Code PEERPL_MS
Query dbaes_a2intch_code Integer Recommended Interest in Children - Code INTERCH_MS
Query dbaes_a2respch_code Integer Recommended Response to other children's approaches - Code RESPCH_MS
Query dbaes_b3pron_code Integer Recommended Pronominal reversal (Score Ever) - Code PRON_MS
Query dbaes_b3neoid_code Integer Recommended Neologisms/idiosyncratic language (Score Ever) - Code NEOID_MS
Query com3vtms Float Recommended Total for STEREOTYPED, REPETITIVE, OR IDIOSYNCRATIC SPEECH 0 :: 8 0 to 8 COM3VTMS
Query comvt_ms Float Recommended Verbal Total 0 :: 26 0 to 26 COMVT_MS
Query comnvtms Float Recommended Nonverbal Total 0 :: 14 0 to 14 COMNVTMS
Query dbaes_c1unproc_code Integer Recommended Unusual preoccupations - Code UNPREOC_MS
Query circint_ms Float Recommended Circumscribed interests (4 years and over) 0 :: 2 0 to 2 CIRCINT_MS
Query beh1t_ms Float Recommended Total for ENCOMPASSING PREOCCUPATION OR CIRCUMSCRIBED PATTER OF INTEREST 0 :: 4 0 to 4 BEH1T_MS
Query dbaes_c2verrit_code Integer Recommended Verbal rituals - Code VERRIT_MS
Query comprit_ms Float Recommended Compulsions/rituals 0 :: 2 0 to 2 COMPRIT_MS
Query beh2t_ms Float Recommended Total for APPARENTLY COMPULSIVE ADHERENCE TO NONFUNCTIONAL ROUTINES OR RITUALS 0 :: 4 0 to 4 BEH2T_MS
Query dbaes_c3hfman_code Integer Recommended Hand and finger mannerisms - Code HFMAN_MS
Query dbaes_c3othman_code Integer Recommended Other Complex mannerisms or sterotyped Body Movements - Code OTHMAN_MS
Query beh3t_ms Float Recommended Stereotyped and repetitive motor mannerisms total (Score Higher) 0 :: 2 0 to 2 BEH3T_MS
Query dbaes_c4useobj_unsens Integer Recommended Repetitive use of objects OR Unusual sensory interests (record higher score) USEOBJ_MS
Query dbaes_c4unsens_code Integer Recommended Unusual sensory interests - Code UNSENS_MS
Query beh4t_ms Float Recommended Preoccupations with part of objects or non-functional elements of materials Total (Score Higher) 0 :: 2 0 to 2 BEH4T_MS
Query beht_ms Float Recommended Repetitive Behaviors and Stereotyped Patterns Total 0 :: 12 0 to 12 BEHT_MS
Query acon_ms Float Recommended Age parents first noticed -1 :: 100 -1 to 100 ACON_MS
Query dbaes_daword_code Integer Recommended Age of first single words - Code AWORD_MS
Query dbaes_daphrase_code Integer Recommended Age of first phrases - Code APHRASE_MS
Query dbaes_dageabn_code Integer Recommended Age when abnormality first evident - Code AGEABN_MS
Query judgage_ms Float Recommended Interviewer's judgment on age manifest -1 :: 100 -1 to 100 JUDGAGE_MS
Query devt_ms Float Recommended Total Abnormal Dev. -1 :: 100 -1 to 100 DEVT_MS
Query soccutms Integer Recommended Met social cutoff 0;1 0=No;1=Yes SOCCUTMS
Query cmvctms Integer Recommended Met communication/verbal cutoff 0;1 0=No;1=Yes CMVCTMS
Query cmnvctms Integer Recommended Met communication/nonverbal cutoff 0;1 0=No;1=Yes CMNVCTMS
Query behcutms Integer Recommended Met restrictive & repetitive behaviors cutoff 0;1 0=No;1=Yes BEHCUTMS
Query devcutms Integer Recommended Met abnormal devt. Cutoff 0;1 0=No;1=Yes DEVCUTMS
Query autismms Integer Recommended Met ADI autism cutoff (all totals) 0;1 0=No;1=Yes AUTISMMS
Query dbaes_a1gaze Integer Recommended Direct Gaze - Score GAZE_CS
Query dbaes_a1ssmile Integer Recommended Social Smiling - Score SMILE_CS
Query dbaes_a1rfacex Integer Recommended Range of facial expressions used to communicate - Score RFACEX_CS
