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The Filter Cart provides a powerful way to query and access data for which you may be interested.  

A few points related to the filter cart are important to understand with the NDA Query/Filter implementation: 

First, the filter cart is populated asyncronously.  So, when you run a query, it may take a moment to populate but this will happen in the background so you can define other queries during this time.  

When you are adding your first filter, all data associated with your query will be added to the filter cart (whether it be a collection, a concept, a study, a data structure/elment or subjects). Not all data structures or collections will necessarily be displayed.  For example, if you select the NDA imaging structure image03, and further restrict that query to scan_type fMRI, only fMRI images will appear and only the image03 structure will be shown.  To see other data structures, select "Find All Subject Data" which will query all data for those subjects. When a secord or third filter is applied, an AND condition is used.  A subject must exist in all filters.  If the subject does not appear in any one filter, that subjects data will not be included in your filter cart. If that happens, clear your filter cart, and start over.  

It is best to package more data than you need and access those data using other tools, independent of the NDA (e.g. miNDAR snapshot), to limit the data selected.  If you have any questions on data access, are interested in using avaialble web services, or need help accessing data, please contact us for assistance.  

Frequently Asked Questions

Glossary

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NDA provides a single access to de-identified autism research data. For permission to download data, you will need an NDA account with approved access to NDA or a connected repository (AGRE, IAN, or the ATP). For NDA access, you need to be a research investigator sponsored by an NIH recognized institution with federal wide assurance. See Request Access for more information.

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AIR Self-Determination Scale

87 Shared Subjects

American Research Institute Self Determination Scale
Clinical Assessments
Questionnaire
02/06/2015
airsds01

