TALK Milestones

Age 36 Months (3 years) Cognition and Receptive Language

Cognition: knows his/her last name, sex and name of street. stays with one activity for 8-9 minutes, sings songs, arranges items in patterns and early categories, sorts objects into groups based on one attribute (color, size, shape) Auditory Processing: understands prepositional phrases (e.g. put block under the chair), follows 3-step directions (get your blue shoes from the dining room), understands plurals (Cars) pronouns (you) and possessive (boy's). understands questions of qhose, who, why and how many. listens to two-four-line story and answers concrete wh-questions Concepts: understands concepts - one, many, same, different, empty, full, clean, dirty, night, day. understands family labels (baby, grandpa), understands pronouns (he, she, they, we, you, your, yours), identifies color and basic shapes (circles, triangles, squares) memory: immediate memory, three digits. working memory, two units emerging

Age 6-7 years (cognition and receptive language)

Cognition: listens attentively for long periods of time. Makes logical relationships and solves problems verbally. Understands reality vs. fantasy Auditory processing: follows six to seven step directions consistently in multiple modalities (get your textbook and pencil case from your backpack, bring them to your desk and open your book to chapter 10). Answers all types of questions accurately (wh, yes/no, did, do, can, is) Listens to short chapter of age-appropriate literature and answers all types of questions regarding content Memory: immediate memory: five units. working memory: three units. sentence memory: nine-ten units

Age 5 years cognition and receptive language

Cognition: states birthday and address. Stays with one activity for 15-20 minutes. Uses complicated reasoning. Demands increasingly detailed explanation until an adult is able to explain. Auditory processing: listens to short passage of age-appropriate literature and answers concrete and abstract wh-questions. Comprehends ALL questions types in context. Follows five step directions at HOME (get your blue shoes and green jacket from the dining room) and at SCHOOL (take out two sheets of paper, write your name at the top) Concepts: classifies objects by their form, color, use or composition. Knows concepts such as more and less Memory: immediate memory: four units. working memory: two to three units. Sentence memory: seven to nine words

Age 6 Months Cognition and Receptive Language

Cognition: works to reach a toy, develops object permanence, returns to activity after interruption Listening: Orients to sounds with eyes, reacts to changes in tone of voice, starts responding to name

Age 48 months (4 years) literacy and PA

Early Reading & Writing Begins to pay attention to specific print, such as the first letter of name Recognizes logos and other environmental print and understands that print carries a message Talks about characters in a book Retells simple stories Likes to "read" to themselves and others Produces some letter-like forms in scribbles that resemble letters Phonological Awareness Understanding of rhyme continues to develop, able to produce rhyming words Participates in rhyming games Begins to isolate sounds in words (e.g. at beginning, middle or end of the word) Identifies some letters and make letter/sound matches

Age 24 months (2 years)literacy and phonological awareness

Early Reading & Writing Imitates literacy events in play (e.g. "reading" newspaper, menu, books) Listens to short stories read aloud Attempts to make shapes with crayon Pretends to write name

Age 30 months (2.5 years) literacy and PA

Early Reading & Writing Likes to listen to stories/books for longer periods of time Holds a book correctly Begins to recognize logos Develops awareness that print represents words Increased control of writing tools Imitates drawing of vertical lines

Age 36 months (3 years) literacy and phonological awareness

Early Reading & Writing Likes to listen to stories/books for longer periods of time Pretends to read words on the page and to write notes to parents Imitates drawing of horizontal line and circle Draws two or more lines to imitate a cross Begins to show a difference between writing and drawing Phonological Awareness Begins to understand the concept of syllables Begins to segment words into syllables and blend syllables into words Begins to identify words that rhyme

Age 3 Months expressive language

Early expression: begins to differentiate cries (hungry, upset, uncomfortable) Begins to coo to show pleasure