Query cbaes_a1 Integer Recommended Failure to use nonverbal behaviors to regulate social interaction SOC1T_CS
Query dbaes_a2peerpl Integer Recommended Imaginative play with peers (over 4 yrs. only) - Score PEERPL_CS
Query dbaes_a2intch Integer Recommended Interest in Children - Score INTERCH_CS
Query dbaes_a2respch Integer Recommended Response to other children's approaches - Score RESPCH_CS
Query grfrply_cs Float Recommended Group play with peers (CA 4 - 9.11 yrs.) or Friends (CA 10 - 15 yrs.) 0 :: 2 0 to 2 GRFRPLY_CS
Query cbaes_a2 Integer Recommended Failure to develop peer relationships SOC2T_CS
Query dbaes_a3show Integer Recommended Showing and directing attention - Score SHOW_CS
Query dbaes_a3oshare Integer Recommended Offering to share - Score OSHARE_CS
Query dbaes_a3share Integer Recommended Seeking to share own enjoyment with others - Score SHARE_CS
Query cbaes_a3 Integer Recommended Lack of shared enjoyment SOC3T_CS
Query dbaes_a4usebod Integer Recommended Use of other's body (Score Ever) - Score USEBODY_CS
Query dbaes_a4ocomf Integer Recommended Offers comfort - Score OCOMF_CS
Query dbaes_a4qualov Integer Recommended Quality of social overtures - Score QUALOV_CS
Query dbaes_a4inapfe Integer Recommended Inappropriate facial expressions (Score Ever) - Score INAPFE_CS
Query dbaes_a4resp Integer Recommended Appropriateness of social response - Score QRESP_CS
Query cbaes_a4 Integer Recommended Lack of socioemotional reciprocity SOC4T_CS
Query soct_ms Float Recommended Total for Qualitative Impairments in Reciprocal Social Interaction 0 :: 30 0 to 30 SOCT_MS
Query dbaes_b1point Integer Recommended Pointing to express interest - Score POINT_CS
Query dbaes_b1insges Integer Recommended Conventional instrumental gestures - Score INSGES_CS
Query dbaes_b1nod Integer Recommended Nodding - Score NOD_CS
Query dbaes_b1hshake Integer Recommended Headshaking - Score HSHAKE__CS
Query dbaes_b1 Integer Recommended Lack of, or delay in, spoken language and failure to compensate through gesture - Total B1 COM1T_CS
Query dbaes_b4imit Integer Recommended Spontaneous imitation of actions - Score IMIT_CS
Query dbaes_b4play Integer Recommended Imaginative play - Score PLAY_CS
Query dbaes_b4soplay Integer Recommended Imitative social play - Score SOCPLAY_CS
Query dbaes_b4 Integer Recommended Lack of varied spontaneous make-believe or social imitative play COM4T_CS
Query cbaes_b2chat Integer Recommended Social Chat (Score Ever if age 4 and above; score Current if under 4) - Score CHAT_CS
Query dbaes_b2conver Integer Recommended Reciprocal conversation (Verbal Subjects Only) - Score CONVER_CS
Query dbaes_b2 Integer Recommended Relative failure to initiate or sustain conversational interchange - Total B2(V) COM2VTCS
Query dbaes_b3stereo Integer Recommended Stereotyped utterances and Delayed Echolalia (Score Ever) - Score STEREO_CS
Query dbaes_b3inappq Integer Recommended Inappropriate questions (Score Ever) - Score INAPPQ_CS
Query dbaes_b3pron Integer Recommended Pronominal reversal (Score Ever) - Score PRON_CS
Query dbaes_b3neoid Integer Recommended Neologisms/idiosyncratic language (Score Ever) - Score NEOID_CS
Query dbaes_b3 Integer Recommended Stereotyped, repetitive, or idiosyncratic speech - Total B3(V) COM3VTCS
Query dbaes_bvtotal Integer Recommended Total of Section B - Verbal: Qualitative Abnormalities in Communication 0::30; 999 999=missing COMVT_CS
