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Sponsored by the Robert Wood Johnson Foundation, the Active for Life (AFL) initiative investigated how two physical activity programs for adults aged 50 and older, Active Choices (AC) and Active Living Every Day (ALED), worked in community settings. Created by researchers at Stanford University, Active Choices used lifestyle counseling and personalized telephone support to encourage older adults to be physically active. In AFL, this was a 6-month program delivered through one face-to-face meeting followed by up to eight one-on-one telephone counseling calls. Active Living Every Day, which was created by the Cooper Institute and Human Kinetics Inc., also provided lifestyle counseling to promote physical activity, but in a classroom and workbook format. During the first three years of the four-year AFL initiative, ALED was delivered as a 20-week program where participants attended weekly small group meetings, but in the last year it was shortened to 12 weekly meetings. Nine organizations received AFL grants to implement the programs during 2003-2006. Four grantees implemented the one-on-one AC model, while five implemented the group-based ALED model.

Data were collected from the AC and ALED sites for both a process and outcomes evaluation. The primary aims of the process evaluation were to (1) monitor the extent to which the grantees demonstrated fidelity to the AC and ALED models in their program implementation, (2) assess staff experiences implementing the programs, and (3) assess participants' impressions of the programs. A quasi-experimental, pre-post study design was used to assess outcomes. Primary aims of the outcomes evaluation were to evaluate the impact of AC and ALED on self-reported physical activity, and to evaluate the impact of the programs on self-reported stress, depressive symptoms, and satisfaction with body function and appearance. Secondary aims of the outcome evaluation were to (1) evaluate the impact of the programs on measures of functional fitness, (2) examine whether changes in self-reported physical activity and functional fitness were moderated by participant characteristics, including age, gender, race, baseline physical activity self-efficacy, and baseline physical activity social support, and (3) examine whether changes in self-reported physical activity were consistent with a mediation model for physical activity self-efficacy and physical activity social support.

The collection has 14 data files (datasets). Datasets 1-7 constitute the process evaluation data, and Datasets 8-14 the outcomes evaluation data:

Dataset 1 (AC Initial Face-to-Face Sessions Data) contains information about the initial face-to-face AC session: the format, date, and length of the session, whether the 8 steps required in the face-to-face session were completed, what was discussed between the health educator and the participant related to physical activity plans, interests, benefits, and barriers, and the health educator's progress notes. The file contains one record for each AC participant.

Dataset 2 (AC Completed Calls Data) comprises information about the completed AC calls, but does not cover the topics discussed on the calls. Recorded information about each call includes the date and length of the call, the health educator's progress notes, and whether the participant was assessed for injury, light activity, moderate activity, exercise goals, or exercise intentions. Each call is represented by a separate record in the data file and, typically, there are multiple records per participant.

Dataset 3 (AC Topics Discussed on Completed Calls ) contains information about the topics discussed on each completed AC call, e.g., exercise barriers/benefits, previous exercise experiences, goal setting, long term goals, injury prevention, rewards/reinforcement, social support, progress tracking, and relapse prevention. Each record in the file represents one topic and there are often multiple records per call for each participant.

Dataset 4 (AC Aggregate Call Data) aggregates the call data across calls for each AC participant. For example, for a given participant, this dataset shows the total number of calls completed, the number of calls where injury/health problems were assessed, etc. The file contains one record per participant.

Dataset 5 (ALED Sessions Data) contains information about each class session for every ALED group, including the session date, start time, and end time, learning activities covered in the session, participant evaluations of the session and the facilitator, facilitator progress notes, the number of participants who were in various stages of readiness for moderate exercise, and the number of participants who tracked physical activity and thoughts about physical activity. This file has one record for each session of every ALED group.

Dataset 6 (ALED Attendance and Tracking Data (Years 2-4)) consists of participant-level attendance and tracking data for every ALED session during the second to fourth years of the evaluation, including the participant's attendance at the session, whether the participant's stage of readiness was assessed, and whether the participant tracked thoughts about physical activity or actual physical activity. There is no participant-level ALED data for the first year. Each participant has a separate record for each session. Thus, the file contains 20 records per participant in the years 2-3, and 12 records per participant in year 4.

Dataset 7 (ALED Aggregate Attendance and Tracking Data (Years 2-4)) contains ALED attendance and tracking data for each participant in years 2-4, aggregated across the sessions. The data file has one record for each participant.

Dataset 8 (Demographics) comprises program information (e.g., program status, start date, end date, site, etc.), demographic information (e.g., age, gender, race, Hispanic origin, employment status, income, and the participant's state and ZIP code of residence), and responses to the Physical Activity Readiness Questionnaire (PAR-Q), a screening tool that was used to assess possible risks of exercising based on answers to specific health history questions. The file contains one record for each AFL participant, except for those with a status of "nonstarter" or "repeater."

Datasets 9 (Pretest Survey Data) and 10 (Posttest Survey Data) contain data from the Pretest and Posttest Surveys. The Pretest Survey was administered at the beginning of the AC and ALED programs, while the Posttest Survey was administered at their end. Topics covered by the surveys include social and recreational activities, activities undertaken for exercise, perceived stress, depressive symptoms, satisfaction with body appearance and function, social support for physical activity, self-efficacy for physical activity, neighborhood environment, health conditions, health-related quality of life, caregiving, and self-reported height and weight. Both surveys included items from the Community Health Activities Model Program for Seniors Physical Activity Questionnaire (CHAMPS), the Center for Epidemiological Studies Depression Questionnaire (CES-D), the Behavioral Risk Factor Surveillance System Questionnaires (BRFSS), and the International Physical Activity Prevalence Study Environmental Module. These data files each have one record for each participant who submitted a questionnaire.

Dataset 11 (ALED Week 12 Survey Data (Year 4)) contains responses to the ALED Week 12 Posttest Survey, which was used to evaluate the 12-week adaptation of ALED in Year 4. (In Year 4, ALED participants completed both a 12- and 20-week posttest survey). There is one record for each participant who returned this survey.

Dataset 12 (Six-Month Posttest Follow-Up Survey Data (Years 3-4)) comprises data from a special 6-month follow-up survey which was administered in years 3-4 in six of the ALED sites and one of the AC sites. Participants were questioned about their current physical activities, weight, health-related quality of life, satisfaction with bodily function, and other topics. As with Datasets 9-11, the data file contains one record for each participant who returned a questionnaire.

Dataset 13 (Functional Fitness Tests Data) contains the results of pretest and posttest functional fitness tests which were administered by one ALED grantee. Four tests were adminstered: (1) the 30-Foot Walk Test, (2) the 30-Second Chair Stand, (3) 8-Foot Up and Go, and (4) the Chair Sit and Reach Test. This participant-level data file also includes pretest height measurements plus pretest and posttest weight measurements.

Dataset 14 (Participants' Impressions of the Programs (Years 1, 3, and 4)) contains data collected by the last sections of the Posttest Survey, ALED Week 12 survey, and 6-Month Follow-up Survey. The topics it covers include the participants' impressions of the programs, participation in physical activities, and changes (compared to before they started the AFL program) in motivation to be physically active, actual level of physical activity, medical and health conditions, overall pain, flexibility/limberness, level of stress, happiness, and enjoyment of life. The file has a separate record for each survey completed by the participants. Thus, there are 1-3 records per participant.

The Head Start Family and Child Experiences Survey (FACES) is a major source of information on Head Start programs and the children and families they serve. Since 1997, FACES has conducted studies in a nationally representative sample of Head Start programs, but has historically not included Region XI (programs operated by federally-recognized tribes), whose programs are designed to serve predominantly American Indian and Alaska Native (AI/AN) children and families. The American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015 (AI/AN FACES 2015), the first national study of Region XI AI/AN Head Start children and families, is designed to fill this information gap.

The design of AI/AN FACES 2015 has been informed by members of the AI/AN FACES 2015 Workgroup which includes tribal Head Start directors, researchers with expertise working with tribal communities, Mathematica Policy Research study staff, and federal officials from the Office of Head Start, Region XI, and the Office of Planning, Research and Evaluation. Building on FACES as the foundation, members of the AI/AN FACES 2015 Workgroup have shared insights and information on the kinds of information needed about children and families served by Region XI AI/AN Head Start programs (including children's development and school readiness, parent and family demographics, health, and program engagement, and teacher, classroom, and program characteristics). Members also provided input on recruitment practices and study methods that are responsive to the unique cultural and self-governing contexts of tribal Head Start programs.

Data collection with Region XI children, families, classrooms, and programs took place in the Fall of 2015 and the Spring of 2016. Twenty-one Region XI Head Start programs participated. Procedures for tribal review and approval in each of those 21 communities were followed. Information about this study has been shared broadly with tribal Head Start programs and tribal leaders via OHS tribal consultations, nationally-broadcast webinars, National Indian Head Start Directors' Association Board of Directors (NIHSDA) annual conferences, the 2016 ACF National Research Conference on Early Childhood, and the Secretary's Tribal Advisory Council (STAC) December 2014 and 2016 meetings.

The overall goal of the Baby's First Years study is to assess the causal role played by household income in affecting children's early cognitive, socio-emotional, and brain development. Recent advances in developmental neuroscience suggest that experiences early in life have profound and enduring impacts on the developing brain. Family economic resources shape the nature of many of these experiences, yet the extent to which they affect children's development is unknown. The Baby's First Years project is the first randomized controlled trial to provide estimates of the causal impacts of unconditional cash gifts on the cognitive, socio-emotional, and brain development of infants and young children in low-income U.S. families.

