Protecting Early Childhood Development in Malawi Impact Evaluation Survey 2011-2012, Baseline
Malawi, 2011 - 2012
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Dec 05, 2019
Last modified
Dec 05, 2019
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Coversheet comments (q12_spec)
Data file: ECD_QxCS_noID
Overview
Valid:
284
Type:
Discrete
Start:
345
End:
507
Width:
163
Range:
-
Format:
character
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| A VERY DIFFICULT CHILD TO INSTRUCT ESPECIALLY ON LEITER | 1 |
0.4%
|
|
| AFTER LEITER, CHILD DID PPVT TRAINING ITEMS AND PARTOF SET 1 ONLY,SHE DID NOT RESPOND THEN STRT CRYING.TRIED TO CONTINUE BUT SHE COULD NOT | 1 |
0.4%
|
|
| ALTHOUGH THE PARENT WAS THERE,THE CHILD WAS NOT ACTIVEDURING ASSESSMENT | 1 |
0.4%
|
|
| ANTHROPREMETRICS NOT TAKEN BECAUSE CHILD WAS ABSENTON THE DAY WHEN IT WAS DONE | 1 |
0.4%
|
|
| ASSESSMENT COMPLETED ON THIRD ATTEMPT.HOWEVER;PPVTWAS NOT COMPLETED AS CHILD WENT IRRESPONSIVE ONPPVT.IT TOOK ENTICING HER TO CONTINUE | 1 |
0.4%
|
|
| ASSESSMENT DONE SUCCESSFULLY ONLY THAT THE CHILD CANNOT SPEAK | 1 |
0.4%
|
|
| ASSESSMENT DONE THE CAREGIVER WAS TRANSLATING TOCHITONGA | 1 |
0.4%
|
|
| ASSESSMENT DONE WITH CAREGIVER TRANSLATING TO CHITONGA | 1 |
0.4%
|
|
| ASSESSMENT DONE,CAREGIVER WAS TRANSLATING TO CHITONGA | 1 |
0.4%
|
|
| ASSESSMENT DONE,THE CAREGIVER WAS TRANSLATING TOCHITONGA | 1 |
0.4%
|
|
| ASSESSMENT DONE,THE MOTHER WAS TRANSLATING TO CHITONGA | 1 |
0.4%
|
|
| ASSESSMENT DONE. CAREGIVER ASSISTED IN TRANSLATINGCHITONGA | 1 |
0.4%
|
|
| ASSESSMENT DONE. CAREGIVER WAS TRANSLATING CHITONGA | 1 |
0.4%
|
|
| ASSESSMENT DONE. THE CAREGIVER WAS TRANSLATING TOCHITONGA | 1 |
0.4%
|
|
| ASSESSMENT DONE. THE CHITONGA TRANSLATION MANUEL WASUSED WHEN ASSESSING THE CHILD | 1 |
0.4%
|
|
| ASSESSMENT DONE.THE CHITONGA TRANSLATION MANUAL WASUSED MANUAL WAS USED ASSESSING THE LEARNER | 1 |
0.4%
|
|
| ASSESSMENT DONE.THE CHITONGA TRANSLATION MANUAL WASUSED WHEN CONDUCTING THE ASSESSMENT. | 1 |
0.4%
|
|
| ASSESSMENT WA CONDUCTED IN CHICHEWA AND CHITONGA. THECAREGIVER WAS TRANSLATING WHENEVER THE CHILD COULD NOTUNDERSTAND | 1 |
0.4%
|
|
| ASSESSMENT WENT GOOD WITH HELP OF TRANSLATION BY CAREGIVER | 1 |
0.4%
|
|
| AT FIRST THE CHILD REFUSED TO BE ASSESSED, BUT AFTERWATCHING HIS FRIENDS BEING ASSESSED HE BECAMEINTERESTED AND HE WAS ASSESSED WITHOUT PROBLEMS | 1 |
0.4%
|
|
| AT FIRST THE CHILD WAS NOT WILLING TO TAKE PART, BUTLATER AFTER SHOWING HIM SOME SWEETS HE BECAMEINTERESTED, AND EVERYTHING WENT ON WELL | 1 |
0.4%
|
|
| AT SOME POINT SHE WITHDRAW THE TEST AND HAD TO STOP FORAT LEAST 60 MINUTES | 1 |
0.4%
|
|
| CAREGIVER WAS TRANSLATING TO CHITONGA.MDAT IS PARTIALLYCOMPLETED BECAUSE THE CHILD REFUSED TO RESPOND TO THEQUESTION FOR LANGUAGE | 1 |
0.4%
|
|
| CHILD COULD NOT SPEAK NOR SMILE DURING ADMINISTRATIONOF LEITER AND PPVT. SHE STARTED SPEAKING DURING MDATADMINISTRATION | 1 |
0.4%
|
|
| CHILD FAILED TRIAL/THEN REFUSED TO CONTINUE | 1 |
0.4%
|
|
| CHILD INTOLERANT EVEN IN THE PRESENCE OF GUARDIAN | 1 |
0.4%
|
|
| CHILD LACKED ATTENTION ON THE LEITER | 1 |
0.4%
|
|
| CHILD MANAGED TO DO LEITER-R AND PPVT WITHOUT PROBLEMSBUT DURING MDAT ADMNISTRATION HE DEVELOPED FEVER ANDWAS RELUCTANT TO ANSWER MOTHER GUARDIAN HELPED | 1 |
0.4%
|
|
| CHILD REQUIRED PROLONGED ENTICING TO KEEP HERTHROUGHOUT BUT IT FAILED FOR ANTHROPOMETRY (REFUSAL) | 1 |
0.4%
|
|
| CHILD RESPONDENT STRONGLY REFUSED | 1 |
0.4%
|
|
| CHILD RESPONDENT STRUGGLED MAINTAINING CONCENTRATIONA LONG WAY UNTIL SHE COMPLETELY LOST IT.SEEMS THE CHILDIS MENTALLY DISTURBED COMPLETELY LOST CONCENTRATION. | 1 |
