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This flowchart has been created for a university research project.                       Was the audio/video sufficiently clear to tell if the utterance was responsive to the child’s behaviour? NO UNCODABLE   YES     Was the parent's utterance the one they had intended? NO UNCODABLE (the parent probably said "oops", "that's not it", "wrong word" or corrected the utterance on the device).   YES     Did the utterance contain something the child said within the last 10 seconds, verbally or on the SGD? And if so, did the child say it before the parent started typing? NO Was the utterance produced in response to something the child said, did, touched, reached for, or looked at in the last 10 seconds? NO NON-RESPONSIVE MODEL (the parent probably talked about their own actions, something new, or tried to continue an activity without initiation from the child) YES YES   IMITATION (the parent used the device to repeat something the child just said verbally or on the SGD). YES Was it an exact replica of the child's previous verbal or SGD utterance? Was the utterance trying to alter or stop the child's behaviour? (e.g. given as a reprimand). NO RESPONSIVE MODEL (the parent probably talked about the child's actions, interpreted their feelings, or identified and/or talked about the child's source of interest) NO YES   EXTENSION/ EXPANSION (the parent used the device to expand the child' last utterance by adding information or complexity, or correcting a language error) YES Did the parent's utterance "improve on" [add to or alter] the child's original vocabulary, morphology, or syntax? REPRIMAND (the parent's utterance probably contained words such as "stop", "don't" or "no", worded as directives).   NO     RESPONSIVE MODEL (The parent said something about the child's previous utterance topic, but it didn't "improve" on the original structure or content of the child's utterance).