Specifically, 1,000 recruited mothers of infants with incomes below the federal poverty line from four diverse U.S. communities are receiving monthly cash gift payments by debit card. Mothers were initially told the gifts would last for the first 40 months of their child's life, but we have secured funding to continue the payments for three additional years (i.e., for a total of 76 months). Parents in the high cash gift group (n=400 in the study sample) are receiving a cash gift of $333 per month ($4,000 per year), while parents in the low cash gift group (n=600) are receiving a nominal monthly gift payment of $20 ($240 per year), also for 76 months.

In order to measure the impacts of the unconditional cash gift income on children's cognitive and behavioral development, we are assessing high and low cash gift group differences at ages 4, 6, and 8 (and, for a subset of measures, we capture interim development at ages 1, 2, and 3) in measures of cognitive, language, memory, self-regulation, and socio-emotional development. In order to understand the processes by which child impacts emerge, we are measuring a host of family process measures summarized in our pre-registration chart. Our data collection points are referred to as: "baseline", "age 1", "age 2," "age 3", "age 4", "age 6", and "age 8".

Additional information on the project, survey design, sample, variables, and COVID-19 pandemic adjustments are available from:

• The User Guides for Baseline, Age 1, Age 2, Age 3, and Age 4, which are included under the "Data and Documentation" tab
• The project's website: babysfirstyears.com

The researchers request that all peer-reviewed papers using BFY Data:

• be submitted to PubMed https://publicaccess.nih.gov immediately upon acceptance for publication
• include the following citation to the data in their bibliography:

Citation

Magnuson, Katherine A., Kimberly Noble, Greg J. Duncan, Nathan A. Fox, Lisa A. Gennetian, Hirokazu Yoshikawa, and Sarah Halpern-Meekin. Baby's First Years (BFY), New York City, New Orleans, Omaha, and Twin Cities, 2018-2023. ICPSR37871-v8. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], YYYY-MM-DD. http://doi.org/10.3886/ICPSR37871.v8

• and include the following in their acknowledgements:

Acknowledgement

This research uses data from the Baby's First Years study. Research reported in this publication was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development of the National Institutes of Health under Award Number R01HD087384 and 2R01HD087384. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. This research was additionally supported by the US Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation; Office of Behavioral and Social Sciences Research-Office of the Director, National Institutes of Health; Andrew and Julie Klingenstein Family Fund; Annie E. Casey Foundation; Arnold Ventures; Arrow Impact; BCBS of Louisiana Foundation; Bezos Family Foundation, Bill and Melinda Gates Foundation; Bill Hammack and Janice Parmelee, Brady Education Fund; Chan Zuckerberg Initiative (Silicon Valley Community Foundation); Charles and Lynn Schusterman Family Philanthropies; Child Welfare Fund; Esther A. and Joseph Klingenstein Fund; Ford Foundation; Greater New Orleans Foundation; Heising-Simons Foundation; Holland Foundation; Jacobs Foundation; JPB Foundation; J-PAL North America; Lozier Foundation; New York City Mayor's Office for Economic Opportunity; Perigee Fund; Robin Hood Foundation; Robert Wood Johnson Foundation; Russell Sage Foundation; Sherwood Foundation; Valhalla Foundation; Weitz Family Foundation; W.K. Kellogg Foundation; and three anonymous donors.

Principal Investigators

Katherine Magnuson, PhD; University of Wisconsin-Madison, lead PI social and behavioral science

Kimberly Noble, MD, PhD; Teachers College, Columbia University, lead PI neuroscience

In alphabetical order:

Greg Duncan, PhD; University of California, Irvine

Nathan A. Fox, PhD; University of Maryland

Lisa A. Gennetian, PhD; Duke University Sanford School of Public Policy

Hirokazu Yoshikawa, PhD; New York University

Principal Investigators of Qualitative Substudy

Sarah Halpern-Meekin, PhD; University of Wisconsin-Madison

Katherine Magnuson, PhD; University of Wisconsin-Madison

Study Management

Lauren Meyer, Teachers College, Columbia University; National Project Director

Andrea Karsh, University of California, Irvine; Administrative Director

Matthew Maury, Duke University, Production and Retention Management

Study Co-Investigators

Sarah Black, PhD; University of New Orleans

William Fifer, PhD; Sackler Institute for Developmental Psychobiology, Columbia University Medical Center

Michael Georgieff, MD; University of Minnesota

Joseph Isler, PhD; Columbia University Medical Center

Debra Karhson, PhD; University of New Orleans

Alicia Kunin-Batson, PhD, University of Minnesota

Connie Lamm, PhD; University of Arkansas

Dennis Molfese, PhD; University of Nebraska, Lincoln

Victoria Molfese, PhD; University of Nebraska, Lincoln

Jennifer Mize Nelson, PhD; University of Nebraska, Lincoln

Timothy Nelson, PhD; University of Nebraska, Lincoln

Sonya Troller-Renfree, PhD; Teachers College, Columbia University

Study Data Collectors

The Survey Research Center, Institute for Social Research, University of Michigan, Ann Arbor, is responsible for recruitment and baseline, age-1, age-2, and age-3 data collection waves. Starting at age-4 through age-8, SRC is responsible for tracking families and assisting site-based staff in locating families. SRC data collection operations are overseen by: Stephanie Chardoul, Director of Survey Research Operations and Piotr Dworak, Senior Survey Specialist, Survey Research Operations.

Contact

To contact the study investigators, email them at [email protected]

Website: babysfirstyears.com

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.

Research hypotheses include:

1. Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
2. Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
3. The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.

Further information can be found on the Carolina Abecedarian Project Web site.

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.

Research hypotheses include:

• Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
• Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
• The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.

Demographic variables included in this collection: gender, age, level of education.

The purpose of this project was to measure and estimate the distribution of personal income and related economic factors in both rural and urban areas of the People's Republic of China. The principal investigators based their definition of income on cash payments and on a broad range of additional components. Data were collected through a series of questionnaire-based interviews conducted in rural and urban areas at the end of 2002. There are ten separate datasets. The first four datasets were derived from the urban questionnaire. The first contains data about individuals living in urban areas. The second contains data about urban households. The third contains individual-level economic variables copied from the initial urban interview form. The fourth contains household-level economic variables copied from the initial urban interview form. The fifth dataset contains village-level data, which was obtained by interviewing village leaders. The sixth contains data about individuals living in rural areas. The seventh contains data about rural households, as well as most of the data from a social network questionnaire which was presented to rural households. The eighth contains the rest of the data from the social network questionnaire and is specifically about the activities of rural school-age children. The ninth dataset contains data about individuals who have migrated from rural to urban areas, and the tenth dataset contains data about rural-urban migrant households. Dataset 1 contains 151 variables and 20,632 cases (individual urban household members). Dataset 2 contains 88 variables and 6,835 cases (urban households). Dataset 3 contains 44 variables and 27,818 cases, at least 6,835 of which are empty cases used to separate households in the file. The remaining cases from dataset 3 match those in dataset 1. Dataset 4 contains 212 variables and 6,835 cases, which match those in dataset 2. Dataset 5 contains 259 variables and 961 cases (villages). Dataset 6 contains 84 variables and 37,969 cases (individual rural household members). Dataset 7 contains 449 variables and 9,200 cases (rural households). Dataset 8 contains 38 variables and 8,121 cases (individual school-age children). Dataset 9 contains 76 variables and 5,327 cases (individual rural-urban migrant household members). Dataset 10 contains 129 variables and 2,000 cases (rural-urban migrant households).

The Chinese Household Income Project collected data in 1988, 1995, 2002, and 2007. ICPSR holds data from the first three collections, and information about these can be found on the series description page. Data collected in 2007 are available through the China Institute for Income Distribution.

The Future of Families and Child Wellbeing Study (FFCWS, formerly known as the Fragile Families and Child Wellbeing Study) follows a cohort of nearly 5,000 children born in large, U.S. cities between 1998 and 2000. The study oversampled births to unmarried couples; and, when weighted, the data are representative of births in large U.S. cities at the turn of the century. The FFCWS was originally designed to address four questions of great interest to researchers and policy makers:

1. What are the conditions and capabilities of unmarried parents, especially fathers?
2. What is the nature of the relationships between unmarried parents?
3. How do children born into these families fare?
4. How do policies and environmental conditions affect families and children?

The FFCWS consists of interviews with mothers, fathers, and/or primary caregivers at birth and again when children are ages 1, 3, 5, 9, 15, and 22. The parent interviews collected information on attitudes, relationships, parenting behavior, demographic characteristics, health (mental and physical), economic and employment status, neighborhood characteristics, and program participation. Beginning at age 9, children were interviewed directly (either during the home visit or on the telephone). The direct child interviews collected data on family relationships, home routines, schools, peers, and physical and mental health, as well as health behaviors.

A collaborative study of the FFCWS, the In-Home Longitudinal Study of Pre-School Aged Children (In-Home Study) collected data from a subset of the FFCWS Core respondents at the Year 3 and 5 follow-ups to ask how parental resources in the form of parental presence or absence, time, and money influence children under the age of 5. The In-Home Study collected information on a variety of domains of the child's environment, including: the physical environment (quality of housing, nutrition and food security, health care, adequacy of clothing and supervision) and parenting (parental discipline, parental attachment, and cognitive stimulation). In addition, the In-Home Study also collected information on several important child outcomes, including anthropometrics, child behaviors, and cognitive ability. This information was collected through interviews with the child's primary caregiver, and direct observation of the child's home environment and the child's interactions with his or her caregiver.