0.4%
|
|
| CHILD SCARED AT THE BEGINNING UNTIL GUARDIANACCOMPANIED HIM AND THEN HE SETTLED TO THE END | 1 |
0.4%
|
|
| CHILD SHOWED LITTLE INTEREST IN TEST AND WAS RELUCTANTTO PERFORM SOME INSTRUCTIONS.TEST DONE WITH LITTLEHELP OF MOTHER GURDIAN WHO HELP INTERPRET TONGA WORDS | 1 |
0.4%
|
|
| CHILD STOPED COOPERAING AND STOPPED RESPONDING. TRIEDTO CALL HER MUM BUT IT COULD NOT HELP | 1 |
0.4%
|
|
| CHILD STOPPED RESPONDING TO INSTRUCTIONS, ONLY MDAT(FINE MOTOR/VISUO PERCEPTION) WAS COMPLETED ALONG WITHANTHROPOMETRIC, BUT THE REST NOT. | 1 |
0.4%
|
|
| CHILD TOO QUIET AND HAD HIS ATTENTION UNSTABLE EVENWITHOUT CLEAR DISTRACTION | 1 |
0.4%
|
|
| CHILD WAS EASILY DISTRACTED BY THE OBJECT, WAS MOVINGALOT AND SOMETIMES HE WAS REFUSING TO ANSWER QUESTIONSHOWEVER I STRUGGLED AND MANAGED TO ADMINISTER TEST. | 1 |
0.4%
|
|
| CHILD WAS EASILY DISTRUCTED BY OTHER PEOPLE AROUND ANDWAS VERY SLOW. MANAGED TO DO IT WITH THE HELP OF MOTHERGUARDIAN | 1 |
0.4%
|
|
| CHILD WAS NOT SPEAKING IN THE WHOLE ASSESSMENT | 1 |
0.4%
|
|
| CHILD WAS NOT WITH STABLE MIND DURING ASSESSMENT, SHEKEPT POINTING AND TALKING TO HERSELF. | 1 |
0.4%
|
|
| CHILD WAS SHOWING SIGNS OF TIREDNESS AND WAS NOTINTERESTED IN THE TEST AND SOMETIMES WAS NOT RESPONDINGTEST DONE WITH HELP OF MOTHERGUARDIAN IN TRANSLATING | 1 |
0.4%
|
|
| CHILD WAS SHY AND COULD NOT RESPOND IN SOME INSTANCESESPECIALLY MDAT LANGUAGE. TEST ADMINISTERED IN TONGAAND CHILD UNDERSTOOD MY TONGA | 1 |
0.4%
|
|
| CHILD WAS VERY COOPERATIVE AND MANAGED TO DO ASINSTRUCTED BUT HAD PROBLEMS WITH SOME PART OF MDATLANGUAGE SECTION.DONE WITH HELP OF MOTHER | 1 |
0.4%
|
|
| CHILD WAS VERY COOPERATIVE BUT WAS ALSO SHY AS SUCHCOULD NOT RESPOND TO SOME QUESTIONS ESPECIALLY MDATLANGUAGE INTERVIEW DONE WITH THE HELP OF MOTHERGUARDIAN | 1 |
0.4%
|
|
| CHILD WAS VERY COOPERATIVE SHE WAS SHY IN FEW INSTANCESAND DID NOT NOT RESPOND TO QUESTIONS, INTERVIEW DONE INCHICHEWA BECAUSE CHILD UNDERSTOOD AND SPOKE CHICHEWA | 1 |
0.4%
|
|
| CHILD WAS VERY DISTRUCTED AND SEEMED TO BE TIRED.BUT WE MANAGED TO DO IT SUCCESFULLY TESTS DONE IT CHITONGACHILD WAS ABLE TO UNDRESTAND MY CHITONGA | 1 |
0.4%
|
|
| CHILDREN RESPONDENT SCARED EVEN AFTER CHANGING HERMIND IN THE FIRST ATTEMPT | 1 |
0.4%
|
|
| COULD NOT LIKE TALKING BUT POINT AT THE ITEM | 1 |
0.4%
|
|
| DISCONTINUED MDAT LANGAUGE BECAUSE THE CHILD WOULDNTRESPOND | 1 |
0.4%
|
|
| DISCONTINUED MDAT LANGUAGE BECAUSE THE CHILD WOULDNTRESPOND | 1 |
0.4%
|
|
| DISCONTINUED MDAT(LANGUAGE/HEARING) FROM QUESTION 26BECAUSE THE CHILD STOPPED RESPONDING EVEN WITH THE HELPOF THE MOTHERGUARDIAN | 1 |
0.4%
|
|
| DISPLAYED ALOT OF DIFFICULTIES SPEAKING, AND WASRELUCTANT TO PERFORM TASKS | 1 |
0.4%
|
|
| DONE THOUGH THE CHILD HAD DIFFICULTIES IN HANDLING THEHIGHLIGHTER.DIDNT POINT ANYTHING ON PPVT,ON MDATLANGUAGE SHE DID NOT SPEAK | 1 |
0.4%
|
|
| DONE THOUGH THE CHILD SEAMED DESTRUCTED | 1 |
0.4%
|
|
| DONE THROUGH INTERPRETOR | 1 |
0.4%
|
|
| DONE WITH LITTLE HELP FROM THE MOTHER GUARDIAN WHOINTERPRET SOME WORDS BUT SHE WAS SHY AND COULD NOTANSWER SOME QUESTIONS | 1 |
0.4%
|
|
| DONE WITH THE HELP OF AN INTERPRETER | 3 |
1.1%
|
|
| DONE WITH THE HELP OF THE INTERPRETER | 1 |
0.4%
|
|
| DONE,ON PPVT SHE WAS POINTING ONLY ITEMS SHE KNEW FORTHOSE SHE DIDNT KNOW SHE KEPT QUITE ALSO ON LANGUUAGE | 1 |
0.4%
|
|
| DONE,THE CAREGIVER WAS TRANSLATING TO CHITONGA | 3 |
1.1%
|
|
| DONE.THE CAREGIVER WAS TRANSLATING TO CHITONGA | 1 |
0.4%
|
|
