# data[].attributes.headline
Recording Handout Behavior and Communication

# data[].attributes.subject
Recording Handout Behavior and Communication

# data[].attributes.body
Handout for recorded training 2024

# data[].attributes.attachment_link.title
Handout Behavior and Communication PS Recorded 2024

# data[].attributes.body
Handout for recorded training 2024

# data[].attributes.attachment_link.title
Handout Activity Matrix PS Recorded 2024

# data[].attributes.headline
Recording Handout - Building Language through Play

# data[].attributes.subject
Recording Handout - Building Language through Play

# data[].attributes.body
Power Point slides for recorded training 2024

# data[].attributes.attachment_link.title
Handout Building Language Through Play PS 2024 Recorded

# data[].attributes.body
To access live links, right-click Power Point, select "Download Attachment," then open the PowerPoint from the Download folder on your computer.

# data[].attributes.attachment_link.title
Preschool Assessment Training 2023 HANDOUT

# data[].attributes.body
Handout Behavior and Communication

# data[].attributes.headline
Handout - IEP Goal Implementation and Activity Matrix

# data[].attributes.subject
Handout - IEP Goal Implementation and Activity Matrix

# data[].attributes.headline
Handout- Adaptive Skills and Academic Sequencing

# data[].attributes.subject
Handout- Adaptive Skills and Academic Sequencing

# data[].attributes.body
Information about Inter-Professional Practice from ASHA

# data[].attributes.attachment_link.description
Interprofessional practice (IPP) can seem like just more meetings and additional paperwork. However, this collaborative approach can actually help you work more efficiently with colleagues and improve the care you give patients and students.

# data[].attributes.body
To access live links, right-click Power Point, select "Download Attachment," then open the PowerPoint from the Download folder on your computer.

# data[].attributes.attachment_link.title
Handout Building Language Through Play PS 2023

# data[].attributes.body
To access live links, right-click Power Point, select "Download Attachment," then open the PowerPoint from the Download folder on your computer.

# data[].attributes.headline
Cognition and Sequencing in Preschoolers Handout

# data[].attributes.subject
Cognition and Sequencing in Preschoolers Handout

# data[].attributes.headline
Handout - Emotional Regulation in Preschoolers

# data[].attributes.subject
Handout - Emotional Regulation in Preschoolers

# data[].attributes.body
Overview of Functional Factors of Behavior (P.E.N.T.)

# data[].attributes.attachment_link.title
Functional Factors - Behavior Intervention (PENT)

# data[].attributes.headline
Infant and Toddler Learning and Development Foundations

# data[].attributes.subject
Infant and Toddler Learning and Development Foundations

# data[].attributes.body
Information from the CDE about developmental norms for infants and toddlers

# data[].attributes.attachment_link.readable_text
The California Infant/Toddler Learning & Development Foundations | California Infant/Toddler Learning & Development Foundations was published by the California Department of Education Press (CDE Press) in February 2009.

A Message from the [Former] State Superintendent of Public Instruction
Available Translations of the Message from the [Former] State Superintendent of Public Instruction

Introduction to the California Infant/Toddler Learning and Development Foundations
Available Translations of the Introduction to the California Infant/Toddler Learning and Development Foundations

Appendix: Summary of the Infant/Toddler Foundations
Available Translations of the Appendix: Summary of the Infant/Toddler Foundations

The purpose of the California Infant/Toddler Learning and Development Foundations is to describe research and evidence-based expectations for the way most infants and toddlers make progress in the major domains of social-emotional, language, cognitive, and perceptual and motor development. By creating a common language to facilitate communication among families, infant care professionals, community members, and policymakers, the foundations build an understanding about the importance of the early years in children's learning and development.

This publication presents 28 foundations in four domains that describe the competencies that infants and toddlers typically attain in the first three years of life. The descriptions of competencies are enriched with examples of typical behaviors at each age level in each of the four domains as well as behaviors leading up to attainment of those competencies. This publication is a counterpart to the preschool learning foundations and is a companion to the Infant/Toddler Learning & Development Program Guidelines.

The California Infant/Toddler Learning and Development Foundations can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Educational Resources Catalog (Item Number 001693). The price of the publication is $19.75.

A companion set of DVDs for the California Infant/Toddler Learning and Development Foundations provides visual illustrations for each of the 28 infant/toddler foundations with examples of behavior of young children at 8, 18, and 36 months, as described in the foundations publication. This DVD set can be ordered from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Educational Resources Catalog (Item Number 001700). The price of the set of DVDs is $32.95.

Last Reviewed: Thursday, June 17, 2021

# data[].attributes.attachment_link.description
The California Infant/Toddler Learning & Development Foundations | California Infant/Toddler Learning & Development Foundations was published by the California Department of Education Press (CDE Press) in February 2009.

# data[].attributes.body
https://www.dcn-cde.ca.gov/index.aspx

# data[].attributes.body
https://www.dcn-cde.ca.gov/professionaldev/askaspecialist/index.aspx

# data[].attributes.body
English: https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html
Español:
https://www.cdc.gov/ncbddd/spanish/childdevelopment/positiveparenting/index.html

# data[].attributes.body
https://www.pent.ca.gov/

# data[].attributes.body
https://www.captain.ca.gov/

# data[].attributes.body
Online FREE Modules: https://autismpdc.fpg.unc.edu/evidence-based-practices

# data[].attributes.body
https://www.dds.ca.gov/rc/

# data[].attributes.body
https://www.dhcs.ca.gov/services/ccs/Pages/default.aspx

# data[].attributes.body
https://www.php.com/early-childhood-special-needs/

# data[].attributes.headline
CDC - FREE Online Orders (English/Español)

# data[].attributes.subject
CDC - FREE Online Orders (English/Español)

# data[].attributes.body
https://www.cdc.gov/ncbddd/actearly/resources.html

# data[].attributes.body
https://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
Guidelines for assessment and goals. Information about Multi-Cultural Sensitivity.

# data[].attributes.body
Examples of developmentally appropriate behaviors for interactions with adults and peers, self-identity, expression of emotions, and impulse control

# data[].attributes.body
Visual Representation of Challenging Behaviors and the options available to the student

# data[].attributes.attachment_link.readable_text
What is a Three Pathway Summary Chart?

All functional behavioral assessments examine the predictors for current challenging behavior (immediate and past antecedents to the behavior) to determine what is supporting the challenging behavior as well as the maintaining consequence (function) of the behavior. The Pathway Chart summarizes those findings graphically, also visually depicting the differnet Pathways the student may go on when faced with the triggering antecedent (Upper Pathway: desired behavior, Middle Pathway: challenging behavior, Lower Pathway, Acceptable Alternative/Replacement Behavior).

If the lead behavior consultant collaboratively structures the team in graphing the pathways in the following order, the team will gain an understanding of the foundation of the subsequent behavior plan. It helps to build understanding and buy-in, both important elements for implementation of the interventions outlined in the plan.

Each step corresponds to one of the boxes on the Pathway Chart, the corresponding box is labeled with the step number, as depicted in the image below.

Steps in Pathway Charting

Step One - Identify the Challenging Behavior:

Begin by agreeing on the challenging behavior definition.

Rationale: The team must agree on the challenging behavior to graph and address in the plan. This is the logical beginning.

Step Two - Identify Triggering Antecedents:

Discuss the predictors, triggering antecedents, that occur preceding the challenging behavior. Your environmental analysis will have pointed out variables that support challenging behavior, (e.g., lengthy wait times, task complexity and skill mismatches, etc.)

Rationale: Identifying these antecedents allows the team to come to consensus and understand what triggers the challenging behavior. This must be understood to effectively intervene.

Step Three - Identifying the Setting Event(s):

Sometimes, but not always, setting events strengthen the likelihood that the student is especially likely to use challenging behavior when confronted by the triggering antecedents (e.g., lack of sleep, late bus, illness, hunger, etc.)

The team may have data to contribute in this section. The behavior plan will address altering the environment, task, or instruction when the setting event occurs to reduce the likelihood of challenging behavior.

It is important to note that not all students will have known setting events and this box may be left blank.

Rationale: Identification of setting events allows the team to understand what factors may occasionally occur and that should be watched for. This helps increase the understanding that on some days, the student will need additional support and/or accommodations to be successful.

Step Four - Identifying the Maintaining Consequences:

The FBA should have identified the maintaining consequences of the challenging behavior, (i.e., the function, the communicative intent, what the student is getting, or rejecting (avoiding, accessing) by using the challenging behavior.)

Rationale: The team must have a consensus understanding of the purpose of the behavior before developing the functionally equivalent behavior. If there is disagreement, it decreases the likelihood that the team will implement the use of the FERB.

Step Five - Identifying the Desired Alternative:

The desired alternative behavior is the general positive behavior expected of all students when faced with the triggering antecedent (e.g., if the triggering antecedent is being given a math worksheet, the desired behavior would be for the student to complete the worksheet.)

Typically, the teacher will be able to easily provide this statement.

Rationale: Discussing the desired alternative behavior helps the team grasp that the eventual goal is to get the student onto this upper pathway and demonstrating the behavior their peers do when faced with the triggering antecedent.
This step, while often overlooked when behavior planning, is incredibly important, as it helps build buy-in and understanding.
Step Six - Identify the Typical Consequence:

The team now discusses the typical outcome/consequence of the general positive behavior.

What happens when students typically do this behavior? Why would it be desirable for the student to use this behavior? Typically, the teacher will readily provide this information.

Rationale: Identifying this typical consequence can help understand if there are additional supports needed to support the student in demonstrating this desired alternative. For example, if the typical consequence of completing a worksheet is to be given another worksheet, the team may identify that the student needs additional reinforcement for completing the work before getting the next worksheet.
This step, while often overlooked when behavior planning, is important as it helps the team identify what individualized needs the student may require to support demonstration of positive behavior. Additionally, it can help the teacher understand that there may be small things that can be changed to reduce challenging behavior.
Step Seven - Identify the Functionally Equivalent Replacement Behavior (FERB):

What functionally equivalent replacement behavior will be selected for the student?

This is often the most difficult element of function-based behavior analysis for most teams.

The consultant will likely need to point out that for some students, this is only a temporary step until such changes to support the upper pathway are systematically addressed. However, for other more complex cases, the lower pathway may be needed continuously.

Rationale: The FERB is the last component decided upon because it is essential that the team has come to consensus on all the other components first. This not only builds buy-in, but ensures that the FERB is logically related to the challenging behavior.

Resources

Note: This revised pathway chart is based on an original Three Pathway Summary Chart developed by O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Newton, S., & Storey, K. (1997). Functional assessment and program development for challenging behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brookes/Cole. It has been revised and expanded by Diana Browning Wright.

# data[].attributes.attachment_link.description
All functional behavioral assessments examine the predictors for current challenging behavior (immediate and past antecedents to the behavior) to determine what is supporting the challenging behavior as well as the maintaining consequence (function) of the behavior.

# data[].attributes.body
Writeable form. Also available at captain.ca.gov

# data[].attributes.body
Website including an informational graphic

# data[].attributes.attachment_link.readable_text
Play is all about having fun! Any activity, organized or unstructured, your child finds fun and enjoyable is considered play. But play is much more than just a fun activity for your child! As a child grows they go through different stages of play development.

While playing, children learn and develop important skills they will continue to use throughout their lifetime.

Problem solving, creativity, and willingness to take risks are just a few of the skills developed through play.
Is your child under 2 years old? Enter your baby's birthday to get weekly activities to help meet developmental milestones.
Children who use their imagination and 'play pretend' in safe environments are able to learn about their emotions, what interests them, and how to adapt to situations. When children play with each other, they are given the opportunity to learn how to interact with others and behave in various social situations. Learn more about your child's social-emotional development.

Be sure to give your child plenty of time and space to play. There are 6 stages of play during early childhood, all of which are important for your child's development. All of the stages of play involve exploring, being creative, and having fun. This list explains how children's play changes by age as they grow and develop social skills.

At this stage baby is just making a lot of movements with their arms, legs, hands, feet, etc. They are learning about and discovering how their body moves.

Solitary Play (Birth-2 Years)

This is the stage when a child plays alone. They are not interested in playing with others quite yet.

Spectator/Onlooker Behavior (2 Years)

During this stage a child begins to watch other children playing but does not play with them.

Parallel Play (2+ Years)

When a child plays alongside or near others but does not play with them this stage is referred to as parallel play.

When a child starts to interact with others during play, but there is not a large amount of interaction at this stage. A child might be doing an activity related to the kids around him, but might not actually be interacting with another child. For example, kids might all be playing on the same piece of playground equipment but all doing different things like climbing, swinging, etc.

When a child plays together with others and has interest in both the activity and other children involved in playing they are participating in cooperative play.

Watch to see what the six stages of play can look like:

As your child starts playing with family members and friends, make sure to teach them about sharing and winning and losing.

Play starts when we are babies, but it does not stop there! Including play in your child's daily routine and giving them time to play is important for their development at every age. These stages are general guidelines for what to expect of your child's play skills, but remember every child is different and if you have concerns bring them up with your healthcare provider.

Your child makes a lot of changes as they grow. Learn more about how play can change as your little one does.

Check out what else to expect from your baby. Follow their milestones here!

# data[].attributes.attachment_link.title
The 6 Stages of How Kids Learn to Play | Play Development

# data[].attributes.attachment_link.description
Playtime is More Than a Fun Activity, It's a Learning Experience! Learn About the 6 Stages in Play Development That Build Your Child's Social Skills!

