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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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Academic Support Scale

asups

01

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Download Submission Template as
Element NameData TypeSizeRequiredDescriptionValue RangeNotesAliases
subjectkeyGUIDRequiredThe NDAR Global Unique Identifier (GUID) for research subjectNDAR*
src_subject_idString20RequiredSubject ID how it's defined in lab/project
interview_dateDateRequiredDate on which the interview/genetic test/sampling/imaging/biospecimen was completed. MM/DD/YYYYRequired field
interview_ageIntegerRequiredAge in months at the time of the interview/test/sampling/imaging.0 :: 1260Age 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.
sexString20RequiredSex of the subjectM;FM = Male; F = Femalegender
assimp01IntegerRecommendedImportance: child's IEP goals in the class.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp02IntegerRecommendedImportance: why child has a missing assignment.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp03IntegerRecommendedImportance: how child can progress toward his/her IEP goals.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp04IntegerRecommendedImportance: why child received the IEP goals that he/she did.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp05IntegerRecommendedImportance: why child was not completing assignments.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp06IntegerRecommendedImportance: (P) learning more about homework assignments. (T) clarifying homework assignments.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp07IntegerRecommendedImportance: a question I had about an assignment that was sent home.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp08IntegerRecommendedImportance: solutions to address child's challenging or routine behaviors, and/or hyperactivity in class.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp09IntegerRecommendedImportance: child's talking back to the teacher.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp10IntegerRecommendedImportance: child goofing off in class (e.g., falling out of his/her seat on purpose)1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp11IntegerRecommendedImportance: child's ability to make/maintain friendships with peers.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp12IntegerRecommendedImportance: how child was not bringing materials to class.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp13IntegerRecommendedImportance: child being picked on by his/her classmates.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp14IntegerRecommendedImportance: a major classroom behavioral incident.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp15IntegerRecommendedImportance: a temporary health issue that child is experiencing.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp16IntegerRecommendedImportance: a major physical health issue that child is experiencing.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp17IntegerRecommendedImportance: implementing autism-specific interventions.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp18IntegerRecommendedImportance: general information about autism.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp19IntegerRecommendedImportance: child's strengths and preferences1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp20IntegerRecommendedImportance: practicing skills at home that were learned at school.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp21IntegerRecommendedImportance: child's self-stimulatory behaviors (e.g., flapping) in class.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp22IntegerRecommendedImportance: solutions to address child's depressive or anxious symptoms.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp23IntegerRecommendedImportance: child's communication/language skills.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assimp24IntegerRecommendedImportance: a major classroom social incident.1::3;-991=not important; 2=moderately important; 3=very important; -99=NA
assfreq01IntegerRecommendedFrequency: child's IEP goals in the class.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq02IntegerRecommendedFrequency: why child has a missing assignment.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq03IntegerRecommendedFrequency: how child can progress toward his/her IEP goals.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq04IntegerRecommendedFrequency: why child received the IEP goals that he/she did.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq05IntegerRecommendedFrequency: why child was not completing assignments.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq06IntegerRecommendedFrequency: (P) learning more about homework assignments. (T) clarifying homework assignments.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq07IntegerRecommendedFrequency: a question I had about an assignment that was sent home.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq08IntegerRecommendedFrequency: solutions to address child's challenging or routine behaviors, and/or hyperactivity in class.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq09IntegerRecommendedFrequency: child's talking back to the teacher.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq10IntegerRecommendedFrequency: child goofing off in class (e.g., falling out of his/her seat on purpose)1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq11IntegerRecommendedFrequency: child's ability to make/maintain friendships with peers.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq12IntegerRecommendedFrequency: how child was not bringing materials to class.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq13IntegerRecommendedFrequency: child being picked on by his/her classmates.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq14IntegerRecommendedFrequency: a major classroom behavioral incident.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq15IntegerRecommendedFrequency: a temporary health issue that child is experiencing.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq16IntegerRecommendedFrequency: a major physical health issue that child is experiencing.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq17IntegerRecommendedFrequency: implementing autism-specific interventions.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq18IntegerRecommendedFrequency: general information about autism.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq19IntegerRecommendedFrequency: child's strengths and preferences1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq20IntegerRecommendedFrequency: practicing skills at home that were learned at school.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq21IntegerRecommendedFrequency: child's self-stimulatory behaviors (e.g., flapping) in class.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq22IntegerRecommendedFrequency: solutions to address child's depressive or anxious symptoms.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq23IntegerRecommendedFrequency: child's communication/language skills.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assfreq24IntegerRecommendedFrequency: a major classroom social incident.1::5;-991=not at all; 2=once or twice; 3=about once a week; 4= several times a week; 5= about every day; -99=NA
assmode01IntegerRecommendedMode: child's IEP goals in the class.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode02IntegerRecommendedMode: why child has a missing assignment.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode03IntegerRecommendedMode: how child can progress toward his/her IEP goals.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode04IntegerRecommendedMode: why child received the IEP goals that he/she did.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode05IntegerRecommendedMode: why child was not completing assignments.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode06IntegerRecommendedMode: (P) learning more about homework assignments. (T) clarifying homework assignments.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode07IntegerRecommendedMode: a question I had about an assignment that was sent home.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode08IntegerRecommendedMode: solutions to address child's challenging or routine behaviors, and/or hyperactivity in class.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode09IntegerRecommendedMode: child's talking back to the teacher.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode10IntegerRecommendedMode: child goofing off in class (e.g., falling out of his/her seat on purpose)1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode11IntegerRecommendedMode: child's ability to make/maintain friendships with peers.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode12IntegerRecommendedMode: how child was not bringing materials to class.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode13IntegerRecommendedMode: child being picked on by his/her classmates.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode14IntegerRecommendedMode: a major classroom behavioral incident.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode15IntegerRecommendedMode: a temporary health issue that child is experiencing.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode16IntegerRecommendedMode: a major physical health issue that child is experiencing.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode17IntegerRecommendedMode: implementing autism-specific interventions.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode18IntegerRecommendedMode: general information about autism.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode19IntegerRecommendedMode: child's strengths and preferences1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode20IntegerRecommendedMode: practicing skills at home that were learned at school.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode21IntegerRecommendedMode: child's self-stimulatory behaviors (e.g., flapping) in class.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode22IntegerRecommendedMode: solutions to address child's depressive or anxious symptoms.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode23IntegerRecommendedMode: child's communication/language skills.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
assmode24IntegerRecommendedMode: a major classroom social incident.1::5; -991 = Face-to-face; 2 = E-mail ; 3 = Phone; 4 = Written communication; 5 = Text message; -99=NA
version_formString100RecommendedForm 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.

Distribution for DataStructure: asups01 and Element:
Chart Help

Filters enable researchers to view the data shared in NDA before applying for access or for selecting specific data for download or NDA Study assignment. For those with access to NDA shared data, you may select specific values to be included by selecting an individual bar chart item or by selecting a range of values (e.g. interview_age) using the "Add Range" button. Note that not all elements have appropriately distinct values like comments and subjectkey and are not available for filtering. Additionally, item level detail is not always provided by the research community as indicated by the number of null values given.

Filters for multiple data elements within a structure are supported. Selections across multiple data structures will be supported in a future version of NDA.