Similar activities were conducted during the Year 9 follow-up. At the Year 15 follow-up, a condensed set of home visit activities were conducted with a subsample of approximately 1,000 teens. Teens who participated in the In-Home Study were also invited to participate in a Sleep Study and were asked to wear an accelerometer on their non-dominant wrist for seven consecutive days to track their sleep (Sleep Actigraphy Data) and that day's behaviors and mood (Daily Sleep Actigraphy and Diary Survey Data).

An additional collaborative study collected data from the child care provider (Year 3) and teacher (Years 9 and 15) through mail-based surveys. Saliva samples were collected at Year 9 and 15 (Biomarker file and Polygenic Scores). The Study of Adolescent Neural Development (SAND) COVID Study began data collection in May 2020 following the onset of the COVID-19 pandemic. It included online surveys with the young adult and their primary caregiver.

The FFCWS began its seventh wave of data collection in October 2020, around the focal child's 22nd birthday. Data collection and interviews continued through January 2024. The Year 22 wave included a young adult (YA) survey with the original focal child and a primary caregiver (PCG) survey. Data were also collected on the children of the original focal child (referred to as Generation 3, or G3).

In 2017, the FFCWS team announced the Fragile Families (FF) Challenge, a collaborative effort in which participants were tasked with using machine learning methods and FFCWS data (Baseline to Year 9) to build a model that would predict six key outcomes at Year 15. Materials used in the FF Challenge have been archived in this collection.

Documentation for these files is available on the FFCWS website under Data and Documentation. For details of updates made to the FFCWS data files, please see the project's Data Alerts page.

Data collection for the Future of Families and Child Wellbeing Study was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health under award numbers R01HD36916, R01HD39135, and R01HD40421, as well as a consortium of private foundations.

Below is the citation for use of the FFCWS data accessed through ICPSR. For information on additional citation requirements when using FFCWS in publications, please refer to this FAQ on the FFCWS project site.

The Head Start Family and Child Experiences Survey (FACES) is an ongoing national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. FACES was designed to address four central questions related to program performance objectives:

1. Does Head Start enhance children's development and school readiness?
2. Does Head Start strengthen families as the primary nurturers of their children?
3. Does Head Start provide children with high quality educational, health, and nutritional services?
4. How is classroom quality related to child outcomes?

The FACES 1997 Cohort involved a nationally representative sample of children and families in Head Start programs in the United States who were studied at entry into the program in the fall of 1997, assessed in the spring at the completion of one or two years of Head Start, and followed up in the spring of the kindergarten and first grade years. During these visits, the research team completed individual interviews with staff and parents, child and classroom observations, direct child assessments through one-on-one interviews, and indirect assessments of children by their teachers and parents.

The data collection instruments used in FACES were designed to measure several different types of skills, accomplishments, and behaviors that are relevant to a child's school readiness and social competence:

1. The parent interview was designed to collect up-to-date information about current Head Start families while being sensitive to differences based on the background of the respondents. The interview provided descriptive information about the parents (education, work status, health, nativity, depression, social support, use of discipline and rules, exposure to violence), the household (income, housing, activities with children, use of child care), and the children (gender, ethnicity, health, behavior, literacy skills, disabilities, exposure to violence). Additionally, parents reported how their families came to Head Start and how they perceived their Head Start experiences.
2. The staff interview was designed to provide a profile of the background, qualifications, and training of Head start personnel as well as an understanding of classroom activities, family activities, services, local programs offered to families, and staff perspectives on their programs and the families they served.
3. The child and classroom observations were designed to record information from the observations of children's behavior and home environments. Some of the assessments used included Peabody Picture Vocabulary Tests (PPVTs), Woodcock-Johnson Revised Tests of Achievement, Norm Referenced Cognitive Tests, Story and Print Concepts, and McCarthy Scales of Children's Abilities.

The Head Start Family and Child Experiences Survey (FACES) is an ongoing national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. FACES was designed to address four central questions related to program performance objectives:

1. Does Head Start enhance children's development and school readiness?
2. Does Head Start strengthen families as the primary nurturers of their children?
3. Does head Start provide children with high quality educational, health, and nutritional services?
4. How is classroom quality related to child outcomes?

The FACES 2000 Cohort involved a nationally representative sample of children and families in Head Start programs in the United States who were studied at entry into the program in the fall of 2000, assessed at the completion of one or two years of program experience, and followed up in the spring of the kindergarten year. The FACES 2000-2003 battery has four main components: the child assessment, parent interview, teacher and staff interviews, and classroom observations.

1. The child assessments included the major components of school readiness, and were collected through direct child assessments and rating scales completed by parents and teachers. Direct child assessments included the Peabody Picture Vocabulary Test Third Edition-Revised (PPVT-III), Woodcock-Johnson Psycho-Educational Battery-Revised, McCarthy Scales of Children's Abilities, story and print concepts, social awareness, color names and one-to-one counting, Leiter International Performance Scale-Revised, interview ratings, and follow-up Early Childhood Longitudinal Study-Kindergarten (ECLS-K) measures.

2. The parent interview was designed to provide Head Start with a comprehensive understanding of the families that they serve, including the characteristics of households and household members, levels and types of participation in the program and in other community services, involvement with their children, and an understanding of their children's development. In addition to this, parents were asked to rate each child on a set of behaviors that assessed the child's basic social skills and behavior problems.

3. The teacher and staff interview was designed to provide information on Head Start personnel experience, education, and training as well as knowledge and beliefs about child development, and educational activities with children and parents.

4. The classroom observations were designed to measure peer interactions, friendships of children, and the extent to which Head Start programs employed skilled teachers and provided developmentally appropriate environments and curricula for their children. Some of the assessments used included the Assessment Profile, Early Childhood Environment Rating Scale-Revised (ECERS-R), classroom observation of teacher-directed activities, and the Arnett Caregiver Interaction Scale.

The Head Start Family and Child Experiences Survey (FACES) is an ongoing national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. FACES was designed to address four central questions related to program performance objectives:

1. Does Head Start enhance children's development and school readiness?
2. Does Head Start strengthen families as the primary nurturers of their children?
3. Does head Start provide children with high quality educational, health, and nutritional services?
4. How is classroom quality related to child outcomes?

The FACES 2003 Cohort involved a nationally representative sample of children and families in Head Start programs in the United States who were studied at entry into the program in the fall of 2003, assessed at the completion of their program experience, and followed up at the end of their kindergarten year. The FACES 2003 battery has five main components: the child assessment, parent interview, teacher and staff interviews, classroom observations and teacher-child reports.

1. The child assessments included the major components of school readiness, and were collected through direct child assessments and rating scales completed by parents and teachers. Some of the direct child assessments included the Peabody Picture Vocabulary Test Third Edition-Revised (PPVT-III), Woodcock-Johnson Psycho-Educational Battery-Revised, McCarthy Scales of Children's Abilities, story and print concepts, social awareness, color names and one-to-one counting and assessor ratings.

2. The parent interview was designed to provide Head Start with a comprehensive understanding of the families that they serve, including the characteristics of households and household members, levels and types of participation in the program and in other community services, involvement with their children, and an understanding of their children's development. In addition to this, parents were asked to rate each child on a set of behaviors that assessed the child's basic social skills and behavior problems.

3. The teacher and staff interview was designed to provide information on Head Start personnel experience, education, and training as well as knowledge and beliefs about child development, and educational activities with children and parents.

4. The classroom observations were designed to measure peer interactions, friendships of children, and the extent to which Head Start programs employed skilled teachers and provided developmentally appropriate environments and curricula for their children. Some of the assessments used included the Assessment Profile, Early Childhood Environment Rating Scale-Revised (ECERS-R), classroom observation of teacher-directed activities, and the Arnett Caregiver Interaction Scale.

5. The teacher-child report was designed to capture important sources of information about children's learning and behavior through the use of the Teacher-Child Report (TCR), social skills ratings, the Behavior Problems scale and the Preschool Learning Behavior Scale (PLBS).

The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical).

For nearly a decade, the Office of Head Start, the Administration for Children and Families, other federal agencies, local programs, and the public have depended on FACES for valid and reliable national information on (1) the skills and abilities of Head Start children, (2) how Head Start children's skills and abilities compare with preschool children nationally, (3) Head Start children's readiness for and subsequent performance in kindergarten, and (4) the characteristics of the children's home and classroom environments. The FACES study is designed to enable researchers to answer a wide range of research questions that are crucial for aiding program managers and policymakers. Some of the questions that are central to FACES include:

1. What are the demographic characteristics of the population of children and families served by Head Start? How has the population served by Head Start changed?
2. What are the experiences of families and children in the Head Start program? How have they changed?
3. What are the cognitive and social skills of Head Start children at the beginning and end of their first year in the program? Has Head Start program performance improved over time?
4. Do the gains in cognitive and social skills that Head Start children achieve carry over into kindergarten? Do larger gains (or greater declines in problem behavior) translate into higher achievement at the end of kindergarten?
5. What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?
6. What is the observed quality of Head Start classrooms as early learning environments, including the level and range of teaching and interactions, provisions for learning, emotional and instructional support, and classroom organization? How has quality changed over time? What program- and classroom-level factors are related to observed classroom quality? How is observed quality related to children's outcomes and developmental gains?

FACES also supports analyses of subgroups of interest, such as children with disabilities, dual language learners, and children who are performing above or below average on standardized assessments. Its design changes in response to emerging policy and research questions. For example, in response to the growing concern about childhood obesity, measures of children's height and weight were introduced in FACES 2006.

Measures for FACES 2006 were selected to balance the need to support comparisons to previous cohorts of FACES (particularly with respect to program performance measures) against the need to update the measurement battery and address emerging policy issues and benefits from progress in the assessment field. Many of the measures used in FACES 2006 were included in previous cohorts and they are presented below by the five major measurement sources in FACES: (1) child direct assessments; (2) parent interviews; (3) teacher interviews and survey; (4) classroom observations; and (5) program director, center director, and education coordinator interviews.

