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Physical Therapy
2 MONTHS
• Minimal head bobbing when supported upright
• Eyes focus on a caregiver when within 12 inches
• When lying on tummy, can turn head to each side and does not have a strong preference for head-turning to one side
• No flattened areas on the head
4 MONTHS
• Takes weight when held in standing but does not take automatic steps
• Maintains head in midline for 30 seconds while lying on back
• No head bobbing when held upright
• Brings hands to midline and bats at toys
• Symmetrical body alignments during tummy time and when lying on back
6 MONTHS
• Pushes up on arms when on tummy to see things
• Rolls to try to get closer to people or an exciting toy or object
• Sits with help and holds head steady
• Plays with feet while lying on back
• Bounces when supported in a standing position
8 MONTHS
• Stands at furniture
• Rocks back and forth on hands and knees to get ready to crawl
• Cruises laterally along the furniture
• Crawls to get around on hands & knees or commando crawls
• Sits and plays
• Moves between sitting and tummy with ease by using side-sit
10 MONTHS
• Walks pushing a toy
• Cruises along the furniture with one hand able to turn body forward
12 MONTHS
• Crawls fast and over objects
• Walks holding onto furniture/hand or independently
• Squats and returns to stand with control
• Pivots 90 degrees in sitting
• Skips smoothly
• Stands on one leg (right and left) with hands-on waist for 10 seconds with no trunk sway
• Runs with arms swinging in opposition to legs and legs contact ground at hips width
• Overhand throws using an opposing step throw pattern > 5 feet
• Able to catch a 6-inch ball with hands only
• Hops on one foot with arms swinging and nonsupporting leg remaining behind the body
• Broad jumps 36-inch
• Dribbles a ball with fingertips (no slapping) 10 consecutive bounces
• Kicks a soccer ball with a continuous rapid approach to the ball for > 15-feet distance
• Catches an overhand thrown tennis ball with hands only
• Overhand throws using an opposing step throw pattern 20'
• Hops on one foot with arms swinging and nonsupporting leg remaining behind body
• Broad jumps 36”
• Dribbles a ball with fingertips (no slapping) 10 consecutive bounces
• Kicks a soccer ball with a continuous rapid approach to the ball for > 15’ distance
• Catches an overhand thrown tennis ball with hands only
• Overhand throws using an opposing step throw pattern 20’
• After ten years of age, foundational gross motor skills remain the same.
• The child begins to add skill, fluidity, and control to their movements.
• All of this is part of coordination which requires appropriate muscle activation, balance reactions, and graded control.
• Many skills develop through practice.
• Your child might find it more challenging to acquire these higher-level skills to keep up with peers.
• Here are some skills that indicate the ability for a child to progress coordination skills with typical practice.
• Imitates four cross-body movements without pause; with 1-3 demonstrations
• Claps and stomps to various beats (using metronome or music)
• Taps a tennis ball up with a racket 20 consecutive times
• Able to throw various size and weight balls into a 3-foot target 20 feet away
• Jumps rope 20 consecutive times
Occupational Therapy
0-3 MONTHS
• Child looks at caregiver’s face while being held
• Child grips caregiver’s finger when it’s placed in his or her hand
• Child nurses or drinks a bottle without milk leaking out from around his or her mouth
• Child is able to be soothed by primary caregiver when all basic needs have been met (child is fed, has a dry diaper, and is not in pain)
RED FLAGS (should be brought to the attention of your doctor):
• Child’s eyes do not focus on caregiver’s face when he or she is held
3-6 MONTHS
• Child tracks a nearby moving object (such as a toy or book) with his or her eyes
• Child brings hands together at the middle of his or her body
• Child reaches for a toy with his or her arm and hand
• Child becomes visibly excited and/or may open his or her mouth in anticipation when he or she sees bottle, breast, or food
RED FLAGS (should be brought to the attention of your doctor):
• Child does not bring his or her hands together at the middle of his or her body
6-9 MONTHS
• Child uses all of his or her fingers to pick up a small piece of food (such as a Cheerio, Puff, etc.) to place it in his or her mouth during a meal or snack
• Child releases a held toy or piece of food on purpose
• Child shows affection or excitement at seeing a familiar person
• Child responds to his or her own name by looking in the direction of the person who called him or her
RED FLAGS (should be brought to the attention of your doctor):
• Child does not use both arms or hands equally (i.e. has a preferred arm or hand)
9-12 MONTHS
• Child puts objects in a container (such as an open shape sorter or toy box) during play
• Child uses his or her pointer finger to point toward desired items or to interact with a toy
• Child plays with a toy with both hands (such as using both hands to place a ring on a ring stacker, holding both sides of an open book, etc.)
