Lebanon Year 1 Deidentified Data (2016-2017) (doi:10.7910/DVN/97Q2B8)

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Part 2: Study Description
Part 3: Data Files Description
Part 4: Variable Description
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Lebanon Year 1 Deidentified Data (2016-2017)

doi:10.7910/DVN/97Q2B8

Harvard Dataverse

2022-01-31

1

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; Annan, Jeannie, 2022, "Lebanon Year 1 Deidentified Data (2016-2017)", https://doi.org/10.7910/DVN/97Q2B8, Harvard Dataverse, V1, UNF:6:p8dNjehEAMtbN5Jj3qjyBw== [fileUNF]

Lebanon Year 1 Deidentified Data (2016-2017)

doi:10.7910/DVN/97Q2B8

Aber, John Lawrence (New York University)

Brown, Lindsay (New York University)

Dolan, Carly Tubbs (New York University)

Kim, Ha Yeon (New York University)

Annan, Jeannie (International Rescue Committee)

Anker, Patrick

Woulfin, Daniel

International Rescue Committee, IRC

Dubai Cares

NYU Abu Dhabi Research Institute

Porticus Foundation

Spencer Foundation

Global TIES for Children

International Rescue Committee

R

Harvard Dataverse

Global TIES for Children

Woulfin, Daniel

Woulfin, Daniel

2022-01-31

2022-01-31

Education in Emergencies: Evidence for Action (3EA)

The International Rescue Committee (IRC) and NYU Global TIES for Children (NYU-TIES) have a strategic research-practice partnership that brings together quality education programs with rigorous research to provide the humanitarian field with a deeper, evidence-based understanding of efforts to improve academic and social-emotional learning (SEL) outcomes for children in fragile contexts. This partnership strives to build evidence about what works, for whom, under what conditions and at what cost.

https://doi.org/10.7910/DVN/97Q2B8

Social Sciences, Education in Emergencies, Refugee Education, Social Emotional Learning, Cluster Randomized Trial, Mental Health, Learning in a Healing Classroom, Mindfulness, Brain Games, Tutoring in a Healing Classroom, Middle East, Primary Education

To generate the evidence needed to understand, improve and share what works to help refugee children learn and succeed in school, the International Rescue Committee (IRC) and NYU Global TIES for Children (TIES/NYU) established a strategic partnership, the Evidence for Action: Education in Emergencies (3EA) initiative. In Lebanon, this program was designed and delivered to complement the Lebanese public education system and enhance learning and retention of Syrian refugee children through remedial tutoring programs infused with climate-targeted social-emotional learning (SEL) principles and practices (Tutoring in a Healing Classrooms - HCT) and skill-targeted SEL interventions (Mindfulness activities, Brain Games, 5-Component SEL Curriculum). An estimated 5000 Syrian refugee children enrolled in Lebanese public schools and teachers working with them participated in the program. These students attended 2.5-hour-long tutoring sessions per day, three times a week, with each session consisting of three lessons (Arabic, French/English, mathematics) and each lesson lasting between 30 to 40 minutes. A series of cluster randomized control trials over the course of two years were held to evaluate the effectiveness of the HCT and skill-targeted SEL programming. This dataset does not contain treatment indicators. Please contact the authors for access if interested in using those variables.

2016-2017

2016-2017

Lebanon

Individual

individuals

classrooms

schools

Survey Data

Longitudinal: Cohort/Event-based

International Rescue Committee

Baseline data collection occurred for three weeks from mid-November to early December 2016. Midline data collection was conducted in the first three weeks of March 2017. Endline data collection was from mid-May to early June 2017.

Cluster Randomized Controlled Trial

Face-to-face interview: Computer-assisted (CAPI/CAMI)

Structured questionnaire

None

consistency checking across assessments through verification, wildcode checking

Access is available by application. The application is located at https://forms.gle/8UtyZVmeGDdY9Tpo6. Responses to applications take approximately 2 - 4 weeks. If you have any questions please contact ties.datateam@nyu.edu.

<a href="http://creativecommons.org/licenses/by-nc/4.0">CC BY-NC 4.0</a>

Kim, H. Y., Wu, Z., Gjicali, K., & Tubbs Dolan, C. (2021). Psychometric evidence on a measure of school-related stress and stress reactivity among Syrian children in Lebanese public schools: Response to Stress Questionnaire (RSQ) [Technical working paper]. NYU Global TIES for Children. https://inee.org/resources/response-stress-questionnaire-rsq

Gjicali, K., Wu, Z., Kim, H. Y., & Tubbs Dolan, C. (2020). Psychometric evidence on the Child Friendly School Questionnaire for Syrian Children in Lebanon (CFSQ-SL): A measurement tool of student-perceived school climate [Technical working paper]. NYU Global TIES for Children. https://inee.org/resources/child-friendly-school-questionnaire-syrian-children-lebanon-cfsq-sl

Wu, Z., Gjicali, K., Kim, H. Y., & Tubbs Dolan, C. (2020). Self-Regulation Assessment-Assessor Report (SRA-AR): Psychometric evidence from Syrian refugee children in Lebanon [Technical working paper]. NYU Global TIES for Children. https://inee.org/resources/self-regulation-assessment-assessor-report-sra-ar

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022). Lebanon Year 2 Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi: https://doi.org/10.7910/DVN/4WOCWJ.

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022). Niger Year 1 Deidentified Dataset (2016-2017). (Dataset). Global TIES for Children and International Rescue Committee. doi: 10.7910/DVN/TVXIEW.

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; Annan, Jeannie. (2021). Niger Year 2 Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi: 10.7910/DVN/MX4JYG.

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022) Sierra Leone Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi:10.7910/DVN/COJUNQ.

International Rescue Committee & NYU Global TIES for Children. (2021). Improving Outcomes for Syrian Refugee Children: Lessons from Social-Emotional Learning Tutoring Programs in Lebanon [Policy Brief]. International Rescue Committee & NYU Global TIES for Children.

International Rescue Committee & NYU Global TIES for Children. (2021). Improving Outcomes for Syrian Refugee Children: Lessons from Social-Emotional Learning Tutoring Programs in Lebanon [Policy Brief]. International Rescue Committee & NYU Global TIES for Children.

