. 2010 Mar 5;20(Suppl 2):S419–S426. doi: 10.2188/jea.JE20090171

Table 2. Frequencies of caregiver items and overall evaluation on Interaction Rating Scale (18M, 30M, 42M, 7Y).

Items	Categories	18M		30M		42M		7Y

		n	%	n	%	n	%	n	%
	Total	231	100.0	344	100.0	207	100.0	82	100.0

6. RESPECT FOR AUTONOMY DEVELOPMENT^f Partner encourages child’s autonomy.	not evident at all	0	0.0	0	0.0	0	0.0	0	0.0
	not evident	5	2.2	6	1.7	8	3.9	8	9.8
	neutral	9	3.9	37	10.8	29	14.0	16	19.5
	evident	49	21.2	138	40.1	110	53.1	27	32.9
	evident at high level	168	72.7	163	47.4	60	29.0	31	37.8

1. Caregiver allows child to explore task material for at least five seconds before providing first task related instruction.	No	25	10.8	3	0.9	7	3.4	0	0.0
	Yes	206	89.2	341	99.1	200	96.6	82	100.0
2. Caregiver pauses when child initiates behaviors during episode.	No	3	1.3	8	2.3	22	10.6	5	6.1
	Yes	228	98.7	336	97.7	185	89.4	77	93.9
3. Caregiver asks for no more than three repetitions when child is successful at completing the task.	No	5	2.2	5	1.5	8	3.9	0	0.0
	Yes	226	97.8	339	98.6	199	96.1	82	100.0
4. Caregiver does not physically force child to complete task.	No	21	9.1	20	5.8	20	9.7	13	15.9
	Yes	210	90.9	324	94.2	187	90.3	69	84.2
5. Caregiver halts the episode when child is distressed.	No	14	6.1	27	7.9	22	10.6	11	13.4
5. Caregiver halts the episode when child is distressed.	Yes	217	93.9	317	92.2	185	89.4	71	86.6
6. After giving instructions, caregiver allows at least five seconds for child to attempt task before intervening.	No	16	6.9	11	3.2	17	8.2	23	28.1
	Yes	215	93.1	333	96.8	190	91.8	59	72.0
7. Caregiver allows non-task manipulation of task materials after the original presentation.	No	15	6.5	8	2.3	24	11.6	2	2.4
	Yes	216	93.5	336	97.7	183	88.4	80	97.6
8. Caregiver does not make critical or negative comments about child’s task performance.	No	11	4.8	13	3.8	12	5.8	6	7.3
	Yes	220	95.2	331	96.2	195	94.2	76	92.7
9. Caregiver encourages and/or allows child to perform task at least once before intervening.	No	4	1.7	1	0.3	3	1.5	9	11.0
	Yes	227	98.3	343	99.7	204	98.5	73	89.0

7. RESPECT FOR RESPONSIVENESS DEVELOPMENT^g Partner encourages child’s responsiveness.	not evident at all	0	0.0	0	0.0	0	0.0	1	1.2
	not evident	2	0.9	1	0.3	2	1.0	2	2.4
	neutral	5	2.2	27	7.9	25	12.1	13	15.9
	evident	56	24.2	133	38.6	123	59.4	25	30.5
	evident at high level	168	72.7	183	53.2	57	27.5	41	50.0

1. Caregiver positions child to safely support it.	No	1	0.4	11	3.2	21	10.1	0	0.0
1. Caregiver positions child to safely support it.	Yes	230	99.6	333	96.8	186	89.9	82	100.0
2. Caregiver provides an environment free of distractions.	No	3	1.3	3	0.9	5	2.4	2	2.4
2. Caregiver provides an environment free of distractions.	Yes	228	98.7	341	99.1	202	97.6	80	97.6
3. Caregiver positions child so it can reach and manipulate materials.	No	0	0.0	1	0.3	3	1.5	0	0.0
	Yes	231	100.0	343	99.7	204	98.5	82	100.0
4. Caregiver seeks the child’s attention before beginning the task, at the outset of the teaching interaction.	No	7	3.0	13	3.8	12	5.8	5	6.1
	Yes	224	97.0	331	96.2	195	94.2	77	93.9
5. Caregiver gives instruction only when the child is attentive (90% of the time).	No	9	3.9	69	20.1	40	19.3	16	19.5
	Yes	222	96.1	275	79.9	167	80.7	66	80.5
6. Caregiver positions child so eye contact is possible during the teaching period (60%).	No	12	5.2	0	0.0	2	1.0	1	1.2
	Yes	219	94.8	344	100.0	205	99.0	81	98.8
7. Caregiver changes position of child and/or materials after unsuccessful attempts by the child to do the task.	No	6	2.6	8	2.3	7	3.4	4	4.9
	Yes	225	97.4	336	97.7	200	96.6	78	95.1
8. Caregiver keeps child in visual range.	No	1	0.4	0	0.0	0	0.0	2	2.4
8. Caregiver keeps child in visual range.	Yes	230	99.6	344	100.0	207	100.0	80	97.6
9. Caregiver stays close to child and pays good attention.	No	0	0.0	0	0.0	2	1.0	6	7.3
9. Caregiver stays close to child and pays good attention.	Yes	231	100.0	344	100.0	205	99.0	76	92.7