# data[].attributes.body
Westby's developmental Stages of Play Checklist

# data[].attributes.body
A description of stages of play per Kinard et al. 2011

# data[].attributes.body
A worksheet with focused questions to help tailor goals to a specific child

# data[].attributes.body
Matrix of Evidence-Based Practices from the NCAEP Report (2020)

# data[].attributes.attachment_caption
Least to Most Prompt Hierarchy - Also available in ASAP Book 1 - Table I.6

# data[].attributes.headline
Building Language through Play - References

# data[].attributes.subject
Building Language through Play - References

# data[].attributes.body
List of sources for information presented in October 2022

# data[].attributes.attachment_link.title
Building Language Skills Through Play References

# data[].attributes.headline
Desired Results Developmental Profile (CDE 2015)

# data[].attributes.subject
Desired Results Developmental Profile (CDE 2015)

# data[].attributes.body
A checklist of developmental behaviors across domains developed by the CDE

# data[].attributes.body
Rationale and guidelines for Behavior Specific Praise

# data[].attributes.body
Interview protocol to help determine the function of a child's behavior

# data[].attributes.body
A checklist of possible reinforcers, divided by category.

# data[].attributes.headline
Interventions to Decrease Challenging Behaviors

# data[].attributes.subject
Interventions to Decrease Challenging Behaviors

# data[].attributes.body
Step-by-step descriptions of possible replacement behaviors

# data[].attributes.attachment_link.title
Interventions to Decrease Challenging Behavior

# data[].attributes.body
https://www.cdc.gov/parents/essentials/videos/index.html

# data[].attributes.attachment_link.readable_text
Here you'll find videos of the positive parenting skills. For each topic, there are two types of videos:

Feature Video of Real-life Parenting Challenges
Have you ever been frustrated that your child doesn't listen or struggled with how to handle specific behaviors? See how parents like you address every day challenges and find real world solutions.

"How-To" Video of Expert Tips and Ideas
Do you want to know the steps for time-out or how to set family rules? These videos have specific "how-to's" for positive parenting. Experts provide tips and ideas that are direct and to-the-point.

Communicating with Your Child

Creating Structure and Rules

Using Discipline and Consequences

# data[].attributes.attachment_link.title
Parenting Videos | Essentials | Parenting Information | CDC

# data[].attributes.attachment_link.description
Videos: Learn tips and tools for parents.

# data[].attributes.body
https://www.cdc.gov/parents/essentials/consequences/index.html

# data[].attributes.body
https://www.teacherspayteachers.com/Product/Voice-Level-Chart-3671625?st=b423593cc5c998fbd345fff8c46d699d

# data[].attributes.body
https://www.unicef.org/supply/media/631/file/%20ECD-early-child-development-kit-activity-guide-english.pdf

# data[].attributes.attachment_link.readable_text
Classroom procedures and classroom routines are management tools that set your classroom (and your students) up for learning success. Your young learners need visual supports to learn and practice new skills, behaviors and expectations. These classroom procedures visuals are the perfect tool to help you introduce, discuss, teach and practice important classroom procedures starting on the first day of school.

Each classroom procedure visual poster includes detailed explanations/guides for what the learning behavior should look like and sound like. Listening visuals and pocket chart cards have bright and engaging clipart. (TIP: print off an extra set of the mini pocket chart cards, punch a hole and put them on a ring. Now you’ve got a set that you can keep with you at all times to provide a visual reminder of expectations to your students.) This resource also includes visual procedures with REAL pictures. BONUS: Create posters with pictures of your students demonstrating the classroom procedures and routines.  Your students will LOVE seeing themselves showing off great learning behavior. What a powerful learning tool!

Visuals provide continued support and reminders for student behavior, expectations and learning skills. These visual classroom procedures and classroom routines posters and mini cards are powerful tools to reinforce classroom learning behaviors and expectations. Set your students up for success and take the stress out of explaining your classroom procedures with these easy to display and follow posters and digital slides!!

If you like these posters you might like Classroom Procedure Visuals Digital Slides An easy way to explain, model, and practice classroom procedures.

Click HERE for Classroom Management Behavior Board Whole Class Incentive

Click HERE for Upper Elementary Classroom Visuals (Editable)

Please see the PREVIEW above for an idea of everything included.

You might also like: Social Emotional Learning Bundle

Click HERE to access my 5 Day FREE Kindergarten Management Reboot Email Series

You might also like my On the Rug Mini Book Freebie. You can click HERE to access it.

✨ Printable Classroom Procedure Visuals with Clipart:

⚠️Note: The following Classroom Procedures with Clip Art are in PDF and NOT EDITABLE:

Sitting at the rug

Walking in the hallway

Lining up

Sitting in your chair

Bathroom break

Getting a drink

Morning Routine

Working in Groups

When you Need Help

Voice Levels

With Visitors

End of Day (4 versions with different wording)

Social Distance Visuals

✨ Listening Posters with Visuals (half sheet and full sheet)

eyes are watching

ears are listening

voice is off

hands are quiet

sitting in just right spot

raise hand if you have a question

✨ Pocket Chart / Binder Ring visual include these 36 mini visual cards: (TIP: print off an extra set of the mini pocket chart cards, punch a hole and put them on a ring. Now you’ve got a set that you can keep with you at all times to provide a visual reminder of expectations to your students.)

eyes watching

listening

voice off

walking feet

hands to self

line up

walk

stop

raise hand

sit down

mask on

sit in chair

close door

wash hands

get soap

throw in garbage

bathroom

flush toilet

wash hands

pencil

crayon

glue

scissors

write name

write

sit in chair

open lunch

group time

share

clean up

hand sanitizer

fire drill

no touch

✨ Classroom Procedure Visuals with Real Pictures

At the Rug

At your Chair

In Line

Wash your Hands

The following Classroom Procedures are provided in PowerPoint to EDIT and add your Own Picture: Take a picture of your students demonstrating the procedure and insert into the poster before printing. ⚠️NOTE: the Text is NOT editable)

Sitting at the rug

Walking in the hallway

Lining up

Sitting in your chair

Bathroom break

Getting a drink

Morning Routine

Working in Groups

When you Need Help

Voice Levels

End of Day (4 versions with different wording)

⚠️Important Note: This resource is a ZIP File. Once you extract the folder you will have a PDF with all Classroom Procedures as a PDF that is NOT EDITABLE. You will also have 2 PowerPoint Files without pictures. You can insert your own picture and print. The text is NOT editable for ANY file.

This resource is a ZIP File. Once you extract the folder you will have a PDF with all Classroom Procedures as a PDF that is NOT EDITABLE. You will also have Two Power Point Files without pictures. You can insert your own picture and print. The text is NOT editable for ANY file. If you have any questions please email me at mydayink@gmail.com

You Might Also Like:

Writing Office

Editable Name Tags

Voice Level Posters and Signs

School Safety Drills Visuals and Procedures

Follow me to learn about updates and FREEBIES

My Day in K

Feedback makes my heart happy. I would love to hear how your students liked the activities plus you earn TpT credits!

Thanks for stopping by, Happy Learning!

# data[].attributes.attachment_link.title
Back to School Classroom Procedures & Classroom Routines Visuals

# data[].attributes.attachment_link.description
Classroom procedures and classroom routines are management tools that set your classroom (and your students) up for learning success. Your young learners need visual supports to learn and practice new skills, behaviors and expectations. These classroom procedures visuals are the perfect tool to help…

# data[].attributes.attachment_link.readable_text
Visual Behavior Supports: Visuals for Behavior Expectations

What you will find within this product:

*UPDATED to add EDITABLE visuals: 20 pages of EDITABLE visuals

At My Desk I Will Visual Cards:

*For best use print, cut, laminate and tape on students desk

13 different 1/2 page behavior expectation cards to put on students desk. Each card has different behavior expectations that students need visual reminders about.

21 different 1/4 of a page behavior expectation cards to put on students desk.

4 EDITABLE cards

At My Seat I Will Visual Cards:

*For best use print, cut, laminate and tape on students desk

13 different 1/2 page behavior expectation cards to put on students desk. Each card has different behavior expectations that students need visual reminders about.

21 different 1/4 of a page behavior expectation cards to put on students desk.

4 EDITABLE cards

Behavior Visual Reminders

10 different 1/2 page visual behavior reminders for students. These visuals can be used many different ways. Attach to student's binder, folder or an area in the classroom. Four different behavior visual reminders per card.

Student Desk Checklist Reminders:

Teacher or student can write steps/ reminders for student to complete. Print, cut, laminate and tape on student desk. Use expo marker to write steps or directions.

I can follow directions (4 steps)

At my seat I will (4 steps)

At my desk I will (4 steps)

Student Portable Visual Behavior Goal Boards:

Portable visual goal boards.

40 goal cards

3 different goal boards (2 goals, 3 goals, or 4 goals)

40 EDITABLE goal cards: type your student's specific goals directly into PowerPoint.

Goals can be switched out based on what the student is working on for the day, week, or month.

In Line Visual Behavior Poster

At the Carpet Visual Behavior Poster

At the Computers Visual Poster

In the Bathroom Visual Poster

In the Hallway Visual Poster

Key Ring Visuals:

42 different visuals to print, cut, laminate and place on a key ring. These visuals provide non-verbal visual cues for students and reminders of behavior goals and expectations

Visual Behavior Cue Cards with Mats and Boards

3 different visual cue card mats to use with visual cue cards (interchangeable)

Behavior Goal Mat, Visual Reminder Mat and First, Next, Then

Use with provided 42 visual cue cards

Break Cards:

1/2 page and 1/6 of a page break cards for students to use when they need a break to get calm. Students can put this out on their desk signaling to the teacher they need a break.

Break Boards:

20 Break Tokens

5 Break Boards: Each board has a different number of breaks. These boards are used as a visual for students to see the number of breaks they can have per day or for a part of the day. As the student uses a break they turn in their break token to the teacher. Once all their break tokens are gone they are out of breaks. Breaks can be any type of break the teacher allows throughout the day. Examples of breaks: movement break, water break, bathroom break, work break, calm down area break, cool down break. These boards can be laminated and used with Velcro to re-use daily. Or teacher can print off and glue break tokens for single use and cross out breaks once they are used.

Speeding Ticket Visuals:

For students needing a visual reminder when they are rushing through their work.

3 different visual reminder tickets (2 half page and 1/6 of page).

Talking Tickets:

Talking ticket visual for students that need a visual and quiet reminder about talking. Two different visual talking tickets included.

Classroom Management Visual Cards

12 Reminder cards for classroom management and expectations

You might also like these products from my store:

Behavior Binder

First/ Then and I'm Working For Boards

Behavior Charts

If you have any questions how to best use these visuals in your classroom please email me at BrookeReaganTPT@gmail.com

This purchase is for ONE classroom only.

This is a single classroom download, which means this product CANNOT be shared from teacher to teacher. If you are interested in sharing it with other classrooms, you can purchase additional licenses using the Teachers Pay Teachers tool located in your account under "My Purchases."

Brooke Reagan

© Brooke Reagan 2018

# data[].attributes.attachment_link.title
Visual Behavior Supports: Visuals for Behavior Expectations

# data[].attributes.attachment_link.description
Visual Behavior Supports: Visuals for Behavior ExpectationsWhat you will find within this product:*UPDATED to add EDITABLE visuals: 20 pages of EDITABLE visualsAt My Desk I Will Visual Cards: *For best use print, cut, laminate and tape on students desk13 different 1/2 page behavior expectation card.…

# data[].attributes.attachment_link.readable_text
Pulling your hair out by having to give the same directions over and over again to your preschoolers? You need Classroom Procedure Cards. ➡️

These visual cards teach your preschool, pre-k and kinder students the classroom procedures and routines, creating independence and saving your voice and sanity! Also, when your littles know what you expect, they are better able to rise to those expectations. Better behavior, for the win!
Included in this Procedure Pack:
*entering the classroom

*move through the classroom

*bathroom

*wash hands

*clean up

*snack time

*sit at the carpet

*line up

*walking in a line

*lunch

*reading books

*let's paint

*be safe with toys

*packing up to go home

**extra cards to personalize procedures
***create your own classroom procedure cards (editable in Adobe Reader)
* SONGS: line up, clean up, wash hands, sit at carpet and going home
SEE PREVIEW FOR MORE INFO
Learn about Why Classroom Procedures are Important, How to Teach Procedures and Tips for Making the most out of these cards.
Check out the Classroom Management Bundle to grab this resource and many more!
__________________________________________________

Having difficulty with a file?

Visit the FAQs section, submit a help ticket, or ask a question on the Q& A tab before leaving feedback.

Be the first to know about discounts, freebies and new resources!

* Click the green star to get email notifications about new resources & sales.

* Find me on my blog - Lovely Commotion, Facebook or Instagram

Get TPT credit to use on future purchases:

* Go to your My Purchases page (log in first). Click on the Provide Feedback button to leave a rating and a short comment. You'll earn TPT credits, which you can redeem on future purchases!

___________________________________

Copyright © Lovely Commotion Preschool Resources

# data[].attributes.attachment_link.title
Classroom Procedure & Routine Visuals for Preschool, Pre-k and Kindergarten

# data[].attributes.attachment_link.description
Pulling your hair out by having to give the same directions over and over again to your preschoolers? You need Classroom Procedure Cards. ➡️ These visual cards teach your preschool, pre-k and kinder students the classroom procedures and routines, creating independence and saving your voice and sanit...

# data[].attributes.attachment_link.readable_text
Bring a welcoming and cheery presence to your classroom with the Rainbow Bright Decor Bundle!This is a GROWING bundle which means that other products will be added throughout the summer. You will get ALL products at a discounted price for purchasing the bundle. Products Coming SoonVoice Level Poster

# data[].attributes.attachment_link.title
Voice Level Posters: Rainbow Bright Decor

# data[].attributes.attachment_link.description
This classroom management tool includes 12 bright and bold Voice Level Posters to use as a visual in your classroom. 3 Rainbow Bright Décor designs are included in this product. This product is designed to fit mini press on lights. ...

# data[].attributes.attachment_link.description
ClassDojo helps teachers, parents, and students build amazing classroom communities.

# data[].attributes.attachment_link.description
‎Visual Schedule Planner is a completely customizable visual schedule iPad app that is designed to give an individual an audio/visual representation of the "events in their day". In addition, events that require more support can be linked to an "activity schedule" or "video clip" to help model the t...

# data[].attributes.attachment_link.readable_text
Click HERE to SAVE money with the Classroom Visuals Bundle Please see the PREVIEW above for an idea of everything included. ⭐ This Bathroom and Hand Washing Classroom Procedure resource includes:

Full size procedure posters

Half page procedure posters

Step by step directions to show sequence of each routine

...mini book

Sequence strips

Step by step full size ...posters

Step by step mini posters

Hand sanitizer visuals

Color, cut and paste sequence activity

You Might Also Like: Instruction Visuals Classroom Procedure Visuals
Follow me to learn about updates and FREEBIES
My Day in K Website
Feedback makes my heart happy. I would love to hear how your students liked the activities plus you earn TpT credits!

