Responsiveness and initiating were examined as separate aspects of soc
ial competence across 6 and 12 months of age in two contexts for medic
ally high risk (HR; n = 89) and low risk (LR; n = 123) preterm and ful
l-term (FT; n = 128) infants. Compared to FT infants, HR infants showe
d global problems with initiating while LR infants had greater initiat
ing difficulties in the more attentionally demanding toy play context.