|
|
subjectkey |
GUID |
|
Required |
The NDAR Global Unique Identifier (GUID) for research subject |
NDAR*
|
|
candidateguid, subject_key_mother |
|
|
src_subject_id |
String |
20
|
Required |
Subject ID how it's defined in lab/project |
|
|
prs_src_subject_id, src_subject_id_mother |
|
|
interview_date |
Date |
|
Required |
Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY |
|
|
date_taken, prs_date |
|
|
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.
|
age_mother, candidate_age_in_months, mom_age |
|
|
sex |
String |
20
|
Required |
Sex of subject at birth |
|
M = Male; F = Female; O=Other; NR = Not reported
|
gender, gender_m |
| Query
|
childpresent |
String |
5
|
Recommended |
Was the child present during the assessment? |
|
|
prs_child_present |
| Query
|
prs_1 |
Integer |
|
Recommended |
Too detailed |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_2 |
Integer |
|
Recommended |
Does not provide background info/Failure to reference |
0::2;7;999
|
0 = Absent/Appropriately references terminology; does not occur during interview; 1 = Mild/Fails to reference on one occasion; 2 = Present/Frequently fails to reference terminology (more than one occasion); 7 = Interviewer cannot judge the item; 999 = Missing data
|
prag_terms_fail |
| Query
|
prs_3 |
Integer |
|
Recommended |
Vague |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_4 |
Integer |
|
Recommended |
Hard to follow/Tangential |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_5 |
Integer |
|
Recommended |
Switches topics |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_6 |
Integer |
|
Recommended |
Unable to clarify |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_7 |
Integer |
|
Recommended |
Inappropriate stories/Overly frank |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_8 |
Integer |
|
Recommended |
Too informal/Impolite |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_9 |
Integer |
|
Recommended |
Pedantic/Overly formal |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_10 |
Integer |
|
Recommended |
Overtalkative/Dominates conversation |
0::2;7;999
|
0 = Absent/Does not dominate the conversation and does not frequently interrupt; 1 = Mild/Interrupts and/or employs lecturing style with the examiner, but reciprocity of conversation is maintained; 2 = Present/Frequently interrupts and/or employs lecturing style with examiner, and reciprocity of conversation is interrupted; 7 = Interviewer cannot judge the item; 999 = Missing data
|
prag_dom |
| Query
|
prs_11 |
Integer |
|
Recommended |
Response elaboration/Overly succinct |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_12 |
Integer |
|
Recommended |
Failure to reciprocate |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_13 |
Integer |
|
Recommended |
Rare initiation |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_14 |
Integer |
|
Recommended |
Odd humor |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_15 |
Integer |
|
Recommended |
Topic preoccupation |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_16 |
Integer |
|
Recommended |
Unclear intent |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_17 |
Integer |
|
Recommended |
Abnormal eye contact/Unusual Affect |
0::2; 8
|
0=Absent; 1=Mild; 2=Present; 8=English is 2nd language
|
|
| Query
|
prs_18 |
Integer |
|
Recommended |
Interrupts/Unusual timing of responses |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_19 |
Integer |
|
Recommended |
Too loud |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_20 |
Integer |
|
Recommended |
Too soft |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_21 |
Integer |
|
Recommended |
Mispronounces |
0::2;7;8;999
|
0 = Absent/No mispronunciations; 1 = Mild/Mispronounces one word; 2 = Present/Mispronounces more than one word; 7 = Interviewer cannot judge the item; 8 = English is 2nd language; 999 = Missing data
|
prag_mispronounce |
| Query
|
prs_22 |
Integer |
|
Recommended |
Rate too fast/slow |
0::2
|
0=Absent; 1=Mild; 2=Present
|
|
| Query
|
prs_23 |
Integer |
|
Recommended |
Abnormal Intonation |
0::2; 8
|
0=Absent; 1=Mild; 2=Present; 8=English is 2nd language
|