| DURING LEITER-R THE CHILD WAS JUST MAKING A LINETHROUGH A NUMBER OF ITEMS DELIBERATELY | 1 |
0.4%
|
|
| EVERYTHING WENT WELL WITH THE HELP OF MOTHER WHO WASINTERPRETING | 1 |
0.4%
|
|
| FIRST ATTEMPT ENDED PREMATURELY BECAUSE THE CHILDSTARTED CRYING AFTER COMPLETING AS6. HE WANTED TO BEASSESSED IN PRESENCE OF HIS FRIENDS | 1 |
0.4%
|
|
| FIRST ATTEMPT WAS UNSUCCESFUL BECAUSE THE CHILDRESPONDENT WANTED TO BE INTERVIEW BY A FEMALE INTERVIEW | 1 |
0.4%
|
|
| GENERALLY THE CHILD DEMOSTRATED BELOW AVERAGEPERFORMANCE HOWEVER THE TESTS WERE COMPLETED | 1 |
0.4%
|
|
| GOAL ATTAINED BUT CHILD COULD NOT KEEP THE INSTRUCTIONS | 1 |
0.4%
|
|
| GOAL ATTAINED PARTIONLY | 1 |
0.4%
|
|
| GOAL ATTAINED WITH AID OF A TRANSLATOR | 1 |
0.4%
|
|
| GOAL ATTAINED WITH AID OF AN INTERPRETER | 7 |
2.5%
|
|
| GOAL ATTAINED WITH AID OF AN INTERPRETOR | 3 |
1.1%
|
|
| GOAL ATTAINED WITH AID OF INTERPRETER | 2 |
0.7%
|
|
| GOAL ATTAINED WITH THE AID OF AN INTERPRETER | 1 |
0.4%
|
|
| GOO. THE MOTHER OF THE CHILD WAS TRANSLATING TOCHITONGA | 1 |
0.4%
|
|
| GOOD THOUGH THE CHILD HAD LITTLE PROBLEM SPEAKINGCHICHEWA | 1 |
0.4%
|
|
| GOOD,THE CAREGIVER WAS TRANSLATING | 1 |
0.4%
|
|
| GOOD,THE CAREGIVER WAS TRANSLATING TO CHITONGA | 3 |
1.1%
|
|
| GOOD. THE CARE GIVER WAS TRANSLATING CHITONGA | 1 |
0.4%
|
|
| GOOD. THE MOTHER WAS TRANSLATING TO CHITONGA | 2 |
0.7%
|
|
| GOOD.THE ASSESSMENT WAS DONE USING CHITONGA TRANSLATIONMANUAL.THE MOTHER WAS PRESENT DURING THE TEST BECAUSETHE CHILD WANTED TO STAY WITH HER | 1 |
0.4%
|
|
| GOOD.THE CHITONGA TRANSLATION MANUAL WAS USED WHENASSESSING THE LEARNER | 1 |
0.4%
|
|
| HAD A 15 MINUTES PORRIDGE BREAK DURING THE TEST THAT ISWHY IT TOOK SO LONG | 1 |
0.4%
|
|
| HE HAD PROBLEMS UNDERSTANDING THE TESTS | 1 |
0.4%
|
|
| HE HAS A PROBLEM IN HEARING | 1 |
0.4%
|
|
| HE IS TOO QUIET BUT WHEN HIS WHEN HIS MOTHER SAT WITHHIM,THE INTEREST INCREASE | 1 |
0.4%
|
|
| HE IS TOO QUITE,BUT INTERVIEW OK | 1 |
0.4%
|
|
| HE STOPPED DURING PRACTICING LEITER AS4. HIS MOTHER,CARE GIVERS AND MYSELF TRIED TO RE-ENGAGE EVEN OTHERACTIVITIES (MDAT & PPVT) BUT STILL REFUSED | 1 |
0.4%
|
|
| HE WAS CRYING THROUGH OUT ANTHROPOMETRICS SESSIONEVEN WHEN HE HAD ASSISTANCE FROM HIS MOTHER | 1 |
0.4%
|
|
| HER MOTHER WAS INTERPRETING CHICHEWA INTO YAO BECAUSETHE CHILD DOES NOT UNDERSTAND CHICHEWA | 1 |
0.4%
|
|
| I MANAGED TO ADMINISTER TSSTS TO CHILD HOWEVER CHILDSHOWED LITTLE INTEREST IN THE AND KEPT ON MOVING(FIDGETING) AND THIS DISTURBED THE TEST ADMINISTRATION | 1 |
0.4%
|
|
| INTERVIEW DONE IN CHITONGA CHILD WAS ABLE TO UNDERSTAND MY CHITONGA CHILD WAS EASILY DISTRUCTED BY PEOPLEAROUND AND WAS MOVING ALOT | 1 |
0.4%
|
|
| INTERVIEW DONE WITH THE HELP OF THE MOTHER GUARDIAN INTRANSLATING CHITONGA, IN MDAT CHILD SHOWED LITTLEINTEREST IN TEST AND HER MIND WAS WONDERING ALOT | 1 |
0.4%
|
|
| INTERVIEW WAS DONE WITH THE HELP OF AN INTERPRETERBECAUSE CHILD UNDERSTOOD TUMKUKA ONLY,CHILD WAS MOVINGALOT AND SOMETIMES SHE REFUSED TO ANSWER QUESTIONS | 1 |
0.4%
|
|
| IT ALL WENT WELL,THOUGH THE MOTHER HAD TO SIT WITH THECHILD FOR TRANSLATION IN CHITONGA | 1 |
0.4%
|
|
| IT WAS ABIT DIFFICULT TO GET THE RIGHT MEASUREMENTS OFTHE CHILD'S HEIGHT BECAUSE SHE HAD HER HAIR PLAITED | 1 |
0.4%
|
|
| IT WAS GOOD BUT COULD NOT TAKE ANTHROPOMETRICMEASUREMENTS BECAUSE OF RELIGIOUS REASONS | 1 |
0.4%
|
|
| IT WAS GOOD. CAREGIVER SAT WITH CHILD FOR TRANSLATION | 1 |
0.4%
|
|
| IT WAS GOOD. CHILD HAD TO SIT WITH MOTHER FORTRANSLATION | 1 |
0.4%
|
|
| IT WAS GOOD. CHILD SAT WITH CAREGIVER FOR TRANSLATION | 1 |
0.4%
|
|
| IT WAS GOOD. CHILD SAT WITH RELATIVE FOR TRANSLATION | 1 |
