the laboratory temperament assessment battery

Version 0.5 DRAFT

THE LABORATORY TEMPERAMENT ASSESSMENT BATTERY

Middle Childhood Version

Description of Procedures

H. Hill Goldsmith, J. Reilly, K. S. Lemery, S. Longley, & A. Prescott

January 2001 (updated September 2012)

1

Table of Contents

Introduction………………………………………………………………………………………..3 Fear Episode

Scary Mask………………………………………………………………………………..11 Social Inhibition and Shyness Storytelling………………………………………………………………………………..17 Distress Episodes

Transparent Box………………………………………………………………………….23 Impossibly Perfect Stars…………………………………………………………………27 I’m Not Sharing…………………………………………………………………………..31 Prize Ranking/Wrong Gift…………………………………………………………...35/37

Excuberance Episodes Balloon Bop……………………………………………………………………………….43 Hungry Hungry Hippos………………………………………………………………….46

Activity Level Episode Free Play………………………………………………………………………………….51

Persistence Episodes Tangoes……………………………………………………………………………………56 Yarn Tangle………………………………………………………………………………59

Inhibitory Control Episode Tower of Patience………………………………………………………………………...63

Compliance Episodes Picture Tearing…………………………………………………………………………...68 Throwing Game…………………………………………………………………………..72

Appendix A, AFFEX Information……………………………………………………………………...78

Appendix B Missing Codes……………………………………………………………………………81

Appendix C Score Sheets Scary Mask………………………………………………………………………………..83 Storytelling………………………………………………………………………………..85 Transparent Box………………………………………………………………………….89 Impossibly Perfect Stars…………………………………………………………………93 I’m Not Sharing…………………………………………………………………………..96 Prize Ranking…………………………………………………………………………….99 Wrong Gift………………………………………………………………………………100 Balloon Bop……………………………………………………………………………..104 Hungry Hungry Hippos………………………………………………………………...107 Free Play…………………………………………………………………………………111 Tangoes…………………………………………………………………………………..114 Yarn Tangle……………………………………………………………………………..117 Tower of Patience……………………………………………………………………….120 Picture Tearing………………………………………………………………………….122 Throwing Game…………………………………………………………………………123

2

INTRODUCTION

This document describes the procedures that have been developed for six to eight year old children in the middle childhood version of Laboratory Temperament Assessment Battery (Lab-TAB). Many of the episodes are derived from the previous work of the authors or from other published literature on child socioemotional development. Although standardization and validity data have been collected, they are not included in this manual because data analysis and accumulation of results from various laboratories are still underway. This manual is intended for limited distribution to researchers who are engaged in research on temperament and emotional development and who intend to contribute additional validity data for Lab-TAB.

Our goal in developing Lab-TAB is to make available a standardized instrument for

laboratory assessment of early temperament. With the availability of Lab-TAB, it no longer will be necessary to develop laboratory measures of temperament anew for every study. Appropriate standardization data on large samples will allow assignment of more accurate codes, rather than relying on standardization in individual samples. Lab-TAB will also facilitate comparison of results across studies from different laboratories.

I. GENERAL PROCEDURES

The remainder of this document describes the episodes that compose the middle childhood version of Lab-TAB. However, some common procedures that apply to all, or various subsets, of the episodes are most conveniently described first. A. Terminology

Certain terminology is used in describing the components of Lab-TAB. The content areas of temperament covered by Lab-TAB are called dimensions. These dimensions include, fearfulness, distress (anger/sadness), joy/pleasure, interest/persistence, activity level, and inhibitory control. The settings, 1-3 per dimension, that form the context for assessment are referred to as episodes. Sometimes the stimulus is presented on multiple trials. To facilitate coding, the longer episodes are typically divided in shorter intervals called epochs. Within each epoch or trial, a number of child responses, such as smiling, reaching or changes in facial expression are coded. Sometimes the presence or absence of a response is simply noted; however, more often parameters of the response, such as latency, duration, and intensity, are timed or rated. B. Physical Setting and Necessary Equipment

Lab-TAB is designed to be used in a family's home without unusual or expensive equipment. The standard setting for executing several of the episodes on one visit would consist of two rooms. One of the rooms should contain a table, such as a kitchen or dining room. The other room should be more open for more active episodes but a table should also be present. It may be helpful to bring along a card table and chairs for use in the second room. Some other investigators have successfully used Lab-TAB in more restricted space or a laboratory setting. At least one video recording system is necessary; two systems facilitate rapid transition from one episode to another.

3

C. Assessment Routine

One child tester is sufficient to carry out most Lab-TAB episodes, but two may facilitate conducting some episodes. Both male and female child testers have conducted the episodes successfully. Exuberant and shy child testers may need to modulate their typical interactive styles. It is crucially important that the child tester not adapt his/her style to accommodate temperamental differences among children.

The Lab-TAB procedures assume that the primary caregiver (hereafter referred to as the

mother) is the only other person present during any of the testing period. Although we have no systematic data on mother vs. father differences, we have occasionally tested children with fathers in cases where the parents assure us that the father is a primary caregiver. A short verbal description of each episode should be presented to the primary caregiver over the phone by the child tester prior to the visit and allows truly informed consent. The parent is also asked not to share any information about the episodes with the child.

For six to eight year olds, it is usually possible to conduct about ten to fifteen episodes in

one visit. However, this varies with the actual episodes used as well as with the characteristics of the child. Testing should cease if the child becomes fatigued, drowsy or extremely upset. The child tester should emphasize to the primary caregiver during the testing period that the child tester will stop an episode at any time if, for example, the child becomes too upset to continue.

Whenever multiple assessments are carried out during a single home visit, carryover

effects from one episode to another are a potential danger. We have employed several practices to minimize carryover effects. First, we provide brief rests between episodes, if needed. Second, we avoid consecutive, potentially stressful episodes in the same room. The change of rooms reduces situational carryover. Third, the child tester is responsible for ensuring that the child is in a quiet, alert state before a new episode begins.

Finally, the sequencing of the episodes is designed to minimize carryover effects. Fear and

Anger episodes are interspersed, and we position the Activity Level episode mid-way through the home visit to provide a period of play. D. Some Practical General Guidelines for Coding

These comments apply to many of the episodes. They are best understood after becoming familiar with the administration procedures and coding sheets. 1. A single action that begins during one epoch or trial and extends into the next is coded only in

the epoch in which it begins. However, if the action intensifies or changes in any other way, it can be coded again in the next epoch.

2. Use only the coding symbols that are specified. Blanks, X's and lines are often misinterpreted.

4

3. When a trial is curtailed because of child tester error, camera problems, etc., the missing epochs are marked "99_ _" (See appendix for a list of missing codes and how they are used.). Any extra explanations should be written on the coding sheet. If a trial is curtailed because the child reaches a point of distress that would prevent further testing, the remaining epochs in the trial are given the same (presumably high) codes achieved in the last valid epoch. Thus, we assume that if the trial had continued, the child would have continued to cry, struggle, avoid, etc.

4. If a short segment of tape is obscured from view by problems in camera work or unusual

movements, it is permissible to make reasonable inferences as to the child's behavior (e.g. withdrawal) for a few seconds. However, in most cases, the epoch should be marked "99_ _", and treated as missing.

5. Coders must guard against becoming either too broad or too literal in interpreting the coding

criteria. For instance, on an intensity rating scale, the general descriptors of, for example, "low," "moderate" and "high," should override the illustrative behavioral patterns mentioned in the coding criteria. This must be addressed during training.

6. Latency codes of zero are difficult to interpret literally and can also present problems for

mathematical transformation; thus, the minimum latency that can be coded is arbitrarily set at one second. Latency is defined as the interval, in seconds, to the first sign of the targeted response.

7. Unusual behaviors by the child or mistakes by the camera operator or child tester should be

noted in the Special Flag section on the coding sheets. 8. In some coding, such as facial affect measures, the individual characteristics of the child must

be taken into account. That is, the fullest smile that one child can show may be less intense than the fullest smile of another child. Although there are obvious dangers in making too great an allowance for such individual differences, they should be a background factor in coding.

5

E. Data Analytic Guidelines In the future, we expect to provide direct methods for forming composite codes from the raw data contained on the coding sheets. However, the composites that we have derived thus far must be checked in several samples, from our lab and other labs, before they can be recommended for general use. In the meantime, we suggest the following steps in data analysis. We suggest that the initial analysis be at the level of a single episode. The goal of this level of analysis is to derive composites from the episode for use with similar composites from other episodes and data from other assessments. Steps in analyzing a single Lab-TAB episode: 1. Enter data from coding sheets into an appropriate file format for the statistical program to be

used. Data entered should include the raw behavioral counts as well as the latencies, intensities, and peak intensities of responses. Some of these parameters might need to be derived from the raw counts and intensities if they are not calculated directly on the coding sheets.

2. Compute descriptive statistics (e.g., mean, SD, minimum, maximum and skewness) for each

raw variable. Variables with inadequate variance will be dropped at this point. 3. Plot histograms for all variables. Focusing on the minute-by-minute averages (latencies,

overall durations, peak intensities for the whole episode, average intensities for the episode, etc.), decide if a transformation would help make the distributions more nearly normal. Typically confine transformations to sqrt(x), 1/sqrt(x), and 1/x. If there is difficulty visualizing the effects of these transformations, trial and error will teach quickly. Don't transform unless it helps the distribution substantially; a flat distribution is about as good as a normal one for these analyses. Our experience is that latency scores are frequently best converted to speed scores using the reciprocal of the square root as the appropriate transformation.

4. The next step in analyses of the Lab-TAB measures is the formation of composite variables.

First, convert all averages (and any single variable which merits inclusion) into z-scores. Composite variables are formed by intercorrelating all variables (z-scores) within an episode. The variables that correlate significantly and logically fit together can be combined into an appropriately named composite variable. Do not include a significantly correlated variable that seems unjustified theoretically- it’s probably a chance correlation. When data from sufficiently large samples are accumulated in our laboratory, factor analytic procedures will be used for this purpose.

Note the following information regarding the correlational structure generated for each episode. Often, the correlational structure will be such that a single summary variable can be justified, but there might be clusters of more highly correlated variables within the positive manifold; we refer to these as “component scores.” For example, expressive (e.g., facial and vocal) measures and instrumental or motoric measures often fall into different components. It often proves informative to include both the components and the overall summary score in

6

further analyses. Sometimes, component scores will not be intercorrelated, so that no overall summary score is justified.

5. It is important to realize that the data reduction procedure just described does not always

capture the temporal variability in child responses very well. That is, latency scores are combined with other parameters so that their independent effect is not reflected in the component or summary scores. Thus, investigators might choose to carry latency/speed scores into later analyses. We are currently engaged in extensive study of the temporal patterning of child responses. This obviously touches on the issue of emotion regulation, and extensive work on this topic, within the Lab-TAB episodes, is underway in the Wisconsin laboratory.

6. Both the lower order and higher order composites can obviously be moved to other data files

for combination with data from temperament questionnaires, interviews and other episodes. NOTE: A danger exists in dealing with missing data. When a variable that enters into a composite is missing, different statistics programs have different default options for dealing with the situation. Our rule of thumb is to compute a higher-order composite if more than half of the lower order constituents are non-missing. This treatment of missing data can be accomplished in several ways that all involve a logical prediction of what the subject's response would have been (Little & Rubin, 1987). It is particularly important that subjects whose testing in an episode is terminated due to distress or other extreme reactions not be deleted from the analysis. F. Other Developments We continue to refine the Lab-TAB procedures, coding and data analytic techniques as research and theory in child emotionality advances. One issue that remains somewhat ambiguous is the differentiation of negative affects in childhood--even in the domain of facial expressivity. This issue is a crucial one for discrete affect theory. In the original coding scheme, we coded only fearful facial expressions in the "Fear" episodes, only angry facial expressions in the "Anger" episodes, etc. In recognition of the continuing ambiguity in the literature, we recommend coding a category of "other negative facial affect" for the Fear and Anger episodes. Other strategies for facial affect coding are also under consideration. A related issue mentioned by some users of Lab-TAB is whether non-targeted reactions should be explored in each episode as a general procedure. The logic of this suggestion is that fuller coding would yield a more complete characterization of the child's reaction. For example, it might be informative if a child smiles in what was intended to be an anger episode. On the other hand, coding both positive and negative affect in the same episodes can artifactually force a negative correlation between the two. Also, this extended coding would entail considerably more coding effort for questionable gain. An investigator's decision on this issue is likely to depend on sample characteristics (e.g., special populations of small size might justify extra coding effort). Initial data analyses show that all summary variables from episodes under a given category (e.g., anger) will not be intercorrelated. That is, the conceptualization of "anger proneness" as a temperament dimension may be too broad. The diversity of emotion incentives in the battery allows such differentiation to emerge. Current analyses should clarify this issue. For example,

7

some analyses suggest useful differentiation between episodes with social versus non-social elements. Another important issue in temperament research is whether temperament dimensions are best viewed as types or dimensions. The underlying conceptualization of Lab-TAB is dimension-oriented, but, again, it is conceivable that typological characterizations will prove superior. This issue is particularly salient for the "fear" dimension, where there is evidence that a minority subgroup is particularly prone to express overt fear in the Lab-TAB episodes. Research relating Lab-TAB to various other facets of cognitive and socioemotional development is underway in several laboratories. Lab-TAB is also being used in various cultural settings and with some special populations. Potential users may wish to learn the status of this research before launching their own investigations. G. Anticipated Use A few investigators will choose to use the entire Middle Childhood Lab-TAB. However, we expect that most investigators will view Lab-TAB as a set of standardized emotion-eliciting procedures and will use only a subset of the episodes in any particular study. We hope users will arrange for repeated testing to reduce temporal variation, and we encourage use of at least two episodes per dimension. We also expect that Lab-TAB will typically be used in conjunction with caregiver report via Rothbart's Children’s Behavior Questionnaire. Investigators who wish to use Lab-TAB should contact the author for more complete information, including specific information about stimuli and available standardization and validity data. Training workshops have been offered and might be available in the future. Manuals very similar to this one is available for prelocomotor, locomotor infants as well as pre-school aged children. Address for inquiries: Jeffrey R. Gagne

The University of Texas at Arlington Department of Psychology-Box 19528 Arlington, Texas 76019

Phone: (817) 272-0922 Email: [email protected]

H. Hill Goldsmith Department of Psychology 1202 West Johnson Street University of Wisconsin Madison, WI 53706 USA Phone: Office (608) 262-9932; Lab (608) 263-4735 FAX (608) 265-3649 E-mail: [email protected]

8

mailto:[email protected]

References Goldsmith, H.H. (1996). Studying Temperament via Construction of the Toddler Behavior

Assessment Questionnaire. Child Development, 67, 218-235. Goldsmith, H.H. (1988). Preliminary manual for the Toddler Behavior Assessment Questionnaire.

Oregon Center for the Study of Emotion technical report. #88-104. Goldsmith, H.H., & Rieser-Danner, L. (1990). Assessing early temperament. In C.R. Reynolds & R.

Kamphaus (Eds.), Handbook of psychological and educational assessment of children. (vol. 2) Personality, behavior, and context. (pp. 345-378). New York: Guilford Press.

Goldsmith, H.H. & Rothbart, M.K. (1991). Contemporary instruments for assessing early temperament

by questionnaire and in the laboratory. In A. Angleitner & J. Strelau (Eds.), Explorations in temperament. New York: Plenum Press.

Goldsmith, H.H., Elliott, T.K., & Jaco, K.L. (1986, April). Construction and initial validation of a

new temperament questionnaire. Infant Behavior and Development, 9, 144 (Abstract). International Conference on Infant Studies. Los Angeles, CA.

Kochanska, G., Murray, K., Jacques, T. Y., Koenig, A. L., & Vandergeest, K. (1996). Inhibitory

control in young children and its role in emerging internalization. Child Development, 67, 490-507.

Kochanska, G., Murray, K., & Coy, K. C. (1997). Inhibitory control as a contributor to conscience in

childhood: From toddler to early school age. Child Development, 68, 263-277. Little, R. J. A., & Rubin, D. B. (1987). Statistical analysis with missing data. New York: Wiley. Rothbart, M.K. (1981). Measurement of temperament in infancy. Child Development, 52, 569-

578.