Age 12 months phonology, artic, and motor speech skills

Motor foundations and feeding: crawling (8-11 months), beginning to walk, drinks from a cup, begins self feeding, eats lumpy, mashed food, soft cookies, chews using rotary jaw action (emerging) phoneme production: engages in reduplicated (mama, baba) and variegated babbling by combining different CV syllables (bamega). Imitates new sounds and words. Uses adult like intonation, emerging sound inventory includes 3-5 lax vowels and 5-7 consonants (b, d, g, n, m, h, w)

Age 24 months (2 years) phonology, artic, motor speech

Motor foundations and feeding: scoops food and brings to mouth with some spillage, self-feeding. Drinks from cup with limited spillage. Swallows with lip closure. Chews a broad range of foods and textures. Phoneme production: consonant sounds should include: p, m, h, n, w, and b accurately and k, g, t, d, ng emerging. Monophthong vowels should be emerging. Reduplication should be declining. Intelligibility: 75% intelligible to familiar people, 50% intelligible to strangers

Age 3 months Phonology, Artic, and motor speech

Motor foundations/feeding: Drinks from bottle or breast. Sneezes, coughs

Age 6-7 years phonology, artic, motor speech

Phoneme production: speech mostly error free and adult like, some consonant cluster errors persist, "R" may still be in error. Consonant clusters mastered: sm, sw, skw, and -lk, -rb, -rg, -rth, -rdz, -rst, -rt, -nt, -nd, -nth Phonological processes: all phonological processes should be eliminated from conversational speech

Age 7-8 literacy and PA

Reading Decodes regular multisyllabic words Uses knowledge of suffixes and prefixes to determine word meanings Distinguishes main idea and details from expository text Determines underlying theme or author‟s message in text Story Grammar Marker: Should be able to tell Complete Episode Reading Fluency 2 nd grade: 80 to 100 correct wpm 3 rd grade: 100 to 120 correct wpm Writing Writes with topic sentence and supporting facts Expected to independently write several paragraphs Writes legibly with correct spacing and punctuation Revises drafts using a outline that explains the expected content and format Writes narratives, expositions, letters, invitations, informational pieces

Age 6-7 years literacy and PA

Reading Identifies an increasing number of words by sight, including common irregular words Begins to decode new words independently Reads and retells familiar stories Sounds out and represents major sounds in words when trying to spell Identifies and uses regular and irregular plurals and past tense Story Grammar Marker: Should be able to tell Abbreviated Episode Reading Fluency 1 st Grade: 40 to 60 correct words per minute Writing Uses some punctuation, capitalization Prints legibly and spaces words, letters, sentences appropriately Writes brief narratives describing an experience (fictional or autobiographical) Writes brief expository description of a real object, person, place or event using sensory details and descriptive words Distinguishes between declarative, exclamatory and interrogative sentences in writing Phonological Awareness Awareness that words are made up of sounds is fully developed Segments words into sounds, blend sounds together, and delete/change sounds in words Able to match sounds to letters accurately, including all consonant blends, short- and long-vowel combinations

Age 9-12 years literacy and PA

Reading Increased focus on informational material in reading Draws inferences and generalizations about text and support them with evidence Identifies all story elements, contrast action and motives of characters Distinguishes between facts, supported inferences and opinions in expository text Begins to use outlines, notes, summaries to clarify understanding of texts Story Grammar Marker: Should be able to tell Complex Episode Reading Fluency 4 th Grade: 120 to 150 correct wpm 5 th Grade: 150 to 180 correct wpm 6 th Grade: 180+ correct wpm Writing Writes multiple paragraph narrative and expository compositions of approximately 500-700 words Uses organizational features of printed text (e.g. bibliographies, citations) to locate information Uses a thesaurus and dictionary to determine appropriate words Independently edits and revises manuscripts to make clearer and more concise Capitalization, punctuation, spelling, spacing and sentence structure should be accurate in writing with revisions Begins to participate in notetaking, expected to maintain organization and extract most salient information

