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Viewable at the top right of NDA pages, the Filter Cart is a temporary holder for filters and data they select. Filters are added to the Workspace first, before being submitted to The Filter Cart. Data selected by filters in the Filter Cart can be added to a Data Package or an NDA Study from the Data Packaging Page, by clicking the 'Create Data Package / Add Data to Study' button.

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Multiple selections from the same filter type will result in those selections being applied with an ‘OR’ condition. For example, if you add an NDA Collection Filter with selections for both collections 2112 and 2563 to an empty Workspace, the subjects from NDA Collection 2112 ‘OR’ NDA Collection 2563 will be added to your Workspace even if a subject is in both NDA Collections. You can then add other NDA Collections to your Workspace which further extends the ‘OR’ condition.

If a different filter type is added to your Workspace, or a filter has already been submitted to the Filter Cart, the operation then performs a logical ‘AND’ operation. This means that given the subjects returned from the first filter, only those subjects that matched the first filter are returned by the second filter (i.e., subjects that satisfied both filters).

When combining other filters with the GUID filter, please note the GUID filter should be added last. Otherwise, preselected data may be lost. For example, a predefined filter from Featured Datasets may select a subset of data available for a subject. When combined with a GUID filter for the same subject, the filter cart will contain all data available from that subject, data structure, and dataset; this may be more data than was selected in the predefined filter for that subject. Again, you should add the GUID Filter as the last filter to your cart. This ensures 'AND' logic between filters and will limit results to the subjects, data structures, and datasets already included in your filter cart.

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    When combining other filters with the GUID filter, please note the GUID filter should be added last. Otherwise, preselected data may be lost. For example, a predefined filter from Featured Datasets may select a subset of data available for a subject. When combined with a GUID filter for the same subject, the filter cart will contain all data available from that subject, data structure, and dataset; this may be more data than was selected in the predefined filter for that subject. Again, you should add the GUID Filter as the last filter to your cart. This ensures 'AND' logic between filters and will limit results to the subjects, data structures, and datasets already included in your filter cart.

Glossary

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  • Filter Cart
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Early Motor Questionnaire

793 Shared Subjects

N/A
Clinical Assessments
Activity
06/29/2017
emq01
06/29/2017
View Change History
01
Definition
Submission Template
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
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 subject at birth M;F; O; NR M = Male; F = Female; O=Other; NR = Not reported gender
comqwho Integer Recommended Respondent 0::4; 9 0 = Self/subject; 1 = Mother; 2 = Father; 3 = Other primary caregiver; 4 = Other (describe); 9 = Missing emq_relation
cfmh_chd_pddnos Integer Recommended Does the child have Autism Spectrum Disorder? 1;0;999 0 = No; 1 = Yes emq_autism
emq_1 Integer Recommended Section 1: Gross Motor Skills: When held up against your shoulder, your child will: snuggle in and rest at your body immediately -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_2 Integer Recommended Section 1: Gross Motor Skills: When held up against your shoulder, your child will: hold head steady without support when looking around -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_3 Integer Recommended Section 1: Gross Motor Skills: When held up against your shoulder, your child will: hold head steady while you bounce up and down -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_4 Integer Recommended Section 1: Gross Motor Skills: When held up against your shoulder, your child will: hold head steady while you walk or bend down -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_5 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her tummy, your child will: lift head slightly up from the ground and turn head to one side -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_6 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her tummy, your child will: lift head fully off the ground by pushing on his/her forearms -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_7 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her tummy, your child will: roll over to be on his/her back -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_8 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her back, your child will: move arms and legs vigorously (kicking and reaching movements) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_9 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her back, your child will: hold on to your hands and pull her/himself up to a sit without help -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_10 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her back, your child will: roll over to be on tummy -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_11 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her back, your child will: roll over to one side and push up into a crawling position -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_12 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her back, your child will: get up into a standing position by rolling to a side without help or aids -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_13 Integer Recommended Section 1: Gross Motor Skills: When lying on his/her back, your child will: stand up without rolling to a side by sitting up and then moving forward -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_14 Integer Recommended Section 1: Gross Motor Skills: When sitting on your lap with back support provided by you, your child will: hold his/her head up and steady when looking around the room -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_15 