Thanks for stopping by, Happy Learning!

# data[].attributes.attachment_link.title
Classroom Procedures | Bathroom & Hand Washing Routine | Print & Digital

# data[].attributes.attachment_link.description
Teaching classroom procedures for hand washing and the bathroom are a breeze when you use these visual supports. Visuals are the key to success for our young learners. These bathrooming and hand washing visuals have colorful pictures that show your students what they need to do and how. Display the ...

# data[].attributes.attachment_link.readable_text
Lunch and Snack Visual Routines and Book (aka social stories) will help you teach your students all about the lunch and snack routines. It includes a class read-aloud about snack time, a class read aloud about lunch time, snack time reminders poster, lunch time reminder posters, home connection lunch/snack coloring pages, and what I ate at school parent notes. Teaching rules and produces at the beginning of the year is important! These activities will help you build a caring classroom community of learners who will support each other all year long. These activities are designed for preschool, pre-k, or kindergarten.

Lunch options included using dishes, using trays, bringing their lunch/lunch boxes.

Snack options included using dishes, not using dishes.
This is included in my Social Skills (SEL) & Character Education Bundle for Preschool, Pre-K, and Kindergarten! Buy the bundle and save over 20%! Included:
* Teacher Pages

* Lunch Time Class Book: with 8 different options for the page "when lunch is over I..."

* Lunch Time Reminder Posters (4 options)

* Snack Time Class Book: with 4 different options for the page "when lunch is over I..."

* Snack Time Reminder Posters (2 options)

* Lunch Time & Snack Coloring Pages (home connection)

* What I Ate at School Parent Notes

* 3 Teacher Pages (helpful tips, printing tricks, and direction pages)
Check out more Character Education & Social Skills units!
* Red and Green Choice

* Class Rules and Circle Time Rules

* Problem Solving Techniques

* Feelings and Emotions

* Hand Washing Book & Routine

* Clean Up Routine

* All About Me

* All About My Family

* Calm Down Techniques

* Fire Drill Book and Routine

* Safety Drills Books and Routines (Earthquake Drill, Tornado Drill, & Intruder Drill)

* Playground & Recess Rules

* Art Easel Routine

* Lunch and Snack Time Routine

* Line Up and Hallway Routine

* How to Be a Friend

* Arrival and Dismissal Editable Routine

* Going to the Bathroom Book & Routine

* I Am Thankful

* Helping and Giving

Click the ★green star★ at the top of my store to follow me to receive 50% off all new products for the first 24 hours a new product is posted! Visit my store Pocket of Preschool
Let's Connect!
→ My Website

→ Pinterest

→ Instagram

→ Newsletter

Sign up for my newsletter and you will receive a HUGE family theme writing center filled with word cards, writing paper, write the room, a teacher page with tons of ideas on how to use it the classroom, and real photos of it in action in a classroom for FREE!
Terms of Use
Pocket of Preschool™️. By purchasing and/or downloading this electronic file, you agree to the following terms. For personal use/single classroom use only. No part of this document may be distributed, posted on the internet, copied, edited, or resold. ALL contents of this document are under copyright protection, including all content, text, fonts, and graphics. Thank you for respecting my hard word as well as the hard work of the artists whose work helped create this product.

# data[].attributes.attachment_link.title
Lunch and Snack Time Visual Routine Reminder Charts and Read Alouds

# data[].attributes.attachment_link.description
Lunch and Snack Visual Routines and Book (aka social stories) will help you teach your students all about the lunch and snack routines. It includes a class read-aloud about snack time, a class read aloud about lunch time, snack time reminders poster, lunch time reminder posters, home connection lunc...

# data[].attributes.attachment_link.readable_text
This Preschool/Pre-K Skill Assessment Checklist is your go-to assessment tool for your class. Ideally, you want a quiet room to perform assessment. However, you may also find a corner in your classroom that has the least amount of distraction. Gather all the materials ahead of time to make the whole task easier!

The assessment is designed with three assessment period listed (Fall, Spring and end of the year). That means you only need one checklist per student for one whole school year!
What's Included:

recording pages

assessment pages

bonus: flashcards (letters, numbers, colors, shapes, days and months)

color and black/white version are included

This resource is user-friendly. Fonts used are easy to read. The simple and clean design is intended to avoid visual clutter. Minimize distraction and maximize learning!

This resource can be used in special education, preschool or pre-k classroom, homeschool and distance learning. They are very easy to implement and NO PREP.

TEACHER TIP: Print the black and white version on colored paper (e.g. Astrobright paper) to save ink and for an instant *POP* on your bulletin board!

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Check out my PreK For All units HERE. Do you want digital task cards? CLICK HERE!
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
TERMS OF USE
You may use this product for personal or student use in a single classroom only.

You may not share/email this product to friends and colleagues.

You may not sell, alter or post this on any social media account or online platform and claim this product as your own.

FOLLOW ME! Click the GREEN STAR to be the notified of new products, freebies and exclusive sales!

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
You can earn TPT credits by leaving a feedback!
Please help me improve my products by rating and leaving a comment down below. I would love to hear from you and what you think. TPT credits can be redeemed and used towards your future purchases! :)

If you have any questions or concerns, please feel free to leave them on my Product Q&A box below or email me at: SpellJanelle@gmail.com

♥︎ Janelle

# data[].attributes.attachment_link.title
Preschool and PreK Skill Assessment Checklist with Bonus Flashcards

# data[].attributes.attachment_link.description
This Preschool/Pre-K Skill Assessment Checklist is your go-to assessment tool for your class. Ideally, you want a quiet room to perform assessment. However, you may also find a corner in your classroom that has the least amount of distraction. Gather all the materials ahead of time to make the whole...

# data[].attributes.body
Tier 2 and Tier 3 Behavior Interventions

# data[].attributes.attachment_link.readable_text
Location: KU via Zoom
Information: See flyer below
Registration: Follow links in flyer

ACTIVE SUPERVISION (POSTED March 30, 2017)

Active supervision can be used as a low-intensity, teacher-delivered strategy to support students meeting behavior by frequently and proactively monitoring students during specific settings or times. Active supervision is defined as the use of "Specific and overt behaviors (scanning, escorting, interacting) designed to prevent problem behavior and promote rule-following behavior" (Colvin, Sugai, Good, & Lee, 1997, p. 346). Its effectiveness is increased with the use of precorrections (Lane, Menzies, Ennis, & Oakes, 2005). Active supervision incorporates distinct elements (De Pry & Sugai, 2002; Haydon & Scott, 2008): established expectations, frequent scanning of context, positive interactions (verbal and nonverbal precorrections and prompts), reinforcement of desired behavior, and when necessary, correction to help success. Download all documents for Active Supervision, or download individual items:

BEHAVIOR CONTRACTS (POSTED DECEMBER 15, 2015)

Behavioral Contracts Behavior contracts, or contingency contracts, are written agreements between at least two individuals in which one or both agree upon certain behaviors. The contract document specifies an agreed-upon cause and effect between the completion of a behavior and the earning of a reinforcer. Most behavior contracts include three components: the behavior, the reinforcer, and the reporting sheet. There are many types of behavior contracts that can lead to positive behavioral change. Contracts can support behaviors students would like to change on their own, as well as agreements between teacher, student, and parent where each party agrees upon a certain individual behavioral goal. In these materials, you will learn about behavior contracts, how they are effective, the research supporting their use, benefits and challenges, and how to evaluate treatment integrity and social validity. Download all documents for behavior contracts, or download individual items:

The Behavior Education Program (BEP)/ Check In- Check Out (CICO) (POSTED November 11, 2016)

Check-in/Check-out, also referred to as the Behavior Education Program (BEP; Crone et al., 2004), is a low-intensity intervention that can be used as a support for students who require additional support to meet school-wide behavior expectations. The intervention consists of three primary components: a scheduled check-in with a school staff member at the beginning of each day, a Daily Progress Note, and a scheduled check-out with the same staff member at the end of the day. These three components are designed to provide opportunities for building positive relationships, access to adult attention, instructive feedback on the student's behavior throughout the day, and positive reinforcement for behavioral successes (Lane, Capizzi, Fisher, & Ennis, 2012). Download all documents for BEP/CICO, or download individual items: For more information, please consider Responding to Problem Behavior in Schools: The Behavior Education Program (2nd Edition). For resources and materials, please visit the Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) website or visit pbis.org and search for Check-In Check-Out or the Behavior Education Program.

BEHAVIOR-SPECIFIC PRAISE (POSTED AUGUST 20, 2015)

Behavior-Specific Praise TRANSCRIPT Behavior-specific praise is an essential component of Tier 1 (primary) prevention frameworks used to teach a range of new behaviors and ensure continued use of established behaviors using positive reinforcement. In addition to being a core component of Tier 1 efforts, behavior-specific praise (BSP) can also be used as a targeted support at Tier 2 and as an element of Tier 3 supports. In these materials we invite you to learn more about the how and why of behavior-specific praise. Background: Creating a positive school climate and safe classroom environments where students feel connected to a caring adult can begin with the simple act of acknowledging appropriate behavior. Using general praise statements is most likely a part of every teacher's repertoire of behavioral strategies, but the form of praise that has proven to be most effective is behavior specific praise, or praise statements that include reference to the specific behavior for which the student is being recognized. Behavior-specific praise statements are statements that praise the student and clearly state what desirable behavior has been performed, such as "Bob, great job showing your work on your math homework," or, "I like the way you pushed in your chair as we got ready to go to lunch. That keeps the walkways safe." Behavior-specific praise can be used to acknowledge the appropriate behavior of an individual student or multiple students engaging in academic and non-academic tasks. It is a simple and effective strategy that is cost-free and time-efficient. For more information and resources on this strategy, please see Chapter 3 inSupporting Behavior for School Success: A Step-by-Step Guide to Key Strategies (Lane, Menzies, Ennis, & Oakes, 2015) available from Guilford Press. Download all documents for behavior specific praise, or download individual items:

DIRECT BEHAVIOR RATING (UPDATED January 09, 2020)

Direct Behavior Rating (DBR; Chafouleas, Riley-Tillman, Christ, & Sugai, 2009), also known as Daily Behavior Report Card (DBRC; Chafouleas, Riley-Tillman, Sassu, LaFrance, & Patwa, 2007), is an intervention and progress-monitoring tool that uses teacher feedback and home-school communication to help students meet behavior expectations to facilitate school success. There are two primary components of DBR: (a) frequent, structured teacher feedback to the student about his/her behavior, and (b) a DBR form used to rate one or more specific behaviors and share this information with other stakeholders, such as a student's parents (Music, Riley-Tillman, & Chafouleas, 2010). DBRs are flexible tools that can be used to target one or more behaviors across one or more time periods per day. For more information, DBR training, and materials please visit: http://dbr.education.uconn.edu.

Download all documents for DBR, or download individual items:

HIGH-P REQUEST SEQUENCE (HIGH-P) (POSTED November 03, 2016)

High-p TRANSCRIPT High- p Request Sequence (High- p) is a positive behavior support strategy that is relatively easy to implement with a little planning. High- p is an antecedent-based strategy, meaning it is both a proactive and preventative strategy which promotes success and does not require a problem behavior to occur before responding. The high- p strategy builds behavior momentum to increase responding to low- p behavior. High- p is used to engage learners while reducing the chance of reinforcing noncompliant behavior. At the same time, this strategy offers students high rates of reinforcement for appropriate responding. While there are different strategies associated with behavior momentum and high- p requests, we look to the definition offered by Cooper, Heron, and Heward (2007), which defines high- p strategy as "an antecedent intervention in which two to five easy tasks with a known history of learner compliance (the high- p requests) are presented in quick succession immediately before requesting the target task, the low- p requests" (p. 697). In these materials, you will learn about high- p strategy; how it is effective; the research supporting its use; benefits and challenges; and how to design, implement, and evaluate high- p strategy in your classroom including treatment integrity and social validity. For more information and resources on this strategy, you may also read Chapter 6 in Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies (Lane, Menzies, Ennis, & Oakes, 2015) available from Guilford Press. Download all documents for High-P, or download individual items:

REPEATED READINGS (POSTED DECEMBER 28, 2015)

Repeated readings is an instructional strategy used to support students in developing oral reading fluency. Students have multiple opportunities to practice the reading aloud of passages at their independent level, meaning they are able to read the text with at least 95% accuracy. When using repeated reading as an instructional strategy, identify a tutor (e.g., teacher, paraprofessional, peer), appropriate text (i.e., passages, Readers Theater, class texts), and other materials for implementation (e.g., timer, graph for student and tutor progress recording). The student and tutor set a fluency goal and monitor progress toward the goal, increasing the rate until the student is reading at the expected rate. Tutors provide instructive feedback to the student as necessary, focusing on accurate word decoding, prosody (e.g., intonation), and rate of reading. The use of repeated readings enables students to develop reading fluency, as the repetitive process increases familiarity with the text as well as comprehension through multiple exposures. In these materials you will learn more about the use of repeated readings, why it is effective, the research that supports repeated readings, benefits and challenges, and how to evaluate treatment integrity and social validity. Download all documents for repeated readings, or download individual items:

SELF-MONITORING (POSTED AUGUST 11, 2015)

Self Monitoring TRANSCRIPT Self-monitoring is a versatile intervention that can be used to address behavioral, social, or academic needs. In addition, it is relatively simple to implement. When teaching a student to improve self-monitoring, two processes must occur: observing and recording. The observation component requires that a student be able to determine whether a given behavior occurred. This requires that the student be very clear as to the exact definition of the required behavior. At the end of a given interval, the student must make a determination as to whether or not he or she was engaged during that entire period. Then the student needs to record his or her behavior - the second process of self-monitoring. Some students may require an external reinforce that meets the function of the behavior. In brief, people engage in behaviors to either obtain or avoid attention, activity, or sensory experiences. However, for other students, the act of monitoring and recording their behavior is reinforcing enough to increase the future probability of the target behavior occurring.