9

Fear Episode

10

Scary Mask A. RATIONALE

A friendly stranger puts on a scary mask. The incongruity, and the fact that it is a "scary stranger," will scare some children. B. PHYSICAL SETTING

The child is standing on a mat, facing the camera. The friendly stranger is facing the wall digging through a bag so that the child cannot see the mask. The child tester and the parent should not be present during this episode. The child should believe they are alone. C. STIMULI

Black hooded sweatshirt, a rubber mask that resembles a disfigured face, and one 17" x 17" floor mat D. PROCEDURE

The episode begins when the child sees the friendly stranger’s face (usually when the friendly stranger coughs) for the first time. It ends after the friendly stranger says, "Well, it was nice to meet you. I have to go now." E. CAMERA INSTRUCTIONS

The camera should be focused on the child from his/her knees to the top of his/her head. It is crucial to get as tight a shot as possible to aid in facial coding.

F. SCORING

The episode is divided into six epochs: The first epoch begins when the friendly stranger coughs the first time (or when the child first

sees the friendly stranger’s face) even if child is not looking towards the friendly stranger, and ends when the friendly stranger coughs the second time. This is about 15 seconds.

The second epoch begins when the friendly stranger coughs the second time and ends as the friendly stranger starts to say, “Hi, my name is Jamie.” This is about 15 seconds.

The third epoch begins when the friendly stranger says, “Hi, my name is Jamie,” and ends as the friendly stranger takes off the mask (or when the friendly stranger begins saying, "Hi! It's just me. I was just wearing this mask,”). This is about 15 seconds.

The fourth epoch begins as the friendly stranger takes off the mask (or when the friendly stranger begins saying, "Hi! It's just me. I was just wearing this mask,”), and ends as the friendly stranger asks the child to touch the eyes and mouth on the mask.

The fifth epoch begins as the friendly stranger asks the child to touch the eyes and mouth on the mask, and ends as the friendly stranger asks the child to put the mask on. If the child puts the mask on stop coding as soon as you can no longer see the child’s face.

The sixth epoch begins as the friendly stranger asks the child to put the mask on, and ends after the friendly stranger says, "Well, it was nice to meet you. I have to go now."

11

Variables to be scored a. Baseline (coded by the child tester) b. Gender of friendly stranger c. Friendly stranger’s behavior d. Latency to first clear fear response e. Intensity of fear expression f. Intensity of vocal distress g. Intensity of bodily fear h. Presence of startle i. Intensity of avoidance j. Intensity of approach k. Duration of gaze aversion l. Intensity of fidgeting m. Presence of negativity n. Intensity of positivity o. Cooperation or refusal

Definitions of variables:

a. Baseline state: The child’s state prior to the beginning of the episode is coded by the child tester using the following scale:

1 = alert and calm 2 = alert and active 3 = tired or inattentive 4 = whiny, complaining or distressed 5 = resistant

b. Gender of friendly stranger: The gender of the friendly stranger is noted.

1 = female 2 = male

c. Friendly stranger’s behavior is coded using the following scale:

0 = Completely neutral 1 = Slightly too friendly or mostly friendly 2 = Overly friendly or “over the top” friendly (ex. Deviating from script in a reassuring

and comforting way) d. Latency to first clear fear response: Interval, in seconds, from the beginning of the episode

to the first codeable fear response. Include facial fear, bodily fear (only if greater than 1), startle, vocal distress, and avoidance * If the child is already displaying fear before the episode starts, the code = 1. * If the child never displays fear, the code = 181.

e.

12

Intensity of fear expression: Peak intensity of facial fear is coded in each epoch using AFFEX (see Appendix) and is rated on the following scale:

0 = No facial region shows codeable fear movement. 1 = One facial region shows codeable fear movement, identifying low intensity fear.

Can be ambiguous, corners of mouth go straight back, eyebrows go up and in, eyes look tense, usually short lived

2 = Two or three facial regions show codeable fear movement. Should be obvious.

f. Intensity of vocal distress: Peak intensity of vocal distress is coded in each epoch and is rated on the following scale:

0 = No vocal distress. Either do not talk or say something in a neutral or positive tone. 1 = Low or moderate vocal distress: Mild vocalizations that indicate some fear (e.g.,

"Is that a mask”). Is typically subtle and is often a question. Sarcasm often falls into this code as well.

2 = High vocal distress: Vocalizations that indicate definite, very fearful overtones (e.g., "Don't come closer."). Is typically more obvious. Child may scream, cry or use the word “scared”.

g. Intensity of bodily fear: Peak intensity of bodily fear is coded in each epoch and is rated on

the following scale (scale is pretty sensitive): 0 = No signs of bodily fear. 1 = Low bodily fear: Child may show a sudden decrease in activity. This decrease in

activity cannot be related to visual orienting to the friendly stranger. 2 = Moderate bodily fear: Child may show bodily tensing (visible tensing of the

muscles such as tightening and raising of shoulders). For example, the child may raise his/her shoulders to sigh or control breathing or ball hands into tight fists. Fidgeting does not count. (ex. Hands on hips, crossing their arms, odd/tense arm or neck position lasting for a couple seconds or more.)

3 = High bodily fear: Child may exhibit freezing (tensing entire body with very little motion) and/or trembling. This code is rather uncommon and should be obvious. Running out of room does not count for this code.

h. Presence of startle: Presence of startle response during the first epoch after cough is

coded. A startle response must not include a blink response. A jolt or jump by the child that is easily noticed.

0 = no 1 = yes

13

i. Intensity of avoidance: Peak intensity of avoidance behaviors. These can be such things as increasing the distance between child to friendly stranger (e.g., leaning away), putting something between the child and the friendly stranger (e.g., putting hands over face), or subtle bodily behaviors (e.g., closing eyes). They are coded in each epoch and are rated on the following scale: If the child made a move to approach but then returned to his/her original spot, it is not considered avoidance. It is avoidance only if the initial distance between child and the friendly stranger is increased.

0 = No avoidance: Child may stand in place. 1 = Low avoidance: Child may turn close to 90°, lean away and hold it, or close his/her

eyes. 2 = Moderate avoidance: Child may take one or two steps away (even if they are small

steps) from friendly stranger. If the child covers their face it is also scored. 3 = High avoidance: Child may display more than two of the above examples or may

be as far away from the friendly stranger as possible (e.g., in a far corner, hiding behind something).

j. Intensity of approach: Peak intensity of approach behaviors (behaviors initiated by child

to decrease the distance from child to the friendly stranger) are coded in each epoch and are rated on the following scale: If the child made a move to avoid but then returned to his/her original spot, it is not considered an approach. It is an approach only if the initial distance between the child and the friendly stranger is decreased.

0 = No approach: Child may stand in place; does not approach friendly stranger. 1 = Low approach: Child may lean toward friendly stranger. Reaching for the mask

before being prompted 2 = Moderate approach: Child may take one or two steps (even if they are small steps)

toward the friendly stranger. 3 = High approach: Child may take more than two steps toward the friendly stranger.

This is an uncommon code.

k. Duration of gaze aversion: Duration of gaze aversion is scored for each instance of gaze aversion on the last page. The gaze aversions must be longer than two seconds. The total number of seconds that the gaze aversion lasted is recorded. Do not code duration of gaze aversion for epochs that are missing.

l. Intensity of nervous fidgeting: Intensity of nervous fidgeting is noted during each epoch.

Nervous fidgeting is defined as movement without a purpose that is induced by the situation (e.g., rocking behavior). Picking up an object and fiddling with it can be scored as fidgeting.

0 = No nervous fidgeting. 1 = Mild to Moderate nervous fidgeting. (ex. Close to body movements, playing with hair, scratching, etc.) 2 = High nervous fidgeting. (ex. Big movements, obvious rocking, flapping arms, etc.)

14

m. Presence of negativity at any time during the epoch is noted, so long as it is obvious. Examples may include negative verbalizations or negative facial or bodily expressions. If any facial fear, negative vocalizations or avoidance are coded it is coded a 1 for negativity. Bodily fear must be a 2 or higher to count.

0 = no 1 = yes

n. Intensity of positivity at any time during the epoch is noted, so long as it is obvious.

Examples may include positive verbalizations or positive facial or bodily expressions. 0 = No positivity. 1 = Tense, small, restrained smiles or small giggles. Child is at least a little

uncomfortable 2 = “True,” joyful smiles and unrestrained laughter. Child is comfortable - Often times a closed mouth smile is a 1 while a larger open mouth smile is a 2

o. Cooperation or refusal: The friendly stranger asks the child a series of questions, and

his/her cooperation or refusal is scored. 0 = Child refuses. 1 = Child cooperates.

15

Social Inhibition and Shyness Episode

16

Storytelling A. RATIONALE

This episode will assess social inhibition and shyness. B. SCORING This episode is divided into 10-second epochs and can be of various lengths depending on the individual child. There must be at least 6 seconds in the last epoch to be counted as an epoch. There is always at least one prompt by the CT, but depending on the individual child there could be numerous prompts, and the episode could last anywhere from slightly over a minute to over twelve minutes in length. If the episode is longer than 6 minutes, only code the first five minutes and the last minute (total of 36 epochs). The episode begins when the CT finishes giving the instructions. The episode ends when the CT begins corresponding verbally in conversation with the child. If audio is missing for the entire episode, then it is deemed uncodeable. Fill in the coding sheet with 9993 as missing values. Variables to be scored:

a. Baseline state (scored by the CT) b. Latency to first fear response c. Latency to first fidgeting d. Latency to begin speaking e. Percent time speaking f. Presence of partially-voiced/whispered speech g. Number of disfluencies/hesitations h. Intensity of facial fear i. Intensity of nervous fidgeting j. Intensity of bodily fear k. Intensity of avoidance behavior l. Presence of negativity m. Number of prompts by CT (regarding speech) n. Number of prompts by CT (regarding standing) o. Presence of smiling NOTE: DETERMINE BASELINE BODILY AND FACIAL CHARACTERISTICS BEFORE CODING.

Definitions of variables: a. Baseline state: The child’s state prior to the beginning of the episode is coded once

prior to each episode for each child by the CT using the following scale: 1 = alert and calm

2 = alert and active 3 = tired or inattentive 4 = whiny, complaining or distressed 5 = resistant

17

b. Latency to first fear response (excluding fidgeting): Interval, in seconds, from the time when the CT finishes giving the instructions to the first definite fear response (only include facial fear, bodily fear, avoidance behavior). If child never shows a fear response during the entire episode code 8888. If the child begins to show a fear response immediately code with a 1.

c. Latency to first fidgeting: Interval, in seconds, from the time when the CT finishes

giving the instructions to the first fidgeting behavior. If child never fidgets during the entire episode code as 8888. If the child begins to fidget immediately code with a 1.

d. Latency to begin speaking: Interval, in seconds, from the time CT finishes giving

The instructions. to when child begins speaking. If child never speaks during the entire episode code

as 8888. If the child begins to speak immediately code with a 1. Disfluencies/hesitations are considered words.

e. Percent of time speaking is the percentage of time the child spends speaking

compared to the total time the child “has the floor.” The amount of time the child “has the floor” starts when the CT finishes the introduction and ends when the CT concludes the child’s portion of the episode. This value cannot exceed 360.

f. Presence of partially-voiced/whispered speech: Note presence of partially-

voiced/whispered speech. Remember that just because the volume of the tape is low does not mean that the child was speaking softly/whispering. Do not include drops in speech at end of sentence (trailing off). Do not code if drop in volume is due to body positioning (e.g., turning away of face or body). Code as 9998 if child says nothing during the epoch. 0 = Normal volume of speech 1 = Presence of partially-voiced/whispered speech

g. Number of disfluencies/hesitations is the count of disfluencies/hesitations said by

the child during an epoch (e.g. Um, Well, Ah, Hmmm, Uh, repetitions, pauses, filler words such as and, then, so that are carried out in duration). Disfluencies/hesitations that are pauses require more than 2 seconds and less than a 10 second break in speech. So, pauses of 3 through 9 seconds in duration are coded as a disfluency/hesitation. If a disfluency/hesitation separates a pause (e.g., pause, disfluency/hesitation, pause), the pauses are treated as two separate pauses. Do not code pauses that occur during questioning by the CT. Pauses of 10 seconds or more are considered normal breaks in speech, not disfluencies. If a pause occurs across two epochs, count it as one disfluency/hesitation during the first epoch it occurs in. Repetitions occurring between epochs should be coded in the first epoch with which they occur. Words/phrases that are said more than once in a row (i.e. “Well…well…well…”) should be coded as one repetition. Code as 9998 if child says nothing during the epoch.

18

h. Intensity of facial fear: Peak intensity of fear or fear blends are noted in each

epoch using AFFEX, (See Appendix for definitions), and rated on the following scale: 0 = No facial region shows codeable fear movement 1 = Only one facial region shows definite codeable movement or mild movement in

two regions, identifying a low intensity fear. 2 = Two facial regions show definite codeable movement.

Note: If mouth or brow is blocked (half-face exposed), try to determine the movement as best you can. Please only code if you are confident of the code. Code as 0 if face is not entirely visible and note on the coding sheet that you can only see a portion of the face and whether you could or could not determine what is happening in the blocked region.

i. Intensity of Nervous Fidgeting: Intensity of nervous fidgeting is noted during each

epoch. Nervous fidgeting is defined as repetitive movement without a purpose that is induced by the situation (e.g., rocking behavior). Do not include behaviors that seem related to balancing/readjusting posture. To determine intensity you should consider both the extent of the body used in the fidgeting behavior and the intensity with which the fidgeting occurs. Consider the amount of space surrounding the movement and the speed at which the movement is occurring. Levels of either of these can determine the level of the fidgeting behavior. 0 = No nervous fidgeting. 1 = Mild to Moderate nervous fidgeting (e.g., small hand movements, rocking, up on toes) 2 = High nervous fidgeting (e.g., kicking, big arm swinging).

Note: This variable is considered missing if the entire body is off screen the entire epic (9995).

j. Intensity of Bodily Fear: Peak intensity of bodily fear is noted in each epoch and

rated on the following scale: 0 = No sign of bodily fear. 1 = Moderate bodily fear. Child may show bodily tensing: visible tensing of the muscles such as tightening and rising of shoulders. For example, the child may raise his/her shoulders to sigh or control breathing or balling hands into tight fists. The shoulders need to remain raised for 2 seconds or more to code bodily tension. Another example is the child may have tense neck/shoulders where the child doesn’t move the head to look around and only eyes move. Another example is the child may clench hands into tight fists. 2 = High bodily fear. Child may exhibit freezing (tensing entire body with very little motion) and/or trembling. Note: Bodily tensing or freezing must occur for at least 2 seconds to be coded as Bodily Fear. Exceptions are clear shrug gestures.

Note: Tension required to hold a position is not considered bodily fear. However, if it is possible to hold the position without tension, code this as bodily fear. Note: This variable is considered missing if the entire body is off screen the entire epic (9995).

19

k. Intensity of Avoidance Behavior: Peak intensity of avoidance behaviors (behaviors

initiated by C to maintain or increase distance from C to CT and Camera Person) are noted in each epoch and rated on the following scale: If C made a move to approach or avoid but then returned to his/her original spot, the return to the original spot is not considered avoidance. It is avoidance only if the initial distance between C and the CT and Camera Person is increased or decreased. Leaning towards the CT and Camera Person is not considered avoidance behavior, but leaning to the side or away is.

0 = No avoidance behavior. Stands in place. 1 = Mild avoidance behavior. Examples may include turning away 90 degrees from CT and Camera Person, covering the mouth, looking down (need to see top of head), tucking face into the chest/shoulder, crossing arms protectively (across chest), or mildly leaning away. 2 = Moderate avoidance behavior. Examples include taking one or two steps away from, towards, or to the side of CT and Camera Person, covering face, moderately leaning away, turning more than 90 degrees. 3 = High avoidance behavior. Examples include sitting down, taking more than two steps away from, towards, or to the side of CT and Camera Person, being off the mat, walking out of the camera’s view or combinations of the above behaviors.

Note: When several avoidance behaviors are present during a single epoch, use these formulas:

• Any combination of behaviors that are considered mild (1) should be coded as a 1.

• Combinations involving several mild behaviors (1) along with a single moderate behavior (2) should be coded as a 2.

• Combinations involving more than one moderate behavior (2) should be coded as a 3.