Age 13-18 literacy and PA

Reading Reads many different types of literature and written materials, including classic and contemporary literature, newspapers, reference texts, online information Analyzes figurative language in text to determine meaning Compares and contrasts the features and elements of consumer materials to gain meaning from documents Critiques written text based on composition, format, logic, coherence, internal consistency Compares and contrasts different texts that present similar ideas Performs high level analysis of literature Story Grammar Marker: Should be able to tell Interactive Episodes Reading Fluency 7 th Grade and above: 180+ wpm Writing Establishes coherent thesis that conveys a clear and distinctive perspective on subject Uses precise language, action verbs, sensory details, appropriate modifiers and active rather than passive voice Revises to improve logic and coherence of text as well as spelling, syntax, punctuation, formatting,etc. Written texts of all types should be approximately 1500 words in length

Age 5 years literacy and PA

Reading&Narrative Skills Understands story sequence Understands the function and purpose of print Understands print is read from left to right and top to bottom Retells more complex stories Story Grammar Marker: Should be able to tell Descriptive sequence, Action sequence, Reaction sequence Writing Identifies and writes uppercase and lowercase letters Uses more letter-like forms than scribbles Begins to write letters and familiar words Phonological Awareness Able to isolate sounds at the beginning, middle and end of words Begins manipulating sounds to blend them together (e.g. /b/ + /a/ + /t/ = /bat/) and segment words (e.g. /kat/ = /k/ + /a/ + /t/) Ability to delete sounds from words (e.g. say cup without the /k/) is emerging Sound to letter matching is emerging

Age 6-7 Expressive language

Vocabulary and concepts: average expressive vocabulary is 5000 words. Uses mature vocabulary (excited, frightening, frustrated). Reorganizes lexical knowledge into semantic network. Syntax and sentence structure. Uses passive sentences (the bus was hit by the car). Corrects their own sentences. Uses mature expressions. Rarely makes grammatical errors. Uses negation (cant, dont) regularly and accurately.

Age 9-12 Years expressive language

Vocabulary and concepts: creates abstract definitions. Can explain relationships between meanings of multiple-meanign words. Syntax and Sentence Structure: Syntax used in school texts is more complex than that used in oral language. Use of word order variations increases in writing. Begins using adverbial conjucts (e.g., however, moreover, therefore.) Public speaking strategies: prepare and deliver short oral presentations regarding a specific topic using effective pitch, rate, modulation and volume for the audience. Oral presentation categories include: narrative presentations, informational presentations, responses to literature, persuasive presentations, provlem/solution presentations

Age 5 years expressive language

Vocabulary and concepts: describes person, place, or thing, using attribute. Names a time of day associated with an activity. Recites days of the week and names coins (penny, dime). Relates elaborate stories Syntax and Sentence Structure: Uses a minimum of 6-8 word sentences. Uses grammatically correct sentences and complex verbs. Uses all grammatical morphemes correctly and consistently. Produces short passive sentences with irregular past tense verbs. Develops event relation sequences in sentences (e.g., and, because, but, when, while, after, before, might). Demonstrates increased variety of sentence types. Demonstrates knowledge of rules for different forms or plurals, past tense. Word retreival: performs convergent and divergent naming for abstract categories. Provides most salient feature for objects. Provides verbal descriptions of objects (shape, color, texture, function, category, location, etc). Uses appropriate vocabulary in narrative construction without prolonged hesitation.

Age 36 months (3 years) Expressive language

Vocabulary and concepts: exhibits an expanding vocabulary of up to 900 words. Uses words to relate observations, ideas and relationships. Uses concepts words: same, different, empty, full, clean, dirty, night, day) Uses pronouns "he, she, they, we, you, your, yours Syntax and Sentence Structure: Combines 3-4 words into sentences, uses conjunctions (because, and, or) to join two ideas. Uses morphemes (regular plural -s, present progressive -ing with auxiliary, semi-auxiliaries (gotta, gonna), regular past tense -ed, possessive -s). inflects verb "to be" (am, are, was). Retells a story or relates an idea to someone using short simple sentences. Ask many simple questions using wh-words, inversion of auxiliary emerging (what is she doing, not what she is doing) Word retrieval; able to produce basic antonyms and synonyms. Able to complete closed-and open-ended sentences (by 3.5 years)

Age 13-18 Expressive language

Vocabulary and concepts: has expressive vocabulary of approximately 30,000 words by end of high school Syntax and Sentence Structure: Develops literate complexity while speaking. Uses more clauses per sentence in speech

Age 12 months expressive language

Vocabulary and concepts: says first words, should have between 2-6 words by this age. points and vocalizes to attain objects.