Download all documents for self-monitoring, or download individual items:

SELF-REGULATED STRATEGIES DEVELOPMENT (SRSD) FOR WRITING (POSTED APRIL 22, 2016)

Self-regulated strategies development (SRSD) for writing (Harris & Graham, 1992) is an evidence-based strategy to teach genre-specific and general writing, and the knowledge needed to use these strategies. This model is designed to teach the elements of the writing process across six stages of instruction. The number and duration of lessons varies because each stage of the model is taught to mastery (Harris, Graham, Mason, & Friedlander, 2008). The subsequent materials provide teachers a procedural checklist for implementing SRSD for writing as an intervention, sample writing cues, treatment integrity checklist, and pre/post-intervention social validity measures for students and teachers. For more information and resources on this strategy, please see Powerful Writing Strategies for all Students (Harris, Graham, Mason, & Friedlander, 2008). Download all documents for SRSD, or download individual items: For more information and resources, such as assessments, unit plans, and mini-lessons, visit theThink SRSD website ( http://www.thinksrsd.com/srsd/) or to view an IRIS Center module on SRSD click here or visit http://iris.peabody.vanderbilt.edu/module/srs/.

TIER 3: INDIVIDUALIZED DE-ESCALATION SUPPORT PLAN for MANAGING THE ACTING OUT CYCLE (POSTED AUGUST 10, 2016)

Intervention grid: PDF or MS-Word

Individualized De-escalation Support Plan TEMPLATE: PDF or MS-Word

Individualized De-escalation Support Plan SAMPLE: PDF or MS-Word

For more information and examples of how to use this strategy, please see the following references: Colvin, G. (2010). Defusing disruptive behavior in the classroom. Thousand Oaks, CA: Corwin. Colvin, G., & Scott, T. (2015). Managing the cycle of acting-out behavior in the classroom (2 nd Edition). Thousand Oaks, CA: Corwin.

# data[].attributes.attachment_link.description
Location: KU via Zoom Information: See flyer below Registration: Follow links in flyer Active supervision can be used as a low-intensity, teacher-delivered strategy to support students meeting behavior by frequently and proactively monitoring students during specific settings or times.

# data[].attributes.headline
Brain's Influence on Emotional Regulation

# data[].attributes.subject
Brain's Influence on Emotional Regulation

# data[].attributes.headline
Brain's Influence on Emotional Regulation

# data[].attributes.subject
Brain's Influence on Emotional Regulation

# data[].attributes.attachment_link.readable_text
Curr Opin Behav Sci. Author manuscript; available in PMC 2017 Aug 1.

Published in final edited form as:

Abstract

Emotion regulation is a critical life skill that can facilitate learning and improve educational outcomes. Developmental studies find that the ability to regulate emotion improves with age. In neuroimaging studies, emotion regulation abilities are associated with recruitment of a set of prefrontal brain regions involved in cognitive control and executive functioning that mature late in development. In this review we discuss the regulation of both negative and positive emotions, the role of other people in guiding our emotional responses, and the potential applications of this work to education.

Introduction

How a student feels can profoundly shape how he or she thinks. For example, emotions can promote learning by capturing and holding attention as well as deepening encoding [ 1- 3]. But they can also inhibit learning by blocking these cognitive processes in the face of threat [ 1, 4]. Thus, what emotions are elicited and whether a student can adaptively manage those emotions can have a strong impact on his or her learning. Given the multiple important roles emotion can play in educational contexts, it is essential that we understand how to promote and maintain emotional states that foster optimal learning. The capacity to regulate emotion may be key in this regard. Emotion regulation involves active attempts to maintain or change emotions and is a critical life skill that predicts positive life outcomes in adulthood [ 5, 6]. The ability to regulate one's emotions can serve many purposes: it can both increase emotional arousal or positive valence to enhance learning, and it can help to dampen emotional responses that might be blocking successful encoding of new information. Here we discuss how the neural systems underlying emotion regulation develop and consider their educational implications.

Neural Mechanisms Supporting Emotion Regulation

While there are many strategies that can be used to actively regulate one's emotions (for review see [ 7], McRae this volume), in brain imaging studies the most commonly studied strategy is reappraisal [ 8], which involves deliberately changing the way one thinks about the meaning of an emotionally evocative stimulus or situation. There has been increasing interest in the distinction between explicit forms of emotion regulation, like reappraisal, where one has an active goal of regulating and uses effortful control processes to do so, and implicit forms of regulation, where there may be no conscious goal to regulate and automatic processes may support emotion change (see upcoming review by Martin Braunstein, Gross, Ochsner, 2016, and [ 8, 9]). It remains for future work to study how explicit and implicit forms of emotion regulation differ in their developmental trajectories.

Reappraisal has been shown to be effective at dampening or enhancing responses in systems associated with affective responding. Chief among them is the amgydala, a subcortical structure important for signaling the presence, and modulating the encoding, of affect-relevant stimuli [ 11]. Also impacted by reappraisal is the ventral striatum, another subcortical structure implicated in signaling the reward value of stimuli [ 12], and the insula, a cortical region representing information about the body states associated with affective responses [ 13].

Reappraisal is believed to modulate these regions via recruitment of a network of regions including the dorsolateral prefrontal cortex (dlPFC), posterior parietal cortex (PPC), ventrolateral prefrontal cortex (vlPFC), posterior medial prefrontal cortex (mPFC) and anterior cingulate cortex (ACC) [ 8, 14]. This set of regions is not specific to emotion regulation, but is also commonly activated in tasks involving cognitive control more generally. The dlPFC is commonly active during selective attention and working memory tasks, which may aid in holding emotion-regulation strategies in mind [ 15]. vlPFC is commonly active during response selection and inhibition, which may help with selecting an appropriate reappraisal tactic [ 16]. Finally, mPFC and ACC are commonly activated in tasks involving selection among competing responses, and may help in identifying when regulation is needed [ 17].

Development of the Neural Systems Supporting Emotion Regulation

While neuroscience research on emotion regulation in adults has exploded over the past 10-15 years, developmental research has emerged only more recently. A popular theory is that prefrontal control regions like dlPFC and vlPFC mature at a slower rate relative to affective response regions like the amygdala and ventral striatum [ 18, 19]. This imbalance is represented by a pattern of stronger activations in subcortical relative to cortical regions peaking during adolescence, which may contribute to mood instability and greater emotional reactivity in this age group [ 20]. The imbalance theory may be an oversimplification of a more complex series of interactions between cognition and emotion taking place during development, where they can mutually inform, help, or hinder one another [ 21- 24]. Thus, more studies investigating the maturational patterns of cortical-subcortical circuitry are undoubtedly needed in order to better understand how affect and mood change with age.

What does this slower maturity mean for a child's ability to manage his or her emotions? The answer to this question depends on the context of the situation including whether a child is responding to a negative or positive situation.

Regulation of Negative Emotions Across Development

To date, only a handful of studies have examined the ability to regulate negative emotion in children as compared to adults. From these few studies, however, two kinds of key findings emerge. The first concern a child's ability to engage prefrontal systems to decrease a current emotion. Data suggest that the behavioral ability to down-regulate negative emotion, decrease amygdala activation [ 25] and increase activity in lateral prefrontal regions tracks with age [ 26, 27]. Amygdala-prefrontal functional connectivity also increases with age, suggesting that stronger cortical-subcortical relationships underlie age-related increases in successful emotion regulation [ 27, 28].

The second concerns negative environmental influences that can affect one's ability to regulate emotions. For example, in some situations, moderate levels of stress can enhance learning by way of increasing attentional vigilance [ 29]. However, acute stress (e.g. test anxiety) and outside factors contributing to chronic stress (e.g. poverty) can have deleterious effects on one's cognitive abilities [ 4, 30, 31].

Importantly, these decreases in cognitive performance may be mediated by one's ability to regulate emotion. For example, one study found that adolescents who were maltreated demonstrated more reactivity to negative emotional scenes in the amygdala and insula and greater recruitment of dlPFC and ACC regions when reappraising those scenes, suggesting more reactivity and more effortful regulation [ 32]. Growing up in conditions of poverty also can have a negative effect on the developing brain and one's ability to regulate emotions. Kim et al., found decreased dlPFC and vlPFC activation and increased amygdala activation during a reappraisal task in adults who had experienced poverty during childhood compared to adults whose families had higher incomes during childhood [ 31]. In both studies, the groups who had experienced greater adversity demonstrated greater neural reactivity to negative images in amygdala and different patterns of activation in prefrontal cortex compared to the groups experiencing less adversity.

At the classroom level, training students on emotion regulation strategies (e.g. distancing, mindfulness, reinterpretation of negative scenarios - for examples see references [ 33- 36]) could be an effective intervention approach particularly for individuals or populations exposed to situations of high stress and adversity. Additionally, teacher development or training programs emphasizing the effects negative environmental influences can have on attention, cognition, and the ability to regulate negative emotions could help teachers build more effective classroom management plans, and perhaps provide more optimal support and scaffolding to struggling students.

Regulation of Positive Emotions Across Development

Another critical, yet less explored, area of research concerns the regulation of positive emotions. While negative emotions are thought to focus attention on and promote encoding of potential threats, positive emotions are believed to broaden one's attentional scope which can then facilitate enhanced learning and memory [ 37]. While developmental neuroimaging studies testing this hypothesis have yet to be done, there is a related literature on how children and adolescents respond to rewards. The role of ventral striatum in response to rewards across development is complex and in some cases conflicting, with some studies finding increases in activation in this region peaking during adolescence, whereas others find attenuations [ 20, 23, 38]. Though few of these studies directly address regulation, in one reward domain - appetitive reactivity to foods -several studies found that application of reappraisal strategies led to decreased craving for rewarding foods and decreased activation in ventral striatum, and this decreased craving and activation improved linearly with age [ 39, 40]. Interestingly, and in contrast to studies of regulating negative emotions, the key developmental differences were found in the degree to which children and adolescents craved the foods at baseline as compared to adults, rather than their skill in reappraising. Similarly, a study examining emotional reactivity to positive and negative scenes across age found that younger children showed greater activation in amygdala, ventral striatum, and vlPFC for positive pictures compared to negative [ 41]. Together these studies, though only a subset in a larger, more complex body of literature on reward processing, suggest that in certain positive domains, children's reward circuitry may be especially responsive to rewards and positive emotions, although they can successfully attempt to down-regulate these responses when desired.

These conclusions are echoed by studies of responses to feedback during learning, which is a fundamental component of any educational experience. Being rewarded for getting a good grade on an exam or experiencing the negative consequences of getting a bad grade can elicit an affective response and subsequent need for emotional management. Similar to the previously mentioned studies on reactivity to positive or rewarding stimuli, children may also be especially responsive to positive feedback. A study by Duijvenvoorde et al. comparing responses to positive and negative feedback across age found that all age groups performed better on a rule learning task when they received positive feedback compared to negative feedback, and this trend was the largest for eight to nine year olds [ 42]. At the neural level, children in the eight to nine year old age group demonstrated greater brain activation during positive feedback compared to negative feedback, particularly in dlPFC and parietal regions, whereas adults showed the reverse trend, activating similar regions more than the other age groups when receiving negative compared to positive feedback. Similarly, in a belief-updating task on good and bad news by Moutsiana et al., children were more likely to update accurately for good news compared to bad news, and with age, the differences in updating between good news and bad news decreased and lost significance in adulthood [ 43]. Responses to positive feedback activate different neural circuitry than responses to negative feedback and may follow different neurodevelopmental trajectories, which may explain why children learn better from positive feedback [ 44].

In sum, these findings suggest that while all ages are able to regulate positive emotions successfully, younger individuals may be especially responsive to positive rewards and feedback and therefore might need to deploy regulation more often. This knowledge can be harnessed in the classroom in a number of ways. For example, because positive stimuli elicit stronger reward responses in young children and we know that they are capable of regulating them, curricula could be designed with rewards that incentivize learning as well as reminders to regulate when appropriate. And for older children and adolescents who may not be as engaged by rewards, curricula could attempt to teach them to effortfully attend to and elaborate the rewarding aspects of material they are learning (thereby up-regulating positive responses).

The Social Regulation of Emotion

Although our emotions are experienced individually, any parent or teacher knows that they can be heavily influenced by the words and actions of other people. Such social forms of regulation - which clearly are important - have seen little neuroscience research, although interest in them is growing (See, e.g. Reeck, Ames & Ochsner, 2016, and [ 39]) and related research on the interaction of social cognition and emotion during development is emerging [ 24, 46]. While to date, there are no imaging studies directly examining how other people can help us reappraise - across development or in adults, studies examining other forms of social regulation are beginning to emerge [ 45, 47]. For example, in children, the presence of a caregiver can have a buffering effect, reducing emotional and stress responses to negative stimuli [ 48, 49]. Similarly, in the reward domain, the presence of a caregiver during a risky decision task decreased risky choices and increased activation in control regions including vlPFC and mPFC, and decreased ventral striatum and amygdala activation in adolescents [ 50]. In each case, the presence of a caregiver modifies the affect-eliciting situation, altering the affective value assigned to stimuli.

In analogous fashion, the presence of peers may influence recruitment of brain regions that trigger negative and positive emotions. In contrast to the role of parents, however, the presence of a similarly aged peer may increase risky decision making as well as ventral striatum and vlPFC activation in adolescents [ 51, 52]. Similarly, in tasks involving peer rejection, adolescents show increased activation of ACC and mPFC, regions which have been associated with depression and social pain; individual difference factors like rejection sensitivity, depression and resistance to peer influence may moderate these effects [ 53, 54]. Taken together, this work shows how social regulation can modulate neural architecture and subsequent behavior.

