Milestones
Most of this information is from the Autism Recovery Network.
Keep in mind
that the vast majority of children who do not meet these milestones
still end up with normal skills.
Social Skills
Milestones
Developmental
Sequences of Language Behavior
1-2 yrs.
·
Understands simple commands (13-18mos.)
·
Recognizes familiar objects, persons and pets
(14-18mos.)
·
Identifies 1 body part (18mos.)
·
Identifies 3 body parts (20mos.)
·
Identifies 5 body parts (22mos.)
Expressive
·
Average sentence length:1.5 words
·
50% of words are nouns at 18mos., 39% at 24 mos.
·
2 or 3 word combinations at 18 mos.
·
10-20 word vocabulary at 18 mos., 200 words at 24 mos.
·
Jargon peak at 18m, gone at 24m.
·
Omissions of articles and helping verbs
·
Adjectives and adverbs appear in speech (good, bad, nice, hot, cold,
etc.)
·
Simple verb forms appear(see, want, go)
·
First phrase
·
First sentence
·
First pronoun (often discriminations between I, me and you)
·
Imitates many words
·
Uses stereotyped phrases(don't cry, be careful, get down)
2-2 1/2 yrs.
·
Demonstrates an understanding of several action words by selecting
appropriate pictures (24-27 mos.)
·
Recognizes and identifies general family names (mom, grandma,
etc.)(24-27m.)
·
Distinguishes between 'in' and 'under'
·
Distinguishes between 'one' and 'many'
·
Listens to simple stories
·
Identifies object by use (comb is for hair, spoon is for mouth, etc.)
·
Understands come-go, run-stop, give-take
·
Understands differences of 'show me the car pushing the truck, 'the
truck pushing the car'.
·
Comprehends all sentence structures
·
Understands size differences(27-30m)
Expressive
·
Names familiar objectives of environment(24m)
·
Jargon substantially decreased
·
200-300 word vocabulary
·
Asks simple questions (where ball?)
·
Says full name. Improvises own word order(look me no)
·
Repeats 2 digits from memory
·
Uses 'a' and 'the' correctly
·
Uses 'and' (mommy and daddy)
2 1/2-3 years
·
The period from 2-3 years is predominantly one of transition, when
jargon is discarded and when objects and pictures are recognized. A
child can now combine 3 wds. to build a sentence; the 3 wd. sentence is
typical of 2 years.
·
Rapid increase in comprehension (400 wds. @ 30m., 800 wds. @ 36m.)
·
Responds to commands using on, under, up, down, over there, jump
·
Responds to commands using two related actions(run fast)
·
Understands taking turns
·
Can carry out simple 2-step commands
·
Identifies 7 body parts
·
Shows an interest in explanations of why and how
·
Demonstrates an understanding of most common adjectives
Expressive
·
Begins to use verb contractions(30m)
·
Imitates 2-word combinations(30m)
·
Dysfluencies are common(30m)
Expressive
·
Begins to use verb contractions(30m)
·
Imitates 2-word combinations(30m)
·
Dysfluencies are common(30m)
·
Rapid vocabulary expansion(900 wds)
·
Uses short simple sentences(3.1 wd. average)
·
90% of speech readily understood
·
Relates simple imaginative tales
·
Carries on purposeful conversation
·
Talks when playing alone
·
Talks about immediate experiences
·
Describes actions in a book
·
Beginning to ask questions
·
Identifies objects by name and use
·
Uses personal pronouns(most use first and second personal pronouns
correctly)
·
Beginning to use verb inflections(simple past tense, -ing)
·
Beginning to use noun inflections(simple plurals, possessives
·
Continued increase in use of adjectives
·
Uses prepositions (prepositions of location are first)
·
Verbalizes toilet needs
·
Asks for another
·
Can name 3 objects in a picture
·
Knows a few rhymes
·
Repeats 3 digits
3-4 yrs.
·
Improving in listening skills and beginning to learn from listening
·
Understands up to 1500 wds. by age 4
·
Recognizes plurals, pronouns such as his, her, him, she, adjectives
·
Comprehends complex and compound sentences
Expressive
·
Expressive vocabulary 900-1500 wds.
·
Mean sentence length 4.3 wds.
·
Speech usually 90-100% intelligible in context
·
Still slight trouble with sentence structure
·
Can carry on long conversations
·
Bosses and criticizes others
·
Articulation skills improving, may still have trouble with /f/,/v/,/th/,/s/,/z/,/sh/,/j/,/l/,/r/,/ch/
·
Uses more compound and complex sentences which are more grammatically
complete more consistent and correct use of plurals and possessives
·
Question asking 'why' stage
·
Uses what, where, and how
·
Uses pronoun 'we'
·
Can complete opposite analogies: sister is a girl, brother is a _____.
4-5 yrs.
·
Comprehends 1500-2000 wds.
·
Carries out more complex commands, with 2-3 actions
·
Understands dependent clause: if, because, when and why.
Expressive
·
Vocab. at approx. 2000 wds.
·
Mean sentence length 4.3 wds.
·
Articulation 80% correct
·
Can define words in terms of use
·
Language is fairly complete in structure and form
·
Uses conjunctions and understands prepositions
·
Uses longer, more complex sentences
·
Will reply to simple questions: What is a house made of?
·
Will tell a story about himself or environment
·
Continues to make grammatical errors
5-6 yrs.
