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Assessment Reliability and Fidelity
Table 2. Fidelity of Implementation Checklist a
Implementation Area Indicator
1. Demonstrates respect for caregivers
(Only examine if caregivers are present;
assessor report may be used)
(Two indicators present)
Respect for caregiver
2. Demonstrates respect for child (All
components present throughout assessment)
Respect for child
3. Follows the lead of the child (Minimum of
four indicators occur three times each in
20-minute session)
Child’s Lead
4. Responds to all child behaviors as
communication (All three occur a minimum
of three times each in 20-minute session)
Communication
5. Imitates and follows what the child does in
turn-taking conversational routines
(Both indicators occur minimum of four
times in 20-minute session)
Turn-taking
6. Creates routines that are enjoyable to the child
(Four routines are built using all four indicators)
a. Assessor asks questions about child interests
and skills
b. Asks what caregivers want to learn from the
assessment
c. Involves caregivers in the assessment
d. Allows child to remain with caregiver
e. Listens to caregiver without interrupting
a. Attention is focused on child
b. Child’s emotional level is responded to and
activities are adjusted accordingly
c. Child interests guide course of the assessment
d. Child interests are the focus or subject of
routines
e. Routines are discontinued when child
disengages
f. Child is informed of what is going to happen or
child’s permission is sought
a. Imitates or follows child’s physical action
b. Imitates or follows child vocalization
c. Matches child’s facial expressions and voice
intonation
d. Follows child’s eye gaze to establish joint
attention
e. Stops activity and moves on when child
disengages
f. Pauses assessment when child exhibits
disengagement cues
g. Returns attention to child when engagement
cues are seen
a. Pauses to allow child to communicate
b. Responds to all child actions and vocalizations
according to what child appears to be
communicating
c. Adjusts behavior according to what child does
a. After each action or brief sequence of actions,
words, or sentences, assessor pauses and waits
for child to act or vocalize before continuing
b. Responds to child turn in reciprocal fashion
a. Follows child’s lead to establish turn-taking
routines that become chains of actions
Routine b. Begins routines and pauses to let child take turns
c. Expands and builds on child turns to establish
routines
76 | AER Journal: Research and Practice in Visual Impairment and Blindness