Discussion

Because emotions can enhance or impede learning, the ability to regulate one's own and others' emotions can facilitate successful educational outcomes. Emotion regulation is a type of emotion-cognition interaction where cognitive control systems are believed to aid in dampening or enhancing negative and positive emotions ( Figure 1 ). Since brain regions associated with cognitive control structures - such as prefrontal cortex - may have a slower maturational trajectory relative to structures associated with emotional responding - like the amygdala and ventral striatum - children and adolescents may have a harder time regulating their emotions. Weaker or less organized functional and structural connectivity between these brain regions in childhood may also be contributing toward increased difficulty with emotion regulation [ 55- 57]. That said, extant data suggest a dissociation between the negative and positive affective domains: children and adults respond similarly to aversive stimuli and children have greater trouble regulating responses to them; by contrast, children respond more strongly to rewards than do adults and all age groups can regulate responses to them. Of course, dispositional factors such as depression and anxiety and situational factors outside the classroom such as stress or abuse can enhance emotional reactivity or impair prefrontal function, either of which may make emotion regulation more effortful.

Importantly, these data could be leveraged to influence curricula and policy ( Figure 2 ). For example, because positive emotions, feedback, and rewards may facilitate better learning, using regulation strategies to enhance positive emotions could be an effective approach in educational settings. And more generally, understanding how students regulate (or fail to regulate) emotions given their developmental stage and background can help educators better scaffold and manage their classrooms to enhance learning and successful student outcomes. Finally, a key direction for future work is understanding how other people play a role in helping students manage their emotions. While we know that educators and caregivers can help reduce negative emotions in children - and adolescents may be especially sensitive to the influence of their peers - little is known about how such behavioral effects relate to the development of underlying neural systems.

Attention, executive functioning, memory and learning are all cognitive constructs critical in understanding how to improve learning and teaching, however, often before any of these cognitive functions can happen, they have to pass through the filter of an individual's emotional experience. As such, helping students, teachers, and families better understand the mechanics behind emotion regulation development and learn how to employ appropriate strategies could make for a more engaging, dynamic, and effective educational experience for all.

​

Emotion regulation serves to modify the nature, intensity or duration of emotions

Prefrontal cortex may modulate subcortical structures when regulating emotion

Regulation of positive and negative emotions have different developmental courses

Prefrontal cortex development may improve regulation of negative emotions

Caregivers can help children better regulate emotions

Acknowledgments

Thanks to Daphna Shohamy, Jennifer Silvers, and members of the SCAN Lab at Columbia for thoughtful discussion on the manuscript.

Funding

This work was supported by the National Institutes of Health (R01 HD0691780, R01 AG043463, F31 NIMH 107119).

Footnotes

Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Conflict of Interest

None declared.

References

2. Talmi D. Enhanced Emotional Memory Cognitive and Neural Mechanisms. Curr. Dir. Psychol. Sci. 2013;22:430-436. [ Google Scholar]

3. Yiend J. The effects of emotion on attention: A review of attentional processing of emotional information. Cogn. Emot. 2010;24:3-47. [ Google Scholar]

7. Gross JJ. Emotion regulation: Conceptual and empirical foundations. Handb. Emot. Regul. 2014;2:3-20. [ Google Scholar]

14. Buhle JT, Silvers JA, Wager TD, Lopez R, Onyemekwu C, Kober H, Weber J, Ochsner KN. Cognitive Reappraisal of Emotion: A Meta-Analysis of Human Neuroimaging Studies. Cereb. Cortex. 2013 doi:10.1093/cercor/bht154.[[
[This meta-analysis reviewed 48 studies of emotion regulation and reported commonly activated regions across studies and their function.] PubMed] PMC free article] [ Google Scholar]

20. Casey BJ. Beyond Simple Models of Self-Control to Circuit-Based Accounts of Adolescent Behavior. Annu. Rev. Psychol. 2015;66:295-319. [
[Comprehensive recent review of developmental imaging studies related to self-control. Self-control for incentives and threats are discussed.] [ PubMed] Google Scholar]

42. Duijvenvoorde ACK van, Zanolie K, Rombouts SARB, Raijmakers MEJ, Crone EA. Evaluating the Negative or Valuing the Positive? Neural Mechanisms Supporting Feedback-Based Learning across Development. J. Neurosci. 2008;28:9495-9503. [[
[This study is the first to examine neural systems supporting feedback learning during across development and found that younger age groups have more activation in lateral prefrontal regions than adolescents and adults to positive feedback compared to negative feedback. In contrast adults had more activation in frontoparietal regions than children and adolescents to negative feedback compared to positive feedback.] PubMed] PMC free article] [ Google Scholar]

45. Reeck C, Ames DR, Ochsner KN. The Social Regulation of Emotion: An Integrative, Cross-Disciplinary Model. Trends Cogn. Sci. 2015 doi:10.1016/j.tics.2015.09.003.[[
[Recent review proposing a process model of social regulation of emotion. Synthesizes research from developmental, dyadic, self-regulation and social support literatures.] PubMed] PMC free article] [ Google Scholar]

47. Blakemore S-J, Mills KL. Is Adolescence a Sensitive Period for Sociocultural Processing? Annu. Rev. Psychol. 2014;65 [
[Review of literature related to adolescent social processing including functional and structural development of the "social brain" and educational, legal, and social implications.] [ PubMed] Google Scholar]

50. Telzer EH, Ichien NT, Qu Y. Mothers know best: redirecting adolescent reward sensitivity toward safe behavior during risk taking. Soc. Cogn. Affect. Neurosci. 2015;10:1383-1391. [[
[This study found that in the presence of their mothers, adolescents were more likely to activate prefrontal control regions during a risky decision making task compared to when they were alone.] PubMed] PMC free article] [ Google Scholar]

# data[].attributes.attachment_link.title
The Neuroscience of Emotion Regulation Development: Implications for Education

# data[].attributes.attachment_link.description
Curr Opin Behav Sci. Author manuscript; available in PMC 2017 Aug 1. Published in final edited form as: Emotion regulation is a critical life skill that can facilitate learning and improve educational outcomes. Developmental studies find that the ability to regulate emotion improves with age.

# data[].attributes.attachment_link.readable_text
Dimensions

Typical Behavioral Indicator

The Adult...

The Child...

Activity Level refers to the general level of motor activity when one is awake or asleep. Motor activity involves large and small muscle movement like running, jumping, rolling over, holding a crayon, picking up toys, etc.

High Activity

has difficulty sitting still.

is squirmy and active.

Low Activity

sits back quietly and prefers sedentary activities.

prefers less noise and movement.

Distractibility is the ease with which one can be distracted; or conversely, his level of concentration or focus.

High Distractibility

has difficulty concentrating, paying attention when engaged in an activity, and is easily distracted by sounds or sights during activities.

is very distracted by discomfort, noticing even small signals such as hunger, being sleepy, etc.

Low Distractibility

has a high degree of concentration, pays attention when engaged in an activity, and is not easily distracted by sounds or sights during activities.

can handle discomfort, does not seem very bothered at all.

Low Intensity

has muted emotional reactions.

Irregular

has unpredictable appetite, sleep, and elimination patterns.

Low Sensitivity

is not sensitive to physical stimuli, including sounds, tastes, touch, and temperature changes; can fall asleep anywhere; and tries new foods easily.

Low Approaching

is hesitant and resistant when faced with new situations, people, or things.

Adaptability describes how easily one adjusts to changes and transitions.

High Adaptability

transitions easily to new activities and situations.

requires very small amount of time to feel ok in new situations.

Low Adaptability

needs more time for transitioning to new activities or situations.

may cry or stay close to a caregiver before approaching a new situation.

Low Persistence

moves on to a new task or activity when faced with obstacles and gets frustrated easily.

Serious Mood

reacts in an observant, sometimes more serious way and tends to be thoughtful about new situations.

# data[].attributes.attachment_link.description
Caregivers and parents have unique temperaments. Adult-child compatibility can affect the quality of their relationships. Use this chart to discover your traits and those of the children you work with.

# data[].attributes.body
Daniel Siegel's "Flip the Lid" Hand Model

# data[].attributes.headline
Brain's Influence on Emotional Regulation

# data[].attributes.subject
Brain's Influence on Emotional Regulation

# data[].attributes.attachment_link.readable_text
From one perspective, the human brain is a masterpiece. From another, it's 3 pounds of inefficient jelly. Both views are accurate, and that's because our remarkable brain has been assembled from some very primitive parts.

"Although the things it can do are very wonderful and impressive, its design is very poor engineering in many respects," says David Linden, a professor of neuroscience at Johns Hopkins University in Baltimore, the author of The Accidental Mind.

Linden says there's a simple explanation: evolution.

"In evolution, you never build something new if you can adapt something you've already got," he says. "It's the ultimate tinkerer and the ultimate cheapskate."

Our brain has been put together with parts from jellyfish and lizards and mice, Linden says. These parts may have been OK for their original owners, he says, but they aren't ideal for us.

Take brain cells, for example.

"They are slow. They are inefficient. They leak signals to their neighbors," Linden says. "Consequently, if you want to build clever human us with these very suboptimal parts, the only way to do it is to build a brain that is simply enormous and massively interconnected."

And that means it's very slow. Linden says getting a simple message from our feet to our brain can take a remarkably long time. To get a sense of just how long, he says, imagine a giant with her head in Baltimore and her toe off the coast of South Africa. If a shark bit that toe on Monday, Linden says, "she wouldn't feel it until Wednesday, and she wouldn't jerk her toe until Saturday."

Why the lag? Linden says it's because we're still using a communication system developed 600 million years ago by jellyfish.

In evolution, you never build something new if you can adapt something you've already got.
Deep Down, We're Lizards
Jellyfish don't have a brain, but they were the first animal to have any sort of nervous system. It's a loose network of nerves called a "nerve net," says Chet Sherwood, who studies brain evolution at The George Washington University in Washington, D.C.

Jellyfish don't exactly live life in the fast lane, so their nerve messages could travel pretty slowly; the ones on a telephone wire move a million times faster. But once evolution had come up with a messaging system, it kept using it, Sherwood says.

"The nerves and the manner in which signals are sent is similar to what we have ourselves," he says.

Our brains are also limited by design features we share with lizards, Linden says. Evolution's tinkering gave lizards the brain they needed to hunt and survive in a tough world, and our brains still have that ancient wiring.

"If I throw a baseball at you, you're going to reflexively duck your head, and there's nothing you can do to override that with your conscious mind," Linden says. "Your ancient, subconscious, lizard-like visual system is doing that task."

The human brain relies heavily on structures found in lower animals. These functions play key roles in our everyday life.
Three Scoops Of Ice Cream
A lizard brain is about survival -- it controls heart rate and breathing, and processes information from the eyes and ears and mouth.

When mammals like mice came along, the lizard brain didn't go away. It simply became the brain stem, which is perched on top of the spine, Linden says.

Then evolution slapped more brain on top of the brain stem.

"It's like adding scoops to an ice cream cone," Linden says. "So if you imagine the lizard brain as a single-scoop ice cream cone, the way you make a mouse brain out of a lizard brain isn't to throw the cone and the first scoop away and start over and make a banana split -- rather, it's to put a second scoop on top of the first scoop."

That second scoop gave mammals more memory and a wider range of emotions. It also allows a mouse to do things a lizard can't, like using experiences to anticipate danger instead of just responding to it.

To create the brain found in apes, Sherwood says, evolution added a third scoop. It allows apes to reason and live much more complicated lives than mice.

"In these brains, you can find all of the very same parts that you would see in a human brain," Sherwood says. But there's a difference -- the brain of an adult human is about three times the size of a gorilla brain.
The Cost Of A Big Brain
Much of the size difference appears after birth. The human brain continues to grow rapidly for the first five years after birth. It takes 20 years before all the circuits are laid out and connected up, Linden says.

"A miracle happens," he says. "You have enough neurons in this cortical circuit, massively interconnected, and somehow what emerges from that are these amazing human traits: The ability for me to know what you are thinking based on social cues that you give me, other forms of observational learning and high-level cognition."

In one sense, we've had to pay a heavy cost for our big, inefficient brains: Childbirth is difficult, childhood is long, and our brains consume 20 percent of the calories we eat.

But Linden says these adaptations turn out to have some surprising payoffs, like romantic love.

"If our neurons weren't such lousy processors and we didn't need 100 billion of them massively interconnected in order to make a clever brain out of such lousy parts, then we wouldn't have such a long childhood," Linden says.

And without that long childhood, he says, evolution wouldn't have equipped us with the force that bonds parents together to protect their children.

"We wouldn't have love," Linden says.

# data[].attributes.attachment_link.title
From Primitive Parts, A Highly Evolved Human Brain

# data[].attributes.attachment_link.description
From one perspective, the human brain is a masterpiece. From another, it's 3 pounds of inefficient jelly. Both views are accurate, and that's because our remarkable brain has been assembled from some very primitive parts.

# data[].attributes.headline
Using Co-Regulation to Develop Self-Regulation

# data[].attributes.subject
Using Co-Regulation to Develop Self-Regulation

# data[].attributes.attachment_link.provider_name
NICHQ - National Institute for Children's Health Quality

# data[].attributes.attachment_link.readable_text
In the first three years of life the brain goes through an incredible growth spurt, producing more than a million neural connections every second . These connections, all of which will inform future social and emotional health, depend on our experiences and interactions with others.

Costa is a faculty expert on Pediatrics Supporting Parents , a NICHQ-led initiative that seeks to improve pediatric primary care to help families foster social emotional development during these critical early years. As a faculty expert, Costa provides expertise on the role pediatricians and healthcare providers can play in helping families support their children's social and emotional health.

"Oftentimes, we think of social and emotional development as skill acquisition," says Costa. "We say, if only we could teach a child not to act out. Or, if only we could give a child the skills to make a friend or resolve a conflict. But even before we start looking at these skills, we need to begin with the fundamental understanding that children first need to develop the capacity for self-regulation."

This makes self-regulation essential to early childhood development. So, how can pediatric health professionals help parents and caregivers support self-regulation in their children? Below, Costa explains why, from the earliest moment of life, we need to engage families in conversations about self-regulation, and he offers a resource for inspiring those conversations.

Beginning at birth, parents support self-regulation

How can pediatric health professionals support parents and caregivers with co-regulation?

A - Affect:how your tone and expressions convey your emotions. In times of stress, is your affect loving, supportive, and soothing?

G - Gesture: Facial expressions, hand gestures, body moment, posturing and pacing all reflect your emotions and are felt by a child during your interactions.