• Child feeds himself or herself almost all solid foods during snack or meal
• Child plays simple social games with caregiver (such as peek-a-boo)
RED FLAGS (should be brought to the attention of your doctor):
• Child does not turn to look when his or her name is said (name may be repeated once or twice)
12-18 MONTHS
• Child picks up small objects using his or her thumb and pointer finger
• Child stacks 2-3 blocks during play after caregiver demonstration
• Child drinks from a straw cup instead of a bottle during meals
• Child follows simple 1-step instructions (such as “come here,” “get down,” “hand me that,” etc.)
RED FLAGS (should be brought to the attention of your doctor):
• Child does not attempt to pick up small pieces of food to feed himself or herself
18-24 MONTHS
• Child holds a utensil (i.e. spoon, marker, chalk) with whole hand
• Child attempts to scribble directly on an image instead of all over the page after caregiver demonstration
• Child uses both hands to pull apart toys (such as pop beads, Duplo Legos, etc.)
• Child dips a spoon into a thick, sticky food (such as yogurt, oatmeal, etc.) and places the spoon in his or her mouth
• Child mimics actions he or she regularly sees from caregivers (such as putting a baby doll in bed, holding a toy phone up to his or her ear, etc.) during play
RED FLAGS (should be brought to the attention of your doctor):
• Child does not appear to understand or follow simple 1-step instructions
• Child is not willing to try unfamiliar foods due to specific, consistent preferences related to foods’ texture, flavor, smell, or temperature
• Child holds a utensil (i.e. spoon, marker, chalk) with his or her thumb and 2-4 additional fingers
• Child snips along the edge of a piece of paper with scissors following caregiver demonstration and with supervision for safety
• Child draws circular scribbles on paper after caregiver demonstration
• Child begins and may master toilet training, but continues to need assistance to wipe thoroughly
• Child engages in make-believe play (such as pretending a plastic banana is a toy phone, placing blocks in a bowl to stir his or her “food,” etc.)
RED FLAGS (should be brought to the attention of your doctor):
• Child melts down when it’s time to transition to a new activity, place, or person
• Child is not willing to try unfamiliar foods due to specific, consistent preferences related to foods’ texture, flavor, smell, or temperature
• Child holds a utensil (i.e. spoon, marker, chalk) with his or her thumb and 2-3 additional fingers
• Child draws the shape of a cross on paper after caregiver demonstration
• Child completes a 4-6 piece interlocking puzzle
• Child dresses himself or herself with assistance for fasteners and correct orientation (identifying which side is the front/back and top/bottom)
• Child creates pretend play schemes where he or she takes on the role of a character (such as he is a firefighter putting out a pretend fire, she is a teacher showing her students what to do, etc.)
RED FLAGS (should be brought to the attention of your doctor):
• Child is unable to sequence through familiar dressing and grooming (i.e. tooth brushing, hand washing, etc.) tasks without step-by-step instructions
• Child is not willing to try unfamiliar foods due to specific, consistent preferences related to foods’ texture, flavor, smell, or temperature
• Child consistently uses one dominant hand during drawing, coloring, eating, and other functional activities
• Child copies the letters of his or her first name with good accuracy
• Child cuts out simple shapes, managing paper and scissors independently and with supervision for safety
• Child dresses himself or herself, including managing buttons, snaps, and zippers
• Child collaborates with peers to create elaborate play scheme or game
RED FLAGS (should be brought to the attention of your doctor):
• Child hasn’t chosen a dominant hand or frequently switches back and forth between hands during coloring activities, drawing tasks, or meals
• Child is not willing to try unfamiliar foods due to specific, consistent preferences related to foods’ texture, flavor, smell, or temperature
• Child uses his or her thumb, pointer finger, and middle finger to hold and use a writing utensil throughout a writing, coloring, or drawing activity
• Child draws a recognizable person with at least 8 features
• Child writes all uppercase and lowercase letters of the alphabet legibly
• Child ties his or her shoes independently
• Child can ask a peer to use a toy, and then wait for up to 5 minutes for his or her turn without becoming upset
RED FLAGS (should be brought to the attention of your doctor):
• Child has difficulty making and keeping friends
• Child sits to complete a 30 minute tabletop task (not involving a screen - tablet, phone, etc.) without cues to attend to activity or remain seated
• Child can remember and complete a 5-6 step sequence to get ready for the day
• Child can resolve a conflict with a peer without adult intervention
RED FLAGS (should be brought to the attention of your doctor):
• Child is unable to tie his or her own shoes
• Child’s handwriting is much more difficult to read than his or her peers’ at the end of kindergarten
• Child writes all letters accurately, with no reversals
• Child can read and complete tasks on a list (such as to complete homework assignments, simple chores, etc.)
