. 2021 May 7;9:602546. doi: 10.3389/fpubh.2021.602546

Table 3.

Initial tool piloting procedure.

For home caregivers	For teachers
1) The assessor asks the open-ended question to the caregiver and asks the caregiver to restate the question in his or her own words. 2) If the caregiver's response does not correspond with the intention of the question, the assessor rephrases the question until the caregiver understands the meaning, and writes down the new phrasing. 3) The assessor asks the caregiver to respond to the question, and scores his or her response. 4) The assessor reads the target behavior statement aloud, asks the caregiver to give an example of the behavior they believe the target behavior statement refers to and writes down the response. 5) If the caregiver's example does not correspond with the intention of the target behavior statement, the assessor rephrases the question until the caregiver understands the meaning, and writes down the new phrasing. 6) At the end, the assessor asks the caregiver to note which questions are the hardest to understand, which behaviors are the most important for a child to have, and which behaviors were not so important for the child to have.	1) The assessor reads the target behavior statement aloud, and asks the teacher to restate the behavior in his or her own words. 2) If the teacher's response does not correspond with the intention of the question, the assessor rephrases the question until the teacher understands the meaning, and writes down the new phrasing. 3) The assessor asks the teacher to respond to the question, and scores his or her response. 4) At the end, the assessor asks the teacher to note which questions are the hardest to understand, which behaviors are the most important for a child to have, and which behaviors were not so important for the child to have.

For home caregivers

For teachers

1) The assessor asks the open-ended question to the caregiver and asks the caregiver to restate the question in his or her own words.
2) If the caregiver's response does not correspond with the intention of the question, the assessor rephrases the question until the caregiver understands the meaning, and writes down the new phrasing.
3) The assessor asks the caregiver to respond to the question, and scores his or her response.
4) The assessor reads the target behavior statement aloud, asks the caregiver to give an example of the behavior they believe the target behavior statement refers to and writes down the response.
5) If the caregiver's example does not correspond with the intention of the target behavior statement, the assessor rephrases the question until the caregiver understands the meaning, and writes down the new phrasing.
6) At the end, the assessor asks the caregiver to note which questions are the hardest to understand, which behaviors are the most important for a child to have, and which behaviors were not so important for the child to have.

1) The assessor reads the target behavior statement aloud, and asks the teacher to restate the behavior in his or her own words.
2) If the teacher's response does not correspond with the intention of the question, the assessor rephrases the question until the teacher understands the meaning, and writes down the new phrasing.
3) The assessor asks the teacher to respond to the question, and scores his or her response.
4) At the end, the assessor asks the teacher to note which questions are the hardest to understand, which behaviors are the most important for a child to have, and which behaviors were not so important for the child to have.