I - Intonation: Modulating the tone of your voice helps conveys affect and social/emotional meaning. This is "felt" and "understood" long before words. And even after language develops, affect, gestures and intonation convey the genuine meaning of the interpersonal exchange. This communication is stronger than words.

L - Latency (Wait): Wait and give the child time to take in your gestures and intonations. Co-regulation requires patience.

E - Engagement:Before you continue, be sure you have engaged the child. Your baby's facial expressions, sounds and body language will tell you if she is engaged.

Looking for more resources?

Over the next year, 18 pediatric practices across the nation will work together to uncover more strategies to help families support children's social and emotional development. Sign up for NICHQ News to stay informed.

# data[].attributes.attachment_link.title
Children's Social and Emotional Development Starts with Co-Regulation

# data[].attributes.attachment_link.description
Before children learn how to make a friend or resolve a conflict, they first need to develop the capacity to self-regulate their emotions. This is a critical skill to support social and emotional development.

# data[].attributes.headline
Using Co-Regulation to Develop Self-Regulation

# data[].attributes.subject
Using Co-Regulation to Develop Self-Regulation

# data[].attributes.attachment_link.readable_text
"In previous classrooms that I've had, we didn't give them the means to articulate their feelings," said Antonia Celius, a preschool lead teacher. "If you don't give them the language that they need, they can't communicate what their needs are. We're always telling them, 'Use your words and not your hands!' But, what words?"

Celius also points out that many preschool teachers talk about touch with kids in a negative way. She takes time every morning to do a positive touch ritual so kids learn what "gentle touch" means and have a framework to understand when it's a good time and place to express oneself through touch.

And while teachers here know if they do their jobs well it will serve these students in the future, they're also aware of how important it is to help kids' caregivers to continue the practices at home. Educare has a two-generation approach to early childhood, in which they bring parents into school as much as possible and teach them the same techniques and strategies.

"We're not trying to do for them, we're trying to do with them," said Whitfield.

They offer parents a mixture of online and in-person resources on financial fitness, health and wellness and literacy. Maybe more important, they build relationships with parents.

"Anything I need, Ms. Angie she's there for me," said a single-parent named Troy. "It's deeper than just school, they care about you."

# data[].attributes.attachment_link.title
Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success

# data[].attributes.attachment_link.description
"In previous classrooms that I've had, we didn't give them the means to articulate their feelings," said Antonia Celius, a preschool lead teacher. "If you don't give them the language that they need, they can't communicate what their needs are. We're always telling them, 'Use your words and not your hands!'

# data[].attributes.body
https://www.first5la.org/article/category/parents/behavioral-issues/

# data[].attributes.headline
Assessment Tools, Techniques and Data Sources

# data[].attributes.subject
Assessment Tools, Techniques and Data Sources

# data[].attributes.body
Background information about assessment from ASHA

# data[].attributes.attachment_link.readable_text
Following is a list of assessment tools, techniques, and data sources that can be used to assess speech and language ability. Clinicians select the most appropriate method(s) and measure(s) to use for a particular individual, based on his or her age, cultural background, and values; language profile; severity of suspected communication disorder; and factors related to language functioning (e.g., hearing loss and cognitive functioning).

Standardized Assessments

Standardized assessments are empirically developed evaluation tools with established statistical reliability and validity. A standardized test is one that requires all test takers to answer the same items/questions in the same way and that is scored in a standard or consistent way, thus making it possible to compare the relative performance of individuals or groups of individuals. There are two types of standardized assessment instruments: norm-referenced and criterion-referenced.

Norm-Referenced Tests

Norm-referenced tests are standardized tests designed to compare and rank test takers in relation to one another. Using a norm-referenced test makes it possible to compare an individual's score(s) with those of a large group of statistically selected individuals-usually of the same age or grade level-who have already taken the test. A norm-referenced score is typically reported as a percentile ranking. For example, an individual who scores in the 90th percentile has performed as well as or better than 90% of other test takers of the same age or grade level (i.e., those in the norming group).

Criterion-Referenced Tests

Criterion-referenced tests are standardized tests that measure an individual's performance against a set of predetermined criteria or performance standards (e.g., descriptions of what an individual is expected to know or be able to do at a specific stage of development or level of education). In educational settings, criterion-referenced tests may be used to assess whether the student has learned a specific body of knowledge. It is possible, and in fact desirable, for an individual to pass or earn a perfect score on a criterion-referenced test.

Criterion-referenced procedures can also be developed informally to address specific questions (e.g., understanding of wh- questions, automatic recognition of grade-appropriate words in print) and to assess response to intervention (RTI).

Selecting and Interpreting Standardized Assessments

Coexisting disorders or diagnoses are considered when selecting standardized assessment tools, as deficits may vary from population to population (e.g., ADHD, TBI, ASD). In addition, standardized tests should be culturally and linguistically appropriate. Standard scores should not be determined if the norming sample does not adequately represent the individual being assessed. It is essential to consider the language spoken and/or dialect used by the child before selecting a standardized assessment. Translation of a standardized assessment invalidates the results. Standard scores cannot be reported when the assessment has been translated. See cultural responsiveness and bilingual service delivery. In such cases a clinician can use available standardized language assessments for children who speak languages other than English.

Parent/Teacher/Self-Report Measures

Parent, teacher, and self-report measures include rating scales, checklists, inventories, and questionnaires completed by the family members/caregiver, teacher, or individual. Findings from multiple sources (e.g., family vs. teacher vs. self-report) may be compared to obtain a comprehensive profile of communication skills. For individuals who speak a language other than English in the home, the clinician needs to gather detailed information about use of the primary language and English. When possible, checklists should be made available in the person's native language to obtain the most accurate information.

Ethnographic Interviewing

Ethnographic interviewing is a technique that uses open-ended questions, restatement, and summarizing for clarification for obtaining information from the perspective of the individual and other people in his or her environment (e.g., family members/caregiver, teacher). The technique avoids the use of leading questions and "why" questions. Ethnographic interviewing can be used to validate other assessment findings.

Clinicians should refrain from creating assumptions about individuals or families based on general cultural, ethnic, or racial information. Ethnographic interviewing can be used to gather specific knowledge of the views of clients and their families, including cultural and linguistic variables. See Westby, Burda, and Mehta (2003) and cultural responsiveness.

Observation Techniques

Analog Tasks

Analog tasks involve observation of the individual in simulated or staged communication contexts that mimic real-world events, including peer group activities and simulated workplace interactions.

Naturalistic Observation

Naturalistic observation is observation of the individual in everyday social settings with others, including academic settings. Criterion-referenced assessments may be used during naturalistic observations to document an individual's functional use of language across social situations.

Systematic Observation and Contextual Analysis

Systematic observation and contextual analysis involve observation across a variety of contexts (e.g., settings and tasks) to obtain descriptions of language functioning and identify specific problem areas and contextual variables that play a part in the individual's communication abilities. Systematic observation along with contextual analysis can be used to complement findings from other assessment procedures.

Language Sampling

Language sampling techniques are used to elicit spontaneous language in various communication contexts (e.g., free play, conversation/dialogue, narration, expository speech) and then derive measures (e.g., Mean Length of Utterance [MLU], Type-Token Ratio [TTR], Developmental Sentence Scoring [DSS], clausal density, use of subordinate clauses) to complement data obtained from standardized language assessments.

Dynamic Assessment

Dynamic assessment is a method in which an individual is tested, skills are addressed, and then the individual is retested to determine treatment outcome (i.e., test, teach and retest). Dynamic assessment can help distinguish between a language difference and a language disorder and can be used in conjunction with standardized assessments and language sampling.

Curriculum-Based Assessment

Curriculum-based assessment is used to determine the language demands of the curriculum and to assess the student's ability to meet those demands. The technique is based on the curriculum the student is currently mastering and may utilize materials being used in the student's classroom. The assessment can come directly from a textbook (e.g., a chapter test), or it can involve the use of probes or other types of direct assessment. Curriculum-based assessment results can be used to develop instructional goals and to evaluate the student's progress in developing competence with the language of the curriculum.

References

Westby, C., Burda, A., & Mehta, Z. (2003, April 29). Asking the right questions in the right ways: Strategies for ethnographic interviewing. The ASHA Leader.

# data[].attributes.attachment_link.title
Assessment Tools, Techniques, and Data Sources

# data[].attributes.attachment_link.description
Following is a list of assessment tools, techniques, and data sources that can be used to assess speech and language ability. Clinicians select the most appropriate method(s) and measure(s) to use for a particular individual, based on his or her age, cultural background, and values; language profile; severity of suspected communication disorder; and factors related to language functioning (e.g., hearing loss and cognitive functioning).

# data[].attributes.headline
Piaget - Theory on Cognitive Development

# data[].attributes.subject
Piaget - Theory on Cognitive Development

# data[].attributes.attachment_link.readable_text
Definition/Introduction

In medieval society, childhood did not exist. Around seven years of age, they took the child as a little adult in the community with a similar expectation for a job, marriage, and legal consequences. We can give the crown for originating ideas of development to Charles Darwin, in recognition of his work on the origins of ethology (the scientific study of the evolutionary basis of behavior) and "A biographical sketch of an infant."

It wasn't until the 20 century that developmental theories came forth. When conceptualizing cognitive development, we cannot ignore the work of Jean Piaget. Piaget suggested that when young infants experience an event, they process new information by balancing between assimilation and accommodation. Assimilation is taking in new information and fitting into previously understood mental schemas while accommodation is adapting and revising the previously planned mental schema according to the novel information. Piaget divided child development into four stages. The first stage, Sensorimotor (ages 0 to 2 years of age), is the time when children master two phenomena: causality and object permanence. Infants use their senses and motor abilities to manipulate their surroundings and learn about the environment. They understand a cause-and-effect relationship like shaking a rattle may produce sound and may repeat it or how crying can make the parent(s) rush to give them attention. Soon with frontal lobe maturation and memory development, infants can make mental schemas and can imagine what may happen without physically causing an effect and thus plan out actions better (emergence of thought). Object permanence emerges around six months of age. It is the concept that objects continue to exist even when they are not presently visible. Then comes the "pre-operational" stage (2 to 7 years), when a child can use mental representations, symbolic thought, and language. The infant learns to imitate and pretend to play. He is egocentric, i.e., unable to perceive that people can think differently than him, and everything (good or bad) somehow links to him. This stage is followed by the "concrete operational stage" (7 to 11 years) when the child uses logical operations when solving problems, including mastery of conservation and inductive reasoning. Formal operational stage (12 years and up), suggests an adolescent can use logical operations with the ability to use abstractions. He can understand theories and hypothesize and comprehend abstract ideas like love and justice.

Some concerns to keep in mind when understanding child cognitive development and Piaget's stages, is poor generalizability of stages. For example, conservation may overlap between pre-operational and concrete operational stage as the child masters it in one task and not in another. Similarly, our understanding now is that a child masters the "Theory of Mind" by 4 to 5 years of age, much earlier than when Piaget suggested that egocentrism resolves.[1]

Stages of Cognitive development (problem-solving/Intelligence): The word intelligence derives from the Latin word "intelligere," which means to understand or perceive. Problem-solving and cognitive development progresses from the establishment of object permanence, causality, and symbolic thinking with concrete (hands-on learning) to abstract thinking and embedding of implicit (unconscious) to explicit memory development.

Newborn to 2 months: At birth, the optical focal length is approximately 10 inches. Infants seek stimuli actively, habituates to the familiar, and respond more actively when stimuli change. The initial responses are more reflexive, like sucking and grasping. He can fix and follow a slow horizontal arc and eventually will follow past the midline. He prefers a contrast, colors, and faces, understanding familiar from moderately novel stimuli. As he habituates to the caregiver's faces, he develops a preference. He will stare momentarily where an object has disappeared from (lack of object permanence). At this stage, he prefers high-pitched voices.

2 to 6 months: Infants engage in a purposeful sensory exploration of his body, staring at his hands and reaching and touching his body parts. Thus, building on to the concept of cause and effect and self-understanding. He appreciates sensation and changes outside of himself with less regularity. As he masters his motor abilities, something happens by chance, and then he repeats it. For example, touching a button may light up the toy, or crying can cause the appearance of the caregiver. He will anticipate routines at this age.

6 to 12 months: Object permanence emerges as the infant looks for objects. He will look for partially hidden objects first (6 months) and then completely hidden, for example, will uncover toys and engage in peek-a-boo (9 months). Separation anxiety and stranger anxiety emerge as he understands out of sight is not out of mind. As his motor abilities advance, he further explores using his senses by reaching, inspecting, holding, mouthing, and dropping objects. He can manipulate his environment, learning cause and effect by trial and error, like banging two blocks can produce a sound. Eventually, he builds a mental schema (as Piaget suggested) and learns to use objects functionally, for example, presses a button intentionally to open and reach inside a toy box.

12 to 18 months: Around this time, motor abilities make it easier for the child to walk and reach, grasp, and release. He can explore toys to make them work. Novel play skills emerge. He imitates gestures and sounds, and egocentric pretend play emerges. As object permanence and memory advance, he can find a toy after witnessing a series of displacements and tracks moving objects.

18 to 24 months: As memory and processing skills advance and frontal lobes mature, he can now imagine outcomes without so much physical manipulation, and new problem-solving strategies emerge without rehearsal. Thought emerges, and there is the ability to plan actions. Object permanence establishes completely, and he can search for an object by anticipating where it may be, without witnessing its displacement. At 18 months, symbolic play expands from self, and instead of pretending to eat himself, he may give the teddy bear a bottle and can imitate housework.