• Child can prepare himself or herself a simple 2-3 step snack (such as a peanut butter sandwich, cereal, etc.) and complete clean up independently
RED FLAGS (should be brought to the attention of your doctor):
• Child continues to reverse some letters (such as b/d, p/q) at end of 2nd grade
• Child writes all letters accurately, with no reversals
• Child can read and complete tasks on a list (such as to complete homework assignments, simple chores, etc.)
• Child can prepare himself or herself a simple 2-3 step snack (such as a peanut butter sandwich, cereal, etc.) and complete clean up independently
RED FLAGS (should be brought to the attention of your doctor):
• Child continues to reverse some letters (such as b/d, p/q) at end of 2nd grade
• Child sits to complete a 60 minute tabletop task (not involving a screen - tablet, phone, etc.) without cues to attend to activity or remain seated
• Child can read the instructions and safely prepare a simple meal or snack using the microwave (such as Easy Mac, chicken nuggets, TV dinner, etc.) as well as complete clean up following
RED FLAGS (should be brought to the attention of your doctor):
• Child needs parent to continue to supervise the thoroughness of dressing and other self-care activities (i.e. bathing and drying off, tooth brushing, hair brushing, hand washing and drying)
• Child sits to complete a 60 minute tabletop task (not involving a screen - tablet, phone, etc.) without cues to attend to activity or remain seated
• Child can read the instructions and safely prepare a simple meal or snack using the microwave (such as Easy Mac, chicken nuggets, TV dinner, etc.) as well as complete clean up following
RED FLAGS (should be brought to the attention of your doctor):
• Child needs parent to continue to supervise the thoroughness of dressing and other self-care activities (i.e. bathing and drying off, tooth brushing, hair brushing, hand washing and drying)
• Child can prepare a shopping list in order to purchase items needed for a meal using a recipe, a craft based on the given instructions, etc.
• Child gathers all needed items to take to school and places them in his or her backpack
• Child is able to cook simple dishes using the stove or oven safely (such as browning ground beef for spaghetti, boiling pasta, etc), but may occasionally have questions to ensure correct sequencing and/or safety
RED FLAGS (should be brought to the attention of your doctor):
• Child frequently forgets to complete school assignments or does not receive credit for completed assignments because he or she does not remember to turn them in, put his or her name on the paper, etc.
• Child can prepare a shopping list in order to purchase items needed for a meal using a recipe, a craft based on the given instructions, etc.
• Child gathers all needed items to take to school and places them in his or her backpack
• Child is able to cook simple dishes using the stove or oven safely (such as browning ground beef for spaghetti, boiling pasta, etc), but may occasionally have questions to ensure correct sequencing and/or safety
RED FLAGS (should be brought to the attention of your doctor):
• Child frequently forgets to complete school assignments or does not receive credit for completed assignments because he or she does not remember to turn them in, put his or her name on the paper, etc.
• Child completes basic household chores (such as sweeping, mopping, wiping counters, washing dishes, etc.), but may still have occasional questions about correct products to use or where some things are stored
• Child initiates and completes tasks that last 60-90 minutes
• Child uses money and makes correct change when shopping in a store
RED FLAGS (should be brought to the attention of your doctor):
• Child has poor awareness of how his or her choices may be impacting himself or herself as well as others at times (such as staying up too late playing video games may lead to fatigue and a lower test score the next day, gossiping about one’s friends may lead to difficulty maintaining friendships, etc.). Disclaimer: These choices may still occur from time to time, but a typical 13-14 year old should be able to identify the cause of the unwanted consequence.
