Producing complex (but more subtle) facial Adding information to the prior utterance of a Snipping paper with scissor • • • expressions, depicting doubt, worry, confusion, communicative partner exhilaration, and joy Understanding simple possessive forms (daddy’s • restless, rebellious and very active at times shirt) •Being Attempting to control others’ (even stranger’s Using the present progressive adding to • • “ing” feelings through verbal, physical, or social means. verbs Using words relating to mental strategies Pointing to smaller parts of the body when asked • Becoming resistant and dawdling at times (chin, elbow) • Experimenting with putting things together and Understands 500 words, says 200 words • • taking them apart Understanding word association through • Having play preferences and seeking out desired functional association (“What do you drink with?” • types or play, routines, interactions, foods etc. do you sleep on?” do you brush “What “What Wanting to do favorite activities over and over your teeth with?”) again Understanding size differences (little doll, large • Pushing for autonomy and persisting with tasks of dog) • moderate difficulty Responding to action by performing the • Insisting on some choices action Talking about what they and performing Speaking in 2 or 3 word sentences; jargon and • “know” • preferred actions independently for several echolalia are almost gone minutes Using morphemes (in, on) • Insisting on some choices Recounting an event, with assistance • • Seeking and accepting assistance when Requesting to hear familiar stories • • encountering difficulties Changing intonation and tone to communicate • Inventing new uses for everyday materials with meaning • assistance (banging on pots and pans, using a box Using non-verbal gestures and body language to • for a house) express needs and feelings (hugs, hands on hips, Approaching tasks experimentally, adapting as etc.) • the activity evolves Addressing listener appropriately to get attention • Displaying understanding of how objects work (uses child’s or adult’s name to get attention) • together (gets the dustpan when adult is Understanding (“Give me one block.”) • “one”, “all” sweeping the floor) Matching an object to a picture •
• Producing complex (but more subtle) facial expressions, depicting doubt, worry, confusion, exhilaration, and joy •Being restless, rebellious and very active at times • Attempting to control others’ (even stranger’s feelings through verbal, physical, or social means. Using words relating to mental strategies • Becoming resistant and dawdling at times • Experimenting with putting things together and taking them apart • Having play preferences and seeking out desired types or play, routines, interactions, foods etc. Wanting to do favorite activities over and over again • Pushing for autonomy and persisting with tasks of moderate difficulty Insisting on some choices • Talking about what they “know” and performing preferred actions independently for several minutes • Insisting on some choices • Seeking and accepting assistance when encountering difficulties • Inventing new uses for everyday materials with assistance (banging on pots and pans, using a box for a house) • Approaching tasks experimentally, adapting as the activity evolves • Displaying understanding of how objects work together (gets the dustpan when adult is sweeping the floor) • Adding information to the prior utterance of a communicative partner • Understanding simple possessive forms (daddy’s shirt) • Using the present progressive adding “ing” to verbs • Pointing to smaller parts of the body when asked (chin, elbow) • Understands 500 words, says 200 words • Understanding word association through functional association (“What do you drink with?” “What do you sleep on?” “What do you brush your teeth with?”) • Understanding size differences (little doll, large dog) • Responding to action by performing the action • Speaking in 2 or 3 word sentences; jargon and echolalia are almost gone • Using morphemes (in, on) • Recounting an event, with assistance • Requesting to hear familiar stories • Changing intonation and tone to communicate meaning • Using non-verbal gestures and body language to express needs and feelings (hugs, hands on hips, etc.) • Addressing listener appropriately to get attention (uses child’s or adult’s name to get attention) • Understanding “one”, “all” (“Give me one block.”) • Matching an object to a picture • Snipping paper with scissor
NC%20Age-Anchoring%20Tool%20for%20use%20with%20COS.docx