Integer Recommended Section 1: Gross Motor Skills: When placed into a crawling position resting on hands and knees, your child will: shift weight to one arm and extend the other to reach, wave, or point -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_16 Integer Recommended Section 1: Gross Motor Skills: When placed into a crawling position resting on hands and knees, your child will: lift up bottom and remain in this position for a short time -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_17 Integer Recommended Section 1: Gross Motor Skills: When placed into a crawling position resting on hands and knees, your child will: crawl forward for a few steps (3-5) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_18 Integer Recommended Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: sit independently without support (hands lifted up) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_19 Integer Recommended Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: use hands and legs to scoot forward on his/her bottom -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_20 Integer Recommended Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: maintain a stable sitting position while turning head and torso to look around -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_21 Integer Recommended Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: hold on to some furniture and pull into a standing position -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_22 Integer Recommended Section 1: Gross Motor Skills: When placed into a sitting position on the floor, your child is able to: shift into a crawling position and try to crawl forward -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_23 Integer Recommended Section 1: Gross Motor Skills: When placed into a standing position, your child will: bounce up and down slightly while holding on to you with both hands -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_24 Integer Recommended Section 1: Gross Motor Skills: When placed into a standing position, your child will: take a few (wobbly) steps while holding on to you with one hand -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_25 Integer Recommended Section 1: Gross Motor Skills: When placed into a standing position, your child will: stand alone for a few seconds without help -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_26 Integer Recommended Section 1: Gross Motor Skills: When placed into a standing position, your child will: walk 4 or 5 steps independently with arms raised -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_27 Integer Recommended Section 1: Gross Motor Skills: When placed into a standing position, your child will: is able to stand and toss a ball at the same time without loosing balance and falling over -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_28 Integer Recommended Section 1: Gross Motor Skills: When placed into a standing position, your child will: squat down to pick up a toy from the ground -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_29 Integer Recommended Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: creep up the stairs independently -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_30 Integer Recommended Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk up stairs (4-5 steps) with both hands held by caregiver -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_31 Integer Recommended Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk up stairs (4-5 steps) with one hand held by caregiver -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_32 Integer Recommended Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk up stairs alone while holding onto a wall or railing -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_33 Integer Recommended Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk up stairs without aid (4 or more steps) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_34 Integer Recommended Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: creep down the stairs independently (feet first) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_35 Integer Recommended Section 1: Gross Motor Skills: When placed in front of a flight of stairs, your child is able to: walk down stairs without aid or help -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_36 Integer Recommended Section 1: Gross Motor Skills: When moving around freely, your child will: run short distances around the room -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_37 Integer Recommended Section 1: Gross Motor Skills: When moving around freely, your child will: run around the room making turns and stop without falling -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_38 Integer Recommended Section 1: Gross Motor Skills: When moving around freely, your child will: kick a ball or small toy forward with one of his/her feet -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_39 Integer Recommended Section 1: Gross Motor Skills: When moving around freely, your child will: stand on one foot when holding your hand (e.g., during dancing) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_40 Integer Recommended Section 1: Gross Motor Skills: When moving around freely, your child will: demonstrate walking on toes for a short time -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_41 Integer Recommended Section 1: Gross Motor Skills: When moving around freely, your child will: jump in place with both feet up in the air (e.g., during dancing) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_42 Integer Recommended Section 1: Gross Motor Skills: When moving around freely, your child will: hop in place while balancing on one foot -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_43 Integer Recommended Section 1: Gross Motor Skills: When moving around freely, your child will: jump down from boxes, small steps, or similar without falling -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_44 Integer Recommended Section 1: Gross Motor Skills: When walking down a hallway or small room, your child will: walk in a straight line for a few (4-5) steps with arms up -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_45 Integer Recommended Section 1: Gross Motor Skills: When walking down a hallway or small room, your child will: walk in a straight path without bumping into the walls