en Alan Ruttenberg Andrew Spear Pierre Grenon Holger Stenzhorn 2007-09-18 application/rdf+xml http://www.ifomis.org/bfo/1.1 en Institute for Formal Ontology and Medical Information Science (IFOMIS) Barry Smith and Pierre Grenon: "The Cornucopia of Formal Ontological Relations" Barry Smith: "Against Fantology" Barry Smith: "Basic Tools of Formal Ontology" Barry Smith: "Beyond Concepts: Ontology as Reality Representation" Pierre Grenon and Barry Smith: "SNAP and SPAN: Towards Geospatial Dynamics" Pierre Grenon, Barry Smith and Louis Goldberg: "Biodynamic Ontology: Applying BFO in the Biomedical Domain" Pierre Grenon: "BFO in a Nutshell: A Bi-categorial Axiomatization of BFO and Comparison with DOLCE" Pierre Grenon: "Nuts in BFO's Nutshell: Revisions to the Bi-categorial Axiomatization of BFO" Pierre Grenon: "Spatio-temporality in Basic Formal Ontology: SNAP and SPAN, Upper-Level Ontology, and Framework for Formalization" Basic Formal Ontology (BFO) This autism ontology extends the BIRNLex ontology and has the following components: (1) that can be imported from various NDAR instruments (2) sample definitions of assessment abstractions based the surveyed literature, and (3) sample definitions based on DSM IV concepts. We've added "delay" and "impaired" as direct children of specifically_dependent_continuant because they are used to define autism dispositions. (The BFO "quality" and "realizable_entity" (of which disposition is a subclass) are disjoint. 1.1 Examples of a Contributor include a person, an organisation, or a service. Typically, the name of a Contributor should be used to indicate the entity. An entity responsible for making contributions to the content of the resource. Contributor Coverage will typically include spatial location (a place name or geographic coordinates), temporal period (a period label, date, or date range) or jurisdiction (such as a named administrative entity). Recommended best practice is to select a value from a controlled vocabulary (for example, the Thesaurus of Geographic Names [TGN]) and that, where appropriate, named places or time periods be used in preference to numeric identifiers such as sets of coordinates or date ranges. The extent or scope of the content of the resource. Coverage Examples of a Creator include a person, an organisation, or a service. Typically, the name of a Creator should be used to indicate the entity. An entity primarily responsible for making the content of the resource. Creator Typically, Date will be associated with the creation or availability of the resource. Recommended best practice for encoding the date value is defined in a profile of ISO 8601 [W3CDTF] and follows the YYYY-MM-DD format. A date associated with an event in the life cycle of the resource. Date Description may include but is not limited to: an abstract, table of contents, reference to a graphical representation of content or a free-text account of the content. An account of the content of the resource. Description Typically, Format may include the media-type or dimensions of the resource. Format may be used to determine the software, hardware or other equipment needed to display or operate the resource. Examples of dimensions include size and duration. Recommended best practice is to select a value from a controlled vocabulary (for example, the list of Internet Media Types [MIME] defining computer media formats). The physical or digital manifestation of the resource. Format Recommended best practice is to identify the resource by means of a string or number conforming to a formal identification system. Example formal identification systems include the Uniform Resource Identifier (URI) (including the Uniform Resource Locator (URL)), the Digital Object Identifier (DOI) and the International Standard Book Number (ISBN). An unambiguous reference to the resource within a given context. Resource Identifier Recommended best practice is to use RFC 3066 [RFC3066], which, in conjunction with ISO 639 [ISO639], defines two- and three-letter primary language tags with optional subtags. Examples include "en" or "eng" for English, "akk" for Akkadian, and "en-GB" for English used in the United Kingdom. A language of the intellectual content of the resource. Language Examples of a Publisher include a person, an organisation, or a service. Typically, the name of a Publisher should be used to indicate the entity. An entity responsible for making the resource available Publisher Recommended best practice is to reference the resource by means of a string or number conforming to a formal identification system. A reference to a related resource. Relation Typically, a Rights element will contain a rights management statement for the resource, or reference a service providing such information. Rights information often encompasses Intellectual Property Rights (IPR), Copyright, and various Property Rights. If the Rights element is absent, no assumptions can be made about the status of these and other rights with respect to the resource. Information about rights held in and over the resource. Rights Management The present resource may be derived from the Source resource in whole or in part. Recommended best practice is to reference the resource by means of a string or number conforming to a formal identification system. A reference to a resource from which the present resource is derived. Source Typically, a Subject will be expressed as keywords, key phrases or classification codes that describe a topic of the resource. Recommended best practice is to select a value from a controlled vocabulary or formal classification scheme. The topic of the content of the resource. Subject and Keywords Typically, a Title will be a name by which the resource is formally known. A name given to the resource. Title Type includes terms describing general categories, functions, genres, or aggregation levels for content. Recommended best practice is to select a value from a controlled vocabulary (for example, the DCMI Type Vocabulary [DCMITYPE]). To describe the physical or digital manifestation of the resource, use the Format element. The nature or genre of the content of the resource. Resource Type autism_ontology_property has_finding has_diagnosis has_impairment_of lack_of has_onset is_subject_of Recommended 50 ADOS1_2001 Relationship to Subject Recommended 50 ADOS1_2001 "Specify Relationship to Subject, if Other:" Recommended 255 Free Play Recommended 255 Snack Recommended 255 pointing with index finger Recommended 255 balloon Recommended 255 bubbles Recommended 255 social routine Recommended 255 social routine comment Recommended 255 other Recommended 255 specify: Recommended 255 open-handed reach Recommended 255 pulls another person's hand toward object Recommended 255 eye contact Recommended 255 uses another person's hand as a tool Recommended 255 hands item to another person Recommended 255 other gesture Recommended 255 specify: Recommended 255 vocalization: Recommended 255 words Recommended 255 nonverbal Recommended 255 animal Recommended 255 Free Play Communication Sample Recommended 255 Response to Name Recommended 255 Response to Joint Attention Recommended 255 Bubble Play Recommended 255 Anticipation of a Routine With Objects Recommended 255 Responsive Social Smile Recommended 255 Anticipation of a Social Routine Recommended 255 Functional and Symbolic Imitation Recommended 255 Yes;No pointing with index finger Recommended 255 Yes;No open-handed reach Recommended 255 Yes;No other gesture Recommended 255 specify: Recommended 255 Yes;No vocalization: Recommended 255 Yes;No words Recommended 255 Yes;No nonverbal Recommended 255 Yes;No eye contact: Recommended 255 Yes;No alone Recommended 255 Yes;No with vocalization Recommended 255 Yes;No mechanical animal Recommended 255 Yes;No balloon Recommended 255 Yes;No bubbles Recommended 255 Yes;No other Recommended 255 specify: Recommended 255 Birthday Party Recommended 20 ADOS1_2001 The site’s subject identification Recommended 0;1;2;3 Frequency of Vocalization Directed to Others Recommended 0;1;2;8 Gestures Recommended 0;1;2;3;8 Immediate Echolalia Recommended 0;1;2;8 Intonation of Vocalizations or Verbalizations Recommended 0;1;2;3;8 Overall Level of Non-echoed Language Recommended 0;1;2;3 Pointing Recommended 0;1;2;3;8 Stereotyped/Idiosyncratic Use of Words or Phrases Recommended 0;1;2;8 Use of Other's Body to Communicate Recommended 0;1;2 Facial Expressions Directed to Others Recommended 0;1;2 Giving Recommended 0;1;2;3 Integration of Gaze and Other Behaviors during Social Overtures Recommended 0;1;2;3 Quality of Social Overtures Recommended 0;1;2;3 Requesting Recommended 0;1;2;3 Response to Joint Attention Recommended 0;1;2;3 Response to Name Recommended 0;1;2 Showing Recommended 0;1;2 Shared Enjoyment in Interaction Recommended 0;1;2 Spontaneous Initiation of Joint Attention Recommended 0;1;2;3 Responsive Social Smile Recommended 0;2 Unusual Eye Contact Recommended 0;1;2;3 Functional Play with Objects Recommended 0;1;2;3 Imagination Recommended 0;1;2 Hand and Finger and Other Complex Mannerisms Recommended 255 Specify Recommended 0;1;2 Self-Injurious Behavior Recommended 0;1;2;3 Unusually Repetitive Interest or Stereotyped Behaviors Recommended 255 "Specify unusual preoccupations, rituals, repetitive behaviors:" Recommended 0;1;2 Unusual Sensory Interest In Play Material/Person Recommended 255 Specify Recommended 0;1;2;7 Over activity Recommended 0;1;2 "Tantrums, Aggression, Negative or Disruptive Behavior" Recommended 0;1;2 Anxiety Optional 255 ADOS1_2001 "Miscellaneous comments on study, interview, methodology relevant to this form data " Recommended ADOS1_2001 1+ Interview Age (in months) Recommended ADOS1_2001 MM/dd/yyyy;MM/dd/yyyy HH:mm Z Interview Date Recommended Frequency of Vocalization Directed to Others Recommended Stereotyped/Idiosyncratic Words or Phrases Recommended Use of Other's Body to Communicate Recommended Pointing Recommended Gestures Recommended Communication + Social Total Recommended 255 ADOS Diagnosis Classification Recommended Communication Total Recommended Unusual Eye Contact Recommended Spontaneous Initiation of Joint Attention Recommended Response to Joint Attention Recommended Quality of Social Overtures Recommended Facial Expressions Directed to Others Recommended Shared Enjoyment in Interaction Recommended Showing Recommended Social Interaction Total Recommended Functional Play with Objects Recommended Imagination/Creativity Recommended Play Total Recommended Unusual Sensory Interest in Play Material/Person Recommended Hand and Finger and Other Complex Mannerisms Recommended Unusually Repetitive Interests or Stereotyped Behaviors Recommended Stereotyped Behaviors and Restricted Interests Total Recommended 255 Overall ADOS Diagnosis Coding Group A Coding Group B Coding Group C Coding Group D Coding Group E Header Observation Score Summary Required 20 ADOS1_2001 GUID should exist in the GUID System "The NDAR Global Unique Identifier (GUID) for subjects which identifies a subject in NDAR. A GUID retrieved from the NDAR GUID system. The GUID consists of a prefix, GUID pattern, and check character. The prefix chosen for this system is “NDAR”. For the GUID a pattern is AANNNAA, where A represents alphabetic and N represents numerical characters. The check character can be numerical or alphabetic. An example of GUID for a valid subject is NDARCJ743PV3" has measurement has value is derived from From a vocabulary. If no vocabulary we wil use the local name without a code. Female Male no consistant probable loss At conception Delivery Delivery, Summer Neonatal Postnatal Pre/Perinatal Pregnancy Pregnancy, 1st trimester Pregnancy, 2nd trimester community_clinic hospital_inpatient hospital_outpatient private_clinic 1,2 Degree Ancestor Father Mother Self DSM-IV ICD-10 SNOMED-CT UMLS in months Age (in months) when parents first noticed that something was not quite right in language, relationships, or behavior Recommended 20 ADI-2003 The site’s subject identification Recommended ADI-2003 1 to 900;998;999 Age when main loss of skill first apparent (Code in months) Recommended ADI-2003 1 to 900;998;999 Age when main loss of language skills first apparent (in months) Recommended ADI-2003 1 to 900;993;994;996;997;999 Age of first phrases (if ever used) - in months Recommended 255 ADI-2003 First phrases examples Recommended ADI-2003 1 to 900;993;994;996;997;999 Age of first single words (If ever used) - In months Recommended 255 ADI-2003 Single words examples Recommended ADI-2003 1 to 900;993;994;998;999 Duration of loss of Skills (in months) Recommended ADI-2003 0;1;2 Purposive hand movements Recommended ADI-2003 0;1;2 Motor skills Recommended ADI-2003 0;1;2 Constructive or Imaginative play Recommended ADI-2003 0;1;2;9 Loss of skills (for at least 3 months) Recommended ADI-2003 0;1;2;8;9 Association of loss with physical illness Recommended ADI-2003 0;1;2 Social interest and responsiveness Recommended ADI-2003 0;1;2;3;8;9 Level of communicative language before loss Recommended ADI-2003 1 to 900;993;994;998;999 Duration of loss of Language skills (in months) Recommended ADI-2003 0;1 Loss of language skills after acquisition Recommended ADI-2003 0;1;2;8;9 Association of loss with physical illness Recommended 255 ADI-2003 Association of loss with physical illness - Comment Recommended ADI-2003 0;1;2;8;9 Loss of language skills after acquisition: Articulation Recommended ADI-2003 0;1;2 Self help skills Recommended ADI-2003 0;1;2;8;9 "Loss of language skills after acquisition: Spontaneous, meaningful communicative speech" Recommended ADI-2003 0;1;2;8;9 Loss of language skills after acquisition: Simple syntax Recommended ADI-2003 0;1;2;8;9 Loss of communicative intent Recommended 1024 ADI-2003 Current Concerns (specify) Optional ADI-2003 0;1;2;3;4;5;6;7;8;9 Current Concerns - 1 Optional ADI-2003 0;1;2;3;4;5;6;7;8;9 Current Concerns - 2 Optional ADI-2003 0;1;2;3;4;5;6;7;8;9 Current Concerns - 3 Optional ADI-2003 0;1;2;3;4;5;6;7;8;9 Current Concerns - 4 Recommended 255 ADI-2003 Diagnosis Recommended 1024 ADI-2003 Notes for Introductory Questions Recommended 255 ADI-2003 Medication Recommended ADI-2003 Failure to use nonverbal behaviors to regulate social interaction Recommended ADI-2003 Failure to develop peer relationships Recommended ADI-2003 Lack of shared enjoyment Recommended ADI-2003 Lack of socioemotional reciprocity Recommended ADI-2003 Total for Section A: Qualitative Abnormalities in Reciprocal Social Interaction Recommended ADI-2003 "Lack of, or delay in, spoken language and failure to compensate through gesture" Recommended ADI-2003 Relative failure to initiate or sustain conversational interchange Recommended ADI-2003 "Stereotyped, repetitive, or idiosyncratic speech" Recommended ADI-2003 Lack of varied spontaneous make-believe or social imitative play Recommended ADI-2003 Total of Section B - Non-Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Total of Section B - Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Encompassing preoccupation or circumscribed pattern of interest Recommended ADI-2003 Apparently compulsive adherence to nonfunctional routines or rituals Recommended ADI-2003 Stereotyped and repetitive motor mannerisms Recommended ADI-2003 Preoccupations with part of objects or nonfunctional elements of material Recommended ADI-2003 "Total of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior" Recommended ADI-2003 Failure to use nonverbal behaviors to regulate social interaction Recommended ADI-2003 Direct Gaze - Score Recommended ADI-2003 Direct Gaze - Code Recommended ADI-2003 Range of facial expressions used to communicate - Score Recommended ADI-2003 Range of facial expressions used to communicate - Code Recommended ADI-2003 Social Smiling - Score Recommended ADI-2003 Social Smiling - Code Recommended ADI-2003 Failure to develop peer relationships Recommended ADI-2003 Friendships - Score Recommended ADI-2003 Friendships - Code Recommended ADI-2003 Group play with peers (CA 4 - 10 yrs.) or Friends (CA 10 - 15 yrs.) - Score Recommended ADI-2003 Group play with peers (CA 4 - 10 yrs.) or Friends (CA 10 - 15 yrs.) - Code Recommended ADI-2003 Interest in Children - Score Recommended ADI-2003 Interest in Children - Code Recommended ADI-2003 Imaginative play with peers (over 4 yrs. only) - Score Recommended ADI-2003 Imaginative play with peers (over 4 yrs. only) - Code Recommended ADI-2003 Response to other children's approaches - Score Recommended ADI-2003 Response to other children's approaches - Code Recommended ADI-2003 Lack of shared enjoyment Recommended ADI-2003 Offering to share - Score Recommended ADI-2003 Offering to share - Code Recommended ADI-2003 Seeking to share own enjoyment with others - Score Recommended ADI-2003 Seeking to share own enjoyment with others - Code Recommended ADI-2003 Showing and directing attention - Score Recommended ADI-2003 Showing and directing attention - Code Recommended ADI-2003 Lack of socioemotional reciprocity Recommended ADI-2003 Inappropriate facial expressions (Score Ever) - Score Recommended ADI-2003 Inappropriate facial expressions (Score Ever) - Code Recommended ADI-2003 Offers comfort - Score Recommended ADI-2003 Offers comfort - Code Recommended ADI-2003 Quality of social overtures - Score Recommended ADI-2003 Quality of social overtures - Code Recommended ADI-2003 Appropriateness of social response - Score Recommended ADI-2003 Appropriateness of social response - Code Recommended ADI-2003 Use of other's body (Score Ever) - Score Recommended ADI-2003 Use of other's body (Score Ever) - Code Recommended ADI-2003 Total for Section A: Qualitative Abnormalities in Reciprocal Social Interaction Recommended ADI-2003 "Lack of, or delay in, spoken language and failure to compensate through gesture" Recommended ADI-2003 Headshaking - Score Recommended ADI-2003 Headshaking - Code Recommended ADI-2003 Conventional instrumental gestures - Score Recommended ADI-2003 Conventional instrumental gestures - Code Recommended ADI-2003 Nodding - Score Recommended ADI-2003 Nodding - Code Recommended ADI-2003 Pointing to express interest - Score Recommended ADI-2003 Pointing to express interest - Code Recommended ADI-2003 Relative failure to initiate or sustain conversational interchange Recommended ADI-2003 Social Chat (Score Ever if age 4 and above; score Current if under 4) - Score Recommended ADI-2003 Social Chat (Score Ever if age 4 and above; score Current if under 4) - Code Recommended ADI-2003 Reciprocal conversation (Score Ever if age 4 and above; score Current if under 4) - Score Recommended ADI-2003 Reciprocal conversation (Score Ever if age 4 and above; score Current if under 4) - Code Recommended ADI-2003 "Stereotyped, repetitive, or idiosyncratic speech" Recommended ADI-2003 Inappropriate questions (Score Ever) - Score Recommended ADI-2003 Inappropriate questions (Score Ever) - Code Recommended ADI-2003 Neologisms/idiosyncratic language (Score Ever) - Score Recommended ADI-2003 Neologisms/idiosyncratic language (Score Ever) - Code Recommended ADI-2003 Pronominal reversal (Score Ever) - Score Recommended ADI-2003 Pronominal reversal (Score Ever) - Code Recommended ADI-2003 Stereotyped utterances (Score Ever) - Score Recommended ADI-2003 Stereotyped utterances (Score Ever) - Code Recommended ADI-2003 Lack of varied spontaneous make-believe or social imitative play Recommended ADI-2003 Spontaneous imitation of actions - Score Recommended ADI-2003 Spontaneous imitation of actions - Code Recommended ADI-2003 Imaginative play - Score Recommended ADI-2003 Imaginative play - Code Recommended ADI-2003 Imitative social play - Score Recommended ADI-2003 Imitative social play - Code Recommended ADI-2003 Total of Section B - Non-Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Total of Section B - Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Encompassing preoccupation or circumscribed pattern of interest Recommended ADI-2003 Circumscribed interests (4 years and over) - Score Recommended ADI-2003 Circumscribed interests (4 years and over) - Code Recommended ADI-2003 Unusual preoccupations - Score Recommended ADI-2003 Unusual preoccupations - Code Recommended ADI-2003 Apparently compulsive adherence to nonfunctional routines or rituals Recommended ADI-2003 Compulsions/rituals - Score Recommended ADI-2003 Compulsions/rituals - Code Recommended ADI-2003 Verbal rituals - Score Recommended ADI-2003 Verbal rituals - Code Recommended ADI-2003 Stereotyped and repetitive motor mannerisms Recommended ADI-2003 Hand and finger movements - Score Recommended ADI-2003 Hand and finger movements - Code Recommended ADI-2003 Hand and finger movements OR Complex mannerisms (record higher score) Recommended ADI-2003 Complex mannerisms - Score Recommended ADI-2003 Complex mannerisms - Code Recommended ADI-2003 Preoccupations with part of objects or nonfunctional elements of material Recommended ADI-2003 Unusual sensory interests - Score Recommended ADI-2003 Unusual sensory interests - Code Recommended ADI-2003 Repetitive use of objects - Score Recommended ADI-2003 Repetitive use of objects - Code Recommended ADI-2003 Repetitive use of objects OR Unusual sensory interests (record higher score) Recommended ADI-2003 "Total of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior" Recommended 255 ADI-2003 Interviewer's impressions and circumstances of interview Optional 255 ADI-2003 "Miscellaneous comments on study, interview, methodology relevant to this form data " Recommended 255 ADI-2003 Overall assessment Recommended 255 ADI-2003 Summary of discrepancies between informant description and observer information Recommended ADI-2003 Failure to use nonverbal behaviors to regulate social interaction Recommended ADI-2003 Failure to develop peer relationships Recommended ADI-2003 Lack of shared enjoyment Recommended ADI-2003 Lack of socioemotional reciprocity Recommended ADI-2003 Total for Section A: Qualitative Abnormalities in Reciprocal Social Interaction Recommended ADI-2003 "Lack of, or delay in, spoken language and failure to compensate through gesture" Recommended ADI-2003 Relative failure to initiate or sustain conversational interchange Recommended ADI-2003 "Stereotyped, repetitive, or idiosyncratic speech" Recommended ADI-2003 Lack of varied spontaneous make-believe or social imitative play Recommended ADI-2003 Total of Section B - Non-Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Total of Section B - Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Encompassing preoccupation or circumscribed pattern of interest Recommended ADI-2003 Apparently compulsive adherence to nonfunctional routines or rituals Recommended ADI-2003 Stereotyped and repetitive motor mannerisms Recommended ADI-2003 Preoccupations with part of objects or nonfunctional elements of material Recommended ADI-2003 "Total of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior" Recommended ADI-2003 Failure to use nonverbal behaviors to regulate social interaction Recommended ADI-2003 Direct Gaze - Score Recommended ADI-2003 Direct Gaze - Code Recommended ADI-2003 Range of facial expressions used to communicate - Score Recommended ADI-2003 Range of facial expressions used to communicate - Code Recommended ADI-2003 Social Smiling - Score Recommended ADI-2003 Social Smiling - Code Recommended ADI-2003 Failure to develop peer relationships Recommended ADI-2003 Friendships - Score Recommended ADI-2003 Friendships - Code Recommended ADI-2003 Group play with peers (CA 4 - 10 yrs.) or Friends (CA 10 - 15 yrs.) - Score Recommended ADI-2003 Group play with peers (CA 4 - 10 yrs.) or Friends (CA 10 - 15 yrs.) - Code Recommended ADI-2003 Group play with peers or Friends OR Friendships (record higher score) Recommended ADI-2003 Interest in Children - Score Recommended ADI-2003 Interest in Children - Code Recommended ADI-2003 Imaginative play with peers (over 4 yrs. only) - Score Recommended ADI-2003 Imaginative play with peers (over 4 yrs. only) - Code Recommended ADI-2003 Response to other children's approaches - Score Recommended ADI-2003 Response to other children's approaches - Code Recommended ADI-2003 Lack of shared enjoyment Recommended ADI-2003 Offering to share - Score Recommended ADI-2003 Offering to share - Code Recommended ADI-2003 Seeking to share own enjoyment with others - Score Recommended ADI-2003 Seeking to share own enjoyment with others - Code Recommended ADI-2003 Showing and directing attention - Score Recommended ADI-2003 Showing and directing attention - Code Recommended ADI-2003 Lack of socioemotional reciprocity Recommended ADI-2003 Inappropriate facial expressions (Score Ever) - Score Recommended ADI-2003 Inappropriate facial expressions (Score Ever) - Code Recommended ADI-2003 Offers comfort - Score Recommended ADI-2003 Offers comfort - Code Recommended ADI-2003 Quality of social overtures - Score Recommended ADI-2003 Quality of social overtures - Code Recommended ADI-2003 Appropriateness of social response - Score Recommended ADI-2003 Appropriateness of social response - Code Recommended ADI-2003 Use of other's body (Score Ever) - Score Recommended ADI-2003 Use of other's body (Score Ever) - Code Recommended ADI-2003 Total for Section A: Qualitative Abnormalities in Reciprocal Social Interaction Recommended ADI-2003 "Lack of, or delay in, spoken language and failure to compensate through gesture" Recommended ADI-2003 Headshaking - Score Recommended ADI-2003 Headshaking - Code Recommended ADI-2003 Conventional instrumental gestures - Score Recommended ADI-2003 Conventional instrumental gestures - Code Recommended ADI-2003 Nodding - Score Recommended ADI-2003 Nodding - Code Recommended ADI-2003 Pointing to express interest - Score Recommended ADI-2003 Pointing to express interest - Code Recommended ADI-2003 Relative failure to initiate or sustain conversational interchange Recommended ADI-2003 Social Chat (Score Ever if age 4 and above; score Current if under 4) - Score Recommended ADI-2003 Social Chat (Score Ever if age 4 and above; score Current if under 4) - Code Recommended ADI-2003 Reciprocal conversation (Score Ever if age 4 and above; score Current if under 4) - Score Recommended ADI-2003 Reciprocal conversation (Score Ever if age 4 and above; score Current if under 4) - Code Recommended ADI-2003 "Stereotyped, repetitive, or idiosyncratic speech" Recommended ADI-2003 Inappropriate questions (Score Ever) - Score Recommended ADI-2003 Inappropriate questions (Score Ever) - Code Recommended ADI-2003 Neologisms/idiosyncratic language (Score Ever) - Score Recommended ADI-2003 Neologisms/idiosyncratic language (Score Ever) - Code Recommended ADI-2003 Pronominal reversal (Score Ever) - Score Recommended ADI-2003 Pronominal reversal (Score Ever) - Code Recommended ADI-2003 Stereotyped utterances (Score Ever) - Score Recommended ADI-2003 Stereotyped utterances (Score Ever) - Code Recommended ADI-2003 Lack of varied spontaneous make-believe or social imitative play Recommended ADI-2003 Spontaneous imitation of actions - Score Recommended ADI-2003 Spontaneous imitation of actions - Code Recommended ADI-2003 Imaginative play - Score Recommended ADI-2003 Imaginative play - Code Recommended ADI-2003 Imitative social play - Score Recommended ADI-2003 Imitative social play - Code Recommended ADI-2003 Total of Section B - Non-Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Total of Section B - Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Encompassing preoccupation or circumscribed pattern of interest Recommended ADI-2003 Circumscribed interests (4 years and over) - Score Recommended ADI-2003 Circumscribed interests (4 years and over) - Code Recommended ADI-2003 Unusual preoccupations - Score Recommended ADI-2003 Unusual preoccupations - Code Recommended ADI-2003 Apparently compulsive adherence to nonfunctional routines or rituals Recommended ADI-2003 Compulsions/rituals - Score Recommended ADI-2003 Compulsions/rituals - Code Recommended ADI-2003 Verbal rituals - Score Recommended ADI-2003 Verbal rituals - Code Recommended ADI-2003 Stereotyped and repetitive motor mannerisms Recommended ADI-2003 Hand and finger movements - Score Recommended ADI-2003 Hand and finger movements - Code Recommended ADI-2003 Hand and finger movements OR Complex mannerisms (record higher score) Recommended ADI-2003 Complex mannerisms - Score Recommended ADI-2003 Complex mannerisms - Code Recommended ADI-2003 Preoccupations with part of objects or nonfunctional elements of material Recommended ADI-2003 Unusual sensory interests - Score Recommended ADI-2003 Unusual sensory interests - Code Recommended ADI-2003 Repetitive use of objects - Score Recommended ADI-2003 Repetitive use of objects - Code Recommended ADI-2003 Repetitive use of objects OR Unusual sensory interests (record higher score) Recommended ADI-2003 "Total of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior" Recommended ADI-2003 Age when parents first noticed - Score Recommended ADI-2003 Age when parents first noticed - Code Recommended ADI-2003 Age when abnormality first evident - Score Recommended ADI-2003 Age when abnormality first evident - Code Recommended ADI-2003 Age of first phrases - Score