Age 18 months expressive language

Vocabulary and concepts: says ten names for common objects, actions or people (daddy, book, milk, ball). Nods for yes, shakes for no inconsistently. Vocalizes no and ya inconsistently. Makes animal sounds. Refers to self by name. Uses words more often than gestures to communicate. Syntax and sentence structure: asks for names of things with one word questions (e.g., "that?") uses two word combinations ("more juice or bye mommy" tries to tell experiences using real and nonsense words).

Age 24 months expressive vocabulary

Vocabulary and concepts: uses 200 words. Imitates new words Syntax and sentence structure: Combines 2 and 3 words. Asks routine questions (whats that?) uses intonation to indicate question. Uses present progressive -ing morpheme with no auxiliary (mommy drinking) uses "me" "you" and "mine" correctly most of the time

Age 48 months (4 years) expressive language

Vocabulary and concepts: uses many more words than can be counted (nearly 1500). Names colors and shapes. Delivers a message. Adds more complex pronouns (us, hers, his, theirs, him, her, them, myself, yourself, etc.) retell simple stories with full sentences. Syntax and sentence structure: Uses a minimum of five to six word sentences. Asks how, why, where, and when questions with proper auxiliary inversion. Adds the following morphemes- irregular past tense, regular third person singular present tense (he drinks), articles (a, the), contractible auxiliary (the boy's talking), uncontractible copula (it is big), uncontractible auxiliary (he is swimming), negation (he is not there), past tense "to be" (she was eating), irregular plurals are emerging. uses compound sentences combined by "and", "but", "or", "so", and "because" Word retrieval: able to perform convergent and divergent naming for concrete categories. Able to answer closed and open ended questions.

Age 7-8 Years expressive language

Vocabulary and concepts: word definitions include synonyms and categories. Increased understanding allows for use of figurative language (e.g., figures of speech, idioms, metaphors, hyperboles, etc). Syntax and sentence structure: literate language syntax needed for academics develops. Some errors in writing/speaking persist. Uses full passives. Uses -er suffix to mark initiator of an action (e.g., teacher) Pronouns uses anaphorically to refer to nouns previously names.

Age 9-12 Cognition and receptive language

auditory processing: comprehends familial terms from geneology. Understands psychological states (described with physical items (cold = uninterested, blue = sad). Vocabulary used in school texts is more abstract and specific than that used in conversation. Figurative language and most common idioms are understood. Memory: Immediate memory: 6-7 units. Working memory 5 units

Age 6 months expressive language

early expression: has differentiated cries. begins to babble

Age 6 months literacy and phonological awareness

early reading and writing: engages in routines involving books

Age 12 months literacy and phonological awareness

early reading and writing: looks at pictures in a book with adults, listens to short segments of text read aloud, holds crayon imitates scribbling

Age 18 months literacy and phonological awareness

early reading and writing: points to objects in picture book response to "show me __ or where is __". names pictures or makes sound effects in interactions with familiar books. scribbles spontaneously with crayon

Age 3 months literacy and phonological awareness

early reading and writing: shares reference on pages of book when engaged by caregivier

age 36 months (3 years) phonology, artic, motor speech

motor foundations and feeding: bites through a variety of food thicknesses. self feeds with spoon and fork with little spillage. holds a small, open cup in one hand and drinks with little spillage. chews with lips closed. chews using stable rotary jaw action. Phoneme production: early consonants should all be produced accurately, consonants produced now includes "f", "l" "y" "s emerging and not lateral). Consonant clusters expected word final, initial clusters with /w/, s/s only (often reduced). Syllable shapes (CV, VC, CVC, CVCV, CVCVCV, CCVC, CVCC, CCVCC, CCVCCC, CCCCVC) 3 syllable DDKS= 1.36 sec Intelligibility: produces speech which is 90-100% intelligible Phonological processes: following processes should no longer be seen - weak syllable deletion, fronting, final consonant deletion, diminutization (doggi), assimilation (jam to mam), reduplication, provocalic voicing (sun to zun)

