Table 2.
Intervention procedures for all children
| Opportunity | Prompting | Consequences | |||
|---|---|---|---|---|---|
| FP | PP | TD | |||
| RR | While child played with a toy, interventionist said the child’s name and offered a piece of an activity (e.g., puzzle piece) in the palm of her hand out of the child’s reach. | Interventionist moved the offered toy slowly to her eyes. | Interventionist moved the offered toy halfway to her eyes. | Interventionist waited 4 s for the child to GS. | Interventionist provided social praise and access to the piece in her hand. |
| SR | Interventionist placed a box in front of and 35 cm away from the child. | Interventionist moved her index finger from the box to her eyes. | Interventionist moved her index finger halfway to her eyes. | Interventionist waited 5 s for the child to GS and then 5 s for the child to engage in the behavioral response. | For both positive and negative affect opportunities, interventionist provided the same preferred item that was in the box during positive affect opportunities, as well as social praise. |
| Positive affect opportunities: A toy had been placed inside the box and the interventionist smiled/nodded. | Interventionist prompted the child’s hands to open the box. | Interventionist prompted the child at the wrist to open the box. | |||
| Negative affect opportunities: Nothing was inside the box and the interventionist frowned/shook her head. | Interventionist prompted the child’s hands 30 cm away from the box. | Interventionist prompted the child’s wrist 30 cm away from the box. | |||
| RJA | Interventionist placed a toy on the left or right side of the child within 50 cm, gained the child’s attention by moving her hand or face in the child’s line of vision, and turned her head toward the toy. | Interventionist held her index finger in front of her face and moved her finger toward the toy as she turned her head. After the child looked at the toy for 1 s, the interventionist moved her index finger from the toy back to her eyes. | Interventionist moved her index finger halfway to the toy. After the child looked at the toy for 1 s, she moved her finger halfway between the toy and her eyes. | Interventionist waited 4 s for the child to look at the toy and then GS. | The child did not directly gain access to the JA toy, but the interventionist commented on the toy and physically engaged the child with the toy (e.g., running a toy car along the child’s arm). |
| IJA | Interventionist placed a toy that activates on the left or right side of the child within 50 cm and activated the toy. | When the toy stopped moving or lighting up, the interventionist used her finger to trace a path from the toy to her eyes. | The interventionist traced half of the pathway between the toy and her eyes | The interventionist activated the toy and waited 4 s after the toy stopped moving for the child to GS. | The child did not directly gain access to the toy, but the interventionist commented on the toy and physically engaged the child with the toy. |