0.4%
|
|
| IT WAS GOOD. CHILD SIT WITH MOTHER FOR TRANSLATION | 1 |
0.4%
|
|
| IT WAS GOOD.CHILD SAT WITH MOTHER FOR TRANSLATION | 1 |
0.4%
|
|
| IT WAS GOOD.HAD TO SIT WITH CAREGIVER FOR TRANSLATION | 1 |
0.4%
|
|
| IT WAS NOT GOOD,BECAUSE THE CHILD WAS SLOW TO STARTWORKING ON THE TESTS | 1 |
0.4%
|
|
| IT WAS OK.ALL TESTS WERE COMPLETED EXCEPTANTROPOMETRIC MEASUREMENT. | 1 |
0.4%
|
|
| IT WAS SUCCESSFUL WITH THE HELP OF THE RELATIVE WHOWAS INTERPRETING | 1 |
0.4%
|
|
| MANAGED TO COMPLETE ALL THE ASSESSMENTS AFTER BEINGFORCED | 1 |
0.4%
|
|
| MDAT HAS PARTIONLY BEEN COMPLETED BECAUSE THE CHILD GOT AND DID NOT PAY ATTENTION. WHICH RESULTED TO THEDISCONTINUING OF THE TEST | 1 |
0.4%
|
|
| MISSING ON LETTER (R) BECAUSE THE CHILD WASADMINISTERED WRONG TEST | 1 |
0.4%
|
|
| MISSION HAS NOT BEEN SUCCESSFUL. MDAT WAS PARTIONLYCOMPLETED BECAUSE CHILD STOPPED RESPONDING | 1 |
0.4%
|
|
| MOTHER DID TRANSLATION TO CHITONGA | 1 |
0.4%
|
|
| MOTHER GURDIAN WAS TRANSLATING IN SWAHILI | 1 |
0.4%
|
|
| MOTHER SAT WITH CHILD FOR TRANSLATION | 2 |
0.7%
|
|
| MOTHERGUARDIAN HELPED IN TRANSLATING SOME WORDSCHILD WAS RELACTANT ANSWERING SOME QUESTIONS ESPECIALLYMDAT | 1 |
0.4%
|
|
| MOTHERGUARDIAN HELPED INTERPRETING SOME WORDS | 1 |
0.4%
|
|
| NICE EXERCISE, ONLY ON A FEW OCCASIONS SHE(CHILD) GOTDISTRACTED BY THE RAINS | 1 |
0.4%
|
|
| OBSERVATION WAS NOT GOOD BECAUSE THE CHILD WAS NOTRESPONDING TO SOME QUESTIONS | 1 |
0.4%
|
|
| ON ANTHROMETRICS, HE REFUSED BECAUSE OF RELIGIOUSREASONS | 1 |
0.4%
|
|
| ON ANTHROPOMETRICS, HE REFUSED BECAUSE OF RELIGIOUSREASONS | 1 |
0.4%
|
|
| ON ANTHROPOMETRICS, SHE REFUSED BEACAUSE OF RELIGIOUSREASONS | 1 |
0.4%
|
|
| ON FIRST ATTEMPT CHILD COULDN'T RESPOND ON ANYTHING | 1 |
0.4%
|
|
| ON MDAT (LANGUAGE & HEARING) Q35 TO Q41 THE CHILD WASNOT RESPONDING ANYTHING, HE WAS JUST QUITE | 1 |
0.4%
|
|
| ON PPVT,LIKELY TO POINT AT PICTURES ON HER SIDE.EG,IFON THE LEFT, WOULD GO FOR 1 OR 2,ON THE RIGHT, 2 OR 4SHE MAINTAINED THIS WHEN SWITCHED ON SITTING SIDE | 1 |
0.4%
|
|
| OVERRALL THE ASSESSMENTS WERE OK BUT THE CHILD WAS ABIT PLAYFUL | 1 |
0.4%
|
|
| RELIGION DOES NOT ALLOW ANTHROPOMETRICS | 1 |
0.4%
|
|
| SHE CPULD NOT PAY MUCH ATTENTION TO WHAT WAS REQUIREDOF HER ESPECIALLY ON LEITER | 1 |
0.4%
|
|
| SHE DID LEITER, PPVT AND UNDERWENT ANTHROPOMETRY ALONEBUT IN THE MIDDLE OF MDAT, THE MG ACCOMPANIED HER ANDSHE COMPLETED IT THEREAFTER | 1 |
0.4%
|
|
| SHE HAD MORE PROBLEMS TO HANDLE AND CONTROL THEHIGHLIGHTER WHEN WRITING | 1 |
0.4%
|
|
| SHE IS LITTLE BIT MENTALLY CHALLENGED BECAUSE OF A LONGILLINESS SHE HAD LAST YEAR.THIS ALSO CONTRIBUTED A LOTESPECIALLY AT LEITER. | 1 |
0.4%
|
|
| SHE IS TOO QUITE AND SEEMS NOT INTERESTED WITH GAMESBUT SHE COMPLETED. | 1 |
0.4%
|
|
| SHE IS TOO QUITE,BUT ASSESSMENT DONE | 1 |
0.4%
|
|
| SHE MANAGED EACH TEST AFTER GIVEN SOME SWEETS | 1 |
0.4%
|
|
| SHE MANAGED TO COMPLETE THE TEST ONLY IF GIVEN SOMESWEETS | 1 |
0.4%
|
|
| SHE ONLE MANAGED TO COMPLETE THE TEST ONLY WHEN GIVENSOME SWEETS | 1 |
0.4%
|
|
| SHE PAID ATTENTION ONLY AT PPVT.STOPPED MDAT BECAUSE SHE WAS JUST PLAYING WITH ITEMSTHE MOTHER TOLD ME TO STOP ADMINISTERING. | 1 |
0.4%
|
|
| SHE RARELY SPOKE AND DID NOT PAY MUCH ATTENTION | 1 |
0.4%
|
|
| SHE STARTED CRYING DURING ANTHROPOMETRIC MEASUREMENTSBECAUSE SHE WAS REFUSING TO PLACE HER FEET ON THE SCALESTADIOMETER | 1 |
0.4%
|
|
| SHE WAS JUST CRYING ANYHOW WITH NO PROPER REASON DURINGMDAT AND AT ANTHROPOMETRIC MEASUREMENTS | 1 |
0.4%
|
|