Note: If head turn is less than 2 seconds, verify that it isn’t just a distracter that has attracted attention (e.g., dog barking in next room). It should be clear, however, that there is a distracter present. Such cases should not be coded as avoidance behavior. When a distracter is present, code as 9987. Note: Head turns and head down need to last at least a second in duration. Note: This variable is considered missing if the entire body is out of view for the entire epic (9995).

l. Presence of Negativity at any time during the epoch is noted, so long as it is

obvious. Examples may include negative verbalizations or negative facial or bodily expressions. Nervous Fidgeting is not considered as Negativity. Bodily fear, facial fear, avoidance behavior, and any sadness or anger facial, vocal, or bodily expression is considered negativity. 0 = No 1 = Yes

20

m. Number of prompts regarding speech given by the CT. This would include instances such as the CT says, “Is there anything else you would like to tell me about yesterday?” or “Is there anything else?” n. Number of prompts regarding standing on mat given by the CT. This would

include instances such as CT says, “Please stand up.” or “Could you stand on the mat please?”

o. Presence of smiling: Presence of smiling using AFFEX (See Appendix for

definitions - smiling with both corners of mouth raised) is scored for each instance of smiling on the last page. Note: Smiling during speech is coded if words don’t require upward movement of corners of mouth.

Note: Unilateral smiles (one corner raised) are not coded as smiles. Note: If hand or other object is blocking the mouth, only code smiling if you are confident that the child is smiling and you can see enough to determine this. If you are unsure, code as 0. If the hand or object seems to be pressing up on the mouth, then don’t code smiling since it may be just movement caused by the hand/object.

21

Distress Episodes

22

Transparent Box A. RATIONALE

This task is designed to evoke frustration or anger by preventing the child from playing with the selected toy. The child will be able to see the object of desire (in this case a toy) through a clear plastic box but be unable to attain it because the box will be locked and the keys will not open it. B. PHYSICAL SETTING

The child should be sitting at a table facing the camera in a room empty of other toys/props. The parent should not be present during this episode. C. STIMULI

Large transparent box, remote control robot, Gameboy®, Barbie® on a horse, padlock, ring of faulty keys, and correct key. D. PROCEDURE

The episode begins after the child tester says, "I can’t remember which key opens the lock. You can just try them, and when you open the box, you can play with the toy you want,” and it ends four minutes later when the child tester returns to the room and says, "Didn’t the lock open?”

E. CAMERA INSTRUCTIONS

It is important to capture a tight shot of the child’s face and upper body, also include the locked box in the shot.

F. SCORING

This episode lasts for four minutes and is divided into 10-second epochs. Variables to be scored:

a. Baseline state (coded by child tester) b. Latency to first stop or to be off-task c. Presence of positivity d. Presence of negativity e. Language valence f. Language content Anger variables g. Intensity of anger expression h. Intensity of bodily anger/ frustration i. Latency to first anger response Sadness variables j. Intensity of sadness expression k. Intensity of bodily sadness l. Presence of resignation m. Latency to first stop The following variable is not coded within epochs n. Duration of on-task work

23

Definitions of variables: a. Baseline state: The child’s state prior to the beginning of the episode is coded by the child

tester using the following scale: 1 = alert and calm 2 = alert and active 3 = tired or inattentive 4 = whiny, complaining or distressed 5 = resistant

b. Latency to first stop or to be off-task: The amount of time, in seconds, it takes the child to first either be off-task or give up on the getting the toys completely from the time s/he first begins working on getting the toys. The child’s attention must shift to something other than getting the toys. * Off-task is defined as not purposefully getting the toys and disengaged from the task.

The child must display this behavior for at least 5 seconds in order for him/her to be coded as off-task.

* If getting the toys is given up on, the child must decide to quit work on getting the toys in order for it to be coded as a first quit.

* If child never stops working on task, code = 241. c. Presence of positivity at any time during the epoch is noted, so long as it is obvious.

Examples may include positive verbalizations or positive facial or bodily expressions. 0 = no 1 = yes

d. Presence of negativity at any time during the epoch is noted, so long as it is obvious.

Examples may include negative verbalizations or negative facial or bodily expressions. 0 = no 1 = yes

e. Language: The tone or content of the child's voice is coded for verbalizations. The peak intensity is coded in each epoch using the following scale:

0 = No, neutral or positive vocalizations. 1 = Low negative vocalization. 2 = High negative vocalization.

24

Anger variables NOTE – ANGER VARIABLES WERE COLLAPSED INTO A 0-2 SCALE IN WTP CODING. 1 and 2s were combined into one (1) score.

f. Intensity of anger expression: Peak intensity of facial anger is coded in each epoch using

AFFEX (See Appendix for definitions) and is rated on the following scale: 0 = No facial region shows codeable anger movement. 1 (1) = Only one facial region shows codeable anger movement, identifying low

intensity anger. (generally look at mouth first) (e.g., biting lip, pursed, tense) 2 (1) = Two facial regions show codeable anger movement, or expression in one region

(e.g., brows) is definite. 3 = All three facial regions show codeable anger movement, or coder otherwise has

impression of strong anger.

g. Intensity of bodily anger/ frustration: Peak intensity of bodily anger/ frustration is coded in each epoch and is rated on the following scale:

0 = No detectable bodily anger/ frustration. 1 (1) = Low bodily anger/ frustration: Slight bodily tensing or mild frustration behavior

(e.g., sighing/grunting with frustration, placing hand/arm on table with more force than necessary,).

2 (1) = Moderate bodily anger/ frustration: Moderate bodily tensing (e.g., balling the fists, swinging the legs) or moderate frustration behavior (e.g., pushing away from the table, sighing heavily, pushing the box away, slamming hand/arm on table with definite intention).

3 = High bodily anger/ frustration: High bodily tensing (e.g., trembling) or high frustration behavior (e.g., throwing the keys).

Sadness variables NOTE – SADNESS VARIABLES WERE COLLAPSED INTO A 0-2 SCALE IN WTP CODING. 1 and 2s were combined into one (1) score.

h. Intensity of sadness expression: Peak intensity of facial sadness is coded in each epoch

using AFFEX (see Appendix for definitions) and is rated on the following scale: 0 = No facial region shows codeable sadness movement. 1 (1) = Only one facial region shows codeable sadness movement, identifying low

intensity sadness. (generally look at mouth first) 2 (1) = Two facial regions show codeable sadness movement, or expression in one

region is definite (e.g., brows). 3 = All three facial regions show codeable sadness movement, or coder otherwise has

impression of strong facial sadness.

a. Intensity of bodily sadness: Peak intensity of bodily sadness is coded in each epoch

and is rated on the following scale: 0 = No detectable bodily sadness. 1 (1) = Mild bodily sadness (e.g., downcast head, hand on head). 2 (1) = Moderate bodily sadness (e.g., slumped shoulders, resting head on hand).

25

3 = High bodily sadness (e.g., buries head in arms). b. Presence of resignation: Presence of resignation is coded in each epoch. 0 = No detectable resignation. 1 = Attempts to obtain the toys have been reduced and/or stopped; child is accepting

of the fact that s/he will not get the toys.

c. Latency to first stop: Interval, in seconds, from the beginning of the episode to the first stoppage of five or more seconds of work

* If the child never stops working code = 241.

The following variable is not coded within epochs

d. Duration of on-task work: The duration of on-task work is scored for each instance of on-task work on the last page. The total number of seconds that the on-task work lasted is recorded.

26

Impossibly Perfect Stars A. RATIONALE

Katherine Korner in "Some Aspects of Hostility in Young Children" cites an experiment in which the children who participated were asked to draw the human figure repeatedly. The outcome of this experiment was that after completion of many figures the children became bored and angry. B. PHYSICAL SETTING

The child is sitting at a table and chair, facing the camera, and the child tester is sitting to child's right. The parent should not be present during this episode. C. STIMULI

Washable marker (Crayola® brand) and a sheet of white paper D. PROCEDURE

The episode begins when the child begins drawing his/her first star and ends four minutes later or when child tester says to child, "That one looks pretty good."


This shot requires focusing on the child's face and upper body, as well as the paper and marker. F. SCORING

This episode lasts for four minutes and is divided into 10-second epochs. Variables to be scored: a. Baseline (coded by child tester) b. Presence of positivity c. Presence of negativity d. Number of critiques given by child tester

Anger variables e. Intensity of anger expression f. Intensity of bodily anger/ frustration g. Latency to first anger response

Sadness variables h. Intensity of sadness expression i. Intensity of bodily sadness j. Latency to first sadness response Language coding k. Anger vocalizations l. Sadness vocalizations m. Positive vocalizations

27

Definitions of variables: a. Baseline state: The child’s state prior to the beginning of the episode is coded by the

child tester using the following scale: 1 = alert and calm 2 = alert and active 3 = tired or inattentive 4 = whiny, complaining or distressed 5 = resistant

b. Presence of positivity at any time during the epoch is noted, so long as it is obvious. Examples may include positive facial or bodily expressions. 0 = no 1 = yes

c. Presence of negativity at any time during the epoch is noted, so long as it is obvious. Examples may include negative facial or bodily expressions. 0 = no 1 = yes

d. Number of critiques given by child tester.

Anger variables NOTE – ANGER VARIABLES WERE COLLAPSED INTO A 0-2 SCALE IN WTP CODING. 1 and 2s were combined into one (1) score.

e. Intensity of anger expression: Peak intensity of facial anger is coded in each epoch using

AFFEX (See Appendix for definitions) and is rated on the following scale: 0 = No facial region shows codeable anger movement. 1 (1) = Only one facial region shows codeable anger movement, identifying low

intensity anger. (generally look at mouth first) (e.g., biting lip, pursed, tense) 2 (1) = Two facial regions show codeable anger movement, or expression in one region



f. Intensity of bodily anger/ frustration: Peak intensity of bodily anger/ frustration is coded in each epoch and is rated on the following scale:

0 = No detectable bodily anger/ frustration. 1 (1) = Low bodily anger/ frustration: Slight bodily tensing or mild frustration

behavior (e.g., pressing harder on the paper, sighing with frustration, placing hand/arm on table with more force than necessary, scribbling out star).

2 (1) = Moderate bodily anger/ frustration: Moderate bodily tensing (e.g., balling the fists, swinging the legs) or moderate frustration behavior (e.g., pushing away from the table, sighing heavily, pushing the paper away, slamming hand/arm on table with definite intention).

3 = High bodily anger/ frustration: High bodily tensing (e.g., trembling) or high frustration behavior (e.g., throwing the paper or marker).

28

g. Latency to first anger response: Interval, in seconds, from the beginning of the episode to the first codeable anger response (e.g., facial, bodily). * If the child is already displaying anger before the episode starts, the code = 1. * If the child never displays anger, the code = 241.

Sadness variables NOTE – SADNESS VARIABLES WERE COLLAPSED INTO A 0-2 SCALE IN WTP CODING. 1 and 2s were combined into one (1) score.

h. Intensity of sadness expression: Peak intensity of facial sadness is coded in each epoch

using AFFEX (see Appendix for definitions) and is rated on the following scale: 0 = No facial region shows codeable sadness movement. 1 (1) = Only one facial region shows codeable sadness movement, identifying low

intensity sadness. (generally look at mouth first) 2 (1) = Two facial regions show codeable sadness movement, or expression in one



i. Intensity of bodily sadness: Peak intensity of bodily sadness is coded in each epoch and is rated on the following scale:

0 = No detectable bodily sadness. 1 (1) = Mild bodily sadness (e.g., downcast head, hand on head). 2 (1) = Moderate bodily sadness (e.g., slumped shoulders, resting head on hand). 3 = High bodily sadness (e.g., buries head in arms).

j. Latency to first sadness response: Interval, in seconds, from the beginning of the episode to the first codeable sadness response (e.g., facial, bodily). * If the child is already displaying sadness before the episode starts, the code = 1. * If the child never displays sadness, the code = 241.

Language coding k. Anger vocalizations: Peak intensity of anger vocalizations is recorded for each of the four

time blocks. 0 = No evidence of anger vocalizations or ambiguous. 1 (1) = Mild/moderate anger vocalizations (sighs are only air, therefore no sound

is produced, but a sigh with sound is a vocalization) 2 (1) = Moderate/high anger vocalizations. 3 = Extreme anger vocalizations.

29

l. Sadness vocalizations: Peak intensity of sadness vocalizations is recorded for each of the four time blocks.

0 = No evidence of sadness vocalizations or ambiguous. 1 (1) = Mild/moderate sadness vocalizations. 2 (1) = Moderate/high sadness vocalizations. 3 = Extreme sadness vocalizations.

m. Positive vocalizations: Peak intensity of positive vocalizations is recorded for each of the four time blocks.

0 = No evidence of positive vocalizations or ambiguous. 1 = Mild/moderate positive vocalizations. 2 (1) = Moderate/high positive vocalizations.

* code tone more than words (but keep words in mind, especially regarding if they’re

internally or externally focused. (e.g., (internal) “I can’t make good stars.” vs. (external) “Why don’t you draw a star.”)

* Remember, words/phrases can be neutral!

30

I'm Not Sharing A. RATIONALE

This task targets the child's feelings of being treated unjustly. B. PHYSICAL SETTING

The child is sitting at a table and chair, facing the camera, and the child tester is sitting to child's right. The parent should not be present during this episode. C. STIMULI

Eighteen pieces of individually wrapped candies in a small plastic bag and two plastic containers with narrow tops (to prevent child from holding/unwrapping candy during episode). D. PROCEDURE

The episode begins when child tester gives child the first piece of candy and the candy hits the bottom of the container and ends when the child tester finishes saying, “let’s each pick just two pieces of candy.”


This shot requires focusing on the child's face and upper body, as well as the candy and containers. F. SCORING

The episode is divided into 10-second epochs and can vary in length depending on the individual child and child tester.

Variables to be scored:

a. Baseline state (coded by child tester) b. Intensity of positivity c. Presence of negativity Anger variables d. Intensity of anger expression e. Intensity of bodily anger/ frustration f. Latency to first anger response g. Presence of resistance Sadness variables h. Intensity of sadness expression i. Intensity of bodily sadness j. Presence of resignation k. Latency to first sadness response Language coding l. Anger vocalizations m. Sadness vocalizations n. Positive vocalizations

31



b. Intensity of positivity at any time during the epoch is noted, so long as it is obvious.

Examples may include positive verbalizations or positive facial or bodily expressions. 0 = no positivity 1 = Tense, small, restrained smiles or small giggles 2= “True,” joyful smiles and unrestrained laughter

c. Presence of negativity at any time during the epoch is noted, so long as it is obvious.


Anger variables

NOTE – FACIAL AND BODILY ANGER VARIABLES WERE COLLAPSED IN WTP CODING.

Anger Expression and Bodily Anger were collapsed into one global Anger score. The peak anger, facial or bodily, was coded on a 0-3 scale.

d. Intensity of anger expression: Peak intensity of facial anger is coded in each epoch using AFFEX (See Appendix for definitions) and is rated on the following scale:

0 = No facial region shows codeable anger movement. 1 (1) = Only one facial region shows codeable anger movement, identifying low

intensity anger, or expression is ambiguous. 2 (1) = Two facial regions show codeable anger movement, or expression in one region



e. Intensity of bodily anger/ frustration: Peak intensity of bodily anger/ frustration is coded in each epoch and is rated on the following scale:

0 = No detectable bodily anger/ frustration. 1 (1) = Low bodily anger/ frustration: Slight bodily tensing or mild frustration behavior

(e.g., gripping the container tightly, sighing mildly). 2 (1) = Moderate bodily anger/ frustration: Moderate bodily tensing (e.g., balling the

fists, swinging the legs) or moderate frustration behavior (e.g., pushing away from the table, sighing heavily, pushing the container away).

3 = High bodily anger/ frustration: High bodily tensing (e.g., trembling) or high frustration behavior (e.g., throwing the container).

32

f. Latency to first anger response: Interval, in seconds, from the beginning of the episode to the first codeable anger response (e.g., facial, vocal, bodily). * If the child is already displaying anger before the episode starts, the code = 1. * If the child never displays anger, the code = 241.

g. Presence of Resistance: Whether or not the child attempts to get the candy is coded within each epoch. 0=The child does not resist or attempt to get the candy in any way. 1=The child actively attempts to obtain the candy.

Sadness variables

NOTE – FACIAL AND BODILYSADNESS VARIABLES WERE COLLAPSED IN WTP CODING.