Age 48 months (4 years) phonology, artic, motor speech

motor foundations and feeding: open to variety of foods, not overly sensitive to textures. should not be a picky eater. phoneme production: early consonants all accurate. "w" may be substituted for "r". Fricatives "s", "z", "sh", "zh" (as in treasure) may be distorted but should not be produced interdentally or laterally. Later developing sounds ("ch", "j" as in jump, th) should be emerging . Consonant clusters mastered: tw-, kw-, st-, -mp, -mpt, -mps, -nk, -lp, -lt, -rm, -rt, -pt, -ks, -ft). 3 syllable DDKS = 1.75 s. Max phonation time = 7.79s intelligibility: expresses self using speech that is understood by all. Phonological processes: as well as processes listed in earlier ages following processes should no longer be seen: cluster reduction, epenthesis (black to balaek), gliding, stopping of s, z, f, final consonant devoicing (mad--> mat), deaffrication (chip-sip)

Age 30 months (2.5 years) phonology, artic, motor speech

motor foundations and feeding: self-feeding improves, coordination of spoon increases. Cup drinking improves, limited spillage. Has precise up/down tongue movement Phoneme production: consonants produced should include: p, b, m, n, w, h, k, g, t, d, ng. All vowels should be produced accurately Intelligibility: speech is intelligible to strangers 75% of the time phonological processes: developmentally expected: consonant cluster reduction, stopping (sock to tock), fronting (cape to tape), syllable deletion (banana to nana)

Age 18 months phonology, artic, motor speech

motor foundations and feeding: walking as primary means of transportation (12-15 months). grabs spoon, bring to mouth, sometimes turning over enroute. Drinks through a straw, holds cup with two hands, drinks with 4-5 consecutive swallows, stops using bottle. Phoneme production: tries to imitate others, uses vowel sounds accurately. Has sounds m, p, n, w, t, and d in speech. Duplicates syllables (mama for mommy, wawa for water). Increases vocalizing as activity increases.

Age 6 monoths Phonology, artic, motor speech

motor foundations/feeding: sitting up (4-6 months), mouths and gums solid foods, opens mouth when spoon is presented, engages in vocal play to increase control of oral mechanisms, eats purees and meltable solids Phone production: begins marginal babbling with CV and VC sequences with native sounds. Produces rasberries as precursors to bilabials. Typically emerging phonemes are: 8 months - d, t, k, m, h. 9 months: d, m, n, h, w (t,k decrease in use until later months). 10 months: b, d, t, m, n, h 11 months: b, d, t, m, n, h

Age 7-12 Years Phonology, Articulation and motor speech skills

phoneme production: speech is error free and adult like in conversation and all environments

Age 13-18 years phonology, artic, motor speech skills

phoneme production: speech is error free and adult like, uses vowel-shifting rules (divine to divinity) accurately. uses stress contrasts to show different meanings (con vert vs convert)

Age 5 years phonology, artic, motor speech

phoneme production; all phonemes should be produced accurately in conversation, with possible exception of "r". Consonant clusters mastered: sp-sk, pl, bl, kl, gl, fl, dr, pr, br, tr, kr, gr, fr, and -lb, -lf, -rd, -rf, -m. 3 syllable DKKs 1.33 sec, max phonation time 9.22 s Intelligiblity: expresses self using speech that is understood by all Phonological processes: all phonological processes should be eliminated in speech including gliding of r to w, stopping of v and th, fronting of sh, ch, and j, depalatization (dish to dit), alveolarization (chew to tew), cluster reduction with /s/

Age 48 months (4 years) social emotional and play

play and interaction: begins to establish more complex dramatic play scenes with words (lets pretend..., you be the _ and ill be the _). Resolves social conflicts with words. Demands more realism in play, talks on telephone Pragmatic language: understands simple conversation rules (turn taking, topic maintenance, eye contact), repairs communicative breakdowns with peers, rarely repeats or hesitates, speaks without avoidance or embarassment. Modifies speech to age of listener (baby vs adult)