| SHE WAS SLOW IN ANSWERING ESPECIALLY IN PPVT | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT BUT THE MG HAD TO BE PRESENT DURINGSOME LATER OF MDAT AND ANTHROPOMETRY | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT EXCEPT FOR THE ASSISTANCE FROM THEMG ON TRANSLATION (TONGA) | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT MORE CREDIT TO OUR OWN TRANSLATIONSHEET | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH CARE GIVER PROVING TRANSLATIONTHROUGHTOUT. HEIGHT RAISED BECAUSE OF THICK HAIR | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH CAREGIVER PROVIDING SOMETRANSLATIONS | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH CAREGIVER PROVIDING TRANSLATION | 6 |
2.1%
|
|
| SMOOTH ASSESSMENT WITH CHITONGA FROM TRANSLATIONREFERENCE SHEET | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH HELP FROM CHITONGA TRANSLATIONREFERENCE AND SOMETIMES THE MG | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH HELP OF CHITONGA TRANSLATIONREFERENCE AND SOMETIMES THE MG | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH HELP OF CHITONGA TRANSLATIONREFERENCE MANUAL HOWEVER,CHILD FOND OF QUADRANT 2 INPPVT DESPITE CLARIFICATION IN INSTRUCTION | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH HELP OF CHITONGA TRANSLATIONREFERENCE SHEET | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH HELP OF TRANSLATION SHEET | 2 |
0.7%
|
|
| SMOOTH ASSESSMENT WITH MOST OF IT FACILITATED THROUGHOUR OWN TRANSLATION | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH SOME ASSITANCE ON TRANSLATIONFOR SOME INSTRUCTIONS | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH SOME TRANSLATION ASSISTANCE INLEITER (SUSTAINANCE ATTENTION) FINE MOTOR AND LANGUAGE | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH TRANSLATION ASSISTANCE IN ALLEXCEPT PPVT SECTION | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH TRANSLATION IN ALL EXCEPT PPVTSECTION | 1 |
0.4%
|
|
| SMOOTH ASSESSMENT WITH TRANSLATION MOSTLY FROM OUR OWNTRANSLATION SHEET | 1 |
0.4%
|
|
| SOME OF THE TIMES SHE REFUSED TO ANSWER QUESTION | 1 |
0.4%
|
|
| SOMETIMES THE CHILD COULD LOSE FOCUS DURING THEADMISTRATION OF PPVT HENCE REPEATEDLY POINTING TO ANYITEMS ON POSITION 2 | 1 |
0.4%
|
|
| SOMETIMES THE CHILD COULD WONDER WHAT WAS HAPPENINGDURING THE ADMISTRACTION OF THE TEST | 1 |
0.4%
|
|
| SUCCESFUL INTERVIEW DONE WITH THE HELP OF MOTHERGURDIAN WHO HELPED OF MOTHER GURDIAN WHO HELPEDINTERPRET SOME TONGA WORDS | 1 |
0.4%
|
|
| SUCCESFUL ITERVIEWS DONE WITH THE HELP OF MOTHERGURDIAN WHO HELPED INTERPRET SOME TONGA WORDS | 1 |
0.4%
|
|
| SUCCESFUL TEST ADMISTRATION DONE WITH LITTLE HELP OFMOTHERGUARDIAN WHO INTERPRET SOME WORDS.CHILD WAS VERYCOOPERATIVE | 1 |
0.4%
|
|
| SUCCESSFUL INTERVIEW DONE WITH THE HELP OF ANINTERPRETER WHO WAS THE FAHTER ,CHILD UNDERSTOODTUMBULKA ONLY | 1 |
0.4%
|
|
| SUCCESSFUL INTERVIEW,DONE IN CHITONGA | 1 |
0.4%
|
|
| SUCCESSFUL INTERVIEWS DONE IN CHITONGA CHILD UNDERSTOOD MY CHITONGA, CHILD WAS VERY COOPERATIVE BUT WASRELUCTANT TO ANSWER QUESTIONS SOME TIMES | 1 |
0.4%
|
|
| SUCCESSFUL INTERVIEWS WITH THE HELP OF THE MOTHERGUARDIAN WHO INTERPRET SOME WORDS. CHILD VERYCOOPERATIVE ABD MANAGED TO DO AS INSTRUCTED | 1 |
0.4%
|
|
| SUCCESSFUL,INTERVIEW DONE BOTH IN CHICHEWA AND CHITONGA | 1 |
0.4%
|
|
| SUCCSESSFUL TEST ADMINISTRATION DONE IN CHITONGA, CHILD WAS ABLE TO UNDERSTAND MY CHITONGA. CHILD VERYCOOPERATIVE ALTHOUGH SEEMED VERY QUITE | 1 |
0.4%
|
|
| SUPRISINGLY GOT ITEM 40 OF LANGUAGE RIGHT AFTERFINISH TIME.HE INSISTED TO TAKE IT AGAIN.VERYINTERESTINGLY COOPERATIVE CHILD | 1 |
0.4%