Sadness Expression and Bodily Sadness were collapsed into one global Sadness score. The peak sadness, facial or bodily, was coded on a 0-3 scale.

h. Intensity of sadness expression: Peak intensity of facial sadness is coded in each epoch using AFFEX (see Appendix for definitions) and is rated on the following scale:

0 = No facial region shows codeable sadness movement. 1 (1) = Only one facial region shows codeable sadness movement, identifying low

intensity sadness, or expression is ambiguous. 2 (1) = Two facial regions show codeable sadness movement, or expression in one



i. Intensity of bodily sadness: Peak intensity of bodily sadness is coded in each epoch and is rated on the following scale:

0 = No detectable bodily sadness. 1 (1) = Mild bodily sadness (e.g., downcast head). 2 (1) = Moderate bodily sadness (e.g., slumped shoulders). 3 = High bodily sadness (e.g., head in arms or hands).

j. Presence of resignation: Presence of resignation is noted in each epoch.

0 = No detectable resignation 1 = Attempts to obtain the candy have been reduced; child is accepting the fact that

s/he will receive less candy.

k. Latency to first sadness response: Interval, in seconds, from the beginning of the episode to the first codeable sadness response (e.g., facial, vocal, bodily). * If the child is already displaying sadness before the episode starts, the code = 1. * If the child never displays sadness, the code = 241.

33

Language coding l. Anger vocalizations: Peak intensity of anger vocalizations is recorded for each of the four

time blocks. 0 = No evidence of anger vocalizations or ambiguous. 1 = Mild/moderate anger vocalizations. 2 = Moderate/high anger vocalizations. 3 = Extreme anger vocalizations.

m. Sadness vocalizations: Peak intensity of sadness vocalizations is recorded for each of the four time blocks.

0 = No evidence of sadness vocalizations or ambiguous. 1 = Mild/moderate sadness vocalizations. 2 = Moderate/high sadness vocalizations. 3 = Extreme sadness vocalizations.

n. Positive vocalizations: Peak intensity of positive vocalizations is recorded for each of the four time blocks.

0 = No evidence of positive vocalizations or ambiguous. 1 = Mild/moderate positive vocalizations. 2 = Moderate/high positive vocalizations.

34

Prize Ranking / Wrong Gift

Prize Ranking A. RATIONALE

This portion of the episode measures the amount of time the child takes to rank the prizes. It is also a set up for the Wrong Gift portion of the episode.

B. PHYSICAL SETTING The child is sitting at a table and chair, facing the camera, and the child tester is sitting to

child's right.

C. STIMULI A box with five compartments (each section has a number on the bottom for ranking prizes

and prize placement) and five prizes for ranking (slinky, yo-yo, top, rubber dinosaur, and a worn, broken white crayon).

D. PROCEDURE

The child is told that later in the day they will get to keep one of the prizes. The prizes are laid out on the table and the child is asked to rank them in order from best to worst.


The camera shot should be a fairly tight face shot, but include the child’s upper body. The shot should clearly include the child with the prizes.

F. SCORING

This episode is divided into 5 epochs. Each epoch begins when the child tester finishes asking the child to choose his/her next favorite toy. The epochs end when the child has chosen a toy and has handed it to the child tester to put in the box.

Variables to be scored: a. Baseline (coded by child tester) b. Does child touch any toys before s/he has chosen his/her favorite toy? c. Does child begin ranking toys before handing his/her favorite toy to the CT? d. Latency to choose each succeeding toy. e. Number of times child changes his/her mind during ranking f. Does child change his/her mind at the end of the episode?


a. Does child touch any toys before s/he has chosen his/her favorite toy? 0 = Child does not touch any of the toys before handing his/her favorite prize to the CT. 1 = Child does not follow the directions and touches a toy (or toys) before handing his/her favorite toy to the CT

35

b. Does child begin ranking toys before handing his/her favorite toy to the CT 0 = Child does not move any of the toys around on the table, putting them in some type of organized order before choosing the best prize and handing it to the CT 1 = child does organize or rank some or all of the prizes before handing his/her favorite one to the CT

c. Latency to choose each succeeding toy

The amount of time, in seconds, it takes the child to hand the toy to the CT after the CT finishes telling the child to choose his/her next favorite toy NOTE: If the child chooses his/her next favorite toy and has picked it up off the table before the child tester asks him/her to do so, code = 0

d. Number of times child changes his/her mind during ranking The number of times the child asks the child tester to change the order of the prizes while in the process of ranking the toys NOTE: If the child moves one toy, and five other toys must move in order to make that possible, this only counts as one change

e. Does child change his/her mind at the end of the episode 0 = Child is satisfied with the ranking of the toys and does not move them around at the end of the episode 1 = Child decides to change the order of the prizes at the end of the episode when the child tester gives him/her the opportunity

36

Wrong Gift A. RATIONALE

This episode will be used to assess vulnerability to negative affect and regulation of negative affect when frustrated.

B. PHYSICAL SETTING

The episode takes place in a room empty of other toys/props. The child sits at a table and chair, facing the camera, and the friendly stranger sits at the table to child's right. After the friendly stranger leaves, the child tester also sits to the child’s right. The parent should not be present during this episode.

C. STIMULI

A box with five compartments (each section has a number on the bottom for ranking prizes and prize placement) and five prizes for ranking (slinky, yo-yo, top, rubber dinosaur, and a worn, broken white crayon).

D. PROCEDURE

The episode begins when the child tester says, “You know (CHILD'S NAME), you've done such a great job with all these games so far today that I'm going to go tell (FRIENDLY STRANGER’S NAME) to get your prize!” and ends 30 seconds after the child tester and friendly stranger leave the room to let the child pick his/her prize.

. E. CAMERA INSTRUCTIONS

The camera shot should be a fairly tight face shot, but include the child’s upper body. The shot should clearly include the child with the gift.

F. SCORING

This episode is divided into five intervals. The first interval consists of six 5-second epochs. It begins when the child finds out that s/he

will get a prize and ends when the child sees the wrong gift for the first time. The second interval consists of twelve 5-second epochs. It begins when the child sees the

wrong gift for the first time and ends when the friendly stranger gets up to leave. The third interval consists of six 5-second epochs. It begins when the friendly stranger gets up

to leave and ends when the child tester starts asking questions. The fourth interval can vary in length depending on the questions asked and the individual

differences in the children and is divided into 5-second epochs. It begins when the child tester starts asking questions and ends when the friendly stranger and child tester leave.

The fifth interval is made up of six 5-second epochs. It begins when the friendly stranger and child tester leave and ends 30 seconds later.

37

Variables to be scored: g. Baseline (coded by child tester) Interval 1 h. Latency to first positivity i. Intensity of anticipatory positive affect j. Presence of positivity k. Presence of negativity Intervals 2, 3, and 4 l. Intensity of anger expression m. Intensity of bodily anger/ frustration n. Latency to first anger response o. Intensity of sadness expression p. Intensity of bodily sadness q. Latency to first sadness response r. Presence of positivity s. Presence of negativity t. Language valence u. Language content Interval 5 v. Presence of positivity w. Presence of negativity




Interval 1 (Waiting for gift)

b. Latency to first positive affect: The amount of time, in seconds, it takes the child to first

show positive affect (e.g., smiling, wiggling…) from the time s/he finds out that s/he will get a prize. * If child is already showing positive affect when the interval begins, the code = 1. * If child never shows positive affect during the interval, the code = 31.

c. Intensity of anticipatory positive affect: Peak intensity of anticipatory positive affect is

coded in each epoch and is rated on the following scale: 0 = No anticipatory positive affect: Child doesn't seem to care about receiving the gift. 1 = Slight/Moderate positive anticipation: Child may calmly talk about receiving gift

or eagerly await gift. Child may show a small to moderate smile. 2 = High positive anticipation: Child may excitedly wait for gift, possible continuous

laughter, bouncing in chair, and/or excited verbalization about the gift.

38

d. Presence of positivity at any time during the epoch is noted, so long as it is obvious. Examples may include positive verbalizations or positive facial or bodily expressions.

0 = no 1 = yes

e. Presence of negativity at any time during the epoch is noted, so long as it is obvious.


Intervals 2, 3, and 4

f. Intensity of anger expression: Peak intensity of facial anger is coded in each epoch using

AFFEX (See Appendix for definitions) and is rated on the following scale: 0 = No facial region shows codeable anger movement. 1 = Codeable anger movement in one or two facial regions, identifying low to

moderate intensity anger. 2 = All three facial regions show codeable anger movement, or coder otherwise has


g. Intensity of bodily anger/ frustration: Peak intensity of bodily anger/ frustration is coded in each epoch and is rated on the following scale:

0 = No detectable bodily anger/ frustration. 1 = Low to moderate bodily anger/ frustration: Bodily tensing or frustration behavior

(e.g., dropping the prize, pushing it lightly, knitting the brows together, sighing mildly, balling fists, kicking legs, pushing prize away).

2 = High bodily anger/ frustration: High bodily tensing (e.g., trembling) or high frustration behavior (e.g., throwing the prize).

h. Latency to first negativity: Interval, in seconds, from receiving wrong prize to the first

codeable negative response (e.g., facial, vocal, bodily). * If the child is already displaying negativity before the episode starts, the code = 1. * If the child never displays negativity, the code = 181.

39

i. Intensity of sadness expression: Peak intensity of facial sadness is coded in each epoch using AFFEX (see Appendix for definitions) and is rated on the following scale:

0 = No facial region shows codeable sadness movement. 1 = One to two facial regions show codeable sadness movement, identifying low to

moderate intensity sadness. 2 = All three facial regions show codeable sadness movement, or coder otherwise has


j. Intensity of bodily sadness: Peak intensity of bodily sadness is coded in each epoch and is rated on the following scale:

0 = No detectable bodily sadness. 1 = Mild to moderate bodily sadness (e.g., downcast head, slumped shoulders). 2 = High bodily sadness (e.g., head in arms or hands).

k. Presence of positivity at any time during the epoch is noted, so long as it is obvious. Examples may include positive verbalizations or positive facial or bodily expressions.

0 = no 1 = yes

l. Presence of negativity at any time during the epoch is noted, so long as it is obvious.


m. Language valence: The tone of the child's voice is coded for verbalizations. The peak intensity is coded in each epoch using the following scale:

0 = No verbalizations or positive valence (e.g., laughter). 1 = Neutral valence. 2 = Low negative valence. 3 = High negative valence.

n. Language content: The content of the child's verbalizations is coded. The peak intensity is coded in each epoch using the following scale:

0 = No verbalizations or positive content. 1 = Neutral content. 2 = Low negative content: Indirect refusal to continue (e.g., “This isn’t the one I

wanted.”). 3 = High negative content: Direct refusal to continue (e.g., “I don’t want this prize!”).

40

Interval 5 (Child picks out gift)

o. Presence of positivity at any time during the epoch is noted, so long as it is obvious. Examples may include positive verbalizations or positive facial or bodily expressions.

0 = no 1 = yes

p. Presence of negativity at any time during the epoch is noted, so long as it is obvious.


41

Exuberance Episodes

42

Balloon Bop A. RATIONALE

Playing with a balloon is a pleasurable task for most children. Playing competitively with them to keep the balloon in the air increases the intensity of their pleasure. The child tester will encourage the child to engage in the boisterous activity of chasing the balloon to keep it from hitting the floor. B. PHYSICAL SETTING

This episode should take place in a relative open area, empty of other toys/props. The parent should not be present.

C. STIMULI

A smiley face balloon (blown up) and two jump ropes (shaped into an arc)

D. PROCEDURE The episode begins when the child tester says, “OK. Let’s play!” and ends when the camera

person says, “It’s time for the next game.”

E. CAMERA INSTRUCTIONS The camera shot should be wide enough to capture the child’s whole body and leave room for

movement, as the child may be quite active. The camera person must stay in the room for this episode.

F. SCORING

This episode lasts for three minutes and is divided into 5-second epochs. Variables to be scored:

a. Baseline state (coded by child tester) b. Latency to first positivity c. Intensity of smiling d. Vigor of enthusiasm e. Language verbalization f. Presence of laughter g. Presence of negativity




43

b. Latency to first positivity: Interval, in seconds, from the start of the episode to the beginning of the first display of positivity (e.g., facial, vocal, bodily). * If the child is already displaying positivity before the episode starts, the code = 1. * If the child never displays positivity, the code = 181.

c. Intensity of smiling: Peak intensity of smiling is coded in each epoch and is rated on the

following scale: 0 = No smiling at all. 1 = Small smile: Lips slightly upturned and no involvement of cheeks or eyes; “quiet

smile.” 2 = Medium smile: Lips upturned, perhaps mouth open, low involvement in eye region

(perhaps slight bulging of cheeks or crinkling of eyes); “typical smile.” 3 = Large smile: Lips stretched broadly and quite upturned, perhaps mouth open,

definite bulging of cheeks and noticeable crinkling of eyes; “enthused smile.”

d. Vigor of enthusiasm: Peak intensity of vigor of enthusiasm is coded in each epoch and is rated on the following scale:

0 = No enthusiasm: Child may either not hit the balloon or hit it with little interest or enthusiasm.

1 = Low enthusiasm: Child may display some excitement or engagement with the game but only periodically; child may bop the balloon without jumping and only moderate swinging of the arms, for example, or may show little effort to bop the balloon.

2 = Moderate enthusiasm: Child may be excited and actively engaged with the game; behaviors may be more animated with some jumping, stomping and swinging of the arms. Any bouncing must be rated at least a two.

3 = High enthusiasm: Child’s behaviors may be much more animated and child may make anticipatory movements (e.g., taking a few steps before bopping the balloon): child may extend limbs to the fullest extent possible by making high kicks and swinging the arms; child may also dive for the balloon or make physical positive grunting noises in his/her effort to get the balloon.

e. Language/Verbalizations: Verbalizations are coded in each epoch on the following scale:

9 = No verbalizations 1 = Neutral verbalization 2 = Positive verbalization 3 = Negative verbalization The highest number present is coded. For instance if a child has both a neutral and

positive verbalization within the same epoch, only the positive verbalization is coded – the child receives a 2. If a positive and negative verbalization occur within the same epoch, only the negative verbalization is coded – the child receives a 3.

If a child says something that is contextually negative ("Oh no!" for instance) but says it

in a playful/fun way it will not be coded as negative. They are still having fun and it is appropriate to the game. It would receive a 2 for positivity.

44

f. Presence of laughter: Presence of laughter is coded in each epoch.

0 = no 1 = yes

g. Presence of negativity at any time during the epoch is noted, so long as it is obvious.


Hungry Hungry Hippos A. RATIONALE

45

Playing Hungry Hungry Hippos is a pleasurable task for most children. Playing competitively with them to get the most marbles along with playing with two hippos, rather than one, increases the intensity of their pleasure. The child tester will encourage the child to engage in the boisterous activity of getting their hippos to "eat" the most marbles. B. PHYSICAL SETTING

The child is sitting at the table and chair, facing the camera, and the child tester is sitting to child's right. The parent should not be present during this episode.

C. STIMULI

The game Hungry Hungry Hippos

D. PROCEDURE This episode in divided into three games and each may vary in length. A game begins when

the child tester says, "Ready, set, GO!" and ends when s/he says, “The game is over, let’s see who’s won.” If the CT does not begin the game as scripted, start coding after the CT’s comment indicating that the game has begun.


The camera shot should be wide enough to capture the child’s upper body and allow room for movement, as the child may be quite active. The camera should be level with the hippos on the table, looking from under them to capture facial movement when the child is looking slightly down. F. SCORING

Each game is divided into 5-second epochs and can vary in length depending on the individual child and child tester. Variables to be scored:

a. Baseline state (coded by child tester) b. Presence of impulsivity c. Familiarity with the game d. Latency to first positivity e. Intensity of smiling f. Vigor of enthusiasm g. Presence of positive vocalizations (not including laughter) h. Presence of laughter i. Presence of negativity j. Presence of sarcastic verbalizations k. Duration of smile (Not coded within epochs) l. Intensity of post-game positivity (Coded after each game) m. Presence of post-game negativity (Coded after each game)

46



b. Familiarity with the game: Whether or not the child has played Hungry Hungry Hippos is

noted. If the child says “maybe” or “I think so”, then code it as a yes. If child is not asked and child does not say unsolicited, then code as missing (Experimenter error). If child volunteers information without being asked, then code as Yes. 0 = no 1 = yes

c. Presence of impulsivity: Presence of the child touching the game after being instructed by the CT not to touch the game until the game begins. If the child is simply adjusting the game, or indicating their color choice, do not code for impulsivity.

d. Latency to first positivity: Interval, in seconds, from the start of the episode, after the CT

finishes saying “Ready, Set, Go!” to the beginning of the first display of positivity (e.g., facial, vocal). * If the child is already displaying positivity before the episode starts, the code = 1. * If the child never displays positivity, the code = 181.

e. Intensity of smiling: Peak intensity of smiling is coded in each epoch and is rated on the following scale:

0 = No smiling at all. 1 = Small smile: Lips slightly upturned and no involvement of cheeks or eyes; “quiet

smile.” 2 = Medium smile: Lips upturned, perhaps mouth open, low involvement in eye region

(perhaps slight bulging of cheeks or crinkling of eyes); “typical smile.” 3 = Large smile: Lips stretched broadly and quite upturned, perhaps mouth open,

definite bulging of cheeks and noticeable crinkling of eyes; “enthused smile.”