1. The child direct assessments included the major components of school readiness. They included a language screener, the Peabody Picture Vocabulary Test, Fourth Edition/Test de Vocabulario de Imagines Peabody, subtests from the Woodcock-Johnson Tests of Achievement Third Edition/Bateria III Woodcock-Munoz (letter word identification, applied problems, spelling, and word attack), a measure of early math literacy based on items from the Early Childhood Longitudinal Study, Birth and Kindergarten Cohorts math assessments (geometry, patterns, and measurement), story and print concepts, and physical measurements (height and weight). At the end of the direct child assessment, interviewers rate the child's attention, organization/impulse control, activity level, and sociability using items from the Leiter-R scales.
2. The parent interview was designed to provide Head Start with a comprehensive understanding of the families that they serve, including the demographic characteristics of households and household members, parent-child relationships and the quality of the child's home life, and parent ratings of the child's behavior problems, social skills, and competencies, levels and types of participation in the program and in other community services.
3. The Head Start teacher interview was designed to collect information about classroom and teacher characteristics related to the quality of care provided by Head Start programs. Teachers were asked about their classroom activities and use of curricula, as well as their demographic and educational background and professional experience. They also used a Web survey to rate the social skills, problem behaviors, and competencies of each FACES child in their classroom. Kindergarten teachers provided information about schools attended by Head Start children, their classrooms and school experiences using a Web survey. They also completed ratings of each FACES child's social skills, behavior problems and competencies.
4. The classroom observations were designed to measure peer interactions and the extent to which Head Start programs employed skilled teachers and provided developmentally appropriate environments and curricula for their children. The measures used included the Early Childhood Environment Rating Scale-Revised (ECERS-R), the Arnett Scale of Lead Teacher Behavior, and the Instructional Support scale from the Classroom Assessment Scoring System (CLASS). Counts of children and adults were also taken to calculate group size and child-adult ratios.
5. The Program Director, Center Director, and Education Coordinator Interviews gathered information about staffing and recruitment, teacher education initiatives and training, waiting lists and program expansion, classroom activities, curriculum, overview of program management, and parent involvement.

The User Guide provides detailed information about the FACES 2006 study design, execution, and data to inform and assist researchers who may be interested in using the data for future analyses. The following items are provided in the User Guide as appendices.

• Appendix A -- Copyright Statements
• Appendix B -- Instrument Content Matrices
• Appendix C -- Questionnaires
• Appendix D -- Center/Program Codebook
• Appendix E -- Classroom/Teacher Codebook
• Appendix F -- Child Codebook
• Appendix G -- Description of Constructed/Derived Variables

The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). FACES 2009 is the latest FACES cohort study and followed children from Head Start entry in fall 2009 through one or two years of program participation and to kindergarten.

For nearly a decade, the Office of Head Start, the Administration for Children and Families, other federal agencies, local programs, and the public have depended on FACES for valid and reliable national information on (1) the skills and abilities of Head Start children, (2) how Head Start children's skills and abilities compare with preschool children nationally, (3) Head Start children's readiness for and subsequent performance in kindergarten, and (4) the characteristics of the children's home and classroom environments. The FACES study is designed to enable researchers to answer a wide range of research questions that are crucial for aiding program managers and policymakers. Some of the questions that are central to FACES include:

1. What are the demographic characteristics of the population of children and families served by Head Start? How has the population served by Head Start changed?
2. What are the experiences of families and children in the Head Start program? How have they changed?
3. What are the cognitive and social skills of Head Start children at the beginning and end of their first year in the program? Has Head Start program performance improved over time?
4. Do the gains in cognitive and social skills that Head Start children achieve carry over into kindergarten? Do larger gains (or greater declines in problem behavior) translate into higher achievement at the end of kindergarten?
5. What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?
6. What is the observed quality of Head Start classrooms as early learning environments, including the level and range of teaching and interactions, provisions for learning, emotional and instructional support, and classroom organization? How has quality changed over time? What program- and classroom-level factors are related to observed classroom quality? How is observed quality related to children's outcomes and developmental gains?

In response to recent trends and mandates, FACES 2009 expanded the information collected on families and children who speak a primary language other than English and the information collected on children who are homeless. Earlier cohorts of FACES gathered information on the languages spoken in the home and used for classroom instruction. Given the growth in the population of Hispanic/Latino preschoolers (Hernandez 2006), FACES 2009 placed additional emphasis on Dual Language Learners (DLLs). In addition, given the 2007 Head Start Act's focus on children and families who are homeless, FACES 2009 expanded coverage on the enrollment of such children, how the program ensures that they enroll in Head Start, and the special services available to such children and their families.

FACES 2009 carefully balanced the need for consistent measurement of outcomes against the need for improvements in instrumentation and techniques. In some instances, new instruments were added to obtain more comprehensive information on Head Start children. For example, the Expressive One-Word Picture Vocabulary Test was added to assess children's expressive language, which is related to later reading achievement even more so than receptive language (National Early Literacy Panel 2008). A measure of phonemic awareness from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) preschool wave was also added to assess children's knowledge of beginning and ending sounds in words. Further, FACES 2009 included a direct assessment of executive functioning-a pencil tapping task to examine children's inhibitory control, working memory, and attention-which has been shown to relate to young children's development in mathematics, vocabulary, and literacy (Blair and Razza 2007; Espy et al. 2004; McClelland et al. 2007).

The User Guide provides detailed information about the FACES 2009 study design, execution, and data to inform and assist researchers who may be interested in using the data for future analyses. The following items are provided in the User Guide as appendices.

• Appendix A - Copyright statements
• Appendix B - Instrument Content Matrices
• Appendix C - Questionnaires
• Appendix D - Center/Program Codebook
• Appendix E - Classroom/Teacher Codebook
• Appendix F - Child Codebook
• Appendix G - Description of Constructed/Derived Variables

The 2014 Head Start Family and Child Experiences Survey, or FACES 2014, is the sixth in a series of national studies of Head Start, with earlier studies conducted in 1997, 2000, 2003, 2006, and 2009. This release includes nationally representative samples of Head Start programs and centers, classrooms, children and their families through spring of 2017. Data from surveys of Head Start program and center directors, classroom teachers, and parents provided descriptive information about program policies and practices, classroom activities, and the background and experiences of Head Start staff and families. Classroom observations were used to assess the quality of Head Start classrooms. Children in the study participated in a direct assessment that provided a picture of their school readiness skills at different time points.

FACES 2014 used a new study design that differs from earlier rounds of FACES in several important ways: (1) it included larger program and classroom samples, (2) all data were collected in a single program year, (3) the baseline sample of children included both children enrolled in their first and second year of Head Start, and (4) several special studies were conducted along with the main (Core) study to collect more detailed information about a given topic, to study new populations of Head Start programs and participants, and to evaluate measures for possible use in future rounds of FACES. For example, the Family Engagement Plus study collected information from parents and staff (teachers and family services staff) on family engagement efforts and service provision in Head Start programs.

The Office of Head Start, the Administration for Children and Families, other federal agencies, local programs, and the public have depended on FACES for valid and reliable national information on (1) the skills and abilities of Head Start children, (2) how Head Start children's skills and abilities compare with preschool children nationally, (3) Head Start children's readiness for and subsequent performance in kindergarten, and (4) the characteristics of the children's home and classroom environments. The FACES study was designed to enable researchers to answer a wide range of research questions that are crucial for aiding program managers and policymakers. Some of the questions that are central to FACES include:

1. What are the demographic characteristics of the population of children and families served by Head Start? How has the population served by Head Start changed?
2. What are the experiences of families and children in the Head Start program? How have they changed?
3. What are the cognitive and social skills of Head Start children at the beginning and end of the program year? Has Head Start program performance improved over time?
4. What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?
5. What is the observed quality of Head Start classrooms as early learning environments, including the level and range of teaching and interactions, provisions for learning, emotional and instructional support, and classroom organization? How has quality changed over time?
6. What program- and classroom-level factors are related to observed classroom quality?
7. How is observed quality related to children's outcomes and developmental gains?

The User Guide provides detailed information about the FACES 2014 study design, execution, and data to inform and assist researchers who may be interested in using the data for future analyses. The following items are provided in the User Guide as appendices.

• Appendix A - Elements Of The FACES Design And Key Measures Used (And Child Outcomes Captured): FACES 1997 - FACES 2014
• Appendix B - Copyright Permissions
• Appendix C - Instrument Content Matrices
• Appendix D - Instruments
• Appendix E - Spring 2015 Center/Program Codebook
• Appendix F - Spring 2015 Classroom/Teacher Codebook
• Appendix G - 2014-2015 Child Codebook
• Appendix H - Spring 2015 Family Engagement Family Service Staff Interview Codebook
• Appendix I - Spring 2015 Family Engagement Parent Interview Codebook
• Appendix J - Spring 2017 Center/Program Codebook
• Appendix K - Spring 2017 Classroom/Teacher Codebook
• Appendix L - Descriptions of Constructed/Derived Variables
• Appendix M - Synthetic Estimation for Child Growth Across Two Years

The data in the Historical Demographic Data of Southeastern Europe series derive primarily from the ethnographic and archival research of Joel M. Halpern, Professor Emeritus of Anthropology at the University of Massachusetts at Amherst, in southeastern Europe from 1953 to 2006. The series is comprised of historical demographic data from several towns and villages in the countries of Bosnia, Croatia, Macedonia, Montenegro, Serbia, and Slovenia, all of which are former constituent republics of the Socialist Federal Republic of Yugoslavia. The data provide insight into the shift from agricultural to industrial production, as well as the more general processes of urbanization occurring in the last days of the Yugoslav state. With an expansive timeframe ranging from 1818 to 2006, the series also contains a wide cross-section of demographic data types. These include, but are not limited to, population censuses, tax records, agricultural and landholding data, birth records, death records, marriage and engagement records, and migration information.