24 to 60 months (Preschool years): During this stage, magical and wishful thinking emerges; for example, the sun went home because it was tired. This ability may also give rise to apprehensions with fear of monsters, and having logical solutions may not be enough for reassurance. Perception will dominate logic and giving them an imaginary tool, like a monster spray, to help relieve that anxiety may be more helpful. Similarly, conservation and volume concept lacks, and what appears bigger or larger is more. For example, one cookie split into two may be equal to two cookies. At this stage, a child also has a poor concept of cause and may think he got sick because he misbehaved. He is egocentric in his approach and may look at situations from only his point of view, offering comfort from his stuffed toy to an upset loved one. At 36 months, he can understand simple time concepts, identifies shapes, compares two items (e.g., bigger), and counts to "3". Play becomes more comprehensive from simple scripts of feeding a baby doll to going to the park. At 48 months, he can count to four, identifies 4 colors and understands opposites. At 60 months, pre-literacy and numeracy skills further, and he can count to 10 accurately, recites "ABC's by rote, and recognizes a few letters. A child also develops hand preference at this age. During the ages of 4 to 5 years, play stories become yet more detailed and may include scenarios from imagination, including imaginary friends. Playing with some game rules and obedience to those rules also establishes during the pre-school years. Rules can be absolute.

Age 6 to 12 years: During early school years, scientific reasoning and understanding of physical laws of conservation, including weight and volume develop. A child can understand multiple points of view and can understand one perspective of a situation. They realize the rules of the game can change with mutual agreement. There is mastery of basic literacy skills of reading and numbers are mastered initially, and eventually, around third to fourth grade, emphasis shifts from learning to read to reading to learn, and from spellings to composition writing. All these stages need mastery of sustained attention and processing skills, receptive and expressive language, and memory development and recall. The limitation of this stage is an inability to comprehend abstract ideas and relying on logical answers.

Twelve and above (adolescence): During this age, teens can exercise logic in a systemic, scientific way. They can apply abstract thinking to solve algebraic problems and apply multiple logics simultaneously to reach a scientific solution. It is easier to use these concepts to schoolwork only earlier. Later in adolescence and adulthood, these can also apply to emotional and personal life problems. Magical thinking or following ideal guides decisions more than wisdom. Some may have more influence from religiosity/moral rules and absolute concepts of right and wrong. Questioning the prevalent code of conduct may cause anxiety or rebellion and eventually lead to the development of personal ethics. Side by side, social cognition, apart from self, also is developing and concepts of justice, patriarchy, politics, etc. establish. During late teens and early adulthood, thinking about the future, including ideas such as love, commitment, and career goals, become important.[2]

Issues of Concern

Pediatricians and primary care practitioners are in a prime position to monitor a child's growth and development in children and, in particular, a child's cognitive development. A lag may show a developmental disorder like attention-deficit/hyperactivity disorder, learning disability, global developmental delay, developmental language disorder, developmental coordination disorder, mild intellectual disability, autism spectrum disorders, moderate-severe intellectual disability, cerebral palsy, fetal alcohol syndrome (FASD), vision impairment or deafness. The most well-known causes of intellectual disability are FASD, Down syndrome, fragile X, other genetic/chromosomal problems, lead, other toxins, and environmental influences such as poverty, malnutrition, abuse, and neglect. Prenatal causes of intellectual disability (ID) include infection, toxins and teratogens, congenital hypothyroidism, inborn errors of metabolism, and genetic abnormalities. Fetal alcohol syndrome is the most common preventable cause of ID. Down syndrome is the most common genetic cause, and Fragile X is the most common inherited cause. Thus for a workup for intellectual disability, first-tier tests recommended are chromosomal microarray and fragile X testing.

Clinical concerns can arise in the following areas, visual analysis, proprioception, motor control, memory storage and recall, attention span and sequencing, and deficits in receptive and/or expressive language. Early recognition leads to earlier diagnosis and intervention, which has shown promising results in improved cognition. Apart from what is best for children and families, it saves economic expenditure on disabilities later. Thus, not only surveillance but also active screening for developmental delays should be an integral part of medical practice.[3] Some commonly used measures are the Ages and stages questionnaire, Survey of well being of young children, etc. If surveillance and screening are concerning, a referral is necessary for early intervention instead of watchful waiting.

Intellectual disability is defined when there is a concern for both intellectual and adaptive functioning. Usually, on standardized measures, this means a score below two standard deviations to the mean, which is 100 for most measures. Standardized tests used to measure intellectual function include:

Wechsler Intelligence Scale for Children (WISC),

Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

The standardized test for adaptive functioning include:

Learning disability should be suspected when the Intelligence score is within the average range, but there is a significant discrepancy when compared to achievement scores and/or when a child does not respond to evidence-based interventions. Evidence-based interventions include increasing instruction time and specialized instructions by trained personnel in the deficit areas.

Clinical Significance

Early intervention during the "critical period" in development has shown promising results.[4] Thus clinicians must take the lead to diagnose, treat, and establish resources for early intervention to provide optimal health opportunities to our children. The provision of early intervention services should be in two areas; biological risk/disabilities and environmental risk.

Pediatricians and primary care practitioners should know and understand The Individuals with Disabilities Act (IDEA) and other federal policies. Early intervention laws give entitlement to services from birth, through early intervention home-based service, the Individualized family service plan (IFSP) for birth to 3 years, and individualized education plans (IEP) for ages 3 to 21 years. The goal is to minimize or prevent disability by accommodating children with intellectual disabilities or changing the curriculum to the child's individualized needs. This plan should be based on an interprofessional assessment to understand the child's needs.

Thus, medical homes should establish a partnership with social workers and psychologists/psychiatrists for thorough evaluations, lawyers to explore legal support and advocacy for services, therapists, early intervention providers, and schools to plan individualized goals and monitor progress.

References

1.

Newcombe NS. Cognitive development: changing views of cognitive change. Wiley Interdiscip Rev Cogn Sci. 2013 Sep;4(5):479-491. [ PubMed: 26304241 ]

2.

Wilks T, Gerber RJ, Erdie-Lalena C. Developmental milestones: cognitive development. Pediatr Rev. 2010 Sep;31(9):364-7. [ PubMed: 20810700 ]

3.

Council on Children With Disabilities; Section on Developmental Behavioral Pediatrics; Bright Futures Steering Committee; Medical Home Initiatives for Children With Special Needs Project Advisory Committee. Identifying infants and young children with developmental disorders in the medical home: an algorithm for developmental surveillance and screening. Pediatrics. 2006 Jul;118(1):405-20. [ PubMed: 16818591 ]

4.

Alderman H, Behrman JR, Glewwe P, Fernald L, Walker S. Evidence of Impact of Interventions on Growth and Development during Early and Middle Childhood. In: Bundy DAP, Silva Nd, Horton S, Jamison DT, Patton GC, editors. Child and Adolescent Health and Development. 3rd ed. The International Bank for Reconstruction and Development / The World Bank; Washington (DC): Nov 20, 2017. [ PubMed: 30212122 ]

# data[].attributes.attachment_link.description
In medieval society, childhood did not exist. Around seven years of age, they took the child as a little adult in the community with a similar expectation for a job, marriage, and legal consequences.

# data[].attributes.attachment_link.title
Learning the Rules: Observation and Imitation of a Sorting Strategy by 36-Month-Old Children

# data[].attributes.attachment_link.description
Two experiments were used to investigate the scope of imitation by testing whether 36-month-olds can learn to produce a categorization strategy through observation. After witnessing an adult sort a set of objects by a visible property (their color; Experiment…

# data[].attributes.attachment_link.title
Young Children’s Patterning Competencies and Mathematical Development: A Review

# data[].attributes.attachment_link.description
Activities with patterns (e.g., making a necklace with alternating blue and red pearls) are common in many preschool and kindergarten settings. These activities are assumed to play an important role in children’s mathematical development. Nevertheless, most…

# data[].attributes.attachment_link.title
ERIC - ED097110 - Applying Piaget’s Theory to Reading Instruction., 1974-Apr

# data[].attributes.attachment_link.description
This paper discusses beginning reading instruction in the light of Piaget’s theory, which demands that we think more broadly about the term “where the child is” in terms of his level of thinking, not simply his reading level or reading skill level. Using Piaget’s four major developmental stages as t…

# data[].attributes.body
Frequency Data with Notes

# data[].attributes.body
Samples of SMART Goals for Pre-K in communication and literacy

# data[].attributes.body
Activity Matrix for an AAC user with complex communication needs (CCN)

# data[].attributes.body
Activity Matrix for a student with ASD

# data[].attributes.attachment_link.title
Activity Matrix ASD - imitation level (1)

# data[].attributes.body
Activity Matrix including staff responsibilities, color coded

# data[].attributes.body
Preschool Classroom Observation worksheet courtesy of Vanderbilt University

# data[].attributes.body
Form to determine whether the classroom implements supports for students with autism

# data[].attributes.body
Source of ROWPVT/EOWPVT, PPVT/EVT, CELF-4, PLS-5, Goldman-Fristoe, Movement Assessment Battery, DAS-2, BAYLEY, Mullen, Bracken, Vineland, Bruininks-Oserestsky

# data[].attributes.attachment_link.description
Over 300 Pearson clinical and classroom assessments products such as BASC-3, Aimsweb and Q-Global as well as large-scale and graduate admissions tests.

# data[].attributes.body
Source of REEL-4, MAVA, Rosetti, Hodson, DAIS, EASIC, Test of Early Mathematics

# data[].attributes.attachment_link.description
PRO-ED Inc. is a leading publisher of standardized tests, books, curricular resources, and therapy materials. PRO-ED Inc's products are used by professionals, parents, and students around the world.

# data[].attributes.body
Source for Woodcock-Johnson-IV and Battelle Developmental Inventory (BDI)

# data[].attributes.attachment_link.description
Gifted and Advanced Academics Special Education English Learners Social Emotional Learning Response to Intervention Early Childhood Programs

# data[].attributes.body
Source for Kaufman, DAY-C, DP4, Test of Early Reading Abilities, ABAS, Beery-VMI, Peabody Developmental Motor Scales, ADOS-2, Autism Diagnostic Interview, Childhood Autism Rating Scale, Social Responsiveness Scale

# data[].attributes.attachment_link.readable_text
The store will not work correctly in the case when cookies are disabled.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

Thanks for choosing WPS

WPS proudly provides clinical and educational assessments, evidence-based interventions, and practical support to help you evaluate, engage, and empower the people you serve.

Create an Account

Dyslexia is complex
Assessing for it doesn't have to be

The Tests of Dyslexia (TOD™) is the first comprehensive assessment of dyslexia, eliminating the need for multiple tests and leading to more effective instructional planning.

Pre-order Now and Save 10%

# data[].attributes.attachment_link.title
Educational & Psychological Assessments for Clinicians & Educators | WPS

# data[].attributes.attachment_link.description
Leading independent publisher of clinical assessments in the areas of autism, speech & language, school psychology, and occupational therapy. Learn more.

# data[].attributes.headline
ASAP Assessment and Intervention Handbook

# data[].attributes.subject
ASAP Assessment and Intervention Handbook

# data[].attributes.body
Detailed instructions to implement the ASAP preschool program

# data[].attributes.attachment_link.readable_text
are parent report instruments which capture important information about children's developing abilities in early language, including vocabulary comprehension, production, gestures, and grammar.

# data[].attributes.attachment_link.description
are parent report instruments which capture important information about children's developing abilities in early language, including vocabulary comprehension, production, gestures, and grammar.

# data[].attributes.headline
Systematic Analysis of Language Transcripts (SALT)

# data[].attributes.subject
Systematic Analysis of Language Transcripts (SALT)

# data[].attributes.attachment_link.readable_text
The store will not work correctly when cookies are disabled.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

What's New?

Join us in Tennessee on September 13 & 14!

Austin Peay State University

Clarksville, TN

SALT Online Story Elicitation

SALT now offers an online application for eliciting stories from children in grades P, K, 1, 2, and 3.

Our animated character, Eric, will elicit stories in monolingual English, monolingual Spanish, and Spanish/English versions.
Learn More

About Us

Systematic Analysis of Language Transcripts (SALT) software standardizes the process of eliciting, transcribing, and analyzing language samples. It includes a transcription editor, standard reports, and reference databases for comparison with typical peers.

SALT Software, LLC is an intellectual property transfer company resulting from research at the University of Wisconsin-Madison, and is home to the Systematic Analysis of Language Transcripts (SALT) software. The sale of the software provides funding for collecting normative data, creating updated versions of the software, and developing training materials.

SALT Software is dedicated to improving the assessment of language acquisition and disorders through the use of language samples. We focus on developing easy-to-use software, collecting comparison data from typical speakers, and providing high-quality training materials.

Jon F. Miller

Co-Founder, Ph.D., CCC-SLP

Professor Emeritus, University of Wisconsin-Madison

# data[].attributes.attachment_link.readable_text
Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

Guide

A guide to normal childhood development that can help you recognize when your child might need professional attention.

What's In This Guide?

Thanks to the American Academy of Pediatrics for this content.

Every child is different, and so is every parent's experience; but experts have a clear idea about the range of normal development from birth to age 5 - and signs that a child might have a developmental delay. Below you'll find milestones organized by period of development, and tips on when to contact a health professional about your concerns. Remember - there is no penalty for being cautious about your growing child, and if there is a problem acting early can make all the difference.

Movement Milestones

Visual and Hearing Milestones

Smell and Touch Milestones

Developmental Health Watch

If, during the second, third, or fourth weeks of your baby's life, she shows any of the following signs of developmental delay, notify your pediatrician.

Movement Milestones

Visual and Hearing Milestones

Social and Emotional Milestones

Begins to develop a social smile

Enjoys playing with other people and may cry when playing stops

Becomes more communicative and expressive with face and body

Imitates some movements and facial expressions

Developmental Health Watch

Although each baby develops in her own individual way and at her own rate, failure to reach certain milestones may signal medical or developmental problems requiring special attention. If you notice any of the following warning signs in your infant at this age, discuss them with your pediatrician.

Movement milestones

Walks alone

Pulls toys behind her while walking

Carries large toy or several toys while walking

Begins to run

Stands on tiptoe

Kicks a ball

Climbs onto and down from furniture unassisted

Walks up and down stairs holding on to support

Milestones in hand and finger skills

Scribbles spontaneously

Turns over container to pour out contents

Builds tower of four blocks or more

Might use one hand more frequently than the other

Language milestones

Cognitive milestones

Finds objects even when hidden under two or three covers

Begins to sort by shapes and colors

Begins make-believe play

Social and emotional milestones

Developmental health watch

Because each child develops at his own particular pace, it's impossible to tell exactly when yours will perfect a given skill. The developmental milestones will give you a general idea of the changes you can expect as your child gets older, but don't be alarmed if he takes a slightly different course. Alert your pediatrician, however, if he displays any of the following signs of possible developmental delay for this age range.