prag_intonation |
| Query
|
prs_24 |
Integer |
|
Recommended |
Abnormal stress/Unusual Rhythm |
0::2; 8
|
0=Absent; 1=Mild; 2=Present; 8=English is 2nd language
|
|
| Query
|
prs_25 |
Integer |
|
Recommended |
Slow Formulation/Fillers, reformulations, word repetitions |
0::2;7;8;999
|
0 = Absent/Reformulates rarely; this does not interfere with the rater’s ability to follow the train of thought being expressed; 1 = Mild/Reformulates frequently enough to be noticed, but does not interfere with the train of thought being expressed; 2 = Present/Reformulates frequently which interferes with the train of thought; 7 = Interviewer cannot judge the item; 8 = English is 2nd language; 999 = Missing data
|
prag_reformulation |
| Query
|
prs_26 |
Integer |
|
Recommended |
Long pause before response |
0::2; 8
|
0=Absent; 1=Mild; 2=Present; 8=English is 2nd language
|
|
| Query
|
prs_total |
Integer |
|
Required |
Pragmatic Rating Scale Total Score |
|
[prs_1] + [prs_2] + [prs_3] + [prs_4] + [prs_5] + [prs_6] + [prs_7] + [prs_8] + [prs_9] + [prs_10] + [prs_11] + [prs_12] + [prs_13] + [prs_14] + [prs_15] + [prs_16] + [prs_17] + [prs_18] + [prs_19] + [prs_20] + if([prs_21] = '8', 0, [prs_21]) + [prs_22] + [prs_23] + if([prs_24] = '8', 0, [prs_24]) + if([prs_25] = '8', 0, [prs_25]) + if([prs_26] = '8', 0, [prs_26])
|
prssa_total |
| Query
|
prssa_commintnt |
Integer |
|
Recommended |
Diversity of communicative intents |
0::2
|
0 = At least five different communicative intents were produced; 1 = Four different communicative intents were produced; 2 = Three or fewer types of communicative intent were produced.
|
|
| Query
|
prssa_perscand |
Integer |
|
Recommended |
Overly personal, candid, straightforward or authoritative |
0::2
|
0 = Appropriate content and tone/manner of shared information throughout the session; 1 = One occasion where the content or tone/manner of the information shared is mild in terms of social appropriateness in the given context. Score a '1' if the child is not obviously overly authoritative, but on one occasion, there was a questionably disrespectful or bossy tone; 2 = One occasion clearly inappropriate in the context, or two or more occasions where the content or tone/manner is questionably appropriate. If the child's tone is clearly bossy, rude, or disrespectful even one time, score a '2'.
|
|
| Query
|
prssa_swear |
Integer |
|
Recommended |
Swearing |
0;2
|
0 = No swearing during the interview (colloquialized swear words such as "sucks, dang, heck, shoot", "crap" should be scored a '0', but should be considered for #19, Overly Formal/Informal); 2 = Use of any other swear word during the interview, even if quoting someone else (e.g., "hell" damn, sh--, any rendition of the 'f' word). *Be sure to note the words used by the child causing you to score a '2'.
|
|
| Query
|
prssa_talkativ |
Integer |
|
Recommended |
Overly talkative, verbose |
0::2
|
0 = Talk is conversational in nature, and conversational turns are appropriate in length. There is a healthy balance in the amount of talking produced by the examiner and child. No monologues or inappropriate commentary or self -talk occurs. Running commentary during the ADOS imaginative play task may be acceptable in elementary school-aged children. ;
1 = Occasional (1-2 occurrences) conversational turns are slightly too lengthy, but generally the child is not overly talkative and communicative exchanges are conversational in nature. The child might be slightly overly talkative when discussing a topic of special interest or when telling about an event that is especially important to him/her.;
2 = Consistent or frequent ( >2 occurrences) conversational turns are slightly too lengthy or clearly too lengthy during one conversational turn. The child is generally overly talkative and communicative exchanges are often not conversational in nature. Score a '2' if the child engages in inappropriate self-talk, commentary or monologues. If on one occasion during the communication sample, the child is difficult to interrupt, or the examiner has difficulty regaining the conversational floor, a score of '2' is clearly appropriate.
