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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.  

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Child Behavior Rating Scale



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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 fieldAddate, cbrsIntDate
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.ADagemos, cbrsAgemos
sexString20RequiredSex of the subjectM;FM = Male; F = FemaleSEX, gender
cbrscoddateDateRecommendedCBRS Date of coding
cbrsperiodIntegerRecommendedCBRS Time Period of Coded Interactioncbrperiod
cbrsatten1IntegerRecommendedCBRS Attention to Activity1 = Very low (The child never attends to a computer activity to more than a few seconds at a time. He or she may be completely inactive, avoidant of the activities, or may constantly change activities.); 2 = Low (The child can be described as generally inattentive for the activity. Although the child sometimes participates in the activity, she is more often inactive, avoidant of the activities, or engaged in changing activities.); 3 = Moderate (The child attends to the activities about as often as she does not. She has extended periods of time in which she participates in the activity as well as periods in which she is engaged in avoiding or changing activities.); 4 = High (The child "stays with" the activities during the majority of the session. She may have 'periods in which she is inattentive but these are short-lived and limited in number.); 5 = Very high (The child "stays with" the activities throughout the session. The child participates in the activities without periods of inattention.)
cbrsatten2IntegerRecommendedCBRS Persistence1 = Very low (The child never demonstrates repetition of a behavior. The child who is very low in persistence may never attempt a second try when having difficulty.); 2 = Low (The child infrequently demonstrates repetition of a behavior. She may occasionally make a second attempt when having difficulty but quickly gives up.); 3 = Moderate (The child has extended periods in which he or she seems to be practicing behaviors, but just as often has periods in which he does not practice. Similarly, there may be periods in which the child continues to try when having difficulty about as often as there are periods in which she quickly gives up.); 4 = High (Although the child has some periods in which she quickly gives up or during which repetition of behavior is rarely seen, in general, the child can be describe as high in persistence. She is often observed to practice behaviors or make second and third attempts when having difficulty.); 5 = Very high (The child frequently practices vocalizations or activities. He also may make repeated attempts at tasks when having difficulty. The child's persistence is a highlight of his behavior throughout the session.)
cbrsatten3IntegerRecommendedCBRS Interest Involvement1 = Very low (This child obviously does not derive satisfaction from his involvement in the activities. The child shows a great deal of neutral affect as .well as some distress or avoidance of the activity. When the child does participate in the interaction, he seems to be "going through the motions" rather than actively participating. This child may be greatly distracted by other activities in the classroom.); 2 = Low (This child, for the most part, does not derive satisfaction from his participation in the activities. He may show largely neutral affect and may appear passive during the interaction. His behavior may appear to be largely "rote" during the activities. Or this child may subtly or overtly demonstrate uninvolvement by being distracted during the majority of the session.) 3 = Moderate (The child derives some satisfaction from the activities. There are sustained periods in which he seems intent on what he is doing or uses gestures or vocalizations to express satisfaction with the activity. There are also extended periods in which the child seems to be "going through the motions" or is disinterested in the activities.); 4 = High (The child can be described as highly interested or involved. During the majority of the session, the child appears to derive satisfaction from his participation in the activities.); 5 = Very high (The child is highly involved throughout the session. This child appears to be highly motivated to engage in the activities regardless of whether they are adult or child initiated. He or she derives a great deal of satisfaction from participating in the activities.)
cbrsatten4IntegerRecommendedCBRS Cooperation1 = Very low (The child may overtly demonstrate refusal to cooperate by throwing or pushing away materials, or may simply ignore the adult's suggestions.); 2 = Low (While the child may occasionally attempt to cooperate with the adult's suggestions, the child is not cooperative for the majority the interaction.); 3 = Moderate (The child attempts to cooperate with the adult's requests or suggestions about as often as he or she does not cooperate.); 4 = High (The child usually attempts to cooperate with the adult's requests or suggestions. He or she may occasionally refuse to cooperate but for the majority of the time attempts to follow the adults suggestions or requests.); 5 = Very High (The child consistently attempts to cooperate with the adult's requests or suggestions. He or she responds quickly to both overt and subtle requests or suggestions.)
