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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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Coaching Fidelity Checklist

11 Shared Subjects

Parent and Teacher version
Clinical Assessments
Treatment
07/11/2016
cfc01
07/11/2016
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 version_form String 100 Required Form used/assessment name
Query fidelity_t_time Integer Recommended Time point of completion 1::4; 888; 999 1 = coaching 1; 2 = coaching 2; 3 = coaching 3; 4 = coaching 4; 888 = not applicable; 999 = missing fidelity_p_time
Query fidelity_t_1 Integer Recommended Coaching Fidelity Checklist Q1 T/P:We reviewed the consultation/coaching written summary report and answered questions. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_1
Query fidelity_t_2 Integer Recommended Coaching Fidelity Checklist Q2 T/P: We reviewed the most current teaching plan and updated the written plan to reflect current teaching strategies for each objective. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_2
Query fidelity_t_3 Integer Recommended Coaching Fidelity Checklist Q3 T/P: We evaluated the goal attainment of the students most current level of progress on the three skills 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_3
Query fidelity_t_4 Integer Recommended Coaching Fidelity Checklist Q4 T/P: After the observation of each skill, the consultant began the discussion by asking the teacher about thoughts of what was observed. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_4
Query fidelity_t_5 Integer Recommended Coaching Fidelity Checklist Q5 T/P: We discussed at least one idea (what teaching methods to keep in place or what teaching methods to consider changing) for each objective. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_5
Query fidelity_t_6 Integer Recommended Coaching Fidelity Checklist Q6 T/P: If the student was not making as much progress as desired on an objective, we discussed the students personal challenges that might be impacting progress on skills. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_6
Query fidelity_t_7 Integer Recommended Coaching Fidelity Checklist Q7 T/P: ) If the student was not making as much progress as desired on an objective, we also discussed the students environmental challenges that might be impacting progress on skills. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_7
Query fidelity_t_8 Integer Recommended Coaching Fidelity Checklist Q8 T/P: To counter the personal challenges related to an objective, we identified at least one personal support (e.g., a reinforcer, strength) to continue to use, add, or adapt in the teaching plan 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_8
Query fidelity_t_9 Integer Recommended Coaching Fidelity Checklist Q9 T/P: To counter environmental challenges related to an objective, we identified at least one environmental support (e.g., instructional method, visual support) to continue to use, add, or adapt in the teaching plan. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_9
Query fidelity_t_10 Integer Recommended Coaching Fidelity Checklist Q10 T/P: We discussed other environmental factors (student, teacher, or caregiver related) that might be helping or hindering the student progress either directly (health issues) or indirectly (home or classroom issues) on accomplishment of the objective 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_10
Query fidelity_t_11 Integer Recommended Coaching Fidelity Checklist Q11 T/P: We reviewed and rated the GAS Form for each objective the teacher/student demonstrated 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_11
Query fidelity_t_12 Integer Recommended Coaching Fidelity Checklist Q12 T/P: We obtained the rating of the students most consistent and representative level of progress over the past two-week period. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_12
Query fidelity_t_13 Integer Recommended Coaching Fidelity Checklist Q13 T/P: For each objective, we discussed how often the skill is taught, if data are being kept, and problem solved any data collection issues. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_13
Query fidelity_t_14 Integer Recommended Coaching Fidelity Checklist Q14 T/P: We discussed generalization plans (e.g., who else is working on this skill with the student; where else does the student practice this skill; how is information being shared with other school personnel about this skill) for each objective. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_14
Query fidelity_t_15 Integer Recommended Coaching Fidelity Checklist Q15 T/P: The overall tone set by the consultant during the session was collaborative? (e.g., positive tone; positive feedback: I think youre doing a good job in the classroom; providing information; elaboration; initiating joint activities: Lets focus on social problems right now) 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_15
Query fidelity_t_16 Integer Recommended Coaching Fidelity Checklist Q16 T/P:The overall tone set by the consultant during the session was empowering? (e.g., the consultant asked open-ended questions to encourage teacher problem solving and self-reflection; the consultant helped to develop teacher confidence in ability to impact change). 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_16
Query fidelity_t_17 Integer Recommended Coaching Fidelity Checklist Q17 T/P: We reviewed progress on activities to meet post-secondary goals. 0;1; 888; 999 0 = No; 1 = Yes; 888 = not applicable; 999 = missing fidelity_p_17
Query fidelity_t_total Integer Required Coaching Fidelity Checklist total 888 = Not applicable; 999 = missing fidelity_p_total
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.