Recommended ADI-2003 Age of first phrases - Code Recommended ADI-2003 Age of first single words - Score Recommended ADI-2003 Age of first single words - Code Recommended ADI-2003 Interviewer's judgment on age when abnormalities probably first manifest - Score Recommended ADI-2003 Interviewer's judgment on age when abnormalities probably first manifest - Code in months Recommended ADI-2003 Total of Section D Recommended ADI-2003 1+ "Age (in months) when parents first noticed that something is not quite right in language, relationships or behavior(in months)" Recommended ADI-2003 1 to 900;993;994;995;996;997;998;999 Acquisition of bowel control (in months) Recommended 255 ADI-2003 Acquisition of bowel control - Comment Recommended ADI-2003 1 to 900;993;994;995;996;997;998;999 Acquisition of bladder control: Daytime (in months) Recommended ADI-2003 1 to 900;993;994;995;996;997;998;999 Acquisition of bladder control: Night (in months) Recommended 1024 ADI-2003 First symptoms to arouse parental concern (specify) Recommended ADI-2003 0;1;2;3;4;5;6;7;8;9 First symptoms to arouse parental concern - 1 Recommended ADI-2003 0;1;2;3;4;5;6;7;8;9 First symptoms to arouse parental concern - 2 Recommended ADI-2003 0;1;2;3;4;5;6;7;8;9 First symptoms to arouse parental concern - 3 Recommended ADI-2003 0;1;2;3;4;5;6;7;8;9 First symptoms to arouse parental concern - 4 Recommended ADI-2003 0;1;2;3;4;5;6;7;8;9 Onset as perceived with hindsight Recommended 255 ADI-2003 Onset as perceived with hindsight - Comment Recommended ADI-2003 1 to 900;995;996;997;998;999 First walked unaided (in months) Recommended 255 ADI-2003 First walked unaided - Comment Recommended ADI-2003 Total for Section A: Qualitative Abnormalities in Reciprocal Social Interactions Recommended ADI-2003 Total of Section B – Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 Total of Section B - Non-Verbal: Qualitative Abnormalities in Communication Recommended ADI-2003 "Total of Section C: Restricted, Repetitive, and Stereotyped Patterns of Behavior" Recommended ADI-2003 "Total of Section D, Abnormality of Development Evident at or Before 36 Months" Recommended ADI-2003 0;1;2;3;8;9 Articulation/pronunciation - Age 5 Recommended ADI-2003 0;1;2;3;8;9 Attention to Voice - Most Abnormal Recommended 255 ADI-2003 Attention to Voice - Comment Recommended ADI-2003 0;1;2;3;8;9 Articulation/pronunciation - Current Recommended ADI-2003 0;1;2;3;8;9 Attention to Voice - Current Recommended ADI-2003 0;1;2;8;9 "Social vocalization/""Chat"" - Current" Recommended ADI-2003 0;1;2;3;4;5;6;7;8;9 Comprehension of simple language - Current Recommended ADI-2003 0;1;2;3;8;9 Reciprocal conversation(At whatever verbal level of complexity possible) - Current Recommended ADI-2003 0;1;2;8;9 "Social vocalization/""Chat"" - Most Abnormal" Recommended ADI-2003 0;1;2;8;9 Head shaking - Current Recommended ADI-2003 0;1;2;3;8;9 Spontaneous imitation of actions - Current Recommended ADI-2003 0;1;2;8;9 Inappropriate questions or statements - Current Recommended ADI-2003 0;1;2;3;7;8;9 Intonation/Volume/Rhythm/Rate - Current Recommended ADI-2003 0;1;2;3;8;9 Conventional/Instrumental gestures - Current Recommended ADI-2003 0;1;2;8;9 Neologisms/Idiosyntric language - Current Recommended ADI-2003 0;1;2;8;9 Nodding - Current Recommended ADI-2003 0;1;2;3;4;5;6;7;8;9 Comprehension of simple language - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Reciprocal conversation(At whatever verbal level of complexity possible) - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Imaginative play with peers - Current Recommended ADI-2003 0;1;2;3;8;9 Imaginative play - Current Recommended ADI-2003 0;1;2;8;9 Pointing to express interest - Current Recommended ADI-2003 0;1;2;3;7;8;9 Pronominal reversal - Current Recommended ADI-2003 0;1;2;3;8;9 Current communicative speech - Current Recommended ADI-2003 0;1;2;3;8;9 Stereotyped utterances and delayed Echolalia - Current Recommended ADI-2003 0;1;2;3;8;9 Use of other's body to communicate - Current Recommended ADI-2003 0;1;2;3;8;9 Verbal Rituals - Current Recommended ADI-2003 0;1;2;8;9 Inappropriate questions or statements - Ever Recommended ADI-2003 0;1;2;3;7;8;9 Intonation/Volume/Rhythm/Rate - Ever Recommended ADI-2003 0;1;2;8;9 Neologisms/Idiosyntric language - Ever Recommended ADI-2003 0;1;2;3;7;8;9 Pronominal reversal - Ever Recommended ADI-2003 0;1;2;3;8;9 Current communicative speech - Ever Recommended ADI-2003 0;1;2;3;8;9 Stereotyped utterances and delayed Echolalia - Ever Recommended ADI-2003 0;1;2;3;8;9 Use of other's body to communicate - Ever Recommended ADI-2003 0;1;2;3;8;9 Verbal Rituals - Ever Recommended ADI-2003 0;1;2;8;9 Head shaking - Most Abnormal Recommended 255 ADI-2003 Head shaking - Comment Recommended ADI-2003 0;1;2;3;8;9 Spontaneous imitation of actions - Most Abnormal Recommended 255 ADI-2003 Spontaneous imitation of actions - Comment Recommended 255 ADI-2003 Inappropriate questions or statements - Comment Recommended 255 ADI-2003 Intonation/Volume/Rhythm/Rate - Comment Recommended ADI-2003 0;1;2;3;8;9 Conventional/Instrumental gestures - Most Abnormal Recommended ADI-2003 0;1;2 Overall level of language Recommended 255 ADI-2003 Neologisms/Idiosyntric language - Comment Recommended ADI-2003 0;1;2;8;9 Nodding - Most Abnormal Recommended 255 ADI-2003 Nodding - Comment Recommended ADI-2003 0;1;2;3;8;9 Imaginative play with peers - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Imaginative play - Most Abnormal Recommended 255 ADI-2003 Imaginative play - Comment Recommended ADI-2003 0;1;2;8;9 Pointing to express interest - Most Abnormal Recommended 255 ADI-2003 Pronominal reversal - Comment Recommended 255 ADI-2003 Current communicative speech - Comment Recommended 255 ADI-2003 Verbal Rituals - Comment Recommended ADI-2003 0;1;2;3;4;9 Age when abnormality first evident Recommended 255 ADI-2003 Aggression to caregivers or family members - Comment Recommended 255 ADI-2003 Aggression to non-caregivers or non-family members - Comment Recommended ADI-2003 0;1;2;3;9 Aggression to caregivers or family members - Current Recommended ADI-2003 0;1;2;3;9 Aggression to non-caregivers or non-family members - Current Recommended ADI-2003 0;1;2;7;8;9 Computational ability (e.g. mental arithmetic) - Current Recommended ADI-2003 0;1;2;7;8;9 Drawing Skill (unusually skilled use of perspective or creative approach) - Current Recommended ADI-2003 0;1;2;7;9 Faints/Fits/Blackouts - Current Recommended ADI-2003 0;1;2;3;7;8;9 Gait - Current Recommended ADI-2003 0;1;2;9 Hyperventilation - Current Recommended ADI-2003 0;1;2;7;8;9 "Memory Skill (accurate memory for detail, as of dates or timetables) - Current" Recommended ADI-2003 0;1;2;7;8;9 "Musical ability (recognition, composition, absolute pitch or performance) - Current" Recommended ADI-2003 0;1;2;7;8;9 Reading ability (e.g. early sight reading) - Current Recommended ADI-2003 0;1;2;3;9 Self Injury - Current Recommended ADI-2003 0;1;2;7;8;9 "Visuospatial ability (i.e. In puzzles, jigsaws, shapes, patterns, etc.) - Current" Recommended ADI-2003 0;1;2;3;9 Aggression to caregivers or family members - Ever Recommended ADI-2003 0;1;2;3;9 Aggression to non-caregivers or non-family members - Ever Recommended ADI-2003 0;1;2;7;8;9 Computational ability (e.g. mental arithmetic) - Ever Recommended ADI-2003 0;1;2;7;8;9 Drawing Skill (unusually skilled use of perspective or creative approach) - Ever Recommended ADI-2003 0;1;2;7;9 Faints/Fits/Blackouts - Ever Recommended ADI-2003 0;1;2;9 Hyperventilation - Ever Recommended ADI-2003 0;1;2;7;8;9 "Memory Skill (accurate memory for detail, as of dates or timetables) - Ever" Recommended ADI-2003 0;1;2;7;8;9 "Musical ability(recognition, composition, absolute pitch or performance) - Ever" Recommended ADI-2003 0;1;2;7;8;9 Reading ability (e.g. early sight reading) - Ever Recommended ADI-2003 0;1;2;3;9 Self Injury - Ever Recommended ADI-2003 0;1;2;7;8;9 "Visuospatial ability (i.e. In puzzles, jigsaws, shapes, patterns, etc.) - Ever" Recommended 255 ADI-2003 Faints/Fits/Blackouts - Comment Recommended ADI-2003 0;1;2;3;7;8;9 Gait - Most Abnormal Recommended 255 ADI-2003 Gait - Comment Recommended ADI-2003 1+ Interviewer's judgment on age when developmental abnormalities probably first manifest (Code in months) Recommended 255 ADI-2003 Self Injury - Comment Recommended 255 ADI-2003 Abnormal idiosyncratic negative response to specific sensory stimuli - Comment Recommended ADI-2003 0;1;2;3;9 Abnormal idiosyncratic negative response to specific sensory stimuli - Current Recommended ADI-2003 0;1;2;3;9 Difficulties with minor changes in subject's own routines or personal environment - Current Recommended ADI-2003 0;1;2;3;8;9 Circumscribed interests - Current Recommended ADI-2003 0;1;2;3;9 Compulsions/rituals - Current Recommended 255 ADI-2003 Difficulties with minor changes in subject's own routines or personal environment - Comment Recommended ADI-2003 0;1;2;3;8;9 Hand and finger mannerisms - Current Recommended 255 ADI-2003 Circumscribed interests - Comment Recommended ADI-2003 0;1;2;8;9 Midline hand movements - Current Recommended ADI-2003 0;1;2;3;9 Undue general sensitivity to noise - Current Recommended ADI-2003 0;1;2;3;8;9 Other complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Current Recommended ADI-2003 0;1;2;3;9 Resistance to trivial changes in the environment(not directly affecting the subject) - Current Recommended 255 ADI-2003 Compulsions/rituals - Comment Recommended ADI-2003 0;1;2;3;6;7;9 Unusual attachment to objects - Current Recommended ADI-2003 0;1;2;3;9 Unusual preoccupations - Current Recommended ADI-2003 0;1;2;9 Unusual sensory interests - Current Recommended ADI-2003 0;1;2;3;7;8;9 Repetitive use of objects or interest in parts of objects - Current Recommended ADI-2003 0;1;2;3;9 Abnormal idiosyncratic negative response to specific sensory stimuli - Ever Recommended ADI-2003 0;1;2;3;9 Difficulties with minor changes in subject's own routines or personal environment - Ever Recommended ADI-2003 0;1;2;3;8;9 Circumscribed interests - Ever Recommended ADI-2003 0;1;2;3;9 Compulsions/rituals - Ever Recommended ADI-2003 0;1;2;3;8;9 Hand and finger mannerisms - Ever Recommended ADI-2003 0;1;2;8;9 Midline hand movements - Ever Recommended ADI-2003 0;1;2;3;9 Undue general sensitivity to noise - Ever Recommended ADI-2003 0;1;2;3;8;9 Other complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Ever Recommended ADI-2003 0;1;2;3;9 Resistance to trivial changes in the environment(not directly affecting the subject) - Ever Recommended ADI-2003 0;1;2;3;6;7;9 Unusual attachment to objects - Ever Recommended 255 ADI-2003 Unusual attachment to objects - Comment Recommended ADI-2003 0;1;2;3;9 Unusual preoccupations - Ever Recommended ADI-2003 0;1;2;9 Unusual sensory interests - Ever Recommended ADI-2003 0;1;2;3;7;8;9 Repetitive use of objects or interest in parts of objects - Ever Recommended 255 ADI-2003 Hand and finger mannerisms - Comment Recommended 255 ADI-2003 Other complex mannerisms or stereotyped body movements (Do not include isolated rocking) - Comment Recommended 255 ADI-2003 Resistance to trivial changes in the environment(not directly affecting the subject) - Comment Recommended 255 ADI-2003 Unusual sensory interests - Comment Recommended ADI-2003 1+ Interview Age (in months) Recommended ADI-2003 MM/dd/yyyy;MM/dd/yyyy HH:mm Z Interview Date Recommended ADI-2003 0;1;2;3;8;9 Friendships - Current Recommended ADI-2003 0;1;2;3;8;9 Direct gaze - Current Recommended ADI-2003 0;1;2;3;8;9 Group play with peers - Current Recommended ADI-2003 0;1;2;8;9 Inappropriate facial expressions - Current Recommended ADI-2003 0;1;2;3;8;9 Initiation of appropriate activities - Current Recommended ADI-2003 0;1;2;3;8;9 Interest in children - Current Recommended ADI-2003 0;1;2;3;8;9 Offers comfort - Current Recommended ADI-2003 0;1;2;3;8;9 Offering to Share - Current Recommended ADI-2003 0;1;2;3;8;9 Quality of social overtures - Current Recommended ADI-2003 0;1;2;3;8;9 Appropriateness of social responses - Current Recommended ADI-2003 0;1;2;3;8;9 Response to approaches of other children - Current Recommended ADI-2003 0;1;2;3;8;9 Range of facial expressions used to communicate - Current Recommended ADI-2003 0;1;2;8;9 Seeking to share his/her enjoyment with others - Current Recommended ADI-2003 0;1;2;3;8;9 Showing and directing attention - Current Recommended ADI-2003 0;1;2;3;8;9 Social disinhibtion - Current Recommended ADI-2003 0;1;2;3;8;9 Imitative social play - Current Recommended ADI-2003 0;1;2;3;8;9 Social smiling - Current Recommended ADI-2003 0;1;2;8;9 Inappropriate facial expressions - Ever Recommended 255 ADI-2003 Favorite activities 1 Recommended 255 ADI-2003 Favorite activities 2 Recommended 255 ADI-2003 Favorite activities 3 Recommended 255 ADI-2003 Favorite activities 4 Recommended 255 ADI-2003 Favorite activities 5 Recommended 255 ADI-2003 Favorite activities - Comment Recommended 255 ADI-2003 Favorite toys/objects 1 Recommended 255 ADI-2003 Favorite toys/objects 2 Recommended 255 ADI-2003 Favorite toys/objects 3 Recommended 255 ADI-2003 Favorite toys/objects 4 Recommended 255 ADI-2003 Favorite toys/objects 5 Recommended 255 ADI-2003 Favorite toys/objects - Comment Recommended ADI-2003 0;1;2;3;8;9 Friendships - Most Abnormal Recommended 255 ADI-2003 Friendships - Comment Recommended ADI-2003 0;1;2;3;8;9 Direct gaze - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Group play with peers - Most Abnormal Recommended 255 ADI-2003 Inappropriate facial expressions - Comment Recommended ADI-2003 0;1;2;3;8;9 Initiation of appropriate activities - Most Abnormal Recommended 255 ADI-2003 Initiation of appropriate activities - Comment Recommended ADI-2003 0;1;2;3;8;9 Interest in children - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Offers comfort - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Offering to Share - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Quality of social overtures - Most Abnormal Recommended 255 ADI-2003 Quality of social overtures - Comment Recommended ADI-2003 0;1;2;3;8;9 Appropriateness of social responses - Most Abnormal Recommended 255 ADI-2003 Appropriateness of social responses - Comment Recommended ADI-2003 0;1;2;3;8;9 Response to approaches of other children - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Range of facial expressions used to communicate - Most Abnormal Recommended 255 ADI-2003 Range of facial expressions used to communicate - Comment Recommended ADI-2003 0;1;2;8;9 Seeking to share his/her enjoyment with others - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Showing and directing attention - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Social disinhibtion - Most Abnormal Recommended 255 ADI-2003 Social disinhibtion - Comment Recommended ADI-2003 0;1;2;3;8;9 Imitative social play - Most Abnormal Recommended ADI-2003 0;1;2;3;8;9 Social smiling - Most Abnormal Acquisition and Loss of Language / Other Skills Concluding Comments Early Development General Behaviors Header Interests and Behaviors Language and Communication Functioning Social Development and Play Required 20 ADI-2003 GUID should exist in the GUID System "The NDAR Global Unique Identifier (GUID) for subjects which identifies a subject in NDAR. &&&& A GUID retrieved from the NDAR GUID system. The GUID consists of a prefix, GUID pattern, and check character. The prefix chosen for this system is “NDAR”. For the GUID a pattern is AANNNAA, where A represents alphabetic and N represents numerical characters. The check character can be numerical or alphabetic. &&&& An example of GUID for a valid subject is NDARCJ743PV3" Current Behavior Algorithm (calculated scores) Current Behavior Algorithm (entered scores) Diagnostic Behavior Algorithm (calculated scores) Diagnostic Behavior Algorithm (entered scores) Recommended 50 ADOS4_2001 Relationship to Subject Recommended 50 ADOS4_2001 "Specify Relationship to Subject, if Other:" Recommended 255 ADOS4_2001 Construction Task Recommended 255 ADOS4_2001 Break Recommended 255 ADOS4_2001 Daily Living (Optional) Recommended 255 ADOS4_2001 Friend and Marriage Recommended 255 ADOS4_2001 Loneliness Recommended 255 ADOS4_2001 Plans and Hopes Recommended 255 ADOS4_2001 Creating a Story Recommended 255 ADOS4_2001 Construction Task Communication Sample Recommended 255 ADOS4_2001 Telling a Story From a Book Recommended 255 ADOS4_2001 Description of a Picture (Optional) Recommended 255 ADOS4_2001 Conversation and Reporting Recommended 255 ADOS4_2001 Current Work or School (Optional) Recommended 255 ADOS4_2001 Social Difficulties and Annoyance Recommended 255 ADOS4_2001 Emotions Recommended 255 ADOS4_2001 Demonstration Task Recommended 255 ADOS4_2001 Cartoons Recommended 20 ADOS4_2001 The site’s subject identification Recommended ADOS4_2001 0;1;2;3 Asks for Information Recommended ADOS4_2001 0;1;2;3 Conversation Recommended ADOS4_2001 0;1;2;3;8 Emphatic or Emotional Gestures Recommended ADOS4_2001 0;1;2;3;8 "Descriptive, Conventional, Instrumental or Informational Gestures" Recommended ADOS4_2001 0;1;2;3 Immediate Echolalia Recommended ADOS4_2001 0;1;2 Offers Information Recommended ADOS4_2001 0;1;2;3 Overall Level of Non-echoed Language Recommended ADOS4_2001 0;1;2;3 Reporting of Events Recommended ADOS4_2001 0;1;2;7;8 Speech Abnormalities Associated with Autism (Intonation/Volume/Rhythm/Rate) Recommended ADOS4_2001 0;1;2;3 Stereotyped/Idiosyncratic Use of Words or Phrases Recommended ADOS4_2001 0;1;2;3 Amount of Reciprocal Social Communication Recommended ADOS4_2001 0;1;2;3 Communication of Own Affect Recommended ADOS4_2001 0;1;2;3 Empathy/Comments on Others' Emotions Recommended ADOS4_2001 0;1;2 Facial Expressions Directed to Others Recommended ADOS4_2001 0;1;2;3 Insight Recommended ADOS4_2001 0;1;2;7;8 Language Production and Linked Nonverbal Communication Recommended ADOS4_2001 0;1;2;3 Overall Quality of Rapport Recommended ADOS4_2001 0;1;2;3 Quality of Social Overtures Recommended ADOS4_2001 0;1;2;3 Quality of Social Response Recommended ADOS4_2001 0;1;2 Responsibility Recommended ADOS4_2001 0;1;2;8 Shared Enjoyment in Interaction Recommended ADOS4_2001 0;2 Unusual Eye Contact Recommended ADOS4_2001 0;1;2;3 Imagination/Creativity Recommended ADOS4_2001 0;1;2 Hand and Finger and Other Complex Mannerisms Recommended 255 ADOS4_2001 Specify: Recommended ADOS4_2001 0;1;2 Compulsions or Rituals Recommended 255 ADOS4_2001 Specify: Recommended ADOS4_2001 0;1;2 Self-Injurious Behavior Recommended ADOS4_2001 0;1;2;3 Excessive Interest or References to Unusual or Highly Specific Topics or Objects or Repetitive Behaviors Recommended ADOS4_2001 0;1;2 Unusual Sensory Interest In Play Material/Person Recommended 255 ADOS4_2001 Specify: Recommended ADOS4_2001 0;1;2;7 Over activity/Agitation Recommended ADOS4_2001 0;1;2 "Tantrums, Aggression, Negative or Disruptive Behavior" Recommended ADOS4_2001 0;1;2 Anxiety Optional 255 ADOS4_2001 "Miscellaneous comments on study, interview, methodology relevant to this form data " Recommended ADOS4_2001 1+ Interview Age (in months) Recommended ADOS4_2001 MM/dd/yyyy;MM/dd/yyyy HH:mm Z Interview Date Recommended ADOS4_2001 Emphatic or Emotional Gestures Recommended ADOS4_2001 Stereotyped/Idiosyncratic Use of Words or Phrases Recommended ADOS4_2001 Conversation Recommended ADOS4_2001 "Descriptive, Conventional, Instrumental Gestures" Recommended ADOS4_2001 Communication + Social Total Recommended 255 ADOS4_2001 ADOS Classification: Recommended ADOS4_2001 Communication Total Recommended ADOS4_2001 Unusual Eye Contact Recommended ADOS4_2001 Quality of Social Response Recommended ADOS4_2001 Amount of Reciprocal Social Communication Recommended ADOS4_2001 Facial Expressions Directed to Others Recommended ADOS4_2001 Empathy/Comments on Others' Emotions Recommended ADOS4_2001 Responsibility Recommended ADOS4_2001 Quality of Social Overtures Recommended ADOS4_2001 Social Total Recommended ADOS4_2001 Imagination/Creativity Recommended ADOS4_2001 Unusual Sensory Interest in Play Material/Person Recommended ADOS4_2001 Hand and Finger and Other Complex Mannerisms Recommended ADOS4_2001 Excessive Interest in Highly Specific Topics or Objects Recommended ADOS4_2001 Compulsions or Rituals Recommended ADOS4_2001 Stereotyped Behaviors and Restricted Interests Total Recommended 255 ADOS4_2001 Overall Diagnosis: Coding Group A Coding Group B Coding Group C Coding Group D Coding Group E Header Observation Score Summary Required 20 ADOS4_2001 GUID should exist in the GUID System "The NDAR Global Unique Identifier (GUID) for subjects which identifies a subject in NDAR. A GUID retrieved from the NDAR GUID system. The GUID consists of a prefix, GUID pattern, and check character. The prefix chosen for this system is “NDAR”. For the GUID a pattern is AANNNAA, where A represents alphabetic and N represents numerical characters. The check character can be numerical or alphabetic. An example of GUID for a valid subject is NDARCJ743PV3" Communication - Expressive Subdomain Communication - Receptive Subdomain Community CopingSkills Domestic Fine Gross Header InterpersRelation MBCriticalItems MBI Externalizing MBI Internalizing MBI Other Personal PlayLeisureTime Score Summary Required Vineland Survey Interview Form - 2005 GUID should exist in the GUID System "The NDAR Global Unique Identifier (GUID) for subjects which identifies a subject in NDAR. A GUID retrieved from the NDAR GUID system. The GUID consists of a prefix, GUID pattern, and check character. The prefix chosen for this system is “NDAR”. For the GUID a pattern is AANNNAA, where A represents alphabetic and N represents numerical characters. The check character can be numerical or alphabetic. An example of GUID for a valid subject is NDARCJ743PV3" Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Domain Standard Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 %ile Rank Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Stanine Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates understanding of function of telephone (for example, pretends to talk on phone, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates computer skills necessary to play games or start programs with computer turned on; does not need to turn computer on by self. SCORING TIP: You may mark ""N/O"" for No Opportunity if there is no computer in the home." Recommended Vineland Survey Interview Form - 2005 0;1;2 Summons to the telephone the person receiving a call or indicates that the person is not available. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Identifies penny, nickel, dime, and quarter by name when asked; does not need to know the value of coins." Recommended Vineland Survey Interview Form - 2005 0;1;2 Looks both ways when crossing streets or roads. Recommended Vineland Survey Interview Form - 2005 0;1;2 Says current day of the week when asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates understanding of right to personal privacy for self and others (for example, while using restroom or changing clothes, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Demonstrates knowledge of what phone number to call in an emergency when asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 Tells time using a digital clock or watch. Recommended Vineland Survey Interview Form - 2005 0;1;2 "States value of penny (1 cent), nickel (5 cents), dime (10 cents), and quarter (25 cents)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Discriminates between bills of different denominations (for example, refers to $1 bills, $5 bills, etc., in conversation; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Talks to familiar person on telephone. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Obeys traffic lights and ""Walk"" and ""Don't Walk"" signs." Recommended Vineland Survey Interview Form - 2005 0;1;2 Points to current or other date on calendar when asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates understanding that some items cost more than others (for example, says, ""I have enough money to buy gum but not a candy bar""; ""Which pencil costs less?""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Tells time by the half hour on analog clock (for example, 1:30, 2:00, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Makes telephone calls to others, using standard or cell phone." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Orders a complete meal in a fast-food restaurant. SCORING TIP: You may mark ""N/O"" for No Opportunity if the individual has never eaten at a fast-food restaurant." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Carries or stores money safely (for example, in wallet, purse, money belt, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Tells time by 5-minute segments on analog clock (for example, 1:05, 1:10, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Obeys curfew parent or caregiver sets. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Watches or listens to programs for information (for example, weather report, news, educational program, etc.). SCORING TIP: You may mark ""N/O"" for No Opportunity if there is no TV or radio in the home." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses TV or radio without help (for example, turns equipment on, accesses channel or station, selects program, etc.). SCORING TIP: You may mark ""N/O"" for No Opportunity if there is no TV or radio in the home." Recommended Vineland Survey Interview Form - 2005 0;1;2 Counts change from a purchase. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates computer skills necessary to carry out complex tasks (for example, word processing, accessing the Internet, installing software, etc.). SCORING TIP: You may mark ""N/O"" for No Opportunity if there is no computer HI in the home." Recommended Vineland Survey Interview Form - 2005 0;1;2 Evaluates quality and price when selecting items to purchase. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Obeys time limits for breaks (for example, lunch or coffee breaks, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Travels at least 5 to 10 miles to familiar destination (that is, bikes, uses public transportation, or drives self)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Demonstrates understanding of right to complain or report legitimate problems when dissatisfied with services or situations. Recommended Vineland Survey Interview Form - 2005 0;1;2 Notifies school or supervisor when he or she will be late or absent. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses savings or checking account responsibly (for example, keeps some money in account, tracks balance carefully, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Travels at least 5 to 10 miles to unfamiliar destination (that is, bikes, uses public transportation, or drives self)." Recommended Vineland Survey Interview Form - 2005 0;2 "Earns money at part-time job (that is, at least 10 hours a week) for 1 year. SCORING TIP: Do not mark 1." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Counts at least 10 objects, one by one." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Attempts to improve job performance after receiving constructive criticism from supervisor. SCORING TIP: You may mark ""N/O"" for No Opportunity if the individual has not held a job." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Manages own money (for example, pays most or all own expenses, uses checks or money orders for purchases as needed, etc.)." Recommended Vineland Survey Interview Form - 2005 0;2 Has held full-time job for 1 year. SCORING TIP: Do not mark 1. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Budgets for monthly expenses (for example, utilities, rent, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Applies for and uses personal credit card responsibly (for example, does not exceed credit limit, pays on time, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is aware of and demonstrates appropriate behavior while riding in car (for example, keeps seat belt on, refrains from distracting driver, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates understanding of the function of money (for example, says, ""Money is what you need to buy things at the store""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses sidewalk (where available) or shoulder of road when walking or using wheeled equipment (skates, scooter, tricycle, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates understanding of function of clock (for example, says, ""Clocks tell time""; ""What time can we go?""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows household rules (for example, no running in the house, no jumping on the furniture, etc.)." Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Domain Standard Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Optional Vineland Survey Interview Form - 2005 %ile Rank Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Stanine Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 Changes easily from one at-home activity to another. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Chooses not to taunt, tease, or bully." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Acts appropriately when introduced to strangers (for example, nods, smiles, shakes hands, greets them, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Changes voice level depending on location or situation (for example, in a library, during a movie or play, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Says he or she is sorry after hurting another's feelings. Recommended Vineland Survey Interview Form - 2005 0;1;2 Refrains from talking with food in mouth. Recommended Vineland Survey Interview Form - 2005 0;1;2 Talks with others without interrupting or being rude. Recommended Vineland Survey Interview Form - 2005 0;1;2 Accepts helpful suggestions or solutions from others. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Controls anger or hurt feelings when plans change for reason(s) that cannot be helped (for example, bad weather, car trouble, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Keeps secrets or confidences for longer than one day. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Says he or she is sorry after making unintentional mistakes or errors in judgment (for example, when unintentionally leaving someone out of a game, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Says ""thank you"" when given something." Recommended Vineland Survey Interview Form - 2005 0;1;2 Shows understanding that gentle teasing with family and friends can be a form of humor or affection. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Tells parent or caregiver about his or her plans (for example, what time he or she is leaving and returning, where he or she is going, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Chooses to avoid dangerous or risky activities (for example, jumping off high places, picking up a hitchhiker, driving recklessly, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Controls anger or hurt feelings when he or she does not get his or her way (for example, when not allowed to watch television or attend a party; when suggestion is rejected by friend or supervisor; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows through with arrangements (for example, if promises to meet someone, meets that person; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Stops or stays away from relationships or situations that are hurtful or dangerous (for example, being bullied or made fun of, being taken advantage of sexually or financially, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Controls anger or hurt feelings due to constructive criticism (for example, correction of misbehavior, discussion of test score or grade, performance review, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Keeps secrets or confidences for as long as needed. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Thinks about what could happen before making decisions (for example, refrains from acting impulsively, thinks about important information, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is aware of potential danger and uses caution when encountering risky social situations (for example, binge drinking parties, Internet chat rooms, personal ads, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Changes behavior depending on how well he or she knows another person (for example, acts differently with family member than with stranger, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows respect for co-workers (for example, does not distract or interrupt others who are working, is on time for meetings, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Chews with mouth closed. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Says ""please"" when asking for something." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Ends conversations appropriately {for example, says, ""Good-bye""; ""See you later""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Cleans or wipes face and hands during and/or after meals. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Responds appropriately to reasonable changes in routine (for example, refrains from complaining, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Says that he or she is sorry for unintended mistakes (for example, bumping into someone, etc.)." Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 Sum of Domain Standard Scores Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is careful around hot objects (for example, the stove or oven, an open fire, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses microwave oven for heating, baking, or cooking (that is, sets time and power setting, etc.). SCORING TIP: You may mark ""N/O"" for No Opportunity if there is no microwave in the home." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Puts clean clothes away in proper place (for example, in drawers or closet, on hooks, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses tools (for example, a hammer to drive nails, a screwdriver to screw and unscrew screws, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Washes dishes by hand, or loads and uses dishwasher." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Sweeps, mops, or vacuums floors thoroughly. SCORING TIP: Mark ""2"" if the individual mops, sweeps, or vacuums so well that the task does not have to BE redone; mark a ""1"" if the individual doesn't consistently complete the task well; mark a ""0"" if the-individual never mops, sweeps, or vacuums, or does the task so poorly that it always needs to be redone." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Clears table completely (for example, scrapes and stacks dishes, throws away disposable items, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses household products correctly (for example, laundry detergent, furniture polish, glass cleaner, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Prepares basic foods that do not need mixing but require cooking (for example, rice, soup, vegetables, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Cleans one or more rooms other than own bedroom. Recommended Vineland Survey Interview Form - 2005 0;1;2 Uses sharp knife to prepare food. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Helps with simple household chores (for example, dusts, picks up clothes or toys, feeds pet, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses stove or oven for heating, baking, or cooking (that is, turns burners on and off, sets oven temperature, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Prepares food from ingredients that require measuring, mixing, and cooking." Recommended Vineland Survey Interview Form - 2005 0;1;2 Washes clothing as needed. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Performs maintenance tasks as needed (for example, replaces light bulbs, changes vacuum cleaner bag, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Plans and prepares main meal of the day. Recommended Vineland Survey Interview Form - 2005 0;1;2 Clears unbreakable items from own place at table. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Cleans up play or work area at end of an activity (for example, finger painting, model building, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Puts away personal possessions (for example, toys, books, magazines, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is careful when using sharp objects (for example, scissors, knives, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Clears breakable items from own place at table. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Helps prepare foods that require mixing and cooking (for example, cake or cookie mixes, macaroni and cheese, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses simple appliances (for example, a toaster, can opener, bottle opener, etc.)." Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 Cries or fusses when hungry or wet. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Points or gestures to indicate preference when offered a choice (for example, “Do you want this one or that one?”, etc.)" Recommended Vineland Survey Interview Form - 2005 0;1;2 "Repeats or tries to repeat common words immediately upon hearing for them (for example, ball, car, go, etc.)" Recommended Vineland Survey Interview Form - 2005 0;1;2 "Names at least three objects (for example, bottle, dog, favorite toy, etc.)" Recommended Vineland Survey Interview Form - 2005 0;1;2 "Says one-word requests (for example, up, more, out, etc.)" Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses first names or nicknames of brothers, sisters, or friends, or says their names when asked." Recommended Vineland Survey Interview Form - 2005 0;1;2 Answers or tries to answer with words when asked a question. Recommended Vineland Survey Interview Form - 2005 0;1;2 Names at least 10 objects. Recommended Vineland Survey Interview Form - 2005 0;1;2 "States own first name or nickname (for example, Latesha, Little Sister, etc.) when asked." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses phrases with a noun and a verb (for example, “Katie stay”; “Go home”; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Asks questions by changing inflection of words or simple phrases ((“Mine?”; “Me go?”; etc.). Grammar is not important. Recommended Vineland Survey Interview Form - 2005 0;1;2 Smiles when you smile at him or her. Recommended Vineland Survey Interview Form - 2005 0;1;2 Says at least 50 recognizable words. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses simple words to describe things (for example, dirty, pretty, big, loud, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Asks questions beginning with what or where (for example, ""What's that?""; ""Where doggie go?""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses negatives in sentences (for example, ""Me no go""'; ""I won't drink it""; etc.); grammar is not important." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Tells about experiences in simple sentences (for example, ""Ginger and I play""; ""Dan read me a book""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Says correct age when asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 Says at least 100 recognizable words. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses in, on, or under in phrases or sentences (for example, ""Ball go under chair""; ""Put it on the table""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses ""and"" in phrases or sentences (for example, ""Mom and Dad""; ""I want ice cream and cake""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Says first and last name when asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Makes sounds of pleasure (for example, coos, laughs, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Identifies and names most common colors (that is, red, blue, green, yellow, orange, purple, brown, and black). SCORING TIP: Mark a ""2"" if the individual names 6 to 8 colors; mark a ""1"" if the individual names 2 to 5 colors; mark a ""0"" if the individual names 0 or 1 color." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Asks questions beginning with who or why (for example, ""Who's that?"" ; ""Why do I have to go?""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses present tense verbs ending in -ing (for example, ""is singing""; ""is playing""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses possessives in phrases or sentences (for example, ""That's her book""; ""This is Carlos's ball""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses pronouns in phrases or sentences; must use correct gender and form of the pronoun, but sentences need not be grammatically correct (for example, ""He done it""; ""They went""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Asks questions beginning with when (for example, ""When is dinner?""; ""When can we go home?""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses regular past tense verbs (for example, walked, baked, etc.); may use irregular past tense verbs ungrammatically (for example, ""I runned away""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses behind or in front of in phrases or sentences (for example, ""I walked in front of her""; ""Terrell is behind you”, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Pronounces words clearly without sound substitutions (for example, does not say ""wabbit"" for ""rabbit,""Thally” for ""Sally” etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Tells basic parts of a story, fairy tale, or television show plot; does not need to include great detail or recount in perfect order." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Makes nonword baby sounds (that is, babbles)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Says month and day of birthday when asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Modulates tone of voice, volume, and rhythm appropriately (for example, does not consistently speak too loudly, too softly, or in a monotone, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Tells about experiences in detail (for example, tells who was involved, where activity took etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Gives simple directions (for example, on how to play a game or how to make something). SCORING TIP: Mark a ""2"" if the directions are clear enough to follow; mark a ""1"" if the individual articulates directions but they are not clear enough to follow; mark a ""0"" if the individual never attempts to articulate directions." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses between in phrases or sentences (for example, ""The ball went between the cars; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Says own telephone number when asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 Easily moves from one topic to another in conversation. Recommended Vineland Survey Interview Form - 2005 0;1;2 Stays on topic in conversations; does not go off on tangents. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Explains ideas in more than one way (for example, ""This was a good book. It was exciting and fun to read.""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Has conversations that last 10 minutes (for example, relates experiences, contributes ideas, shares etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Makes sounds or gestures (for example, waves arms) to get parent's or care-giver’s attention." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses irregular plurals correctly (for example, children, geese, mice, women, etc.). " Recommended Vineland Survey Interview Form - 2005 0;1;2 "Says complete home address (that is, street or rural route, apartment number, city, and state), with or without zip code, when asked." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Describes a short-term goal and what he or she needs to do to reach it (for example, says, ""I want to get an A on my test, so I'm going to study hard""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Gives complex directions to others (for example, to a distant location, for recipe with many ingredients or steps, etc.). SCORING TIP: Mark a ""2"" if the directions are clear enough to follow; mark a ""1"" if the individual articulates directions, but they are not clear enough to follow; mark a ""0"" if the individual never attempts to articulate directions." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Describes a realistic long-range goal that can be done in 6 months or more (for example, says, ""I want to buy a bike, so I'll babysit and run errands to earn enough money to buy it""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Makes sounds or gestures (for example, shakes head) if he or she wants an activity to stop or keep going." Recommended Vineland Survey Interview Form - 2005 0;1;2 Waves good-bye when another person waves or parent or caregiver tells him or her to wave. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Says “Da-da,” “Ma-ma,” or another name for parent or caregiver including parent’s or caregiver’s first name or nickname)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Points to object he or she wants that is out of reach. Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 Reaches for toy or object. Recommended Vineland Survey Interview Form - 2005 0;1;2 Opens doors by turning doorknobs. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Unwraps small objects (for example, gum or candy)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Completes simple puzzle of at least two pieces or shapes. Recommended Vineland Survey Interview Form - 2005 0;1;2 Turns book or magazine pages one by one. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses twisting hand-wrist motion (for example, winds up toy, screws/unscrews lid of jar, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Holds pencil in proper position (not with fist) for writing or drawing. Recommended Vineland Survey Interview Form - 2005 0;1;2 Colors simple shapes; may color outside lines. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Builds three-dimensional structures (for example, a house, bridge, vehicle, etc.) with at least five small blocks." Recommended Vineland Survey Interview Form - 2005 0;1;2 Opens and closes scissors with one hand. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Glues or pastes two or more pieces together (for example, for art or science projects, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Picks up small objects (no larger than 2 inches on any side); may use both hands Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses tape to hold things together (for example, torn page, art project, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Draws more than one recognizable form (for example, person, house, tree, etc.). SCORING TIP: Mark a ""2"" if the individual draws two or more recognizable forms; mark a ""1"" if the individual draws one form; mark a ""0"" if the individual does not draw any recognizable forms." Recommended Vineland Survey Interview Form - 2005 0;1;2 Makes recognizable letters or numbers. Recommended Vineland Survey Interview Form - 2005 0;1;2 Draws circle freehand while looking at example. Recommended Vineland Survey Interview Form - 2005 0;1;2 Uses scissors to cut across paper along a straight line. Recommended Vineland Survey Interview Form - 2005 0;1;2 Colors simple shapes; colors inside the lines. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Cuts out simple shapes (for example, circles, squares, rectangles, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Uses eraser without tearing paper. Recommended Vineland Survey Interview Form - 2005 0;1;2 Draws square freehand while looking at example. Recommended Vineland Survey Interview Form - 2005 0;1;2 Draws triangle freehand while looking at example. Recommended Vineland Survey Interview Form - 2005 0;1;2 Moves object from one hand to the other. Recommended Vineland Survey Interview Form - 2005 0;1;2 Ties knot. Recommended Vineland Survey Interview Form - 2005 0;1;2 Draws straight line using a ruler or straightedge. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Unlocks dead-bolt, key, or combination locks that require twisting. SCORING TIP: You may mark ""N/O"" for No Opportunity if there are no dead-bolt, key, or combination locks in the home." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Cuts out complex shapes (for example, stars, animals, alphabet letters, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses keyboard, typewriter, or touch screen to type name or short words; may look at keys. SCORING TIP: You may mark ""N/O"" for No Opportunity if there is no computer in the home." Recommended Vineland Survey Interview Form - 2005 0;1;2 Ties secure bow. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses a keyboard to type up to 10 lines; may look at the keys. SCORING TIP: You may mark ""N/O"" for No Opportunity if there is no computer in the home." Recommended Vineland Survey Interview Form - 2005 0;1;2 Squeezes squeaky toy or object. Recommended Vineland Survey Interview Form - 2005 0;1;2 Picks up small object with thumb and fingers. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Removes object (for example, a block or clothespin) from a container." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Puts object (for example, a block or clothespin) into a container." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Turns pages of board, cloth, or paper book, one at a time." Recommended Vineland Survey Interview Form - 2005 0;1;2 Stacks at least four small blocks or other small objects; stack must not fall. Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 Holds head erect for at least 15 seconds when held upright in parent's or caregiver's arms. Recommended Vineland Survey Interview Form - 2005 0;1;2 Takes at I east two steps. Recommended Vineland Survey Interview Form - 2005 0;1;2 Stands alone for 1 to 3 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 Rolls ball while sitting. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Climbs on and off low objects (for example, chair, step stool, slide, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Crawls down stairs. Recommended Vineland Survey Interview Form - 2005 0;1;2 Stands for at least 5 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 Walks across room; may be unsteady and fall occasionally. Recommended Vineland Survey Interview Form - 2005 0;1;2 Throws ball. Recommended Vineland Survey Interview Form - 2005 0;1;2 Walks to get around; does not need to hold on to anything. Recommended Vineland Survey Interview Form - 2005 0;1;2 Climbs on and off adult-sized chair. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Sits supported (for example, in a chair, with pillows, etc.) for at least 1 minute." Recommended Vineland Survey Interview Form - 2005 0;1;2 Runs without falling; may be awkward and uncoordinated. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Walks up stairs, putting both feet on each step; may use railing." Recommended Vineland Survey Interview Form - 2005 0;1;2 Kicks ball. Recommended Vineland Survey Interview Form - 2005 0;1;2 Runs smoothly without falling. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Walks down stairs, facing forward, putting both feet on each step; may use railing." Recommended Vineland Survey Interview Form - 2005 0;1;2 Jumps with both feet off floor. Recommended Vineland Survey Interview Form - 2005 0;1;2 Throws ball of any size in specific direction. Recommended Vineland Survey Interview Form - 2005 0;1;2 Catches beach ball-sized ball with both hands from a distance of 2 or 3 feet. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Walks up stairs, alternating feet; may use railing." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Pedals tricycle or other three-wheeled toy for at least 6 feet. SCORING TIP: You may mark ""N/O"" for No Opportunity if the individual does not have a tricycle or three-wheeled toy. However, if the individual has such a vehicle but does not ride it for any reason, including parent or caregiver does not think he or she is ready, mark ""0.""" Recommended Vineland Survey Interview Form - 2005 0;1;2 Sits without support for at least 1 minute. Recommended Vineland Survey Interview Form - 2005 0;1;2 Jumps or hops forward at least three times. Recommended Vineland Survey Interview Form - 2005 0;1;2 Hops on one foot at least once without falling; may hold on to something for balance. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Climbs on and off high objects (for example, jungle gym, 4-foot slide ladder, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Walks down stairs, alternating feet; may use railing." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Runs smoothly, with changes in speed and direction." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Rides bicycle with training wheels for at least 10 feet. SCORING TIP: You may mark ""N/O"" for No Opportunity if the individual does not have a bicycle. However, if the individual has a bike but does not ride it for any reason, including parent or caregiver does not think he or she is ready, mark ""0.""" Recommended Vineland Survey Interview Form - 2005 0;1;2 Catches beach ball-sized ball (from at least 6 feet away) with both hands. Recommended Vineland Survey Interview Form - 2005 0;1;2 Hops forward on one foot with ease. Recommended Vineland Survey Interview Form - 2005 0;1;2 Skips at least 5 feet. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Catches tennis or baseball-sized ball from at least 10 feet away), moving to catch it if necessary." Recommended Vineland Survey Interview Form - 2005 0;1;2 Creeps or moves on stomach across floor. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Rides bicycle with no training wheels without falling. SCORING TIP: You may mark ""N/O"" for No Opportunity if the individual does not have a bicycle. However, if the individual has a bike but does not ride it for any reason, including parent or caregiver does not think he or she is ready, mark ""0.""" Recommended Vineland Survey Interview Form - 2005 0;1;2 Sits without support for at least 10 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 Raises self to sitting position and sits without support for at least 1 minute. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Crawls at least 5 feet on hands and knees, without stomach touching floor." Recommended Vineland Survey Interview Form - 2005 0;1;2 Pulls self to standing position. Recommended Vineland Survey Interview Form - 2005 0;1;2 Crawls up stairs. Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 Looks at face of parent or caregiver. Recommended Vineland Survey Interview Form - 2005 0;1;2 Moves about looking for parent or caregiver or other familiar person nearby. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows interest in children the same age, other than brothers or sisters (for example, watches them, smiles at them, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Imitates simple movements (for example, claps hands, waves good-bye, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses actions to show happiness or concern for others (for example, hugs, pats arm, holds hands, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows desire to please others (for example, shares a snack or toy, tries to help even if not capable, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates friendship-seeking behavior with others the same age (for example, says, ""Do you want to play?"" or takes another child by the hand, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Imitates relatively complex actions as they are being performed by another person (for example, shaving, putting on makeup, hammering nails, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Answers when familiar adults make small talk (for example, if asked, ""How are you?"" says, ""I'm fine""; if told, ""You look nice,"" says, ""Thank you""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Repeats phrases heard spoken before by an adult (for example, ""Honey, I'm home""; ""No dessert until you clean your plate""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses words to express own emotions (for example, ""I'm happy""; ""I'm scared""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Watches (that is, follows with eyes) someone moving by crib or bed for 5 seconds or more." Recommended Vineland Survey Interview Form - 2005 0;1;2 Has best friend or shows preference for certain friends (of either sex) over others. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Imitates relatively complex actions several hours after watching someone else perform them (for example, shaving, putting on makeup, hammering nails, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses words to express happiness or concern for others (for example, says, ""Yeah! You won""; ""Are you all right?""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Acts when another person needs a helping hand (for example, holds door open, picks up dropped items, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Recognizes the likes and dislikes of others (for example, says, ""Chow likes soccer""; ""Susie doesn't eat pizza""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows same level of emotion as others around him or her (for example, does not downplay or over dramatize a situation, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Keeps comfortable distance between self and others in social situations (for example, does not get too close to another person when talking, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Talks with others about shared interests (for example, sports, TV shows, summer plans, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Starts small talk when meets people he or she knows (for example, says, ""How are you?""; ""What's up?""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Meets with friends regularly. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows two or more emotions (for example, laughs, cries, screams, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Chooses not to say embarrassing or mean things or ask rude questions in public. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Places reasonable demands on friendship (for example, does not expect to be a person's only friend or to have the friend always available, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Understands that others do not know his or her thoughts unless he or she says them. Recommended Vineland Survey Interview Form - 2005 0;1;2 Is careful when talking about personal things. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Cooperates with others to plan or be part of an activity (for example, a birthday party, sports event, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates understanding of hints or indirect cues in conversation (for example, knows that yawns may mean, ""I'm bored,"" or a quick change of subject may mean, ""I don't want to talk about that""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Starts conversations by talking about things that interest others (for example, ""Tyrone tells me you like computers""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Goes on group dates. Recommended Vineland Survey Interview Form - 2005 0;1;2 Goes on single dates. Recommended Vineland Survey Interview Form - 2005 0;1;2 Smiles or makes sounds when approached by a familiar person. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Makes or tries to make social contact (for example, smiles, makes noises, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Reaches for familiar person when person holds out arms to him or her. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows preference for certain people and objects (for example, smiles, reaches for or moves toward person or object, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows affection to familiar persons (for example, touches, hugs, kisses, cuddles, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Imitates or tries to imitate parent's or caregiver's facial expressions (for example, smiles, frowns, etc.)." Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Domain Standard Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 %ile Rank Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Stanine Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 "Engages in inappropriate sexual behavior (for example, exposes self, masturbates makes improper sexual advances, etc.) in public." Recommended Vineland Survey Interview Form - 2005 0;1;2 Rocks back and forth repeatedly. Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is unusually fearful of ordinary sounds, objects, or situations." Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 Remembers odd information in detail years later. Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 Is unable to complete a normal school or work day because of chronic pain or fatigue. Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 Is unable to complete a normal school or work day because of psychological symptoms. Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is obsessed with objects or activities (for example, constantly repeats words or phrases, is preoccupied with mechanical objects, etc.)." Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 "Expresses thoughts that do not make sense (for example, talks about hearing voices, seems delusional, etc.)." Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 "Has strange habits or ways (for example, makes repetitive noises, odd hand movements, etc.)." Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 "Consistently prefers objects to people (for example, pays more attention to objects than to people, etc.)." Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 "Displays behaviors that cause injury to self (for example, bangs head, hits or bites self, tears at skin, etc.)." Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 Destroys own or another's possessions on purpose. Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses bizarre speech (for example, has conversations with self in public, speaks in phrases or sentences that have no meaning, repeats same word or phrase over and over, etc.)." Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is unaware of what is happening around him or her (for example, seems to be in a ""fog,"" stares blankly, etc.)." Recommended Vineland Survey Interview Form - 2005 S;M Severe / Moderate Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Externalizing (Raw Score) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Externalizing (v-Scale Score) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Externalizing (Conf. Interval (±)) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Externalizing (Level) Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is impulsive (that is, acts without thinking)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Behaves inappropriately at the urging of others. Recommended Vineland Survey Interview Form - 2005 0;1;2 Has temper tantrums. Recommended Vineland Survey Interview Form - 2005 0;1;2 Intentionally disobeys and defies those in authority. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Taunts, teases, or bullies." Recommended Vineland Survey Interview Form - 2005 0;1;2 Is inconsiderate or insensitive to others. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Lies, cheats, or steals." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is physically aggressive (for example, hits, kicks, bites, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Is stubborn or sullen. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Says embarrassing things or asks embarrassing questions in public (for example, ""You're fat,"" or ""What's that big red thing on your nose?"")." Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Raw Score (Sum of 2s and 1s) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Internalizing (Raw Score) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Internalizing (v-Scale Score) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Internalizing (Conf. Interval (±)) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Internalizing (Level) Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is overly dependent (that is, clings to caregiver, teacher, brother, or sister)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Avoids social interaction. Recommended Vineland Survey Interview Form - 2005 0;1;2 Lacks energy or interest in life. Recommended Vineland Survey Interview Form - 2005 0;1;2 Avoids others and prefers to be alone. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Has eating difficulties (for example, eats too fast or too slowly, hoards food, overeats, refuses to eat, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Has sleep difficulties (for example, sleepwalks, has frequent nightmares, sleeps significantly more or less than typical for his or her age)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Refuses to go to school or work because of fear, feelings of rejection or isolation, etc." Recommended Vineland Survey Interview Form - 2005 0;1;2 Is overly anxious or nervous. Recommended Vineland Survey Interview Form - 2005 0;1;2 Cries or laughs too easily. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Has poor eye contact (that is, does not look at or face others when speaking or spoken to)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Is sad for no clear reason. Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Raw Score (Sum of 2s and 1s) Recommended Vineland Survey Interview Form - 2005 0;1;2 Sucks thumb or fingers. Recommended Vineland Survey Interview Form - 2005 0;1;2 Swears. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Runs away (that is, is missing for 24 hours or longer)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Is truant from school or work. Recommended Vineland Survey Interview Form - 2005 0;1;2 Ignores or doesn't pay attention to others around him or her. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses money or gifts to ""buy"" affection." Recommended Vineland Survey Interview Form - 2005 0;1;2 Uses alcohol or illegal drugs during the school or work day. Recommended Vineland Survey Interview Form - 2005 0;1;2 Wets bed or must wear diapers at night. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Acts overly familiar with strangers (for example, holds hands, hugs, sits on lap, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Bites fingernails. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Has tics (that is, involuntary blinking, twitching, head shaking, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Grinds teeth during the day or night. Recommended Vineland Survey Interview Form - 2005 0;1;2 Has a hard time paying attention. Recommended Vineland Survey Interview Form - 2005 0;1;2 Is more active or restless than others of same age. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses school or work property (for example, telephone, Internet access, office supplies, etc.) for unapproved personal purposes." Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Raw Score (Sum of 2s and 1s) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Total (Raw Score) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Total (v-Scale Score) Recommended Vineland Survey Interview Form - 2005 Maladaptive Behavior Index - Total (Conf. Interval (±)) Recommended Vineland Survey Interview Form - 2005 Maladaptive Level Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Domain Standard Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 %ile Rank Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Stanine Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 Opens mouth when food is offered. Recommended Vineland Survey Interview Form - 2005 0;1;2 Feeds self with fork; may spill. Recommended Vineland Survey Interview Form - 2005 0;1;2 Drinks from cup or glass without spilling Recommended Vineland Survey Interview Form - 2005 0;1;2 Feeds self with spoon without spilling. Recommended Vineland Survey Interview Form - 2005 0;1;2 Urinates in toilet or potty chair. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Puts on clothing that opens in the front (for example, a coat or sweater); does not have to zip or button the clothing." Recommended Vineland Survey Interview Form - 2005 0;1;2 Asks to use toilet. Recommended Vineland Survey Interview Form - 2005 0;1;2 Defecates in toilet or potty chair. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Is toilet-trained during the day. SCORING TIP: Mark ""2"" if the individual uses the toilet without help and without accidents; mark ""1"" if the individual needs help, such as with wiping, or has some accidents; mark ""0"" if the individual always needs help or has frequent accidents." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Zips zippers that are fastened at the bottom (for example, in pants, on backpacks, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Wipes or blows nose using tissue or handkerchief. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Eats solid foods (for example, cooked vegetables, chopped meats, etc.). " Recommended Vineland Survey Interview Form - 2005 0;1;2 Is toilet-trained during the night. Recommended Vineland Survey Interview Form - 2005 0;1;2 Puts shoes on correct feet; does not need to tie laces. Recommended Vineland Survey Interview Form - 2005 0;1;2 Fastens snaps. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Holds spoon, fork, and knife correctly." Recommended Vineland Survey Interview Form - 2005 0;1;2 Washes and dries face using soap and water. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Brushes teeth. SCORING TIP: Mark a ""2"" if the individual brushes teeth without help, including putting toothpaste on the brush, and without being told to brush; mark ""1"" if the individual needs help brushing or putting toothpaste on the brush or needs frequent reminders; mark ""0"" if the individual never brushes without help or without being reminded." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Buttons large buttons in front, in correct buttonholes. " Recommended Vineland Survey Interview Form - 2005 0;1;2 Covers mouth and nose when coughing and sneezing. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Buttons small buttons in front, in correct buttonholes." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Connects and zips zippers that are not fastened at the bottom (for example, in jackets, sweatshirts, etc.). " Recommended Vineland Survey Interview Form - 2005 0;1;2 "Sucks or chews on finger foods (for example, crackers, cookies, toast, etc.). " Recommended Vineland Survey Interview Form - 2005 0;1;2 Turns faucets on and adjusts temperature by adding hot or cold water. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Wears appropriate clothing during wet or cold weather (for example, raincoat, boots, sweater, etc.). " Recommended Vineland Survey Interview Form - 2005 0;1;2 "Bathes or showers and dries self. SCORING TIP: Mark a ""2"" if the individual bathes or showers without help, including turning the water on and off; mark a ""1"" if the individual needs help with any part of bathing or drying or with turning the water on and off; mark ""0"" if the individual never bathes or showers without help or without reminders. " Recommended Vineland Survey Interview Form - 2005 0;1;2 Finds and uses appropriate public restroom for his or her gender. Recommended Vineland Survey Interview Form - 2005 0;1;2 Washes and dries hair (with towel or hair dryer). Recommended Vineland Survey Interview Form - 2005 0;1;2 "Cares for minor cuts (for example, cleans wound, puts on bandage, etc.). " Recommended Vineland Survey Interview Form - 2005 0;1;2 "Takes medicine as directed (that is, follows directions on label). " Recommended Vineland Survey Interview Form - 2005 0;1;2 Uses thermometer to take own or another's temperature. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Seeks medical help in an emergency (for example, recognizes symptoms of serious illness or injury, such as shortness of breath, chest pain, uncontrolled bleeding, etc.). You may mark ""N/O"" for No Opportunity if the individual has not been in a medical emergency. " Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows directions for health care procedures, special diet, or medical treatments. You may mark ""N/O"" for No Opportunity if the individual does not have a health concern that requires special procedures, diet, or treatments. " Recommended Vineland Survey Interview Form - 2005 0;1;2 Drinks from a cup or glass; may spill. Recommended Vineland Survey Interview Form - 2005 0;1;2 Keeps track of medications (nonprescription and prescription) and refills them as needed. Recommended Vineland Survey Interview Form - 2005 0;1;2 Makes appointments for regular medical and dental checkups. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Lets someone know when he or she has wet or soiled diaper or pants (for example, points, vocalizes, pulls at diaper, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Feeds self with spoon; may spill. Recommended Vineland Survey Interview Form - 2005 0;1;2 Sucks from straw. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Takes off clothing that opens in the front (for example, a coat or sweater); does not have to unbutton or unzip the clothing." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Pulls up clothing with elastic waistbands (for example, underwear or sweatpants)." Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 "Responds when parent or caregiver is playful (for example, smiles, laughs, claps hands, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Plays with others with minimal supervision. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Uses common household objects or other objects for make-believe activities (for example, pretends a block is a car, a box is a house, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Protects self by moving away from those who destroy things or cause injury (for example, those who bite, hit, throw things, pull hair, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Plays simple make-believe activities with others (for example, plays dress-up, pretends to be superheroes, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Seeks out others for companionship (for example, invites others home, goes to another's home, plays with others on the playground, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Takes turns when asked while playing games or sports. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Plays informal, outdoor group games (for example, tag, jump rope, catch, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Shares toys or possessions without being asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows rules in simple games (relay races, spelling bees, electronic games, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Takes turns without being asked. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows interest in where he or she is (for example, looks or moves around, touches objects or people, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Plays simple card or board game based only on chance (for example, Go Fish, Crazy Eights, Sorry™, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Goes places with friends during the day with adult supervision (for example, to a shopping mall, park, community center, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Asks permission before using objects belonging to or being used by another. Recommended Vineland Survey Interview Form - 2005 0;1;2 Refrains from entering group when nonverbal cues indicate that he or she is not welcome. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Plays simple games that require keeping score (for example, kickball, pickup basketball, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Shows good sportsmanship (that is, follows rules, is not overly aggressive, congratulates other team on winning, and does not get mad when losing)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Plays more than one board, card, or electronic game requiring skill and decision making (for example, Monopoly™, Cribbage, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Goes places with friends in evening with adult supervision (for example, to a concert, lecture, sporting event, movie, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows rules in complex games or sports (for example, football, soccer, volleyball, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Goes places with friends during the day without adult supervision (for example, to a shopping mall, park, community center, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Plays simple interaction games with others (for example, peek-a-boo, patty-cake, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Plans fun activities with more than two things to be arranged (for example, a trip to a beach or park that requires planning transportation, food, recreational items, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Goes places with friends in evening without adult supervision (for example, to a concert, lecture, sporting event, movie, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Plays near another child, each doing different things." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Chooses to play with other children (for example, does not stay on the edge of a group or avoid others)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Plays cooperatively with one or more children for up to 5 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 Plays cooperatively with more than one child for more than 5 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 Continues playing with another child with little fussing when parent or caregiver leaves. Recommended Vineland Survey Interview Form - 2005 0;1;2 Shares toys or possessions when asked. Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 Turns eyes and head toward sound. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows instructions with one action and one object (for example, “Bring me the book""; ""Close the door""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Points to at least five minor body parts when asked (for example, fingers, elbows, teeth, toes, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows instructions with two actions or an action and two objects (for example, “Bring me the crayons and the paper""; ""Sit down and eat your lunch""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows instructions in ""if-then"" form (for example, ""If you want to play outside, then put your things away.""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Listens to a story for at least 15 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 Listens to a story for at least 30 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Follows three-part instructions (for example, ""Brush your teeth, get dressed, and make your bed""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Follows instructions or directions heard 5 minutes before. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Understands sayings that are not meant to be taken word for word (for example, ""Button your lip""; ""Hit the road""; etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Listens to an informational talk for at least 15 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 Looks toward parent or caregiver when hearing parent's or caregiver's voice. Recommended Vineland Survey Interview Form - 2005 0;1;2 Listens to an informational talk for at least 30 minutes. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Responds to his or her name spoken (for example, turns toward speaker, smiles, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates understanding of the meaning of no, or word or gesture with the same meaning (for example, stops current activity briefly)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Demonstrates understanding of the meaning of yes, or word or gesture with the same meaning ~for example, continues activity, smiles, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Listens to story for at least 5 minutes (that is, remains relatively still and directs attention to the storyteller or reader)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Points to at least three major body parts when asked (for example, nose, mouth, hands, feet, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Points to common objects in a book or magazine as they are named (for example, dog, car, cup, key, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Listens to instructions. Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Recommended Vineland Survey Interview Form - 2005 The site’s subject identification Recommended Vineland Survey Interview Form - 2005 Confidence Interval Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Domain Standard Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 %ile Rank Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Stanine Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 Raw Score Recommended Vineland Survey Interview Form - 2005 v-Scale Score Recommended Vineland Survey Interview Form - 2005 Conf. Interval (±) Recommended Vineland Survey Interview Form - 2005 Low;Moderately Low;Adequate;Moderately High;High Adaptive Level Recommended Vineland Survey Interview Form - 2005 Age Equivalent Recommended Vineland Survey Interview Form - 2005 Score Minus Median* Recommended Vineland Survey Interview Form - 2005 S;W S(trength) or W(eakness) Recommended Vineland Survey Interview Form - 2005 0;1;2 Identifies one or more alphabet letters as letters and distinguishes them from numbers. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Prints at least 10 simple words from memory (for example, hat, ball, the, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Reads simple stories aloud (that is, stories with sentences of three to five words)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Prints simple sentences of three or four words; may make small errors in spelling or sentence structure. Recommended Vineland Survey Interview Form - 2005 0;1;2 Prints more than 20 words from memory; may make small spelling errors. Recommended Vineland Survey Interview Form - 2005 0;1;2 Reads and understands material of at least second-grade level. Recommended Vineland Survey Interview Form - 2005 0;1;2 Puts lists of words in alphabetical order. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Writes simple correspondence at least three sentences long (for example, postcards, thank-you notes, e-mail, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Reads and understands material of at least fourth-grade level. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Writes reports, papers, or essays at least one page long; may use computer." Recommended Vineland Survey Interview Form - 2005 0;1;2 Writes complete mailing and return addresses on letters or packages. Recommended Vineland Survey Interview Form - 2005 0;1;2 Recognizes own name in printed form. Recommended Vineland Survey Interview Form - 2005 0;1;2 Reads and understands material of least sixth-grade level. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Edits or corrects own written work before handing it in (for example, checks punctuation, spelling, grammar, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Writes advanced correspondence at least 10 sentences long; may use computer. Recommended Vineland Survey Interview Form - 2005 0;1;2 Reads and understand material of at least ninth-grade level. Recommended Vineland Survey Interview Form - 2005 0;1;2 Reads at least two newspaper articles weekly (print or electronic version). Recommended Vineland Survey Interview Form - 2005 0;1;2 "Writes business letters (for example, requests information, makes complaint, places order, etc.); may use computer." Recommended Vineland Survey Interview Form - 2005 0;1;2 Identifies at least 10 printed letters of the alphabet. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Prints or writes using correct orientation (for example, in English from left to right; in some languages from right to left or top to bottom)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Copies own first name. Recommended Vineland Survey Interview Form - 2005 0;1;2 "Identifies all printed letters of the alphabet, upper-and lowercase." Recommended Vineland Survey Interview Form - 2005 0;1;2 "Prints at least three simple words from example (for example, cat, see, bee, etc.)