|
|
| Query
|
prssa_detail |
Integer |
|
Recommended |
Overly detailed |
0::2;7;999
|
0 = Provides enough information to make his/her point or address the question of topic at hand without an excessive amount of detail or minutia/Provides adequate, appropriate detail; 1 = On one occasion, provides more information than is deemed necessary, but the information is relevant. This would include providing too many details during a single monologue about a topic of special interest or special experience/Provides details that are unnecessary or irrelevant on one occasion; 2 = On two or more occasions, provides minute details or more information than is deemed necessary about an event or person (e.g., telling precise times and/or locations when such information is not needed, telling middle names of friends). Score ‘2’ if the child repeatedly refers to a person or place using a noun when a pronoun would be more appropriate (e.g., “Mrs. Smith took us to the zoo yesterday and Mrs. Smith told us not to feed the animals”)/Frequently includes minute details that are unnecessary or irrelevant; 7 = Interviewer cannot judge the item; 999 = Missing data
|
prag_details |
| Query
|
prssa_bckgrnd |
Integer |
|
Recommended |
Insufficient background information/ or Insufficient Linkage with Prior Ongoing Discourse |
0::2
|
0 = Sufficient relevant information is provided such that the communicative content makes sense and the information being presented is logically linked linguistically to prior information shared by either of the conversational partners. Words (terminology, pronouns, proper nouns) and content of the child's utterances make sense given the information that has been shared previously (within the current conversational turn, and with prior discourse). That is, the referents and background information for establishing a context for interpreting the information in the child's utterances has been established by the child.;
1 = Occasionally (1-2 times) provides insufficient background information to make the information comprehensible. Uses an acronym or terminology, or uses a deictic marker (such as "here/there", "this/that"), or provides information without previous reference or provision of sufficient background information. . Score a '1' if the child provides insufficient information when the topic focuses on emotions or friends or marriage or some other sensitive subject matter.;
2 = Consistently (3 or more times) provides insufficient background information to make the information comprehensible. Uses an acronym, terminology, or deictic marker, or provides information without previous reference or provision of sufficient background information to make the information comprehensible and coherent.
|
|
| Query
|
prssa_redund |
Integer |
|
Recommended |
Redundant |
0::2
|
0 = Information shared is not redundant. If the child does repeat or refer to information already shared, s/he does so with a purpose, and prepares the conversational partner for the redundancy using linguistic devices. For example, the child may preface previously stated information with a comment such as "like I told you before" or "remember when I told you about..." and the repetition serves a purpose in the discourse exchange (e.g., emphasis, contextualizing the current information being shared, etc). ;
1 = On one occasion, shares information that s/he has shared earlier in the session without acknowledging the fact that the information is being repeated or the repetition does not seem to serve a purpose in the discourse exchange.;
2 = On two or more occasions, shares information that s/he has previously stated in this interview without acknowledging the fact that the information is being repeated or without serving a purpose in the discourse exchange.
|
|
| Query
|
prssa_sighumor |
Integer |
|
Recommended |
Fails to signal humor or teasing with appropriate tone of voice, facial expression, gesture, or language |
0::2
|
0 = Appropriate signaling of humor, or no examples of the child attempting to express humor.;
1 = Slightly odd or awkward expression of humor. Difficult to discern if the child was trying to be funny (express humor).;
2 = One or more clear example(s) of inappropriate signaling of humor, any out-of-the-blue, unexplained laughter
|
|
| Query
|
prssa_clarify |
Integer |
|
Recommended |
Inadequate clarification upon examiner's request |
0::2
|
0 = All clarifications were adequate and successful in repairing the communication breakdown OR no requests for clarification were produced by the examiner.;
1 = On one occasion, the clarification was inadequate (e.g., the child's meaning remained unclear) Score a '1' if the child's difficulty with clarifications occurs only during discussions about emotions or friends or marriage.;
2 = On two or more occasions, clarification attempt was inadequate. After requesting clarification, the child's meaning remained unclear.
|
|
| Query
|
prssa_topicinit |
Integer |
|
Recommended |
Topic initiation, including small talk |
0;2
|
0 = Occasionally or consistently initiates a topic and makes small talk (light conversation). A general rule would be the presence of three topic initiations during a 30-minute conversational exchange, but if the tone of the session has been a 'question and answer'format, where the examiner is clearly in the role of topic management, the child's introduction of a single new topic may be sufficient to be scored here as a '0. For this reason, the conversational sampling procedure must be carefully designed and executed to create an atmosphere of communicative sharing where each partner has the opportunity and license to initiate topics. (Note: Do not count as a new topic when the child points to a picture on the ADOS poster and labels something such as "Idaho potato" but does not elaborate or use this as an opener to signal the initiation of a new topic. As an example, the following utterance would count as a topic initiation: "Idaho potato. I see these in the grocery store." ; 2= Rarely or never initiates a topic or initiates small talk during the conversational sample.
|
|
| Query
|
prssa_topicshft |
Integer |
|
Recommended |
Inappropriate topics shifts |
0;2
|
0 = Statements and questions clearly follow the topic of the conversation at hand, within and across conversational turns except where appropriate topic transitions have been made. One questionable topic shift is permissible for a score of '0'.; 2 = Inappropriate topic shift occurs on 2 or more occasions. Score a '2' if there are unannounced topic shifts (absence of segue) or if the child produces utterances in a conversational context that appear to be irrelevant because the links to prior discourse have not been made clear. (Note: You may also code 'Insufficient Information' if you discover later that what the child said was relevant, but s/he did not use language to connect the significance of the utterance to prior discourse.)