• Child completes basic household chores (such as sweeping, mopping, wiping counters, washing dishes, etc.), but may still have occasional questions about correct products to use or where some things are stored
• Child initiates and completes tasks that last 60-90 minutes
• Child uses money and makes correct change when shopping in a store
RED FLAGS (should be brought to the attention of your doctor):
• Child has poor awareness of how his or her choices may be impacting himself or herself as well as others at times (such as staying up too late playing video games may lead to fatigue and a lower test score the next day, gossiping about one’s friends may lead to difficulty maintaining friendships, etc.). Disclaimer: These choices may still occur from time to time, but a typical 13-14 year old should be able to identify the cause of the unwanted consequence.
• Child is trusted to take care of a younger sibling or family member for short periods of time as he or she demonstrates good safety awareness, forethought of potential needs, and can carry out the younger child’s schedule reliably as requested by the primary caregiver
• Child completes all advanced self-care tasks (identifying if clothing is clean and seasonally appropriate for the day, if clothing needs to be ironed, flossing teeth, etc.) and many household tasks (sweeping prior to mopping, cleaning the bathroom with the correct products, laundering all clothing, etc.)
RED FLAGS (should be brought to the attention of your doctor):
• Child is not able to make purchases in a store from a list of needed items, and/or he or she is not able to keep his or her purchases within a given amount or budget.
• Child is trusted to take care of a younger sibling or family member for short periods of time as he or she demonstrates good safety awareness, forethought of potential needs, and can carry out the younger child’s schedule reliably as requested by the primary caregiver
• Child completes all advanced self-care tasks (identifying if clothing is clean and seasonally appropriate for the day, if clothing needs to be ironed, flossing teeth, etc.) and many household tasks (sweeping prior to mopping, cleaning the bathroom with the correct products, laundering all clothing, etc.)
RED FLAGS (should be brought to the attention of your doctor):
• Child is not able to make purchases in a store from a list of needed items, and/or he or she is not able to keep his or her purchases within a given amount or budget.
• Child completes all advanced self-care tasks (identifying if clothing is clean and seasonally appropriate for the day, if clothing needs to be ironed, flossing teeth, etc.) and advanced household tasks (such as planning, shopping for, and cooking a meal; identifying when certain chores need to be completed that may be outside of his or her usual responsibilities; etc.)
• Child problem-solves independently through complex scenarios and involves the correct people as appropriate (such as child knows to contact parents, police, and insurance company and can initiate these steps if he or she is involved in a car accident, etc.)
RED FLAGS (should be brought to the attention of your doctor):
• Child is not independent in planning for and executing all advanced daily tasks required for success at home, school, work, and meaningful community engagement
Speech Therapy
0-6 MONTHS
• Searches for speaker(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/2months/language/2-months_turns-head-toward-sounds.mp4)
• Recognizes own name(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/6months/language/6-months_responds-to-own-name.mp4)
• Begins to babble(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/4months/language/4-months_begins-to-babble.mp4)
• Vocalizes in different ways to show hunger, pain, or being tired
• Frequently puts fingers, objects, clothing, pacifier into mouth for sucking and mouthing
• Makes sounds to show joy and displeasure(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/6months/language/6-months_makes-sounds-to-show-joy-and-displeasure.mp4)
• Responds to sounds by making sounds(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/6months/language/6-months_responds-to-sounds-by-making-sounds.mp4)
• Babbles with expression and copies sounds they hear(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/4months/language/4-months_babbles-with-expression.mp4)
• Breastfeeds and/or bottle feeds
• Strings vowels together when babbling (“ah,” “eh,” “oh”) and likes taking turns with parent while making sounds(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/6months/language/6-months_strings-vowels-together-when-babbling.mp4)
• Starts soft, smooth solid foods
• Makes cooing noise: vowel-like sounds(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/2months/language/2-months_coos-and-makes-gurgling-sounds.mp4)
7-9 MONTHS
• Self-feeds simple, finger foods
