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| Checklist criteria | Exemplar behaviors assessed |
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| Eye contact | Trainer and model elicit eye contact from child during social interactions |
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| Ready response | Trainer asks child if he/she is ready before each activity |
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| Use of PECS board | Trainer takes child through the activities of the day using the PECS board |
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| Session theme | Trainer explains the theme of the session to the child
Example: “Today’s theme is turn taking. When I move you watch, and when I stop it is your turn to move” |
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| Activity introduction using PECS | Trainer introduces activity using picture boards
Example: “Let’s get ready for music making” while pointing at the picture for “music making” |
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| Help with setup | Trainer and model ask child to help with setup for each activity.
Example: “Can you pass that blue Lego block to me…” |
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| Presentation of activity | At the beginning of each activity, trainer gives simple instructions for the activity
Example: “Now, we will copy the robot” |
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| Activity-specific bids | Appropriate bids to promote motor and social communication skills during each activity were provided
Example: For building activity, “Let’s roll the Play-Doh into a ball. Roll with me” |
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| Trials | Trainer asks child to repeat each activity twice |
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| Spontaneous exploration | Trainer and model provide children with opportunities for free play and spontaneous exploration
Example: “It is free music time. You can play the drums in any way you want” |
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| Social praise | Trainer and model provide verbal and gestural praise to child as required |
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| Help with cleanup | Trainer and model ask child to help with cleanup of supplies after completion of each activity |
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| Activity completion | After each activity, trainer asks child to move down the picture for the activity on the PECS board |
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| General characteristics in the session | The overall session is evaluated for the following characteristics:
number of activities completed, environmental arrangement (supplies in close proximity but out of the sight of the child to avoid distractions), and incremental prompts (visual, verbal, gestural, and lastly manual prompts/assistance provided if child is unable to perform the activity ) |
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| Trainer and model behaviors | The trainer’s and model’s behaviors are evaluated for the following criteria on a scale of 1 to 5:
(i) appropriateness of instructions, prompts, and reinforcement,
(ii) voice and affect modulation,
(iii) appropriateness of movements |
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| Child interest | Child’s interest and compliance during session assessed on a scale of 1 to 5. |
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