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| Infant behaviors |
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| States(1) | Involvement | A time interval in which the child tries to attract the caregiver’s attention and to retain it. Involvement starts when the child solicits an interaction and stops when the child shifts his/her attention toward an object and abandons his/her active role in the interaction, possibly moving onto a responsiveness state.
For example, the child starts to look and vocalize toward the caregiver while he/she is talking to someone else in the room and not looking at the child. |
| | Responsiveness | A time interval in which the child appears disposed to respond appropriately to the caregiver’s attempts to attract his/her attention. Responsiveness starts when the child accepts the caregiver’s invitation to participate in the interaction and stops when he/she is no longer interested in the other or when he/she shifts his/her gaze and directs his/her attention away or takes an active role, starting an involvement state.
For example, the child is looking at an object and the caregiver calls his/her name, looks at and smiles at him/her in order to obtain his/her gaze and attention. The child shifts his/her gaze towards the caregiver and starts to vocalize towards him/her. |
| Events(2) | Vocalization
(a) of involvement
(b) of responsiveness | The child vocalizes and looks toward the caregiver.
Only vocalizations directed to the caregiver are considered. Vocalizations directed toward objects or toward someone different from the caregiver (undirected) are not coded.
Vocalizations are distinguished according to their function in the interaction.
(a) Vocalizations are used to start an interaction or to attract the caregiver’s attention
(b) Vocalizations are used to respond to the caregiver’s solicitations. |
| | Activating behavior
(a) with gaze
(b) with motor activity | The child provokes an interaction in order to involve the caregiver. For this purpose he/she can
(a) orient their gaze toward the caregiver,
(b) perform motor activity toward the caregiver (i.e., moving limbs, touching, grabbing, reaching out, and moving toward). Motor activity is considered as an activating behavior only if it is used with the purpose of attracting the caregiver’s attention. Spontaneous movements are not coded. |
| | Attuned behavior
(a) with gaze
(b) with motor activity | The child responds to the caregiver’s attempts to attract his/her attention, For this purpose he/she can
(a) orient their gaze toward the caregiver when the latter solicits his/her attention,
(b) perform motor activity directed towards the caregiver (i.e., adapting posture to caregiver’s body, moving limbs, reaching out, etc.) Motor activity is considered as an attuned behavior only if it is used with the purpose of responding to the caregiver’s stimulations. Spontaneous movements are not coded. |
| | Smile
(a) Coordinated
(b) Uncoordinated | The infant smiles in different ways. The smile is distinguished according to the direction of the gaze.
(a) The infant’s smile is coordinated with the direction of his/her gaze towards the caregiver.
(b) The infant’s smile is not coordinated with his/her gaze towards the caregiver. |
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| Caregiver behaviors |
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| States(1) | Involvement | A time interval in which the caregiver tries to attract the infant's attention and to retain it. Involvement starts when the caregiver solicits the infant to participate in an interaction and stops when he/she abandons his/her active role (i.e., the caregiver directs his/her attention |
| | | toward an object or abandons his/her active role in the interaction changing to a responsiveness state).
For example, while the child is looking at an object, the caregiver calls his/her name in order to obtain his/her gaze and his/her attention, or he/she looks or smiles at him/her. |
| | Responsiveness | A time interval in which the caregiver responds appropriately to the child’s attempts to attract his/her attention and to retain it. Responsiveness starts when the caregiver responds to the infant’s invitation by participating in an interaction and stops when he/she is no longer interested in the interaction or when he/she changes his/her State (i.e., when he/she changes to an involvement state).
For example, the caregiver is talking with someone else in the room and he/she is not looking at the child. The child starts to look at the caregiver and vocalizes toward him/her in order to obtain his/her attention, and the caregiver responds by looking at the child and smiling or vocalizing toward him/her. |
| Events(2) | Vocalization
(a) of involvement
(b) of responsiveness | The caregiver vocalizes towards the infant, looking at him/her.
Only vocalizations directed to the child are considered. Vocalizations directed toward objects or toward someone different from the child (undirected) are not coded.
Vocalizations are distinguished according to their function in the interaction.
(a) Vocalizations are used to start an interaction or to attract the child’s attention.
(b) Vocalizations are used to respond to the child’s solicitations. |
| | Name prompt | The caregiver calls the infant by name. |
| | Affectionate touch
(a) of involvement
(b) of responsiveness | The caregiver touches the infant in an affectionate way, for example, caressing or kissing him/her. Affectionate touch is also distinguished according to its function in the interaction.
(a) Touch is used to start an interaction or to attract the child’s attention.
(b) Touch is used to respond to the child’s solicitations. |
| | Stimulating gesture
(a) of involvement
(b) of responsiveness | The caregiver gesticulates, tickles, makes faces, or presents the infant with objects. Stimulating gestures are distinguished according to their function in the interaction.
(a) Gestures are used to start an interaction or to attract the child’s attention.
(b) Gestures are used to respond to the child’s solicitations. |
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