cbrsattenssFloatRequiredCBRS Attention Scale Score
cbrsinit1IntegerRecommendedCBRS Initiation: Activities1 = Very low (The child almost never attempts to initiate activities. He or she may be extremely passive and inactive during the interaction or only engage in activities in response to the adult's requests.); 2 = Low (The child occasionally attempts to initiate activities. For the most part, however, the child either follows the adult's agenda or is very passive during the interaction.); 3 = Moderate (On several occasions the child attempts to initiate activities. There are also several periods in which the child is passive, uninvolved or responding only to the adult's agenda.); 4 = High (The child consistently attempts to initiate activities. Although the child initiates regularly, the child occasionally becomes uninvolved or passive during the interaction.); 5 = Very high (The child initiates activities throughout the session. He clearly has his own agenda and insists on following it.)
cbrsinit2IntegerRecommendedCBRS Joint Attention1 = Very low (The child never attempts to share experiences with the adult. He or she never engages in periods of eye-contact or vocalization or attempts to engage the adult by showing or offering toys.); 2 = Low (The child occasionally attends to the adult by demonstrating eye-contact. For the most part, however, the child does not attempt to share experiences with the adult.); 3 = Moderate (The child attends to the adult approximately half of the time. He or she demonstrates periods of eye-contact or other sharing behaviors, but equally demonstrates periods of inattention. This child may also have extended periods of eye contact but more in response to the adult's behavior than in an attempt to engage the adult.); 4 = High (The child attends to the adult for the majority of the session. He or she is often observed to actively share experiences through eyecontact and vocalization and sometimes attempts to initiate activities with the adult.); 5 = Very high (The child has frequent and lengthy bouts of eye contact with the adult. He or she often vocalizes while looking at the adult or attempts to share experiences by showing or offering toys or materials or otherwise initiating activities with the adult. The child is characterized by his frequent attempts to involve the adult.)
cbrsinit3IntegerRecommendedCBRS Affect1 = Very low (The child demonstrates a great deal of distress during the interaction. He or she may cry, whine, or attempt to hit the adult or throw materials and toys.); 2 = Low (While the child does not demonstrate distress throughout the interaction, there are several sustained periods in which the child is distressed.); 3 = Moderate (The child, in general, displays low intensity enjoyment. Or this child can be generally characterized as sober or neutral in affect.); 4 = High (For the most part, the child can be described as happy. He or she shows some neutral affect, but most often appears to be happy during the session.); 5 = Very high (The child often vocalizes, laughs or smiles when interacting with the toys or adult. He or she never demonstrates negative affect.)
cbrsinitssFloatRequiredCBRS Initiation Scale Score
cbrscommentsString100RecommendedCBRS Comments
reliabilityString10Recommendedreliability studyYes;No
baseline_stateIntegerRecommendedChild's state at beginning of assessment1 :: 51 = Tired/drowsy; 2 = alert/calm; 3= Alert/active; 4 = fussy; 5 = crying
arm_wavesIntegerRecommendedNumber of movements of both arms simultaneously from above the elbow0 :: 20The movement must be at least 60 degrees and be clearly visible in both arms
leg_kicksIntegerRecommendedNumber of movements of both legs simultaneously0 :: 20any simultaneous leg movement of at least 60 degrees
archesIntegerRecommendedNumber of time Baby arches his or her back in a large movement0 :: 20If B moves legs and/or arms while arching, and these leg and/or arm movements fit the "leg" and/or "arm" criterion, code these movements separately in those columns as well as coding the arch. Forward reaching does not count as an arch
hyper_extendIntegerRecommendedNumber of times Baby fully extends either arms or feet out from body in a rigid manner0 :: 20The hyperextension has to be exhibited by a thrusting movement; where the hands or feet are also rigid in manner or the joint is tense and locked
smileIntegerRecommendednumber of times B smiles within the trial
vocalizationIntegerRecommendednumber of times B vocalizes within the trialOnly code positive or neutral vocs. Vocs should be medium to large and should be easily audible. Each time B takes a breath; code those as separate vocalizations. Respiratory sounds should not be coded as a voc
fussIntegerRecommendedNumber of times B fusses within the trialA vocalization accompanied by a more negative facial expression such as drawn brows. The mouth of the baby can be open during a fuss, but vocalization and facial expression of baby is less intense than during a cry
cryingIntegerRecommendedNumber of instances of crying during intervalthe pitch is higher than for fussing, and the mouth must be open
hand_claspingIntegerRecommendedduration of the time the infant's hands are clasped together0::20Measured in seconds
finger_foot_suckingIntegerRecommendedduration of the time the infant's foot or fingers are in their mouth0::20Measured in seconds
feet_rubbingIntegerRecommendedThe duration of time the infant rubs his or her feet together0::20Measured in seconds
caregiver_behaviorIntegerRecommendedCaregiver's behavior0 :: 20 = Not interfering: neutral.; 1 = Mild interference: 1-2 comments or adjustments of infant. Comments or adjustments may be distracting but not emotionally loaded.; 2 = Interfering: emotionally loaded statements to infant, soothing, reprimanding, commanding, or generally disrupting.