• Babbles same sounds repeatedly (baba or mama)(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/9months/language/9-Months_Makes-different-sounds-like-bababa-or-mamama.mp4)
• Produces sounds which are similar to t,d,n,f,v,z,ch,j,th,sh and s
• Understands "No"(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/9months/language/9-months_understands-no.mp4)
• Makes sound while eating with food in mouth
• Reaches for object and looks for caregiver’s reaction
• Uses finger to point to things
• Tolerates smooth, lumpy solids fed by spoon by 9 months
10-12 MONTHS
• Clears food off spoon with upper lip (eats lumpy, mashed foods)
• Feeds self with fingers
• Babbles using different sounds (nama)
• Takes turns vocalizing
• Copies sounds and gestures of others
• Responds to simple spoken requests(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/1year/language/1-year_responds-to-simple-spoken-requests.mp4)
• Points/gestures and vocalizes(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/1year/language/1-year_uses-simple-gestures.mp4)
• Participates in joint attention activities
• Makes sounds wtih changes in tone (sounds more like speech)(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/1year/language/1-year_makes-sounds-with-changes-in-tone.mp4)
• Says "Mama" and "Dada" and exclamations like "uh-oh"(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/1year/language/1-year_says-exclamations-like-uh-oh.mp4)
• Tries to say words you say(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/1year/language/1-year_tries-to-say-words-you-say.mp4)
• Says several single words(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/18months/language/18-Months_Says-Several-Single-Words.mp4)
• Combines 2 words (all done, Daddy bye-bye)
• Names at least 5 common items
• Says and shakes head "No"(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/18months/language/18-months_says-and-shakes-head-no.mp4)
• Points to things and pictures when they are named(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/2years/language/2-years_point-to-things-or-pictures-when-they-are-named.mp4)
• Retrieves objects from another room when asked
• Understands at least 50 words
• Asks for “more” and “what’s that?”
• Drinks liquids from an open cup independently with limited spillage
• Swallows with lip closure
• Points to show someone what he wants(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/18months/language/18-months_points-to-show-someone-what-he-wants.mp4)
• Has precise up and down tongue movement
• Eats table foods (includes easily chewed meats and cooked vegetables)
24 MONTHS
• Has at least 100 words in vocabulary
• Knows names of familiar people and body parts(undefined)
• Follows simple, 1-step commands(undefined)
• Frequently uses 2-word phrases
• Says sentences using 3-4 words(undefined)
• Repeats words overheard in conversation(undefined)
• Is at least 25-50% intelligible to all listeners
• Follows simple 2-step related commands (may still require gestural cues)
• Drinks from an open cup and from straw without dribbling
• Bites through a variety of food thicknesses
• Demonstrates verbal turn-taking
• Points to things in a book
30 months
• Has approximately 450 words in vocabulary
• Gives own first name
• Answers “where” questions
• Uses present progressive -ing
• Uses “no” or “not”
• Consistently uses 3-4 word phrases/sentences
• Identifies simple objects by function
• Is 50-75% intelligible
• Shares toys and understands simple locations (in, under, out, off)
• Responds to greetings
• Uses pronouns (my, me, mine, you)
36 months
• Is 75% intelligible to all listeners
• Converses in sentences(undefined)
• Has 1000 words in vocabulary
• Can name most familiar things(undefined)
• Follows prepositional commands (on, next to, under, etc.)
• Follows instructions with 2-3 steps(undefined)
• Begins to use adjectives for color and size
• Asks one-word “why” questions
• Uses “what”, “where”, “how”, and “whose” when asking questions
• Beings to understand time concepts such as soon, later, wait
• Understands words like "in", "on", and "under"(undefined)
• Can name a friend(undefined)
• Says words like "I", "we", "me", and "you" and some plurals (cars, dogs, cats, etc.)(undefined)
• Chews and swallows majority of adult food
• Talks well enough for strangers to understand most of the time(undefined)
42 months
• Uses regular plural –s (socks, shoes)
• Uses possessive –s (baby’s bottle)
48 months
• Consistently uses 4-5 word sentences, with correct sentence structure
• Is 80% intelligible
• Sings a song or says a poem from memory(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/4years/language/4-years_sings-a-song-or-says-a-poem-from-memory.mp4)
• Tells a story(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/4years/language/4-years_tells-stories.mp4)
• Asks many questions including “who?” and “why?”
