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Filter Cart

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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Data Structures with shared data
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Academic Support Scale

46 Shared Subjects

N/A
Clinical Assessments
Questionnaire
07/24/2015
asups01
07/24/2015
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
interview_date Date Required Date on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYY Required field
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.
sex String 20 Required Sex of the subject M;F M = Male; F = Female gender
Query assimp01 Integer Recommended Importance: child's IEP goals in the class. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp02 Integer Recommended Importance: why child has a missing assignment. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp03 Integer Recommended Importance: how child can progress toward his/her IEP goals. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp04 Integer Recommended Importance: why child received the IEP goals that he/she did. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp05 Integer Recommended Importance: why child was not completing assignments. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp06 Integer Recommended Importance: (P) learning more about homework assignments. (T) clarifying homework assignments. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp07 Integer Recommended Importance: a question I had about an assignment that was sent home. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp08 Integer Recommended Importance: solutions to address child's challenging or routine behaviors, and/or hyperactivity in class. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp09 Integer Recommended Importance: child's talking back to the teacher. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp10 Integer Recommended Importance: child goofing off in class (e.g., falling out of his/her seat on purpose) 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp11 Integer Recommended Importance: child's ability to make/maintain friendships with peers. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp12 Integer Recommended Importance: how child was not bringing materials to class. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp13 Integer Recommended Importance: child being picked on by his/her classmates. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp14 Integer Recommended Importance: a major classroom behavioral incident. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp15 Integer Recommended Importance: a temporary health issue that child is experiencing. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp16 Integer Recommended Importance: a major physical health issue that child is experiencing. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp17 Integer Recommended Importance: implementing autism-specific interventions. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp18 Integer Recommended Importance: general information about autism. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp19 Integer Recommended Importance: child's strengths and preferences 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp20 Integer Recommended Importance: practicing skills at home that were learned at school. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp21 Integer Recommended Importance: child's self-stimulatory behaviors (e.g., flapping) in class. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp22 Integer Recommended Importance: solutions to address child's depressive or anxious symptoms. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp23 Integer Recommended Importance: child's communication/language skills. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assimp24 Integer Recommended Importance: a major classroom social incident. 1::3;-99 1=not important; 2=moderately important; 3=very important; -99=NA
Query assfreq01 Integer Recommended Frequency: child's IEP goals in the class. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq02 Integer Recommended Frequency: why child has a missing assignment. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq03 Integer Recommended Frequency: how child can progress toward his/her IEP goals. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq04 Integer Recommended Frequency: why child received the IEP goals that he/she did. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq05 Integer Recommended Frequency: why child was not completing assignments. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq06 Integer Recommended Frequency: (P) learning more about homework assignments. (T) clarifying homework assignments. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq07 Integer Recommended Frequency: a question I had about an assignment that was sent home. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq08 Integer Recommended Frequency: solutions to address child's challenging or routine behaviors, and/or hyperactivity in class. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq09 Integer Recommended Frequency: child's talking back to the teacher. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq10 Integer Recommended Frequency: child goofing off in class (e.g., falling out of his/her seat on purpose) 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq11 Integer Recommended Frequency: child's ability to make/maintain friendships with peers. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq12 Integer Recommended Frequency: how child was not bringing materials to class. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq13 Integer Recommended Frequency: child being picked on by his/her classmates. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq14 Integer Recommended Frequency: a major classroom behavioral incident. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq15 Integer Recommended Frequency: a temporary health issue that child is experiencing. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq16 Integer Recommended Frequency: a major physical health issue that child is experiencing. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq17 Integer Recommended Frequency: implementing autism-specific interventions. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq18 Integer Recommended Frequency: general information about autism. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq19 Integer Recommended Frequency: child's strengths and preferences 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq20 Integer Recommended Frequency: practicing skills at home that were learned at school. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq21 Integer Recommended Frequency: child's self-stimulatory behaviors (e.g., flapping) in class. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq22 Integer Recommended Frequency: solutions to address child's depressive or anxious symptoms. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq23 Integer Recommended Frequency: child's communication/language skills. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assfreq24 Integer Recommended Frequency: a major classroom social incident. 1::5;-99 1=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
Query assmode01 Integer Recommended Mode: child's IEP goals in the class. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode02 Integer Recommended Mode: why child has a missing assignment. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode03 Integer Recommended Mode: how child can progress toward his/her IEP goals. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode04 Integer Recommended Mode: why child received the IEP goals that he/she did. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode05 Integer Recommended Mode: why child was not completing assignments. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode06 Integer Recommended Mode: (P) learning more about homework assignments. (T) clarifying homework assignments. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode07 Integer Recommended Mode: a question I had about an assignment that was sent home. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode08 Integer Recommended Mode: solutions to address child's challenging or routine behaviors, and/or hyperactivity in class. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode09 Integer Recommended Mode: child's talking back to the teacher. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode10 Integer Recommended Mode: child goofing off in class (e.g., falling out of his/her seat on purpose) 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode11 Integer Recommended Mode: child's ability to make/maintain friendships with peers. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode12 Integer Recommended Mode: how child was not bringing materials to class. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode13 Integer Recommended Mode: child being picked on by his/her classmates. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode14 Integer Recommended Mode: a major classroom behavioral incident. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode15 Integer Recommended Mode: a temporary health issue that child is experiencing. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode16 Integer Recommended Mode: a major physical health issue that child is experiencing. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode17 Integer Recommended Mode: implementing autism-specific interventions. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode18 Integer Recommended Mode: general information about autism. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode19 Integer Recommended Mode: child's strengths and preferences 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode20 Integer Recommended Mode: practicing skills at home that were learned at school. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode21 Integer Recommended Mode: child's self-stimulatory behaviors (e.g., flapping) in class. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode22 Integer Recommended Mode: solutions to address child's depressive or anxious symptoms. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode23 Integer Recommended Mode: child's communication/language skills. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
Query assmode24 Integer Recommended Mode: a major classroom social incident. 1::5; -99 1 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
version_form String 100 Recommended Form used/assessment name
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.