Appendix A.

RIT Fidelity of Implementation Rating Form

RIT Component	Low Fidelity 1	2	3	4	High Fidelity 5
Contingent Imitation Imitate child’s toy play, gestures, and vocalizations.	Therapist does not imitate the child’s gestures, vocalizations, and toy play	Therapist imitates a few of the child’s gestures, vocalizations, and toy play, but misses the majority of opportunities	Therapist imitates the child’s gestures, vocalizations, and toy play up to 50% of the time, but misses many opportunities	Therapist imitates more than 50% of the child’s gestures, vocalizations, and toy play when the child is appropriately engaged, but misses opportunities	Therapist imitates almost all of the child’s gestures, vocalizations, and toy play throughout the session when the child is appropriately engaged.
Linguistic Mapping Use simplified, repetitive language around child’s attentional focus.	Therapist does not use simplified language around the child’s attentional focus, language is too complex, or therapist does not use any language.	Therapist uses simplified language around the child’s attentional focus during some of the session, but misses the majority of opportunities or majority of language is too complex.	Therapist uses simplified language around the child’s attentional focus up to 50% of the time, but misses many opportunities.	Therapist uses simplified language around the child’s attentional focus for more than 50% of the session, but misses opportunities or language is not appropriate for child’s level of language.	Therapist uses simplified language around the child’s attentional focus throughout the session. Almost all of the therapist’s language is appropriate for child’s language level.
Model Model actions around child’s focus of interest.	Therapist models actions that are inappropriate for child’s level/interest or does not recruit child’s attention.	Therapist models some actions that are appropriate for child’s level/interest but also many that are not or often fails to recruit the child’s attention.	Therapist models some actions that are appropriate for child’s level/interest and recruits child’s attention some of the time.	Therapist models actions that are appropriate for child’s level/interest more than 50% of the time and recruits child’s attention the majority of the time.	Therapist models actions that are very appropriate for child’s level/interest and recruits child’s attention.
Pacing Model an action once a minute, on average. Adjust rate when necessary to keep child engaged.	Therapist models actions at a significantly lower or higher rate throughout session. Pacing significantly disrupts child’s engagement or learning.	Therapist models actions at a significantly lower or higher rate throughout session. Pacing somewhat disrupts child’s engagement or learning.	Therapist models actions at a somewhat lower or higher rate throughout session. Pacing does not significantly disrupt child’s engagement or learning.	Therapist models at an appropriate rate for some, but not all of the session. Pacing does not significantly disrupt child’s engagement or learning.	Therapist models actions at an appropriate rate throughout session. Pacing is appropriate for keeping child engaged and learning. Therapist models at least 10 trials, and no more than 20.
Prompt Physically prompt child to imitate after 3 presentations of action.	Therapist does not physically prompt child to imitate action after presenting the action 3 times.	Therapist prompts child to complete action after third trial a minority of the time, but misses many opportunities or prompting often does not result in imitation (e.g., child switches activities without imitating).	Therapist prompts child to complete action after third trial up to 50% of the time, but misses many opportunities or prompting does not result in imitation (e.g., child switches activities without imitating).	Therapist prompts child to complete action after third trial the majority of the time, but misses opportunities or prompting occasionally does not result in imitation (e.g., child switches activities without imitating).	Therapist consistently prompts child to complete action after third trial if child has not spontaneously imitated. Once therapist begins a trial, therapist follows through such that the trial ends in imitation.
Praise Animatedly praise child’s spontaneous or prompted imitation.	Therapist does not praise child’s spontaneous or prompted imitation or consistently praises incorrect responses.	Therapist praises a minority of the child’s spontaneous and prompted imitations, but misses the majority of opportunities or praises multiple responses.	Therapist praises some of the child’s spontaneous and prompted imitations, but misses many opportunities or praises incorrect responses.	Therapist praises the majority of the child’s spontaneous and prompted imitation, but misses some opportunities or praise is provide for an incorrect response.	Therapist praises all of the child’s spontaneous and prompted imitation throughout the session. Praise is withheld for incorrect responding.