• Number of cases: 9429

• No. of variables per record: 899

• Type of File: text/tab-separated-values

UNF:6:p8dNjehEAMtbN5Jj3qjyBw==

• MERGE_STID - ID that can be used to merge the Y1 data with the Y2 data
• LOCID_Y1 - Location ID. Note: the site configuration changed from Y1 to Y2, some sites were merged and some split, so the Location IDs are not comparable across the two years.
• CID_Y1C1 - Year 1 Cycle 1 Class 1 ID
• CID_Y1C2 - Year 1 Cycle 2 Class 1 ID
• CID_Y1 - Consolidated Y1 teacher/classroom ID. Created with the following strategy: 1.) Mode within cycle (a. Never pick improperly formatted ID; b. If no mode but has RTB004 and RTB007, use RTB007; c. If no mode but not in the RSB002/RSB003 mess, choose IDs with least treatment for conservative estimation; d. If only one ID rem
• FAMID_Y1 - Estimated Family ID through automatized process, based on family names, phone number, location etc.; mode from ML and PREI
• DROPLOC2 - In Y1, some sites dropped out in C2. This is a binary indicator if the student was in one of those sites or not.
• FIRCE_1 - Former IRC Education Beneficiary
• FIRCP_1 - Former IRC Program Beneficiary
• ASER_AR1_1 - Year 1 Baseline ASER Arabic
• ASER_SL1_1 - Year 1 Baseline ASER English/French
• ASER_MA1_1 - Year 1 Baseline ASER Math
• ASER_AR3_1 - Year 1 Cycle 1 Endline ASER Arabic
• ASER_SL3_1 - Year 1 Cycle 1 Endline ASER English/French
• ASER_MA3_1 - Year 1 Cycle 1 Endline ASER Math
• RLVC1_1 - Year 1 Cycle 1 Remedial Grade/ Level
• PACKET_Y1 - Student's packet
• DRPR_1 - Aggregated drop reason, separated by year
• SDAY_1 - School Days in the Year
• SDAYC1_1 - School Days in Y1C1
• SDAYC2_1 - School Days in Y1C2
• ATTN_1 - Attendance Days in the Year; sum of ATNY1C1, ATNC1, ATNC2 and ATNY1C2 items
• ATTNC1_1 - Attendance Days in Y1C1, sum of all ATNY1C1 and ATNC1 items
• ATTNC2_1 - Attendance Days in Y1C2; sum of all ATNC2 and ATNY1C2 items
• FEMALE - Student's gender
• AGE_1 - Student's Age
• DISTRICT_1 - District; mode of all DISTRICT with respect to other children in the same area
• TENT_1 - Is the site in an IRC tent or not
• HPROB_1 - Health Status Categorized
• HOH_1 - Head of Household
• SCHTR_T_1 - How does the child get to public school.
• SCHMIN_1 - Commute time to public school (not remedial classrooms), in minutes; coalesced picks the first non-missing entry prefering baseline. *Note: asked to Packet B respondents only*.
• PS_ATT_3 - How many times did you go to the public school in the last two weeks (out of 10 school days)? *Note: asked to Packet B respondents only*.
• ARGUE_2 - Some families argue a lot; some families never fight. Compared to other families in your community, what is your family like?; coalesced picks the first non-missing entry prefering baseline *Note: asked to Packet B respondents only*.
• C_LB_YR_3 - Estimated year in which the child moved to Lebanon, given the child's age and C_LBAG. *Note: AGE was not collected in ODK during Y1*
• C_SRYR_1 - (If child remembers the last time he/she was in Syria) Which year?; coalesced picks the first non-missing entry prefering baseline
• LIV_MN_3 - How many months have you lived in your current home?
• PR_WK_1 - Do your mom or dad have a job that provides enough food or money to meet your household's needs?
• PARAGE_1 - Age of the parent that filled in the survey
• REL_1 - What is your relationship with the child?
• SCHTIME_1 - How long has the child studied at the current public school? [IN MONTHS]
• OTHSC_1 - Has the child attended any other schools before?
• OSCH_N_1 - How many [other schools has the child attended]?; zero-imputed if OTHSC is equal to 0
• NOSCH_1 - Was there any year the child not attending a school, since he reached school age (6)?
• NOS_AG_1 - If so, how old were you? [not attending school]
• NOS_R0_1 - If yes, why: LACK OF ACCESS IN THE COMMUNITY YOU LIVED IN; zero-imputed if NOSCH is equal to 0
• NOS_R5_1 - Why was the child not attending school: The family was moving around too much; zero-imputed if NOSCH is equal to 0
• NOS_R6_1 - Why was the child not attending school: The child had to work outside of home (paid); zero-imputed if NOSCH is equal to 0
• NOS_R7_1 - Why was the child not attending school: Why was the child not attending school: The child had to take care of family and do daily chores at home; zero-imputed if NOSCH is equal to 0
• NOS_R8_1 - Why was the child not attending school: The child was sick; zero-imputed if NOSCH is equal to 0
• NOS_R9_1 - Why was the child not attending school: Other; zero-imputed if NOSCH is equal to 0
• RM_TR_1 - How does the child get to the remedial support classroom? Note: For Y1 this was only asked to kids who were not in the waitlist control sample. The waitlist children will have "CONTROL" to distinguish this.
• RM_DIS_1 - How long does it take for the child to get from home to the remedial support classroom (in minutes)?
• HEALTH_1 - In general, would you say that [CHILD NAME]'s health is excellent, very good, good, fair, or poor?
• MV_NUM_1 - IF YES, How many times? [moved]; zero-imputed if MV_LY is equal to 0
• MV_LY_1 - Has your family moved this past year?
• MV_RN1_1 - Why move: Regular relocation/seasonal migration; zero-imputed if MV_LY is equal to 0
• MV_RN2_1 - Why move: Looking for work/job; zero-imputed if MV_LY is equal to 0
• MV_RN4_1 - Why move: Looking for community with better resources (schools, water pumps, etc); zero-imputed if MV_LY is equal to 0
• MV_RN5_1 - Why move: The town/village was attacked or there was a threat of terror attacks; zero-imputed if MV_LY is equal to 0
• MV_RN7_1 - Why move: Lack of documentation; zero-imputed if MV_LY is equal to 0
• MV_RN6_1 - Why move: other security reasons; zero-imputed if MV_LY is equal to 0
• MV_RN10_1 - Why move: To be with other family members; zero-imputed if MV_LY is equal to 0
• MV_RN12_1 - Why move: Other; zero-imputed if MV_LY is equal to 0
• MV_FT_1 - Do you think you will move to a different camp/village within the next 6 months?
• MVFTR1_1 - Why? REGULAR RELOCATION/SEASONAL MIGRATION; zero-imputed if MV_FT is equal to 0
• MVFTR2_1 - Why? LOOKING FOR WORK/JOB; zero-imputed if MV_FT is equal to 0
• MVFTR3_1 - Why? LOOKING FOR COMMUNITY WITH BETTER RESOURCES (SCHOOLS, WATER PUMPS, ETC); zero-imputed if MV_FT is equal to 0
• MVFTR4_1 - Why? ATTACK: THREAT OF TERROR; zero-imputed if MV_FT is equal to 0
• MVFTR5_1 - Why? LACK OF DOCUMENTATION; zero-imputed if MV_FT is equal to 0
• MVFTR6_1 - Why? OTHER SECURITY REASONS; zero-imputed if MV_FT is equal to 0
• MVFTR7_1 - Why? TO BE WITH OTHER FAMILY MEMBERS; zero-imputed if MV_FT is equal to 0
• MVFTR8_1 - Why? OTHER [future move]; zero-imputed if MV_FT is equal to 0
• C_LBAG_1 - How old were you when you and your family moved to Lebanon to live?
• SAFE1_2 - Do you feel safe from violence in the community you live? - midline
• SAFE1_3 - Do you feel safe from violence in the community you live? - endline
• SAFE2_2 - Do you have a safe place to play? - midline
• SAFE2_3 - Do you have a safe place to play? - endline
• SAFE4_2 - Do you have a safe and quiet place to study? - midline
• SAFE4_3 - Do you have a safe and quiet place to study? - endline
• PSAFE1_1 - Do you feel safe from violence in the community you live?
• PSAFE2_1 - Do your children have a safe place to play?
• PSAFE4_1 - Do your children have a safe and quiet place to study?
• T_HOUS_1 - What type of housing do you live in?
• ADULTN_1 - How many grown-ups (18 or order) in your household?
• CHILDN_1 - How many children live in your household?
• CHDCARE_1 - Who takes care of the child the most (relationship to the child)?
• PARGUE_1 - Some families argue a lot; some families never fight. Compared to other families in your community, what is your family like?
• GRADE_1 - Current School Grade
• CLANG_1 - Class Language
• TOILET_1 - Does the community you live in have enough toilet facilities?
• WATER_1 - Can your family get safe and clean drinking water (fresh, not-contaminated) when you need it?
• BASIC_1 - Does your family have enough resources to pay for things like food, clothing, housing?
• Q_HOUS_1 - Does your tent/house provide protection from the weather (e.g., rain, sun, wind) so that you are comfortable?
• PR_LIT_1 - How well do you and/or other adults in your household read and write? For example, read newspapers and write a letter?
• PLT_AR_1 - If so, in which languages: Arabic
• PLT_FR_1 - If so, in which languages: French
• PLT_EN_1 - If so, in which languages: English
• PLT_OT_1 - If so, in which languages: Other
• C_SYR_1 - Do you remember the last time you were in Syria?; coalesced picks the first non-missing entry prefering baseline
• LANGNM_1 - Whether Western or Arabic numbers were used for the test. - baseline
• LANGNM_2 - Whether Western or Arabic numbers were used for the test. - midline
• LANGNM_3 - Whether Western or Arabic numbers were used for the test. - endline
• NIDT_1 - Number identification - Time elapsed - baseline
• NIDT_2 - Number identification - Time elapsed - midline
• NIDT_3 - Number identification - Time elapsed - endline
• ADD1T_1 - Addition Problems Level 1 - Time elapsed - baseline
• ADD1T_2 - Addition Problems Level 1 - Time elapsed - midline
• ADD1T_3 - Addition Problems Level 1 - Time elapsed - endline
• SUB1T_1 - Subtraction Problems Level 1 - Time elapsed - baseline
• SUB1T_2 - Subtraction Problems Level 1 - Time elapsed - midline
• SUB1T_3 - Subtraction Problems Level 1 - Time elapsed - endline
• STRAT0_1 - Strategy: Non-applicable (Arabic & English combined); zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• STRAT0_2 - Strategy: Non-applicable (Arabic & English combined); zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• STRAT0_3 - Strategy: Non-applicable (Arabic & English combined); zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• STRAT1_1 - Strategy: Used fingers/tick marks.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• STRAT1_2 - Strategy: Used fingers/tick marks.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• STRAT1_3 - Strategy: Used fingers/tick marks.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• STRAT2_1 - Strategy: Used paper & pencil.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• STRAT2_2 - Strategy: Used paper & pencil.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• STRAT2_3 - Strategy: Used paper & pencil.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• STRAT3_1 - Strategy: Solved the problem(s) in his/her head.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• STRAT3_2 - Strategy: Solved the problem(s) in his/her head.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• STRAT3_3 - Strategy: Solved the problem(s) in his/her head.; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• NID_1 - Number Identification Simple sum score of the NID variables, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now). ; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• NID_2 - Number Identification Simple sum score of the NID variables, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now). ; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• NID_3 - Number Identification Simple sum score of the NID variables, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now). ; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• DISC_1 - Number Discrimination Simple sum score of the DISC variables, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• DISC_2 - Number Discrimination Simple sum score of the DISC variables, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• DISC_3 - Number Discrimination Simple sum score of the DISC variables, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• MISS_1 - Missing Variables Simple sum score of the MISS variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• MISS_2 - Missing Variables Simple sum score of the MISS variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• MISS_3 - Missing Variables Simple sum score of the MISS variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• ADD1_1 - Addition Problems Level 1 Simple sum score of the ADD1 variables, computed for kids who took the test using Arab numbers, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• ADD1_2 - Addition Problems Level 1 Simple sum score of the ADD1 variables, computed for kids who took the test using Arab numbers, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• ADD1_3 - Addition Problems Level 1 Simple sum score of the ADD1 variables, computed for kids who took the test using Arab numbers, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• ADD2_1 - Addition Problems Level 2 Simple sum score of the ADD2 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now); zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• ADD2_2 - Addition Problems Level 2 Simple sum score of the ADD2 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now); zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• ADD2_3 - Addition Problems Level 2 Simple sum score of the ADD2 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now); zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• SUB1_1 - Subtraction Problems Level 1 Simple sum score of the SUB1 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• SUB1_2 - Subtraction Problems Level 1 Simple sum score of the SUB1 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• SUB1_3 - Subtraction Problems Level 1 Simple sum score of the SUB1 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• SUB2_1 - Subtraction Problems Level 2 Simple sum score of the SUB2 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• SUB2_2 - Subtraction Problems Level 2 Simple sum score of the SUB2 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• SUB2_3 - Subtraction Problems Level 2 Simple sum score of the SUB2 variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• PROB_1 - Problem Solving Simple sum score of the PROB variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• PROB_2 - Problem Solving Simple sum score of the PROB variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• PROB_3 - Problem Solving Simple sum score of the PROB variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• MULT_1 - Multiplication Problems Simple sum score of the MULTIP variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - baseline
• MULT_2 - Multiplication Problems Simple sum score of the MULTIP variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - midline
• MULT_3 - Multiplication Problems Simple sum score of the MULTIP variables, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now).; zero-imputed if PACKET is equal to 1 in .TIME 1 through 3 - endline
• LTRCT_1 - LTRC Time elapsed - baseline
• LTRCT_2 - LTRC Time elapsed - midline
• LTRCT_3 - LTRC Time elapsed - endline
• GRPMT_1 - GRPM time elapsed - baseline
• GRPMT_2 - GRPM time elapsed - midline
• GRPMT_3 - GRPM time elapsed - endline
• OPRT_1 - OPR time elapsed - baseline
• OPRT_2 - OPR time elapsed - midline
• OPRT_3 - OPR time elapsed - endline
• INVT_1 - INV time elapsed - baseline
• INVT_2 - INV time elapsed - midline
• INVT_3 - INV time elapsed - endline
• BODY_1 - Simple sum score of all body-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - baseline
• BODY_2 - Simple sum score of all body-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - midline
• BODY_3 - Simple sum score of all body-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - endline
• OBJECT_1 - Simple sum score of all object-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - baseline
• OBJECT_2 - Simple sum score of all object-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - midline
• OBJECT_3 - Simple sum score of all object-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - endline
• SPATIAL_1 - Simple sum score of all spatial-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - baseline
• SPATIAL_2 - Simple sum score of all spatial-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - midline
• SPATIAL_3 - Simple sum score of all spatial-vocabulary items, computed for all units, ignoring any missing values (i.e. missing entries are taken as zero for now) - endline
• VOC_1 - Simple sum score of all vocabulary items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - baseline
• VOC_2 - Simple sum score of all vocabulary items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - midline
• VOC_3 - Simple sum score of all vocabulary items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - endline
• LTRC_1 - Simple sum score of all letter recognition items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - baseline
• LTRC_2 - Simple sum score of all letter recognition items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - midline
• LTRC_3 - Simple sum score of all letter recognition items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - endline
• GRPM_1 - Simple sum score of all GRAPHEME RECOGNITION items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - baseline
• GRPM_2 - Simple sum score of all GRAPHEME RECOGNITION items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - midline
• GRPM_3 - Simple sum score of all GRAPHEME RECOGNITION items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - endline
• INV_1 - Simple sum score of all invented-word items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - baseline
• INV_2 - Simple sum score of all invented-word items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - midline
• INV_3 - Simple sum score of all invented-word items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - endline
• OPR_1 - Simple sum score of all oral reading items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - baseline
• OPR_2 - Simple sum score of all oral reading items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - midline
• OPR_3 - Simple sum score of all oral reading items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - endline
• RDCP_1 - Simple sum score of all reading-comprehension items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - baseline
• RDCP_2 - Simple sum score of all reading-comprehension items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - midline
• RDCP_3 - Simple sum score of all reading-comprehension items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - endline
• DCLT_1 - Simple sum score of all letter-dictation items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - baseline
• DCLT_2 - Simple sum score of all letter-dictation items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - midline
• DCLT_3 - Simple sum score of all letter-dictation items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - endline
• DCWD_1 - Simple sum score of all word-dictation items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - baseline
• DCWD_2 - Simple sum score of all word-dictation items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - midline
• DCWD_3 - Simple sum score of all word-dictation items, computed for all units, ignoring any missing values (i.e._missing entries are taken as zero for now) - endline
• HB1_AB_1 - Whether the kid thinks the situation in the story happened on purpose or accidentally - baseline
• HB1_AB_2 - Whether the kid thinks the situation in the story happened on purpose or accidentally - midline
• HB1_AB_3 - Whether the kid thinks the situation in the story happened on purpose or accidentally - endline
• HB1_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB1_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB1_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB1_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. - baseline
• HB1_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. - midline
• HB1_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. - endline
• HB1_PS_1 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB1_PS_2 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - midline
• HB1_PS_3 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - endline
• HB1_DGT_1 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB1_DGT_2 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - midline
• HB1_DGT_3 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - endline
• HB1_AR_1 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB1_AR_2 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - midline
• HB1_AR_3 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - endline
• HB1_REC_1 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - baseline
• HB1_REC_2 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - midline
• HB1_REC_3 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - endline
• HB2_AB_1 - Whether the kid thinks the situation in the story happened on purpose or accidentally - baseline
• HB2_AB_2 - Whether the kid thinks the situation in the story happened on purpose or accidentally - midline
• HB2_AB_3 - Whether the kid thinks the situation in the story happened on purpose or accidentally - endline