Age 24 months (2 years) social emotional and play

play and interaction: begins to use conventional objects in symbolic play (giving doll a bottle), engages in parallel play, talks to self in play, follows rules and responds to limits, acts on toys as well as on self. pragmatic language: begins to reason about feelings and connect them to behavior, conveys emotions in play, combines two ideas in play, indicates wet pants, repeats actions that make someone else laugh, pairs gestures with words to clarify wants and needs

Age 5 years social emotional and play

play and interaction: continues to evolve more complex and real play routines, resolves social conflicts with owrds, uses words to invite others to play, plays competitive exercise games, engages in cooperative play, begins to use word plays pragmatic language: has good control of the elements of conversation, announces topic shifts. Uses direct requests with justification (stop that, youre hurting me). takes more time communicating with unfamiliar people, asks meanings of words, speaks of imaginary conditions such as "what if" or "i hope". expresses feelings verbally. shows interest in things being funny

Age 36 months (3 years) social emotional and play

play and interaction: continues with parallel play with peers. Engages in symbolic play; ties two or more ideas together logically in play, organizes props and plays imaginatively. Begins associative group play with peers. Plays spatial and motor games with rules (taking turns on the slide) uses pretend play with logical ideas to recover from distress. Pragmatic language: enjoys speaking without avoidance or embarrassment. Uses language as a tool: takes turns in conversation, maintains topic, conveys emotions in pretend play and communication showing closeness, pleasure and excitement, assertive curiosity, fear, anger, and limit setting

Age 30 months (2.5 years) social emotional and play

play and interaction: uses speech to be social, continues with parallel play, begins engaging in symbollic play, but needs to build on adults ideas pragmatic language: able to monitor own speech: repair spontaneously, adjust speech to different listeners, practice sounds, words and sentences. Able to control intonation to produce rising contour (question intonation), high rising contour, falling, rising contour. Uses verbal language and his/her primary means of expression. Has a conversation with two-three turns. Talks about immediate experiences (sophia feed baby)

Age 6 months social emotional and play

play/interaction - babbles back and forth with caregiver

Age 18 months social emotional and play

play/interaction: figures out ways to overcome some obstacles (reaching high objects, opening doors). engages in solitary or onlooker pretend play (doll, cars). plays simple games, uses simple conventional object in appropriate manner (hits pegs with hammer) pragmatic language: takes turns in communication games using words and gestures. uses words and gestures to express a variety of functions, including greeting (hi, bye), commenting (hot, pretty), rejecting (no), requesting objects, requesting actions (arms up for "up", gaining attention (mama) and claiming possession (mine). reacts to emotions of others

Age 12 months social-emotional and play

play/interaction: plays nursery games (this little piggy, pattycake), stacks rings on peg, cooperates with familiar routines (dressing), initiates affection by kissing, waving, holding out hands pragmatic language: initiates and maintains two-way communication, requests and calls attention to objects by pointing or vocalizing, gains attention by pointing or vocalizing

Age 7-8 years social emotional and play

pragmatic language: produces all elements of story grammer, stories contain complete episodes with internal goals, motivations, and reactions of characters. language used to establish and maintain social status, increased perspective taking allows for more successful persuasion, understands jokes and riddles based on sound similarities

Age 6-7 years social-emotional and play

pragmatic language: repeats with elaboration for repair, begins to use different topics for different genders, narratives are true stories with central focus, high point and resolution. Identify and describe the elements, plot, setting and characters in a story as well as beginning, middle and end of story. Predict what will happen next in a narrative based on context keywords.