47

f. Vigor of enthusiasm: Peak intensity of vigor of enthusiasm is coded in each epoch and is rated on the following scale:

0 = No enthusiasm: Child may either not hit the hippos or hit them with little interest or enthusiasm.

1 = Low enthusiasm: Child may display some excitement or engagement with the game but only periodically; child may lightly tap the hippos, for example, or may show little effort to capture marbles.

2 = Moderate enthusiasm: Child may be excited and actively engaged with the game; child may hit the hippos with typical enthusiasm or be very careful/methodical in engaging the hippos.

3 = High enthusiasm: Child may hit the hippos extremely fast or with a lot of enthusiasm and excitement. If the child is primarily using only one hand, this can still be coded as High enthusiasm.

g. Presence of positive vocalizations (not including laughter): Presence of positive

vocalizations (not including laughter) is coded in each epoch. The vocalizations do not have to be related to the game. Consider both the valence and content of what the child is saying. A vocalization is positive if it has either a positive tone or positive content. Sarcastically toned positive statements are NOT positive vocalizations. Note if the utterance crosses epochs, it should only be counted in the epoch in which it begins.

0 = No 1 = Yes

h. Presence of laughter: Presence of laughter is coded in each epoch. 0 = no 1 = yes

i. Presence of negativity at any time during the epoch is noted. Examples may include

negative verbalizations or negative facial or bodily expressions. Code negativity if you have any impression of negativity, even if it is ambiguous.

0 = no 1 = yes

j. Duration of smiling: The duration of the smile is scored for each instance of smiling on the last page. The total number of seconds that the smile lasted is recorded. This should only be coded during the Hungry Hungry Hippo games. Do not code the duration of smiling across games or in transitions. If a break between smiling is less than 2 seconds long, there is no need to turn off smiling. For example, if the smile ends at 40:02 and begins again at 40:03, you do not need to turn off the smile at 40:02. Do not code duration of smiling for epochs that are missing (e.g., more than half of epoch is missing).

48

k. Intensity of post-game positivity: Peak intensity of post-game positivity is coded after each

game and is rated on the following scale. Begin coding post-game positivity when the child tester and child have taken their hands off the hippos (or the game has stopped being played if the hands remain on the hippos for a short period of time). End coding post-game positivity when the next game begins (or for the last game, when the child and/or child tester start putting the marbles away). The following are guidelines for coding this variable. However, if the child shows more than one behavior, that should be taken into consideration in whether it warrants “extra credit” to be bumped up to a higher level. The complexity of the response is important in addition to the intensity and duration of each individual behavior.

0 = Neutral: No positivity related to winning the game. 1 = Low positivity: Small smile and/or few positive vocalizations; slight interest

related to winning the game. 2 = Moderate positivity: Medium smile, a few positive vocalizations, and/or moderate

positive motor activity related to winning the game. 3 = High positivity: Large smile, many positive vocalizations, and/or high positive

motor activity related to winning the game.

l. Presence of post-game negativity is noted once after each game. Examples may include negative verbalizations or negative facial or bodily expressions.

0 = no 1 = yes

m. Special Flag- SADNESS, ANGER, DISGUST

Please note if child displayed other negative emotions (e.g., sadness, anger, disgust). These emotions may be displayed either facially, bodily, and/or vocally. Please check this box even if it seems ambiguous. Note: Sighs are a form of bodily anger. Vocal codes are primarily based on tone (e.g., positive statement said with angry tone is anger vocalization). However, if neutral tone but negative statement that is a negative vocalization.

n. Special Flag- Please note if anything out of the ordinary happened during this episode and explain. Please note if the child does not win the game or if the game is tied. Please note if there are more than three games played.

49

Activity Level Episode

50

Free Play A. RATIONALE

In using a wide variety of toys, this task provides the child with an opportunity to become involved in more than one pleasant activity. The child tester does not control the play activities. Since the child is in control, we should be able to obtain an accurate portrait of his/her activity level. B. PHYSICAL SETTING

A large-sized room that is empty of all toys with the exception of the prearranged stimulus toys. The diagram below illustrates the location of the toys (which are to be set up on the floor in the middle of the room). The parent should not be present during this episode.

Hula-hoop Bobo doll

Camera

Jump rope Trampoline

C. STIMULI

Hula-hoop, jump rope, trampoline, Bobo doll

D. PROCEDURE The child tester escorts the child into the room. The episode begins after the child tester says,

"You can play with all of them however you want. I’ll be back in a few minutes,” and ends when the child tester returns and says, “Time for the next game.”


The camera should always focus on the child's entire body. In order to anticipate sudden movements, a fairly wide camera angle is needed. If the child spends a substantial amount of time playing with an object in fine detail, then the camera should zoom in more closely. If the child tends to move suddenly, the camera operator must be prepared to capture her/his entire body during the movements.

F. SCORING

This episode lasts for five minutes and is divided into 20-second epochs.

51

Variables to be scored: p. Baseline state (scored by the child tester) q. Latency to first touch of toy r. Vigor of activity for each toy s. Number of bouts of play t. Presence of positivity u. Presence of negativity




b. Latency to first touch of toy: Interval, in seconds, from the beginning of the episode to the

first toy touched. * If the child is already touching a toy when the episode begins, the code = 1. * If the child never touches a toy, the code = 301.

c. Vigor of activity: Peak intensity of vigor of activity while engaged in play is rated on a

five-point scale. The overall judgment of level of vigor should override any specific behavioral examples. Look at the child’s physical activity level and not the result of the action on the toy (e.g., a larger child may only need to hit the Bobo doll lightly to get it to tip over, whereas a smaller child may need to hit the Bobo doll with much more energy to get the same result.) This is coded during each epoch separately for each toy.

Toy 1-Hula-hoop

0 = No vigor: Child is NOT playing with the toy. 1 = Passive manipulation: Child may move the toy out of the way, for example. 2 = Low: Child may be manipulating the toy with little intensity. 3 = Moderate: Child may be manipulating the toy, but not in an intense manner. 4 = High: Child may be using the toy in a more intense manner; child is clearly

exerting maximum effort with the toy.

Toy 2-Trampoline 0 = No vigor: Child is NOT playing with the toy. 1 = Passive manipulation: Child may move toy out of the way or walk across it, for

example. 2 = Low: Child may be bouncing with little or no air between their feet and the

trampoline, for example. 3 = Moderate: Child may be bouncing/jumping with typical vigor; there may be some

involvement of the arms. 4 = High: Child is clearly exerting maximum effort with hard jumps or flailing arms

and legs.

52

Toy 3-Bobo doll 0 = No vigor: Child is NOT playing with the toy. 1 = Passive manipulation: Child may move the toy out of the way, for example. 2 = Low: Child may be manipulating or hitting the toy lightly. 3 = Moderate: Child may be manipulating the toy with moderate intensity. 4 = High: Child may be using extreme intensity when manipulating the toy. * Occasionally a child will attempt to punch, kick, etc., the Bobo doll but will miss.

In situations like this, vigor should be scored, considering intent, not the actual outcome.

Toy 4-Jump Rope

0 = No vigor: Child is NOT playing with the toy. 1 = Passive manipulation: Child may move the toy out of the way, for example. 2 = Low: Child may be manipulating the toy in a light play manner or jumping rope

slowly. 3 = Moderate: Child may be actively jumping with or manipulating the toy with typical

intensity and/or speed 4 = High: Child is clearly exerting maximum effort with the toy; child may be twirling

it in the air rapidly or whipping or the child may even try two revolutions per jump; revolutions are extremely fast.

Example Score:

20-second epochs 1 Reason Time 0:20:21-41 Vigor—Hula-hoop (0-4)

3 Mod. twirling

d. Number of bouts of play: The number of bouts of play is coded within each epoch.

General rules about what is considered a bout are as follows: 1. Bouts are not recorded separately for each toy. A bout may include only one toy,

or all four. 2. A repetitive pattern involving one or more toys that the coder recognizes as a

“game” is considered one bout of toy play. An example of this may be a child that jumps on the trampoline, jumps off, punches the Bobo doll, then jumps on the trampoline, jumps off, punches the Bobo doll, etc. This may also be as simple as tapping the hula-hoop against the Bobo doll once and stopping.

3. When the child changes attention from one game to another, a new bout is recorded (This game can involve the same or different toys). A bout can continue if the child takes a break as long as their attention hasn’t shifted. Even when brief, disengagement meets criteria for a new bout.

4. If a bout carries on into more than one epoch, it is recorded only once in the epoch in which it began. Thus, if a bout lasts for longer than 20 seconds and crosses over into another epoch, it is only noted once.

5. Any intentional touch of a toy warrants a bout (e.g., walking across the trampoline, carrying the Bobo doll, etc.)

53

6. If a child plays with more than one toy and one toy is thrown, the child gets a bout for that throw, but does not get a new bout for manipulating previous toys in the same manner. An example of this may be a child who is jumping on the trampoline with the jump rope in hand. If they passively drop the jump rope and continue jumping nothing changes the original bout and they don’t receive a second bout for the drop. If, however, the child throws the jump rope, the original bout continues and an additional bout is recorded (e.g., throwing the rope).

7. If a child manipulates a toy in a passive manner (e.g., standing on the trampoline, carrying the jump rope) s/he is awarded a bout, but if the child changes to a new game (e.g., jumping on the trampoline or twirling the jump rope) with the same toy, a new bout is given. In order to do this, the coder must be sensitive to the intent of the child when awarding bouts. For example, if a child steps on the trampoline with the sole intent of jumping on it, this is only one bout. However, if the child steps on the trampoline merely to contemplate his/her next manipulation or to take in the scenery, this is one bout, and if they decide to jump, this is bout number two. This rule should lead as an example for the coding of other toys as well.

8. There are many ways to play with each toy in the same manner and these similar behaviors should only be counted as one bout. For example, a child may choose to attack the Bobo doll in many ways, like punching and kicking it, but only one bout would be awarded for this general behavior. Another example may be a child jumping on the trampoline with both feet who switches to jumping with one foot. So long as the child’s attention has not diverted from the general game, only one bout should be awarded. SPECIAL NOTE FOR THE BOBO DOLL: Remember to distinguish between “attacking” the Bobo doll (e.g., kicking, hitting, head butting, etc.) and “loving” the Bobo doll (e.g., kissing, hugging, petting, etc.) since these are two distinct behaviors.

e. Presence of positivity at any time during the epoch is noted, so long as it is obvious.


f. Presence of negativity at any time during the epoch is noted, so long as it is obvious.


54

Persistence Episodes

55

Tangoes

A. RATIONALE This task is designed to assess persistence. The objective of the task is to see whether the

child will stay on-task working on two very difficult puzzles. B. PHYSICAL SETTING

The child should be sitting at a table facing the camera in a room empty of other toys/props. The parent should not be present during this episode.

C. STIMULI

Two sets (one red, one blue) of Tangoes puzzle pieces (seven pieces per set), one extra piece for each puzzle to make them “unsolvable,” two color-coded laminated puzzle test design cards on separate pieces of paper, and one laminated demonstration card.

D. PROCEDURE

The episode begins when the child tester says, "Remember you have to use all the pieces for each puzzle,” and it ends when the child tester re-enters the room five minutes later.


It is important to capture a tight shot of the child’s face and upper body, also include the puzzles and cards in the shot.

F. SCORING

This episode lasts for five minutes and is divided into 10-second epochs. Variables to be scored:

The following variables are only coded once a. Baseline (coded by child tester) b. Familiarity with the game c. Latency to first quit or be off-task d. Does child play with puzzles? The following variables are coded within epochs e. Puzzle worked on f. Child thinks puzzles are solved? g. Child's overall effort h. Intensity of interest facial expression i. Presence of positivity j. Presence of negativity The following variable is not coded within epochs k. Duration of on-task work

56


Variables that are only coded once: a. Baseline state: The child’s state prior to the beginning of the episode is coded by the child


b. Familiarity with the game: Whether or not the child has played Tangoes before is recorded.

0 = no 1 = yes

c. Latency to first quit or be off-task: The amount of time, in seconds, it takes the child to first either be off-task or give up on the puzzles completely from the time s/he first begins working on the puzzle. The child’s attention must shift to something other than the puzzles. * Off task is defined as not purposefully touching any of the cards or puzzle pieces and

disengaged from the task. The child must display this behavior for at least 5 seconds in order for him/her to be coded as off-task.

* If the puzzle is given up on, the child must decide to quit work on the puzzle in order for it to be coded as a first quit.

* Switching to the other puzzle is not considered quitting. * If child never stops working on task, code = 301. * If the child is referencing the card but not manipulating the pieces, this is not coded as

off-task. * If the child is obviously making something other than what is on the card, this is coded

as off-task.

Variables that are coded within epochs: d. Puzzle worked on: Record which puzzle the child was trying to solve during the majority

of the epoch. 0 = Not working on either puzzle 1 = Red 2 = Blue

57

e. Child's overall effort: 0 = Low effort: Child may not have been working very long when s/he moves on to the

next puzzle; may not seem to care much about finishing the puzzle and may not seem to be trying very hard to think about different ways of solving it.

1 = Moderate effort: Child is definitely putting thought into solving the puzzle, but may not seem to be trying her/his hardest; effort may diminish after working on the puzzle for a minute or so.

2 = High effort: Child works on the puzzle diligently; seems to be putting much thought into solving the puzzle.

f. Intensity of interest facial expression: Intensity of facial interest is noted in each epoch

using AFFEX, and rated on the following scale: 0 = No facial region shows codeable interest. 1 = Hypothesized interest, identifying a low intensity interest; child is attending to the

puzzles; do not have to have movement in the brows. 2 = A codeable facial indication of interest occurs or coder otherwise has impression of

strong facial interest; child’s mouth may fall open; child’s eyebrows may raise straight up or go down and together.

g. Presence of positivity at any time during the epoch is noted, so long as it is obvious.


h. Presence of negativity at any time during the epoch is noted, so long as it is obvious.


The following variable is not coded within epochs:

i. Duration of on-task work: The duration of on-task work is scored for each instance of on-

task work on the last page. The total number of seconds that the on-task work lasted is recorded.

58

Yarn Tangle A. RATIONALE

This task is designed to assess persistence. The objective of the task is to see whether the child will stay on task working on untangling a knotted ball of yarn.

B. PHYSICAL SETTING

The child should be sitting in a chair away from a table in a room empty of other toys/props. The parent should not be present during this episode.

C. STIMULI

A very knotted ball of yarn, small bag of untangled yarn

D. PROCEDURE The episode begins after the child tester says, "Work on it as long as you’d like. I’ll come

back after I work on some papers" and hands the child the ball of yarn. It ends when the child tester re-enters the room five minutes later.


It is important to capture a tight shot of the child’s face and upper body, also include the ball of yarn in the shot.

F. SCORING

This episode lasts for five minutes and is divided into 10-second epochs. Variables to be scored:

The following variables are only coded once a. Baseline (coded by child tester) b. Latency to first quit or be off-task The following variables are coded within epochs c. Child's overall effort d. Intensity of interest facial expression e. Presence of positivity f. Presence of negativity g. Number of times C shifts attention h. Item of focus The following variable is not coded within epochs i.. Duration of on-task work

59


Variables that are only coded once: a. Baseline state: The child’s state prior to the beginning of the episode is coded by the child


b. Latency to first quit or be off-task: The amount of time, in seconds, it takes the child to first either be off task or give up on the yarn completely from the time s/he first begins working on the yarn; the child’s attention shifts to something other than the yarn. * Off-task is defined as not purposefully touching the yarn, and disengaged from the task.