latency_to_touchIntegerRecommendedCode 1 if/when child touches the stimulus for the first time. If child does not touch stimulus, enter 0. In Stranger and Peek-a-boo code 99
0 :: 1
0 = Absent.; 1 = Present
presence_of_startleIntegerRecommendedStartle response includes but is not limited to sudden silence, sudden stillness, or a sudden jolt away from stimulus.0 :: 10 = Absent.; 1 = Present
presence_of_escapeIntegerRecommendedEscape includes actively turning away, sinking into chair, bouncing or rocking in chair typically with negative affect, arching back, avoiding eye contact0 :: 10 = Not Present.; 1 = Present
engagement_with_stimulusIntegerRecommendedRate engagement with stimulus0 :: 30 = Indifferent to the stimulus.; 1 = Neutral reaction to stimulus, looks at stimulus with mild interest.; 2 = Engaged with stimulus; likes stimulus, engrossed in stimulus.; 3 = Engaged with stimulus; does not like stimulus, or strongly does not like stimulus
effectiveness_of_caregiverIntegerRecommendedEffectiveness of Caregiver During Arm Restraint Only, only includes physical activity; excludes verbal activity0 :: 20 = ineffective restraint, soothes C, not restraining C.; 1 = Mildly effective restraint, does not put C's arms at sides, releases grasp.; 2 = Effective, puts C's arms at sides, contrinues to restrain when C struggles
latency_to_angerIntegerRecommendedIndicate the interval where the first sign of anger occurs (facial, postural, or vocalic)0 :: 1If no anger response, enter all 0s
latency_to_sadnessIntegerRecommendedIndicate the interval where the first sign of sadness occurs (facial, postural, or vocalic)0 :: 1If no response, enter all 0s
latency_to_joyIntegerRecommendedIndicate the interval where the first sign of Joy occurs (facial, postural, or vocalic)0 :: 1If no response, enter all 0s
latency_to__fearIntegerRecommendedIndicate the interval where the first sign of Fear occurs (facial, postural, or vocalic)0 :: 1If no response, enter all 0s
presence_of_neutral_reachIntegerRecommendedPresence of Neutral Reach: Engagement must be broken between reaches to continuously code neutral reach0 :: 10 = Child does not reach for stimulus or toy or child reaches but with some positive or negative affect/verbalization.; 1 = Child reaches for stimulus or toy with neutral affect and no or neutral verbalization.
intensity_of_facial_angerIntegerRecommendedRate degree of facial anger0 :: 30 = No facial regions shows codable anger movement.; 1 = Only one facial region shows codable movement, identifying a low intensity anger, or expression is ambiguous.; 2 = Only 2 facial regions show codable anger movement or movement is very clear in one facial region.; 3 = An appearance change occurs in all 3 facial regions, or coder otherwise has impression of strong anger.
intensity_of_facial_sadnessIntegerRecommendedRate degree of facial sadness0 :: 30 = No facial region shows codable sadness movement.; 1 = Only one facial region shows codable movement; identifying very low or ambiguous facial sadness.; 2 = Only 2 facial regions show codable movement, or expression in one region is very clear.; 3 = An appearance chance occurs in all 3 facial regions or coder otherwise has impression of strong facial sadness.
presence_of_bodily_sadnessIntegerRecommendedBodily sadness Includes 1 or more of the following: Slight slump, drop of head, slumped shoulders, head in arms or hands.0 :: 10 = No detectable sadness.; 1 = Definite sadness.