using arms to balance -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_46 Integer Recommended Section 1: Gross Motor Skills: When walking down a hallway or small room, your child will: walk in a straight line with arms lowered and swinging freely -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_47 Integer Recommended Section 1: Gross Motor Skills: During free play or pretend play, you notice your child is able to: walk backwards for several (5 or more) steps -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_48 Integer Recommended Section 1: Gross Motor Skills: During free play or pretend play, you notice your child is able to: jump forward over small obstacles such as a curb or box -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_49 Integer Recommended Section 1: Gross Motor Skills: During free play or pretend play, you notice your child is able to: purposefully do a somersault -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_gm_total Integer Recommended EMQ Section 1 Gross Motor Skills Total
emq_fm_1 Integer Recommended Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: holding his/her hands close to the body in little fists occassionally -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_2 Integer Recommended Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: tightly holding on to a toy placed into his/her hand -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_3 Integer Recommended Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: bringing both hands together near the face, chest, or tummy -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_4 Integer Recommended Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: opening up the fingers of each hand spontaneously -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_5 Integer Recommended Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: spontaneously bringing one hand up to the mouth -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_6 Integer Recommended Section 2: Fine Motor Skills: While observing your child lying on his/her back in a crib, baby gym, or on the floor, you notice your child: pulling on a string to obtain an object beyond reach -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_7 Integer Recommended Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: successfully hold on to a small object such as a ring or stick -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_8 Integer Recommended Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: reach for a toy with one hand by extending the arm and fingers -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_9 Integer Recommended Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: successfully grasp a toy with one hand following a reach -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_10 Integer Recommended Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: transfer toys from one hand to the other hand -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_11 Integer Recommended Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: purposefully bang toys on the table or tray -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_12 Integer Recommended Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: purposefully drop toys or throw them off the table -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_13 Integer Recommended Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: manipulate one toy with both hands simultaneously -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_14 Integer Recommended Section 2: Fine Motor Skills: When sitting on your lap or in a high chair while playing with toys, you notice your child is able to: place beads on a string without help -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_15 Integer Recommended Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: shaking small toys such as a rattle without losing balance -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_16 Integer Recommended Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: picking up small objects (e.g., cheerios) using index finger and thumb -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_17 Integer Recommended Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: holding one toy in each hand and banging them together -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_18 Integer Recommended Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: taking toys out of a box, bucket, or container -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_19 Integer Recommended Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: putting toys into a box, bucket, or container -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_20 Integer Recommended Section 2: Fine Motor Skills: When sitting without support on the floor or in a small chair, your notice your child: stacking 3 or more blocks vertically -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_21 Integer Recommended Section 2: Fine Motor Skills: When playing with a book or magazine, most of the time your child will: turn several pages at the same time -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_22 Integer Recommended Section 2: Fine Motor Skills: When playing with a book or magazine, most of the time your child will: turn one page at a time -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_23 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: grip the crayon with a fist -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_24 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: grip the crayon with thumb and index finger (right side down) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_25 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: make a mark on the paper in any direction -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_26 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: mark vertical lines on the paper -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_27 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: mark horizontal lines on the paper -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_28 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: copy and reproduce simple drawings (e.g., circle) by caregiver -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_29 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: copy and reproduce multi-stroke drawings (e.g., square) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_30 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: copy and reproduce complex drawings (e.g., letters, triangle, cross) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_31 Integer Recommended Section 2: Fine Motor Skills: When drawing on a sheet of paper using a crayon or pen, your child will: draw letters the right way round and proportional in size -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_32 Integer Recommended Section 2: Fine Motor Skills: When playing with a sheet of paper, your child can do the following with the paper grasp the paper and pull or wrinkle it -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_33 Integer Recommended Section 2: Fine Motor Skills: When playing with a sheet of paper, your child can do the following with the paper roll the paper in a tube shape -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_34 Integer Recommended Section 2: Fine Motor Skills: When playing with a sheet of paper, your child can do the following with the paper fold the paper three times (any way) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_35 Integer Recommended Section 2: Fine Motor Skills: When playing with a sheet of paper, your child can do the following with the paper fold the paper in half two times to form a square -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_36 Integer Recommended Section 2: Fine Motor Skills: When playing with a shape sorter or piggy bank, you notice your child is able to successfully place circular shapes into the sorter -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_37 Integer Recommended Section 2: Fine Motor Skills: When playing with a shape sorter or piggy bank, you notice your child is able to place complex shapes (e.g., triangle) into the sorter -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_38 Integer Recommended Section 2: Fine Motor Skills: When playing with a shape sorter or piggy bank, you notice your child rotates and successfully inserts small objects (e.g., coins) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_39 Integer Recommended Section 2: Fine Motor Skills: When playing with building blocks, you notice your child will: stack block towers of 6 blocks or more -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_40 Integer Recommended Section 2: Fine Motor Skills: When playing with building blocks, you notice your child will: add a block to a tall tower without knocking it over -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_41 Integer Recommended Section 2: Fine Motor Skills: When playing with building blocks, you notice your child will: copy you or other children by building a similar tower -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_42 Integer Recommended Section 2: Fine Motor Skills: When playing with activity books or coloring books, your child occasionally will: fill in color areas while staying insides the object's boundaries -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_43 Integer Recommended Section 2: Fine Motor Skills: When playing with activity books or coloring books, your child occasionally will: connect lines in a maze or draw by numbers game -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_44 Integer Recommended Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: open shoelaces by pulling -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_45 Integer Recommended Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: open Velcro latches by pulling -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_46 Integer Recommended Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: open zippers by pulling -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_47 Integer Recommended Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: open buttons -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_48 Integer Recommended Section 2: Fine Motor Skills: When getting dressed or undressed, your child is sometimes able to: close a zipper or buttons by him/herself -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_fm_total Integer Recommended EMQ Section 2: Fine Motor Skills Total
emq_pa_1 Integer Recommended Section 3: Perception Action : While lying on his/her back in a crib, baby gym, or on the floor, your child sometimes will: fixate on objects that are moved close to your child's eyes -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_2 Integer Recommended Section 3: Perception Action : While lying on his/her back in a crib, baby gym, or on the floor, your child sometimes will: turn the head all the way to one side (90 degrees) to follow your face -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_3 Integer Recommended Section 3: Perception Action : While lying on his/her back in a crib, baby gym, or on the floor, your child sometimes will: notice his/her own hands and look at them for some time -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_4 Integer Recommended Section 3: Perception Action : While lying on his/her back in a crib, baby gym, or on the floor, your child sometimes will: swat at toys hanging from a baby gym or car seat -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_5 Integer Recommended Section 3: Perception Action : While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: follow a person or object by turning his/her head slightly -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_6 Integer Recommended Section 3: Perception Action : While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: turn the head from side to side (180 degrees) to follow something interesting -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_7 Integer Recommended Section 3: Perception Action : While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: shift eye gaze back and forth between your face and an object -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_8 Integer Recommended Section 3: Perception Action : While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: focus on a far away object (e.g., toy across the room) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_9 Integer Recommended Section 3: Perception Action : While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: orient to noises and visually search for the cause of the noise -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_10 Integer Recommended Section 3: Perception Action : While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: extend his/her arms towards an object that is close by -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_11 Integer Recommended Section 3: Perception Action : While sitting on your lap or fully supported in a high chair or car seat, you have noticed your child: pull on a string or cloth to obtain a connected object -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_12 Integer Recommended Section 3: Perception Action : When your child is sitting on the floor on his/her own without support, your child will: pull an object to reveal another object that was hidden underneath -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_13 Integer Recommended Section 3: Perception Action : When your child is sitting on the floor on his/her own without support, your child will: find a hidden object when given multiple choices to search -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_14 Integer Recommended Section 3: Perception Action : When your child is sitting on the floor on his/her own without support, your child will: turn cups right side up during play -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_15 Integer Recommended Section 3: Perception Action : When your child is sitting on the floor on his/her own without support, your child will: sometimes use objects functionally and appropriately on him/herself (e.g., comb own hair with comb, eat with spoon) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_16 Integer Recommended Section 3: Perception Action : When your child is sitting on the floor on his/her own without support, your child will: sometimes use objects functionally and appropriately on others (e.g., comb your hair, feed puppet) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_17 Integer Recommended Section 3: Perception Action : When playing with your child sitting a table or in a high chair with tray attached, your child will: open and close a book using two hands -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_18 Integer Recommended Section 3: Perception Action : When playing with your child sitting a table or in a high chair with tray attached, your child will: touch pictures in a book and vocalize about them -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_19 Integer Recommended Section 3: Perception Action : When playing with your child sitting a table or in a high chair with tray attached, your child will: turn cups right side up during play -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_20 Integer Recommended Section 3: Perception Action : When playing with your child sitting a table or in a high chair with tray attached, your child will: nest 2 or 3 cups or containers by putting one inside another -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_21 Integer Recommended Section 3: Perception Action : When playing with your child sitting a table or in a high chair with tray attached, your child will: nest 4 or more nesting cups or toys correctly -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_22 Integer Recommended Section 3: Perception Action : When playing with a wooden puzzle or form board, your child is able to: insert simple, rounded shapes correctly into the puzzle -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_23 Integer Recommended Section 3: Perception Action : When playing with a wooden puzzle or form board, your child is able to: insert shapes with edges (e.g., triangle) correctly into the puzzle -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_24 Integer Recommended Section 3: Perception Action : When being asked to find or show an item, your child is able to: find items of pairs (e.g., where is the other shoe, sock, glove) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_25 Integer Recommended Section 3: Perception Action : When being asked to find or show an item, your child is able to: find identical items (e.g., this is your spoon, where is my spoon) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_26 Integer Recommended Section 3: Perception Action : When being asked to find or show an item, your child is able to: match pictures in a book (e.g., where is the other dog) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_27 Integer Recommended Section 3: Perception Action : When being asked to find or show an item, your child is able to: match letters (e.g., pointing out same letters) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_28 Integer Recommended Section 3: Perception Action : When cleaning up after play or sorting during play, your child can when asked to: sort toys by category (e.g., blocks in one box, puppets in another) -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_29 Integer Recommended Section 3: Perception Action : When cleaning up after play or sorting during play, your child can when asked to: sort toys by shape, size, or color -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_30 Integer Recommended Section 3: Perception Action : When reading a book or looking at a picture in a newspaper or photo book, your child will: point to the same item or person across multiple pictures -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_31 Integer Recommended Section 3: Perception Action : When reading a book or looking at a picture in a newspaper or photo book, your child will: look to where you point -2::2 -2 = sure that child does NOT show behavior; -1 = child probably does NOT show behavior yet 0 = respondent is uncertain of whether child shows behavior; 1 = child probably shows this behavior 2 = respondent is certain child shows behavior and remembers an example, or child now shows more advanced behaviors
emq_pa_total Integer Recommended EMQ Section3: Perception Action Total
emq_total Integer Recommended EMQ Total Score
comments_misc String 4,000 Recommended Miscellaneous comments on study, interview, methodology relevant to this form data
birth_premature String 20 Recommended Was birth premature? Yes; No
ldnb_whenmldk String 50 Recommended When did the birth mother go into labor (Weeks) - Don't know
cfmh_chd_autism Integer Recommended Does the Child have Autism? 1;0;999 0 = No; 1 = Yes
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.
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  • 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)
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