Age 9-12 years social emotional and play

pragmatic language: stories include complex episodes, abstract topics are sustained in conversation

Age 13-18 years social emotional and play

pragmatic language: varies language effectively for varied purposes, uses slang with peers, may overuse certain phrases, has fewer mazes and tangles, perfects ability to speak formally in public, persists in overcoming adversity, uses sarcasm and double meanings, makes deliberate use of metaphors, knows partners perspective and knowledge differ from own

30 months (2.5 years) expressive language

vocabulary and concepts: uses 200-300 words. Names common verbs Syntax and sentence structure: uses 2-3 word sentences. uses keywords to convey need. uses personal pronouns (me, I, you, mine) Uses descriptive such as "in" "on" "big" "little". Recites portions of nursery rhymes or other familiar Word retreival: confrontation naming: should be able to label known pictures in rapid succession

Age 7-8 Years Cognition and Receptive Language

Auditory Processing: follows 7-10 step directions in multiple modalities (get a book about history from the bottom shelf of the white bookshelf, bring it back to your desk, take out a piece of paper, write your name at the top and write down the title of the book). Understands multiple meanings of words . New vocabulary is learned in school that was not previously encountered in conversation. Understanding of figurative language increases, recognizes nonliteral meanings. Comprehends abstract verbs (tell and promise). Listens to chapter of age-appropriate literature and answers all types of questions regarding content. Compare and contrast new and old information. Memory: immediate memory - 5-6 units. Working memory 4 units, sentence memory 11-12 words

13-18 years Cognition and receptive language

Auditory processing: knows approximately 80,000 word meanings. Comprehends all types of embedding. Comprehends complex language in academic lectures. Abstracts main ideas and discourse structures from lectures. Memory: immediate memory - 7 units. Working memory 5-6 units

Main Areas of Communication Milestones

Cognition and Receptive Language Expressive Language Phonology, Articulation and Motor Speech Skills Social-Emotional and Play Literacy and Phonological Awareness

Age 48 Months (4 Years) Cognition and Receptive Language

Cognition: Applies systematic trial and error problem solving to tasks. Stays with one activity for 11-12 minutes. Helps plan activities. Auditory processing: comprehends complex sentences. follows four step directions (get your blue shoes and jacket from the dining room). understands what if questions. understands simple questions pertaining to activities and environment. Begins to learn from listening. Listens to five to seven line story and answers concrete and abstract wh-questions Concepts: Understand time concepts: in front, behind, far and near. comprehends opposite concepts. understands first and third person, personal and possessive pronouns. Memory: Immediate memory: four units. Working memory: two units. Sentence memory: four to seven words.

Age 3 Months Cognition and Receptive Language

Cognition: Begins initiating goal oriented behavior Listening: Discriminates speech from non speech sounds. Startles to loud noises, smiles when spoken to

Age 24 months (2 years) Cognition and Receptive Language

Cognition: Begins to develop internal problem solving schemas Auditory processing: Understands the meaning of 500-900 words, locates an object mentioned, recognizes words even when referent is not present, follows many one-step directions, understands simple Wh- and yes/no questions (wheres mommy) concepts: understands prepositional and descriptive terms (in, on, off, under, big, little)

Age 18 Months Cognition and Receptive Language

Cognition: Imitates adult activities Auditory processing: Understands 50-100 words, points to objects in pictures (show me doggie), points to major body parts when asked, follows one-step directions for simple actions (wave), answers yes or no questions inconsistently with gestures

Age 12 Months Cognition and Receptive Language

Cognition: Imitates simple actions, looks for objects removed from line of vision. predicts outcomes for events, puts objects into containers, transfers objects from one hand to another, recognizes familiar people, objects and pets Listening: Responds to sound when source is not visible, responds to name by stopping Auditory processing: Understands 30-50 words, mostly common names for people, objects. Begins to respond to simple one-step requests (e.g., sit here, give me)

Age 30 Months (2.5 years) Cognition and Receptive Language

Cognition: Matches colors and shapes, matches objects to pictures, does simple counting, sorts like objects in containers Auditory Processing: follows two-step directions (clap then wave), understands instructions involving pronouns (I vs. you vs. my), answers who, what, and why concepts: identifies many pictures in a book, identifies objects by use (which one do we drive in), understands the concept of one, understands common verbs, understands boy, girl, understands pronouns (I, you, me, mine) Memory: immediate memory - two units