|
|
| Query
|
prssa_interrpt |
Integer |
|
Recommended |
Intrusive Interrupting |
0::2
|
0 = No intrusive interruptions or if the child interrupts on one occasion, says "excuse me". ; 1= One clearly intrusive interruption without excusing him/herself. ; 2= 2 or more clearly intrusive interruptions. The child interruptions indicate a lack of awareness of the conversational rule of turn taking. The child speaks whenever s/he wishes, even if the examiner is talking.
|
|
| Query
|
prssa_acknowl |
Integer |
|
Recommended |
Acknowledging |
0::2
|
0 = Child consistently acknowledges the examiner's communication using verbal or nonverbal means. Verbal examples could include "mhmm", "yeah", "oh no", "that's amazing" or some other such 'in sync' and verbally responsive comment without attempting to interrupt the examiner. Nonverbal examples could include gestures such as nodding and relevant facial expressions. In addition, the child is responsive to direct and indirect questions or requests for information.;
1 = Inconsistently acknowledges the examiner's communication using the strategies defined in '0' above.;
2 = Infrequently or rarely acknowledges or responds to the examiner's communication using the strategies defined in '0' above. Score a '2' if there is more than one clearly awkward occasion where the child fails to answer a direct or indirect question or request for information (but code failure to respond to direct questions more leniently if the child fails to acknowledge when they are distracted by toys during break or free play, or when there is a lot of other stuff happening that may be distracting, such during transitions between tasks while putting toys away).
|
|
| Query
|
prssa_respelab |
Integer |
|
Recommended |
Response Elaboration (Elaborating on examiner utterances) |
0::2
|
0 = Consistently elaborates on the examiner's utterances, adding information where such information is socially expected. The child provides a response to the examiner's question/comment and builds on what has been said by adding information. For example, responses to queries such as "Did you go on vacation this year?" that include a few highlights about the vacation would support a score of '0' for this item.;
1 = Inconsistently elaborates on examiner utterances. Child's elaboration is less than expected or limited in flexibility. Score here if failure to elaborate on the examiner's topic occurs only during discussions about emotions, friends, or marriage.;
2 = Infrequently, rarely or never elaborates on what the examiner has said.
|
|
| Query
|
prssa_persev |
Integer |
|
Recommended |
Perseverates on a topic or seems preoccupied with a topic |
0;2
|
0 = No evidence of topic perseveration. Score a '0' if the child re-introduces topics over the course of the session that s/he previously raised, as long as the topic is contextually appropriate and the child does not appear to have a special or intense interest in that topic.;
2 = The nature of the child's topic introductions or recurrent themes in his/her conversation appear to represent topic preoccupation or perseveration or especially intense interest.
|
|
| Query
|
prssa_vclnoise |
Integer |
|
Recommended |
Makes vocal noises that are not relevant and do not contribute to topic |
0::2
|
0 = No inappropriate vocal noises. If the child produces grunts, groans, humming, or other vocal noises, these sounds occur during play or other communicative exchanges where the sounds are appropriate. In such cases, the child may be using the sounds to illustrate something.;
1 = Occurs one time outside of make believe play and does not meet criteria for a score of '0'.;
2 = Occurs two or more times outside of play or breaktime, or occurs at an inappropriately frequent rate during play. Score a '2' if the student makes vocal noises excessively, to the point of not talking, during play, or if the student makes such noises or non-linguistic vocalizations during times when these are not appropriate. One clearly inappropriate or unusual occasion of this warrants a score of '2'.
