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subjectkey |
GUID |
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Required |
The NDAR Global Unique Identifier (GUID) for research subject |
NDAR*
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src_subject_id |
String |
20
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Required |
Subject ID how it's defined in lab/project |
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interview_date |
Date |
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Required |
Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY |
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InterviewYear |
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interview_age |
Integer |
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Required |
Age in months at the time of the interview/test/sampling/imaging. |
0::1440
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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.
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sex |
String |
20
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Required |
Sex of subject at birth |
M;F; O; NR
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M = Male; F = Female; O=Other; NR = Not reported
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gender |
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adosc_part |
String |
1
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Recommended |
Part |
A;B
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| Query
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adosc_1 |
Integer |
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Recommended |
1. Unusual Eye Contact |
0::5
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0 = Appropriate gaze with subtle changes meshed with other communication with no active avoidance of eye contact. 1 = Appropriate gaze with subtle changes meshed with other communication during several activities of high engagement. but there are activities where eye contact is not well integrated. No active avoidance of eye contact. 2 = Definite direct gaze with some modulation. however. it is without subtle changes meshed with other communication. 3 = Some eye gaze used communicatively but poorly modulated to initiate. terminate. or regulate social interaction. Eye contact is rarely meshed with other forms of communication. Some active avoidance of eye contact may be present. 4 = At least one instance of looking at the adults face. but gaze is rarely used communicatively. Some active avoidance of eye contact may be present. 5 = Never looks at the adults face AND/OR frequent active avoidance of eye contact (e.g.. by turning away. pushing away. closing eyes)
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| Query
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adosc_2 |
Integer |
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Recommended |
2. Facial Expression |
0::5
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0 = Directs a range of appropriate facial expressions toward the adult in order to communicate affect. 1 = Consistently directs facial expressions. but range is limited (i.e.. directs at least two different facial expressions). 2 = Child has some range of expression. but directs only one. Other expressions are undirected. 3 = Directs only one facial expression with no other expressions used to convey affect. For example. a child who only smiles. and directs at least some of them to someone. 4 = Does not direct facial expressions, but may have one or more facial expressions that are undirected. 5 = No variation in facial expression.
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| Query
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adosc_3 |
Integer |
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Recommended |
3. Frequency of Vocalization Directed to Others |
0::5
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0 = Frequently directs vocalizations to the adult in a variety (more than two) of pragmatic contexts and activities. Must include chatting or spontaneous commenting to express interest. as well as to make needs known. 1 = Clearly directs vocalizations to the adult consistently across at least two pragmatic contexts. Do not include whining or crying due to frustration. 2 = Consistently directs vocalizations to the adult in at least one pragmatic context but nature of directing is less clear than a 1. Do not include whining or crying due to frustration. 3 = Directs an occasional vocalization to the adult; may occur across pragmatic contexts but inconsistent. Nature of directing may not be clear. May include whining and crying due to frustration if it is directed to the adult. 4 = Vocalizations almost never appear to be directed to the adult. Vocal imitation (echolalia) is coded here. 5 = Rarely or never vocalizes.
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| Query
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adosc_4 |
Integer |
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Recommended |
4. Integration of Verbal and Nonverbal Modes of Communication during Social Overtures |
0::5
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0 = Vocalization usually accompanied by subtle and socially appropriate changes in gesture, gaze and facial expression. 1 = Vocalization sometimes accompanied by subtle and socially appropriate changes in gesture, gaze, and facial expression, but limited in frequency. 2 = Vocalization accompanied by some but limited gesture. gaze, and facial expression OR 2 modes of communication are combined occasionally. 3 = Communicative use of one modality almost exclusively occurs throughout the observation OR uses different modes of communication independently throughout the observation. No inappropriate ways of expressing social intent are seen. 4 = May occasionally use one communicative mode independently of the others to express social intent or may more frequently use one mode accompanied by inappropriate ways of expressing social intent (e.g.. a child who pulls the adults hand to request). 5=Does not use verbal/vocal or nonverbal communicative modes to express social intent.