• Knows some basic rules of grammer(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/4years/language/4-years_knows-some-basic-rules-of-grammar-such-as-correctly-using-he-and-she.mp4)
• Uses regular and irregular past tense verbs consistently and regular 3rd person
• Uses most pronouns
• Has 1500+ words in vocabulary
• Follows simple multi-step directions without repetition
• Uses contractions (can’t, don’t, I’ve)
• Identifies colors
• Uses a variety of sentences with 6 or more words
• Has greater than 2000 words in vocabulary
• Uses most speech sounds correctly
• Speaks very clearly(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/5years/language/5-years_speaks-very-clearly.mp4)
• Is 90-100% intelligible
• Answers “how are things the same or different”
• Can carry a plot when telling a story(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/5years/language/5-Years_Tells-a-simple-story-using-full-sentences.mp4)
• Understands time concepts (yesterday, today, first, then, next)
• Uses future tense(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/5years/language/5-years_uses-future-tense.mp4)
• Asks question to get more information
• Inventive spelling when writing
• Uses a variety of sentences with 6 or more words
• Has greater than 2000 words in vocabulary
• Uses most speech sounds correctly
• Speaks very clearly(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/5years/language/5-years_speaks-very-clearly.mp4)
• Is 90-100% intelligible
• Answers “how are things the same or different”
• Can carry a plot when telling a story(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/5years/language/5-Years_Tells-a-simple-story-using-full-sentences.mp4)
• Understands time concepts (yesterday, today, first, then, next)
• Uses future tense(https://www.cdc.gov/ncbddd/actearly/milestones/photolibrary/videos/5years/language/5-years_uses-future-tense.mp4)
• Asks question to get more information
• Inventive spelling when writing
• Uses all speech sounds correctly but "r", "th", and "sh"
• Begins to write letters when you give the sounds
• Begins to tell the sound that letters make
• Imaginitive play schemes with peers
RED FLAGS (should be brought to the attention of your doctor):
• Doesn't participate in imaginative play schemes with peers
• Uses all speech sounds correctly
• Begins to read simple stories with sight words
• Begins to make rhyming words
• Inquires about people's feelings and thoughts
• Can hold conversations with peers and adults
RED FLAGS (should be brought to the attention of your doctor):
• Doesn't use all speech sounds correctly
• Can't hold conversations with peers and adults
• Can agree and disagree in conversations
• Problem-solves and strategizes throughout the day and with games like boardgames
• Begins to regulate emotions
• Follows multi-step directions for daily activities like laundry, cooking, and other daily chores
RED FLAGS (should be brought to the attention of your doctor):
• Can't problem-solve and strategize throughout the day and with games like boardgames
• Speech sound errors
• Can agree and disagree in conversations
• Problem-solves and strategizes throughout the day and with games like boardgames
• Begins to regulate emotions
• Follows multi-step directions for daily activities like laundry, cooking, and other daily chores
RED FLAGS (should be brought to the attention of your doctor):
• Can't problem-solve and strategize throughout the day and with games like boardgames.
• Speech sound errors.
• Can gather details in non-fiction literacy and write conclusions
• Respects others with different preferences
• Can read educational literature to gather information
• Develops complex ideas
RED FLAGS (should be brought to the attention of your doctor):
• Can't read educational literature to gather information
• Speech sound errors
• Can gather details in non-fiction literacy and write conclusions
• Respects others with different preferences
• Can read educational literature to gather information
• Develops complex ideas
RED FLAGS (should be brought to the attetion of your doctor):
• Can't read educational literature to gather information
• Speech sound errors
• Can use their language to persuade and negotiate
• Can hold full conversations even on topics that are not their interest
• Follows daily routines almost independently
• Organizes: clothing, daily chores, food, school, and extra-curricular activiites
RED FLAGS (should be brought to the attention of your doctor):
• Can't organize: clothing, daily chores, food, school, and extracurricular activities
• Speech sound errors
• Can regulate listeners even on topics that are not their interest
• Analyzes stories, poems, movies, and summarizes different perspectives
• Cites textual evidence
• Can hold jobs and can be almost completely independent for daily routines
• Can regulate their emotions and help to regulate others'
RED FLAGS (should be brought to the attention of your doctor):
• Can't regulate their emotions and help to regulate others'
• Speech sound errors
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