intensity_of_facial_fearIntegerRecommendedRate degree of facial fear0 :: 30 = No facial region shows codable fear movement.; 1 = *Only one facial region shows codable movement, identifying a low intensity fear, or expression is ambiguous.; 2 = Only 2 facial regions show codable movement, or expression in one region is very clear.; 3 = An appearance change occurs in all 3 facial regions, or coder otherwise has impression of strong facial fear. Intensity trumps # of facial regions
presence_of_bodily_fearIntegerRecommendedBodily fear present? Rate decreased activity.Tensing: visible and sustained tensing of the muscles, associated with decreased activity. Freezing or trembling: tensing of the entire body with no motion, or trembling due to extreme muscular tension0 :: 10 = No sign of bodily fear.; 1 = Definite bodily fear.
presence_of_startle_responseIntegerRecommendedStartle response present? Startle response includes but is not limited to sudden silence, sudden stillness, or a sudden jolt away from stimulus0 :: 10 = Absent.; 1 = Present.
intensity_of_distress_vocalIntegerRecommendedIntensity of Distress Vocalizations0 :: 40 = No distress.; 1 = Definite protest, limited to a short (1-2 second) duration.; 2 = Longer protest, fussing or mild, low-intensity cry (cry has extended or rhythmic quality).; 3 = Definite non-muted crying.; 4= Full intensity cry/scream (C is losing control).
intensity_of_struggleIntegerRecommendedIntensity of struggle0 :: 30 = No struggling. No resistant movement.; 1 = Low intensity struggle. Continuous low intensity pulling, reaching, picking, touching, or 1-2 instances/bursts of moderate intensity. Includes ambiguous movement that may be difficult to identify as explicitly negative.; 2 = Moderate intensity struggle. Continuous banging, pulling, moving stimulus/toy, knocking over stimulus/toy, or 1-2 instances/bursts of high intensity.; 3 = High intensity struggle. Continuous struggle for most (9-10 seconds) of the interval with highly distressed affect and/or verbalizations.
intensity_of_smilingIntegerRecommendedIntensity of smiling0 :: 30 = Not Present.; 1 = Small smile, with lips slightly upturned, and no involvement of cheeks or eyes.; 2 = Medium smile, with lips upturned, perhaps mouth open, slight bulging of cheeks, and perhaps some crinkling about the eyes.; 3 = Large smile, with lips stretched broadly and upturned, perhaps mouth open, definite bulging of cheeks and noticeable crinkling of eyes.
presence_of_laughterIntegerRecommendedPresence of laughter: laughter should be more intense than positive vocalizations and usually has a rhythmic quality0 :: 10 = Not Present.; 1 = Present
positive_vocalizationsIntegerRecommendedPresence of positively toned babbling, squealing0 :: 20 = Not present.; 1 = Brief, definite positive vocalization (1-2 seconds).; 2 = Longer positive vocalization, positively toned babbling.
positive_motor_activityIntegerRecommendedPresence of positive motor activity: banging of hands on table, clapping, waving of arms in excitement, reaching, pointing, bouncing, rocking, dancing0 :: 30 = not present.; 1 = Presence of banging of hands on table, clapping, waving of arms in excitement, reaching, pointing, bouncing, rocking, dancing.; 2 = Definite positive motor activity of medium intensity.; 3 = High motor activity, lasting almost the entire interval (more than 5 seconds).
attempts_to_engage_adultIntegerRecommendedAttempts to engage adult0 :: 40 = None: Does not engage adult.; 1 = Social Referencing & Information seeking: child looks for the purpose of getting permission that the situation is safe, "what is this?".; 2 =Affective Sharing: child looks to adult & displays affect, showing emotion, signaling to the adult they're feeling something.; 3 =Help Seeking: pleading look.; 4 = Ambiguous Engagement, child engages in multiple kinds of engagement, or "checking in".
cg_behaviorIntegerRecommendedFor Arm Restraint - only includes verbal activity of CG, excludes physical activity., For all other events: includes verbal and physical activity.0 :: 20 = Not interfering, neutral.; 1 = Mild interference, 1-2 comments made or adjustments of C. These comments or adjustments are not emotionally loaded, but are distracting.; 2 = Interfering; emotionally loaded statements to C, soothing, reprimanding C, commanding, or generally disrupting.
dodeString10RecommendedDate of Data Entry
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: cbrs01 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.