|
|
| TALKING IS VERY DIFFICULT TO HIM.BUT ALL TESTS DONE | 1 |
0.4%
|
|
| TEST DONE IN CHICHEWA AND CHITONGA WITH MOTHERGUARDIANAS AN INTERPRETER | 1 |
0.4%
|
|
| TEST DONE SUCCESSFULLY WITH THE HELP OF MOTHERGUARDIANWHO INTERPRET SOME WORDS.THE CHILD WAS MOVING ALOT ANDIT DISTURBED THE TEST ADMISTRATION | 1 |
0.4%
|
|
| THE ADMINISTERING OF TEST WENT WELL WITH THE HELP OFTHE CAREGIVER IN TRANSLATING FROM CHICHEWA TO CHITONGA | 1 |
0.4%
|
|
| THE ADMINISTERING OF THE INTERVIEW WENT WELL WITH THEHELP OF MOTHER GURDIAN IN TRANSLATING FROM CHICHEWA TOCHITONGA | 1 |
0.4%
|
|
| THE ASSESSMENT HAD TO BE STOPPED DURING MDAT.SOMEASSESSMENTS HAD TO BE DONE IN THE CG'S PRESENCE. SHETHEN STARTED CRYING UNCONTROLLABLY | 1 |
0.4%
|
|
| THE ASSESSMENT WAS DONE THROUGH INTERPRETER BECAUSETHE CHILD WAS NOT UNDERSTANDING MUCH OF CHICHEWA | 1 |
0.4%
|
|
| THE CARE GIVER WAS TRANSLATING CHITONGA. THE CHILD(GIRL) HAS LONG HAIR AND THIS MIGHT HAVE CONTRIBUTEDTO HER HEIGHT BY SOME FEW CENTMETRES | 1 |
0.4%
|
|
| THE CAREGIVER WAS TRANSLATING TO CHITONGA. HOWEVERAFTER LEITER-R SHE WAS NOT RESPONDING AND I HAD TOBREAK FOR A WHILE | 1 |
0.4%
|
|
| THE CHILD AT SOME POINT REFUSED TO ANSWER QUESTIONS.TO ANSWER I HAD TO PERSUDE HER | 1 |
0.4%
|
|
| THE CHILD COULD NOT CONTINUE THE MDAT LANGUAGE TEST,SHE STARTED CRYING A SITUATION THAT RESULTED TODISCONTINUATION OF THE TEST. | 1 |
0.4%
|
|
| THE CHILD COULD NOT RESPOND TO SOME QUESTIONS | 1 |
0.4%
|
|
| THE CHILD CRIED ALOT AND SOMETIMES HE WAS TURNING HISFACE AWAY FROM ME. I RE-ENGAGED HIM WHENEVER HE DIDTHAT | 1 |
0.4%
|
|
| THE CHILD DID NOT ATTEMPT ALL THE TEST.HE WAS NOTRESPONDING EVEN IN THE PRESENCE OF HIS MOTHER &ANTROPOMETRICS WAS NOT DONE,CHILD REFUSED | 1 |
0.4%
|
|
| THE CHILD FAILED TO FINISH LEITER PRACTICE, MDAT ANDPPVT ALSO FAILED TO UNDERSTAND ANYTHING | 1 |
0.4%
|
|
| THE CHILD HAD DIFFICULT IN UNDERSTANDING SOME OFCHICHEWA WORDS,SO THE MOTHER WAS INTERPRETING IT TOTUMBUKA | 1 |
0.4%
|
|
| THE CHILD HAD DIFFICULTIES IN UNDERSTANDING CHICHEWA.USE HIS MOTHER FOR INTERPRETATION | 1 |
0.4%
|
|
| THE CHILD HAD PROBLEMS TO HOLD A HIGHLIGHTER DURINGLEITER-R AND MDAT | 1 |
0.4%
|
|
| THE CHILD IS PHYSICALLY DISABLED WITH ONE HAND AND SHERARELY SPOKE.BUT I TRIED TO ADMINISTER ALL THE TEST ANDSHEALSO TRIED TO HER LEVEL BEST. | 1 |
0.4%
|
|
| THE CHILD KEPT SOBING DURING ASSESSMENT ALMOST CRIEDHE TRIED TO AVOID LOOKING AT ME AND HE HADLY RESPONDEDTO QUESTIONS | 1 |
0.4%
|
|
| THE CHILD LOST FOCUS AMID TEST WAS. WAS SLOW WHENRESPONDING. ALWAYS GOT DESTRUCTED BY MDAT KIT | 1 |
0.4%
|
|
| THE CHILD MANAGED TO FINISH THE TEST AFTER GIVEN SOMESWEETS | 1 |
0.4%
|
|
| THE CHILD ONLY MANAGED TO PARTICIPATE IN LEITER AND ANTROPOMETRICS,BUT FAILED TO PARTICIPATE IN MDAT AND PPVTI TRIED TO REENGAGE HER SHE STARTED CRYING. | 1 |
0.4%
|
|
| THE CHILD PUT ALL THE CONCENTRATION ON THE TEST SUCHTHAT IT WAS FUN TO HIM TO COMPLETE TASKS | 1 |
0.4%
|
|
| THE CHILD REFUSED TO ANSWER SOME QUESTIONS ON MDAT,LANGUAGE 25 AND 38, 39, 40. HE SAID HE DOES NOT WANT | 1 |
0.4%
|
|
| THE CHILD REFUSED TO CONTINUE WITH THE TEST THAT SHEWALK AWAY EVEN HER MOTHER TRIED TO CONVICE HER BUT TONO VAIL | 1 |
0.4%
|
|
| THE CHILD REFUSED TO DO ANY OF THE ASSESSMENTS,WHENYOU FORCED HIM TO DO HE WAS JUST CRYING | 1 |
0.4%
|
|
| THE CHILD RESPONDENT SHOWED LITTLE INTEREST. SHEREFUSED AT FIRST ONLY TO START RESPONDING WHEN SHE SATWITH HER AUNT | 1 |
0.4%
|
|
| THE CHILD RESPONDENT WAS COOPERATIVE AT FIRST BUT LATERBECAME TIRED AND ESPECIALLY ON LEITER AND WAS MARKINGTHINGS ANYHOW | 1 |