8. RESPECT FOR EMPATHY DEVELOPMENT^h Partner encourages child’s empathy development.	not evident at all	0	0.0	0	0.0	0	0.0	0	0.0
	not evident	3	1.3	2	0.6	5	2.4	8	9.8
	neutral	13	5.6	42	12.2	32	15.5	20	24.3
	evident	72	31.2	150	43.6	117	56.5	41	50.0
	evident at high level	143	61.9	150	43.6	53	25.6	13	15.9

1. Caregiver praises child’s efforts at least once during the episode.	No	65	28.1	86	25.0	50	24.2	49	59.8
	Yes	166	71.9	258	75.0	157	75.8	33	40.2
2. Caregiver emits positive, sympathetic, or soothing verbalizations.	No	11	4.8	11	3.2	3	1.5	9	11.0
	Yes	220	95.2	333	96.8	204	98.5	73	89.0
3. Caregiver smiles, or touches child within five seconds after child’s smile or vocalization (more than 90% of the time).	No	34	14.7	9	2.6	8	3.9	6	7.3
	Yes	197	85.3	335	97.4	199	96.1	76	92.7
4. Caregiver emits soothing non-verbal response (ie, pat, touch, rock, caress, kiss).	No	34	14.7	237	68.9	166	80.2	70	85.4
	Yes	197	85.3	107	31.1	41	19.8	12	14.6
5. Caregiver diverts the child by playing games, introducing new toy.	No	69	29.9	52	15.1	35	16.9	21	25.6
	Yes	162	70.1	292	84.9	172	83.1	61	74.4
6. Caregiver does not vocalize to the child while the child is vocalizing.	No	0	0.0	1	0.3	8	3.9	2	2.4
	Yes	231	100.0	343	99.7	199	96.1	80	97.6
7. Caregiver verbally praises child during the episode.	No	78	33.8	101	29.4	77	37.2	46	56.1
7. Caregiver verbally praises child during the episode.	Yes	153	66.2	243	70.6	130	62.8	36	43.9
8. Caregiver smiles and/or nods at the child.	No	32	13.9	4	1.2	3	1.5	5	6.1
8. Caregiver smiles and/or nods at the child.	Yes	199	86.2	340	98.8	204	98.5	77	93.9
9. Caregiver responds to child’s vocalizations with affectionate verbal response.	No	20	8.7	16	4.7	21	10.1	6	7.3
	Yes	211	91.3	328	95.4	186	89.9	76	92.7

9. RESPECT FOR COGNITIVE DEVELOPMENTⁱ Caregiver encourages child’s cognitive development.	not evident at all	0	0.0	0	0.0	0	0.0	2	2.4
	not evident	14	6.1	11	3.2	7	3.4	9	11.0
	neutral	76	32.9	118	34.3	40	19.3	19	23.2
	evident	86	37.2	154	44.8	132	63.8	40	48.8
	evident at high level	55	23.8	61	17.7	28	13.5	12	14.6

