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