View Change History
01
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 id
interview_date Date Required Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY Required field date, interviewyear
interview_age Integer Required Age in months at the time of the interview/test/sampling/imaging. 0 :: 1260 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. adi_age
sex String 20 Required Sex of the subject M;F M = Male; F = Female gender
Query version_form String 100 Recommended Form used/assessment name
Query airsds_1 Integer Recommended P. My child knows what (s)he needs, likes, and is good at. T. Student knows own abilities and limitations. S. I know what I need, what I like, and what Im good at. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair1, pair1, sair1
Query airsds_2 Integer Recommended P. My child sets his or her own goals to satisfy wants or needs. (S)he thinks about his or her own abilities when setting goals. T. Student knows how to set expectations and goals that satisfy own interests and needs. S. I set goals to get what I want or need. I think about what I am good at when I do this. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair2, pair2, sair2
Query airsds_3 Integer Recommended P. My child figures out how to meet goals alone. (S)he makes plans and decides what to do independently. T. Student knows how to make choices, decisions, and plans to meet own goals and expectations. S. I figure out how to meet my goals. I make plans and decide what I should do. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair3, pair3, sair3
Query airsds_4 Integer Recommended P. My child begins work on plans to meet his or her goals as soon as possible. T. Student knows how to take actions to complete own plans successfully. S. I begin working on my plans to meet my goals as soon as possible. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair4, pair4, sair4
Query airsds_5 Integer Recommended P. My child checks his or her own progress when completing his or her plan. (S)he asks others what they think of his or her progress. T. Student knows how to evaluate results of actions to determine what was effective.S. I check how Im doing when Im working on my plan. If I need to, I ask others what they think of how Im doing. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair5, pair5, sair5
Query airsds_6 Integer Recommended P. If my plan doesn work, my child tries another one to meet my goals. T. Student knows how to change actions or plans to meet goals and satisfy needs and wants. S. If my plan doesn't work, I try another one to meet my goals. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair6, pair6, sair6
Query airsds_7 Integer Recommended P.At home, people listen when my child talks about what (s)he wants and is good at. S. People at home listen to me when I talk about what I want, what I need, or what Im good at. T. Student expresses own interests, needs, and abilities. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair7, pair7, sair19
Query airsds_8 Integer Recommended P.At home, people let my child know that (s)he can set his or her own goals to get what (s)he wants or needs. S. People at home let me know that I can set my own goals to get what I want or need. T. Student sets expectations and goals that will satisfy own interests needs, and wants. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair8, pair8, sair20
Query airsds_9 Integer Recommended P.At home, my child has learned how to make plans to meet his or her own goals and to feel good about them. S. At home, I have learned how to make plans to meet my goals and to feel good about them. T. Student knows how to make choices, decisions, and plans to meet own goals and expectations. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair9, pair9, sair21
Query airsds_10 Integer Recommended P.At home, my child is allowed to act on his or her plans right away. S. People at home encourage me to start working on my plans right away. T. Student initiates actions on own choices and plans. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair10, pair10, sair22
Query airsds_11 Integer Recommended P.At home, my child has someone to tell him or her when (s)he is meeting his or her own goals. S. I have someone at home who can tell me if I am meeting my goals. T. Student gathers information on results of actions. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair11, pair11, sair23
Query airsds_12 Integer Recommended P.At home, people understand my child when (s)he has to change plans to meet his or her own goals. They offer advice and encouragement. S. People at home understand when I have to change my plan to meet my goals. T. Student changes own actions or plans to satisfy expectations and goals, if necessary. They offer advice and encourage me when Im doing this. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair12, pair12, sair24
Query airsds_13 Integer Recommended P. At school, people listen when my child talks about what (s)he wants and is good at. S. People at school listen to me when I talk about what I want, what I need, or what Im good at. T. Student has opportunities at school to explore, express, and feel good about own needs, interests, and abilities. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair19, pair13, sair13
Query airsds_14 Integer Recommended P. At school, people let my child know that (s)he can set his or her own goals to get what (s)he wants or needs. S. People at school let me know that I can set my own goals to get what I want or need. T. Student has opportunities at school to identify goals and expectations that will meet his or her needs, interests, and abilities; to set these goals; and to feel good about them. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair20, pair14, sair14
Query airsds_15 Integer Recommended P. At school, my child has learned how to make plans to meet his or her own goals and to feel good about them. S. At school, I have learned how to make plans to meet my goals and to feel good about them. T. Student has opportunities at school to learn about making choices and plans, to make them, and to feel good about them. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair21, pair15, sair15
Query airsds_16 Integer Recommended P. At school, my child is allowed to act on his or her plans right away. S. People at school encourage me to start working on my plans right away. T. Student has opportunities at school to initiate actions to meet expectations and goals. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair22, pair16, sair16
Query airsds_17 Integer Recommended P. At school, my child has someone to tell him or her when (s)he is meeting his or her own goals. S. I have someone at school who can tell me if I am meeting my goals. T. Student has opportunities at school to get results of actions taken to meet own plans. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair23, pair17, sair17
Query airsds_18 Integer Recommended P. At school, people understand my child when (s)he has to change plans to meet his or her own goals. They offer advice and encouragement. S. People at school understand when I have to change my plan to meet my goals. T. Student has opportunities at school to change actions and plans to satisfy own expectations. They offer advice and encourage me when Im doing this. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair24, pair18, sair18
Query airsds_19 Integer Recommended S. I feel good about what I like, what I want, and what I need to do. T. Student feels free to express own needs, interests, and abilities, even when facing opposition from others. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair13, sair7
Query airsds_20 Integer Recommended S. I believe that I can set goals to get what I want. T. Student feels free to set own goals and expectations, even if they are different from the expectations others have for the student. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair14, sair8
Query airsds_21 Integer Recommended S. I like to make plans to meet my goals. T. Student feels free to make own choices, decisions, and plans to meet own goals and expectations. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair15, sair9
Query airsds_22 Integer Recommended S. I like to begin working on my plans right away. T. Student feels confident about being able to successfully complete own plans. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair16, sair10
Query airsds_23 Integer Recommended S. I like to check on how well Im doing in meeting my goals. T. Student is confident about using feedback to evaluate results of own work. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair17, sair11
Query airsds_24 Integer Recommended S. I am willing to try another way if it helps me to meet my goals. T. Student changes plans again and again to meet a goal without getting discouraged. 1::5 1=Never; 2=Almost never; 3= Sometimes; 4=Almost always; 5=Always cair18, sair12
Query airsds_25 Integer Recommended Total Things I Do Think
Query airsds_26 Integer Recommended Total Things I Do Do
Query airsds_27 Integer Recommended Total Things I Do Adjust
Query airsds_28 Integer Recommended Total How I Feel Think
Query airsds_29 Integer Recommended Total How I Feel Do
Query airsds_30 Integer Recommended Total How I Feel Adjust
Query airsds_31 Integer Recommended Total What Happens at School Think
Query airsds_32 Integer Recommended Total What Happens at School Do
Query airsds_33 Integer Recommended Total What Happens at School Adjust
Query airsds_34 Integer Recommended Total What Happens at Home Think
Query airsds_35 Integer Recommended Total What Happens at Home Do
Query airsds_36 Integer Recommended Total What Happens at Home Adjust
Query airsds_37 Integer Recommended Capacity Things I Do
Query airsds_38 Integer Recommended Capacity How I Feel
Query airsds_39 Integer Recommended Opportunity What Happens at School
Query airsds_40 Integer Recommended Opportunity What Happens at Home
Query airsds_41 Integer Recommended Capacity total
Query airsds_42 Integer Recommended Opportunity total
Query airsds_43 Integer Recommended Level of Self-Determination
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.
  • Size: If applicable, the character limit of this element
  • 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
  • Aliases: A list of currently supported Aliases (alternate element names)
  • For valid elements with shared data, on the far left is a Filter button you can use to view a summary of shared data for that element and apply a query filter to your Cart based on selected value ranges

At the top of this page you can also:

  • Use the search bar to filter the elements displayed. This will not filter on the Size of Required columns
  • Download a copy of this definition in CSV format
  • Download a blank CSV submission template prepopulated with the correct structure header rows ready to fill with subject records and upload

Please email the The NDA Help Desk with any questions.