The child must display this behavior for at least five seconds in order for him/her to be coded as off-task.

* If child never stops working on the task, the code = 301.

Variables that are coded within epochs: c. Child's overall effort:

0 = Low effort: Child does not seem to care much about untangling the yarn and doesn't seem to be trying very hard to think about different ways of untangling it.

1 = Moderate effort: Child is definitely putting thought into untangling the yarn, but doesn't seem to be trying her/his hardest; effort may diminish after working on the yarn for a minute or so.

2 = High effort: Child works on the yarn diligently; seems to be putting much thought into untangling the yarn.

d. Intensity of interest facial expression: Intensity of facial interest is noted in each epoch

using AFFEX, and rated on the following scale: 0 = No facial region shows codeable interest. 1 = Hypothesized interest, identifying a low intensity interest; child is attending to the

yarn; do not have to have movement in the brows. 2 = A codeable facial indication of interest occurs or coder otherwise has impression of

strong facial interest; child’s mouth may fall open; child’s eyebrows may raise straight up or go down and together.

e. Presence of positivity at any time during the epoch is noted, so long as it is obvious.


60

f. Presence of negativity at any time during the epoch is noted, so long as it is obvious. Examples may include negative verbalizations or negative facial or bodily expressions.

0 = no 1 = yes

g. Number of times C shifts attention The number of times the child shifts attention. Anytime the child either switches attention from "not yarn to yarn" or "yarn to not yarn"

h. Item of focus Score whichever item the child spends 5 or more seconds focused on. 0 if

the child spends >5 seconds focused on something other than the yarn; 1 if the child spends >5 seconds focused on the yarn.

The following variable is not coded within epochs:

i. Duration of on-task work: The duration of on-task work is scored for each instance of on-

task work on the last page. The total number of seconds that the on-task work lasted is recorded.

61

Inhibitory Control Episode

62

Tower of Patience A. RATIONALE

Individual differences in impulsivity should be displayed, as children must wait varying amounts of time for their turn to pull a Jenga® block. This task is based on Grazyna Kochanska’s work on inhibitory control.

B. PHYSICAL SETTING

The child is sitting at a table and chair, facing the camera, and the child tester is sitting to child's right. The blocks are placed approximately halfway between the child and the child tester near the corner of the table. The parent should not be present during this episode. C. STIMULI

Throw ‘n Go Jenga® blocks, 2 covered boxes with slots to insert blocks after they have been chosen

D. PROCEDURE

Coding begins after the child tester and child have each taken one block and ends when the tower is knocked over (either by the child or the child tester) and is not rebuilt.


The camera shot should always include the child and the entire tower at all times. The tightest shot possible is ideal.

F. SCORING

This episode consists of “Patience Trials” and “Challenge Trials.” The seven epochs in the “Patience Trials” correspond to the length of time the child tester

waits to take her/his turn. They begin and end as soon as the child’s block hits the bottom of his/her bin.

The four epochs in the “Challenge Trials” begin and end as soon as the child tester’s block is no longer in contact with the tower. Variables to be scored:

a. Baseline (coded by the child tester) b. Has the child played before? Patience Trials: c. Latency to choose block d. Color of block chosen e. Number of false starts before removing block f. Waits to take his/her turn g. Number of blocks taken h. Child verbally prompts child tester i. Child physically prompts child tester j. Child references child tester with eyes k. Level of engagement l. Intensity of negativity m. Level of motor activity

63

Challenge Trials: n. Latency to choose block o. Does the child meet the child tester’s challenge? p. Level of risk in move made by child q. Color of block chosen


a. Baseline state: The child's state prior to the beginning of the episode is coded by the child tester using the following scale


b. Has the child played this game before? Whether or not the child has ever played with

Jenga® blocks before is noted. 0 = no 1 = yes

Patience Trials: c. Latency to choose block: The amount of time, in seconds, it takes child to begin pulling

out the block (that s/he ends up completely pulling out) without giving up on that block from the beginning of the trial. * If the child begins pulling out a block before the trial starts, the code = 1.

d. Color of block chosen is noted in each epoch. Blue blocks should be on top, followed by

red, then yellow. If, for some reason, the child tester sets the tower up incorrectly, code the color that would have been chosen if the tower would have been set up correctly.

0 = Child chooses a blue block. 1 = Child chooses a red block. 2 = Child chooses a yellow block.

e. Number of false starts: The number of blocks the child attempts to remove before s/he

actually removes a block is noted in each epoch. The child must push or pull a block and have it or the tower move in order for it to be counted as a false start.

f. Waits his/her turn: Whether child waits his/her turn during each epoch is noted.

0 = no 1 = yes

g. Number of blocks taken: The number of blocks the child takes from the tower is noted

during each epoch.

64

h. Verbally prompts child tester: The number of verbal prompts the child directs toward the child tester is noted during each epoch. Anything verbal related to the amount of wait the child is experiencing is considered a verbal prompt. If the child is merely babbling to pass the time, do not code this as a verbal prompt. The child may say things like, “It’s your turn,” “Go!” or “Why do you always take so long?”

i. Physically prompts child tester: The number of physical prompts the child directs toward

the child tester is noted during each epoch. For example the child may push a block toward the child tester, pull on his/her arm, point out a block, or motion towards (e.g., nodding at) a block.

j. Referencing child tester with eyes: The frequency of the child’s referencing of the child

tester is noted in each epoch. The number of times the child looks at the child tester is recorded.

k. Level of engagement: Peak level of engagement during each episode is coded in each

epoch and rated on the following scale (verbalizations are important for this code): 0 = Low/no engagement: Child shows little to no interest in the game, is possibly

talking about something unrelated to the task at hand, or is off-task in some other way.

1 = Moderate engagement: Child shows a "typical" amount of interest in the game. There may be some interest expression, and the child is definitely aware of the way the game works and is attempting to play competitively. The child is passively engaged, his/her eyes may be on the tower, the blocks, or the child tester at all times.

2 = High engagement: Child shows high interest and involvement in the game. There may be a strong interest expression. The child is actively engaged with the game and may lean closer to the tower in anticipation of next turn, stare at the tower intently; s/he may be smiling and talking to the child tester about the next move, actively keeping track of his/her points, etc.

l. Intensity of negativity: Peak level of negativity during each episode is coded in each epoch and rated on the following scale:

0 = No negativity: Child shows no signs of negativity during the wait to take his/her turn.

1 = Low/ moderate negativity: Child may sigh or fidget in order to get the child tester's attention, or may possibly drop one of the blocks, or tap a block or fingers on the table while child tester is pausing; may have negative tone in his/her voice.

2 = High negativity: Child may slap hands or blocks on the table or box in an impatient and somewhat aggressive manner.

65

m. Level of motor activity: Peak level of motor activity during each episode is coded in each epoch and rated on the following scale

0 = No motor activity 1 = Low motor activity: Child may be rocking in his/her chair, leaning toward the

tower or the child tester. 2 = Moderate motor activity: Child may be fidgeting in more than one way or with

more than one body part involved; child may be rocking quite a bit. 3 = High motor activity: Child may be getting out of chair frequently, constantly in

motion, “on the move.”

Challenge Trials: n. Latency to choose block: The amount of time, in seconds, it takes child to begin pulling

out the block (that s/he ends up completely pulling out) from the beginning of the trial. * If the child begins pulling out a block before the trial starts, the code = 1.

o. Does the child meet child tester’s challenge? Whether or not the child meets/exceeds the

child tester’s challenge of choosing red/yellow blocks is noted in each epoch using the following scale:

0 = No, child does not meet the child tester’s challenge and chooses a color of block that was not as risky to pull as the color of block the child tester chose.

1 = Yes, child does meet the child tester’s challenge and picks either the same color block as the child tester or the color that is more risky to choose.

p. Level of risk in the move made by the child by is noted in each epoch using the following scale:

0 = Little to no risk: Child chooses a block from the top of the tower when it is very stable or from the very top when the tower is quite wobbly or shaky.

1 = Moderate risk: Child either chooses a block from the bottom half of the tower when the tower is still quite stable, or the child chooses a block from the top half of the tower when the tower is quite wobbly or shaky.

2 = High risk: Child chooses a block from the bottom half of the tower when there is significant risk that the tower could fall.

q. Color of block chosen is noted in each epoch. Blue blocks should be on top, followed by

red, then yellow. If, for some reason, the child tester sets the tower up incorrectly, code the color that would have been chosen if the tower had been set up correctly.

0 = Child chooses a blue block. 1 = Child chooses a red block. 2 = Child chooses a yellow block.

66

Compliance Episodes

67

Picture Tearing

A. RATIONALE To measure compliance when asked to do something that is typically considered inappropriate.

B. PHYSICAL SETTING

The episode takes place in a room empty of other toys/props. The child sits at a table and chair, facing the camera, and the friendly stranger sits at the table to child's right. After the friendly stranger leaves, the child tester also sits to the child’s right. The parent should not be present during this episode. C. STIMULI

Friendly stranger's pictures (four, one of which is his/her “favorite” picture), mini-photo album, and an extra copy of “favorite” picture D. PROCEDURE

The episode begins after the child tester says, "I want you to take (FRIENDLY STRANGER'S NAME)’s favorite picture out of the album and tear it up,” and ends when the child has finished doing so, when the child tester ends the episode because the child is too distressed, or when the child tester says, “That wasn’t such a good idea anyway. Now let’s do something else.” E. CAMERA INSTRUCTIONS

The camera should be focused on the child’s upper body, be sure to include the child’s hands and the photos. F. SCORING

Before the episode begins the rating of the child’s attention while the friendly stranger is explaining the picture and the friendly stranger’s believability are coded. The episode is divided into 10-second epochs and can vary in length depending on the individual child and child tester. Variables to be scored:

a. Baseline (scored by child tester) b. Rating of child’s attention while the friendly stranger is explaining the pictures c. Rating of friendly stranger’s believability d. Latency to remove picture from album e. Latency to tear up picture f. Intensity of sadness g. Intensity of anger h. Presence of visual referencing i. Presence of enjoyment in tearing up picture j. Intensity of empathy/concern verbalization k. Overall compliance in violating typical norms l. Intensity of relief that there is a replacement for the picture

68



b. Rating of child’s attention while the friendly stranger is explaining the pictures:

0 = No attention or low attention: Child glances at the friendly stranger or the pictures no more than one time while friendly stranger is explaining the pictures; child may be off task, looking at or talking about something not related to the task at hand.

1 = Moderate attention: Child looks at friendly stranger and/or the pictures regularly, but not intently; possibly ask one question about the pictures.

2 = High attention: Child stares at the pictures and/or the friendly stranger constantly; asks at least one question about the pictures; generally seems very interested in the pictures.

c. Rating of friendly stranger’s believability:

0 = Friendly stranger could not be easily believed (e.g., is reading from the script in hand).

1 = Friendly stranger could be believed (e.g., sounds as though s/he is reading from script)

2 = Friendly stranger could be easily believed (e.g., sounds as though script is real because of inflection and tone).

d. Latency to remove picture from album: The amount of time, in seconds, it takes the child

to remove the picture from the album from the beginning of the episode. * If the child never removes picture, the code = 151. * If the child removes the picture before s/he is asked, the code = 1.

e. Latency to tear up picture: The amount of time, in seconds, it takes the child to begin

tearing up the picture from the beginning of the episode. * If the child never begins tearing up the picture, the code = 151.

f. Intensity of sadness: Peak intensity of sadness is coded using the following scale:

0 = Child shows no signs of sadness. 1 = Moderate sadness: Sadness may be shown in the face or body. 2 = High sadness: Sadness will be strong in either the face or the body or possibly

both.

69

g. Intensity of anger: Peak intensity of anger is coded using the following scale:. 0 = Child shows no signs of anger. 1 = Moderate anger: Anger may be shown in the face or body. 2 = High anger: Anger will be strong in either the face or the body or possibly both.

h. Presence of visual referencing for confirmation of request is coded.

0 = Child does not look to the child tester for confirmation at all during the epoch. 1 = Child looks at the child tester at least one time to make sure s/he should violate the

norm.

i. Presence of enjoyment in tearing up picture is coded. 0 = Child shows no signs of possible enjoyment in tearing up the picture. 1 = Child shows signs that s/he may enjoy tearing up the picture; child may show high

interest expression, or any other sort of facial/postural/verbal positive affect. 7 = Child not tearing up picture.

j. Intensity of empathy/concern verbalization: Peak intensity of empathy/concern verbalization will be coded using the following scale:

0 = No empathic or concerned verbalizations during the epoch. 1 = Low empathy/concern verbalization: Child will likely repeat the directions back to

the child tester to clarify or directly ask for clarification of the directions (e.g., to make sure the child tester really wants him/her to violate the norm)

2 = Moderate empathy/concern verbalization: Child will likely ask questions about why the child tester wants him/her to break the norm, or ask if the owner of the picture will be mad or sad if the picture is torn up.

3 = High empathy/concern verbalization: Child shows serious moral/empathic concern about violating the norm. Child directly states (not in the form of a question) something about the owner of the picture and the awareness that s/he may be unhappy if the child follows through with the task.

k. Overall compliance in violating typical norms is coded.

0 = Complete refusal: Child does not tear up the picture at all 1 = Partial compliance: Child tears up the picture minimally, (e.g., tears picture around

the edge of the people). 2 = Complete compliance: Child tears up the picture freely (e.g., tears directly through

the middle of the picture).

70

l. Intensity of relief that there is a replacement of the picture is coded. 0 = No relief: Child shows no facial /postural/verbal indication that s/he feels better

knowing that the stranger's picture was replaced. 1 = Moderate relief: When child sees the new picture, there is a small release of bodily

tension, possibly a small smile, and/or a small giggle. There will be no verbalization of relief.

2 = High relief: When child sees the new picture, there is likely a relief verbalization, (e.g., "I'm glad there was another one."), a large sigh and/or a significant release of bodily tension. There will also be a large change in facial affect (e.g., appearance of smile).

7 = Child did not tear up picture.

71

Throwing Game A. RATIONALE

This task is used to observe compliance (e.g., violation of rules or cheating behavior) in a frustrating game without surveillance. B. PHYSICAL SETTING

The child should be standing in a room empty of toys/props other than the Throwing Game. After the child tester and camera person leave the child should believe that s/he is alone. The parent should not be present during this episode.

C. STIMULI

Two bins (one white and one blue) containing small wrapped prizes, one 5.5' piece of string (to separate cups from throwing area), one 17" x 17" floor mat (to designate throwing area), four large pom-poms from a craft store, 1 board with two cups (one white and one blue) attached by Velcro® 13.5" apart from each other

D. PROCEDURE

The first part begins when the child throws the first ball and ends when the child tester knocks on the door to return. Part two begins as the first part ends (when the child tester knocks on the door) and ends when the child tester says “Now let’s do something else.”


There is no coding of micro-facial or bodily movements in this episode, so capturing a large area is better than a small one. Most important is that the camera shot captures the entire area in which the game is occurring (throwing mat, board with cups, as well as the entire child).

F. SCORING

Before the episode begins, whether or not the child verbally complained about the difficulty of the task is coded, as well as the rating of the child’s attention while the directions are being given is coded. The episode is divided into two parts. The first part lasts for three minutes and is divided into 10-second epochs, and the second part can vary in length depending on the individual child and child tester.

72

Variables scored: Scored only once: a. Baseline (coded by child tester) b. Does child complain (verbally) about the difficulty of the task before child tester leaves

room? c. Rating of child’s attention while directions are being given d. Latency to minor cheating behavior e. Latency to bold cheating behavior f. Is it possible that the child may not have understood/remembered the directions? g. Does child “un-do” a cheating by removing a ball from a cup? h. If the child tester re-enters early note the time i. If the child leaves the room note the time s/he left and re-entered Scored in epochs: j. Number of times child throws a ball without violating the rules k. Number of times child retrieves a ball that has already been thrown & throws it again l. Number of times child throws a ball facing the cups m. Number of times child throws a ball from outside the designated area n. Number of times child puts a ball in a the closer cup o. Number of times child puts a ball in the farther cup Scored only in Part II: p. Does child admit to violating the rules? q. Overall rating of child’s guilt when the child tester returns to the room r. Degree of protest when the child tester restarts the game

Definition of variables:

Scored only once: a. Baseline state: The child’s state prior to the beginning of the episode is coded by the child


b. Does the child complain (verbally) about the difficulty of the task before child tester leaves

the room? 0 = Child does not verbally comment or complain about the difficulty or fairness of the

task. 1 = Child makes at least one comment that implies that the task is too difficult or

unfair.