|
|
| Query
|
prssa_recipconv |
Integer |
|
Recommended |
Quality of reciprocal conversation |
0::2
|
0 = Consistently engages in reciprocal conversation where s/he produces at least two topic-related utterances that add new information to the examiner's utterance during a 4-turn (examiner-child-examiner-child) communicative exchange that was initiated by the examiner. The child is engaged conversationally with the examiner and conversation flows easily. The examiner does not have to exert more than a typical level of effort to elicit the communicative exchange. A score of '0' may be given if the child requires a few minutes of warm-up time to become conversational. ;
1 = Inconsistently produces two turns in a 4-turn reciprocal conversation with the examiner (see criteria for the score of '0'). Child engages in reciprocal conversation less often than expected or only easily engages in conversation on a particular topic (often this is a topic of special interest to the child). Score here if engaging the child in conversation is difficult during discussions about emotions or friends or marriage.;
2 = Difficult to "draw out" in conversation. Child does not spontaneously "do his/her part" as a conversationalist during the session. The examiner has to 'work' at eliciting verbal output from the child. Also includes children who are "chatty" but nonetheless fail to engage in reciprocal back-and-forth conversation about a given topic, and depend upon E providing direct questions/prompts (e.g., child may continue on own train of thought, change topics frequently, bring up new topics but fails to converse back-and-forth about them with E. May have no or rare 4-point turns about a given topic, despite being very talkative and "chatty").
|
|
| Query
|
prssa_formal |
Integer |
|
Recommended |
Overly formal or informal speech or language for the context |
0::2
|
0 = Not present, pronunciation is not overly formal; speech terminology is appropriate for setting and person throughout conversation. ;
1 = Occasional inappropriateness of formality of speech or language. ;
2 = Several subtle examples of speech or language that is too informal or overly formal, or one clear example.
|
|
| Query
|
prssa_scrpt |
Integer |
|
Recommended |
Scripted, stereotyped sentences or discourse; echolalia; highly repetitive language behavior |
0::2
|
0 = No evidence of scripted or stereotyped language. ;
1= Some repetitive language that is contextually appropriate and is not scripted, stereotyped, or obviously odd. This would include repetitive use of statements/questions such as "Why?", "I forgot", "I want to go home", "What is this?" ;
2 = Clear evidence of scripting on one occasion or more than two instances of questionably stereotyped language. Any form of echolalia (immediate or delayed) would be scored a '2'. Do not count typical repetition of what someone else says (e.g, Examiner says "What a day!", and the child says, "Yeah, what a day!" unless it is clear that the child is using echolalia; or when the child is repeating what the examiner says with a clear place-holding function as he formulates a response). Refer to items a-g for examples/descriptions of this behavior.
|
|
| Query
|
prssa_errgramvo |
Integer |
|
Recommended |
Errors in grammar, use of vocabulary, and/or expression of ideas |
0::2; 8
|
0 = No grammatical errors or odd use of vocabulary or language.;
1 = Two instances. ;
2 = Three or more instances.;
8= Error may be due to ESOL (English for Speakers of Other Languages)
|
|
| Query
|
prssa_indistnct |
Integer |
|
Recommended |
Speech is indistinct or words are difficult to understand/ Poor intelligibility |
0::2
|
0 = Speech is easily understood or greater than 95% intelligible.;
1 = Speech is occasionally difficult to understand.;
2 = Speech is frequently or consistently difficult to understand.
|
|
| Query
|
prssa_ratespch |
Integer |
|
Recommended |
Rate of speech (too rapid or slow) |
0;2
|
0 = Rate of speech is adequate or within normal limits throughout interview.;
2 = Rate of speech is clearly atypical due to rapid or slow rate. Code "2" here if one or more utterances were unintelligible due to fast/slow rate. If several utterances have clearly atypical rate, even if not consistent, code "2". Note: If rate of speech is slightly rapid at the beginning of the interview (perhaps due to anxiety) but them stabilizes to a normal rate of speech for the remainder of the interview, score a '0'.
|
|
| Query
|
prssa_intonat |
Integer |
|
Recommended |
Unusual intonation or pitch |
0::2
|
0 = Intonation is appropriate throughout interview. ;
1= Attenuated intensity of intonational contour (not a monotone, which would be scored a '2' here). The melody of speech is mildly restricted. Intonation is not obviously odd, but has less variation than what is considered typical.;
2 = Atypical intonation due to sing-song quality, monotone, unusual pitch (e.g., too high), or other atypical qualities. Also score a '2' if the child uses a vocal intonation contour that reflects an affect or emotion that is inconsistent with the content expressed verbally. For example, the child may fail to stress words or phrases when being emphatic or to change tone of voice to indicate humor, sarcasm, anger, joy, sadness etc.
|
|
| Query
|
prssa_loud |
Integer |
|
Recommended |
Abnormal loudness level (volume) of voice (too loud or too soft) |
0::2
|
0 = Consistently appropriate speech loudness level is noted throughout interview. ;
1 = Occasional subtle dismodulation of speech loudness level.;
2 = Consistently has difficulty modulating loudness level when speaking. Speech may vacillate between too loud, normal, or too quiet, or may be too loud or quiet. Score a '2' for one clear example of excessively quiet/loud utterances (e.g., yelling/whispering without a purpose) or if the child's general loudness level during the interview is too quiet/loud as to make the examiner strain/feel uncomfortable, respectively.
