Table 2.

Coding definitions and reliability for provider behaviors

PRT components	Definitions	Reliability for TBT coding—Cohen’s kappa	Reliability for 5-point Likert Scale—ICC	Reliability for 3-point Likert Scale—ICC
Student attention	Child is attending to the provider before the cue is provided either in proximity or orientation toward the provider.	0.77	0.39	− 0.49
Clear cues	Cue should be spoken in clear language or gestural expression.	0.79	0.23	0.77
Developmentally appropriate cues	Cue should be developmentally appropriate and should be provided at the child’s or slightly above the child’s response level.	0.79	0.86	0.78
Shared control	Provider follows the child’s interests and includes preferred materials or activity. Provider moves on to new materials or activity if the child loses interest. Provider takes or facilitates turns while interacting with the child.	0.77	0.78	0.86
Maintenance/acquisition task	Maintenance task: The child correctly responds to the cue 80% of the trials Acquisition task: The child correctly responds to the cue on fewer than 80% of the trials.	0.81	0.41	0.26
Turn taking	Provider takes or facilitates turns while interacting with the child.	0.86	0.86	0.03
Contingent consequence		0.80	0.41	− 0.33
Direct reinforcement	Provider uses contingent, tangible reinforcement for correct behaviors and attempts at correct responding, that is directly related to the teaching activity.	0.81	0.82	0.94
Reinforcement of attempts		0.75	0.86	0.68
Reinforcement of appropriate behavior		0.70	0.95	0.67

ICC Interclass-correlation, PRT Pivotal response training, TBT trial-by-trial,