." Recommended Vineland Survey Interview Form - 2005 0;1;2 Prints or writes own first and last name form memory. Recommended Vineland Survey Interview Form - 2005 0;1;2 Reads at least 10 words aloud. Recommended Vineland Survey Interview Form - 2005 Comments Recommended Vineland Survey Interview Form - 2005 Item Before Basal Recommended Vineland Survey Interview Form - 2005 Item Before Basal (multiply a). by 2) Recommended Vineland Survey Interview Form - 2005 DK and/or Missing Total Recommended Vineland Survey Interview Form - 2005 N/O Total Recommended Vineland Survey Interview Form - 2005 Sum of 2s and 1s Recommended Vineland Survey Interview Form - 2005 Raw Score (Add b - e) Optional Vineland Survey Interview Form - 2005 "Miscellaneous comments on study, interview, methodology relevant to this form data " Recommended Vineland Survey Interview Form - 2005 1+ Interview Age Recommended Vineland Survey Interview Form - 2005 MM/dd/yyyy;MM/dd/yyyy HH:mm Z Interview Date Written imported from neuroinfo Information content entity Organism Citation record Stub for NIF Behavioral process Stub for NIF Behavioral process Relates to assessment items under 'Interests And Behaviours' sections of ADI-R 2003 Interests and behaviors phenotype ADOS-1 2001 assessment-result:AUTISMC000002 Assessment result autism-core:AUTISMC100000 Record of inferred phenotype, that, in addition to a reference to a phenotype, has properties such as the ValidTime and source of phenotype definitions. Phenotype record autism-core:AUTISMC1000012 Ability to initiate speech autism-core:AUTISMC1000013 Ability to sustain speech autism-core:AUTISMC1000014 Autism Spectrum disposition autism-core:AUTISMC1000015 Autism Spectrum Disorder related condition autism-core:AUTISMC1000017 Body posture autism-core:AUTISMC1000018 Broad autism phenotype autism-core:AUTISMC1000019 Language acquisition autism-core:AUTISMC100002 http://ontology.neuinfo.org/NIF/DigitalEntities/NIF-Investigation.owl#birnlex_11004 Quantitative value autism-core:AUTISMC1000021 Play behavior autism-core:AUTISMC1000022 Communication capability autism-core:AUTISMC1000023 Rerers to combined score item on ADOS 2001 Combined communication and social intereaction functioning autism-core:AUTISMC1000024 Developmental abnormalities at or before age 36 months phenotype autism-core:AUTISMC1000026 Relates to assessment items under 'Language and communication functioning' section of ADI-R 2003 Language and communication functioning phenotype autism-core:AUTISMC1000027 Annotation C1145677 from UMLS. p.term: language ability Language skills phenotype autism-core:AUTISMC1000028 Motor skills phenotype autism-core:AUTISMC1000031 autism000030 Savant skill phenotype autism-core:AUTISMC1000032 Relates to assessment items under 'Social development and play' sections of ADI-R 2003 Social development and play phenotype autism-core:AUTISMC1000035 Development of spoken speech autism-core:AUTISMC1000036 Developmental capability autism-core:AUTISMC1000037 Developmental process autism-core:AUTISMC1000038 Disease autism-core:AUTISMC1000039 Emotional reciprocity capability autism-core:AUTISMC100004 Delay autism-core:AUTISMC1000040 Eye to eye gaze autism-core:AUTISMC1000041 Facial expression autism-core:AUTISMC1000042 Gesture autism-core:AUTISMC1000045 Human autism-core:AUTISMC1000046 Impairment of communication capability autism-core:AUTISMC1000047 Impairment of non-verval social interaction autism-core:AUTISMC1000048 Impairment of peer relationship autism-core:AUTISMC1000049 Impairment of play behavior autism-core:AUTISMC100005 Measurement autism-core:AUTISMC1000050 Impairment of sharing good thing autism-core:AUTISMC1000051 Impairment of social behavior autism-core:AUTISMC1000052 Impairment of social or emotional reciprocity autism-core:AUTISMC1000053 Language acquisition phenotype autism-core:AUTISMC1000054 Adaptive behaviors are everyday living skills such as walking, talking, getting dressed, going to school, going to work, preparing a meal, cleaning the house, etc. They are skills that a person learns in the process of adapting to his/her surroundings. Since adaptive behaviors are for the most part developmental, it is possible to describe a person's adaptive behavior as an age-equivalent score. (http://psychology.wikia.com/wiki/Vineland_Adaptive_Behavior_Scale) Maps generally to items on the Vineland Adaptive Behavior Scale Adaptive behavior phenotype autism-core:AUTISMC100006 Unit autism-core:AUTISMC1000061 Nonverbal social interaction capability autism-core:AUTISMC1000064 Obsessive-compulsive like behavior phenotype autism-core:AUTISMC1000066 Peer relationship autism-core:AUTISMC1000067 Percentile rank of composite adaptive behaviors phenotype autism-core:AUTISMC1000068 Phrase acquisition autism-core:AUTISMC1000069 present autism-core:AUTISMC100007 Impared autism-core:AUTISMC1000070 Repetitive stereotypical behavior autism-core:AUTISMC1000073 Sharing good thing autism-core:AUTISMC1000074 Social interaction capability autism-core:AUTISMC1000075 Social reciprocity autism-core:AUTISMC1000076 Relates to assessment items identified as 'Special Isolated Skills' in ADI-R 2003 Special isolated skills phenotype autism-core:AUTISMC1000077 Standard score of composite adaptive behaviors phenotype autism-core:AUTISMC1000080 Relates to assessment items under 'Early Development' and 'Acquisition and Loss of Language/Other Skills' sections of ADI-R 2003 Early development and skill acquisition phenotype autism-core:AUTISMC1000081 Word acquisition autism-core:AUTISMC100009 An entry in an ordinal scale Qualitative measure autism-core:AUTISMC100010 Marked autism-core:AUTISMC100011 present or absent autism-core:Degree_of_Restrictive_repetitive_and_stereotyped_behaviors Relates to assessment items under 'Interests and Behaviors' section of ADI-R 2003 Restrictive, repetitive and stereotyped behaviors phenotype autism-rules:Ability_to_Converse_in_Social_Settings The ability to participate in and contribute to friendly and casual conversations with others in a contextually and socially appropriate manner, including asking questions relevant to the conversational topic. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d350 autism-rules:Ability_to_Convey_Appropriate_Level_of_Detail The ability to recognize and express the appropriate amount of information required during conversation on a given topic, such as sharing details that will interest another without including unnecessary information. N\A autism-rules:Ability_to_Convey_Correct_Information_ The ability to understand and express accurate and relevant information during conversations, such as correctly answering questions of others. N\A autism-rules:Ability_to_Convey_Feelings The ability to understand and accurately express information regarding one's own thoughts, opinions, and feelings. http://www.nlm.nih.gov/research/umls?cui=C1821397 autism-rules:Ability_to_Convey_Information The ability to understand and express a variety of types of information in conversation, including reporting of events, answering questions of others, and expressing one's own thoughts and feelings. N\A autism-rules:Ability_to_Engage_in_Casual_Conversation The ability to maintain casual interactions with others such as chatting and small talk, in a contextually and socially appropriate manner. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d3501 autism-rules:Abnormal_idiosyncratic_Negative_response_to_specific_sensory_stimuli autism-rules:Abnormal_idiosyncratic_Negative_response_to_specific_sensory_stimuli_UnknownOrNotAsked autism-rules:Abnormal_speech (2) Speech that is clearly abnormal in terms of any or all of the following: (a) odd intonation or inappropriate pitch and stress; (b) markedly flat and toneless or mechanical speech; (c) consistently abnormal volume that lacks modulation; (d) imappropriate, poorly modulated rate or rhythm (either unusually slow or halting or unusually rapid or jerky) to a degree that creates some interference with intelligibility autism-rules:Abnormal_speech_due_to_other_impairment (7) Stutter or stammer ; abnormal intonation due to severe hearing impairment; or intonation abnormality due to neurological disorder causing motor dysfunction autism-rules:Abstract_Thinking The conceptual process of creating ideas and generalizations that are distinct from concrete realities, specific objects, or actual instances. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d163 autism-rules:Acquisition_of_bladder_control autism-rules:Acquisition_of_bladder_control_Daytime (Q6) autism-rules:Acquisition_of_bladder_control_Nighttime (Q7) autism-rules:Acquisition_of_bowel_control autism-rules:Acquisition_of_control_certainty autism-rules:Acting_Before_Thinking Taking action before considering the consequences or impact of such action. http://purl.bioontology.org/ontology/MSH/D007175 autism-rules:Actively_Seeks_and_Plays_Cooperatively_in_Several_Different_Groups autism-rules:Adaptive_Life_Skills Everyday skills that are needed at home and in the community. http://www.nlm.nih.gov/research/umls?cui=C0085880 autism-rules:Adherence_to_Rituals_and_Routines Intolerance for deviation from routine, or Insistence on a specific order. http://www.nlm.nih.gov/research/umls?cui=C1837653 autism-rules:Adherence_to_Rules_in_the_Community Understanding and obeying rules and laws when in the broader community. http://www.nlm.nih.gov/research/umls?cui=C0562410, http://www.nlm.nih.gov/research/umls?cui=C0562415 autism-rules:Adherence_to_Rules_in_the_Home Understanding and obeying rules that have been determined for appropriate behavior within the household. http://www.nlm.nih.gov/research/umls?cui=C0562410, http://www.nlm.nih.gov/research/umls?cui=C0562415 autism-rules:Affect Conveying meaning by movements of the body, such as facial gestures, arm and hand movements, and postures. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d3350 autism-rules:Age_parents_first_noticed_something_was_mot_right autism-rules:Age_when_abnormality_first_evident autism-rules:Age_when_abnormality_first_evident_UnknownOrNotAsked autism-rules:Aggressive_Behavior Behavior which may be manifested by destructive and attacking action which is verbal or physical, by covert attitudes of hostility or by obstructionism. http://purl.bioontology.org/ontology/MSH/D000374 autism-rules:An_interest_in_infant_toys autism-rules:Analytic_Capability Skill in reasoning, including problem solving and numeracy. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d175 autism-rules:Anger_Control The ability to control and appropriately manage a strong emotional feeling of displeasure aroused by being interfered with, injured or threatened. http://www.nlm.nih.gov/research/umls?cui=C0002957 autism-rules:Anxiety Feeling unreasonably or excessively afraid of impending actual or imagined danger; including feelings of panic and phobias. http://purl.bioontology.org/ontology/MSH/D001008 autism-rules:Appropriate_and_Spontaneous_Use Appropriate and spontaneous use of a variety of conventional or instrumental gestures autism-rules:Appropriate_response_to_overtures_by_familiar_and_unfamiliar_adults autism-rules:Appropriateness_of_social_responses autism-rules:Appropriateness_of_social_responses_NA autism-rules:Appropriateness_of_social_responses_UnknownOrNotAsked autism-rules:Association_of_loss_of_language_with_physical_illness autism-rules:Attachment_to_an_unusual_object_causes_significant_distress_on_separation autism-rules:Attachment_to_shooter_comforter_or_other_unusual_object_beyond_age autism-rules:Attention_and_Focus The ability to focus on an external stimulus or internal experience for the required period of time, including intentionally focusing on specific stimuli, such as by filtering out distracting noises. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b140, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d160 autism-rules:Attention_to_voice autism-rules:Attention_to_voice_NotAvailable autism-rules:Attention_to_voice_UnknownOrNotAsked autism-rules:Autism_High_Level_Visualizer autism-rules:Autism_Phenotype Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 autism-rules:Awareness_and_Avoidance_of_Danger Avoiding risks and potentially hazardous situations that can lead to injury or harm. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d571 autism-rules:Awareness_of_Harmful_Social_Situations Being aware of and maintaining a distance between oneself and others that is contextually, socially and culturally appropriate. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d7204 autism-rules:Awareness_of_Social_Cues Giving and reacting appropriately to signs and hints that occur in social interactions. This ability can be compromised in individuals with autism spectrum disorder. http://www.nlm.nih.gov/research/umls?cui=C2371537 autism-rules:Awareness_of_Social_and_Personal_Space Recognizing when being treated poorly or unfairly by others. http://www.nlm.nih.gov/research/umls?cui=C1821431 autism-rules:Biologic_function A state, activity or process of the body or one of its systems or parts. autism-rules:Brief_Definit_Direct_Gaze autism-rules:Can_perform_unexpected_action_with_unexpected_object_when_requested Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (0) In response to a request can usually perform an unexpected action with an unexpected object; or could place an object, other than something to be used by self (such as boots or a toy), in an unexpected location in a different room (?Put the keys on the kitchen table") autism-rules:Can_usually_get_object_from_another_room_when_requested Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (1) In response to a request can usually get an object, other than something for self or something highly contextualized, from another room (?Get the keys from the Kitchen table"), but usually cannot carry out a new action on this object or put it in a "new" place autism-rules:Cell_function A physiologic function inherent to cells or cell components autism-rules:Child_always_different Child always &quot;different&quot;, but differences were not perceived by parents as any kind of abnormality autism-rules:Circumscribed_Interests autism-rules:Circumscribed_Interests_NotAvailable autism-rules:Circumscribed_Interests_UnknownOrNotAsked autism-rules:Clear_Social_Quality autism-rules:Clothing_Self Carrying out the coordinated actions and tasks of putting on and taking off clothes and footwear in sequence and in keeping with climatic and social conditions. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d540 autism-rules:Cognitive_Ability General mental function required to understand and integrate the various mental functions, including all cognitive functions and their development over the life span. http://www.nlm.nih.gov/research/umls?cui=C0392334 autism-rules:Color_Perception Mental processing of chromatic signals from the eye by the visual cortex where they are converted into symbolic representations. http://purl.bioontology.org/ontology/MSH/D003118 autism-rules:Community_Life_Skills Skills that allow successful engagement in all aspects of community social life, such as engaging in organized groups, recreation, and citizenship. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d8, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d9 autism-rules:Comprehension_of_simple_language Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (Q29) Comprehension of simple language autism-rules:Comprehension_of_simple_language_NotAvailable Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (8) N/A (e.g., deaf) autism-rules:Comprehension_of_simple_language_unknownOrNotAsked Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (9) N/K or not asked autism-rules:Compulsions_or_rituals autism-rules:Compulsions_or_rituals_UknownOrNotAsked autism-rules:Compulsive_Behavior Performing an act persistently and repetitively without it leading to reward or pleasure. http://purl.bioontology.org/ontology/MSH/D003192 autism-rules:Concept From the vocabulary Concept autism-rules:Conditional_probability autism-rules:Consistently_Nods_Spontaneously autism-rules:Consistently_Shakes_Head_Spontaneously autism-rules:Consistently_Uses_Eye_Gaze_With_Vocalization autism-rules:Consistently_and_persistently_avoids_approaches_of_other_children autism-rules:Constructive_or_imaginative_play (Q24) Constructive or imaginative play (puzzles, games, make-believe etc.) autism-rules:Constructive_or_imaginative_play_Definite_loss autism-rules:Constructive_or_imaginative_play_No_loss autism-rules:Constructive_or_imaginative_play_Possible_loss autism-rules:Control_Acquisition Control Acquisition autism-rules:Control_of_Emotional_Reactions The ability to control and appropriately manage the experience and display of emotions in response to external stimuli. http://www.nlm.nih.gov/research/umls?cui=C0871727, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b1521 autism-rules:Conventional_or_Instrumental_Gestures autism-rules:Conversation_Flows Conversation flows, including both offering information, and building on other person's response in a manner that leads to ongoing dialogue autism-rules:Conversational_Skills Abilities needed to start, sustain and end an interchange of thoughts and ideas, carried out by means of spoken, written, sign or other forms of language, with one or more people one knows or who are strangers, in formal or casual settings. http://www.nlm.nih.gov/research/umls?cui=C0871703 autism-rules:Daily_spontaneous_and_meaningful_speech Daily, spontaneous, and meaningful speech used communicatively, with at least five different words used at some point before change autism-rules:Decision_Making_Ability Making a choice among options, implementing the choice, and evaluating the effects of the choice, or deciding to undertake and undertaking one task from among several tasks that need to be done. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d177 autism-rules:Definite_abnormal_wringing_hand_movements_mainly_in_the_midline autism-rules:Definite_circumscribed_interest_that_causes_clear_cut_social_impairment autism-rules:Definite_circumscribed_interest_that_does_not_cause_substantial_interference_with_social_functioning autism-rules:Definite_frequent_hand_mannerisms_or_finger_flicking autism-rules:Definite_frequent_other_mannerisms_or_stereotypies autism-rules:Definite_lack_of_appreciation_of_social_cues_contexts_or_requirements autism-rules:Definite_loss_of_articulation autism-rules:Definite_loss_of_communicative_intent autism-rules:Definite_loss_of_five_meaningful_words_use autism-rules:Definite_loss_of_syntactical_skills autism-rules:Definite_preoccupation_that_causes_substantial_interference_or_social_impairment autism-rules:Definite_repetitive_preoccupation_that_intrudes_into_family_life autism-rules:Definite_sensitivity_to_noises_and_interfere_with_family_routines autism-rules:Definite_sensitivity_to_noises_that_are_not_distressing_to_most_other_people autism-rules:Definite_unusual_and_marked_resistance_to_minor_changes_in_subjects_own_routines autism-rules:Definite_unusual_and_marked_resistance_to_trivial_changes_in_the_environment autism-rules:Definite_unusual_reaction_to_trivial_changes_in_the_environment autism-rules:Definite_unusual_reactions_to_minor_changes_in_subjects_own_routines autism-rules:Delayed_walked_unaided autism-rules:Depression A mood state characterized by sadness, despair, or discouragement, and melancholic feelings of grief or unhappiness. http://www.nlm.nih.gov/research/umls?cui=C0011570 autism-rules:Destructive_Behavior Intentionally damaging one's own or others' belongings. http://www.nlm.nih.gov/research/umls?cui=C0233520 autism-rules:Development_definitly_abnormal_in_the_first_3_years_not_unambiguously_autistic_at_that_age autism-rules:Development_definitly_abnormal_in_the_first_3_years_strongly_indicative_of_autism autism-rules:Development_in_the_dirst_3_years_of_life_clearly_normal autism-rules:Development_or_Regression_of_Language_Skills The acquisition or loss of the ability to communicate using language. http://www.nlm.nih.gov/research/umls?cui=C1843016, http://www.nlm.nih.gov/research/umls?cui=C0023013 autism-rules:Development_possibly_within_normal_limits_during_first_3_years autism-rules:Development_probably_abnormal_by_the_age_of_3_years autism-rules:Difficulties_with_minor_changes_in_subjects_own_routines_or_personal_environment autism-rules:Difficulties_with_minor_changes_in_subjects_own_routines_or_personal_environment_UnknownOrNotAsked autism-rules:Direct_Gaze (Q50) Direct Gaze autism-rules:Direct_Gaze_Not_Available autism-rules:Disobedience Intentionally violating rules, commands or prohibitions. http://www.nlm.nih.gov/research/umls?cui=C0424347 autism-rules:Distant_or_Preoccupied_Affect Appearing unemotional, unresponsive, or disconnected from one's physical environment. http://www.nlm.nih.gov/research/umls?cui=C0233484 autism-rules:Does_not_consistently_appear_to_pay_attention autism-rules:Eating_Ability Indicating need for, and carrying out the coordinated tasks and actions of eating food that has been served or taking hold of a drink, bringing it to the mouth and consuming it in culturally acceptable ways. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d550, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d560 autism-rules:Emotional_Outbursts An extreme, violent display of emotion, often in response to frustration, including temper tantrums. http://www.nlm.nih.gov/research/umls?cui=C0679475 autism-rules:Emotional_Regulation_and_Control Directing or governing one`s own emotions. Individuals with autism spectrum disorder can react negatively to their environment and at times may engage in emotional outbursts. N\A autism-rules:Emotional_Swings Tendency to display unpredictable, extreme, and rapidly changing emotions or moods. http://www.nlm.nih.gov/research/umls?cui=C0085633 autism-rules:Emotional_Traits The characteristics of a person's emotional makeup. http://www.nlm.nih.gov/research/umls?cui=C0233451 autism-rules:Empathy An individual's objective and insightful awareness of the feelings and behavior of others, including demonstration of an awareness of and a concern for the good of others. http://purl.bioontology.org/ontology/MSH/D004645 autism-rules:Engagement_in_Social_Activities Participating in informal or casual gatherings or groups with others who have common interests. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d9205 autism-rules:Engaging_in_Social_Conversation Participating in and enjoying interactions with others where the purpose is to be friendly or social, rather than expressing explicit information or needs. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d71041 autism-rules:Engaging_in_Social_Play Participating in and enjoying structured and unstructured games and spontaneous recreation. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d9200 autism-rules:Enjoys_Parallel_Active_Play_but_Little_or_No_Cooperative_Play autism-rules:Environmental_effect_of_humans a change in the natural environment that is a result of the activities of human beings autism-rules:Executive_Function A set of cognitive functions that controls complex, goal-directed thought and behavior. Executive function involves multiple domains, such as concept formation, goal management, cognitive flexibility, inhibition control, impulse control, and working memory. Executive function in autism spectrum disorder is a subject of continuing research. http://purl.bioontology.org/ontology/MSH/D056344 autism-rules:Expressive_Language The ability to produce and use language in an accurate and meaningful way. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d330 autism-rules:Expressive_Lexicon The vocabulary that an individual can produce. http://purl.bioontology.org/ontology/MSH/D014825 autism-rules:Expressive_Morphology The ability to produce accurate forms of words, including the inflections that indicate the grammatical role of a word. http://www.nlm.nih.gov/research/umls?cui=C0517141 autism-rules:Expressive_Phonology The ability to produce sounds according to the sound patterns of language. http://purl.bioontology.org/ontology/MSH/D013061, http://purl.bioontology.org/ontology/MSH/D013065 autism-rules:Expressive_Semantics The ability to produce phrases, sentences, or sets of sentences that successfully convey meaning. http://www.nlm.nih.gov/research/umls?cui=C0564246 autism-rules:Expressive_Syntax The ability to produce phrases and sentences according to the rules of grammar. http://www.nlm.nih.gov/research/umls?cui=C2183469 autism-rules:Eye_Contact Meeting the eyes of another individual in an effort to communicate or in response to communication by the other individual, and integrating eye contact with verbal interaction, including looking at the individual speaking or being addressed. http://www.nlm.nih.gov/research/umls?cui=C0870532 autism-rules:Facial_Expression_Range_NotAvailable autism-rules:Facial_Expressions Observable changes of expression in the face in response to emotional stimuli. http://purl.bioontology.org/ontology/MSH/D005149 autism-rules:Facial_expressions_almost_always_appropriate_to_mood_situation_and_context autism-rules:Facial_expressions_obviously_inappropriate_in_several_different_situations autism-rules:Facial_expressions_slightly_or_occasionally_inappropriate_or_odd autism-rules:Few_or_No_Attempts_To_Share_Enjoyments autism-rules:Fewer_Than_Five_Words_Total_or_Speech_Not_Used_on_a_Daily_Basis Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 autism-rules:Fine_Motor_Skills The small movements of the hands, wrists, fingers, feet, toes, lips, and tongue. http://www.nlm.nih.gov/research/umls?cui=C0678857 autism-rules:First_and_second_person_confusion_after_phrase_speech_established (2) "you/I" or "s/he/I" confusion after phrse speech established, but "you" ot "s/he" not used with intonation of a question autism-rules:First_walked_unaided autism-rules:First_walked_unaided_milestone_not_reached autism-rules:Flexibility_in_Problem_Solving The ability to change strategies, or shift mental sets, when involved in problem-solving. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b1643 autism-rules:Flexibly_and_spontaneously_offers_comfort autism-rules:Form_Perception The sensory discrimination of a pattern shape or outline. http://purl.bioontology.org/ontology/MSH/D005556 autism-rules:Frequency autism-rules:Frequent_Attempts_to_Direct_Attention_to_Things_Enjoys autism-rules:Frequent_Spontaneous_and_Varied_Offers_to_Share_Objects autism-rules:Frequent_use_of_inappropriate_questions_or_statements (2) Frequent use of questions/statements that are odd or obviously inappropriate to the situation autism-rules:Friendships (Q65) Friendships autism-rules:Friendships_NotAvailable autism-rules:Friendships_NotKnownOrNotAsked autism-rules:Full_Facial_Expression_Range autism-rules:Functional_Laterality Behavioral manifestations of cerebral dominance in which there is preferential use and superior functioning of either the left or the right side, as in the preferred use of the right hand or right foot. http://purl.bioontology.org/ontology/MSH/D007839 autism-rules:Functional_Use Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 autism-rules:General_loss_of_skills autism-rules:Generally_responsive_to_other_childrens_approaches generally responsive to other children's approaches, although may be hesitant initially if other children are too rough or intrusive; simetimes makes a clear effort to keep an interaction going with a child other than a sibling by gesturing, vocalizing, offering an object, etc. autism-rules:Genetic_function Functions of or related to the maintenance, translation or expression of the genetic material. autism-rules:Gestures Movement of a part of the body for the purpose of communication. http://purl.bioontology.org/ontology/MSH/D005868 autism-rules:Gross_Motor_Skills Skills that involve the large muscle groups, including movements of the arms, legs, feet, or the entire body. http://www.nlm.nih.gov/research/umls?cui=C0678858 autism-rules:Group_Play_With_Peers (Q64) Group Play With Peers autism-rules:Group_Play_With_Peers_NotAvailable autism-rules:Group_Play_With_Peers_UnknownOrNotAsked autism-rules:Hand_and_finger_mannerisms autism-rules:Hand_and_finger_mannerisms_NotAvailable autism-rules:Hand_and_finger_mannerisms_UnknownOrNotAsked autism-rules:Has_no_unusual_sensory_interests autism-rules:Has_partial_response_or_indirect_physical_approach autism-rules:Has_to_say_one_or_more_things_in_a_special_way (2) Subject has to say one or more things in a special way; rituals mayintrude on family life, may involve other family members and some distress at interruption, or may cause some disturbance or minor reorganization of family life that can be tolerated by most families autism-rules:Has_unusual_sensory_interest_that_takes_up_a_major_amount_of_time autism-rules:Head_Shaking autism-rules:Home_Life_Skills Carrying out domestic and everyday actions and tasks, including adhering to household rules, caring for one's self and one's possessions, and performing household tasks. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d6 autism-rules:Human-caused_Phenomenon_or_process A phenomenon or process that is a result of the activities of human beings. autism-rules:Human_With_DSM-5_Diagnosis_definition_A Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history autism-rules:Human_With_DSM-5_Diagnosis_definition_A_1 Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and gailure of normal back-and-forth conversation; to reduce sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions autism-rules:Human_With_DSM-5_Diagnosis_definition_A_2 Deficitst in nonverbal communicative behaviours used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication autism-rules:Human_With_DSM-5_Diagnosis_definition_A_3 Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behaviour to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers autism-rules:Human_With_DSM-5_Diagnosis_definition_B autism-rules:Human_With_DSM-5_Diagnosis_definition_B_1 Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases) autism-rules:Human_With_DSM-5_Diagnosis_definition_B_2 Insistance on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behaviour (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patters, greeting rituals, need to take same route or eat same food every day) autism-rules:Human_With_DSM-5_Diagnosis_definition_B_3 Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests) autism-rules:Human_With_DSM-5_Diagnosis_definition_B_4 Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment (e.g., apparent indifference to pain/temprature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement) autism-rules:Human_With_DSM-5_Diagnosis_definition_B_Part Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history autism-rules:Human_With_DSM-5_Diagnosis_definition_C Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life) autism-rules:Human_With_DSM-5_Diagnosis_definition_D Symptoms cause climically significant impairment in social, occupational, or other important areas of current functioning autism-rules:Human_With_DSM-5_Diagnosis_definition_E These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnosis of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level autism-rules:Human_With_DSM-5_Diagnostic_Criterion autism-rules:Human_With_DSM-IV_Diagnostic_Criterion autism-rules:Human_with_DSM-5_Autism_Diagnosis autism-rules:Human_with_DSM-IV_Autism_Diagnosis autism-rules:Human_with_DSM-IV_definition_A A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C) autism-rules:Human_with_DSM-IV_definition_A_1 qualitative impairment in social interaction, as manifested by at least two of the following: autism-rules:Human_with_DSM-IV_definition_A_1_Part autism-rules:Human_with_DSM-IV_definition_A_1_a marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction autism-rules:Human_with_DSM-IV_definition_A_1_b failure to develop peer relationships appropriate to developmental level autism-rules:Human_with_DSM-IV_definition_A_1_c a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people) autism-rules:Human_with_DSM-IV_definition_A_1_d lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or "mechanical" aids ) autism-rules:Human_with_DSM-IV_definition_A_3 restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following: autism-rules:Human_with_DSM-IV_definition_A_3_a encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus autism-rules:Human_with_DSM-IV_definition_A_3_b apparently inflexible adherence to specific, nonfunctional routines or rituals autism-rules:Human_with_DSM-IV_definition_A_3_c stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole-body movements) autism-rules:Human_with_DSM-IV_definition_A_3_d persistent preoccupation with parts of objects autism-rules:Human_with_DSM-IV_definition_C The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder autism-rules:Human_with_DSm-IV_definition_A_2 qualitative impairments in communication as manifested by at least one of the following: autism-rules:Human_with_DSm-IV_definition_A_2_a delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime) autism-rules:Human_with_DSm-IV_definition_A_2_b in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others autism-rules:Human_with_DSm-IV_definition_A_2_c stereotyped and repetitive use of language or idiosyncratic language autism-rules:Human_with_DSm-IV_definition_A_2_d lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level autism-rules:Human_with_DSm-IV_definition_B Delayes or abnormal functioning in at least one of the following areas, with onset prior to age 3 years (Social interaction, Language aa used in social communication, Symbolic and imaginative play) autism-rules:Human_with_two_A1s autism-rules:Hygiene Maintaining personal cleanliness. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d510 autism-rules:IQ The ability to learn and to deal with new situations and to deal effectively with tasks involving abstractions. The relative intelligence of an individual is expressed as a score on a standardized test of intelligence. http://purl.bioontology.org/ontology/MSH/D007360, http://www.nlm.nih.gov/research/umls?cui=C0456149 autism-rules:Idiosyncratic_and_Routinized_Speech Unusual speech, including formulaic speech, overreliance on a restricted range of expressions, echolalia, and idiosyncratic sound-meaning associations. http://purl.bioontology.org/ontology/MSH/D004454, http://www.nlm.nih.gov/research/umls?cui=C0392185, http://www.nlm.nih.gov/research/umls?cui=C0233647 autism-rules:Imagination The ability to perceive new relationships and to derive new ideas and solve problems by pursuing nontraditional patterns of thinking. http://www.nlm.nih.gov/research/umls?cui=C0010297 autism-rules:Imaginative_Cooperative_Play_With_Other_Children_in_Spontaneous_Pretend_Activities autism-rules:Imaginative_Play_With_Peers (Q49) Imaginative Play With Peers autism-rules:Imaginative_Play_With_Peers_NotAvailable autism-rules:Imaginative_Play_With_Peers_NotKnownOrNotAsked autism-rules:Imaginative_play autism-rules:Imaginative_play_NotAvailable autism-rules:Imaginative_play_UnknownOrNotAsked autism-rules:Imitation Mimicking or copying the movements of other individuals as a means of interaction and play as well as to learn by modeling the actions and behaviors of others. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d130 autism-rules:Imitative_social_play autism-rules:Imitative_social_play_NotAvailable autism-rules:Imitative_social_play_UnknownOrNotAsked autism-rules:Immoderate_Behavior The inability to control and appropriately manage intensity of behavior, including excessive silliness, laughing, and loudness. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d7202 autism-rules:Impatience The inability to wait calmly without feelings of agitation. http://www.nlm.nih.gov/research/umls?cui=C0564566 autism-rules:Impulse_Control_and_Regulation Mental functions that regulate and resist sudden intense urges to do something. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b1304 autism-rules:Inappropriate_facial_expressions autism-rules:Inappropriate_facial_expressions_NotAvailable autism-rules:Inappropriate_facial_expressions_UnknownOrNotAsked autism-rules:Inappropriate_questions_or_statements (Q36) Inappropriate questions or statements autism-rules:Inappropriate_questions_or_statements_NotAvailable N/A (code "1" or "2" on Item 30) autism-rules:Inappropriate_questions_or_statements_UnknownOrNotAsked N/K or not asked autism-rules:Inconsistent_Spontaneous_Use Inconsistant spontaneous use, or use of elicited or well-rehearsed simple conventional or instrumental gestures only autism-rules:Initiating_Social_Interaction Starting interactions with others, including introducing oneself and actively trying to make friends. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d71040 autism-rules:Initiating_and_Responding_to_Social_Overtures Showing interest in making social advances to initiate friendly interactions as well as positive responses to the social advances of others. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d7104 autism-rules:Insistence_on_Order Insistence on an extreme degree of order in the surrounding environment, including placement and arrangement of specific objects. http://www.nlm.nih.gov/research/umls?cui=C0233850 autism-rules:Insistence_on_Routine Insistence on a specific sequence of ordered events and actions and intolerance of deviation from such routines. http://www.nlm.nih.gov/research/umls?cui=C0424246, http://www.nlm.nih.gov/research/umls?cui=C1976715 autism-rules:Insufficient_language_to_show_change_communicative_intent autism-rules:Insufficient_language_to_show_change_five_meaningful_words_use autism-rules:Insufficient_language_to_show_change_in_articulation autism-rules:Insufficient_language_to_show_change_syntactycal_skills autism-rules:Integrated_Verbal_and_NonVerbal_Communication Matching non-verbal communication, such as gestures and facial expressions, with meaning conveyed through verbal communication. N\A autism-rules:Intense_Interests Extremely strong interest in specific objects or topics. N\A autism-rules:Intentional_Bad_Behavior Deliberate engagement in disruptive or improper behavior. http://www.nlm.nih.gov/research/umls?cui=C0474416 autism-rules:Intentional_Cruelty Deliberately taking actions that cause physical or psychological pain for others. http://www.nlm.nih.gov/research/umls?cui=C0233515 autism-rules:Interactions_with_Friends_and_Family Relationships, including conversations and joint activities, with family members and friends. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d750, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d760 autism-rules:Interest_In_Children (Q62) Interest In Children autism-rules:Interest_in_children_NotAvailable autism-rules:Interest_in_children_UnknownOrNotAsked autism-rules:Interpersonal_Awareness Consciousness of contextually and socially appropriate manner, such as by showing consideration and esteem when appropriate, or responding to the feelings of others. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d710 autism-rules:Interpersonal_Interactions The reciprocal interaction of two or more persons. http://purl.bioontology.org/ontology/MSH/D007398 autism-rules:Interviewers_judgment_on_age_when_developmental_abnormalities_probably_first_manifest autism-rules:Intonation_Volume_Rhythm_Rate (Q40) Intonation / Volume / Rhythm / Rate autism-rules:Intonation_Volume_Rhythm_Rate_NotAvailable (8) N/A (code "1" or "2" on Item 30) autism-rules:Intonation_Volume_Rhythm_Rate_UnknownOrNotAsked (9) N/K or not asked autism-rules:Involuntary_Behaviors Non-intentional, non-purposive behaviors, including perseveration, habitual repeated movements, and extreme sensitivity to stimuli. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b765 autism-rules:Involve_Seeking_of_Contact_in_Group_Situation_within_personal_relationships autism-rules:Isolated_Cognitive_Skills Showing extreme proficiency in certain areas with special abilities, for example, in memory, music, drawing, reading and computational skills. N\A autism-rules:Job_Performance Quality of the work conducted at one's place of employment. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d845 autism-rules:Joint_Attention Sharing attentional focus with others between objects or events. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b1403 autism-rules:Keeps_to_Self Generally remaining isolated; avoiding interactions; preferring to be alone rather than with others. http://www.nlm.nih.gov/research/umls?cui=C0037421 autism-rules:Lack_of_Appropriate_Guilt Absence of subjective feeling that one has transgressed a moral, social or ethical principle. http://www.nlm.nih.gov/research/umls?cui=C0018379 autism-rules:Language_Ability The ability to use and comprehend the complex system of human communication. Individuals with autism spectrum disorder often have a range of receptive and expressive language impairments. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d3 autism-rules:Language_Development The gradual expansion in complexity and meaning of symbols and sounds as perceived and interpreted by the individual through a maturational and learning process. http://purl.bioontology.org/ontology/MSH/D007804 autism-rules:Level_of_communicative_language_before_loss autism-rules:Limited_Attempt ADi-R, WPS Edition (WPS No. W-382B) Makes some limited attempt to express interest by pointing, but with limited flexibility and\or lack of coordination (e.g., uses arm without consistent coordination with eye gaze) autism-rules:Limited_Spontaneous_Use Spontaneous use of conventional or instrumental gestures, but limited in range or context autism-rules:Little_Or_No_Emotions_Indication_Facial_Expression_Range autism-rules:Little_or_No_Reciprocal_Conversation Little or no reciprocal conversation; others find it difficult to build a conversation even if there is talk by subject; subject fails to follow anyone else's conversation topic; may ask or answer questions but not as part of a single interchange autism-rules:Little_or_Non ADi-R (WPS No. W-382B) Little or no spotaneous unpromped attempts to point to express interest in objects at a distance autism-rules:Little_or_no_comprehension_of_words Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (4) Little or no comprehension of words, even in context autism-rules:Little_or_no_interest_in_or_response_to_people autism-rules:Little_or_no_repetitive_use_of_objects autism-rules:Little_or_no_smiling_at_people autism-rules:Little_or_no_spontaneous_communication Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (8) Little or no spontaneous communication autism-rules:Little_toAndFro_social_play autism-rules:Locality autism-rules:Loss_of_articulation (Q13) Loss of articulation (pronunciation) autism-rules:Loss_of_communicative_intent (Q14) Loss of communicative intent autism-rules:Loss_of_language_skills_NK_or_not_asked autism-rules:Loss_of_language_skills_after_acquisition_phenotype autism-rules:Loss_of_language_skills_associated_meningeal_or_encephalitic_involvement Loss associated with impaired consciousness/epileptic attacks or other definite evidence of meningeal or encephalitic involvement autism-rules:Loss_of_language_skills_associated_with_illness loss of skills associated with a definite illness (e.g., high fever with ear infection), but no clear evidence of meningeal or encephalitie involvement autism-rules:Loss_of_language_skills_but_not_associated_with_physical_illness Loss of skills, but no possibly relevant association with a definite physical illness autism-rules:Loss_of_language_skills_or_other_skills autism-rules:Loss_of_skills <p style="margin-top: 0"> Q20: Loss of skills (for at least 3 months) </p> autism-rules:Loss_of_skills_certainty autism-rules:Loss_of_spontaneous_use_of_at_least_five_meaningful_words (Q15) Loss of spontaneous use of at least five meaningful words autism-rules:Loss_of_syntactical_skills (Q16) Loss of syntactical skills (grammar) autism-rules:Lost_language_skills_after_acquisition autism-rules:Maintenance_and_Organization_of_Possessions Arranging one's own possessions, including returning possessions to proper arrangement after use and finding possessions when needed. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d650 autism-rules:Managing_Internal_Emotions The ability to control and appropriately manage emotional responses when under stress. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b1521 autism-rules:Marked_difficulty_to_control (3) As for "2", but with marked difficulty to control and marked intrusiveness on family life; family members involved to a degree that causes definite social impairment, disruption, or prevention of some family activities; serious distress at any attempt interruption autism-rules:Marked_mannerisms_associated_with_social_impairment autism-rules:Marked_mannerisms_of_type_specified autism-rules:Marked_social_disinhibition_appears_unaware_of_social_cues_and_social_requirements autism-rules:Markedly_Limited_Facial_Expression_Range autism-rules:May_Use_Eye_Gaze_or_Vocalization autism-rules:Mental_Flexibility The ability to shift to a different thought or action according to a change in situation. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b1643 autism-rules:Mental_process A physiologic function involving the mind or cognitive processing. autism-rules:Midline_hand_movements autism-rules:Midline_hand_movements_NotAvailable autism-rules:Midline_hand_movements_UnknownOrNotAsked autism-rules:Molecular_function A physiologic function occurring at the molecular level. autism-rules:Money_Management Using and saving money responsibly. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d860-d879 autism-rules:Mood A temporary state of mind or being. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b126 autism-rules:Motor_Perseveration Persistent repetition of a response to stimuli. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b7653, http://purl.bioontology.org/ontology/MSH/D019956 autism-rules:Motor_Skills The performance of complex motor acts that involve the movement of muscles in the body. http://purl.bioontology.org/ontology/MSH/D009048 autism-rules:Motor_milestones autism-rules:Motor_skills (Q22) Motor skills (posture, gait, coordination) autism-rules:Motor_skills_Definite_loss autism-rules:Motor_skills_No_loss autism-rules:Motor_skills_Possible_loss autism-rules:NK_or_not_asked_articulation autism-rules:NK_or_not_asked_communicative_intent autism-rules:NK_or_not_asked_five_meaningful_words_use autism-rules:NK_or_not_asked_syntactical_skills autism-rules:Natural_phenomenon_or_process A phenomenon or process that occurs irrespective of the activities of human beings. autism-rules:Neologisms_idiosyncratic_language (Q38) Neologisms/Idiosyncratic language autism-rules:Neologisms_idiosyncratic_language_NotAvailable (8) N/A (code "1" or "2" on Item 30) autism-rules:Neologisms_idiosyncratic_language_UnknownOrNotAsked <p style="margin-top: 0"> </p> autism-rules:Never_Nods_Spontaneously autism-rules:Never_Shakes_Head_Spontaneously autism-rules:Never_offers_comfort_to_others autism-rules:No_Eye_Gaze_and_Vocalization autism-rules:No_Functional_Use_of_Three-Word_Phrases Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 autism-rules:No_Peer_Relationships_That_Involve_Selectivity_and_Sharing autism-rules:No_Play_With_Other_Children_or_Not_Pretend_Play_Even_On_Own autism-rules:No_Sharing autism-rules:No_Use No use of conventional ot instrumental gestures autism-rules:No_attachment_or_attachment_only_to_cuddly_object_used_as_comforter autism-rules:No_change_or_loss autism-rules:No_circumscribed_interests autism-rules:No_complex_mannerisms_or_stereotyped_body_movements autism-rules:No_compulsions_or_rituals autism-rules:No_confusion_after_pharse_speech_with_pronoun_use_established (0) No confusion between 1st and 2nd or 3rd person after phrase speech with pronoun use established autism-rules:No_definite_loss_of_articulation autism-rules:No_definite_loss_of_communicative_intent autism-rules:No_definite_loss_of_five_meaningful_words_use autism-rules:No_definite_loss_of_syntactical_skills autism-rules:No_difficulties_with_minor_changes_in_own_subjects_own_routines autism-rules:No_evidence_of_toAndFro_socal_play autism-rules:No_general_sensitivity_to_noise autism-rules:No_hand_and_finger_mannerisms autism-rules:No_loss_of_language_skills autism-rules:No_midline_hand_movements autism-rules:No_or_rare_use_of_inappropriate_questions_or_statements (0) No or very rare use of questions/statements inappropriate to conversation or setting autism-rules:No_predictable_abnormal_idiosyncratic_negative_response_to_specific_sensoty_stimuli autism-rules:No_pretend_play autism-rules:No_problems_noted_by_parents No problems were noted by parents autism-rules:No_unusual_preoccupation autism-rules:No_use_of_neologisms_or_idiosyncratic_language (0) No use of neologisms or idiosyncratic language autism-rules:No_use_of_others_body_to_communicate Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (0) No use of other's body to communicate, except in situations where other strategies have not worked (e.g., when parent conversing with someone and subject cannot get her/his attention), or when taking someone's hand to lead them places. autism-rules:No_verbal_rituals (0) No verbal rituals autism-rules:Nodding autism-rules:Non-Verbal_Communication Transmission of emotions, ideas, and attitudes between individuals in ways other than the spoken language. http://purl.bioontology.org/ontology/MSH/D009633, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d3350 autism-rules:None_resistance_to_trivial_changes_in_the_environment autism-rules:Normal_Reciprocal_Direct_Gaze autism-rules:Normal_social_inhibition autism-rules:Normal_social_play autism-rules:Normal_speech (0) Normal, appropriate, varying intonation, reasonable volume, and normal rate of speech, with regular rhythm coordinated with breathing autism-rules:NotAvailable_Conventional_or_instrumental_gestures autism-rules:NotAvailable_Head_shaking autism-rules:NotAvailable_Pointing autism-rules:NotAvailable_Reciprocal_conversation autism-rules:NotAvailable_Social_Verbalization autism-rules:Not_available_nodding autism-rules:Not_delayed_walked_unaided autism-rules:Not_known_or_not_asked autism-rules:Numeracy Skill with numbers and mathematics, such as counting, ordering sequences, and telling time. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d172, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d150 autism-rules:Occasional_Reciprocal_Conversation Occasional reciprocal conversation, but less frequent than normal or limited in flexibility or topics autism-rules:Occasional_and_or_fewer_than_five_words Occasional and/or fewer than five words used spontaneously and communicatively (alone or in combination with imitative abilities) autism-rules:Occasional_cheekiness_or_dishibition_more_than_others autism-rules:Occasional_hand_and_finger_mannerisms autism-rules:Occasional_placement_of_others_hand_as_a_tool Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (2) Occasional placement of other's hand or use of other's hand as a tool or to demonstrate "for" the subject without integration with other modes of communication autism-rules:Occasional_placement_of_others_hand_on_objects Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (1) Occasional placement of other's hand on objects or use of other's hand as atool or to point, but some combination with other modes of communication autism-rules:Occasional_spontaneous_pretend_actions_or_highly_repetitive_pretend_play autism-rules:Occasional_use_of_neologisms_or_idiosyncratic_words_and_phrases (1) Occasional use of neologisms and/or idiosyncratic words and phrases used consistently over a period of time autism-rules:Occasionally_watches_other_children_but_almost_never_tries_to_approach autism-rules:Offering_Comfort autism-rules:Offering_To_Share (Q53) Offering To Share autism-rules:Offering_To_Share_NotAvailable autism-rules:Offering_To_Share_NotKnownOrNotAsked autism-rules:Offering_comfort_NotAvailable autism-rules:Offering_comfort_NotKnownOrNotAsked autism-rules:Often_Watches_Other_Children_and_Sometimes_Approaches_Them_ot_Gets_Attention autism-rules:Often_usesOrUsed_stereotyped_itterances_with_productive_language_as_well autism-rules:One_or_More_Relationships_That_Involve_Some_Personal_Shared_Activities autism-rules:One_or_More_Relationships_With_Person_In_Approximately_Own_Age_Group autism-rules:One_or_more_activities_that_subject_has_to_preform_in_a_special_way_if_disrupted_appears_to_be_under_MARKED_pressure autism-rules:One_or_more_activities_that_subject_has_to_preform_in_a_special_way_if_disrupted_appears_to_be_under_pressure autism-rules:Only_occasional_complex_mannerisms_or_stereotyped_body_movement autism-rules:Onset_as_preceived_with_hindsight autism-rules:Organ_or_tissue_function A physiologic function of a particular organ, organ system, or tissue. autism-rules:Organism_function A physiologic function of the organism as a whole, of multiple organ systems, or of multiple organs or tissues autism-rules:Other_complex_mannerisms_or_stereotyped_body_movements autism-rules:Other_complex_mannerisms_or_stereotyped_body_movements_NotAvailable autism-rules:Other_complex_mannerisms_or_stereotyped_body_movements_UnknownOrNotAsked autism-rules:Overall_level_of_language 0 - functional use of spontaneous, echoed, or stereotyped language that, on a daily basis, involves phrases of three words or more that at least sometimes include a verb and are comprehensible 1 - no functional use of three-word phrases in spontaneous, echoed, or stereotyped speech, but uses speech on a daily basis with at least five different words in the last month 2 - fewer than five words total or speech not used on a daily basis autism-rules:Participation_in_Athletic_Activities Engaging in competitive and informal or formally organized games or athletic events, performed alone or in a group. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d9201 autism-rules:Participation_in_Play_Activities Engaging in games and other recreation. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d920 autism-rules:Pathologic_Function_NOS Pathologic Function NOS (not otherwise specified) autism-rules:Pathologic_function A disordered process, activity, or state of the organism as a whole, of a body system or systems, or of multiple organs or tissues. Included here are normal responses to a negative stimulus as well as patholologic conditions or states that are less specific than a disease. Pathologic functions frequently have systemic effects. autism-rules:Pattern_Recognition_and_Rendering The analysis of a critical number of sensory stimuli or facts (the pattern) by processes such as vision, touch, or hearing, and the ability to produce patterns through drawing and other means. http://purl.bioontology.org/ontology/MSH/D010364 autism-rules:Performance_in_School Performing activities involved in obtaining an education. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d820 autism-rules:Performance_of_Chores Doing housework such as cleaning the house, tidying rooms, washing clothes, storing food and disposing of garbage. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d640 autism-rules:Performance_of_Household_Tasks Performing tasks necessary for the general management and upkeep of a household, including completing chores and preparing food. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d630-d649 autism-rules:Personal_Traits The distinguishing qualities, or characteristics, belonging to an individual. The qualities that have been shown to be important for the autism spectrum disorder phenotype include, for example, language and other cognitive abilities, restricted, repetitive and stereotyped behaviors, aspects of executive functioning, and a range of emotional traits. N\A autism-rules:Phrases_are_almost_exclusively_stereotyped_utterances autism-rules:Physiologic_function A normal process, activity, or state of the body. autism-rules:Planning A complex operation in which a sequence of actions must be constantly monitored, re-evaluated and updated. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b1641 autism-rules:Play_linked_to_highly_stereotyped_use_of_objects autism-rules:Play_linked_to_highly_stereotyped_use_of_objects_and_prevents_other_activities autism-rules:Pointing_to_Express_Interest ADi-R (WPS No. W-382B) Does [subject] ever spontaneously point at things around him\her? with a finger or sort of hand extended, like reaching? in what circumstances? Does he\she ever point at things at a distance, such as out a window at home or in a car or bus? If I wanted to get you to look at something, I might first look at it, then look at you, then point and look at the object again, then look back at you to see if you understood. Can [subject] do this? What about when s/he was 4 to 5 years old? autism-rules:Poor_Eating_Behavior Behavior related to feeding which negatively affects the quality or amount of food eaten and digested. http://www.nlm.nih.gov/research/umls?cui=C0015745 autism-rules:Poor_Treatment_by_Others_in_Social_Settings Being treated poorly by others in public, such as being frequently laughed at, made fun of, or bullied. http://www.nlm.nih.gov/research/umls?cui=C0730514 autism-rules:Possible_Showing_by_Bringing_and_Directing_Attention_But_Not_Sufficient_Frequent autism-rules:Predictable_abnormal_idiosyncratic_negative_response_to_one_or_more_sensory_stimuli_some_intrusion_to_ordinary_activities autism-rules:Predictable_abnormal_idiosyncratic_negative_response_to_one_or_more_sensory_stimuli_with_mild_reaction autism-rules:Predictable_abnormal_idiosyncratic_negative_response_to_one_or_more_sensory_stimuli_with_substantial_interference_with_family_routines autism-rules:Preparation_of_Food Planning, organizing, cooking and serving simple and complex meals for oneself and others. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d630 autism-rules:Preparing_for_Tasks The ability to successfully manage arranging materials, space, or time as needed to facilitate performance of tasks. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d2100, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d2101 autism-rules:Prevalence autism-rules:Probable_loss_of_articulation autism-rules:Probable_loss_of_communicative_intent autism-rules:Probable_loss_of_five_meaningful_words_use autism-rules:Probable_loss_of_syntactical_skills autism-rules:Problem_Solving_Ability Finding solutions to questions or situations by identifying and analyzing issues, developing options and solutions, evaluating potential effects of solutions, and executing a chosen solution. http://www.nlm.nih.gov/research/umls?cui=C0033211 autism-rules:Problems_not_present_before_fifth_birthday Problems not present before fifth birthday, but were noted at or before sixth birthday autism-rules:Problems_not_present_before_first_birthday Problems not present before first birthday, but were noted as or before third birthday autism-rules:Problems_not_present_before_fourth_birthday Problems not present before fourth birthday, but were noted at or before fifth birthday autism-rules:Problems_not_present_before_second_birthday Problems not present before second birthday, but were noted as or before third birthday autism-rules:Problems_not_present_before_sixth_birthday Problems not present before sixth birthday, but were noted at or before XXX birthday autism-rules:Problems_not_present_before_third_birthday Problems not present before third birthday, but were noted at or before fourth birthday autism-rules:Problems_present_in_first_12_months Problems present in first 12 months autism-rules:Produced_speech_or_sounds_upon_request Prodeuced speech or sounds upon request (may or may not have also spontaneously imitated) autism-rules:Pronominal_confusion_other (7) Other type of pronominal confusion (other than "I/am"), such as "he/you" autism-rules:Pronominal_confusion_when_asking_a_question (3) Pronominal confusion when asking a question in which "you" or "s/he" is used for "I" autism-rules:Pronominal_reversal (Q37) Pronominal Reversal autism-rules:Pronominal_reversal_NotAvailable (8) N/A (code "1" or "2" on Item 30 or no pronouns used) autism-rules:Pronominal_reversal_UnknownOrNotAsked (9) N/K or not asked autism-rules:Prosody The ability to produce the appropriate rhythm, stress, and intonation of speech. http://purl.bioontology.org/ontology/MSH/D013065 autism-rules:Purposive_hand_movements (Q21) Purposive Hand Movements (ability to grip/hold objects) autism-rules:Purposive_hand_movements_Definite_loss autism-rules:Purposive_hand_movements_No_loss autism-rules:Purposive_hand_movements_Possible_loss autism-rules:Quality_of_Performed_Task The degree of excellence with which a task is performed. http://www.nlm.nih.gov/research/umls?cui=C0557391 autism-rules:Quality_of_Social_Overtures (Q56) Quality Of Social Overtures autism-rules:Quality_of_Social_Overtures_NotAvailable autism-rules:Range_of_Facial_Expressions_Used_To_Communicate (Q57) Range Of Facial Expressions Used To Communicate autism-rules:Rare_or_No_Social_Approaches_of_Showing_and_Directing_Attention autism-rules:Rarely_Shows_Social_Intentionality_Involving_Eye_Gaze_or_Vocalization autism-rules:Rarely_offers_comfort_or_only_in_odd_ways autism-rules:Rarely_or_never_responds_to_the_approach_of_even_a_familiar_child autism-rules:Rarely_or_never_uses_stereotyped_phrases autism-rules:Rarely_responds_although_hearing_normal autism-rules:Reaction_to_Sensory_Stimuli Extreme sensitivity to external stimuli such as noises, bright lights, smells and textures. http://purl.bioontology.org/ontology/MSH/D012684, http://www.nlm.nih.gov/research/umls?cui=C0854080 autism-rules:Reaction_to_Unexpected_Change Response to changes in situations or surroundings. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d2500 autism-rules:Reading_and_Writing Performing activities involved in the comprehension and production of written language for the purpose of obtaining general knowledge or specific information. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d345 autism-rules:Reasoning Thinking that is coherent and logical, involving ability to follow instructions as well as problem solving ability. http://www.nlm.nih.gov/research/umls?cui=C0684328 autism-rules:Receptive_Language The ability to understand language. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d310 autism-rules:Receptive_Lexicon The vocabulary that an individual is able to understand. http://purl.bioontology.org/ontology/MSH/D014825 autism-rules:Receptive_Morphology The ability to understand the structure and constituent parts of a word. http://www.nlm.nih.gov/research/umls?cui=C0517141 autism-rules:Receptive_Phonology The ability to recognize and understand language sounds. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b2304 autism-rules:Receptive_Semantics The ability to understand language meaning. http://www.nlm.nih.gov/research/umls?cui=C2183464 autism-rules:Receptive_Syntax The ability to comprehend phrases and sentences according to the rules of grammar. http://www.nlm.nih.gov/research/umls?cui=C2183464 autism-rules:Reciprocal_Conversation ADI-R (Q35): Reciprocat Conversation within subject's level of language) Reciprocal Conversation autism-rules:Reciprocal_Social_Interaction Mutual actions and communicative exchanges among people in social settings. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d730 autism-rules:Recognition_and_Responsiveness_to_Voice Awareness of someone's voice when another individual begins speaking, and ability to turn, locate and focus on voice, including responding when name is called. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d3100 autism-rules:Recognition_of_Social_Norms Awareness of rules for social conduct, or standards which comprise a cultural definition of desirable or acceptable behavior. http://www.nlm.nih.gov/research/umls?cui=C0237750 autism-rules:Refer_to_self_by_name_afterphrase_speech_established (1) Refers/referres to self by name instead of "I" after phrase speech established, but no persistant "you/s/he-I" confusion autism-rules:Refineable_entity autism-rules:Regard_for_Customs_and_Manners Recognizing and adhering to social conventions governing oneself and one's behavior in public and around others. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d7203 autism-rules:Regression_of_General_Skills Loss or decline of abilities or skills that have already been learned. http://www.nlm.nih.gov/research/umls?cui=C2748611 autism-rules:Regression_of_Language_Skills Loss of language ability after some language has already been acquired. http://www.nlm.nih.gov/research/umls?cui=C1843016 autism-rules:Regular_Showing_of_Objects_by_Bringing_and_Directing_Attention autism-rules:Regular_use_of_neologisms_or_idiosyncratic_ways_of_saying_things (2) Regular use of neologisms and/or idiosyncratic ways of saying things, including generalization of unusual term to reference beyond the example that may have fosteres the initial idiosyncratic word or phrase autism-rules:Regular_use_of_others_hand_as_a_tool Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (3) Regular use of other's hand as a tool or to gesture "for" the subject autism-rules:Regularly_predictable_reciprocal_social_smiling autism-rules:Relating_to_Others Beginning and maintaining interactions with others for a short or long period of time, in a contextually and socially appropriate manner. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d7200 autism-rules:Repetitive_Actions Performing the same action repeatedly. http://www.nlm.nih.gov/research/umls?cui=C1827547 autism-rules:Repetitive_use_of_objects_or_interest_in_parts_of_objects autism-rules:Repetitive_use_of_objects_or_interest_in_parts_of_objects_NotAvailable autism-rules:Repetitive_use_of_objects_or_interest_in_parts_of_objects_UnknownOrNotAsked autism-rules:Resistance_to_trivial_changes_in_the_environment_not_directly_affecting_the_subject autism-rules:Resistance_to_trivial_changes_in_the_environment_not_directly_affecting_the_subject_UnknownOrNotAsked autism-rules:Responds_to_parentsOrCaregiver_and_others_in_familiar_settings autism-rules:Response_Inhibition The interference with or prevention of a behavioral or verbal response even though the stimulus for that response is present. http://purl.bioontology.org/ontology/MSH/D007266 autism-rules:Response_to_Approaches_Of_Other_Children (Q63) Response to approaches of other shildren autism-rules:Response_to_Approaches_Of_Other_Children_NotAvailable autism-rules:Response_to_Approaches_Of_Other_Children_NotKnownorNotAsked autism-rules:Responsiveness_to_Social_Advances Reacting positively by attempts of others to initial social interaction. http://www.nlm.nih.gov/research/umls?cui=C2111895 autism-rules:Restricted_Range_of_Interests Possessing a narrow range of interests in objects or topics. N\A autism-rules:Restricted_and_Repetitive_Behavior Atypical behavior that involves both display of unusual or intense interests, and atypical movements such as hand flapping, finger movements, rocking or twirling. http://www.nlm.nih.gov/research/umls?cui=C2675334 autism-rules:Restricted_and_Unusual_Interests Atypical or highly limited interest in specific objects or topics. http://www.nlm.nih.gov/research/umls?cui=C2675334 autism-rules:Risk_factor autism-rules:Seeking_To_Share_herHis_Enjoyment_With_Others (Q54) Seeking to Share Her\His Enjoyment With Others autism-rules:Seeking_To_Share_herHis_Enjoyment_With_Others_NotAvailable autism-rules:Seeking_To_Share_herHis_Enjoyment_With_Others_NotKnownOrNotAsked autism-rules:Seeks_No_Play_That_Involves_Participation_in_Groups_of_Other_Children autism-rules:Self-Care Caring for oneself, including washing and drying oneself, caring for one's body and body parts, proper use of the bathroom as needed, dressing, eating and drinking. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d5 autism-rules:Self-Injurious_Behavior Behavior in which persons intentionally hurt or harm themselves. http://purl.bioontology.org/ontology/MSH/D016728 autism-rules:Self_Concept A person's view of himself, including confidence in one's personal traits and abilities. http://purl.bioontology.org/ontology/MSH/D012649 autism-rules:Self_help_skills (Q23) Self-help skills (feeding, dress, using the bathroom etc.) autism-rules:Self_help_skills_Definite_loss autism-rules:Self_help_skills_No_loss autism-rules:Self_help_skills_Possible_loss autism-rules:Sensitivity_to_Conversant Observant of other participant in conversation, such as recognizing if other participant appears bored, not changing the topic of conversation if others are not interested, and not interrupting others in conversation. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d3503 autism-rules:Series_of_short_lasting_attachments_to_unusual_objects autism-rules:Sharing Offering and allowing others to use possessions, such as letting another child play with one's own toys. http://www.nlm.nih.gov/research/umls?cui=C0237876 autism-rules:Sharing_in_Interests_of_Others Showing interest in participating in or learning about activities or topics that others express enjoyment in. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d7101 autism-rules:Showing_And_Directing_Attention (Q52) Showing And Directing Attention autism-rules:Showing_And_Directing_Attention_NotAvailable autism-rules:Showing_And_Directing_Attention_NotKnownOrNotAsked autism-rules:Showing_Emotion Showing outward display of emotions that can be perceived by others. http://www.nlm.nih.gov/research/umls?cui=C0455212 autism-rules:Shows_no_interest_in_other_children autism-rules:Shows_one_or_two_unusual_interests_regularly autism-rules:Skill_in_Understanding_Humor The ability to recognize and enjoy humorous statements, including jokes, irony, and sarcasm. http://www.nlm.nih.gov/research/umls?cui=C0566220 autism-rules:Skill_in_Understanding_Non-Literal_Meaning The ability to recognize and comprehend figurative and metaphorical meanings. http://www.nlm.nih.gov/research/umls?cui=C0870558 autism-rules:Slight_sensitivity_to_noise autism-rules:Social_Anxiety Apprehension or fear of social interaction or social situations in general. http://www.nlm.nih.gov/research/umls?cui=C0424166 autism-rules:Social_Awkwardness The inability to conduct oneself with ease in social situations. N\A autism-rules:Social_Competence The ability to function in social situations. Children and adults with autism spectrum disorder demonstrate some delays, deficits, or atypical characteristics in the frequency, type, and quality of social interactions and social relationships with other individuals. Research suggests that differences in social development characterize children with autism spectrum disorder from the earliest months, and that delays, deficits, or atypical characteristics in this domain may be a "core feature" of autism spectrum disorder. N\A autism-rules:Social_Dependence_on_Others Requiring a high degree of attention from others, including being unable to act appropriately when left alone by caregiver. http://www.nlm.nih.gov/research/umls?cui=C0011548 autism-rules:Social_Interest Actively seeking out interactions with others. N\A autism-rules:Social_Verbalization_Chat ADI-R (Q34) autism-rules:Social_disinhibition autism-rules:Social_disinhibition_NotAvailable autism-rules:Social_disinhibition_UnknownOrNotAsked autism-rules:Social_engagement_and_responsiveness (Q25) Social engagement and responsiveness (social relatedness, interst and involvement) autism-rules:Social_engagement_and_responsiveness_Definite_loss autism-rules:Social_engagement_and_responsiveness_No_loss autism-rules:Social_engagement_and_responsiveness_Possible_loss autism-rules:Social_smiling autism-rules:Social_smiling_NotAvailable autism-rules:Social_smiling_UnknownOrNotAsked autism-rules:Some_Attempts_to_Share_Enjoyment autism-rules:Some_Bringing_Things_andOr_showing_but_Associated_With_Preoccupations autism-rules:Some_Cooperative_Play_but_of_Insufficient_Initiative autism-rules:Some_Participation_in_Pretend_Play_With_Another_Child autism-rules:Some_Play_With_Other_Children_BUT_No_Pretending autism-rules:Some_Social_Use autism-rules:Some_Speech_to_Alert_Caregiver autism-rules:Some_Spontaneous_Offers_to_Share_Limited_in_Number autism-rules:Some_activities_with_unusual_fixed_sequences autism-rules:Some_attachment_to_slightly_unusual_object autism-rules:Some_clear_positive_responses_and_interactions autism-rules:Some_evidence_of_reciprocal_social_smiling autism-rules:Some_evidence_of_smiling_while_looking_at_people autism-rules:Some_indication_of_spontaneous_imitation_that_goes_beyond_copying_a_frequent_use_of_an_object autism-rules:Some_pretend_play autism-rules:Some_repetitive_use_of_objects autism-rules:Some_toAndFro_social_play autism-rules:Sometimes_Nods_Spotaneously autism-rules:Sometimes_Shakes_Head_Spontaneously autism-rules:Sometimes_Share_if_Requested autism-rules:Sometimes_responsive_to_other_childrens_approaches autism-rules:Somewhat_Limited_Facial_Expression_Range autism-rules:Sorting_Ability The ability to sort objects in different ways as instructed, including sorting the same objects multiple times by different rules. http://www.nlm.nih.gov/research/umls?cui=C0237886 autism-rules:Space_Perception The awareness of the spatial properties of objects; including physical space. http://purl.bioontology.org/ontology/MSH/D013028 autism-rules:Special_interest_of_unusual_degree autism-rules:Speech_peculiar_or_difficult_to_understand (3) Speech that is frequently peculiar or difficult to understand because of abnormalities of type specified under "2" autism-rules:Speech_tendsOrTended_to_be_more_repetitive_than_most_subject autism-rules:Speech_with_abnormality (1) Speech that shows one or other of the abnormalities listed under "2", but not obviously peculiar and no interference with intelligibility autism-rules:Spontaneous_imitation_limited_to_a_few_familiar_routines_that_are_not_incorporated_into_play autism-rules:Spontaneous_imitation_of_a_varied_range_of_nonTaught_actions autism-rules:Spontaneous_imitation_of_actions autism-rules:Spontaneous_imitation_of_actions_NotAvailable autism-rules:Spontaneous_imitation_of_actions_UnknownOrNotAsked autism-rules:Spontaneous_imitations_of_vocalization Spontaneous imitations of vocalization (without ever having any completely spontaneous speech), with no elicited imitation or spontaneous communicative speech autism-rules:Spontaneously_Pointing ADi-R (WPS No. W-382B) Spontaneously pointing at objects at a distance with finger to express interest, using coordinated eye gaze in order to communicate autism-rules:Stereotyped_Restricted_and_Repetitive_Behavior Behaviors, interests, movements, or vocalizations that are repetitive and lack clear function and purpose. N\A autism-rules:Stereotyped_utterances_and_delayed_echolalia autism-rules:Stereotyped_utterances_and_delayed_echolalia_NotAvailable_or_No_Phrase autism-rules:Stereotyped_utterances_and_delayed_echolalia_UnknownOrNotAsked autism-rules:Task_Completion Finishing a task. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d2105, http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d2104 autism-rules:Task_Initiation Preparing and arranging the time and space for performance of a task with one or more components and undertaking execution of the task. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d2101 autism-rules:Task_Performance Carrying out simple or complex and coordinated actions related to the mental and physical components of a single task, such as initiating a task, organizing time, space and materials for a task, pacing task performance, and carrying out, completing, and sustaining a task. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d210 autism-rules:Tendency_to_say_things_in_ritualized_way (1) Tendency to say things in ritualized way or to require others to do so, but no indication that this is compulsive, and readily stops if asked to do so autism-rules:Tics_and_Mannerisms Habitual, repeated, rapid contraction of certain muscles, resulting in stereotyped individualized actions that can be voluntarily suppressed for only brief periods. They tend to be aggravated by emotional stress. http://purl.bioontology.org/ontology/MSH/D020323 autism-rules:Toileting Planning and carrying out the appropriate elimination of human waste and cleaning oneself afterwards. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d530 autism-rules:Transitioning_Ability The ability to shift attention from one activity or focus to another when required to do so. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=b1401 autism-rules:Uncertain_Occasional_Direct_Gaze autism-rules:Understanding_Context The ability to recognize the communication situation, including the mood, opinions and comprehension level of other participants, and to modify one's language and responses accordingly. http://www.nlm.nih.gov/research/umls?cui=C0566112 autism-rules:Understanding_Logical_Progression Understanding how logically connected events relate to each other, such as understanding connections and order in a sequence. http://www.nlm.nih.gov/research/umls?cui=C0233630 autism-rules:Understanding_Others_Expectations The ability to understand obligations and accountability assumed in formal and informal relationships with others. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d2503 autism-rules:Understanding_the_Effect_of_Ones_Actions The ability to recognize how one's own behavior affects others, including recognizing when one's behavior bothers others, or when one's behavior hurts another individual. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d7100 autism-rules:Understands_fewer_than_50_words Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (3) Understands fewer than 50 words, but some comprehension of "no" and names of a few favorite objects, food, or poeple, or words within familiar routines autism-rules:Understands_many_words Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 (2) Understands many words (more than 50), including "yes" and names of familiar people, toys or foods, but does not meet criteria from "0" or "1" autism-rules:Undue_general_sensitivity_to_noise autism-rules:Undue_general_sensitivity_to_noise_UnknownOrNotAsked autism-rules:Unknown_Conventional_or_Instrumental_Gestures Conventional or Instrumental Gestures unknown or milestone not reached autism-rules:Unknown_Head_Shaking Head Shaking unknown or milestone not reached autism-rules:Unknown_Nodding Nodding unknown or milestone not reached autism-rules:Unknown_Pointing autism-rules:Unknown_Reciprocal_Conversation Not known or not asked autism-rules:Unknown_Social_Verbalization_Chat autism-rules:Unknown_Word Word unknown or milestone not reached Unknown Word autism-rules:Unknown_first_walked_unaided autism-rules:Unknown_or_not_asked autism-rules:Unknown_phrases Phrases Not Known or Milestone not reached Unknown phrases autism-rules:Unusual_Preoccupations autism-rules:Unusual_Preoccupations_UnknownOrNotAsked autism-rules:Unusual_Sensory_Interests Atypical degree of interest in sensory stimuli, such as flashing lights, textures, or sounds. N\A autism-rules:Unusual_attachment_so_intrusive_that_it_prevents_many_everyday_activities autism-rules:Unusual_attachment_to_objects autism-rules:Unusual_attachment_to_objects_Unknown_OrNotAsked autism-rules:Unusual_preoccupation_that_does_not_interfere_with_significant_activities autism-rules:Unusual_sensory_interests autism-rules:Unusual_sensory_interests_UnknownOrNotAsked autism-rules:Unusuall_or_Odd_Gaze autism-rules:Unusually_negative_reaction_to_minor_changes_in_subjects_own_routines autism-rules:Unusually_negative_reaction_to_trivial_changes_in_the_environment autism-rules:Use_of_Everyday_Household_Items Using items in the household such as cookware, washing machines, irons, and vacuum cleaners. http://bioportal.bioontology.org/ontologies/45578?p=terms&conceptid=d6403 autism-rules:Use_of_Free_Time Engaging in any form of play, recreational, or leisure activity. http://www.nlm.nih.gov/research/umls?cui=C0517871 autism-rules:Use_of_others_body_to_communicate (Q31) Use of other's body to communicate autism-rules:Use_of_others_body_to_communicate_UnknownOrNotAsked Severe distortions in the development of many basic psychological functions that are not normal for any stage in development. These distortions are manifested in sustained social impairment, speech abnormalities, and peculiar motor movements. http://purl.bioontology.org/ontology/MSH/D002659 autism-rules:Use_of_some_questions_or_statements_regardless_of_situation (1) Use of some questions/statements regardless of situation; questions or statements are slightly inappropriate and may be repetitious, but are not usually very odd or highly embarrassing autism-rules:Using_Language_Appropriately Using language according to the social conventions that govern conversational interactions, including being able to interpret speakers' intended meanings across a variety of social contexts. http://www.nlm.nih.gov/research/umls?cui=C0582167 autism-rules:Usually_does_not_look_up_or_pay_attention_when_spoken_to autism-rules:Usually_looks_up_and_pays_attention_when_spoken_to autism-rules:Usually_watches_Other_children_or_indicates_interest_in_them_to_caregiver autism-rules:Variety_of_pretend_play autism-rules:Verbal_rituals (Q39) Verbal rituals autism-rules:Verbal_rituals_NotAvailable (8) N/A (code "1" or "2" on Item 30) autism-rules:Verbal_rituals_UnknownOrNotAsked (9) N/K or not asked autism-rules:Very_Little_Spontaneous_Speech Very little spontaneous speech autism-rules:Very_rare_or_no_spontaneous_imitation autism-rules:Visual_Perception Mental functions involved in discriminating shape, size, color and other ocular stimuli. Many individuals with autism spectrum disorder show superior perceptual skills relative to the general population. http://www.nlm.nih.gov/research/umls?cui=C0042830 autism-rules:Visual_Thinking Apprehending some aspect of an object or situation, through primarily visual-spatial mental functions. N\A autism-rules:Vocabulary_term Vocabulary term autism-rules:Vocalizations Speech-like and non-speech sounds. http://www.nlm.nih.gov/research/umls?cui=C0564182 autism-rules:Working_Memory The temporary storage and manipulation of the information necessary for such complex cognitive tasks as language comprehension, learning, and reasoning. Working memory has been found to require the simultaneous storage and processing of information. http://www.nlm.nih.gov/research/umls?cui=C0025265 autism-rules:age_group ADI-2003 ADOS4 2001 Vineland Survey Interview - 2005 Qualitiative bfo:Entity entity Definition: A "bfo:Entity" ("entity") that exists in full at any time in which it exists at all, persists through time while maintaining its identity and has no temporal parts. Examples: a heart, a person, the color of a tomato, the mass of a cloud, a symphony orchestra, the disposition of blood to coagulate, the lawn and atmosphere in front of our building Synonyms: endurant continuant Definition: A "snap:Continuant" ("continuant") that is either dependent on one or other "snap:IndependentContinuant" ("independent_continuant") bearers or inheres in or is borne by other entities. dependent_continuant Definition: A "snap:RealizableEntity" ("realizable_entity") that essentially causes a specific process or transformation in the "snap:Object" ("object") in which it inheres, under specific circumstances and in conjunction with the laws of nature. A general formula for dispositions is: X ("snap:Object" ("object")) has the disposition D to (transform, initiate a process) R under conditions C. Examples: the disposition of vegetables to decay when not refrigerated, the disposition of a vase to brake if dropped, the disposition of blood to coagulate, the disposition of a patient with a weakened immune system to contract disease, the disposition of metal to conduct electricity. disposition Definition: A "snap:IndependentContinuant" ("independent_continuant") that is part of a "snap:Object" ("object") but is not demarcated by any physical discontinuities. Examples: upper and lower lobes of the left lung, the dorsal and ventral surfaces of the body, the east side of Saarbruecken, the lower right portion of a human torso Synonyms: fiat substance part fiat_object_part Definition: A "snap:RealizableEntity" ("realizable_entity") the manifestation of which is an essentialy end-directed activity of a "snap:Continuant" ("continuant") entity in virtue of that "snap:Continuant" ("continuant") entity being a specific kind of entity in the kind or kinds of contexts that it is made for. Examples: the function of a birth canal to enable transport, the function of the heart in the body to pump blood, the function of reproduction in the transmission of genetic material, the digestive function of the stomach to nutriate the body, the function of a hammer to drive in nails, the function of a computer program to compute mathematical equations, the function of an automobile to provide transportation, the function of a judge in a court of law function Definition: A "snap:Continuant" ("continuant") that is dependent on one or other "snap:IndependentContinuant" ("independent_continuant") bearers. For every instance of A requires some instance of (a "snap:IndependentContinuant" ("independent_continuant") type) B but which instance of B serves can change from time to time. Examples: a certain PDF file that exists in different and in several hard drives generically_dependent_continuant Definition: A "snap:Continuant" ("continuant") that is a bearer of "snap:Quality" ("quality") and "snap:RealizableEntity" ("realizable_entity") entities, in which other entities inhere and which itself cannot inhere in anything. Examples: an organism, a heart, a leg, a person, a symphony orchestra, a chair, the bottom right portion of a human torso, the lawn and atmosphere in front of our building Synonyms: substantial entity independent_continuant Definition: A "snap:IndependentContinuant" ("independent_continuant") that is spatially extended, maximally self-connected and self-contained (the parts of a substance are not separated from each other by spatial gaps) and possesses an internal unity. The identity of substantial "snap:Object" ("object") entities is independent of that of other entities and can be maintained through time. Examples: an organism, a heart, a chair, a lung, an apple Synonyms: substance object Definition: A "snap:IndependentContinuant" ("independent_continuant") that is a mereological sum of separate "snap:Object" ("object") entities and possesses non-connected boundaries. Examples: a heap of stones, a group of commuters on the subway, a collection of random bacteria, a flock of geese, the patients in a hospital Synonyms: substance aggregate object_aggregate Comment: Boundaries are theoretically difficult entities to account for, however the intuitive notion of a physical boundary as a surface of some sort (whether inside or outside of a thing) will generally serve as a good guide for the use of this universal. Definition: A "snap:IndependentContinuant" ("independent_continuant") that is a lower dimensional part of a spatial entity, normally a closed two-dimensional surface. Boundaries are those privileged parts of "snap:Object" ("object") entities that exist at exactly the point where the "snap:Object" ("object") is separated off from the rest of the existing entities in the world. Examples: the surface of the skin, the surface of the earth, the surface of the interior of the stomach, the outer surface of a cell or cell wall Synonyms: substance boundary object_boundary Definition: A "snap:SpatialRegion" ("spatial_region") with one dimension. Examples: the part of space that is a line stretching from one end of absolute space to the other, an edge of a cube-shaped part of space one_dimensional_region Definition: A "snap:SpecificallyDependentContinuant" ("specifically_dependent_continuant") that is exhibited if it inheres in an entity or entities at all (a categorical property). Examples: the color of a tomato, the ambient temperature of air, the circumference of a waist, the shape of a nose, the mass of a piece of gold, the weight of a chimpanzee quality Comment: If a "snap:RealizableEntity" ("realizable_entity") inheres in a "snap:Continuant" ("continuant"), this does not imply that it is actually realized. Definition: A "snap:SpecificallyDependentContinuant" ("specifically_dependent_continuant") that inheres in "snap:Continuant" ("continuant") entities and are not exhibited in full at every time in which it inheres in an entity or group of entities. The exhibition or actualization of a realizable entity is a particular manifestation, functioning or process that occurs under certain circumstances. Examples: the role of being a doctor, the function of the reproductive organs, the disposition of blood to coagulate, the disposition of metal to conduct electricity realizable_entity Definition: A "snap:RealizableEntity" ("realizable_entity") the manifestation of which brings about some result or end that is not essential to a "snap:Continuant" ("continuant") in virtue of the kind of thing that it is but that can be served or participated in by that kind of "snap:Continuant" ("continuant") in some kinds of natural, social or institutional contexts. Examples: the role of a person as a surgeon, the role of an artificial heart in pumping blood, the role of a chemical compound in an experiment, the role of a drug in the treatment of a disease, the role of a patient relative as defined by a hospital administrative form, the role of a woman as a legal mother in the context of system of laws, the role of a biological grandfather as legal guardian in the context of a system of laws, the role of a tree in maintaining stability in an ecosystem, the role of ingested matter in digestion role Comment: An instance of "snap:Site" ("Site") is a mixture of "snap:IndependentContinuant" ("independent_continuant") entities