• HB2_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB2_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB2_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB2_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - baseline
• HB2_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - midline
• HB2_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - endline
• HB2_PS_1 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB2_PS_2 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - midline
• HB2_PS_3 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - endline
• HB2_DGT_1 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB2_DGT_2 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - midline
• HB2_DGT_3 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - endline
• HB2_AR_1 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB2_AR_2 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - midline
• HB2_AR_3 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - endline
• HB2_REC_1 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - baseline
• HB2_REC_2 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - midline
• HB2_REC_3 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - endline
• HB3_AB_1 - Whether the kid thinks the situation in the story happened on purpose or accidentally - baseline
• HB3_AB_2 - Whether the kid thinks the situation in the story happened on purpose or accidentally - midline
• HB3_AB_3 - Whether the kid thinks the situation in the story happened on purpose or accidentally - endline
• HB3_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB3_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB3_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB3_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - baseline
• HB3_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - midline
• HB3_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - endline
• HB3_DGT_1 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB3_DGT_2 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - midline
• HB3_DGT_3 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - endline
• HB3_PS_1 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB3_PS_2 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - midline
• HB3_PS_3 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - endline
• HB3_AR_1 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB3_AR_2 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - midline
• HB3_AR_3 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - endline
• HB3_REC_1 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - baseline
• HB3_REC_2 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - midline
• HB3_REC_3 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - endline
• HB4_AB_1 - Whether the kid thinks the situation in the story happened on purpose or accidentally - baseline
• HB4_AB_2 - Whether the kid thinks the situation in the story happened on purpose or accidentally - midline
• HB4_AB_3 - Whether the kid thinks the situation in the story happened on purpose or accidentally - endline
• HB4_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB4_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB4_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB4_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - baseline
• HB4_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - midline
• HB4_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - endline
• HB4_PS_1 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB4_PS_2 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - midline
• HB4_PS_3 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - endline
• HB4_AR_1 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB4_AR_2 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - midline
• HB4_AR_3 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - endline
• HB4_DGT_1 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB4_DGT_2 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - midline
• HB4_DGT_3 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - endline
• HB4_REC_1 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - baseline
• HB4_REC_2 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - midline
• HB4_REC_3 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - endline
• HB5_AB_1 - Whether the kid thinks the situation in the story happened on purpose or accidentally - baseline
• HB5_AB_2 - Whether the kid thinks the situation in the story happened on purpose or accidentally - midline
• HB5_AB_3 - Whether the kid thinks the situation in the story happened on purpose or accidentally - endline
• HB5_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB5_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB5_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB5_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - baseline
• HB5_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - midline
• HB5_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - endline
• HB5_AR_1 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB5_AR_2 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - midline
• HB5_AR_3 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - endline
• HB5_PS_1 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB5_PS_2 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - midline
• HB5_PS_3 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - endline
• HB5_DGT_1 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB5_DGT_2 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - midline
• HB5_DGT_3 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - endline
• HB5_REC_1 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - baseline
• HB5_REC_2 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - midline
• HB5_REC_3 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - endline
• HB6_AB_1 - Whether the kid thinks the situation in the story happened on purpose or accidentally - baseline
• HB6_AB_2 - Whether the kid thinks the situation in the story happened on purpose or accidentally - midline
• HB6_AB_3 - Whether the kid thinks the situation in the story happened on purpose or accidentally - endline
• HB6_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB6_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB6_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB6_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - baseline
• HB6_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - midline
• HB6_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. *Note: These items were only presented to Packet B repondents* - endline
• HB6_DGT_1 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB6_DGT_2 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - midline
• HB6_DGT_3 - How likely is the kid to adopt a disengagement reaction. *Note: these items were only asked to packet B respondents* - endline
• HB6_AR_1 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB6_AR_2 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - midline
• HB6_AR_3 - How likely is the kid to engage in an aggressive reaction. *Note: these items were only asked to packet B respondents* - endline
• HB6_PS_1 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - baseline
• HB6_PS_2 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - midline
• HB6_PS_3 - How likely is the kid to engage in a problem-solving reaction. *Note: these items were only asked to packet B respondents* - endline
• HB6_REC_1 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - baseline
• HB6_REC_2 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - midline
• HB6_REC_3 - Now pick only one of the three choices as the one you would do. *Note: these items were only asked to packet B respondents* - endline
• MFQ1_1 - In the past two week: I didn't enjoy anything at all - baseline
• MFQ1_2 - In the past two week: I didn't enjoy anything at all - midline
• MFQ1_3 - In the past two week: I didn't enjoy anything at all - endline
• MFQ2_1 - In the past two week: I felt so tired I just sat around and did nothing - baseline
• MFQ2_2 - In the past two week: I felt so tired I just sat around and did nothing - midline
• MFQ2_3 - In the past two week: I felt so tired I just sat around and did nothing - endline
• MFQ3_1 - In the past two week: I was very restless - baseline
• MFQ3_2 - In the past two week: I was very restless - midline
• MFQ3_3 - In the past two week: I was very restless - endline
• MFQ4_1 - In the past two week: I felt I was no good anymore - baseline
• MFQ4_2 - In the past two week: I felt I was no good anymore - midline
• MFQ4_3 - In the past two week: I felt I was no good anymore - endline
• MFQ5_1 - In the past two week: I cried a lot - baseline
• MFQ5_2 - In the past two week: I cried a lot - midline
• MFQ5_3 - In the past two week: I cried a lot - endline
• MFQ6_1 - In the past two week: I found it hard to think properly or concentrate - baseline
• MFQ6_2 - In the past two week: I found it hard to think properly or concentrate - midline
• MFQ6_3 - In the past two week: I found it hard to think properly or concentrate - endline
• MFQ7_1 - In the past two week: I hated myself - baseline
• MFQ7_2 - In the past two week: I hated myself - midline
• MFQ7_3 - In the past two week: I hated myself - endline
• MFQ8_1 - In the past two week: I was a bad person - baseline
• MFQ8_2 - In the past two week: I was a bad person - midline
• MFQ8_3 - In the past two week: I was a bad person - endline
• MFQ9_1 - In the past two week: I felt lonely - baseline
• MFQ9_2 - In the past two week: I felt lonely - midline
• MFQ9_3 - In the past two week: I felt lonely - endline
• MFQ10_1 - In the past two week: I thought nobody really loved me - baseline
• MFQ10_2 - In the past two week: I thought nobody really loved me - midline
• MFQ10_3 - In the past two week: I thought nobody really loved me - endline
• MFQ11_1 - In the past two week: I thought I could never be as good as other kids - baseline
• MFQ11_2 - In the past two week: I thought I could never be as good as other kids - midline
• MFQ11_3 - In the past two week: I thought I could never be as good as other kids - endline
• MFQ12_1 - In the past two week: I did everything wrong - baseline
• MFQ12_2 - In the past two week: I did everything wrong - midline
• MFQ12_3 - In the past two week: I did everything wrong - endline
• MFQ13_1 - In the past two week: Do you ever have nightmare or bad dreams? How often? - baseline
• MFQ13_2 - In the past two week: Do you ever have nightmare or bad dreams? How often? - midline
• MFQ13_3 - In the past two week: Do you ever have nightmare or bad dreams? How often? - endline
• PSRA1_1 - Based on your observations during the ENTIRE assessment period, this child: Pays attention to instructions and demonstration - baseline
• PSRA1_2 - Based on your observations during the ENTIRE assessment period, this child: Pays attention to instructions and demonstration - midline
• PSRA1_3 - Based on your observations during the ENTIRE assessment period, this child: Pays attention to instructions and demonstration - endline
• PSRA2_1 - Based on your observations during the ENTIRE assessment period, this child: Careful, interested in accuracy - baseline
• PSRA2_2 - Based on your observations during the ENTIRE assessment period, this child: Careful, interested in accuracy - midline
• PSRA2_3 - Based on your observations during the ENTIRE assessment period, this child: Careful, interested in accuracy - endline
• PSRA3_1 - Based on your observations during the ENTIRE assessment period, this child: Sustains concentration; willing to try repetitive tasks - baseline
• PSRA3_2 - Based on your observations during the ENTIRE assessment period, this child: Sustains concentration; willing to try repetitive tasks - midline
• PSRA3_3 - Based on your observations during the ENTIRE assessment period, this child: Sustains concentration; willing to try repetitive tasks - endline
• PSRA4_1 - Based on your observations during the ENTIRE assessment period, this child: Is careless or destructive with test materials - baseline
• PSRA4_2 - Based on your observations during the ENTIRE assessment period, this child: Is careless or destructive with test materials - midline
• PSRA4_3 - Based on your observations during the ENTIRE assessment period, this child: Is careless or destructive with test materials - endline
• PSRA5_1 - Based on your observations during the ENTIRE assessment period, this child: Can wait during and between tasks - baseline
• PSRA5_2 - Based on your observations during the ENTIRE assessment period, this child: Can wait during and between tasks - midline
• PSRA5_3 - Based on your observations during the ENTIRE assessment period, this child: Can wait during and between tasks - endline
• PSRA6_1 - Based on your observations during the ENTIRE assessment period, this child: Remains in seat appropriately during test - baseline
• PSRA6_2 - Based on your observations during the ENTIRE assessment period, this child: Remains in seat appropriately during test - midline
• PSRA6_3 - Based on your observations during the ENTIRE assessment period, this child: Remains in seat appropriately during test - endline
• PSRA7_1 - Based on your observations during the ENTIRE assessment period, this child: Alert and interactive; is not withdrawn - baseline
• PSRA7_2 - Based on your observations during the ENTIRE assessment period, this child: Alert and interactive; is not withdrawn - midline
• PSRA7_3 - Based on your observations during the ENTIRE assessment period, this child: Alert and interactive; is not withdrawn - endline
• PSRA8_1 - Based on your observations during the ENTIRE assessment period, this child: Cooperates; complies with tester?s requests - baseline
• PSRA8_2 - Based on your observations during the ENTIRE assessment period, this child: Cooperates; complies with tester?s requests - midline
• PSRA8_3 - Based on your observations during the ENTIRE assessment period, this child: Cooperates; complies with tester?s requests - endline
• PSRA9_1 - Based on your observations during the ENTIRE assessment period, this child: Shows pleasure in accomplishment and active task mastery - baseline
• PSRA9_2 - Based on your observations during the ENTIRE assessment period, this child: Shows pleasure in accomplishment and active task mastery - midline
• PSRA9_3 - Based on your observations during the ENTIRE assessment period, this child: Shows pleasure in accomplishment and active task mastery - endline
• PSRA10_1 - Based on your observations during the ENTIRE assessment period, this child: Confident - baseline
• PSRA10_2 - Based on your observations during the ENTIRE assessment period, this child: Confident - midline
• PSRA10_3 - Based on your observations during the ENTIRE assessment period, this child: Confident - endline
• PSRA11_1 - Based on your observations during the ENTIRE assessment period, this child: Defiant - baseline
• PSRA11_2 - Based on your observations during the ENTIRE assessment period, this child: Defiant - midline
• PSRA11_3 - Based on your observations during the ENTIRE assessment period, this child: Defiant - endline
• PSRA12_1 - Based on your observations during the ENTIRE assessment period, this child: Passively noncompliant - baseline
• PSRA12_2 - Based on your observations during the ENTIRE assessment period, this child: Passively noncompliant - midline
• PSRA12_3 - Based on your observations during the ENTIRE assessment period, this child: Passively noncompliant - endline
• PSRA13_1 - Based on your observations during the ENTIRE assessment period, this child: Modulates and regulates arousal level in self - baseline
• PSRA13_2 - Based on your observations during the ENTIRE assessment period, this child: Modulates and regulates arousal level in self - midline
• PSRA13_3 - Based on your observations during the ENTIRE assessment period, this child: Modulates and regulates arousal level in self - endline
• DLBOP_1 - Distance between participant's screen touch and and the left "fixation" dot & subject should push on opposite side of screen as target. - baseline
• DLBOP_2 - Distance between participant's screen touch and and the left "fixation" dot & subject should push on opposite side of screen as target. - midline
• DLBOP_3 - Distance between participant's screen touch and and the left "fixation" dot & subject should push on opposite side of screen as target. - endline
• DLBSM_1 - Distance between participant's screen touch and and the left "fixation" dot & subject should push on same side of screen as target. - baseline
• DLBSM_2 - Distance between participant's screen touch and and the left "fixation" dot & subject should push on same side of screen as target. - midline
• DLBSM_3 - Distance between participant's screen touch and and the left "fixation" dot & subject should push on same side of screen as target. - endline
• DRBOP_1 - Distance between participant's screen touch and and the right "fixation" dot & subject should push on opposite side of screen as target. - baseline
• DRBOP_2 - Distance between participant's screen touch and and the right "fixation" dot & subject should push on opposite side of screen as target. - midline
• DRBOP_3 - Distance between participant's screen touch and and the right "fixation" dot & subject should push on opposite side of screen as target. - endline
• DRBSM_1 - Distance between participant's screen touch and and the right "fixation" dot & subject should push on same side of screen as target. - baseline
• DRBSM_2 - Distance between participant's screen touch and and the right "fixation" dot & subject should push on same side of screen as target. - midline
• DRBSM_3 - Distance between participant's screen touch and and the right "fixation" dot & subject should push on same side of screen as target. - endline
• DTBOP_1 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on opposite side of screen as target. - baseline
• DTBOP_2 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on opposite side of screen as target. - midline
• DTBOP_3 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on opposite side of screen as target. - endline
• DTBSM_1 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on same side of screen as target. - baseline
• DTBSM_2 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on same side of screen as target. - midline
• DTBSM_3 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on same side of screen as target. - endline
• DSBOP_1 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & subject should push on opposite side of screen as target - baseline
• DSBOP_2 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & subject should push on opposite side of screen as target - midline
• DSBOP_3 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & subject should push on opposite side of screen as target - endline
• DSBSM_1 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & subject should push on same side of screen as target - baseline
• DSBSM_2 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & subject should push on same side of screen as target - midline
• DSBSM_3 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & subject should push on same side of screen as target - endline
• RBOP_1 - Reaction time & subject should push on opposite side of screen as target - baseline
• RBOP_2 - Reaction time & subject should push on opposite side of screen as target - midline
• RBOP_3 - Reaction time & subject should push on opposite side of screen as target - endline
• RBSM_1 - Reaction time & subject should push on same side of screen as target - baseline
• RBSM_2 - Reaction time & subject should push on same side of screen as target - midline
• RBSM_3 - Reaction time & subject should push on same side of screen as target - endline
• ABOP_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & subject should push on opposite side of screen as target - baseline
• ABOP_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & subject should push on opposite side of screen as target - midline
• ABOP_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & subject should push on opposite side of screen as target - endline
• ABSM_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & cue indicated subject should push on same side of screen as target - baseline
• ABSM_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & cue indicated subject should push on same side of screen as target - midline
• ABSM_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & cue indicated subject should push on same side of screen as target - endline
• DLLDMDR_1 - Distance between participant's screen touch and and the left "fixation" dot & different motor, different rule - baseline
• DLLDMDR_2 - Distance between participant's screen touch and and the left "fixation" dot & different motor, different rule - midline