·
Understands vocab. of 2500-2800 wds.
·
Responds correctly to more complicated sentences, but is still confused
at times by involved sentences
Expressive
·
Expressive vocab. 2500 wds.
·
Mean sentence length is 5-6 wds.
·
Articulation is intelligible
·
Uses almost all phrase structure and rules of adult english, although
incorrect forms still occur periodically
·
All pronouns used consistently and correctly
·
Comparative adjectives are used: small-smaller, soft-softer
·
Can answer telephone and carry on conversations
·
Correct use of irregular verbs: be, go, do, get, can, have, will, etc.
·
Articles a, an, and the correct
·
Uses prepositions: to, of, in, up, on, etc.
·
Can tell a familiar story
Ages and Stages
Six Through
Eight
Six, seven, and eight-year-olds build on the important developments of
the first 6 years of life and seem to settle down to a steadier pace of
growing and learning. Young school-age children are interested in real
life tasks and activities, and pretend and fantasy lessen considerably.
School-agers want to make "real" jewelry, take "real" photographs, and
create "real" collections.
School-age
children have longer attention span. They are more likely to stick with
things until the project is finished, the problem solved, or the
argument resolved. Doing things together with friends, teamwork, and
following rules become very important. This age group is fascinated by
rules and can develop games with extensive rules and rituals.
Physical
Development
-
skilled at using scissors and small tools
-
development of permanent teeth
-
enjoys testing muscle strength and skills
-
good sense of balance
-
can catch small balls
-
can tie shoelaces
-
enjoys copying designs and shapes, letters and numbers
-
can print name
-
long arms and legs may give gawky awkward appearance
Intellectual
Development
-
may reverse printed letters (b/d)
-
enjoys planning and building
-
doubles speaking and listening vocabularies
-
reading may become a major interest
-
increased problem-solving ability
-
interested in magic and tricks
-
longer attention
-
enjoys creating elaborate collections
-
able to learn difference between left and right
-
can begin to understand time and the days of the week
Social and
Emotional Development
-
being with friends becomes increasingly important
-
interested in rules and rituals
-
girls want to play more with girls; boys with boys
-
may have a best friend and an enemy
-
strong desire to perform well, do things right
-
begins to see things from another child's point of view, but still very
self-centered
-
finds criticism or failure difficult to handle
-
views things as black and white, right or wrong, wonderful or terrible,
with very little middle ground
-
seeks a sense of security in groups, organized play, and clubs
-
generally enjoys caring for and playing with younger children
-
may become upset when behavior or school-work is ignored
Motor Skills
There are two categories within the area of motor skills: gross motor
and fine motor. Gross motor skills deals with large muscle groups such
as walking. Fine motor incorporate the small muscles such as writing.
By age one:
Gross Motor:
·
sits without support
·
crawls
·
pulls self to standing position and stands unaided
·
walks with aid
·
rolls a ball in imitation of adult
Fine Motor:
·
reaches, grasps, puts object in mouth
·
picks things up with pincer grasp (thumb and one finger)
·
transfers object from one hand to the other
·
drops and picks up toy
Between ages
one and two:
Gross Motor:
·
walks alone
·
walks backwards
·
picks up toys from floor without falling
·
pulls toys, pushes toys
·
seats self in child size chair
·
walks up and down stairs with hand held
·
moves to music
Fine Motor:
·
builds tower of three small blocks
·
puts four rings on stick
·
places five pegs in pegboard
·
turns pages two or three at a time
·
scribbles
·
turns knobs
·
throws small ball
·
paints with whole arm movement, shifts hands, makes strokes
Between ages
two and three:
Gross Motor:
·
runs forward well
·
jumps in place with two feet together
·
stands on one foot (with aid)
·
walks on tiptoe
·
kicks a ball forward
Fine Motor:
·
strings four large beads
·
turns single pages
·
snips with scissors
·
holds crayon with thumb and fingers (not fist)
·
uses one hand consistently in most activities
·
imitates circular, vertical, horizontal strokes
·
paints with some wrist action; makes dots, lines, circular strokes
·
rolls, pounds, squeezes, and pulls clay
Between ages
three and four:
Gross Motor:
·
runs around obstacles
·
walks on a line
·
balances on one foot for five to ten seconds
·
hops on one foot
·
pushes, pulls, steers wheeled toys
·
rides tricycle
·
uses slide independently
·
jumps over six inch high object and lands on both feet together
·
throws ball overhead
·
catches a bounce ball
Fine Motor:
·
builds tower of nine small blocks
·
drives nails and pegs
·
copies circle
·
imitates cross
·
manipulates clay material (rolls balls, snakes, cookies)
Between ages
four and five:
Gross Motor:
·
walks backward toe-heel
·
jumps forward 10 times without falling
·
walks up and down stair independently, alternating feet
·
turns somersault
Fine Motor:
·
cuts on line continuously
·
copies cross
·
copies square
·
prints a some capital letters
Between ages
five and six:
Gross Motor:
·
runs lightly on toes
·
walks on balance beam
·
can cover 2 meters hopping
·
skips on alternate feet
·
jumps rope
·
skates
Fine Motor:
·
cuts out simple shapes
·
copies triangle
·
traces diamond
·
copies first name
·
prints numerals 1 to 5
·
colors within lines
·
has adult grasp of pencil
·
had handiness well established
·
pastes and glues appropriately