0.4%
|
|
| THE CHILD SAT WITH HER MOTHERGURDIAN TO INTERPRETECHICHEWA INTO CHITONGA | 2 |
0.7%
|
|
| THE CHILD SAT WITH HER MOTHERGURDIAN TO INTERPRETECHICHEWA INTO CHITONGA IT WAS SUCCESSFUL | 1 |
0.4%
|
|
| THE CHILD SAT WITH INTERPRETER THE MOTHERGUARDIAN.ITWAS SUCCESSFUL | 1 |
0.4%
|
|
| THE CHILD SEEMED NOT TO PAY MAXIMUM ATTENTION TO THETESTS EVEN THOUGH ATTEMPTS WERE MADE TO ENGAGE HER | 1 |
0.4%
|
|
| THE CHILD SEEMED TIRED AND HUNGRY AS SHE DID THEASSESSMENTS.SHE IS INTELLIGENT | 1 |
0.4%
|
|
| THE CHILD SHOWED LITTLE INTEREST IN TEST AND REFUSED TOANSWER SOME QUESTIONS | 1 |
0.4%
|
|
| THE CHILD STAYED WITH THE CAREGIVER DURING ASSESSMENTFOR INTERPRETATION OF THE LANGUAGE | 1 |
0.4%
|
|
| THE CHILD STAYED WITH THE CAREGIVER DURINGASSESSMENT FOR INTERPRETATION OF THE LANGUAGE | 1 |
0.4%
|
|
| THE CHILD TOO QUITE AMD NOT SERIOUS DESPITE CONSTANTLYREMINDING HER TO BE ENGANGED | 1 |
0.4%
|
|
| THE CHILD TOOK TIME TO OPEN UP | 1 |
0.4%
|
|
| THE CHILD WAS COOPERATIVE BUT DURING MDAT HE COULD NOTRESPOND TO SOME QUESTIONS ESPECIALLY LANGUAGE.INTERVIEWDONE SUCCESSFULLY WITH THE HELP OF MOTHER GURDIAN | 1 |
0.4%
|
|
| THE CHILD WAS DELIVERY CROSSING A LINE ACROSS NUMBER OFITEMS | 1 |
0.4%
|
|
| THE CHILD WAS DIFFICULT TO ENGAGE | 1 |
0.4%
|
|
| THE CHILD WAS DIFFICULT TO ENGAGE,SHOWED LITTLEINTEREST IN TASKS AND DID NOT COOPERATE WITHINSTRUCTIONS AND REQUESTS | 1 |
0.4%
|
|
| THE CHILD WAS DISQUALIFIED FROM TAKING PART INASSESSMENT BECAUSE SHE COULDN'T RESPOND TO WHAT IADVISED HER TO DO | 1 |
0.4%
|
|
| THE CHILD WAS GOOD.THE CHILD HAD TO SIT WITH THE MOTHERFOR TRANSLATION IN CHITONGA | 1 |
0.4%
|
|
| THE CHILD WAS JUST CRYING BEFORE ADMINISTERING THE TESTBEFORE MDAT,HE DIDN'T WANT TO PARTICIPATE. I STOPPEDFOR 20 MINUTES PERSUADING HIM TO CONTINUE. | 1 |
0.4%
|
|
| THE CHILD WAS MATURE AND WELL COMPOSED AND SHE TOOK THETESTS WITH LITTLE PROBLEMS | 1 |
0.4%
|
|
| THE CHILD WAS NEVER INTERESTED IN THE TESTS. HE HARDLYSPOKE HENCE POORLY SCORED LAST PART OF THE MDAT | 1 |
0.4%
|
|
| THE CHILD WAS NOT ACTIVE | 1 |
0.4%
|
|
| THE CHILD WAS NOT ACTIVE IN ANSWERING AND THEASSESSMENT WAS COMPLETED WITH THE HELP OF SWEETS | 1 |
0.4%
|
|
| THE CHILD WAS NOT COMFORTABLE TO BE ALONE, SHE WANTEDTO STAY WITH HER MOTHER.SHE WAS FOND OF CRYING,IF THEMOTHER MOVES FROM WHERE SHE WAS | 1 |
0.4%
|
|
| THE CHILD WAS NOT COPERATIVE SO THE ASSESSMENT WAS DONEWITH THE HELP OF THE PARENT | 1 |
0.4%
|
|
| THE CHILD WAS NOT RESPONDING TO MOST OF THEQUESTIONS,SHE RARELY SPOKE.SHE RARELY SPOKE DURINGMDAT LANGUAGE/HEARING SECTION; | 1 |
0.4%
|
|
| THE CHILD WAS NOT SPEAKING AND COULD NOT SAY A WORD | 1 |
0.4%
|
|
| THE CHILD WAS NOT SPEAKING ON MDAT MAINLY ON LANGUAGESECTION HE THEN STARTED CRYING ALTHOUGH THE PARENT WASTHERE | 1 |
0.4%
|
|
| THE CHILD WAS NOT UNDERSTANDING MUCH OF CHICHEWA,SO THERELATIVE WAS THE ONE TRANSLATING IT | 1 |
0.4%
|
|
| THE CHILD WAS NOT UNDERSTANDING MUCH OF CHICHEWA,SOTHE MOTHER WAS TRANSLATING IT | 1 |
0.4%
|
|
| THE CHILD WAS NOT WILLING TO BE ASSESSED AT FIRST BUTLATER WITH THE HELP OF THE MOTHER HE BECOME COOPERATIVE | 1 |
0.4%
|
|
| THE CHILD WAS NOT WILLING TO BE ASSESSED BUT WITH THEHELP OF THE MOTHER EVERYTHING WENT WELL | 1 |
0.4%
|
|
| THE CHILD WAS NOT WILLING TO BE ASSESSED, ASSESSMENTWAS DONE WITH THE HELP OF THE PARENT MAINLY ON MDAT | 1 |
0.4%
|
|
| THE CHILD WAS NOT WILLING TO BE ASSESSED,THE ASSESSMENTWAS DONE WITH THE HELP OF THE CAREGIVER. | 1 |
0.4%
|
|
| THE CHILD WAS NOT WILLING TO TAKE PART LATER AFTERBEEN GIVEN THE SWEETS SHE ACCEPTED AND EVERYTHING WENTWELL | 1 |