|
|
| Query
|
prssa_charspch |
Integer |
|
Recommended |
Use of "character" voice/speech pattern or "silly talk voice |
0;2
|
0 = Always uses his/her own 'voice' when talking (except when engaged in make-believe play or when s/he has clearly signaled that s/he is going to do so as when telling about an event and, in doing so, illustrates something another person said by momentarily assuming the role of that person and speaking in 'their voice'). ;
2 = Talks or responds through the voice or role of a character outside of the context of play on one or more occasions that do not meet criteria for a score of '0'.
|
|
| Query
|
prssa_formulat |
Integer |
|
Recommended |
Language formulation difficulty |
0;2
|
0 = Speech is generally fluent with normal timing of responses. ;
2= Clearly has difficulty getting his/her ideas into words. Unsignalled lengthy pauses during speech or prior to responding to the examiner.
|
|
| Query
|
prssa_stutter |
Integer |
|
Recommended |
Stuttering and Cluttering |
0;2
|
0 = No abnormal dysfluencies characteristic of stuttering/cluttering are noted; rhythm of speech flows in a typical fashion. ;
2 = Appears to have difficulty with stuttering/cluttering (questionable mild or obvious stuttering behavior, that is beyond infrequent repetitions that are within normal limits).
|
|
| Query
|
prssa_mismanspa |
Integer |
|
Recommended |
Mismanagement of interpersonal space (proxemics) |
0::2
|
0 = No inappropriate use of interpersonal space. Use of interpersonal space indicates engagement with the examiner during the interview. The child displays no behaviors that invade the examiner's personal space (e.g., does not turn his/her back to examiner or walk away during session during a communicative exchange). The child maintains appropriate physical orientation and distance from the examiner throughout the session. ;
1 = Mild or questionable violation of interpersonal space. The child leaned in too closely or backed away on one occasion-not related to effect/meaning (e.g., leaning in to divulge discrete or private information). Score a '1' if child reaches across the examiner to get a puzzle piece in the ADOS (if s/he has to get close to the examiner's body). For scoring purposes, the table is considered the 'acceptable zone' for distance from the examiner. If the child gets up and walks around, remaining at the periphery of the table, and remains facing the examiner during the communicative exchange, score a '1'.;
2 = A single clear violation of interpersonal space rules or several questionable/mild violations. This may include: unwarranted touching of interviewer even on one occasion, leaning in too closely two or more times, turning away from examiner during a communicative exchange, falling on the floor or consistently maintaining an inappropriate distance from the examiner throughout interview. Score a '2' if the child touches the examiner (e.g., leaning on examiner) without being invited to (e.g., putting their hand on the examiner's leg or arm, or resting their head on the examiner's shoulder, reaching over to touch the examiners hair, smelling the examiner). If the examiner has to lean back to create more distance because of the child's encroachment on the examiner's personal space, a score of '2' is clearly warranted.
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|
| Query
|
prssa_gesture |
Integer |
|
Recommended |
Gestures |
0::2
|
0 = Typical form, diversity, and frequency of gestures to augment or supplement verbal communication. In general, a child should have 2-3 typical descriptive gestures and many other conventional/informational/emphatic gestures to receive a "0";
1 = Few gestures were used during the interview, or occasional awkward/odd gestures were used. There must be some appropriate and communicative gesture use to obtain a score of '1'. In general, must have at least 1-2 typical descriptive gestures and some conventional / informational/ emphatic gestures as well.;
2 = Rare or lack of appropriate gestural communication. No descriptive gestures or infrequent use of other types of gestures. Frequent odd/awkward gestures (without the presence of several other typical, appropriate descriptive gestures and other types of gestures to "bump up" the score to a "1"). Head and body movements were not used, or gestures failed to augment verbal communication or were inappropriately used during conversation. The child seems oddly still, stiff, or awkward in the use of gesture throughout the interview.