Query dbaes_bnvtotal Integer Recommended Total of Section B - Non-Verbal: Qualitative Abnormalities in Communication 0::20; 999 999=missing COMNVTCS
Query dbaes_c1cirint Integer Recommended Circumscribed interests (4 years and over) - Score CIRCINT_CS
Query dbaes_c1unproc Integer Recommended Unusual preoccupations - Score UNPREOC_CS
Query dbaes_c1 Integer Recommended Encompassing preoccupation or circumscribed pattern of interest - Total C1 BEH1T_CS
Query verrit_cs Float Recommended Verbal rituals 0 :: 2 0 to 2 VERRIT_CS
Query dbaes_c2crit Integer Recommended Compulsions/rituals - Score COMPRIT_CS
Query dbaes_c2 Integer Recommended Apparently compulsive adherence to nonfunctional routines or rituals - Total C2 BEH2T_CS
Query hfman_cs Float Recommended Hand and finger movements 0 :: 2 0 to 2 HFMAN_CS
Query othman_cs Float Recommended Complex mannerisms 0 :: 2 0 to 2 OTHMAN_CS
Query dbaes_c3 Integer Recommended Stereotyped and repetitive motor mannerisms - Total C3 BEH3T_CS
Query useobj_cs Float Recommended Repetitive use of objects 0 :: 2 0 to 2 USEOBJ_CS
Query unsens_cs Float Recommended Unusual sensory interests 0 :: 2 0 to 2 UNSENS_CS
Query dbaes_c4 Integer Recommended Preoccupations with part of objects or nonfunctional elements of material - Total C4 BEH4T_CS
Query dbaes_ctotal Integer Recommended Total of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior 0::25; 999 999=missing BEHT_CS
Query dbaes_dacon_code Integer Recommended Age when parents first noticed - Code ACON_CS
Query aword_cs Float Recommended Age at first single words 0 :: 1 0 to 1 AWORD_CS
Query aphrase_cs Float Recommended Age at first phrases 0 :: 1 0 to 1 APHRASE_CS
Query ageabn_cs Float Recommended Age when abnormality first evident 0 :: 1 0 to 1 AGEABN_CS
Query judgage_cs Float Recommended Interviewer's judgment on age manifest 0 :: 1 0 to 1 JUDGAGE_CS
Query dbaes_dtotal Integer Recommended Total of Section D 0::30; 999 999=missing DEVT_CS
Query soccutcs Integer Recommended Did child's Social score surpass Autism cutoff? 0;1;9 0=No;1=Yes;9=N/A SOCCUTCS
Query cmvctcs Integer Recommended Did child's Verbal Communication score surpass Autism cutoff? 0;1;9 0=No;1=Yes;9=N/A CMVCTCS
Query cmnvctcs Integer Recommended Did child's NonVerbal Communication score surpass Autism cutoff? 0;1;9 0=No;1=Yes;9=N/A CMNVCTCS
Query comcutcs Integer Recommended Did child's Communication score surpass Autism cutoff? 0;1;9 0=No;1=Yes;9=N/A COMCUTCS
Query behcutcs Integer Recommended Did child's Behavior score surpass Autism cutoff? 0;1;9 0=No;1=Yes;9=N/A BEHCUTCS
Query devcutcs Integer Recommended Did child's Abnormality of Development score surpass Autism cutoff? 0;1;9 0=No;1=Yes;9=N/A DEVCUTCS
Query autismcs Integer Recommended Met ADI Autism cutoff? 0;1;9 0=No;1=Yes;9=N/A AUTISMCS
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:

  • Element Name: This is the standard element name
  • Data Type: Which type of data this element is, e.g. String, Float, File location.
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  • Required: This column displays whether the element is Required for valid submissions, Recommended for valid submissions, Conditional on other elements, or Optional
  • Description: A basic description
  • Value Range: Which values can appear validly in this element (case sensitive for strings)
  • Notes: Expanded description or notes on coding of values
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