0.4%
|
|
| THE CHILD WAS SO STUBBORN AFTER SOMETIME THE ASSEMENTSWERE DONE THOUGH NOT SMOOTHLY | 1 |
0.4%
|
|
| THE CHILD WAS VERY SLOW TO PERFOM SOME OF THE TASKS. | 1 |
0.4%
|
|
| THE CHILD WAS VERY TROUBLESOME, HE EVEN RUN AWAY WHILETHE TEST WAS IN PROGRESS BUT LATER WITH THE HELP OF THEPARENT WE MANAGED TO CONTROL THE CHILD AND HE FINISHED | 1 |
0.4%
|
|
| THE CHILD'S MIND WAS WANDERING ALOT AT THE SAME TIME HEWAS TOO PLAYFUL | 1 |
0.4%
|
|
| THE CR STARTED SO WELL BUT LATER ON LOST ATTENTION UPUNTILL WE INVITED HIS MOTHER. | 1 |
0.4%
|
|
| THE INTERVIEW SUCCESSFULLY DONE WITH THE HELP OF ANINTERPRETER BECAUSE CHILD WAS NOT ABLE TO UNDERSTANDCHICHEWA | 1 |
0.4%
|
|
| THE INTERVIEW TOOK LONG TIME THAN USUAL BECAUSE THECHILD WAS RELUCTANT TO PARTICIPATE AND DIFFICULT TOENGAGE IN TASKS,HOWEVER THE TESTS WERE ALL COMPLETED. | 1 |
0.4%
|
|
| THE INTERVIEW WAS DISRUPTED DURING BREAK TIME BECAUSETHE CHILD WANTED TO GO FOR BREAK HOWEVER THE TESTS WERECOMPLETED | 1 |
0.4%
|
|
| THE INTERVIEW WAS DONE WITH SOME CHALLENGES IN THESENSE THAT CHILD WAS REFUSING TO RESPOND TO SOMEQUESTIONS,MOTHER WAS USED AS AN INTERPRETER | 1 |
0.4%
|
|
| THE INTERVIEW WAS GOOD. THE CHILD UNDERSTANDS AND SPEAKCHICHEWA.IT WAS DONE IN CHICHEWA | 1 |
0.4%
|
|
| THE INTERVIEW WAS GOOD.AT FIRST ATTEMPT THE CHILD COULDNOT SPEAK.AT SECOND ATTEMPT SHE SAT WITH THE MOTHER ANDWAS SPEAKING.THE MOTHER TRANSLATED TO HER. | 1 |
0.4%
|
|
| THE INTERVIEWEE WAS CURIOUS TO KNOW MUCH AND WANTED TOBE TOLD MORE BY INTERVIEWER WHICH MADE THE INTERVIEW TOBE COMPLETED WITH SOME PROBLEMS | 1 |
0.4%
|
|
| THE LEARNER IS A NEW COMER AND HAS PROBLEMS INPRONOUNCIATION OF WORDS. HE IS ALSO A NEW COMER AT THECBCC | 1 |
0.4%
|
|
| THE LEARNER SHOWED LITTLE INTEREST DURING PPVT THAT SHEWAS NOT LOOKING AT THE BOOKS, SHE POINTED AT PICTURESAIMLESSLY | 1 |
0.4%
|
|
| THE MOTHER SAID SHE DOESNT HAVE TIME FOR INTERVIEW.SHEEVEN DID NOT ALLOW HER CHILD TO COME TO SCHOOL FOR THEASSESSMENT | 1 |
0.4%
|
|
| THE TEST WAS DONE JUST AFTER THE KNOCKING OFF TIME SOTHE CHILD WAS NOT OK. | 1 |
0.4%
|
|
| THE TESTING WAS DISTURBED CONSTANTLY BY THE GUARDIANSWHO ASSEMBLED CLOSER TO VENUE | 1 |
0.4%
|
|
| THE TESTS WERE CARRIED OUT BUT IN LEITER SECTIONTHE CHILD MARKED SOME MARKS WHICH ARE DIFFICULT TOSCORE | 1 |
0.4%
|
|
| THE TESTS WERE COMPLETED WITH SOME STRUGGLES,THE CHILDWAS AFRAID AND NOT COMFORTABLE TO PARTICIPATE | 1 |
0.4%
|
|
| THERE WAS A CHEWA-TONGA TRANSLATOR | 1 |
0.4%
|
|
| THERE WAS LANGUAGE PROBLEM THE ASSESSMENT WAS DONE WITHTHE HELP OF THE CAREGIVER WHO INTERPRETING,FROM TONGATO CHICHEWA | 1 |
0.4%
|
|
| VERY MOBILE AND NEVER SERIOUS TO THE POINT OF LOSINGATTENTION AND GETTING DISTRACTED OFTEN | 1 |
0.4%
|
|
| VERY PROBLEMATIC,SHE WAS JUST CRYING ANY HOW AND SHEWAS JUST CRYING ANY HOW AND SHE MANAGED TO COMPLETETHE WHOLE ASSESMENT AFTER BEING FORCED BY HER MOTHER | 1 |
0.4%
|
|
| VERY SMOOTH ASSESSMENT EXCEPT FOR THE LINGUISTIC NEEDFOR THE MG'S PRESENCE | 1 |
0.4%
|
|
| VERY SMOOTH ASSESSMENT EXCEPT FOR THE NEED OF THE MG TOPROVIDE LINGUISTIC TRANSLATION BACK-UP | 1 |
0.4%
|
|
| WAS NOT SETTLED AT FIRST BUT CHANGED LAUGUAGE ANDHEARING (31) SHE JUST LOOKED AROUND | 1 |
0.4%
|
|
| WE USED THE INTERPRETER BECAUSE THE CHILD DOES NOT KNOWCHITONGA BUT SPEAKS SWAHILI.IT WAS GOOD | 1 |
0.4%
|
|
| WHEN THE CHILD SAW HER MOTHER PASSING BY SHE STOOD UPAND STARTED FOLLOWING HER (MOTHER)TO CONVICE HER TO DOMDAT THE MOTHER HAD TOSIT BESIDE HER | 1 |
0.4%
|
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.