73

c. Rating of child’s attention while directions are being given 0 = No attention or low attention: Child glances at the child tester or the balls/prizes no

more than one time while child tester is giving directions, child may be off-task, looking at or talking about something not related to the task at hand.

1 = Moderate attention: Child looks at child tester and/or the balls/prizes regularly, but not intently; may ask one question about the task.

2 = High attention: Child stares at the balls/prizes and/or the child tester constantly, asks at least one question about how the task works or shows a high degree of interest in the game, generally seems interested in how the task works.

d. Latency to minor cheating behavior is recorded in seconds from the beginning of the episode until the first minor cheat. Minor cheating is defined as breaking only one rule (e.g., facing the cups while still on the mat). * If the child never exhibits minor cheating, code = 181.

e. Latency to bold cheating behavior is recorded in seconds from the beginning of the episode

until the first major cheat. Bold cheating is defined as breaking two or more rules at the same time, or placing a ball directly in a cup (e.g., throwing a ball that has already been thrown facing the cups, but staying on the mat). * If the child never exhibits bold cheating, code = 181.

f. Is it possible that the child may not have understood/remembered the directions?

0 = Either the child did not cheat during the course of the episode, or the child knowingly disobeyed the rules of the game (the child understood and remembered the rules of the game, but cheated anyway).

1 = It is at least possible that the reason the child cheated at the game was because s/he had forgotten/never understood the rules of the game or some other form of unintentional cheating (e.g., not realizing they had moved off the mat).

* This variable calls for subjective judgment on the part of the coder; another coder will review all “1s.”

g. Does child “un-do” a cheating by removing a ball from a cup?

0 = no 1 = yes 6 = Didn’t place a ball in a cup but did cheat 7 = Child did not cheat

h. If the child tester re-enters the room early note the time this occurred. i. If the child leaves the room during the episode note the time s/he left and the time s/he

returned

74

Scored in epochs: j. Number of times child throws a ball without violating the rules

* This number can only add up across all epochs to equal 4 or less. k. Number of times child retrieves a ball that has already been thrown and throws it again l. Number of times child throws a ball facing the cups m. Number of times child throws a ball from outside the designated area

n. Number of times child puts a ball in the closer cup o. Number of times child puts a ball in the farther cup

* If the child, for example, throws a ball facing the cups outside the throwing area, this will count as two rule violations; if the child throws a ball facing the cups, but still from the proper throwing area, this will count as only one rule violations, etc.

* As long as the child's feet are touching the mat (even a little bit) when a ball is thrown, s/he did not violate the "throwing from the designated area" rule.

* If the child walks up to the cups and places one ball into one of the cups, this will only count as one rule violation; you would not code the child as being off the mat, facing the cups, etc.

Scored only in Part II: p. Does child admit to violating the rules?

0 = Child does not (verbally) admit that s/he violated the rules while the child tester was out of room.

1 = Child does (verbally) tell the child tester that s/he did not follow the rules of the game while s/he was out of the room.

7 = Child did not cheat.

75

q. Overall rating of child's guilt when the child tester returns to the room

0 = No guilt: Child's posture may be erect; there is no drop in the tone of voice. Child may display some signs of positive facial affect, and may protest that s/he has to play again (e.g., they will want to win prizes for the balls they cheated with).

1 = Mild/ambiguous guilt: Child may show one sign of postural/verbal/facial guilt probably related to the cheating; either the child's shoulders have drooped and posture is generally slumped over or child displays anxiousness, child shows facial guilt (e.g., pressed lips, lip biting, strained mouth, nervous smile, gaze aversion, or sadness), or the child's tone of voice is noticeably decreased from before the child tester left the room. Otherwise, coder notices general and ambiguous guilt in the child.

2 = Strong guilt: Child shows more than one sign of guilt definitely related to cheating in his/her posture, voice, or face.

7 = Child did not cheat. * For this code it is important to compare the child’s behavior before the child tester

leaves the room to what they are like after the child tester returns (e.g., The child is very talkative and laughing before the child tester leaves, and then is quiet and non-communicative when the child tester returns.)

r. Degree of protest when the child tester restarts the game

0 = No protest present; no verbal signs of annoyance with restarting the game 1 = Low verbal protest: Child indirectly verbally protests restarting the game; child

may say something along the lines of "Why?", "But I already won", etc. 2 = Moderate verbal protest: Child calmly, but directly refuses to restart the game;

child may say something like "No, I want my prize" in a calm or quiet manner. 3 = High verbal protest: Child verbally (directly) refuses to restart the game in a highly

agitated manner; in order to receive this code, the child's protest verbalization must show strong sadness or strong anger.

7 = Child did not cheat.

76

Appendix A AFFEX Information

77

AFFEX Facial Expression Definitions Anger/Rage: Brows down straight or slanting down toward the center. Brows are often drawn together. May be bulges or wrinkled around brows. Cheeks should be raised. Mouth could be straight, angular, or drawn tightly shut. Fear/Terror: Brows straight or normal, slightly raised or drawn together. May be lines or bulging in forehead. Eyelids raised and tense. Mouth open, corners straight back. In older children and adults, white should show above pupils. Sadness/Dejection: Inner corners of brows raised, outer corners lowered, so the skin below the brows forms a "triangle". Eyes narrowed or squinted, cheeks raised. Corners of mouth pulled down and out. Mouth could be open or closed. Upper lip often protrudes at the center. Excitement/Joy: Mouth smiling. Cheeks raised possibly creating bulges under eyes. Eyes may be squinted or narrowed with possible crinkling near outer corners. Interest/Excitement: Brows together but not up or down. Mouth relaxed. Could be vertical furrows or bulging in forehead. Another possibility is upper face neutral, mouth open and relaxed. Surprise/Astonishment: Brows raised, skin below brows stretched. Mouth round, open. Forehead may bulge or wrinkle. These descriptions were adapted from C.E Izard's, “The Maximally Discriminative Facial Movement Coding System.”

78

AFFEX Facial Expression Reference Chart

Emotion Movements In Forehead/Brows Regions

Movements In Eyes/Nose/Cheeks Regions

Movement In Mouth/Lips/Chin Regions

Notes

Anger Inner corners are lowered and drawn together.

Bulging or vertical furrows between the eyes may be visible due to this movement.

Eyes may look tense or squinted. Cheeks may be raised. Fold under eye may deepen.

Mouth looks tense, wide open and squarish.

Alternatively, mouth appears closed with lips pressed together.

Don’t confuse brow movements with those in interest.

Fear Entire brow should be raised/neutral and drawn together.

Brows may also look straighter across than usual.

Faint horizontal furrows may be present in forehead.

Upper eyelid raises making the eyes appear wider.

Eyes have tense appearance.

Lip corners are drawn straight back. Mouth is usually less than wide open.

Don’t confuse interest brows for fear.

Sadness Inner corners move upward and together resulting in bulging/furrows in middle of forehead.

Cheeks may look lower than usual or have a droopy appearance.

Alternatively, cheeks may be raised and eyes squinted.

Lip corners should be drawn down and back.

Bottom lip may be pushed up and out by the chin which may be tense or wrinkled.

Joy Most likely remain neutral.

Cheeks raise Furrow below the eyes deepens. “Crows feet” will extend from the

outer corners of the eye. Eyes may appear squinted.

Lip corners are raised. Nasolabial fold deepens.

Interest Entire brow is raised. Alternatively, brows are drawn

together and slightly lowered.

Eyes look wider than usual due to raised brows.

Alternatively, eyes may be squinted and cheeks raised.

Mouth may open.

Don’t confuse brow movements with those in anger.

Distress Inner corners are lowered and drawn together.

Bulging or vertical furrows between the eyes may be visible due to this movement.

Eyes are tightly closed. Cheeks raised. Fold under eye may deepen.

Mouth looks tense, wide open and squarish.

Alternatively mouth appears closed with lips pressed together.

This expression is the same as anger except the eyes should be tightly closed.

These descriptions were adapted from C.E. Izard's The Maximally Discriminative Facial Movement Coding System.

79

Appendix B Missing Codes

80

Missing Codes for Middle Childhood Coding When the episode does NOT start:

9980 = Caretaker refuses to take part in the episode 9981 = Lack of props (e.g., cannot find stimuli, forgot something at the lab) 9982 = Child too upset before episode 9983 = Out of time; have to end visit early 9984 = Child refuses to do episode 9985 = Technical error (e.g., forgot to record, bad tape) 9986 = Child gets hurt before episode

When the episode DOES start:

9987 = Child gets distracted or there is some sort of interference (e.g., someone besides caretaker walks in, like pets or siblings)

9988 = Child tester’s mistake 9989 = Child too distressed during episode 9990 = Caretaker interfered (e.g., soothing, talking, not following script) 9991 = Caretaker ends episode early 9992 = Child refuses to continue the episode 9993 = Technical error (e.g., only taped half the episode, no sound) 9994 = Child gets hurt during the episode 9995 = Child is not in view or something is blocking his/her face (has to be > 1 second) 9996 = Marble is lost or false end of game 9997 = Balloon pops, falls behind something, etc. 9979 = No vocalizations (content and valence) in Balloon Bop

9999 = No known reason for the missing data (entire episode/ missing epochs)

81

Appendix C Score Sheets

82

Scary Mask

I.D. # ________________________ Child’s name and last initial: ______________ Date of birth: ___________ Scorer: _______________________ Date scored: __________________________ Date of visit: ___________ Tape # ______________________ Counter # _____________________________ Episode order: __________ Child tester: __________________ Baseline (coded by the child tester) _________ Gender of friendly stranger: (1 = female; 2 = male) __________ Friendly stranger’s behavior (0 – 2) ___________ Latency to first fear response ________ secs.

Interval 1 2 3 4 5 6

First cough until second

cough (~15 secs.)

Second cough until FS speaks (~15 secs.)

FS speaks until mask

is off (~15 sec)

Touch the mask?

Touch the eyes and

nose?

Put the mask on?

Time (Begin/End)

Intensity of facial fear (0 - 2)

Intensity of vocal distress (0 – 2)

Intensity of bodily fear (0 - 3)

Presence of startle (0 = no; 1 = yes)

Intensity of avoidance (0 - 3)

Intensity of approach (0 - 3)

Presence of gaze aversion (0 = no; 1 = yes)

Intensity of fidgeting (0 - 2)

Presence of negativity (0 = no; 1 = yes)

Intensity of positivity (0 –2)

Cooperation (1) or refusal (0)?

Verbalizations (1 = yes; 0 = no) _________

83

Scary Mask I.D. # __________________

Duration of gaze aversion 1 2 3 4 5 Begin time End time Duration (in seconds)

6 7 8 9 10 Begin time End time Duration (in seconds)



84

Storytelling I.D. # __________________ A B Child’s name and last initial: ________ Date of birth: __________ Scorer: ____________________ Date of visit: __________ Child tester: ______________ Tape # ______________ Counter # _____________ Date scored: ____________ Episode order: ___________

Baseline (coded by child tester) ________ Latency to first fear response ____ secs Latency to first fidgeting behavior ____ secs Latency to begin speaking after CT introduction in seconds ______ secs Percent of time speaking _________/__________ = ______ % time spoke (sec)/ episode length (sec)

Begin Time _____________________ Episode End Time __________________ Number of coded epochs__________________ 10 second epochs 1 2 3 4 5 6

Time (Begin)

Presence of Partially-voiced Speech (0 = no; 1 = yes)

Number of Disfluencies &Hesitations (0 if none)

Intensity of Facial Fear (0-2)

Intensity of Nervous Fidgeting (0-2)

Intensity of Bodily Fear (0-3)

Intensity of Avoidance (0-3)

Presence of Negativity (0 = no; 1 = yes)

Number of prompts by CT (speech-related) (0 if none)

Number of prompts by CT (standing-related) (0 if none)

Presence of Smiling (0 = no; 1 = yes)

Special Flag - SADNESS, ANGER, DISGUST

Please note if child displayed other negative emotions (e.g., sadness, anger, disgust). These emotions may be displayed either facially, bodily, and/or vocally. Please check this box even if it seems ambiguous. Note: Sighs are a form of bodily anger. Vocal codes are primarily based on tone (e.g., positive statement said with angry tone is anger vocalization). However, if neutral tone but negative statement that is a negative vocalization. Please describe. Please write NONE below if you do not see any sadness, anger, or disgust. ____________________________________________________________________________________________________________________________________________________________________________________

Special Flag - OTHER

Please note if anything out of the ordinary happened during this episode and explain. NOTE: Flags: Ex: C sitting down, C crying, C playing with object in room. PLEASE NOTE HERE IF CHILD SAYS SOMETHING TO THE EFFECT OF “I DON’T REMEMBER WHAT I DID YESTERDAY”. PLEASE NOTE WHEN THAT WAS SAID AND IF THE CHILD SPOKE AT ALL OR JUST SAID THOSE TYPES OF PHRASES. ____________________________________________________________________________________________________________________________________________________________________________________

85

Storytelling ID # ________________________ 10 second epochs 7 8 9 10 11 12

Time (Begin)

Presence of Partially-voiced Speech (0 = no; 1 = yes) Number of Disfluencies & Hesitations (0 if none)





Presence of Negativity (0 = no; 1 = yes) Number of prompts by CT (speech-related) (0 if none)


Presence of Smiling (0 = no; 1 = yes) 10 second epochs 13 14 15 16 17 18

Time (Begin)









86


Time (Begin)








Presence of Smiling (0 = no; 1 = yes) 10 second epochs 25 26 27 28 29 30

Time (Begin)

Presence of Partially-voiced speech (0 = no; 1 = yes) Number of Disfluencies & Hesitations (0 if none)








87


Time (Begin)









10 second epochs 37 38 39 40 41 42

Time (Begin)









88

Transparent Box

I.D. # ________________________ Child’s name and last initial: ______________ Date of birth: ___________ Scorer: _______________________ Date scored: __________________________ Date of visit: ___________ Tape # ______________________ Counter # _____________________________ Episode order: __________ Child tester: __________________ Baseline (coded by child tester) ________ Latency to first stop ________ secs. Latency to first anger response _________ secs. Latency to first sadness response __________ secs.

Minute 1

10-second epochs 1 2 3 4 5 6 Time (Begin) Intensity of facial anger (0 - 3)

Intensity of bodily anger/ frustration (0-3)

Intensity of facial sadness (0 - 3)

Intensity of bodily sadness (0 - 3)

Presence of resignation (0 = no; 1 = yes)

Language valence (0 - 3)

Language content (0 - 3)

Presence of positivity (0 = no; 1 = yes)


89

Transparent Box I.D. # ________________________

Minute 2 10-second epochs 7 8 9 10 11 12 Time (Begin) Intensity of facial anger (0 - 3)









Minute 3

10-second epochs 13 14 15 16 17 18 Time (Begin) Intensity of facial anger (0 - 3)









90

Transparent Box I.D. # ______________________

Minute 4 10-second epochs 19 20 21 22 23 24 Time (Begin) Intensity of facial anger (0 - 3)









91

Transparent Box I.D. # __________________________

Duration of on-task work 1 2 3 4 5 Begin time End time Duration (in seconds)






92

Impossibly Perfect Stars NOTE: ANGER AND SADNESS CODES CAN BE COLLAPSED INTO A 0-2 SCALE (SEE MANUAL)

I.D. # ________________________ Child’s name and last initial: ______________ Date of birth: ___________ Scorer: _______________________ Date scored: __________________________ Date of visit: ___________ Tape # ______________________ Counter # _____________________________ Episode order: __________ Child tester: __________________ Baseline (coded by child tester) ________ Latency to first anger response ______ secs. Latency to first sadness response _______ secs.

Minute 1 10-second epochs 1 2 3 4 5 6 Time (Begin) Intensity of anger expression (0-3)


Intensity of sadness expression (0-3)

Intensity of bodily sadness (0-3)



How many critiques given by CT?