1. Caregiver focuses own attention and child’s attention on task during most of the episode (at least 60% of the time).	No	18	7.8	26	7.6	4	1.9	7	8.5
	Yes	213	92.2	318	92.4	203	98.1	75	91.5
2. Caregiver describes perceptual qualities of task materials to child.	No	186	80.5	169	49.1	66	31.9	31	37.8
	Yes	45	19.5	175	50.9	141	68.1	51	62.2
3. Caregiver uses at least two different sentences or phrases to describe task to child.	No	128	55.4	195	56.7	53	25.6	22	26.8
	Yes	103	44.6	149	43.3	154	74.4	60	73.2
4. Caregiver uses explanatory verbal style more than imperative style in episode.	No	3	1.3	5	1.5	6	2.9	3	3.7
	Yes	228	98.7	339	98.6	201	97.1	79	96.3
5. Caregiver’s instructions are clear and unambiguous.	No	98	42.4	188	54.7	57	27.5	22	26.8
5. Caregiver’s instructions are clear and unambiguous.	Yes	133	57.6	156	45.4	150	72.5	60	73.2
6. Caregiver uses both verbal description and non-verbal instruction	No	6	2.6	12	3.5	14	6.8	1	1.2
	Yes	225	97.4	332	96.5	193	93.2	81	98.8
7. Caregiver uses teaching loops (alerting, instruction, performance, and feedback) in instructing child.	No	81	35.1	66	19.2	28	13.5	1	1.2
	Yes	150	64.9	278	80.8	179	86.5	81	98.8
8. Caregiver signals completion of task to child verbally or non-verbally.	No	122	52.8	113	32.9	59	28.5	43	52.4
	Yes	109	47.2	231	67.2	148	71.5	39	47.6
9. Length of caregiver instruction to child is age appropriate.	No	22	9.5	5	1.5	7	3.4	8	9.8
	Yes	209	90.5	339	98.6	200	96.6	74	90.2

10. RESPECT FOR SOCIAL-EMOTIONAL DEVELOPMENT^j Caregiver encourages child’s social-emotional development.	not evident at all	0	0.0	0	0.0	0	0.0	0	0.0
	not evident	2	0.9	7	2.1	7	3.4	6	7.3
	neutral	22	9.5	41	11.9	23	11.1	4	4.9
	evident	96	41.6	148	43.0	122	58.9	45	54.9
	evident at high level	111	48.0	148	43.0	55	26.6	27	32.9

1. Caregiver does not make negative comments to the child.	No	8	3.5	16	4.7	15	7.3	3	3.7
1. Caregiver does not make negative comments to the child.	Yes	223	96.5	328	95.4	192	92.7	79	96.3
2. Caregiver does not yell at the child.	No	1	0.4	1	0.3	1	0.5	0	0.0
2. Caregiver does not yell at the child.	Yes	230	99.6	343	99.7	206	99.5	82	100.0
3. Caregiver does not use abrupt movements or rough handling.	No	2	0.9	5	1.5	1	0.5	1	1.2
	Yes	229	99.1	339	98.6	206	99.5	81	98.8
4. Caregiver does not slap, hit, or spank.	No	0	0.0	2	0.6	0	0.0	2	2.4
4. Caregiver does not slap, hit, or spank.	Yes	231	100.0	342	99.4	207	100.0	80	97.6
5. Caregiver does not make negative comments to observer about the child.	No	9	3.9	0	0.0	2	1.0	2	2.4
	Yes	222	96.1	344	100.0	205	99.0	80	97.6
6. Caregiver’s body posture is relaxed during the episode (more than 50% of the time).	No	0	0.0	7	2.0	4	1.9	3	3.7
	Yes	231	100.0	337	98.0	203	98.1	79	96.3
7. Caregiver places him/herself in a face-to-face position with the child when talking to the child (more than 50% of the time).	No	40	17.3	0	0.0	0	0.0	1	1.2
	Yes	191	82.7	344	100.0	207	100.0	81	98.8
8. Caregiver behaves affectionately to child during the episode.	No	3	1.3	4	1.2	6	2.9	3	3.7
	Yes	228	98.7	340	98.8	201	97.1	79	96.3
9. Caregiver makes constructive or encouraging statements to the child during episode.	No	197	85.3	192	55.8	79	38.2	43	52.4
	Yes	34	14.7	152	44.2	128	61.8	39	47.6

* OVERALL IMPRESSION: A SYNCHRONOUS RELATIONSHIP^k	not evident at all	0	0.0	0	0.0	0	0.0	1	1.2
	not evident	8	3.5	15	4.4	10	4.8	4	4.9
	neutral	36	15.6	72	20.9	44	21.3	20	24.4
	evident	102	44.1	148	43.0	107	51.7	42	51.2
	evident at high level	85	36.8	109	31.7	46	22.2	15	18.3

^f–k: Tukey-Kramer multiple comparison tests (behavioral total score was used).

^f7Y < 18 < 30, 42 < 30, ^g42 < 18, 7Y < 18, ^h7Y < 18, 7Y < 30, 7Y < 42, ⁱ18 < 30 < 42, 18 < 7Y, 7Y < 42, ^j18 < 30, 18 < 42, 18 < 7Y, ^k18 < 30, 18 < 42, 7Y < 42.