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|
| Query
|
prssa_facexprss |
Integer |
|
Recommended |
Facial expression |
0;2
|
0 = Varied and contextually appropriate facial expression noted throughout interview.;
2 = Two or more instances of odd facial expressions. Generally flat facial expression; presence of only exaggerated facial expression; restricted range of facial expressions (e.g., only happy/sad facial expressions). Facial expressions are limited; expression is muted. Expressions failed to match or augment the child's verbal communication. Score a '2' if the child's expressions are clearly not reciprocal with the examiner's or the child's expressions make the listener feel uncomfortable or unwelcome
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|
| Query
|
prssa_eyecont |
Integer |
|
Recommended |
Inappropriate use of eye contact or eye gaze |
0::2
|
0 = Eye contact is well modulated during interactions with the examiner. ;
1 = Questionably modulated eye contact, or eye contact is reduced in frequency without being clearly abnormal. ;
2 = Eye contact is infrequent or poorly modulated, examiner may have to use one or more strategies to redirect the child's visual attention to her/himself. Eye contact is "atypical" (e.g., shows gaze avoidance; clear examples when C fails to integrate EC with vocalization to regulate interaction when eye contact is socially expected).
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|
| Query
|
prssa_vegsound |
Integer |
|
Recommended |
Inappropriate vegetative sounds or grooming/hygiene acts |
0;2
|
0 = No inappropriate vegetative sounds or acts (score a '0' if this occurs once but the child excuses him/herself).;
2 = One or more unexcused production of vegetative sounds, nose picking.
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|
| Query
|
prssa_overall |
Integer |
|
Recommended |
Overall Rating of Pragmatic Behavior |
0::2
|
0 = Developmentally appropriate pragmatic behavior;
1 = Some pragmatic difficulties noted, but not clearly abnormal. Score a '1' if the child demonstrates some pragmatic difficulties, but the behaviors do not set the child apart from neurotypically developing peers and do not cause social problems. A child scoring a '1' would not likely be referred for pragmatic or social communication intervention.;
2 = Atypical pragmatic behavior. Score a '2' if the child demonstrates pragmatic difficulties that set them apart from neurotypically developing peers and/or cause social problems. A child scoring a '2' is likely to be referred for pragmatic or social communication intervention.
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|
| Query
|
prssa_degrimpr |
Integer |
|
Recommended |
Degree of Pragmatic Impairment |
0::2; 3
|
0= No impairment; 1= Mild impairment; 2= Moderate impairment; 3= Significant impairment
|
|
| Query
|
prssa_spchacts |
Integer |
|
Recommended |
Pragmatic Rating Scale: Speech Acts Communicative Intent |
|
|
|
| Query
|
prssa_presupp |
Integer |
|
Recommended |
Pragmatic Rating Scale: Presupposition/Theory of Mind |
|
|
|
| Query
|
prssa_discmgmt |
Integer |
|
Recommended |
Pragmatic Rating Scale: Discourse management |
|
|
|
| Query
|
prssa_splangbeh |
Integer |
|
Recommended |
Pragmatic Rating Scale: Speech and Language behaviors |
|
|
|
| Query
|
prssa_supraseg |
Integer |
|
Recommended |
Pragmatic Rating Scale: Suprasegmentals |
|
|
|
| Query
|
prssa_nvcomm |
Integer |
|
Recommended |
Pragmatic Rating Scale: Nonverbal communication |
|
|
|
| Query
|
prs1 |
Integer |
|
Recommended |
Inappropriate/absent greeting |
0::2
|
0 = occurs almost never; 1 = occurs sometimes; 2 = occurs almost always.
|
|
| Query
|
prs2 |
Integer |
|
Recommended |
Overly direct or blunt |
0::2
|
0 = occurs almost never; 1 = occurs sometimes; 2 = occurs almost always.
|
|
| Query
|
prs3 |
Integer |
|
Recommended |
Confusing accounts |
0::2;7;999
|
0 = Occurs almost never/Presents account in a clear and organized fashion; 1 = Occurs sometimes/Leaves out information or fails to reference pronouns, so that content needs to be clarified on one occasion; 2 = Occurs almost always/Frequently leaves out information or fails to reference pronouns, so that the content needs to be clarified; 7 = Interviewer cannot judge the item; 999 = Missing data
|
prag_confusing |
| Query
|
prs4 |
Integer |
|
Recommended |
Unresponsive to examiner's cues |
0::2
|
0 = occurs almost never; 1 = occurs sometimes; 2 = occurs almost always.
|
|
| Query
|
prs5 |
Integer |
|
Recommended |
Terse |
0::2
|
0 = occurs almost never; 1 = occurs sometimes; 2 = occurs almost always.