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| Query
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adosc_5 |
Integer |
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Recommended |
5. Amount of Social Overtures/Maintenance of Attention |
0::5
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0 = Frequent attempts across activities to get or maintain the adults attention AND/OR to direct the adults attention to objects or actions of interest to the child independent of requests for help. 1 = Some attempts at getting. maintaining or directing the adults attention across activities independent of requests for help. as described above for a rating of 0. but reduced in frequency. 2 = Some attempts at getting, maintaining or directing the adults attention within one activity independent of a request for help. 3 = One attempt to get, maintain or direct the adults attention. 4 = Some subtle or ambiguous actions directed to adult to draw his/her attention. 5 = Does not initiate or maintain adults attention in any situation or context.
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| Query
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adosc_6 |
Integer |
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Recommended |
6. Quality of Social Overtures |
0::5;8
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0 = Consistently and effectively makes clear and appropriate social overtures to the adult across most contexts. No occurrence of inappropriate overtures. 1 = Inconsistently, but effectively makes clear social, appropriate overtures across at least two contexts. No occurrence of inappropriate overtures. 2 = Clear, effective overtures that are restricted to requests or related to strong interests or slightly unusual, but with some attempt to involve the adult in that interest. No occurrence of inappropriate overtures. 3 = As in a code of 2, child has clear and effective overtures (more than one) that are slightly unusual, restricted to personal demands or related to strong interests, but with some attempt to involve the adult in that interest. In addition, a child may have some inappropriate overtures. 4 = Child has unclear or limited overture(s) OR overture(s) that lack integration into context and social quality OR majority of overtures are inappropriate. 5 = Negligible social overtures of any kind.
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| Query
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adosc_7 |
Integer |
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Recommended |
7. Quality of Social Response |
0::5
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0 = Shows a range of appropriate responses that are varied according to immediate social situations. No clearly inappropriate responses occur. 1 = Shows responsiveness to most social situations, but quality of response is somewhat unusual. No clearly inappropriate responses occur. 2 = Sometimes shows responsiveness to social situations. Quality of response may be slightly unusual and some less appropriate responses may occur. 3 = Shows responsiveness to several social situations, but responses are consistently awkward, inappropriate, or limited in range. 4 = Minimal response to social situations across the assessment OR responses that are odd, stereotyped, or restricted in range or inappropriate to the context. 5 = Failure to respond to the majority of the adults attempts to engage the child.
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| Query
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adosc_8 |
Integer |
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Recommended |
8. Shared Enjoyment in Interaction |
0::5
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0 = Shows definite and appropriate pleasure in interactive participation of several conversations or activities. 1 = Shows definite and appropriate pleasure in interactive participation for at least one activity or conversation. 2 = Shows some appropriate pleasure in the adults actions during a portion of the sample AND/OR may in one context show diminished but appropriate pleasure in an interactive activity. 3 = Demonstrates clear enjoyment in the adults proximity or presence. but not the adults actions (a child who does not engage in the activity presented by the adult, but who shows pleasure in being near the adult). 4 = Shows fleeting or minimal enjoyment in the adults proximity or presence (such as a child who leans his/her head on the parents lap). 5 = Shows no pleasure.
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| Query
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adosc_9 |
Integer |
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Recommended |
9. Level of Engagement with Material |
0::5
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0 = Consistently engaged with several materials (>2). 1 = Interested for the majority of the time in several materials AND sustains interest in at least one (1-2 materials). 2 = Interested for the majority of the time in several materials but stays engaged in each material or activity only for a brief amount of time. 3 = Interested for the majority of the time in primarily one material. 4 = Engaged for the minority of time, including at least one activity that is not physical in nature, snack, or highly motivating. 5 = The child is only engaged during snack or physical activities (such as tickle, chase or peek-a-boo), OR the child is not engaged in materials at all.
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| Query
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adosc_10 |
Integer |
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Recommended |
10. Functional Play with Objects |
0::5
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0 = Play includes appropriate play with several different miniatures/representational toys. Do not include direct imitations, immediate response to prompts, or pushing vehicles. 1 = Play includes use of one miniature or representational toy or a creative use of another object (including a vehicle). Do not include direct imitations or immediate response to prompts. 2 = Play includes non-imitated multi-step sequences with functional toys, or some imitative creative use of objects, along with other play. 3 = Plays spontaneously with cause-and-effect toys and/or construction toys such as pushing a car, stacking blocks, or playing with pop n pals and/or has sustained play but is not creative and may be imitative or in response to a direct request. 4 = May use materials only in response to a direct prompt OR uses a few objects in a functional way for a brief amount of time. 5 = No play with toys or only stereotyped play; for example a child who only demonstrates repetitive nonfunctional use of toys.