This component of the series focuses exclusively on the Serbian village of Orasac and is composed of 64 datasets. These data record a variety of demographic and economic information between the years of 1824 and 1975. General population information at the individual level is available in official census records from 1863, 1884, 1948, 1953, and 1961, and from population register records for the years of 1928, 1966, and 1975. Census data at the household level is also available for the years of 1863, 1928, 1948, 1953, and 1961. These data are followed by detailed records of engagement and marriage. Many of these data were obtained through the courtesy of village and county officials. Priest book records from 1851 through 1966, as well as death records from 1863 to 1976 and tombstone records from 1975, are also available. Information regarding migrants and emigrants was obtained from the village council for the years of 1946 through 1975. Lastly, the data provide economic and financial information, including records of individual landholdings (for the years of 1863, 1952, 1966, and 1975), records of government taxation at the individual or household level (for 1813 through 1840, as well as for 1952), and livestock censuses (at both the individual and household level for the years of 1824 and 1825, and only at the individual level for the years of 1833 and 1834).

The Housing and Children's Healthy Development (HCHD) Study included four main aims:

1. to learn how parents make choices about where to live while negotiating tradeoffs between dwelling unit quality, neighborhood quality, and school quality;
2. to assess how features of the child's social contexts--home, neighborhood, and school--combine to influence key cognitive, socio-emotional, and health outcomes among parents and their children;
3. to examine how the quality of housing affects parenting practices and outcomes for children and their caregivers; and
4. to enhance the study of child development through theoretical and methodological advances in the study of housing and the other social contexts related to housing.

For this collection, the study team conducted Wave 1 data collection with families in Cleveland, Ohio (Cuyahoga County) and Dallas, Texas, United States, using a randomized controlled trial design. One-half of the sample was an experimental sample consisting of applicants for a federal housing voucher, including both voucher winners (treatment group) and voucher losers (control group). The other half of the sample was generated through a random selection and screening process in census blocks that varied by household income weighted toward lower-income blocks.

Interviews were conducted with primary caregivers, lasting about 90 minutes, and included the collection of anthropometric measures from primary caregivers and children and administration of Woodcock-Johnson tests to children. Primary caregiver voucher sample participants were asked for three blood pressure measurements, and blood spots were collected from voucher sample primary caregivers and children. The data collection also includes laser tape measurement of all rooms in a household, 8 block face neighborhood observations, and post-interview observations. Four-day leave-behind child time diary data were collected but are not available.

A Data Guide for this study is available as a web page and for download. The India Human Development Survey 2005 (IHDS) is a nationally representative, multi-topic survey of 41,554 households in 1,503 villages and 971 urban neighborhoods across India. Two one-hour interviews in each household covered topics concerning health, education, employment, economic status, marriage, fertility, gender relations, and social capital. Children aged 8-11 completed short reading, writing and arithmetic tests. Additional village, school, and medical facility interviews are also available.

This data collection contains the first four waves of the Iowa Youth and Families Project (IYFP), conducted in 1989, 1990, 1991, and 1992. The Iowa Youth and Families Project was developed from an initial sample of 451 7th graders from two-parent families in rural Iowa. The study was merged with the Iowa Single Parent Project (ISPP) to form the Iowa Family Transitions Project in 1994, when the target youth were seniors in high school. Survey data were collected from the target child (7th grader), a sibling within four years of age of the target child, and both parents. Field interviewers visited families at their homes on several occasions to administer questionnaires and videotape interaction tasks including family discussion tasks, family problem-solving tasks, sibling interaction tasks, and marital interaction tasks.

The Household Data files contain information about the family's financial situation, involvement in farming, and demographic information about household members.

The Parent and the Child Survey Data files contain responses to survey questions about the quality and stability of family relationships, emotional, physical, and behavioral problems of individual family members, parent-child conflict, family problem-solving skills, social and financial support from outside the home, traumatic life experiences, alcohol, drug, and tobacco use, and opinions on topics such as abortion, parenting, and gender roles. In addition, the Child Survey Data files include responses collected from the target child and his or her sibling in the study about experiences with puberty, dating, sexual activity, and risk-taking behavior.

The Problem-Solving Data files contain survey data collected from respondents about the family interactions tasks.

The Observational Data files contain the interviewers' observations collected during these tasks.

Demographic variables include sex, age, employment status, occupation, income, home ownership, religious preference, frequency of religious attendance, as well as the ages and sex of all household members and their relationship to the head of household. Demographic information collected on the parents also includes their birth order within their family, the ages and political philosophy of their parents, the sex, age, education level, and occupation of their siblings, and the country of origin of their ancestors.

In 2000, the Kentucky General Assembly passed historic early childhood legislation (Kentucky's KIDS [Kentucky Invests in Developing Success] NOW Initiative) of which a component included the development of a seamless professional development system. The professional development system includes core content, articulation, credentials, scholarships and a training framework. This comprehensive professional development system, along with other initiative components in assuring maternal and child health, supporting families, enhancing early care and education, and establishing a support structure, have moved the field of early childhood care and education forward in the state and improved child and family outcomes.

This study was designed to build on the KIDS NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacted the educational level of early care and education providers and subsequent classroom quality. It focused on three major predictors of professional development outcomes:

1. Individual teacher characteristics, including learning readiness, education (level and type), training experience, attitudes towards training, personality (conscientiousness, self-efficacy), job satisfaction (perceptions of support)
2. Characteristics of the program administrator, including administrator education and administrator support of professional development
3. Characteristics of the teacher's work setting, including program administration, and policies and procedures, and classroom setting (Child Care, Head Start, or Public Preschool)

The impact of these three predictors was measured on two major outcomes: (a) professional development outcomes, as measured by job status, learning and transfer of learning, and (b) organizational outcomes, as measured by program quality, child outcomes and staff retention.

The research questions guiding this research were focused on determining the degree to which (1) a unified professional development framework initiated at the state level results in positive child outcomes, and (2) the educational level of early care and education providers enhances the quality of classroom environments. Specifically:

• What components of a professional development framework are more effective in encouraging and supporting individuals to remain in early care and education settings?
• What components of a professional development framework are more effective in supporting early care and education professionals in enhancing classroom quality and child outcomes?
• Are there specific factors that impact early care and education professionals' ability to participate in professional development activities at various levels?
• Does the level and intensity of professional development experiences impact classroom quality and child outcomes?
• What personnel factors have the highest impact on quality classroom environments and child outcomes?
• What is the interaction between the personnel, professional development, and program variables on classroom quality and child outcomes?

The Language Development of Non-verbal Children Age 3 Years through 7 Years in the Kansas Metro Area is one of the three projects in the Communication of People with MR, 2006 to 2012 Series, which focuses on identifying participant variables that predict success in increasing communication skills of individual with intellectual disabilities. Data for Dataset 1 of this study were collected to illustrate how acquisition of symbolic communication using Voice Output Communication Aid (VOCA) affects the development of successful communication exchanges. For the data collection of Dataset 1, children were recruited by contacting school districts in and near the Kansas City metropolitan area, specifically, in Topeka, Kansas, and Wichita, Kansas. Teachers and speech-language pathologists were asked to nominate any children meeting specific criteria. The 93 children who were enrolled were administered the Mullen Scales of Early Learning and the Preschool Language Scale. A structured play assessment was also administered.

Subsequently, data for Dataset 2 was collected to analyze and compare 19 Spanish-speaking children to the original sample. Both data files contain the results of Complexity of Communication Scale, a measure developed by the Communication of People with MR project.

This study is a restricted data file of data from the L.A.FANS Neighborhood Observation Study, an in-person observational by trained L.A.FANS interviewers of the census blocks on which L.A.FANS respondents lived during L.A.FANS Wave 1. Interviewers were trained to walk each block face and record social and physical observations on precoded check sheets. Each block face was observed by several different interviewers working independently at different times of the day and week. These data are designed to be used with L.A.FANS Wave-1 survey interview data restricted versions 2.5 or 3 to provide data on the census block and census tract in which individual respondents lived.

Users who apply for these restricted data must also be approved for using restricted version 2.5 or 3. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

The study is described in detail in the L.A.FANS Neighborhood Observations Codebook.

Further information is available in:

Jones, M., Pebley, A. R., and Sastry, N. (2011). Eyes on the block: Measuring urban physical disorder through in-person observation. Social Science Research, 40(2), 523-537.

This study includes public user data files of two waves of interviews with L.A.FANS respondents. There often are multiple respondents in L.A.FANS households and Wave 2 includes both panel respondents and a new sample. Users' Guides which explain the design and how to use the sample are available for Wave 1 and Wave 2 at the RAND website.