Minute 2

10-second epochs 7 8 9 10 11 12 Time (Begin) Intensity of anger expression (0-3)







93

Impossibly Perfect Stars I.D. # __________________

Minute 3 10-second epochs 13 14 15 16 17 18 Time (Begin) Intensity of anger expression (0-3)







Minute 4

10-second epochs 19 20 21 22 23 24 Time (Begin) Intensity of anger expression (0-3)







Presence of vocalizations Special Flag

Please note if anything out of the ordinary happened during this episode and explain. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

94

Impossibly Perfect Stars I.D. # __________________

Impossibly Perfect Stars Language Coding Latency to first anger vocalization (in secs.) ________ Latency to first sadness vocalization (in secs.) ________

Time Block 1 (Time from when the episode starts until the beginning of the first prompt by child tester) Counters (Begin-end) __________________________

Anger vocalizations: Please rank the peak score only (0-3). ___________ Sadness vocalizations: Please rank the peak score only (0-3). ___________ Positive vocalizations: Please rank the peak score only (0-2). ___________

Time Block 2 (Time between first and second prompts by child tester) Counters (Begin-end) __________________________


Time Block 3 (Time between second and third prompts by child tester) Counters (Begin-end) __________________________


Time Block 4 (Time between third prompt by child tester and the end of the episode) Counters (Begin-end) __________________________


95

I’m Not Sharing NOTE: ANGER AND SADNESS CODES CAN BE COLLAPSED INTO AN ANGER AND SADNESS CODE. BOTH ARE ON A 0-3 SCALE. CODE THE PEAK FOR EACH (IE. IF A CHILD EXHIBITS A 3 IN BODILY ANGER AND A 0 IN FACIAL ANGER CODE ANGER AS A 3) I.D. # ________________________ Child’s name and last initial: ______________ Date of birth: ___________ Scorer: _______________________ Date scored: __________________________ Date of visit: ___________ Tape # ______________________ Counter # _____________________________ Episode order: __________ Child tester: __________________ Baseline (coded by child tester) ________ Latency to first anger response _________ secs. Latency to first sadness response _________ secs.

All epochs may not be used (Code unused epochs as “8s”)

Minute 1 10-second epochs 1 2 3 4 5 6 Time (Begin) Intensity of anger expression (0 - 3)

Intensity of bodily anger/ frustration (0 - 3)

Intensity of sadness expression (0 - 3)

Intensity of bodily sadness (0 -3)




96

I’m Not Sharing I.D. # ________________________

Minute 2 10-second epochs 7 8 9 10 11 12 Time (Begin) Intensity of anger expression (0 - 3)







Minute 3

10-second epochs 13 14 15 16 17 18 Time (Begin) Intensity of anger expression (0 - 3)







97

I’m Not Sharing I.D. # __________________

I’m Not Sharing Language Coding Latency to first anger vocalization (in secs.) ________ Latency to first sadness vocalization (in secs.) ________

Time Block 1 Counters (Begin-end) __________________________








98

Prize Ranking

I.D. # WTP_____________ A B Date scored: ___________ Scorer: ____________________ Counter # _____________ Tape # ______________ Episode order: ___________ Child tester: ______________

Baseline (coded by child tester) ______ Does child touch any toys before s/he has chosen his/her favorite toy______(0 = No; 1 = Yes) Does child begin ranking toys before handing his/her favorite toy to the CT_____(0 = No; 1 = Yes)

Epochs

Prize Number 1 2 3 4 5 Time (Begin)

Latency to Choose Prize (secs.)

Number of times child changes his/her mind during ranking ________ Does child change the order of the prizes at the end of the episode (after toys have all been ranked)______ (0 = No; 1 = Yes)

Special Flag Please note if anything out of the ordinary happened during this episode and explain. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

99

Wrong Gift I.D. # ________________________ Child’s name and last initial: ______________ Date of birth: ___________ Scorer: _______________________ Date scored: __________________________ Date of visit: ___________ Tape # ______________________ Counter # _____________________________ Episode order: __________ Child tester: __________________ Baseline (coded by child tester) _____________

Interval 1 Waiting for gift

Latency to first positivity _______secs.

5-second epochs 1 2 3 4 5 6Time (Begin) Intensity of anticipatory positive affect (0 - 3)



Interval 2 Friendly stranger brings in gift and waits

Latency to first anger response (For Intervals 2, 3, and 4) ________ secs. Latency to first sadness response (For Intervals 2, 3, and 4) ________ secs.

5-second epochs 7 8 9 10 11 12Time (Begin) Intensity of anger expression (0 - 3)

Intensity of bodily anger/frustration (0 - 3)







100

Wrong Gift I.D. # __________________________

Interval 2 (cont.) 5-second epochs 13 14 15 16 17 18Time (Begin) Intensity of anger expression (0 - 3)








Interval 3 Waiting for child tester to return









101

Wrong Gift I.D. # __________________________

Interval 4 Child tester asking questions

All epochs may not be used (Code unused epochs as “8s”) 5-second epochs 25 26 27 28 29 30Time (Begin) Intensity of anger expression (0 - 3)
















102

Wrong Gift I.D. # __________________________

Interval 5 Child picks out gift

5-second epochs 37 38 39 40 41 42 Time (Begin) Presence of positivity (0 = no; 1 = yes)


___ Presence of Vocalizations ___ Special Flag

Special Flag Explanation_____________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

103

Balloon Bop

I.D. # WTP_____________ A B Child’s name and last initial: ______________ Date of birth: ___________ Scorer: ____________________ Date of visit: ___________ Child tester: ______________ Tape # ______________ Counter # ____________ Date scored: ____________ Episode order: ___________ Baseline (coded by child tester) _________ Latency to first positivity: _______ secs.

Minute 1

5-second epochs 1 2 3 4 5 6 Time (Begin) Intensity of smile (0-3)

Vigor of enthusiasm (0-3)

Language/verbalizations (9,1-3)

Presence of laughter (0 = no; 1 = yes)







104

Balloon Bop I.D. # WTP ______________________

Minute 2











105

Balloon Bop I.D. # WTP ______________________

Minute 3 5-second epochs 25 26 27 28 29 30 Time (Begin) Intensity of smile (0-3)










Special Flag Please note if anything out of the ordinary happened during this episode and explain. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

106

Hungry Hungry Hippos ®

I.D. # ________________________ Child’s name and last initial: ______________ Date of birth: ___________ Scorer: _______________________ Date scored: __________________________ Date of visit: ___________ Tape # ______________________ Counter # _____________________________ Episode order: __________ Child tester: __________________

Baseline (coded by child tester) __________ Familiarity with the game (0 = no; 1 = yes) __________ Presence of Impulsivity (0 = no; 1 = yes) __________ Latency to first positivity _______ secs.

Game 1 5-second epochs 1 2 3 4 5 6 Time (Begin) Intensity of smiling (0 - 3)

Vigor of enthusiasm (0 - 3)

Presence of positive vocalizations (0 = no; 1 = yes)



Presence of sarcastic verbalization (0 = no; 1 = yes)

5-second epochs 7 8 9 10 11 12 Time (Begin) Intensity of smiling (0 - 3)






Intensity of post-game positivity (0 – 3) _________ Presence of post-game negativity (0=no; 1=yes) ____ If yes, was it a sarcastic verbalization?___ (0=no; 1=yes) Time when game ends __________

107

Hungry Hungry Hippos® I.D. # ___________________________


Vigor of enthusiasm (0 – 3)











Intensity of post-game positivity (0 – 3) _________ Presence of post-game negativity (0=no; 1=yes) ____If yes, was it a sarcastic verbalization?____ (0=no; 1=yes) Time when game ends__________

108

Hungry Hungry Hippos® I.D. # __________________________













Intensity of post-game positivity (0 – 3) _________ Presence of post-game negativity (0=no; 1=yes) ____If yes, was it a sarcastic verbalization?____ (0=no; 1=yes) Time when game ends__________

Special Flag- SADNESS, ANGER, DISGUST See manual for description ____________________________________________________________________________________________________________________________________________________________________________________

Special Flag Please note if anything out of the ordinary happened during this episode and explain. Please note if the child does not win the game or if the game is tied. Please note if there are more than three games played. ____________________________________________________________________________________________________________________________________________________________________________________

109

Hungry Hungry Hippos® I.D. # __________________________

Duration of Smiling Game 1 1 2 3 4 5 Begin time End time Duration (in seconds)

Game 2 6 7 8 9 10 Begin time End time Duration (in seconds)

Game 3 11 12 13 14 15 Begin time End time Duration (in seconds)

110

Free Play


Baseline (coded by child tester) ______ Latency to first touch of a toy _______ secs.

*All reason boxes may not be used; when a 0 is coded leave reason boxes blank Minute 1

20-second epochs 1 Reason 2 Reason 3 Reason Time (Begin) Vigor— Hula-hoop (0 - 4)

Vigor— Bobo doll (0 - 4)

Vigor—Trampoline (0 - 4)

Vigor— Jump rope (0 - 4)

Number of bouts



Minute 2





Number of bouts


111


Free Play I.D. # __________________________

Minute 3 20-second epochs 7 Reason 8 Reason 9 Reason Time (Begin) Vigor— Hula-hoop (0 - 4)




Number of bouts



Minute 4





Number of bouts



112

Free Play I.D. # __________________________

Minute 5 20-second epochs 13 Reason 14 Reason 15 Reason Time (Begin) Vigor— Hula-hoop (0 - 4)




Number of bouts



If the child tester returns early, note time it occurred: ______________

113

Tangoes ®


Baseline (coded by child tester): __________ Familiar with game? (0 = no; 1 = yes) __________ Latency to first quit working on puzzle __________ secs. Does child play with puzzles? (0 = no; 1 = yes) __________

Minute 1 10-second epochs 1 2 3 4 5 6 Time (Begin) Puzzle worked on the most (0 = none; 1 = red; 2 =blue)

Are the puzzles solved? (0 = no; 1 = yes)

Child's overall effort (0 - 2)

Intensity of interest face (0 - 2)



Minute 2

10-second epochs 1 2 3 4 5 6 Time (Begin) Puzzle worked on the most (0 = none; 1 = red; 2 =blue)


Child's overall effort (0 -2)




114

Tangoes® I.D. # __________________________

Minute 3 10-second epochs 13 14 15 16 17 18 Time (Begin) Puzzle worked on the most (0 = none; 1 = red; 2 =blue)






Minute 4







Minute 5







Tangoes® I.D. # __________________________

115

Duration of on-task work







116

Yarn Tangle I.D. # WTP_____________ A B Date scored: ___________ Scorer: ____________________ Counter # _____________ Tape # ______________ Episode order: ___________ Child tester: ______________ Baseline (coded by child tester) ____________ Latency to first quit: ___________ secs.

Minute 1 10-second epochs 1 2 3 4 5 6 Time (Begin) Child's overall effort (0-2)

Intensity of interest face (0-2)



# of times C shifts attention Item of Focus: other or yarn (0 = other; 1 = yarn)

Minute 2

10-second epochs 7 8 9 10 11 12 Time (Begin) Child's overall effort (0-2)





Yarn Tangle I.D. # WTP____________________

Minute 3 10-second epochs 13 14 15 16 17 18

117

Time (Begin) Child's overall effort (0-2)





Minute 4






Minute 5






Yarn Tangle I.D. # WTP______________________ Special Flag

118

Please note if anything out of the ordinary happened during this episode and explain.

Duration of on-task work



11 12 Begin time End time Duration (in seconds)

Tower of Patience

119

I.D. # ________________________ Child’s name and last initial: ______________ Date of birth: ___________ Scorer: _______________________ Date scored: __________________________ Date of visit: ___________ Tape # ______________________ Counter # _____________________________ Episode order: __________ Child tester: __________________ Baseline state (coded by CT) __________ Has child played with Jenga® blocks before? _______(0 = no; 1 = yes)

Patience Trials Each trial begins and ends when the child chooses a block

NOTE: Coding begins after both the child and child tester have each pulled one block Unshaded variables: coded after the child has taken a block from the tower Lightly shaded variables: coded prior to the child's turn (but after the CT's turn) Darkly shaded areas will not be coded Trials 0 secs. 10 secs 20 secs. 30 secs. 0 secs. 40 secs. 60 secs.Time (Begin when the child’s block hits the bottom of bin)

Number of times child verbally prompts CT to take his/her turn

Number of times child physically prompts CT to take his/her turn

Number of time C references CT with eyes

Does child wait to take turn? (0 = no; 1 = yes)

Intensity of negativity (0 - 2)

Motor activity (0 - 3)

Level of engagement (peak) with the game (0 - 2)

Time (Begin when CT’s block is fully out of the tower)

Number of blocks taken

Latency to choose block (in secs.)

Color of block chosen (0 = blue; 1 = red; 2 = yellow)

Number of false starts before actually removing a block

Tower of Patience I.D. # __________________________

Challenge Trials Each trial begins and ends when the child tester’s block is no longer touching the Tower

Trials Red #1 Red #2 Yellow #1 Yellow #2

120

Time (Begin) Latency to choose block (in secs.)

Number of false starts before actually removing a block

Does child meet CT's challenge? (0 = no; 1 = yes)

Level of risk in move made by child (0 - 2)

Color of block chosen (0 = blue; 1 = red; 2 = yellow)

If the blocks accidentally fell during the episode, please note the time(s) it happened, who did it (child or child tester), and whether or not the game ended:

Time: _______________ Who did it: _________________ Did the game end? __________________ Time: _______________ Who did it: _________________ Did the game end? __________________ Time: _______________ Who did it: _________________ Did the game end? __________________ Time: _______________ Who did it: _________________ Did the game end? __________________

121

Picture Tearing


All epochs may not be used (Code unused epochs as “8s”) Baseline (coded by child tester) _______ Rating of child’s attention while the friendly stranger is explaining the pictures (0 - 2) ______ Latency to remove picture from the album _______ secs. Latency to begin tearing up the picture _______secs. 10-second epochs 1 2 3 4 5 6Time (Begin) Intensity of concern expression (0 - 2)

Presence of postural tension (0 = no; 1 = yes)

Presence of visual referencing (0 = no; 1 = yes)

Enjoyment in tearing picture (0 = no; 1 = yes; 7 = N/A)

Peak intensity of empathy/ concern verbalization (0 - 3)

10-second epochs 7 8 9 10 11 12Time (Begin) Intensity of concern expression (0-2)

Presence of postural tension (0 = no; 1 = yes)

Presence of visual referencing (0 = no; 1 = yes)

Enjoyment in tearing picture (0 = no; 1 = yes; 7 = N/A)

Peak intensity of empathy/ concern verbalization (0 - 3)

Overall compliance in violating the norm_______(0 - 2) Intensity of relief there is a replacement picture_______(0 - 2; 7 = Child did not tear up picture)

122

Throwing Game I.D. # ________________________ Child’s name and last initial: ______________ Date of birth: ___________ Scorer: _______________________ Date scored: __________________________ Date of visit: ___________ Tape # ______________________ Counter # _____________________________ Episode order: __________ Child tester: __________________ Baseline (coded by child tester) _________ Does child complain (verbally) about the difficulty of the task before the child tester leaves room?

(0 = no; 1 = yes) ______

Rating of child's attention while directions are being given (0 - 2) _______

Latency to minor cheating _________ secs.

Latency to bold cheating __________ secs

Is it possible that the child may have unintentionally cheated (not understood/remembered the directions)? (0 = no; 1 = yes; 7 = Child didn’t cheat) _______

Does child “un-do” a cheating by removing a ball from a cup? (0 = no; 1 = yes; 6 = Didn’t place a ball in a cup but did cheat; 7 = Child did not cheat) ________

Part I

Minute 1 10-second epochs 1 2 3 4 5 6Time (Begin) Number of times child throws a ball without violating any rules

Number of times child retrieves a ball & throws it again

Number of times child throws a ball facing the cups

Number of times child throws a ball from outside the designated area

Number of times child puts a ball in the closer cup

Number of times child puts a ball in the farther cup

123

Throwing Game I.D. # ____________________________

Minute 2 10-second epochs 7 8 9 10 11 12Time (Begin) Number of times child throws a ball without violating any rules






Minute 3

10-second epochs 13 14 15 16 17 18Time (Begin) Number of times child throws a ball without violating any rules






If child tester re-enters room early, please note time it occurred: ____________ If child leaves room, please note time it occurred and when s/he re-entered:

Leaves at: __________ Re-enters at: ____________

Part II Does child admit to violating the rules?

(0 = no; 1 = yes; 7 = Child didn’t cheat) _______

Overall rating of child's guilt when the child tester returns to the room (0 - 2; 7 = Child didn’t cheat)_______

Degree of protest when the child tester restarts the game (0 - 2; 7 = Child didn’t cheat)_______

124

the laboratory temperament assessment battery

Documents