Communicating emotions to peers in an Carrying out three simple commands given at one • • appropriate manner time Describing self, several basic characteristics Following three step commands given in a • • (first and last name, gender, age, family, talents) complex sentence Generally obeying adult requests Comprehending congruent and incongruent tasks • • Understanding another’s perspective (“Can you stand up and sit down at the same • Accepting suggestions and following simple time?”) • directions Understanding and using common prepositions • Managing transitions (under, in front of, behind) • Connecting consequences to a specific behavior, Understanding common adjectives of color, size, • • but may not understand why the behavior and shape warrants the consequence Understanding temporal terms (before and after) • Accepting the consequences of one’s own actions Understanding time terms soon, later” • • “now, Using multiple strategies to solve problems Understanding prepositions in temporal • • Asking for help from other sources when solving expressions (in a week, after a while) • social and/or cognitive problems Understanding concept of more • Following routines independently and completing Recognizing everyday sounds • • familiar routines Selecting specific details in a story and repeats • Focusing on tasks of interest to him/her them • Remaining engaged in an activity for at least 5 to Responding to questions with appropriate • • 10 minutes answers Completing favorite tasks and activities over and Gaining information through listening • • over again Using an average sentence length of four words • Preferring challenging tasks Consistently using complete sentences • • persistent in trying to complete tasks when Dictating a story for adult to write out • • previous attempts have not been successful Engaging in adult-like dialogue • (completing a puzzle, building a tower or Correctly producing phonemes (-s, f, -f, y) • structure, dressing self) Telling gender when asked • Participating in meal times with minimal Drawing face from a model • • distractions Inventing new activities or games •
• Communicating emotions to peers in an appropriate manner • Describing self, several basic characteristics (first and last name, gender, age, family, talents) • Generally obeying adult requests • Understanding another’s perspective • Accepting suggestions and following simple directions • Managing transitions • Connecting consequences to a specific behavior, but may not understand why the behavior warrants the consequence • Accepting the consequences of one’s own actions • Using multiple strategies to solve problems • Asking for help from other sources when solving social and/or cognitive problems • Following routines independently and completing familiar routines • Focusing on tasks of interest to him/her • Remaining engaged in an activity for at least 5 to 10 minutes • Completing favorite tasks and activities over and over again • Preferring challenging tasks • persistent in trying to complete tasks when previous attempts have not been successful (completing a puzzle, building a tower or structure, dressing self) • Participating in meal times with minimal distractions • Inventing new activities or games • Carrying out three simple commands given at one time • Following three step commands given in a complex sentence • Comprehending congruent and incongruent tasks (“Can you stand up and sit down at the same time?”) • Understanding and using common prepositions (under, in front of, behind) • Understanding common adjectives of color, size, and shape • Understanding temporal terms (before and after) • Understanding time terms “now, soon, later” • Understanding prepositions in temporal expressions (in a week, after a while) • Understanding concept of more • Recognizing everyday sounds • Selecting specific details in a story and repeats them • Responding to questions with appropriate answers • Gaining information through listening • Using an average sentence length of four words • Consistently using complete sentences • Dictating a story for adult to write out • Engaging in adult-like dialogue • Correctly producing phonemes (-s, f, -f, y) • Telling gender when asked • Drawing face from a model
NC%20Age-Anchoring%20Tool%20for%20use%20with%20COS.docx