which act as surrounding environments for other "snap:IndependentContinuant" ("independent_continuant") entities, most importantly for instances of "snap:Object" ("object"). A "snap:Site" ("site") is typically made of "snap:Object" ("object") or "snap:FiatObjectPart" ("fiat_object_part") entities and a surrounding medium in which is found a "snap:Object" ("object") occupying the "snap:Site" ("site"). "snap:IndependentContinuant" ("independent_continuant") entities may be associated with others (which, then, are sites) through a relation of "occupation". That relation is connected to, but distinct from, the relation of spatial location. "snap:Site" ("site") entities are not to be confused with "snap:SpatialRegion" ("spatial_region") entities. In BFO, "snap:Site" ("site") allows for a so-called relational view of space which is different from the view corresponding to the class "snap:SpatialRegion" ("spatial_region") (see the comment on this class). Definition: A "snap:IndependentContinuant" ("independent_continuant") consisting of a characteristic spatial shape in relation to some arrangement of other "snap:Continuant" ("continuant") entities and of the medium which is enclosed in whole or in part by this characteristic spatial shape. "snap:Site" ("site") entities are entities that can be occupied by other "snap:Continuant" ("continuant") entities. Examples: a particular room in a particular hospital, Maria's nostril or her intestines for a variety of bacteria. site Comment: All instances of "snap:Continuant" ("continuant") are spatial entities, that is, they enter in the relation of (spatial) location with "snap:SpatialRegion" ("spatial_region") entities. As a particular case, the exact spatial location of a "snap:SpatialRegion" ("spatial_region") is this region itself. Comment: An instance of "snap:SpatialRegion" ("spatial_region") is a part of space. All parts of space are "snap:SpatialRegion" ("spatial_region") entities and only "snap:SpatialRegion" ("spatial_region") entities are parts of space. Space is the entire extent of the spatial universe, a designated individual, which is thus itself a "snap:SpatialRegion" ("spatial_region"). Comment: Space and "snap:SpatialRegion" ("spatial_region") entities are entities in their own rights which exist independently of any entities which can be located at them. This view of space is sometimes called "absolutist" or "the container view". In BFO, the class "snap:Site" ("site") allows for a so-called relational view of space, that is to say, a view according to which spatiality is a matter of relative location between entities and not a matter of being tied to space. The bridge between these two views is secured through the fact that while instances of "snap:Site" ("site") are not "snap:SpatialRegion" ("spatial_region") entities, they are nevertheless spatial entities. Definition: A "snap:IndependentContinuant" ("independent_continuant") that is neither bearer of "snap:Quality" ("quality") entities nor inheres in any other entities. Examples: the sum total of all space in the universe, parts of the sum total of all space in the universe spatial_region Definition: A "snap:Continuant" ("continuant") that inheres in or is borne by other entities. Every instance of A requires some specific instance of B which must always be the same. Examples: the mass of a cloud, the smell of mozzarella, the liquidity of blood, the color of a tomato, the disposition of fish to decay, the role of being a doctor, the function of the heart to pump blood Synonyms: property, trope, mode specifically_dependent_continuant Definition: A "snap:SpatialRegion" ("spatial_region") with three dimensions. Examples: a cube-shaped part of space, a sphere-shaped part of space three_dimensional_region Definition: A "snap:SpatialRegion" ("spatial_region") with two dimensions. Examples: the surface of a cube-shaped part of space, the surface of a sphere-shaped part of space, the surface of a rectilinear planar figure-shaped part of space two_dimensional_region Definition: A "snap:SpatialRegion" ("spatial_region") with no dimensions. Examples: a point zero_dimensional_region Definition: A "span:SpaceTimeRegion" ("space_time_region") that has temporal and spatial dimensions such that all points within the spatiotemporal region are mediately or immediately connected to all other points within the same "span:SpaceTimeRegion" ("space_time_region"). Examples: the spatial and temporal location of an individual organism's life, the spatial and temporal location of the development of a fetus connected_spatiotemporal_region Definition: A "span:TemporalRegion" ("temporal_region") every point of which is mediately or immediately connected with every other point of which. Examples: the 1970s years, the time from the beginning to the end of a heart attack, the time taken up by cellular meiosis connected_temporal_region Definition: A "span:ProcessualEntity" ("processual_entity") that is part of a process but that does not have bona fide beginnings and endings corresponding to real discontinuities. Examples: chewing during a meal, the middle part of a rainstorm, the worst part of a heart-attack, the most interesting part of Van Gogh's life fiat_process_part Definition: A "bfo:Entity" ("entity") that has temporal parts and that happens, unfolds or develops through time. Sometimes also called perdurants. Examples: the life of an organism, a surgical operation as processual context for a nosocomical infection, the spatiotemporal context occupied by a process of cellular meiosis, the most interesting part of Van Gogh's life, the spatiotemporal region occupied by the development of a cancer tumor Synonyms: perdurant occurrent Definition: A "span:ProcessualEntity" ("processual_entity") that is a maximally connected spatio-temporal whole and has bona fide beginnings and endings corresponding to real discontinuities. Examples: the life of an organism, the process of sleeping, the process of cell-division process Definition: A "span:ProcessualEntity" ("processual_entity") that is a meriological sum of "span:Process" ("process") entities and possesses non-connected boundaries. Examples: the beating of the hearts of each of seven individuals in the room, the playing of each of the members of an orchestra, a process of digestion and a process of thinking taken together process_aggregate Definition: A "span:ProcessualEntity" ("processual_entity") that is the fiat or bona fide instantaneous temporal process boundary. Examples: birth, death, the forming of a synapse, the onset of REM sleep, the detaching of a finger in an industrial accident, the final separation of two cells at the end of cell-division, the incision at the beginning of a surgery process_boundary Comment: An instance of a "span:ProcessualContext" ("processual_context") is a mixture of "span:ProcessualEntity" ("processual_entity") which stand as surrounding environments for other "span:ProcessualEntity" ("processual_entity") entities. The class "span:ProcessualContext" ("processual_context") is the analogous among "span:Occurrent" ("occurrent") entities to the class "snap:Site" ("site") among "snap:Continuant" ("continuant") entities. Definition: A "span:Occurrent" ("occurrent") consisting of a characteristic spatial shape inhering in some arrangement of other "span:Occurrent" ("occurrent") entities. "span:ProcessualContext" ("processual_context") entities are characteristically entities at or in which other "span:Occurrent" ("occurrent") entities can be located or occur. Examples: The processual context for a given manipulation occurring as part of an experiment is made of processual entities which occur in parallel, are not necessarily all parts of the experiment themselves and may involve "snap:Continuant" ("continuant") entities which are in the spatial vicinity of the participants in the experiment. processual_context Definition: A "span:Occurrent" ("occurrent") that exists in time by occurring or happening, has temporal parts and always involves and depends on some entity. Examples: the life of an organism, the process of meiosis, the course of a disease, the flight of a bird processual_entity Definition: A "span:SpaceTimeRegion" ("space_time_region") that has spatial and temporal dimensions and every spatial and temporal point of which is not connected with every other spatial and temporal point of which. Examples: the space and time occupied by the individual games of the World Cup, the space and time occupied by the individual liaisons in a romantic affair scattered_spatiotemporal_region Definition: A "span:TemporalRegion" ("temporal_region") every point of which is not mediately or immediately connected with every other point of which. Examples: the time occupied by the individual games of the World Cup, the time occupied by the individual liaisons in a romantic affair scattered_temporal_region Definition: A "span:ConnectedSpaceTimeRegion" ("connected_space_time_region") at a specific moment. Examples: the space time region occupied by a single instantaneous temporal slice (part) of a process spatiotemporal_instant Definition: A "span:ConnectedSpaceTimeRegion" ("connected_space_time_region") that endures for more than a single moment of time. Examples: the space time region occupied by a process or by a fiat processual part spatiotemporal_interval Comment: All instances of "span:Occurrent" ("occurrent") are spatiotemporal entities, that is, they enter in the relation of (spatiotemporal) location with "span:SpatiotemporalRegion" ("spatiotemporal_region") entities. As a particular case, the exact spatiotemporal location of a "span:SpatiotemporalRegion" ("spatiotemporal_region") is this region itself. Comment: An instance of the "span:SpatiotemporalRegion" ("spatiotemporal_region") is a part of spacetime. All parts of spacetime are "span:SpatiotemporalRegion" ("spatiotemporal_region") entities and only "span:SpatiotemporalRegion" ("spatiotemporal_region") entities are parts of spacetime. In particular, neither "snap:SpatialRegion" ("spatial_region") entities nor "span:TemporalRegion" ("temporal_region") entities are in BFO parts of spacetime. Spacetime is the entire extent of the spatiotemporal universe, a designated individual, which is thus itself a "span:SpatiotemporalRegion" ("spatiotemporal_region"). Spacetime is among occurrents the analogous of space among "snap:Continuant" ("continuant") entities. Comment: Spacetime and "span:SpatiotemporalRegion" ("spatiotemporal_region") entities are entities in their own rights which exist independently of any entities which can be located at them. This view of spacetime can be called "absolutist" or "the container view". In BFO, the class "span:ProcessualContext" ("processual_context") allows for a so-called relational view of spacetime, that is to say, a view according to which spatiotemporality is a matter of relative location between entities and not a matter of being tied to spacetime. In BFO, the bridge between these two views is secured through the fact that instances of "span:ProcessualContext" ("processual_context") are too spatiotemporal entities. Definition: A "span:Occurrent" ("occurrent") at or in which "span:ProcessualEntity" ("processual_entity") entities can be located. Examples: the spatiotemporal region occupied by a human life, the spatiotemporal region occupied by the development of a cancer tumor, the spatiotemporal context occupied by a process of cellular meiosis spatiotemporal_region Definition: A "span:ConnectedTemporalRegion" ("connected_temporal_region") comprising a single moment of time. Examples: right now, the moment at which a finger is detached in an industrial accident, the moment at which a child is born, the moment of death temporal_instant Definition: A "span:ConnectedTemporalRegion" ("connected_temporal_region") lasting for more than a single moment of time. Examples: any continuous temporal duration during which a process occurs temporal_interval Comment: All instances of "span:Occurrent" ("occurrent") are temporal entities, that is, they enter in the relation of (temporal) location with "span:TemporalRegion" ("temporal_region") entities. As a particular case, the exact spatiotemporal location of a "span:TemporalRegion" ("temporal_region") is this region itself. "snap:Continuant" ("continuant") entities are not temporal entities in the technical sense just explained; they are related to time in a different way, not through temporal location but through a relation of existence at a time or during a period of time (see "snap:Continuant" ("continuant")). Comment: An instance of "span:TemporalRegion" ("temporal_region") is a part of time. All parts of time are "span:TemporalRegion" ("temporal_region") entities and only "span:TemporalRegion" ("temporal_region") entities are parts of time. Time is the entire extent of the temporal universe, a designated individual, which is thus a temporal region itself. Comment: Time and "span:TemporalRegion" ("temporal_region") entities are entities in their own rights which exist independently of any entities which can be located at them. This view of time can be called "absolutist" or "the container view" in analogy to what is traditionally the case with space (see "snap:SpatialRegion" ("spatial_region")). Definition: An "span:Occurrent" ("occurrent") that is part of time. Examples: the time it takes to run a marathon, the duration of a surgical procedure, the moment of death temporal_region owl:Thing Hus, V., et al., Using the autism diagnostic interview-revised to increase phenotypic homogeneity in genetic studies of autism. Biol Psychiatry, 2007. 61(4): p. 438-448. C1262869 Body Positions C0009806 Difficulty Defecating UMLS C0236792 Asperger Syndrome UMLS C0042963 Throw Up UMLS C0042963 Throwing Up UMLS C0042963 Vomit UMLS C0036341 Schizophrenic Disorders UMLS C0036341 Unspecified Schizophrenia UMLS C0851578 Sleep Disorders Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0041341 Tuberous Sclerosis Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0041341 Andenoma Sebaceum UMLS C0041341 Phacomatosis UMLS C0004352 Autistic Disorder C0011854 Type 1 DM Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0011854 Diabetes Mellitus Type 1 UMLS C0011854 Insulin Dependent Diabetes Mellitus UMLS C0007789 Cerebral Palsy UMLS C0010046 Corn of Toe UMLS C0424605 Developmental Delay (disorder) UMLS C0008073 Developmental Disabilities UMLS C1262869 Body Position SNOMED-CT C1262869 Body Posture SNOMED-CT C0013595 Eczema UMLS C0015310 Exotropia UMLS C0016667 Fragile X Syndrome UMLS C0040188 Tic Disorder UMLS C0042963 Vomiting UMLS C0003469 Anxiety Disorders UMLS C0004096 Asthma UMLS C0009806 Constipation UMLS C0004364 Autoimmune Disease Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS Mental Disorders C0028768 Obsessive-Compulsive Disorder UMLS C0037315 Sleep Apnea Syndromes UMLS C0010046 Corn Toe UMLS C0010046 Corn Toes UMLS C0004364 Autoimmune Disorder UMLS C0424605 Developmental Retardation UMLS C0424605 Delays Developmental UMLS C0020517 Hypersensitivity UMLS Mental Retardation C0032285 Pneumonia UMLS C0008073 Developmental Disorder UMLS C1262869 Body Positioning C0014544 Epilepsy UMLS C0008073 Developmental Delay UMLS C0021831 Bowel DIsorders Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0003469 Anxiety NOS UMLS C0021831 Intestinal Diseases UMLS C0236792 Asperger Disorder UMLS C0236792 Asperger C0013595 Eczematous Dermatitis UMLS C0013595 Eczematous Rash C0004096 Asthma Disorder UMLS C0004096 Bronchial Asthma UMLS C0029882 Otitis Media UMLS C0014544 Seizure Disorder UMLS C0004352 Autism UMLS C0004352 Childhood Autism C0004352 Infantile Autism UMLS C0014544 Epileptic Seizure C0007789 Cerebral Paralysis UMLS C0014544 Epilepsia UMLS C0021831 Intestinal Disorder UMLS C0015310 Strabismus Divergent UMLS C0015310 Divergent Squint UMLS C0524528 Pervasive Development Disorder UMLS C0015310 Divergent Strabismus UMLS C0015310 Exodeviation C0236791 Childhood Disintegrative Disorder UMLS C0016667 Autism Fragile Syndrome X UMLS C0016667 Disorder Fragile X Syndrome UMLS C0016667 Martin-Bell Syndrome C0016667 Fragile Syndrome X UMLS C0236791 Disintegrative Psychosis UMLS C0020517 Hypersensitivity Symptoms UMLS C0020517 Hyper Sensitivity Symptoms UMLS C0010046 Clavus UMLS C0020517 Alergic Reaction UMLS C2674178 Cranial Anomalies Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0028768 OCD UMLS C0028768 Anancastic Neurosis UMLS C0013080 Down Syndrome Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0029882 Middle Ear Infection UMLS C0029882 Ottis Media NOS UMLS C0013080 Down's Syndrome UMLS C0524528 PDD UMLS C0013080 Mongolidism UMLS C0034013 Precocious Puberty UMLS C0032285 Pneumonitis UMLS C0032285 Inflamation Lung UMLS C0013080 Mongolism UMLS C0034013 Early Puberty UMLS C0034013 Premature Puberty UMLS C0021390 IBD Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0037315 Sleep Apnea UMLS C0037315 Breathing Disorder During Sleeping UMLS C0021390 Inflammatory Bowel Disease UMLS C0241210 Delay Speech UMLS C0241210 Speech Delay UMLS C0241210 Delayed Speech UMLS C0241210 Delayed Articulation UMLS C0241210 Speech Delayed UMLS C0241210 Speech Delays UMLS C0026850 Muscular Dystrophy Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0040188 TIC UMLS C0040188 Disorders Habit UMLS C0040188 Habit Disorder UMLS C0036341 Schizophrenia Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) UMLS C0042963 Emesis UMLS 0.006 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.016 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.0063 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.031 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.053 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.21 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.009 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.056 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.061 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.047 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.108 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.014 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.007 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.117 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.124 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.009 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.194 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.005 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.008 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.005 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.024 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.011 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.008 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.008 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) Boston Beth Israel Deaconess Medical Center hospital_outpatient Boston Children's Hospital hospital_outpatient Boston Massachusetts General Hospital hospital_outpatient Palo Alto Palo Alto Medical Foundation hospital_outpatient Boston Partners Healthcare System hospital_outpatient Palo Alto Stanford Hospital hospital_outpatient 0.0014 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.0024 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.0034 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.0054 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.0068 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.0119 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.0219 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 0.045 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) 5.0E-4 Kohane, I. S., McMurry, A., Weber, G., MacFadden, D., Rappaport, L., Kunkel, L., Bickel, J., Wattanasin, N., Spence, S., Murphy, S., Churchill, S. (2012). The co-morbidity burden of children and young adults with autism spectrum disorders. PLoS ONE, 7(4) Shandley 2011 Infantile Acrodynia Waterhouse 2013 1,2 Degree Ancestor Increasing Age At conception Gardener 2009 Father Windham 2006 Airborne chlorinated solvents Pregnancy Newschaffer 2007 Mother Windham 2006 Airborne Hg, Cd, Ni Pregnancy Newschaffer 2007 Mother Gestational Diabetes Pregnancy Gardener 2009 Mother Gestational Diabetes At conception Gardener 2009 Mother Nordic mother born abroad Gardener 2009 Mother Psychiatric Medication Pregnancy Gardener 2009 Mother Chess 1971 Rubella Infection Pregnancy Landrigan 2010 Mother Stigler 2009 Waterhouse 2013 Pregnancy Waterhouse 2013 Mother Atladottir 2010 Viral Infection Pregnancy, 1st trimester Mother Croen 2011 Antidepressant Pregnancy Chaste 2012 Mother Bleeding Pregnancy Gardener 2009 Mother Levin 2001 Chlorpyrifos Pregnancy Landrigan 2010 Mother Chlorpyrifos Pregnancy Landrigan 2010 Mother Infection Pregnancy Gardener 2009 Mother Medication Pregnancy Gardener 2009 Mother da Silva Dal Pizzol 2007 Misoprostol Pregnancy Newschaffer 2007 Mother Stromland 1994 Thalidomide Pregnancy Newschaffer 2007 Mother Moore 2000, Rasalam 2005 Valproate Pregnancy Grabrucker 2013 Mother 1st vs 3rd born Delivery Gardener 2009 Self ABO or Rh incompatibility Pregnancy Gardener 2011 Self Abnormal presentation Delivery Gardener 2011 Self Birth injury or trauma Delivery Gardener 2011 Self Cheslack-Postava 2011 Closely spaced sibling birth Waterhouse 2013 Self Breech presentation Delivery Gardener 2011 Self Congenital malformation Delivery Gardener 2011 Self Cord complications Delivery Gardener 2011 Self Limperopoulos 2009 Extreme Prematurity Waterhouse 2013 Self Feeding difficulties Neonatal Gardener 2011 Self Fetal distress Delivery Gardener 2011 Self Low 5-min Apgar score Delivery Gardener 2011 Self Low birth weight Delivery Gardener 2011 Self Meconium aspirated Delivery Gardener 2011 Self Multiple or twin birth Delivery Gardener 2011 Self OP, OC pesticides Pregnancy Grabrucker 2013 Self Small for gestational age Delivery Gardener 2011 Self Summer birth Delivery, Summer Gardener 2011 Self Viral infection Pregnancy Grabrucker 2013 Self Zinc deficiency Grabrucker 2013 Self Anemia Neonatal Gardener 2011 Self Hyperbilirubinemia Postnatal Gardener 2011 Self Stress Pre/Perinatal Grabrucker 2013 Self Cheslack-Postava 2011 Closely spaced sibling birth Waterhouse 2013 Self i.e., continent for period of less than 12 months 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1.1 en Alan Ruttenberg Andrew Spear Pierre Grenon Holger Stenzhorn 2007-09-18 application/rdf+xml http://www.ifomis.org/bfo/1.1 en Institute for Formal Ontology and Medical Information Science (IFOMIS) Barry Smith and Pierre Grenon: "The Cornucopia of Formal Ontological Relations" Barry Smith: "Against Fantology" Barry Smith: "Basic Tools of Formal Ontology" Barry Smith: "Beyond Concepts: Ontology as Reality Representation" Pierre Grenon and Barry Smith: "SNAP and SPAN: Towards Geospatial Dynamics" Pierre Grenon, Barry Smith and Louis Goldberg: "Biodynamic Ontology: Applying BFO in the Biomedical Domain" Pierre Grenon: "BFO in a Nutshell: A Bi-categorial Axiomatization of BFO and Comparison with DOLCE" Pierre Grenon: "Nuts in BFO's Nutshell: Revisions to the Bi-categorial Axiomatization of BFO" Pierre Grenon: "Spatio-temporality in Basic Formal Ontology: SNAP and SPAN, Upper-Level Ontology, and Framework for Formalization" Basic Formal Ontology (BFO) This autism ontology extends the BIRNLex ontology and has the following components: (1) that can be imported from various NDAR instruments (2) sample definitions of assessment abstractions based the surveyed literature, and (3) sample definitions based on DSM IV concepts. We've added "delay" and "impaired" as direct children of specifically_dependent_continuant because they are used to define autism dispositions. (The BFO "quality" and "realizable_entity" (of which disposition is a subclass) are disjoint. 1.1 autism-core:AUTISMC1000020 Childhood disintegrative disorder autism-core:AUTISMC1000025 autism000010 LIS (Low IS): score = 0 • MIS (medium IS): score = 1 or 2 • HIS (high IS): score > 2 Insistence on sameness phenotype autism-core:AUTISMC1000029 autism000020 • LRSMA (low RSMA): score ≤ 4 • MRSMA (medium RSMA): score = 5 or 6 • HRSMA (high RSMA): score > 6 Repetitive sensory motion phenotype autism-core:AUTISMC1000033 Delayed phrases autism-core:AUTISMC1000034 Delayed word autism-core:AUTISMC1000043 autism000011 High insistence on sameness autism-core:AUTISMC1000044 autism000021 High repetitive sensory motion autism-core:AUTISMC1000055 autism000012 Low insistence on sameness autism-core:AUTISMC1000056 autism000022 Low repetitie sensory motion autism-core:AUTISMC1000057 autism000010 Medium insistence on sameness autism-core:AUTISMC1000058 autism000023 Medium repetitive sensory motion autism-core:AUTISMC1000059 No phrases autism-core:AUTISMC1000060 No word autism-core:AUTISMC1000062 Not delayed phrases autism-core:AUTISMC1000063 Not delayed word autism-core:AUTISMC1000071 autism000031 Savant negative autism-core:AUTISMC1000072 autism000032 Savant positive autism-core:AUTISMC1000078 Age of phrases phenotype autism-core:AUTISMC1000079 Age of words phenotype autism-rules:Autism autism-rules:Autoimmune_Disease Disorders that are characterized by the production of antibodies that react with host tissues or immune effector cells that are autoreactive to endogenous peptides. http://purl.bioontology.org/ontology/MSH/D001327 autism-rules:Bowel_Disorders autism-rules:Cranial_Anomalies autism-rules:Disease_or_Syndrome A condition which alters or interferes with a normal process, state, or activity of an organism. It is usually characterized by the abnormal functioning of one or more of the host's systems, parts, or organs. Included here is a complex of symptoms descriptive of a disorder. autism-rules:Down_Syndrom A chromosome disorder associated either with an extra chromosome 21 or an effective trisomy for chromosome 21. Clinical manifestations include hypotonia, short stature, brachycephaly, upslanting palpebral fissures, epicanthus, Brushfield spots on the iris, protruding tongue, small ears, short, broad hands, fifth finger clinodactyly, Simian crease, and moderate to severe mental retardation. http://purl.bioontology.org/ontology/MSH/D004314 false false false false false false false false false false false false false autism-rules:Epilepsy A disorder characterized by recurrent episodes of paroxysmal brain dysfunction due to a sudden, disorderly, and excessive neuronal discharge. Epilepsy classification systems are generally based upon: (1) clinical features of the seizure episodes, (2) etiology, (3) anatomic site of seizure origin, (4) tendency to spread to other structures in the brain, and (5) temporal patterns. http://purl.bioontology.org/ontology/MSH/D004827 autism-rules:Fragile_X_Syndrom A condition characterized genotypically by mutation of the distal end of the long arm of the X chromosome (at gene loci FRAXA or FRAXE) and phenotypically by cognitive impairment, hyperactivity, seizures, language delay, and enlargement of the ears, head, and testes. http://purl.bioontology.org/ontology/MSH/D005600 autism-rules:IBD autism-rules:Injury_or_poisoning A traumatic wound, injury, or poisoning caused by an external agent or force autism-rules:Muscular_Dystrophy autism-rules:Natural_Process_or_Phenomenone_NOS autism-rules:Obstetric_Complications autism-rules:Only_occasional_midline_hand_movements autism-rules:Schizophrenia autism-rules:Sleep_Disorders autism-rules:Tuberous_Sclerosis autism-rules:Type_1_DM true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true false true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true true 1 2 8 999 0 1 2 3 999 0 1 2 3 8 999 0 1 2 3 999 0 1 2 3 6 7 999 0 1 2 3 999 0 1 2 999 0 1 2 3 7 8 999 0 1 2 3 8 999 0 1 2 3 8 0 1 2 8 999 0 1 2 8 999 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 3 8 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 3 8 0 1 2 8 999 0 1 2 3 999 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 8 999 0 1 2 3 8 999 0 1 2 3 8 0 1 2 3 8 999 0 1 2 3 8 999 0 1 1 2 3 8 2 999 0 1 2 3 8 2 999 0 1 2 3 8 2 0 1 2 3 8 999 2 0 1 2 3 8 999 0 0 1 2 3 8 0 1 0 2 8 999 0 1 2 1 3 8 999 0 1 2 1 3 8 9 0 1 2 0 3 8 999 0 1 2 0 3 8 999 1 1 0 1 120 121 47 48 993 994 996 997 999 900 32 993 994 996 997 999 900 23 24 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 8 999 0 1 2 0 1 2 3 8 999 1 0 1 2 8 999 0 1 2 0 1 2 8 999 0 1 2 8 999 0 1 2 8 999 35 36 999 0 0 1 2 3 4 5 6 7 8 999 995 996 997 999 17 18 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 8 999 0 1 2 3 4 8 999 0 1 2 3 9 0 1 2 8 999 0 0 1 2 8 999 0 1 2 3 8 999 0 1 2 8 999 0 1 2 3 7 8 999 0 1 2 3 8 9 0 1 2 8 9 0 1 2 8 999 0 1 2 3 4 8 999 0 1 2 3 9 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 8 8 999 0 1 2 3 7 8 9 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 3 8 9 0 1 2 8 999 0 1 2 3 7 8 999 0 1 2 8 9 0 1 2 3 7 8 9 0 1 2 3 8 999 0 1 2 3 8 999 0 2 3 8 9 0 1 2 8 999 0 1 2 3 8 999 0 1 2 3 8 999 0 1 2 0 1 2 8 999 0 1 2 3 8 999 0 1 2 3 8 999 0 2 0 1 2 3 4 999 35 36 0 1 2 3 999 0 1 2 3 999 0 1 2 3 8 999 0 1 2 3 999 0 1 2 3 8 999 0 1 2 8 999 0 1 2 3 999 0 1 2 3 8 999 0 1 2 3 999 0 1 2 3 6 7 999 0 1 2 2 999 0 1 2 999 0 1 2 3 7 8 999 0 1 2 3 999 0 0 1 2 3 999 0 1 2 3 8 999 0 1 2 3 999 0 1 2 3 8 999 0