• DLLDMDR_3 - Distance between participant's screen touch and and the left "fixation" dot & different motor, different rule - endline
• DLLDMSR_1 - Distance between participant's screen touch and and the left "fixation" dot & different motor, same rule - baseline
• DLLDMSR_2 - Distance between participant's screen touch and and the left "fixation" dot & different motor, same rule - midline
• DLLDMSR_3 - Distance between participant's screen touch and and the left "fixation" dot & different motor, same rule - endline
• DLLSMDR_1 - Distance between participant's screen touch and and the left "fixation" dot & same motor, different rule - baseline
• DLLSMDR_2 - Distance between participant's screen touch and and the left "fixation" dot & same motor, different rule - midline
• DLLSMDR_3 - Distance between participant's screen touch and and the left "fixation" dot & same motor, different rule - endline
• DLLSMSR_1 - Distance between participant's screen touch and and the left "fixation" dot & same motor, same rule - baseline
• DLLSMSR_2 - Distance between participant's screen touch and and the left "fixation" dot & same motor, same rule - midline
• DLLSMSR_3 - Distance between participant's screen touch and and the left "fixation" dot & same motor, same rule - endline
• DRLDMDR_1 - Distance between participant's screen touch and and the right "fixation" dot & different motor, different rule - baseline
• DRLDMDR_2 - Distance between participant's screen touch and and the right "fixation" dot & different motor, different rule - midline
• DRLDMDR_3 - Distance between participant's screen touch and and the right "fixation" dot & different motor, different rule - endline
• DRLDMSR_1 - Distance between participant's screen touch and and the right "fixation" dot & different motor, same rule - baseline
• DRLDMSR_2 - Distance between participant's screen touch and and the right "fixation" dot & different motor, same rule - midline
• DRLDMSR_3 - Distance between participant's screen touch and and the right "fixation" dot & different motor, same rule - endline
• DRLSMDR_1 - Distance between participant's screen touch and and the right "fixation" dot & same motor, different rule - baseline
• DRLSMDR_2 - Distance between participant's screen touch and and the right "fixation" dot & same motor, different rule - midline
• DRLSMDR_3 - Distance between participant's screen touch and and the right "fixation" dot & same motor, different rule - endline
• DRLSMSR_1 - Distance between participant's screen touch and and the right "fixation" dot & same motor, same rule - baseline
• DRLSMSR_2 - Distance between participant's screen touch and and the right "fixation" dot & same motor, same rule - midline
• DRLSMSR_3 - Distance between participant's screen touch and and the right "fixation" dot & same motor, same rule - endline
• DTLDMDR_1 - Distance between participant's screen touch and where they should touch (ie target) & different motor, different rule - baseline
• DTLDMDR_2 - Distance between participant's screen touch and where they should touch (ie target) & different motor, different rule - midline
• DTLDMDR_3 - Distance between participant's screen touch and where they should touch (ie target) & different motor, different rule - endline
• DTLDMSR_1 - Distance between participant's screen touch and where they should touch (ie target) & different motor, same rule - baseline
• DTLDMSR_2 - Distance between participant's screen touch and where they should touch (ie target) & different motor, same rule - midline
• DTLDMSR_3 - Distance between participant's screen touch and where they should touch (ie target) & different motor, same rule - endline
• DTLSMDR_1 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - baseline
• DTLSMDR_2 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - midline
• DTLSMDR_3 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - endline
• DTLSMSR_1 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - baseline
• DTLSMSR_2 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - midline
• DTLSMSR_3 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - endline
• DSLDMDR_1 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & different motor, different rule - baseline
• DSLDMDR_2 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & different motor, different rule - midline
• DSLDMDR_3 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & different motor, different rule - endline
• DSLDMSR_1 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & different motor, same rule - baseline
• DSLDMSR_2 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & different motor, same rule - midline
• DSLDMSR_3 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & different motor, same rule - endline
• DSSMDR_1 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & same motor, different rule - baseline
• DSSMDR_2 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & same motor, different rule - midline
• DSSMDR_3 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & same motor, different rule - endline
• DSLSMSR_1 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & same motor, same rule - baseline
• DSLSMSR_2 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & same motor, same rule - midline
• DSLSMSR_3 - Distance between participant's screen touch and where dot appears (this will be the same on same side trials) & same motor, same rule - endline
• RLDMDR_1 - Reaction time & different motor, different rule - baseline
• RLDMDR_2 - Reaction time & different motor, different rule - midline
• RLDMDR_3 - Reaction time & different motor, different rule - endline
• RLDMSR_1 - Reaction time & different motor, same rule - baseline
• RLDMSR_2 - Reaction time & different motor, same rule - midline
• RLDMSR_3 - Reaction time & different motor, same rule - endline
• RLSMDR_1 - Reaction time & same motor, different rule - baseline
• RLSMDR_2 - Reaction time & same motor, different rule - midline
• RLSMDR_3 - Reaction time & same motor, different rule - endline
• RLSMSR_1 - Reaction time & same motor, same rule - baseline
• RLSMSR_2 - Reaction time & same motor, same rule - midline
• RLSMSR_3 - Reaction time & same motor, same rule - endline
• ALDMDR_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - baseline
• ALDMDR_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - midline
• ALDMDR_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - endline
• ALDMSR_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - baseline
• ALDMSR_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - midline
• ALDMSR_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - endline
• ALSMDR_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & same motor, different rule - baseline
• ALSMDR_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & same motor, different rule - midline
• ALSMDR_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & same motor, different rule - endline
• ALSMSR_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & same motor, same rule - baseline
• ALSMSR_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & same motor, same rule - midline
• ALSMSR_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & same motor, same rule - endline
• DIM_1 - Distance between screen touch and target, averaged across all loads & delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• DIM_2 - Distance between screen touch and target, averaged across all loads & delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• DIM_3 - Distance between screen touch and target, averaged across all loads & delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• MITG_M_1 - Number of missed targets (timed out), averaged across all loads and delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• MITG_M_2 - Number of missed targets (timed out), averaged across all loads and delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• MITG_M_3 - Number of missed targets (timed out), averaged across all loads and delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L1D0DI_1 - Distance between touch and target, Load 1, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L1D0DI_2 - Distance between touch and target, Load 1, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L1D0DI_3 - Distance between touch and target, Load 1, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L1D3DI_1 - Distance between touch and target, Load 1, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L1D3DI_2 - Distance between touch and target, Load 1, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L1D3DI_3 - Distance between touch and target, Load 1, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L2D0DI_1 - Distance between touch and target, Load 2, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L2D0DI_2 - Distance between touch and target, Load 2, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L2D0DI_3 - Distance between touch and target, Load 2, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L2D3DI_1 - Distance between touch and target, Load 2, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L2D3DI_2 - Distance between touch and target, Load 2, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L2D3DI_3 - Distance between touch and target, Load 2, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L3D0DI_1 - Distance between touch and target, Load 3, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L3D0DI_2 - Distance between touch and target, Load 3, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L3D0DI_3 - Distance between touch and target, Load 3, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L3D3DI_1 - Distance between touch and target, Load 3, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L3D3DI_2 - Distance between touch and target, Load 3, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L3D3DI_3 - Distance between touch and target, Load 3, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L1D0MI_1 - Number missed targets (timed out), Load 1, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L1D0MI_2 - Number missed targets (timed out), Load 1, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L1D0MI_3 - Number missed targets (timed out), Load 1, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L1D3MI_1 - Number missed targets (timed out), Load 1, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L1D3MI_2 - Number missed targets (timed out), Load 1, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L1D3MI_3 - Number missed targets (timed out), Load 1, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L2D0MI_1 - Number missed targets (timed out), Load 2, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L2D0MI_2 - Number missed targets (timed out), Load 2, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L2D0MI_3 - Number missed targets (timed out), Load 2, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L2D3MI_1 - Number missed targets (timed out), Load 2, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L2D3MI_2 - Number missed targets (timed out), Load 2, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L2D3MI_3 - Number missed targets (timed out), Load 2, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L3D0MI_1 - Number missed targets (timed out), Load 3, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L3D0MI_2 - Number missed targets (timed out), Load 3, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L3D0MI_3 - Number missed targets (timed out), Load 3, Delay 0. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L3D3MI_1 - Number missed targets (timed out), Load 3, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L3D3MI_2 - Number missed targets (timed out), Load 3, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L3D3MI_3 - Number missed targets (timed out), Load 3, Delay 3. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L1DI_1 - Distance between touch and target for Load 1, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L1DI_2 - Distance between touch and target for Load 1, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L1DI_3 - Distance between touch and target for Load 1, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L2DI_1 - Distance between touch and target for Load 2, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L2DI_2 - Distance between touch and target for Load 2, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L2DI_3 - Distance between touch and target for Load 2, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L3DI_1 - Distance between touch and target for Load 3, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L3DI_2 - Distance between touch and target for Load 3, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L3DI_3 - Distance between touch and target for Load 3, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L1MI_1 - Number missed targets (timed out) for Load 1, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L1MI_2 - Number missed targets (timed out) for Load 1, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L1MI_3 - Number missed targets (timed out) for Load 1, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L2MI_1 - Number missed targets (timed out) for Load 2, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L2MI_2 - Number missed targets (timed out) for Load 2, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L2MI_3 - Number missed targets (timed out) for Load 2, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• L3MI_1 - Number missed targets (timed out) for Load 3, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• L3MI_2 - Number missed targets (timed out) for Load 3, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• L3MI_3 - Number missed targets (timed out) for Load 3, averaged across both delays. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• DE0DI_1 - Distance between touch and target for Delay 0, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• DE0DI_2 - Distance between touch and target for Delay 0, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• DE0DI_3 - Distance between touch and target for Delay 0, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• DE3DI_1 - Distance between touch and target for Delay 3, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• DE3DI_2 - Distance between touch and target for Delay 3, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• DE3DI_3 - Distance between touch and target for Delay 3, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• DE0MI_1 - Number missed targets (timed out) for Delay 0, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• DE0MI_2 - Number missed targets (timed out) for Delay 0, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• DE0MI_3 - Number missed targets (timed out) for Delay 0, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• DE3MI_1 - Number missed targets (timed out) for Delay 3, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - baseline
• DE3MI_2 - Number missed targets (timed out) for Delay 3, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - midline
• DE3MI_3 - Number missed targets (timed out) for Delay 3, averaged across all Loads. "load" refers to the number of circles on the screen (e.g. "load1" means 1 circle, "load2" means 2 circles, and so on). - endline
• RSQS1_1 - Doing badly on a test or paper - baseline
• RSQS1_2 - Doing badly on a test or paper - midline
• RSQS1_3 - Doing badly on a test or paper - endline
• RSQS2_1 - Getting bad grades or report cards - baseline
• RSQS2_2 - Getting bad grades or report cards - midline
• RSQS2_3 - Getting bad grades or report cards - endline
• RSQS3_1 - Not understanding classes - baseline
• RSQS3_2 - Not understanding classes - midline
• RSQS3_3 - Not understanding classes - endline
• RSQS4_1 - Not understanding homework - baseline
• RSQS4_2 - Not understanding homework - midline
• RSQS4_3 - Not understanding homework - endline
• RSQS5_1 - Feeling pressured to do something - baseline
• RSQS5_2 - Feeling pressured to do something - midline
• RSQS5_3 - Feeling pressured to do something - endline
• RSQS6_1 - Having bad classes or teachers - baseline
• RSQS6_2 - Having bad classes or teachers - midline
• RSQS6_3 - Having bad classes or teachers - endline
• RSQS7_1 - Having trouble studying - baseline
• RSQS7_2 - Having trouble studying - midline
• RSQS7_3 - Having trouble studying - endline
• RSQS8_1 - Not having your homework done - baseline
• RSQS8_2 - Not having your homework done - midline
• RSQS8_3 - Not having your homework done - endline
• RSQS9_1 - Teachers that yell or get angry - baseline
• RSQS9_2 - Teachers that yell or get angry - midline
• RSQS9_3 - Teachers that yell or get angry - endline
• RSQS10_1 - Pressure from parents or teachers to perform perfectly - baseline
• RSQS10_2 - Pressure from parents or teachers to perform perfectly - midline
• RSQS10_3 - Pressure from parents or teachers to perform perfectly - endline
• RSQSOTH1_2 - Are there other things you find stressful about school? *Note: asked to Packet A respondents only*. - midline
• RSQSOTH1_3 - Are there other things you find stressful about school? *Note: asked to Packet A respondents only*. - endline
• RSQCT_1 - Pick the number that shows how much control you generally think you have over all the stressful school problems indicated above - baseline
• RSQCT_2 - Pick the number that shows how much control you generally think you have over all the stressful school problems indicated above - midline
• RSQCT_3 - Pick the number that shows how much control you generally think you have over all the stressful school problems indicated above - endline
• RSIE1_1 - When dealing with violence, I feel sick to my stomach or get headaches - baseline
• RSIE1_2 - When dealing with violence, I feel sick to my stomach or get headaches - midline
• RSIE1_3 - When dealing with violence, I feel sick to my stomach or get headaches - endline
• RSIE2_1 - I keep remembering the violent thing that happened or can't stop thinking about what might happen - baseline
• RSIE2_2 - I keep remembering the violent thing that happened or can't stop thinking about what might happen - midline
• RSIE2_3 - I keep remembering the violent thing that happened or can't stop thinking about what might happen - endline
• RSIE3_1 - I get really jumpy when I am dealing with the stress of violence - baseline
• RSIE3_2 - I get really jumpy when I am dealing with the stress of violence - midline
• RSIE3_3 - I get really jumpy when I am dealing with the stress of violence - endline
• RSIE4_1 - When I am trying to sleep, I can't stop thinking about the stressful aspect of violent things that happened or I have bad dreams about them - baseline
• RSIE4_2 - When I am trying to sleep, I can't stop thinking about the stressful aspect of violent things that happened or I have bad dreams about them - midline
• RSIE4_3 - When I am trying to sleep, I can't stop thinking about the stressful aspect of violent things that happened or I have bad dreams about them - endline
• RSIE5_1 - Thoughts about violence just pop up into my head - baseline
• RSIE5_2 - Thoughts about violence just pop up into my head - midline
• RSIE5_3 - Thoughts about violence just pop up into my head - endline
• RSIE6_1 - Maximum sub-item of: When I'm dealing with violence, I feel it in my body - baseline
• RSIE6_2 - Maximum sub-item of: When I'm dealing with violence, I feel it in my body - midline
• RSIE6_3 - Maximum sub-item of: When I'm dealing with violence, I feel it in my body - endline
• RSIE7_1 - When something stressful happens related to violence, I can't stop thinking about how I am feeling - baseline
• RSIE7_2 - When something stressful happens related to violence, I can't stop thinking about how I am feeling - midline
• RSIE7_3 - When something stressful happens related to violence, I can't stop thinking about how I am feeling - endline
• RSIE8_1 - When something stressful happens related to violence, I can't always control what I do - baseline
• RSIE8_2 - When something stressful happens related to violence, I can't always control what I do - midline
• RSIE8_3 - When something stressful happens related to violence, I can't always control what I do - endline
• RSIE9_1 - Maximum sub-item of: When I am faced with violence, right away I feel really: - baseline
• RSIE9_2 - Maximum sub-item of: When I am faced with violence, right away I feel really: - midline
• RSIE9_3 - Maximum sub-item of: When I am faced with violence, right away I feel really: - endline
• RSIE10_1 - After something stressful happens related to violence, I can't stop thinking about what I did or said - baseline
• RSIE10_2 - After something stressful happens related to violence, I can't stop thinking about what I did or said - midline
• RSIE10_3 - After something stressful happens related to violence, I can't stop thinking about what I did or said - endline
• RSIE11_1 - When something stressful happens related to violence, I get upset by things that don't usually bother me - baseline