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| Query
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adosc_11 |
Integer |
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Recommended |
11. Unusual Sensory Interests in Play Material/Person |
0::5
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0 = No sniffing, repetitive touching, feeling of texture or licking (not mouthing or biting, interest in the repetition of certain sounds, or unusual or prolonged visual examination. 1 = Possible sensory interest, but the sensory nature of the behavior is not clear. 2 = One clear instance of a definite interest in nonfunctional elements of play material, OR sensory examination of himself/herself or others. 3 = More than one occurrence of a definite interest in nonfunctional elements of play material, OR sensory examination of himself/herself or others. 4 = Frequent occurrence of a definite interest in nonfunctional elements of play material, OR sensory examination of himself/herself or others. 5 = More than one type of unusual sensory interest (e.g. a child who peers at an object and later sniffs an object; a child who licks a person or an object and later touches his hair to feel its texture).
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| Query
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adosc_12 |
Integer |
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Recommended |
12. Hand and Finger or Complex Body Mannerisms |
0::5
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0 = No unusual and/or repetitive movements or posturing of the hands and fingers, arms, or whole body. 1 = Possible hand and finger or complex body mannerisms, but the behavior is not clear. 2 = One clear instance of hand or other body mannerisms. 3 = More than one occurrence of clear hand or other body mannerisms. 4 = Frequent occurrences of hand or other body mannerisms. 5 = More than one type of hand or other body mannerisms. For example, a child who flaps her arms and later twists her fingers.
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| Query
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adosc_13 |
Integer |
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Recommended |
13. Unusually Repetitive Interests or Stereotyped Behaviors |
0::5
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0 = No repetitive or stereotyped behaviors during the observation. 1 = Behaviors seem more repetitive than expected, but the repetitive and stereotyped nature of the behaviors is not clear. 2 = An interest or behavior, that is repetitive or stereotyped to an unusual degree, including an intense interest in a particular toy or object, a definite interest in an unusual object or activity (odd for the childs level of motor skill), an unusually routinized activity. 3 = A substantial minority of the childs interests and/or behaviors seem somewhat repetitive or stereotyped, but the child is easily redirected to other activities. 4 = It is hard to redirect the child to other activities. A substantial minority or majority of the childs interests and/or behaviors involve doing similar actions. 5 = The majority of the childs interests and/or behaviors are very repetitive or stereotyped behaviors and attempts to direct his/her attention to other objects or activities are met with resistance and/or distress.
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| Query
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adosc_14 |
Integer |
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Recommended |
14. Overactivity |
0::5
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0 = Sits or stands appropriately when expected to do so throughout the session. 1 = Mild fidgetiness (i.e., wiggling while seated) is present at times, but is not seen consistently throughout the session. 2 = Fidgetiness is apparent throughout the session but child does not unnecessarily stand up or walk about the room. 3 = Moves about the room in a way that is difficult to interrupt at times during the session but this is not seen consistently throughout. This does not interfere with interaction with the adult or play with materials. 4 = Moves about the room in a way that is difficult to interrupt for the majority of the session OR this over-activity occasionally interferes with the interaction with the adult and/or appropriate play with materials. 5 = Over-activity is apparent consistently throughout the majority of the session and interferes with the interaction with the adult and/or appropriate play with materials significantly.
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| Query
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adosc_15 |
Integer |
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Recommended |
15. Irritability, Aggression, Negative or Disruptive Behavior |
0::5
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0 = No displays of irritability, aggression, negative or disruptive behavior. 1 = Mild displays of irritability (such as whining) but these displays are brief and occur less than 2 times or may be in response to one specific toy or activity. 2 = Occasional displays of negative and/or occasional disruptive behavior beyond that of mild irritability or fussiness as described in 1 (this includes yelling). This may include throwing items but no overt aggressive behavior toward the adult is present. 3 = Persistent irritability, negative or disruptive behaviors (such as throwing items) present and observed several times throughout the session. No overt aggressive acts toward the adult are displayed. 4 = Overt aggression toward the adult displayed once during the session (for example, one instance of hitting, kicking, biting, or pinching). 5 = Several (>1) acts of overt aggression occur throughout the session.
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