The Los Angeles Family and Neighborhood Survey (L.A.FANS) is a two-wave study of adults and children in Los Angeles County and of the neighborhoods in which they live. The first wave (L.A.FANS-1), which was fielded between April 2000 and January 2002, interviewed adults and children living in 3,085 households in a stratified probability sample of 65 neighborhoods throughout Los Angeles County. The samples of neighborhoods and individuals were representative of neighborhoods and residents of Los Angeles County. Poorer neighborhoods and households with children were oversampled. In Wave 2 of L.A.FANS (L.A.FANS-2), Wave 1 respondents living in Los Angeles County were reinterviewed and updated information was collected on Wave 1 respondents who had moved away from Los Angeles County. A sample of individuals who moved into each sampled neighborhood between Waves 1 and 2 was also interviewed, for a total of 2,319 adults and 1,382 children (ages less than 18 years). Additional information on the project is available at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes a restricted data file for Wave 1 of the L.A.FANS data. To compare L.A.FANS restricted data, version 1 with other restricted data versions, see the table on the series page for the L.A.FANS data here. Data in this study are designed for use with the public use data files for L.A.FANS, Wave 1 (study 1). This file adds only a few variables to the L.A.FANS, Wave 1 public use files. Specifically, it adds a "pseudo-tract ID" which is a number from 1 to 65, randomly assigned to each census tract (neighborhood) in the study. It is not possible to link pseudo-tract IDs in any way to real tract IDs or other neighborhood characteristics. However, pseudo-tract IDs permit users to conduct analyses which take into account the clustered sample design in which neighborhoods (tracts) were selected first and then individuals were sampled within neighborhoods. Pseudo-tract IDs do so because they identify which respondents live in the same neighborhood. It also includes certain variables, thought to be sensitive, which are not available in the public use data. These variables are identified in the L.A.FANS Wave 1 Users Guide and Codebook. Finally, some distance variables and individual characteristics which are treated in the public use data to make it harder to identify individuals are provided in an untreated form in the Version 1 restricted data file. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

A Users' Guide which explains the design and how to use the samples are available for Wave 1 at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes restricted data file, version 2, for Wave 1 of the L.A.FANS data. To compare L.A.FANS restricted data, version 2 with other restricted data versions, see the table on the series page for the L.A.FANS data here. Data in this study are designed for use with the public use data files for L.A.FANS, Wave 1 (study 1). This file adds only a few variables to the L.A.FANS, Wave 1 public use files. Specifically, it adds the census tract number for the tract each respondent lives in. It also includes certain variables, thought to be sensitive, which are not available in the public use data. These variables are identified in the L.A.FANS Wave 1 Users Guide and Codebook. Finally, some distance variables and individual characteristics which are treated in the public use data to make it harder to identify individuals are provided in an untreated form in the Version 2 restricted data file. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

A Users' Guide which explains the design and how to use the samples are available for Wave 1 at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes restricted data version 2.5, for Wave 1 of the L.A.FANS data. To compare L.A.FANS restricted data, version 2.5 with other restricted data versions, see the table on the series page for the L.A.FANS data here. Data in this study are designed for use with the public use data files for L.A.FANS, Wave 1 (study 1). This file adds only a few variables to the L.A.FANS, Wave 1 public use files. Specifically, it adds the census tract and block number for the tract each respondent lives in. It also includes certain variables, thought to be sensitive, which are not available in the public use data. These variables are identified in the L.A.FANS Wave 1 Users Guide and Codebook. Finally, some distance variables and individual characteristics which are treated in the public use data to make it harder to identify individuals are provided in an untreated form in the Version 2.5 restricted data file. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

A Users' Guide which explains the design and how to use the samples are available for Wave 1 at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes restricted data version 3, for Wave 1 of the L.A.FANS data. To compare L.A.FANS restricted data, version 3 with other restricted data versions, see the table on the series page for the L.A.FANS data here. Data in this study are designed for use with the public use data files for L.A.FANS, Wave 1 (study 1). This file adds only a few variables to the L.A.FANS, Wave 1 public use files. Specifically, it adds the census tract and block number for the tract each respondent lives in and geographic coordinates data for a number of locations reported by the respondent (including home, grocery store, place of work, place of worship, schools, etc.). It also includes certain variables, thought to be sensitive, which are not available in the public use data. These variables are identified in the L.A.FANS Wave 1 Users Guide and Codebook. Finally, some distance variables and individual characteristics which are treated in the public use data to make it harder to identify individuals are provided in an untreated form in the Version 3 restricted data file. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

A Users' Guide which explains the design and how to use the samples are available for Wave 1 at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

The Los Angeles Family and Neighborhood Survey (L.A.FANS) is a two-wave study of adults and children in Los Angeles County and of the neighborhoods in which they live. The first wave (L.A.FANS-1), which was fielded between April 2000 and January 2002, interviewed adults and children living in 3,085 households in a stratified probability sample of 65 neighborhoods throughout Los Angeles County. The samples of neighborhoods and individuals were representative of neighborhoods and residents of Los Angeles County. Poorer neighborhoods and households with children were oversampled. In Wave 2 of L.A.FANS (L.A.FANS-2), Wave 1 respondents living in Los Angeles County were reinterviewed and updated information was collected on Wave 1 respondents who had moved away from Los Angeles County. A sample of individuals who moved into each sampled neighborhood between Waves 1 and 2 was also interviewed, for a total of 2,319 adults and 1,382 children (ages less than 18 years).

A new feature in L.A.FANS-2 was the collection of physiological health measures. Interviewers collected blood pressure, pulse, height, weight, hip and waist circumference, and a pulmonary function assessment (spirometry) from respondents. Saliva samples were collected from child respondents. 50% of L.A.FANS households were selected at random and respondents were asked to provide dried blood spot (DBS) samples. The initial release of L.A.FANS-2 data included only the blood pressure and anthropometry data. This collection contains the spirometry, saliva, and DBS data. The saliva and DBS datasets each have one record per respondent who completed the health module, while the spirometry dataset has one record for each trial.

Data in this study are designed for use with the public use data files for L.A.FANS, Wave 1 (study 1) and Wave 2 (study 2). Additional information on the project is available on the L.A.FANS series page and the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes public user data files of two waves of interviews with L.A.FANS respondents. There often are multiple respondents in L.A.FANS households and Wave 2 includes both panel respondents and a new sample. Users' Guides which explain the design and how to use the sample are available for Wave 1 and Wave 2 at the RAND website.

The Los Angeles Family and Neighborhood Survey (L.A.FANS) is a two-wave study of adults and children in Los Angeles County and of the neighborhoods in which they live. The first wave (L.A.FANS-1), which was fielded between April 2000 and January 2002, interviewed adults and children living in 3,085 households in a stratified probability sample of 65 neighborhoods throughout Los Angeles County. The samples of neighborhoods and individuals were representative of neighborhoods and residents of Los Angeles County. Poorer neighborhoods and households with children were oversampled. In Wave 2 of L.A.FANS (L.A.FANS-2), Wave 1 respondents living in Los Angeles County were reinterviewed and updated information was collected on Wave 1 respondents who had moved away from Los Angeles County. A sample of individuals who moved into each sampled neighborhood between Waves 1 and 2 was also interviewed, for a total of 2,319 adults and 1,382 children (ages less than 18 years). Additional information on the project is available at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes a restricted data file for Wave 2 of the L.A.FANS data. To compare L.A.FANS restricted data, version 1 with other restricted data versions, see the table on the series page for the L.A.FANS data here. Data in this study are designed for use with the public use data files for L.A.FANS, Wave 2 (study 2). This file adds only a few variables to the L.A.FANS, Wave 2 public use files. Specifically, it adds a "pseudo-tract ID" which is a number from 1 to 65, randomly assigned to each census tract (neighborhood) in the study. It is not possible to link pseudo-tract IDs in any way to real tract IDs or other neighborhood characteristics. However, pseudo-tract IDs permit users to conduct analyses which take into account the clustered sample design in which neighborhoods (tracts) were selected first and then individuals were sampled within neighborhoods. Pseudo-tract IDs do so because they identify which respondents live in the same neighborhood. It also includes certain variables, thought to be sensitive, which are not available in the public use data. These variables are identified in the L.A.FANS Wave 2 Users Guide and Codebook. Finally, some distance variables and individual characteristics which are treated in the public use data to make it harder to identify individuals are provided in an untreated form in the Version 1 restricted data file. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

A Users' Guide which explains the design and how to use the samples are available for Wave 2 at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes a restricted data file, version 2, for Wave 2 of the L.A.FANS data. To compare L.A.FANS restricted data, version 2 with other restricted data versions, see the table on the series page for the L.A.FANS data here. Data in this study are designed for use with the public use data files for L.A.FANS, Wave 2 (study 2). This file adds only a few variables to the L.A.FANS, Wave 2 public use files. Specifically, it adds the census tract number for the tract each respondent lives in. It also includes certain variables, thought to be sensitive, which are not available in the public use data. These variables are identified in the L.A.FANS Wave 2 Users Guide and Codebook. Finally, some distance variables and individual characteristics which are treated in the public use data to make it harder to identify individuals are provided in an untreated form in the Version 2 restricted data file. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

A Users' Guide which explains the design and how to use the samples are available for Wave 2 at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes a restricted data file, version 2.5, for Wave 2 of the L.A.FANS data. To compare L.A.FANS restricted data, version 2.5 with other restricted data versions, see the table on the series page for the L.A.FANS data here. Data in this study are designed for use with the public use data files for L.A.FANS, Wave 2 (study 2). This file adds only a few variables to the L.A.FANS, Wave 2 public use files. Specifically, it adds the census tract and block number for the tract each respondent lives in. It also includes certain variables, thought to be sensitive, which are not available in the public use data. These variables are identified in the L.A.FANS Wave 2 Users Guide and Codebook. Finally, some distance variables and individual characteristics which are treated in the public use data to make it harder to identify individuals are provided in an untreated form in the Version 2.5 restricted data file. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

A Users' Guide which explains the design and how to use the samples are available for Wave 2 at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes a restricted data file, version 3, for Wave 2 of the L.A.FANS data. To compare L.A.FANS restricted data, version 3 with other restricted data versions, see the table on the series page for the L.A.FANS data here. Data in this study are designed for use with the public use data files for L.A.FANS, Wave 2 (study 2). This file adds only a few variables to the L.A.FANS, Wave 2 public use files. Specifically, it adds the census tract and block number for the tract each respondent lives in and geographic coordinates data for a number of locations reported by the respondent (including home, grocery store, place of work, place of worship, schools, etc.). It also includes certain variables, thought to be sensitive, which are not available in the public use data. These variables are identified in the L.A.FANS Wave 2 Users Guide and Codebook. Finally, some distance variables and individual characteristics which are treated in the public use data to make it harder to identify individuals are provided in an untreated form in the Version 3 restricted data file. Please note that L.A. FANS restricted data may only be accessed within the ICPSR Virtual Data Enclave (VDE) and must be merged with the L.A. FANS public data prior to beginning any analysis.