• RSIE11_2 - When something stressful happens related to violence, I get upset by things that don't usually bother me - midline
• RSIE11_3 - When something stressful happens related to violence, I get upset by things that don't usually bother me - endline
• RSIE12_1 - When stressful things happen related to violence I sometimes act without thinking - baseline
• RSIE12_2 - When stressful things happen related to violence I sometimes act without thinking - midline
• RSIE12_3 - When stressful things happen related to violence I sometimes act without thinking - endline
• RSIE13_1 - When something stressful happens related to violence, I can't stop thinking about why this is happening - baseline
• RSIE13_2 - When something stressful happens related to violence, I can't stop thinking about why this is happening - midline
• RSIE13_3 - When something stressful happens related to violence, I can't stop thinking about why this is happening - endline
• RSIE14_1 - My thoughts start racing when I am faced with violence - baseline
• RSIE14_2 - My thoughts start racing when I am faced with violence - midline
• RSIE14_3 - My thoughts start racing when I am faced with violence - endline
• RSIE15_1 - When I am dealing with the stress of violence, sometimes I can't control what I do or say - baseline
• RSIE15_2 - When I am dealing with the stress of violence, sometimes I can't control what I do or say - midline
• RSIE15_3 - When I am dealing with the stress of violence, sometimes I can't control what I do or say - endline
• BGEF1_1 - In the last two weeks [your child]: Remember lists or items in the correct order - baseline
• BGEF1_2 - In the last two weeks [your child]: Remember lists or items in the correct order - midline
• BGEF1_3 - In the last two weeks [your child]: Remember lists or items in the correct order - endline
• BGEF2_1 - In the last two weeks [your child]: Follow multiple step instructions (e.g., _first, wash your hands; second, get some water; third, eat your snack_) - baseline
• BGEF2_2 - In the last two weeks [your child]: Follow multiple step instructions (e.g., _first, wash your hands; second, get some water; third, eat your snack_) - midline
• BGEF2_3 - In the last two weeks [your child]: Follow multiple step instructions (e.g., _first, wash your hands; second, get some water; third, eat your snack_) - endline
• BGEF3_1 - In the last two weeks [your child]: Use multiple rules to complete a task - baseline
• BGEF3_2 - In the last two weeks [your child]: Use multiple rules to complete a task - midline
• BGEF3_3 - In the last two weeks [your child]: Use multiple rules to complete a task - endline
• BGEF4_1 - In the last two weeks [your child]: Wait to be called on before responding - baseline
• BGEF4_2 - In the last two weeks [your child]: Wait to be called on before responding - midline
• BGEF4_3 - In the last two weeks [your child]: Wait to be called on before responding - endline
• BGEF6_1 - In the last two weeks [your child]: Transition easily to new activities, tasks, or major parts of the day (e.g., from recess) - baseline
• BGEF6_2 - In the last two weeks [your child]: Transition easily to new activities, tasks, or major parts of the day (e.g., from recess) - midline
• BGEF6_3 - In the last two weeks [your child]: Transition easily to new activities, tasks, or major parts of the day (e.g., from recess) - endline
• BGEF8_1 - In the last two weeks [your child]: Use self-control techniques - baseline
• BGEF8_2 - In the last two weeks [your child]: Use self-control techniques - midline
• BGEF8_3 - In the last two weeks [your child]: Use self-control techniques - endline
• BGEF9_1 - In the last two weeks [your child]: Wait patiently for her/his turn - baseline
• BGEF9_2 - In the last two weeks [your child]: Wait patiently for her/his turn - midline
• BGEF9_3 - In the last two weeks [your child]: Wait patiently for her/his turn - endline
• BGEF10_1 - In the last two weeks [your child]: Uses listening skills - baseline
• BGEF10_2 - In the last two weeks [your child]: Uses listening skills - midline
• BGEF10_3 - In the last two weeks [your child]: Uses listening skills - endline
• CFS1_1 - Teachers at this school really care about students like me - baseline
• CFS1_2 - Teachers at this school really care about students like me - midline
• CFS1_3 - Teachers at this school really care about students like me - endline
• CFS2_1 - My teachers give me feedback on my assignments that help me to improve my work - baseline
• CFS2_2 - My teachers give me feedback on my assignments that help me to improve my work - midline
• CFS2_3 - My teachers give me feedback on my assignments that help me to improve my work - endline
• CFS3_1 - Teachers in this school are usually willing to give students extra help - baseline
• CFS3_2 - Teachers in this school are usually willing to give students extra help - midline
• CFS3_3 - Teachers in this school are usually willing to give students extra help - endline
• CFS4_1 - Teachers notice if I am having difficulty with my lessons - baseline
• CFS4_2 - Teachers notice if I am having difficulty with my lessons - midline
• CFS4_3 - Teachers notice if I am having difficulty with my lessons - endline
• CFS5_1 - I can talk to teachers or other adults at school if I am having problems in class - baseline
• CFS5_2 - I can talk to teachers or other adults at school if I am having problems in class - midline
• CFS5_3 - I can talk to teachers or other adults at school if I am having problems in class - endline
• CFS6_1 - I can talk with at least one adult at school about things that are bothering me - baseline
• CFS6_2 - I can talk with at least one adult at school about things that are bothering me - midline
• CFS6_3 - I can talk with at least one adult at school about things that are bothering me - endline
• CFS7_1 - My family knows what goes on inside this school
• CFS8_1 - Teachers give students opportunities to improve their work - baseline
• CFS8_2 - Teachers give students opportunities to improve their work - midline
• CFS8_3 - Teachers give students opportunities to improve their work - endline
• CFS9_1 - Students at this school have the materials they need to support their learning - baseline
• CFS9_2 - Students at this school have the materials they need to support their learning - midline
• CFS9_3 - Students at this school have the materials they need to support their learning - endline
• CFS10_1 - Sometimes I am too hungry to pay attention in school
• CFS11_1 - Adults in the community encourage me to take school seriously - baseline
• CFS11_2 - Adults in the community encourage me to take school seriously - midline
• CFS11_3 - Adults in the community encourage me to take school seriously - endline
• CFS12_1 - Teachers and school staff believe that all students can learn - baseline
• CFS12_2 - Teachers and school staff believe that all students can learn - midline
• CFS12_3 - Teachers and school staff believe that all students can learn - endline
• CFS13_1 - The subjects we are studying at this school are interesting - baseline
• CFS13_2 - The subjects we are studying at this school are interesting - midline
• CFS13_3 - The subjects we are studying at this school are interesting - endline
• CFS14_1 - Students at this school try to do a good job on their lessons, even if they are difficult or not interesting - baseline
• CFS14_2 - Students at this school try to do a good job on their lessons, even if they are difficult or not interesting - midline
• CFS14_3 - Students at this school try to do a good job on their lessons, even if they are difficult or not interesting - endline
• CFS15_1 - Teachers at this school will listen if you want to explain your answers in class or on assignments - baseline
• CFS15_2 - Teachers at this school will listen if you want to explain your answers in class or on assignments - midline
• CFS15_3 - Teachers at this school will listen if you want to explain your answers in class or on assignments - endline
• CFS16_1 - Students are encouraged to work together in class - baseline
• CFS16_2 - Students are encouraged to work together in class - midline
• CFS16_3 - Students are encouraged to work together in class - endline
• CFS17_1 - When students master their lessons, they are given more challenging work
• CFS18R_1 - Reversed: Students at this school think that it is okay to cheat - baseline
• CFS18R_2 - Reversed: Students at this school think that it is okay to cheat - midline
• CFS18R_3 - Reversed: Students at this school think that it is okay to cheat - endline
• CFS19_1 - Students are encouraged to share their ideas and opinions in class - baseline
• CFS19_2 - Students are encouraged to share their ideas and opinions in class - midline
• CFS19_3 - Students are encouraged to share their ideas and opinions in class - endline
• CFS20R_1 - Reversed: I have given up on school - baseline
• CFS20R_2 - Reversed: I have given up on school - midline
• CFS20R_3 - Reversed: I have given up on school - endline
• CFS21_1 - Teachers at this school expect students like me to succeed in life - baseline
• CFS21_2 - Teachers at this school expect students like me to succeed in life - midline
• CFS21_3 - Teachers at this school expect students like me to succeed in life - endline
• CFS22_1 - I want to complete secondary school - baseline
• CFS22_2 - I want to complete secondary school - midline
• CFS22_3 - I want to complete secondary school - endline
• CFS23_1 - I feel safe at my school - baseline
• CFS23_2 - I feel safe at my school - midline
• CFS23_3 - I feel safe at my school - endline
• CFS24_1 - My teachers treat me with respect - baseline
• CFS24_2 - My teachers treat me with respect - midline
• CFS24_3 - My teachers treat me with respect - endline
• CFS25_1 - This school places a high value on understanding and respecting children's rights - baseline
• CFS25_2 - This school places a high value on understanding and respecting children's rights - midline
• CFS25_3 - This school places a high value on understanding and respecting children's rights - endline
• CFS26_1 - I think this school respects families like mine - baseline
• CFS26_2 - I think this school respects families like mine - midline
• CFS26_3 - I think this school respects families like mine - endline
• CFS27_1 - The school is a welcoming and inviting place for families like mine - baseline
• CFS27_2 - The school is a welcoming and inviting place for families like mine - midline
• CFS27_3 - The school is a welcoming and inviting place for families like mine - endline
• CFS28_1 - Teachers at this school are interested in what studnets like me have to say - baseline
• CFS28_2 - Teachers at this school are interested in what studnets like me have to say - midline
• CFS28_3 - Teachers at this school are interested in what studnets like me have to say - endline
• CFS29_1 - If students see another student being picked on, they try to stop it - baseline
• CFS29_2 - If students see another student being picked on, they try to stop it - midline
• CFS29_3 - If students see another student being picked on, they try to stop it - endline
• CFS30_1 - Adults at this school apply the same rules to all students equally - baseline
• CFS30_2 - Adults at this school apply the same rules to all students equally - midline
• CFS30_3 - Adults at this school apply the same rules to all students equally - endline
• CFS31_1 - I look forward to coming to school - baseline
• CFS31_2 - I look forward to coming to school - midline
• CFS31_3 - I look forward to coming to school - endline
• CFS32R_1 - Reversed: Sometimes I do not want to come to school because of how the teachers treat me - baseline
• CFS32R_2 - Reversed: Sometimes I do not want to come to school because of how the teachers treat me - midline
• CFS32R_3 - Reversed: Sometimes I do not want to come to school because of how the teachers treat me - endline
• CFS33R_1 - Reversed: I sometimes stay home from school because I am worried about my safety - baseline
• CFS33R_2 - Reversed: I sometimes stay home from school because I am worried about my safety - midline
• CFS33R_3 - Reversed: I sometimes stay home from school because I am worried about my safety - endline
• CFS34R_1 - Reversed: This school is badly affected by crime and violence in the community - baseline
• CFS34R_2 - Reversed: This school is badly affected by crime and violence in the community - midline
• CFS34R_3 - Reversed: This school is badly affected by crime and violence in the community - endline
• CFR1_3 - Teachers at the IRC Remedial School really care about students like me
• CFR2_3 - I feel safe at the IRC Remedial School
• CFR3_3 - My teachers at the IRC Remedial School treat me with respect
• CFR4_3 - This IRC Remedial School places a high value on understanding and respecting children?s rights
• CFR5_3 - I think this IRC Remedial School respects families like mine
• CFR6_3 - The IRC Remedial School is a welcoming and inviting place for families like mine
• CFR7_3 - Teachers at the IRC Remedial School are interested in what students like me have to say
• CFR8_3 - If students at the IRC Remedial School see another student being picked on, they try to stop it
• CFR9_3 - Adults at the IRC Remedial School apply the same rules to all students equally
• CFR10_3 - I look forward to coming to the IRC Remedial School
• CFR11R_3 - Reversed: Sometimes I do not want to come to the IRC Remedial School because of how the teachers treat me
• CFR12R_3 - Reversed: I sometimes stay home from the IRC Remedial School because I am worried about my safety
• CFR13R_3 - Reversed: The IRC Remedial School is badly affected by crime and violence in the community
• PRWK_T_1 - Job that provides enough food or money to meet your household's needs
• FAMWK_1 - In the past 30 days, how many people in your household worked for paid work?; coalesced picks the first non-missing entry prefering baseline
• INCOME_1 - How much did all members of your household, combined, earn as income from paid work during the past 30 days? [in 2017 Lebanese Pounds]
• INC_REL_1 - Some people in your community are poorer and some are richer. If [0 for Year 1 and 1 for Year 2] indicates the poorest members of your community and 10 indicates the richest members, what number would you give yourself?
• CHWK_PD_1 - If the child has a paid job; coalesced picks the first non-missing entry prefering baseline
• CHWK_HRS_1 - Total hours per week worked?
• CHWK_HOME_1 - Whether the child worked at home or not; coalesced picks the first non-missing entry prefering baseline
• CHWK_OUT_1 - Whether the child worked away from home or not; coalesced picks the first non-missing entry prefering baseline
• NOWKCH_1 - Child doesn't work
• HH_ASSET_1 - Sum of all TECH[0-10] items
• UNICEF_AMOUNT_1 - How much money does your household receive from UNICEF as part of the cash transfer program?; zero-imputed if UNICEF is equal to 0
• SDQ1_1 - Considerate of other people's feelings - baseline
• SDQ1_2 - Considerate of other people's feelings - midline
• SDQ1_3 - Considerate of other people's feelings - endline
• SDQ2_1 - Restless, overactive, cannot stay still for long - baseline
• SDQ2_2 - Restless, overactive, cannot stay still for long - midline
• SDQ2_3 - Restless, overactive, cannot stay still for long - endline
• SDQ3_1 - Often complains of headaches, stomach-aches or sickness - baseline
• SDQ3_2 - Often complains of headaches, stomach-aches or sickness - midline
• SDQ3_3 - Often complains of headaches, stomach-aches or sickness - endline
• SDQ4_1 - Shares readily with other children, for example toys, treats, pencils - baseline
• SDQ4_2 - Shares readily with other children, for example toys, treats, pencils - midline
• SDQ4_3 - Shares readily with other children, for example toys, treats, pencils - endline
• SDQ5_1 - Often loses temper - baseline
• SDQ5_2 - Often loses temper - midline
• SDQ5_3 - Often loses temper - endline
• SDQ6_1 - Rather solitary, prefers to play alone - baseline
• SDQ6_2 - Rather solitary, prefers to play alone - midline
• SDQ6_3 - Rather solitary, prefers to play alone - endline
• SDQ7R_1 - Reversed: Generally, well behaved, usually does what adults request - baseline
• SDQ7R_2 - Reversed: Generally, well behaved, usually does what adults request - midline
• SDQ7R_3 - Reversed: Generally, well behaved, usually does what adults request - endline
• SDQ8_1 - Many worries or often seems worried - baseline
• SDQ8_2 - Many worries or often seems worried - midline
• SDQ8_3 - Many worries or often seems worried - endline
• SDQ9_1 - Helpful if someone is hurt, upset or feeling ill - baseline
• SDQ9_2 - Helpful if someone is hurt, upset or feeling ill - midline
• SDQ9_3 - Helpful if someone is hurt, upset or feeling ill - endline
• SDQ10_1 - Constantly fidgeting or squirming - baseline
• SDQ10_2 - Constantly fidgeting or squirming - midline
• SDQ10_3 - Constantly fidgeting or squirming - endline
• SDQ11R_1 - Reversed: Has at least one good friend - baseline
• SDQ11R_2 - Reversed: Has at least one good friend - midline
• SDQ11R_3 - Reversed: Has at least one good friend - endline
• SDQ12_1 - Often fights with other children or bullies them - baseline
• SDQ12_2 - Often fights with other children or bullies them - midline
• SDQ12_3 - Often fights with other children or bullies them - endline
• SDQ13_1 - Often unhappy, depressed or tearful - baseline
• SDQ13_2 - Often unhappy, depressed or tearful - midline
• SDQ13_3 - Often unhappy, depressed or tearful - endline
• SDQ14R_1 - Reversed: Generally liked by other children - baseline
• SDQ14R_2 - Reversed: Generally liked by other children - midline
• SDQ14R_3 - Reversed: Generally liked by other children - endline
• SDQ15_1 - Easily distracted, concentration wanders - baseline
• SDQ15_2 - Easily distracted, concentration wanders - midline
• SDQ15_3 - Easily distracted, concentration wanders - endline
• SDQ16_1 - Nervous or clingy in new situations, easily loses confidence - baseline
• SDQ16_2 - Nervous or clingy in new situations, easily loses confidence - midline
• SDQ16_3 - Nervous or clingy in new situations, easily loses confidence - endline
• SDQ17_1 - Kind to younger children - baseline
• SDQ17_2 - Kind to younger children - midline
• SDQ17_3 - Kind to younger children - endline
• SDQ18_1 - Often lies or cheats - baseline
• SDQ18_2 - Often lies or cheats - midline
• SDQ18_3 - Often lies or cheats - endline
• SDQ19_1 - Picked on or bullied by other children - baseline
• SDQ19_2 - Picked on or bullied by other children - midline
• SDQ19_3 - Picked on or bullied by other children - endline
• SDQ20_1 - Often offers to help others (parents, teachers, other children) - baseline
• SDQ20_2 - Often offers to help others (parents, teachers, other children) - midline
• SDQ20_3 - Often offers to help others (parents, teachers, other children) - endline
• SDQ21R_1 - Reversed: Thinks things out before acting - baseline
• SDQ21R_2 - Reversed: Thinks things out before acting - midline
• SDQ21R_3 - Reversed: Thinks things out before acting - endline
• SDQ22_1 - Steals from home, school or elsewhere - baseline
• SDQ22_2 - Steals from home, school or elsewhere - midline
• SDQ22_3 - Steals from home, school or elsewhere - endline
• SDQ23_1 - Gets along better with adults than with other children - baseline
• SDQ23_2 - Gets along better with adults than with other children - midline
• SDQ23_3 - Gets along better with adults than with other children - endline
• SDQ24_1 - Many fears, easily scared - baseline
• SDQ24_2 - Many fears, easily scared - midline
• SDQ24_3 - Many fears, easily scared - endline
• SDQ25R_1 - Reversed: Good attention span, sees work through to the end - baseline
• SDQ25R_2 - Reversed: Good attention span, sees work through to the end - midline
• SDQ25R_3 - Reversed: Good attention span, sees work through to the end - endline
• BGEF5R_1 - Reversed: Interrupt or intrude on others (e.g., butt into others' conversations or games) - baseline
• BGEF5R_2 - Reversed: Interrupt or intrude on others (e.g., butt into others' conversations or games) - midline
• BGEF5R_3 - Reversed: Interrupt or intrude on others (e.g., butt into others' conversations or games) - endline
• BGEF7R_1 - Reversed: Become easily distracted - baseline
• BGEF7R_2 - Reversed: Become easily distracted - midline
• BGEF7R_3 - Reversed: Become easily distracted - endline
• ATNM1_1 - Attendance in December 2016
• ATNM2_1 - Attendance in January 2017
• ATNM3_1 - Attendance in February 2017
• ATNM4_1 - Cycle 1 attendance in March 2017
• ATNM45_1 - Cycle 2 attendance in March 2017
• ATNM5_1 - Attendance in April 2017
• ATNM6_1 - Attendance in May 2017
• DAYM1_1 - School days in December 2016
• DAYM2_1 - School days in January 2017
• DAYM3_1 - School days in February 2017
• DAYM4_1 - Cycle 1 school days in March 2017
• DAYM45_1 - Cycle 2 school days in March 2017
• DAYM5_1 - School days in April 2017
• DAYM6_1 - School days in May 2017