|
|
| Query
|
prs6 |
Integer |
|
Recommended |
Vague |
0::2
|
0 = occurs almost never; 1 = occurs sometimes; 2 = occurs almost always.
|
|
|
|
version_form |
String |
121
|
Recommended |
Form used/assessment name |
|
|
|
| Query
|
ados_sar_hfocm |
Integer |
|
Recommended |
Hand and Finger and Other Complex Mannerisms |
|
Nulled value range of: 0;1;2 to accept outlier data. 0 = None. 1 = Very brief or rare hand and finger mannerisms or complex mannerisms, OR mannerisms not as clear as specified below for a rating of 2. 2 = Definite finger flicking or twisting, ANP/OR, hand or other mannerisms or stereotypes.
|
prssa_mannerism |
|
|
prag_diagnostic |
Integer |
|
Recommended |
Which group do you think the participant was in? |
1;2;999
|
1 = Neurotypical; 2 = ASD; 999 = Missing Data
|
|
|
|
prag_confidence |
Integer |
|
Recommended |
How confident are you in your decision about what group the participant was in? |
1::3;999
|
1 = Unsure; 2 = Somewhat confident; 3 = Very confident; 999 = Missing Data
|
|
|
|
prag_reveal |
Integer |
|
Recommended |
Did the participant directly reveal the group they were in? |
0;1;999
|
0 = No; 1 = Yes; 999 = Missing Data
|
|
|
|
prag_reason |
String |
450
|
Recommended |
Explain your reasoning behind the group association you chose for the participant? |
|
|
|
|
|
prag_own_estate |
Integer |
|
Recommended |
Direct Verbal Communication of Own Emotional State |
0::2;7;999
|
0 = makes spontaneous direct comments about own emotional state on at least two occasions ; 1 = makes spontaneous direct comments about own emotional state on one occasion ; 2 = never makes spontaneous direct comments about own emotional state ; 7 = interviewer cannot judge the item ; 999 = Missing data
|
|
|
|
prag_indirect_emo |
Integer |
|
Recommended |
Indirect Verbal Communication of Own Emotional State |
0::2;7;999
|
0 = makes spontaneous indirect comments about own emotional state on at least two occasions ; 1 = makes spontaneous indirect comments about own emotional state on only one occasion ; 2 = never makes spontaneous indirect comments about own emotional state ; 7 = interviewer cannot judge the item ; 999 = Missing data
|
|
|
|
prag_gestures |
Integer |
|
Recommended |
Descriptive Gestures |
0::2;7;999
|
0 = uses at least 3 spontaneous descriptive gestures, these gestures must be communicative ; 1 = uses less than 3 spontaneous descriptive gestures ; 2 = never uses spontaneous descriptive gestures ; 7 = interviewer cannot judge the item ; 999 = Missing data
|
|
|
|
prag_emo_gestures |
Integer |
|
Recommended |
Empathic or Emotional Gestures |
0::2;7;999
|
0 = uses emphatic and/or emotional gestures (>5 occurrences) ; 1 = uses some emphatic and/or emotional gestures, but limited in frequency (<5 occurrences) ; 2 = never uses emphatic or emotional gestures ; 7 = interviewer cannot judge the item ; 999 = Missing data
|
|
|
|
prag_eyecontact |
Integer |
|
Recommended |
Unusual Eye Contact |
0::2;7;999
|
0 = does not have unusual eye contact ; 1 = avoids eye contact for a large part of the interview (not just in the beginning) or makes inappropriate eye contact (e.g. staring) once ; 2 = avoids eye contact almost throughout the interview or makes inappropriate eye contact (e.g. staring) more than once ; 7 = interviewer cannot judge the item ; 999 = Missing data
|
|
|
|
prag_face |
Integer |
|
Recommended |
Range of Facial Expression |
0::2;7;999
|
0 = communicates at least 4 emotions or non-verbal communications through facial expression ; 1 = communicates at least 1 emotion or non-verbal communication through facial expression ; 2 = never communicates through facial expressions ; 7 = interviewer cannot judge the item ; 999 = Missing data
|
|
|
|
prag_empathy |
Integer |
|
Recommended |
Empathy/Comments on Other Emotions |
0::2;7;999
|
0 = communicates clear understanding and shared emotion with others or the examiner on at least two occasions ; 1 = communicates clear understanding and shared emotion with others or the examiner one occasion ; 2 = never communicates emotional understanding or shared emotion ; 7 = interviewer cannot judge the item ; 999 = Missing data
|
|
