Describing self, using several basic characteristics Comprehending congruent and incongruent • • (first and last name, gender, age, family, talents) (“Can you stand up and sit down at the same Generally obeying adult requests time?”) • Understanding another’s perspective Understanding and using common prepositions • • Accepting suggestions and following simple (under, in front of, behind) • directions Understanding common adjectives of size, • Managing transitions and shape • Connecting consequences to a specific behavior, Understanding temporal terms (before and after) • • but may not understand why the behavior Understanding time terms soon, later” • “now, warrants the consequence Understanding prepositions in temporal • Accepting the consequences of one’s own actions expressions (in a week, after a while) • Using multiple strategies to solve problems Understanding concept of more • • Asking for help from sources when solving Recognizing everyday sounds • • social and/or cognitive problems Selecting specific details in a story and repeats • Following routines independently and completing them • familiar routines Responding to questions with appropriate • Focusing on of interest to him/her answers • Remaining engaged in an activity for at 5 to Gaining information through listening • • 10 minutes Using an average sentence length of four words • Completing favorite tasks and activities over and Consistently using complete sentences • • over again Dictating a story for adult to write out • Preferring challenging tasks Engaging in adult-like dialogue • • persistent in trying to complete tasks when Correctly producing phonemes (-s, f, -f, y) • • previous attempts have not been successful Telling gender when asked • (completing a puzzle, building a tower or Drawing face from a model • structure, dressing self) Speaking clearly enough so that 75 to 80 percent • Participating in meal times with minimal of speech is understandable to the unfamiliar • distractions listener Inventing new activities or games Stumbling over at times • • Using imagination to create a variety of ideas negative phrases other than (“Don’t do • • “No” Creating acceptable rules for group activities that!”) •
• Describing self, using 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 sources when solving social and/or cognitive problems • Following routines independently and completing familiar routines • Focusing on of interest to him/her • Remaining engaged in an activity for at 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 • Using imagination to create a variety of ideas • Creating acceptable rules for group activities • Comprehending congruent and incongruent (“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 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 • Speaking clearly enough so that 75 to 80 percent of speech is understandable to the unfamiliar listener • Stumbling over at times • negative phrases other than “No” (“Don’t do that!”)
Age-Anchoring%20Tool%20for%20use%20with%20COS.docx