A Users' Guide which explains the design and how to use the samples are available for Wave 2 at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

From 2004-2009, an initial follow-up of the original Midlife Development in the United States samples (MIDUS 2) was conducted with expansion of the protocol to include Neuroscience Project data collection and a sample of Black Americans from Milwaukee, WI. The MIDUS Neuroscience Project performed a second follow-up from 2017-2022 of the MIDUS Main and Milwaukee samples (MIDUS 3) on a subsample of those who completed the MIDUS 3 Survey and Biomarker Projects.

The goal was to examine indices of brain aging, function, and structure with a focus on the brain circuitry associated with individual differences in affective style, and to characterize the peripheral consequences of these central profiles for biological systems that may be relevant to health. The primary aims were to: (1) characterize individual differences in emotional reactivity, recovery, and sustaining processes using corrugator and zygomatic electromyography and eyeblink startle magnitude, (2) characterize individual differences in brain morphology and connectivity using structural magnetic resonance imaging (MRI) and diffusion weighted imaging (DWI) (3) characterize individual differences in functional activity within the neural circuitry of emotion using task and resting state fMRI, (4) calculate brain age, and (5) test the ability of these indices to predict the comprehensive array of health, wellbeing, cognitive, psychological, social, and life challenge factors assessed in other MIDUS projects. To probe individual differences in emotional processes, psychophysiological and fMRI measures of emotional responses to the presentation of negative, positive, and neutral pictures, and these same measures during a post-picture period were examined.

Emotion-influenced memory was assessed at both the psychophysiological and imaging sessions: (1) Free recall of the presented affective pictures at the end of the psychophysiological session. (2) Memory and likeability ratings for neutral faces paired with the affective pictures in the imaging task. Finally, selected tasks from the CANTAB assessed affective biases and cognitive processes important for emotion regulation.

In 2010, the United States Congress authorized the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program, which started a major expansion of evidence-based home visiting programs for families living in at-risk communities. MIECHV is administered by the Health Resources and Services Administration (HRSA) in collaboration with the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services (HHS). The authorizing legislation required an evaluation of the program, which became the Mother and Infant Home Visiting Program Evaluation (MIHOPE). The evaluation is being conducted for HHS by MDRC with James Bell Associates, Johns Hopkins University, Mathematica, the University of Georgia, and Columbia University.

MIHOPE was designed to learn whether families benefit from MIECHV-funded early childhood home visiting programs, and if so, how. The study included the four evidence-based models that 10 or more states chose in their initial MIECHV plans in fiscal year 2010-2011: Early Head Start - Home-based option, Healthy Families America, Nurse-Family Partnership, and Parents as Teachers. MIHOPE was the first study to include all of these four evidence-based models.

To provide rigorous evidence on the MIECHV-funded programs' effects, the study randomly assigned more than 4,200 families to receive either MIECHV-funded home visiting or information on community services. As is the standard method in studies that use random assignment, the primary analytical strategy in MIHOPE was to compare the outcomes of the entire program group with those of the entire control group.

As per the authorizing legislation, the study measured early effects on family and child outcomes in the areas listed below, with the exception of school readiness and academic achievement (which were not included at this point because children were too young to measure those outcomes):

• Prenatal, maternal, and newborn health
• Child health and development, including child maltreatment
• Parenting skills
• School readiness and child academic achievement
• Crime and domestic violence
• Family economic self-sufficiency
• Referrals and service coordination

Videos and Video Metadata: Two sets of videos are included in the MIHOPE restricted access files. They include:

• Mother-home visitor interactions at 387 home visits and
• Interactions between child and mother using the "Three Bags" and "Clean-Up" tasks with 2,832 families.

The mother-home visitor interaction videos were recorded only for treatment group families at two points in time: the first was, on average, about eight weeks after the family's first home visit and the second was about eight months after the family's first home visit. Overall, 264 families are included in the mother-home visitor interaction videos in total, with 123 of these families recorded at both points in time.

The mother-child interaction videos, during which the child and mother play with toys contained in three bags and place the toys back in the bags (the "Three Bags" and "Clean-Up" tasks), were recorded when the 15-month in-home assessments were conducted and are available for 2,832 families in the treatment and control groups.

The videos are only linkable to a few pieces of metadata (home visiting model, video ID, treatment status, and variables indicating whether the family appears in the home visit videos, the three-bag task videos, or both). The videos in the restricted access data are not linkable to any other data included in the restricted access files. Additionally, the videos may only be viewed at the Inter-university Consortium for Political and Social Research's on-site Physical Data Enclave in Ann Arbor, Michigan.

The National Social Life, Health and Aging Project (NSHAP) is the first population-based study of health and social factors on a national scale, aiming to understand the well-being of older, community-dwelling Americans by examining the interactions among physical health, illness, medication use, cognitive function, emotional health, sensory function, health behaviors, and social connectedness. It is designed to provide health providers, policy makers, and individuals with useful information and insights into these factors, particularly on social and intimate relationships. The National Opinion Research Center (NORC), along with Principal Investigators at the University of Chicago, conducted more than 3,000 interviews during 2005 and 2006 with a nationally representative sample of adults aged 57 to 85. Face-to-face interviews and biomeasure collection took place in respondents' homes. The following files constitute Round 1: Core Data, Marital/Cohabiting History Data, Social Networks Data, Medications Data, and Sexual Partners Data.

Included in the Core file (Datasets 1 and 2) are demographic characteristics, such as gender, age, education, race, and ethnicity. Other topics covered respondents' social networks, social and cultural activity, physical and mental health including cognition, well-being, illness, medications and alternative therapies, history of sexual and intimate partnerships and patient-physician communication, in addition to bereavement items. In addition data was collected from respondents on the following items and modules: social activity items, physical contact module, sexual interest module, get up and go assessment of physical function and a panel of biomeasures including, weight, waist circumference, height, blood pressure, smell, saliva collection, taste, and a self-administered vaginal swab for female respondents. The Core file also contains a count of the total number of drugs taken, and a variable for each observed therapeutic category, indicating whether the respondent reported taking one or more medications in that category. These variables are derived from the information in the medications file, and thus are guaranteed to be consistent with it. The Marital/Cohabiting History file (Dataset 3) contains one record for each marriage or cohabitation identified in Section 3A of the questionnaire. The Social Networks file (Datasets 4 and 5) contains one record for each person identified on the network roster. Respondents who refused to participate in the roster or who did not identify anyone are not represented in this file. The Medications file (Dataset 6) contains one record for each item listed in the medications log (including alternative medicines and nutritional products). Respondents who did not report taking any medications or who refused to participate in this module are not represented in this file. Lastly, the Sexual Partners file (Dataset 7) contains one record for each sexual partner identified in Section 3A of the questionnaire.

NACDA also maintains a Colectica portal with the NSHAP Core data across rounds 1-3, which allows users to interact with variables across rounds and create customized subsets. Registration is required.

The National Social Life, Health and Aging Project (NSHAP) is the first population-based study of health and social factors on a national scale, aiming to understand the well-being of older, community-dwelling Americans by examining the interactions among physical health, illness, medication use, cognitive function, emotional health, sensory function, health behaviors, and social connectedness. It is designed to provide health providers, policy makers, and individuals with useful information and insights into these factors, particularly on social and intimate relationships.

The National Opinion Research Center (NORC), along with Principal Investigators at the University of Chicago, conducted more than 3,000 interviews during 2005 and 2006 with a nationally representative sample of adults aged 57 to 85. Face-to-face interviews and biomeasure collection took place in respondents' homes. Round 2 interviews were conducted from August 2010 through May 2011, during which Round 1 Respondents were re-interviewed. An attempt was also made to interview individuals who were sampled in Round 1 but declined to participate. In addition, spouses or co-resident partners were also interviewed using the same instruments as the main respondents. This process resulted in 3,377 total respondents. The following files constitute Round 2: Core Data, Disposition of Round 1 Partner Data, Social Networks Data, Social Networks Update Data, Partner History Data, Partner History Update Data, Medications Data, Proxy Data, and Sleep Statistics Data.

Included in the Core files (Datasets 1 and 2) are demographic characteristics, such as gender, age, education, race, and ethnicity. Other topics covered respondents' social networks, social and cultural activity, physical and mental health including cognition, well-being, illness, history of sexual and intimate partnerships, and patient-physician communication, in addition to bereavement items. Data were also collected from respondents on the following items and modules: social activity items, physical contact module, sexual interest module, get up and go assessment of physical function, and a panel of biomeasures, including weight, waist circumference, height, blood pressure, smell, saliva collection, and taste.

The Disposition of Round 1 Partner files (Datasets 3 and 4) detail information derived from Section 6A items regarding the partner from Round 1 within the questionnaire. This provides a complete history for respondent partners across both rounds.