f5804416 Location:

Variable Format: character

Notes: UNF:6:UIqT6hoZRpME7GWF2SBJkg==

f5804416 Location:

Variable Format: character

Notes: UNF:6:WdBC+4GxifvvLW2sG7k90w==

f5804416 Location:

Variable Format: character

Notes: UNF:6:5vmKEPvLXm1YN8AXNtsoVA==

f5804416 Location:

Variable Format: character

Notes: UNF:6:DwvnTwCl1x9yMvjM35R1ng==

f5804416 Location:

Variable Format: character

Notes: UNF:6:oiHGNsJ+fxA3SMj2zVt+2Q==

f5804416 Location:

Variable Format: character

Notes: UNF:6:+9ojBtNnYk2jRD8NOyOvdA==

f5804416 Location:

Summary Statistics: StDev 0.1954309189457708; Valid 9429.0; Max. 1.0; Mean 0.039770919503656216; Min. 0.0

Variable Format: numeric

Notes: UNF:6:HcNA4Z07Fi1I7UMJlDhCJQ==

f5804416 Location:

Summary Statistics: StDev 0.3988001663295213; Mean 0.19836621454994127; Min. 0.0; Valid 6488.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:yxLuikJ9dJYlQ2wHROox1Q==

f5804416 Location:

Summary Statistics: StDev 0.13583229314414919; Valid 6489.0; Max. 1.0; Min. 0.0; Mean 0.01880104792726114;

Variable Format: numeric

Notes: UNF:6:82WrDxPFA9ZWPFyevxrHGA==

f5804416 Location:

Summary Statistics: Valid 5831.0; Max. 4.0; Min. 0.0; Mean 1.5789744469216298; StDev 1.4168419856185175

Variable Format: numeric

Notes: UNF:6:0xel6Kr4yAbui8Pl9hagRA==

f5804416 Location:

Summary Statistics: Max. 4.0; Valid 5830.0; StDev 1.0426712114156638; Mean 0.8138936535163; Min. 0.0

Variable Format: numeric

Notes: UNF:6:tTeNO3gcTpIqN3HTUEtung==

f5804416 Location:

Summary Statistics: StDev 1.3122052294060893; Min. 0.0; Valid 5829.0; Max. 4.0; Mean 1.4072739749528307

Variable Format: numeric

Notes: UNF:6:xPZ6iRJuOUlfqLyMV2PX7w==

f5804416 Location:

Summary Statistics: Valid 3577.0; Max. 4.0; Min. 0.0; Mean 2.4159910539558322; StDev 1.3493520393486813;

Variable Format: numeric

Notes: UNF:6:syGVxbVeQMJYrqFCepJE4Q==

f5804416 Location:

Summary Statistics: StDev 1.1975785110034345; Max. 4.0; Mean 1.6812971764048101; Valid 3577.0; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:riW2GZVd7dSW4eweZlJiog==

f5804416 Location:

Summary Statistics: Min. 0.0; Mean 2.4169463087248215; Valid 3576.0; Max. 4.0; StDev 1.3113099257278107

Variable Format: numeric

Notes: UNF:6:pfeYZosoW5okcWcymUBlMA==

f5804416 Location:

Summary Statistics: Max. 3.0; Mean 1.025368103601206; StDev 0.7980383553914392; Min. 0.0; Valid 5637.0

Variable Format: numeric

Notes: UNF:6:zDj0s7CMD0ybXq0rhidH4A==

f5804416 Location:

Summary Statistics: Valid 6509.0; Mean 0.5006913504378558; StDev 0.5000379347814422; Min. 0.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:xENTRPrxBSloPw6r2u/djw==

f5804416 Location:

Summary Statistics: Valid 1749.0; Max. 7.0; Min. 1.0; Mean 3.0463121783876494; StDev 1.6559387462469193

Variable Format: numeric

Notes: UNF:6:SHiwIB/r2tp7FMcmQF2BDw==

f5804416 Location:

Summary Statistics: Valid 6509.0; StDev 20.94551974374415; Max. 84.0; Mean 65.25795053003533; Min. 0.0

Variable Format: numeric

Notes: UNF:6:h4Q0zU61Sciqch4SXodHnQ==

f5804416 Location:

Summary Statistics: Min. 0.0; Valid 6509.0; Mean 37.75510831156858; Max. 54.0; StDev 20.402629936742546

Variable Format: numeric

Notes: UNF:6:7qhLbDcajmNn4UIF9Gh5cA==

f5804416 Location:

Summary Statistics: StDev 6.990172192890237; Min. 0.0; Max. 31.0; Mean 27.502842218466668; Valid 6509.0

Variable Format: numeric

Notes: UNF:6:hyfk+Y4Y4zli9gddq53Kpw==

f5804416 Location:

Summary Statistics: Max. 80.0; Valid 6489.0; Min. 0.0; Mean 25.45076282940377; StDev 22.531682443544444;

Variable Format: numeric

Notes: UNF:6:Hm7rODxq7EhHHgQV0XiTxQ==

f5804416 Location:

Summary Statistics: Mean 14.98535983972884; StDev 16.2556051662031; Valid 6489.0; Max. 52.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:Qis+gTPgapEs/5efqYTqdw==

f5804416 Location:

Summary Statistics: Min. 0.0; Valid 6489.0; Mean 10.465402989674827; Max. 31.0; StDev 10.680011774621054

Variable Format: numeric

Notes: UNF:6:thXgrdQglhVY05FZdFFXsw==

f5804416 Location:

Summary Statistics: Valid 9424.0; Min. 0.0; Mean 0.4967105263157888; Max. 1.0; StDev 0.5000157087966461

Variable Format: numeric

Notes: UNF:6:1oH6/U2K8tX6RFvLYyRZFQ==

f5804416 Location:

Summary Statistics: Max. 18.0; StDev 2.3825285425961367; Mean 9.428791377983067; Valid 6495.0; Min. 4.0;

Variable Format: numeric

Notes: UNF:6:FgIo9rIdIZPN575Zm7ZYLQ==

f5804416 Location:

Summary Statistics: Valid 6488.0; Mean 1.8840937114672978; StDev 1.0422579329222756; Max. 4.0; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:6HjvDx1ymGK2vusvchok5g==

f5804416 Location:

Summary Statistics: Mean 0.17700477143297447; Max. 1.0; Min. 0.0; Valid 6497.0; StDev 0.3817021188313566;

Variable Format: numeric

Notes: UNF:6:SRNxEJhausov43vXxb5EAw==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 1.0; Mean 0.010172626387176498; Valid 6488.0; StDev 0.10035285876872746

Variable Format: numeric

Notes: UNF:6:6I4PJ3WD/ct/nx8uRcvgmg==

f5804416 Location:

Summary Statistics: Min. 1.0; StDev 0.5793257378271084; Max. 3.0; Valid 6488.0; Mean 1.48859432799013;

Variable Format: numeric

Notes: UNF:6:TbWkvnxEFKco23lbfEer8Q==

f5804416 Location:

Summary Statistics: StDev 0.4443626494720151; Max. 3.0; Mean 1.7548586572438167; Min. 1.0; Valid 4528.0;

Variable Format: numeric

Notes: UNF:6:geZdv+1BPivORu7Z9s7Z0g==

f5804416 Location:

Summary Statistics: Max. 360.0; Min. 0.0; StDev 18.69045620528505; Valid 4534.0; Mean 16.86082928981034

Variable Format: numeric

Notes: UNF:6:EQOncIBYCC9G5d7lApOBhw==

f5804416 Location:

Summary Statistics: Mean 7.792465016146406; Valid 4645.0; StDev 3.096006717683928; Max. 10.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:Xoug8WOgweB5hfUFH/YTpg==

f5804416 Location:

Summary Statistics: Valid 4219.0; Mean 4.34226119933633; Max. 5.0; StDev 1.060942309553463; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:uZn3kkegXaQQxQfGwlaJjg==

f5804416 Location:

Summary Statistics: Min. 2004.0; StDev 2.0515333400237528; Valid 4682.0; Mean 2013.9177701836823; Max. 2028.0

Variable Format: numeric

Notes: UNF:6:4iIsaIFA3s4VEssL6oelDA==

f5804416 Location:

Summary Statistics: Max. 2017.0; Mean 2013.5863453815261; Min. 2005.0; Valid 4482.0; StDev 1.6292821174092362

Variable Format: numeric

Notes: UNF:6:rPhkzEVnUEpORopNuS1zig==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 348.0; Mean 25.63854121709111; StDev 22.36159463067522; Valid 4634.0

Variable Format: numeric

Notes: UNF:6:55Gxcr/LeS6io9cB9+Z1mA==

f5804416 Location:

Summary Statistics: Mean 0.3833073052229705; Min. 0.0; Valid 5763.0; Max. 1.0; StDev 0.48623434619968947;

Variable Format: numeric

Notes: UNF:6:KWVaTabdTDanlET7QWVrBw==

f5804416 Location:

Summary Statistics: Mean 37.42741935483872; Min. 18.0; StDev 8.43527947347837; Max. 77.0; Valid 5208.0;

Variable Format: numeric

Notes: UNF:6:sD8BQfUKfgibwtTpSQjYWw==

f5804416 Location:

Summary Statistics: Mean 1.8454301075268746; Valid 5208.0; Max. 12.0; Min. 1.0; StDev 1.69900225109726

Variable Format: numeric

Notes: UNF:6:TYka0o6NOf30jad98VMmDQ==

f5804416 Location:

Summary Statistics: StDev 7.598194410264892; Valid 5039.0; Min. 0.0; Mean 2.831911093470953; Max. 72.0;

Variable Format: numeric

Notes: UNF:6:afLpZuLwwcI7vuLT3n5biQ==

f5804416 Location:

Summary Statistics: StDev 0.46104310446421154; Mean 0.30640185113767804; Valid 5186.0; Min. 0.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:OihBvc32/l15qIQjIMtZMw==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 3.0; Valid 5186.0; Mean 0.42923254917084586; StDev 0.7317734953618471

Variable Format: numeric

Notes: UNF:6:Ggss4ROFGAdKfkvNee4z4w==

f5804416 Location:

Summary Statistics: Mean 0.2797446314567587; StDev 0.44891709720311646; Min. 0.0; Valid 5169.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:xnqrD+2rSIv+RnMmd4EIOw==

f5804416 Location:

Summary Statistics: Max. 12.0; Mean 11.372093023255815; StDev 0.8822054979125092; Min. 6.0; Valid 387.0

Variable Format: numeric

Notes: UNF:6:npvcncDd1MkBfm4Gpg4cRw==

f5804416 Location:

Summary Statistics: StDev 0.36541369596958706; Min. 0.0; Mean 0.15868089233753177; Valid 5155.0; Max. 1.0;

Variable Format: numeric

Notes: UNF:6:XtwaJywOo66jOXXQQHZ08Q==

f5804416 Location:

Summary Statistics: Valid 5155.0; Mean 0.1549951503394762; Max. 1.0; Min. 0.0; StDev 0.3619351673471014;

Variable Format: numeric

Notes: UNF:6:k2pqHSfcH3Zo/IqJHnkkgA==

f5804416 Location:

Summary Statistics: Valid 5155.0; Mean 0.0027158098933074658; Min. 0.0; Max. 1.0; StDev 0.05204766826036727;

Variable Format: numeric

Notes: UNF:6:pZUWp968guqGzgtLdlycbg==

f5804416 Location:

Summary Statistics: Valid 5155.0; Min. 0.0; StDev 0.02411915078635571; Max. 1.0; Mean 5.819592628515908E-4

Variable Format: numeric

Notes: UNF:6:3r0QVPc5tNtSIlOqWSw++g==

f5804416 Location:

Summary Statistics: Mean 0.004267701260911767; StDev 0.06519442069508162; Max. 1.0; Valid 5155.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:Fr61y6xnCsB6MR7uDMHAKQ==

f5804416 Location:

Summary Statistics: StDev 0.07348496025545238; Valid 5158.0; Min. 0.0; Max. 1.0; Mean 0.00542846064366035;

Variable Format: numeric

Notes: UNF:6:p5AbYeplLaUfXxWoD/nedQ==

f5804416 Location:

Summary Statistics: Min. 0.0; StDev 1.1525603327465146; Max. 5.0; Mean 1.0320906994619576; Valid 5204.0

Variable Format: numeric

Notes: UNF:6:j3KAV73RKmSuLScRDg6IEA==

f5804416 Location:

Summary Statistics: Mean 8.259259259259316; StDev 7.718325208768151; Valid 4104.0; Max. 60.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:mTKIv9vi1bIn9a65A3BPRg==

f5804416 Location:

Summary Statistics: StDev 1.343685923336777; Min. 1.0; Mean 2.3042226487524013; Valid 5210.0; Max. 5.0;

Variable Format: numeric

Notes: UNF:6:+qEbxTMoOhnQrgvKwFAhkg==

f5804416 Location:

Summary Statistics: Max. 3.0; Valid 5179.0; Mean 0.26646070670013294; Min. 0.0; StDev 0.6500860424903209

Variable Format: numeric

Notes: UNF:6:jdxuwYrANO264IIUfLgTkg==

f5804416 Location:

Summary Statistics: StDev 0.38426310433044686; Mean 0.18004631416441605; Valid 5182.0; Min. 0.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:EcPvoE5cIoNVB1QjdZeLNQ==

f5804416 Location:

Summary Statistics: Valid 5168.0; StDev 0.17270049992294365; Max. 1.0; Mean 0.030766253869968816; Min. 0.0

Variable Format: numeric

Notes: UNF:6:aKHPApWEbh4F0MQErV9IMA==

f5804416 Location:

Summary Statistics: Valid 5168.0; Mean 0.04024767801857553; Max. 1.0; Min. 0.0; StDev 0.196558587447169;

Variable Format: numeric

Notes: UNF:6:ukUr7pxY3N3KAoT5e4pVyg==

f5804416 Location:

Summary Statistics: Min. 0.0; Mean 0.053405572755418185; Max. 1.0; Valid 5168.0; StDev 0.22486262796493273;

Variable Format: numeric

Notes: UNF:6:pvm787+7ZP1YAsC+9+7NKw==

f5804416 Location:

Summary Statistics: StDev 0.1147853778276169; Max. 1.0; Mean 0.013351393188854456; Min. 0.0; Valid 5168.0;

Variable Format: numeric

Notes: UNF:6:n57UxG2AH+P4eQ24xkX6ag==

f5804416 Location:

Summary Statistics: Valid 5168.0; Mean 7.739938080495281E-4; StDev 0.02781266656188632; Min. 0.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:1e5FVF0Hc/IVEIhosRhE0Q==

f5804416 Location:

Summary Statistics: Min. 0.0; StDev 0.15364520361667153; Valid 5168.0; Max. 1.0; Mean 0.02418730650154813;

Variable Format: numeric

Notes: UNF:6:4moNN5zLxI6zKKS6dMMb7Q==

f5804416 Location:

Summary Statistics: Valid 5168.0; StDev 0.12038448254946352; Mean 0.014705882352941223; Min. 0.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:GOHIDNb8MaCv8YEFIf0GYA==

f5804416 Location:

Summary Statistics: Valid 5168.0; Min. 0.0; Mean 0.03134674922600717; Max. 1.0; StDev 0.17426992594341503;

Variable Format: numeric

Notes: UNF:6:KvmNdM+xvOV/hUoNh5egHw==

f5804416 Location:

Summary Statistics: Max. 1.0; Mean 0.09518143961927401; Valid 5043.0; StDev 0.29349448730479194; Min. 0.0

Variable Format: numeric

Notes: UNF:6:4IgYOEMyKqFLsJ51V4mV2Q==

f5804416 Location:

Summary Statistics: StDev 0.12874098254589558; Mean 0.01685504659924625; Min. 0.0; Max. 1.0; Valid 5043.0

Variable Format: numeric

Notes: UNF:6:Jh8qAJx/OUCOUC8Y/i49vw==

f5804416 Location:

Summary Statistics: Max. 1.0; StDev 0.1554903223683128; Valid 5043.0; Mean 0.02478683323418605; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:dPOqOJF9vioTyELmSUIZWA==

f5804416 Location:

Summary Statistics: Mean 0.029942494546896323; Valid 5043.0; Min. 0.0; StDev 0.17044559942932813; Max. 1.0

Variable Format: numeric

Notes: UNF:6:2bXfSJI3F6z55JZ0ctb/og==

f5804416 Location:

Summary Statistics: Min. 0.0; Valid 5043.0; Max. 1.0; Mean 5.948839976204741E-4; StDev 0.024385406008134252

Variable Format: numeric

Notes: UNF:6:cN1asA+Hh7Kf1GV6g92TRw==

f5804416 Location:

Summary Statistics: Mean 7.931786634939359E-4; StDev 0.028155047870961188; Valid 5043.0; Max. 1.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:pfNDAwLgRauToU6PXKPw0w==

f5804416 Location:

Summary Statistics: StDev 0.07298182869883253; Valid 5043.0; Min. 0.0; Mean 0.005353955978584181; Max. 1.0

Variable Format: numeric

Notes: UNF:6:WCrVR3E6/ICF5U9pBKMdmg==

f5804416 Location:

Summary Statistics: StDev 0.037234538550137586; Max. 1.0; Min. 0.0; Mean 0.0013880626611143874; Valid 5043.0

Variable Format: numeric

Notes: UNF:6:cQ72AnkdjtYQmb8pbXXA9A==

f5804416 Location:

Summary Statistics: Valid 5043.0; Min. 0.0; Max. 1.0; StDev 0.14801876510021766; Mean 0.022407297243704744;

Variable Format: numeric

Notes: UNF:6:KwzJ6PkiiS310S2zwoAyvQ==

f5804416 Location:

Summary Statistics: Mean 6.236173393124068; StDev 2.5774128233278537; Max. 17.0; Valid 4683.0; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:qfZEAuLQhduXc46yp7Yi3w==

f5804416 Location:

Summary Statistics: Max. 5.0; StDev 1.226234650979434; Mean 4.405814805765941; Valid 4093.0; Min. 1.0

Variable Format: numeric

Notes: UNF:6:FpcIlSpRSIAdkEP+bczwFg==

f5804416 Location:

Summary Statistics: Max. 5.0; Mean 4.4436122405307055; Min. 1.0; Valid 4673.0; StDev 1.2274848841049666;

Variable Format: numeric

Notes: UNF:6:GcBm+pPWNlGeNm2U+V0OLw==

f5804416 Location:

Summary Statistics: Mean 4.4191733920273855; StDev 1.2447086446611701; Max. 5.0; Valid 4089.0; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:uk+71RK5JUGjnTGwIhiKhQ==

f5804416 Location:

Summary Statistics: Min. 1.0; Mean 4.478223557176572; Max. 5.0; Valid 4661.0; StDev 1.204697501882397

Variable Format: numeric

Notes: UNF:6:CTmVnk/vmyoIh5mxB2y28w==

f5804416 Location:

Summary Statistics: Min. 1.0; Mean 4.585210577864836; Valid 4084.0; StDev 1.03589114656158; Max. 5.0

Variable Format: numeric

Notes: UNF:6:MUsnMAzS2XHGphqICUXF3Q==

f5804416 Location:

Summary Statistics: Mean 4.581599828436631; StDev 1.0735201785938053; Valid 4663.0; Min. 1.0; Max. 5.0;

Variable Format: numeric

Notes: UNF:6:ERp2YtHB+h3kfFgOUNOSwg==

f5804416 Location:

Summary Statistics: StDev 1.145715480170686; Valid 5173.0; Min. 1.0; Mean 4.325149816354146; Max. 5.0

Variable Format: numeric

Notes: UNF:6:Q3My6XleLkYYHdfp3ZFDEA==

f5804416 Location:

Summary Statistics: Max. 5.0; Min. 1.0; Valid 5176.0; Mean 3.2399536321483597; StDev 1.6107115833111676

Variable Format: numeric

Notes: UNF:6:GVRANn14/uHc0yYrt15Spg==

f5804416 Location:

Summary Statistics: Mean 3.2844178412820955; StDev 1.553106042004739; Min. 1.0; Valid 5179.0; Max. 5.0

Variable Format: numeric

Notes: UNF:6:Zix8CqQHXrenJae8oOl0+Q==

f5804416 Location:

Summary Statistics: Valid 5180.0; Max. 5.0; StDev 0.976785012668212; Min. 1.0; Mean 1.982046332046313

Variable Format: numeric

Notes: UNF:6:jmxn8n0n4nLr3UiCRiNe6w==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 53.0; Mean 2.3591426916393115; Valid 5179.0; StDev 1.789631233635726;

Variable Format: numeric

Notes: UNF:6:4WHiY5TVrPsPUp13wlHkXw==

f5804416 Location:

Summary Statistics: Mean 4.9915139826422426; StDev 2.115840217377031; Max. 24.0; Min. 0.0; Valid 5185.0;

Variable Format: numeric

Notes: UNF:6:I0A9A4/0VizxN1VoyBP+6g==

f5804416 Location:

Summary Statistics: Max. 3.0; StDev 0.36647882775512547; Mean 1.1008678881388625; Min. 1.0; Valid 5185.0;

Variable Format: numeric

Notes: UNF:6:mCG00E+qZ7eybRls/HpQyA==

f5804416 Location:

Summary Statistics: Min. 1.0; StDev 1.2467685449640091; Mean 2.0938223938223945; Max. 5.0; Valid 5180.0

Variable Format: numeric

Notes: UNF:6:Zj4N//u02whUjcH8wSygsw==

f5804416 Location:

Summary Statistics: Valid 6466.0; Max. 9.0; StDev 1.7523122461234897; Min. -1.0; Mean 2.7783792143520127

Variable Format: numeric

Notes: UNF:6:ueLEqtK/duF4Db9ETzGI9A==

f5804416 Location:

Summary Statistics: Min. 0.0; StDev 0.45704458363200884; Mean 0.7028360049321684; Max. 1.0; Valid 6488.0;

Variable Format: numeric

Notes: UNF:6:P1EjsC0/AvmdBwoUtQ3BuQ==

f5804416 Location:

Summary Statistics: Max. 5.0; Min. 1.0; Valid 5180.0; Mean 2.763320463320444; StDev 1.498008647150556

Variable Format: numeric

Notes: UNF:6:OHScA7NOo2br4oTSjvdw0Q==

f5804416 Location:

Summary Statistics: Mean 2.8137065637065706; Min. 1.0; Valid 5180.0; Max. 5.0; StDev 1.5436762125130132

Variable Format: numeric

Notes: UNF:6:UH6rKz8HsqlApYbuyv3dpg==

f5804416 Location:

Summary Statistics: Valid 5180.0; Mean 2.042664092664089; Max. 5.0; Min. 1.0; StDev 0.9787835461740017

Variable Format: numeric

Notes: UNF:6:TTbEx16L2qBh41fHaithTA==

f5804416 Location:

Summary Statistics: Valid 5175.0; Min. 1.0; Mean 2.511690821256047; StDev 1.3427814356845151; Max. 5.0;

Variable Format: numeric

Notes: UNF:6:k93YoTuY3fDlAUJKDuH7Kw==

f5804416 Location:

Summary Statistics: Valid 5179.0; Max. 5.0; StDev 1.5131014020602682; Mean 3.2112376906738613; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:gEo4RMlH9kaSBowVZPmAww==

f5804416 Location:

Summary Statistics: StDev 0.37599611822733325; Min. 0.0; Valid 5083.0; Mean 0.8296281723391695; Max. 1.0

Variable Format: numeric

Notes: UNF:6:xVKJ5yU8K/fK0cLacGD/HA==

f5804416 Location:

Summary Statistics: Mean 0.008459571119417947; Valid 5083.0; Min. 0.0; StDev 0.09159507251218302; Max. 1.0

Variable Format: numeric

Notes: UNF:6:uAkewKieNZTuP2//Ghi2xQ==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 1.0; StDev 0.24571676971354878; Mean 0.06452882156206903; Valid 5083.0

Variable Format: numeric

Notes: UNF:6:e7FH8swkLfc6hSyo0efnrg==

f5804416 Location:

Summary Statistics: StDev 0.09053272834501681; Min. 0.0; Mean 0.008262836907338101; Max. 1.0; Valid 5083.0;

Variable Format: numeric

Notes: UNF:6:SQ1Qug3r5YLfvD7ETLzP8Q==

f5804416 Location:

Summary Statistics: Mean 1.0020040080160322; Max. 2.0; StDev 0.04472624956793639; Valid 4491.0; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:JZ+1nAXMkoeppQy4Sn79pg==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 1.0; StDev 0.32556397656069314; Mean 0.8795546558704453; Valid 1976.0;

Variable Format: numeric

Notes: UNF:6:JP01L+xCloFTn0RfQeRPvQ==

f5804416 Location:

Summary Statistics: StDev 0.42001423801209886; Valid 2065.0; Mean 0.7714285714285708; Min. 0.0; Max. 1.0;

Variable Format: numeric

Notes: UNF:6:eCZ0w9udst7FUH8RL3yFMg==

f5804416 Location:

Summary Statistics: Min. 0.0; Valid 2337.0; Max. 1.0; StDev 0.436450110295184; Mean 0.7441163885323054;

Variable Format: numeric

Notes: UNF:6:uFNy5ahrj0BpWeJF30DsKw==

f5804416 Location:

Summary Statistics: Mean 49.89889705882362; Max. 60.0; Valid 3264.0; StDev 15.118843093864609; Min. 15.0;

Variable Format: numeric

Notes: UNF:6:boKT2qOTgtDoIMMX9u5N5g==

f5804416 Location:

Summary Statistics: StDev 16.311208501254708; Valid 2149.0; Mean 42.568171242438304; Max. 60.0; Min. 15.0

Variable Format: numeric

Notes: UNF:6:KNLZ4eu/p8x9WXSQ716G3w==

f5804416 Location:

Summary Statistics: StDev 16.45522981990302; Min. 15.0; Mean 41.75307661770544; Max. 60.0; Valid 2519.0

Variable Format: numeric

Notes: UNF:6:ZlQJo8+YNkSkOwxFj5AwVQ==

f5804416 Location:

Summary Statistics: Mean 55.8174019607843; Valid 3264.0; Min. 15.0; Max. 60.0; StDev 11.57667309575056

Variable Format: numeric

Notes: UNF:6:TQTaGA58xFPS8QGlWiQjZA==

f5804416 Location:

Summary Statistics: Valid 2147.0; Max. 60.0; StDev 10.079452639798372; Min. 15.0; Mean 56.47741034000931

Variable Format: numeric

Notes: UNF:6:RtUZ0/c+fT1mP6rEVLxkdg==

f5804416 Location:

Summary Statistics: Max. 60.0; Min. 15.0; Valid 2518.0; Mean 56.98451151707703; StDev 9.082511364889799;

Variable Format: numeric

Notes: UNF:6:NjE20dRd/z8DjAnepoWVzQ==

f5804416 Location:

Summary Statistics: Min. 15.0; Valid 3264.0; Max. 60.0; Mean 54.5444240196078; StDev 13.102457683159884

Variable Format: numeric

Notes: UNF:6:/pH0HI58jlnooBSfx1fWiA==

f5804416 Location:

Summary Statistics: Mean 55.19562179785747; StDev 11.996773386587856; Min. 15.0; Valid 2147.0; Max. 60.0

Variable Format: numeric

Notes: UNF:6:0wOzkQBAW3z9DGWxtFWPdw==

f5804416 Location:

Summary Statistics: Mean 56.38204924543288; Min. 15.0; StDev 10.516356305807417; Max. 60.0; Valid 2518.0;

Variable Format: numeric

Notes: UNF:6:L8udRSG0yLyjeCM/ox4vVg==

f5804416 Location:

Summary Statistics: Mean 0.0; Valid 2133.0; StDev 0.0; Max. 0.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:2uf32DTLF+NnCX0Fv5RUCQ==

f5804416 Location:

Summary Statistics: StDev 0.42685561809248723; Max. 1.0; Min. 0.0; Valid 2063.0; Mean 0.2394571013087744;

Variable Format: numeric

Notes: UNF:6:MJBH7gpb+3nLOyitPdOlKA==

f5804416 Location:

Summary Statistics: Min. 0.0; StDev 0.39995715285078476; Valid 2337.0; Max. 1.0; Mean 0.19982884039366877

Variable Format: numeric

Notes: UNF:6:brGZ84lW016YG34reTMpkA==

f5804416 Location:

Summary Statistics: StDev 0.3988303617076644; Mean 0.19832402234636795; Min. 0.0; Max. 1.0; Valid 2148.0

Variable Format: numeric

Notes: UNF:6:cuBv+mRHM5z4uiPdNPF10A==

f5804416 Location:

Summary Statistics: StDev 0.4987439281786299; Min. 0.0; Mean 0.46291808046534155; Max. 1.0; Valid 2063.0

Variable Format: numeric

Notes: UNF:6:qzct1/MlI6TWJBNqfKhtsQ==

f5804416 Location:

Summary Statistics: Valid 2337.0; Max. 1.0; Min. 0.0; Mean 0.5186136071887039; StDev 0.49976034842641187

Variable Format: numeric

Notes: UNF:6:cU39prK1ju0pPLKrtsSB/g==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 1.0; Valid 2148.0; Mean 0.05959031657355572; StDev 0.2367813589795801;

Variable Format: numeric

Notes: UNF:6:1f/8nZvMq7JOymQlUFoDlA==

f5804416 Location:

Summary Statistics: Max. 1.0; Mean 0.21231216674745693; Min. 0.0; Valid 2063.0; StDev 0.4090437803473301;

Variable Format: numeric

Notes: UNF:6:CwLrc+nAGyXyjuz+0ge7hA==

f5804416 Location:

Summary Statistics: StDev 0.40469673505661424; Mean 0.20624732563114948; Valid 2337.0; Min. 0.0; Max. 1.0;

Variable Format: numeric

Notes: UNF:6:Wgw1Ko/0pbo5/dnpFaZ4OQ==

f5804416 Location:

Summary Statistics: Valid 2148.0; StDev 0.4476216151875539; Min. 0.0; Mean 0.27700186219739237; Max. 1.0;

Variable Format: numeric

Notes: UNF:6:u62T1pZ8tyauK8+KENVEtQ==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 1.0; Valid 2063.0; StDev 0.4989182935759075; Mean 0.5346582646631121

Variable Format: numeric

Notes: UNF:6:GrjG81dvAoqA8B+4umVrqQ==

f5804416 Location:

Summary Statistics: Min. 0.0; Mean 0.6243046640992737; Valid 2337.0; Max. 1.0; StDev 0.4844055702147873

Variable Format: numeric

Notes: UNF:6:0hd0AIXa9ZZuocCU/nkiOA==

f5804416 Location:

Summary Statistics: Valid 2151.0; Max. 20.0; StDev 8.207164610863051; Mean 10.396559739655977; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:5ckQPZuu7Ual/CaHrFOw1g==

f5804416 Location:

Summary Statistics: Valid 2065.0; Max. 20.0; Min. 0.0; StDev 7.984041256468541; Mean 11.872639225181613;

Variable Format: numeric

Notes: UNF:6:+MsOxu/+CHXyx3JvEBomcg==

f5804416 Location:

Summary Statistics: Mean 12.216516902011138; Valid 2337.0; Min. 0.0; StDev 7.974339261920324; Max. 20.0

Variable Format: numeric

Notes: UNF:6:i6/1gcRh55cwRBy25orBdw==

f5804416 Location:

Summary Statistics: StDev 3.657988084058094; Mean 5.536494653649461; Min. 0.0; Valid 2151.0; Max. 10.0

Variable Format: numeric

Notes: UNF:6:UNvr7+021AJnAK/2XnA5vg==

f5804416 Location:

Summary Statistics: Mean 5.886198547215505; Max. 10.0; StDev 3.667388274125816; Min. 0.0; Valid 2065.0;

Variable Format: numeric

Notes: UNF:6:sNKRpLWhPTb8MWXfz5pDmg==

f5804416 Location:

Summary Statistics: StDev 3.9146868995178834; Max. 10.0; Mean 5.762943945228926; Valid 2337.0; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:6S9MrxpZWtEpv7UOBJkWMA==

f5804416 Location:

Summary Statistics: Valid 2151.0; Min. 0.0; StDev 3.118557181622852; Max. 10.0; Mean 3.2696420269641986

Variable Format: numeric

Notes: UNF:6:v6g1yYxZMJsxF86xh3KBng==

f5804416 Location:

Summary Statistics: StDev 3.2585189627011895; Min. 0.0; Valid 2065.0; Mean 3.8164648910411607; Max. 10.0

Variable Format: numeric

Notes: UNF:6:VgvYqsupGeKkMuDBZSpq7Q==

f5804416 Location:

Summary Statistics: Valid 2337.0; StDev 3.356909512940218; Mean 3.875909285408644; Min. 0.0; Max. 10.0

Variable Format: numeric

Notes: UNF:6:fNqozQ4rD+eL8HSDsCULCg==

f5804416 Location:

Summary Statistics: StDev 6.220126382487165; Valid 2151.0; Min. 0.0; Max. 20.0; Mean 6.445839144583898;

Variable Format: numeric

Notes: UNF:6:NbtOMWWAUPWe7IB/5YC8HQ==

f5804416 Location:

Summary Statistics: Valid 2065.0; Min. 0.0; Mean 7.358837772397096; Max. 20.0; StDev 6.45906539526849

Variable Format: numeric

Notes: UNF:6:mu2XbpHiuL52chmuhqokqw==

f5804416 Location:

Summary Statistics: StDev 6.876958085196776; Max. 20.0; Min. 0.0; Mean 7.814291827128793; Valid 2337.0;

Variable Format: numeric

Notes: UNF:6:PBROWwh2T41BgX1C+461Fg==

f5804416 Location:

Summary Statistics: StDev 1.849795057142829; Valid 2151.0; Max. 5.0; Min. 0.0; Mean 1.5216178521617816

Variable Format: numeric

Notes: UNF:6:IqozfhlNnjyDYAs1iAAMEA==

f5804416 Location:

Summary Statistics: Mean 1.735108958837774; Max. 5.0; StDev 1.9497197920923137; Min. 0.0; Valid 2065.0

Variable Format: numeric

Notes: UNF:6:6d83ZjAzBxBYXOV1LmSFaQ==

f5804416 Location:

Summary Statistics: Min. 0.0; Max. 5.0; Valid 2337.0; StDev 2.055704985392997; Mean 1.9024390243902436;

Variable Format: numeric

Notes: UNF:6:79McXjhF+3DiKmi0YeEbHw==

f5804416 Location:

Summary Statistics: Valid 2151.0; StDev 5.225048679908767; Max. 20.0; Min. 0.0; Mean 4.139005113900495

Variable Format: numeric

Notes: UNF:6:p+8mO/yQnUV34iY7fLEb4A==