Table 2.

Response definitions

Response	Definition
Children with ASD responses
RJA	Gaze shift (GS) and vocalization to peer within 5 s of peer initiating sharing
IJA	Initiation of GS and vocalization towards peer without peer initiation in preceding 5 s
Gaze shift	Child looks at materials and then at the eyes of peer (looking at partner’s eyes for at least 1 s)
Vocalization	Commenting about the activity/object of joint attention (e.g., “Wow!” “I got a green square” “Oh man! I have to go back 2 spaces.”)
Typical peer-training targets
Initiate JA bid	TD peer shares an event during activity (making comments such as, “Oh, I rolled a six!”) on peer’s turn
Respond to IJA from child with ASD	TD peer makes comments in response to initiation from child with ASD (e.g., child with ASD says he/she lost to which TD peer responds, “It’s okay. You played a great game”)
Reinforce appropriate response	TD peer provides praise when child with ASD engages in target behaviors (e.g., high fives or saying “Great job looking at me”)
Allow 5 s for participant to respond	TD peer allows child with ASD 5 s to respond to a request, comment, or question and to initiate sharing
Redirect participant	TD peer provides a gestural, physical, or verbal prompt if child with ASD does not take his/her turn within 5 s (e.g., pointing to an object or saying the name of the child with ASD)
Prompt participant	TD peer provides a gestural, physical, or verbal prompt if child with ASD does not orient towards activity or peer or does not emit correct IJA or RJA response within 5 s