The Social Networks files (Datasets 5 and 6) contain one record for each person identified on the network roster. Respondents who refused to participate in the roster or who did not identify anyone are not represented in this file.

The Social Networks Update files (Datasets 7 and 8) detail respondents' current relationship status with each person identified on the network roster.

The Partner History file (Dataset 9) contains one record for each marriage, cohabitation, or romantic relationship identified in Section 6A of the questionnaire, including a current partner in Round 2 but excluding the partner from Round 1.

The Partner History Update file (Dataset 10) details respondents' current sexual partner information, as well as marital and cohabiting status.

The Medications Data file (Dataset 11) contains records for items listed in the medications log.

The Proxy Data files (Datasets 12 and 13) contain information from proxy interviews administered for Round 1 Respondents who were either deceased or whose health was too poor to participate in Round 2.

The Sleep Statistics Data files (Dataset 14 and 15) provide information on actigraphy sleep variables.

NACDA also maintains a Colectica portal with the NSHAP Core data across rounds 1-3, which allows users to interact with variables across rounds and create customized subsets. Registration is required.

The National Social Life, Health and Aging Project (NSHAP) is a population-based study of health and social factors on a national scale, aiming to understand the well-being of older, community-dwelling Americans by examining the interactions among physical health, illness, medication use, cognitive function, emotional health, sensory function, health behaviors, and social connectedness. It is designed to provide health providers, policy makers, and individuals with useful information and insights into these factors, particularly on social and intimate relationships.

The National Opinion Research Center (NORC), along with Principal Investigators at the University of Chicago, conducted more than 3,000 interviews during 2005 and 2006 with a nationally representative sample of adults aged 57 to 85. Face-to-face interviews and biomeasure collection took place in respondents' homes. Round 3 was conducted from September 2015 through November 2016, where 2,409 surviving Round 2 respondents were re-interviewed, and a New Cohort consisting of adults born between 1948 and 1965 together with their spouses or co-resident partners was added. All together, 4,777 respondents were interviewed in Round 3. The following files constitute Round 3: Core Data, Social Networks Data, Disposition of Returning Respondent Partner Data, and Proxy Data.

Included in the Core files (Datasets 1 and 2) are demographic characteristics, such as gender, age, education, race, and ethnicity. Other topics covered respondents' social networks, social and cultural activity, physical and mental health including cognition, well-being, illness, history of sexual and intimate partnerships and patient-physician communication, in addition to bereavement items. In addition data on a panel of biomeasures including, weight, waist circumference, height, and blood pressure was collected. The Social Networks (Datasets 3 and 4) files detail respondents' current relationship status with each person identified on the network roster. The Disposition of Returning Respondent Partner (Datasets 5 and 6) files detail information derived from Section 6A items regarding the partner from Rounds 1 and 2 within the questionnaire. This provides a complete history for respondent partners across both rounds. The Proxy (Datasets 7 and 8) files contain final health data for Round 1 and Round 2 respondents who could not participate in NSHAP due to disability or death.

The COVID-19 sub-study, administered to NSHAP R3 respondents in the Fall of 2020, was a brief self-report questionnaire that probed how the coronavirus pandemic changed older adults' lives. The COVID-19 sub-study questionnaire was limited to assessing specific domains in which respondents may have been affected by the coronavirus pandemic, including: (1) COVID experiences, (2) health and health care, (3) job and finances, (4) social support, (5) marital status and relationship quality, (6) social activity and engagement, (7) living arrangements, (8) household composition and size, (9) mental health, (10) elder mistreatment, (11) health behaviors, and (12) positive impacts of the coronavirus pandemic. Questions about engagement in racial justice issues since the death of George Floyd in police custody were also added to facilitate analysis of the independent and compounding effects of both the COVID-19 pandemic and reckoning with longstanding racial injustice in America.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

The specific research aims were as follows:

• Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

• Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

• Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

• Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

• Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

• Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

• Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

309 data files were compiled for this study and are organized into 3 main groups:

1. Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables, along with site differences, were examined. A set of variables that were psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-42 of the study data material.

2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Datasets. These data files comprise Parts 43-55 of the study data material.

3. Raw Data Sets -- The raw data were made available and comprise Parts 56-309 of the study data material.

A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

The specific research aims were as follows:

• Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

• Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

• Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

• Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

• Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

• Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

• Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

193 data files were compiled for this study and are organized into 3 main groups:

1. Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-24 of the study data material.

2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Data Sets. These data files comprise Parts 25-27 of the study data material.

3. Raw Data Sets -- The raw data were made available and comprise Parts 28-193 of the study data material.

A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

The specific research aims were as follows:

• Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

• Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

• Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

• Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

• Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

• Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

• Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

504 data files were compiled for this study and are organized into 4 main groups:

1. Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-49 of the study data material.

2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Data Sets. These data files comprise Parts 50-55 of the study data material.

3. Raw Census-Related Data Sets -- Files were produced using geocoded addresses for survey respondents to match block group level data from the 1990 and 2000 Censuses for investigators to create additional measures of interest from the geocoded addresses. These data files comprise Parts 56-58 of the study data material.

4. Raw Data Sets -- The raw data were made available and comprise Parts 59-505 of the study data material.

A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

The specific research aims were as follows:

• Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

• Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

• Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

• Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

• Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

• Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

• Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

158 data files were compiled for this study and are organized into 4 main groups:

1. Analytical Data Sets (ADS)-- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-19 of the study data material.

2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as supplements to the original Analytical Data Sets. These data files are Parts 20-26 of the study data material.

3. Raw Census-Related Data Sets -- Files were produced using geocoded addresses for survey respondents to match block group-level data from the 1990 and 2000 Censuses for investigators to create additional measures of interest from the geocoded addresses. These data files comprise Parts 27-30 of the study data material.

4. Raw Data Sets -- The raw data were made available and comprise Parts 31-158 of the study data material.

Included in this phase of the study are the output of several third-party software programs that were used during Phases II, III and IV to collect data for specific tasks or activities. These programs produced one output data file per subject, which were combined to produce some of the raw data files for those studies. The original program output is included as expanded documentation in this phase of the study.

A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The Requests for Assistance with Adaptive Switches from Individuals with Severe Communication Impairments study is one of the three projects in the Communication of People with MR, 2006 to 2012 Series, which focuses on identifying participant variables that predict success in increasing communication skills of individual with intellectual disabilities. The study data were collected to show how children and adults with profound multiple impairments can learn to request assistance with adaptive switches and to on examine the change from pre-intentional to intentional symbolic communication.

The study examined 77 respondents, ages 2 through 71, by administering three assessments: the Communication Complexity Scale (CCS), the Mullen Scales of Early Learning and a functional vision assessment. The CCS was administered to 68 respondents on up to three occasions. The first occasion of administration was to participants who were pre-intentional communicators. The CCS was administered on a second occasion to participants when they were identified as being on the cusp between pre-intentional and intentional communication. The third and final occasion of administration occurred when participants were identified as "learners" and could express preferences using switches and other means.

The Mullen Scales were administered to 22 of the participants. Of the 77 participants initially selected for the study, 7 did not complete either scale. Vision impairment was identified in 68 respondents, 28 who had no functional use and 41 who had some functional use of their vision.

The Social Capital and Children's Development data were collected in a study of the causal effects of social capital on levels and inequalities of children's social and cognitive development during the early elementary years. The study included 52 schools in Phoenix and San Antonio, including 3,084 first graders and their families, and over 200 teachers, with half the schools randomly selected for the intervention and half serving as controls. Children from low-income Latino families were a special focus of the study. The experimental design of this study allowed for testing of the causal role of social capital. Social capital here refers to trust and shared expectations embedded in social networks of parents, teachers, and children. For young children, social capital operates primarily through their relationships with their parents, enhancing development through mechanisms of social support and social control.

The research design was experimental: social capital was manipulated through a well-tested randomized intervention, Families and Schools Together (FAST), that enhanced social capital among parents, teachers, and children through an intensive after-school program and a 2-year follow-up program. FAST is intended to reduce parental isolation, enhance family engagement with schools, and strengthen family functioning; that is, to increase social capital between families and schools, among families, and within families to improve children's education and life-long outcomes. Key aspects of child development were assessed, including (a) social skills and problem behavior from standardized behavioral ratings by parents and teachers, and (b) grade retention, attendance rates, and third-grade reading and mathematics scores from school records. Social capital was measured with repeated surveys of teachers and parents that address the extent of social networks, parent involvement, trust, and shared expectations among parents, between parents and schools, and between parents and children. Demographic variables of this study include native language, years in the United States, date of birth/age, race/ethnicity, gender, and household composition.

The Young Children with Physical Disabilities Seattle, Washington study is one of the three projects in the Communication of People with MR, 2006 to 2012 Series, which focuses on identifying participant variables that predict success in increasing communication skills of individual with intellectual disabilities. The study data were collected to show that triadic eye gaze for joint attention can be established in very young children with moderate or severe motor impairments.

Dataset 1 contains 48 cases. Most cases include data on results of the Complexity of Communication Scale, a measure developed by the Communication of People with MR project. In addition, Dataset 1 contains data on a Functional Assessment, the Bayley Scales of Infant and Toddler Development, the Mullen Scales of Early Learning and the Communication and Symbolic Behavior Scales.

Dataset 2 contains data on Triadic Eye Gaze and Coordinated Joint Attention. Participants for Dataset 2 were convenience sampled from birth-to-three centers in Seattle, Washington. There were 18 participants, children with severe physical disabilities between 10 and 24 months of age, who were randomly assigned to one of two groups: (a) an experimental treatment group ( n = 9) or (b) a control group ( n = 9).