This guide was last reviewed or updated on February 23, 2023.

Subscribe to Our Newsletters

Get our latest tips, parent guides, and expert advice direct to your inbox every week.

"*" indicates required fields

x

# data[].attributes.attachment_link.title
Parents Guide to Developmental Milestones

# data[].attributes.attachment_link.description
A guide to normal childhood development milestones that can help you recognize when your child might need professional attention.

# data[].attributes.attachment_link.readable_text
Wecome to the Communication Matrix

Understanding what individuals are capable of today is the first step toward helping them reach their potential.

Assessment

The Communication Matrix is a free assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

"I am very excited about using this Matrix as part of our assessment and treatment plan for students with ASD." - Special Education Teacher

Community

Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.

"I love a focus on complex communication needs. Frequently I look at sites or information that does not apply to my students. It is great to have a site that focuses on the students I work with." - Parent

Purchase Paper and PDF copies of the Communication Matrix Assessment here.

See who is using the Communication Matrix around the world

© 2023 Charity Rowland, Ph.D.

Site by State33 and Smith & Connors

# data[].attributes.attachment_link.description
The Communication Matrix is a free assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

# data[].attributes.body
Link to website to access the ICS in a variety of languages

# data[].attributes.attachment_link.readable_text
The Intelligibility in Context Scale is a quick parent report measure of children's intelligibility, developed to provide speech-language pathologists with information relating to speech sound disorders, and childhood apraxia of speech.

The 7-item questionnaire rates the degree to which children's speech is understood by different communication partners (parents, immediate family, extended family, friends, acquaintances, teachers, and strangers) on a 5-point scale. Access the User guide for more information.

The Intelligibility in Context Scale:

has been translated into a number of languages

available in two formats: monolingual or bilingual (language + English)

free and downloadable from the links below

It has been validated in a few languages, including English, Traditional Chinese/Cantonese, Slovenian, and Croatian.
If you would like to be involved in translating, norming, or validating the Intelligibility in Context Scale, please contact us.

Language resources

Language

Intelligibility in Context Scale

Documents
(.pdf)

Translator

Amharic
(አማርኛ)

በተለያዩ ሁኔታዎች በንግግር የመግባባት ችሎታ የመለኪያ ሚዛን : አማርኛ

Abigeya Hailemichael, Genene M. Mengesha, Tizta Rustu, Rena Helms-Park,
Aravind Namasivayam, Pascal van Lieshout, University of Toronto, Canada ##

Arabic (Standard)
(ﺍﻠﻌﺮﺒﯿﱠﺔ )

ﺍﻠﻜﻼﻢ ﻀﻤﻦ ﺍﻠﺴﯿﺎﻖ _ ﺍﻠﻌﺮﺒﯿﱠﺔ ﻭﻀﻭﺡ ﻤﻘﯿﺎﺲ

Ghada Khattab, Ph.D., University of Newcastle, Newcastle-Upon-Tyne, UK*

Assyrian

Benjamin M. Benjamin and Philimon Darmo, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013 **

Chinese (Simplified)
(简体中文)
(China, Singapore)

语境说话清晰度量表

Carol Kit Sum To, Ph.D., and Kaylor Ng, The University of Hong Kong, SAR China*

Chinese
(Traditional)
(繁體中文)
(Hong Kong, Taiwan)

語境說話清晰度量表

Carol Kit Sum To, Ph.D., and Kaylor Ng, The University of Hong Kong, SAR China*

سنجش مقیاس فهم : دری

Nasiba Akram, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013**

English

Intelligibility in Context Scale

-

Finnish
(suomi)

Ymmärrettävyys kontekstissa
-asteikko: suomi

Sari Kunnari, Ph.D., University of Oulu, Finland*

Gujarati

Urvi Dave, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013**

Hebrew
(עברית )

סולם דירוג מובנות הדיבור בהקשר: עברית

Avivit Ben David, Ph.D., Hadassah Academic College, Israel*

Hungarian
(Magyar)

Érthet ő ség Kontextusban Skála: Magyar

Krisztina Zajdó, Ph.D., University of West Hungary, Hungary*

Skala Inteligibilitas dalam Konteks:
Bahasa Indonesia

David Deck, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013**

Italian
(Italiano)

Scala d'intelligibilità in contesto: Italiano

Paolo Nocella, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2012**

Jamaican Creole (Jamiekan)

Mezha fi Omoch ada Piipl kyan Andastan di Pikni: Jamiekan

Karla N. Washington, Ph.D., University of Cincinnati, USA and Hubert Devonish, Ph.D., University of the West Indies, Mona Campus, Jamaica##

Japanese
(日本語)

話し言葉の明瞭度の測定 : 日本語

Osamu Takai, MSc, University of British Columbia, Canada*

Language

Intelligibility in Context Scale

Documents
(.pdf)

Translator

Karen

Naw Paw Say Htoo, for Australian Multi Lingual Services, Australia, 2014#

Khmer

Alex Khun, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2013**

Norwegian
(Norsk)

Vurderingsskjema for forståelighet i kontekst: Norsk

Nina Gram Garmann, Ph.D., Oslo and Akershus University College of Applied Sciences, Norway*

Portuguese - European
(Português)

Escala Inteligibilidade em Contexto: Português Europeu

Marisa Lousada, Ph.D., University of Aveiro/CINTESIS.UA,
Margarida Ramalho, M.Sc., MCEL - University of Évora/ CLUL - University of Lisbon, Portugal, 2015, Jacqueline Aquinao do Nascimento, Universidade De Sao Paulo, Brazil*##

Punjabi
( ਪੰਜਾਬੀ )

ਸੰਦਰਭ ਪੈਮਾਨੇ 'ਚ ਸੁਬੋਧਤਾ

Varun Sud, NAATI accredited translator for Australian Multi Lingual Services, Australia, 2012**

Somali
(Soomaali)

Cabbirka Garashada Hadalka: Soomaali

Omar Osman, B.A.(English) for Australian Multi Lingual Services, Australia, 2012#

Antas ng Pag-unawa ng Iba't Ibang Tao sa Pagsasalita: Tagalog

Rachelle Kay Lim, MSc candidate, University of British Columbia, Canada,
Jennifer Soriano, MHPEd, CSP-PASP and Ivan Bondoc, CSP-PASP, University of the Philippines, Philippines*

Tamil
தமிழில்

புரியும் தன்மையின் சூழல் அளவீடு: தமிழில்

Lakshmi Venkatesh, Ph.D., Adhirai Garibaldi, & Swetha Bathina, Sri Ramachandra Institute of Higher Education & Research, Chennai India ##

Thai
ภาษาไทย
แบบประเมินการฟังเข้าใจคำพูด

Benjamas Prathanee, Ph.D., Khon Kaen University, Thailand, 2012*

Welsh
(Cymraeg)

Graddfa Eglurder mewn Cyd-destun: Cymraeg

Martin J. Ball, Ph.D., University of Lafayette at Louisiana, USA*

* These translations have been checked via back translation undertaken by Australian Multi Lingual Services

**These translations were undertaken by translators who were accredited by the National Accreditation Authority for Translators and Interpreters Ltd (NAATI).

#These translations were undertaken by translators working with Australian Multi Lingual Services.

##These translations were checked (and back-translated) by colleagues and other speakers of the language as organized by the translators. Accredited back-translators were not available.

Acknowledgments

The Intelligibility in Context Scale includes seven communicative partners identified in the International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY; WHO, 2007) within Environmental Factors Chapter 3: Support and Relationships.

Funding for this project has been made available from the Australian Research Council Future Fellowship (FT0990588) awarded to Professor Sharynne McLeod.

References

Suggested citation (English version)

Suggested citation template (Translated version)

Example citation for Spanish translated version

McLeod, S., Harrison, L. J., & McCormack, J. (2012). Escala de la Inteligibilidad en Contexto: Español [Intelligibility in Context Scale: Spanish] (R. Prezas, R. Rojas, & B. A. Goldstein, Trans.). Charles Sturt University. http://www.csu.edu.au/research/multilingual-speech/ics

Key ICS references

McLeod, S., Harrison, L. J., & McCormack, J. (2012). Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648-656. https://doi.org/10.1044/1092-4388(2011/10-0130)

McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9-16. https://doi.org/10.1080/2050571X.2020.1718837

Norming and/or validation of the ICS

AUSTRALIA - McLeod, S., Crowe, K., & Shahaeian, A. (2015). Intelligibility in Context Scale: Normative and validation data for English-speaking preschoolers. Language, Speech, and Hearing Services in Schools, 46(3), 266-276. https://doi.org/10.1044/2015_LSHSS-14-0120

AUSTRALIA - McLeod, S., Harrison, L. J., & McCormack, J. (2012). Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55, 648-656. https://doi.org/10.1044/1092-4388(2011/10-0130)

CROATIA - Tomić, D., & Mildner, V. (2014). Validation of Croatian Intelligibility in Context Scale. Paper presented at the 15th International Clinical Phonetics and Linguistics Association Conference, Stockholm, Sweden. https://www.bib.irb.hr/706048?rad=706048

FIJI - Hopf, S. C., McLeod, S., & McDonagh, S. H. (2017). Validation of the Intelligibility in Context Scale for school students in Fiji. Clinical Linguistics and Phonetics, 31(7-9), 487-502. https://doi.org/10.1080/02699206.2016.1268208

FIJI - Sprunt, B., & Marella, M. (2018). Measurement accuracy: Enabling human rights for Fijian students with speech difficulties. International Journal of Speech-Language Pathology, 20(1), 89-97. https://doi.org/10.1080/17549507.2018.1428685

GERMANY - Neumann, S., Rietz, C., & Stenneken, P. (2017). The German Intelligibility in Context Scale (ICS-G): Reliability and validity evidence. International Journal of Language and Communication Disorders, 52(5), 585-594. https://doi.org/10.1111/1460-6984.12303

HONG KONG - Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics and Phonetics, 28(5), 316-328. https://doi.org/10.3109/02699206.2013.865789

HONG KONG - Kok, E. C. E., & To, C. K. S. (2019). Revisiting the cutoff criteria of Intelligibility in Context Scale-Traditional Chinese. Language, Speech, and Hearing Services in Schools, 50(4), 629-638. https://doi.org/10.1044/2019_LSHSS-18-0073

ITALY - Piazzalunga, S., Salerni, N., Limarzi, S., Fassina, S., & Schindler, A. (2020). Can you understand your child? Reliability and validity of a parent questionnaire: The Intelligibility in Context Scale: Italian. Folia Phoniatrica et Logopaedica. https://doi.org/10.1159/000506475

JAMAICA - Washington, K. N., McDonald, M. M., McLeod, S., Crowe, K., & Devonish, H. (2017). Validation of the Intelligibility in Context Scale for Jamaican Creole-speaking preschoolers. American Journal of Speech-Language Pathology, 26(3), 750-761. https://doi.org/10.1044/2016_AJSLP-15-0103

JAMAICA - Leon, M., Washington, K. N., Fritz, K. A., Leon, M., Basinger, M., & Crowe, K. (2021). Intelligibility in Context Scale: Sensitivity and specificity in the Jamaican context. Clinical Linguistics and Phonetics, 35(2), 154-171. https://doi.org/10.1080/02699206.2020.1766574

KOREA - Lee, Y. (2018). Exploring the utility of speech intelligibility rated by parents for screening children with speech sound disorders. Communication Sciences and Disorders, 23(1), 198-207. https://doi.org/10.12963/csd.17426

KOREA - Lee, Y. (2019). Validation of the Intelligibility in Context Scale for Korean-speaking pre-school children. International Journal of Speech-Language Pathology, 21(4), 395-403. https://doi.org/10.1080/17549507.2018.1485740

NETHERLANDS - Van Doornik, A., Gerrits, E., McLeod, S., & Terband, H. (2018). Impact of communication partner familiarity and speech accuracy on parents' ratings of their child for the Intelligibility in Context Scale: Dutch. International Journal of Speech-Language Pathology, 20(3), 350-360. https://doi.org/10.1080/17549507.2018.1472808

NEW ZEALAND (KOREAN) - Kim, J.-H., Ballard, E., & McCann, C. M. (2016). Parent-rated measures of bilingual children's speech accuracy: Implications for a universal speech screen. International Journal of Speech-Language Pathology, 18(2), 202-211. https://doi.org/10.3109/17549507.2015.1081284

PORTUGAL - Lousada, M., Sa-Couto, P., Sutre, D., Figueiredo, C., Fazenda, M., Lousada, M. J., & Valente, A. R. (2019). Validity and reliability of the Intelligibility in Context Scale: European Portuguese version. Clinical Linguistics and Phonetics, 33(12), 1125-1138. https://doi.org/10.1080/02699206.2019.1589579

SLOVENIA - Kogovšek, D., & Ozbič, M. (2013). Lestvica razumljivosti govora v vsakdanjem življenju: slovenščina. Komunikacija, 2(3), 28-34. http://cobiss.izum.si/scripts/cobiss?command=DISPLAY&base=COBIB&RID=9672009

SOUTH AFRICA - Pascoe, M., & McLeod, S. (2016). Cross-cultural adaptation of the Intelligibility in Context Scale for South Africa. Child Language Teaching and Therapy, 32(3), 327-343. https://doi.org/10.1177/0265659016638395

SWEDEN - Lagerberg, T. B., Hellström, A., Lundberg, E., & Hartelius, L. (2019). An investigation of the clinical use of a single-word procedure to assess intelligibility (Swedish Test of Intelligibility for Children) and an evaluation of the validity and reliability of the Intelligibility in Context Scale. Journal of Speech, Language, and Hearing Research, 62(3), 668-681. https://doi.org/10.1044/2018_JSLHR-S-18-0018

VIETNAM - Phạm, B., McLeod, S., & Harrison, L. J. (2017). Validation and norming of the Intelligibility in Context Scale in Northern Viet Nam. Clinical Linguistics and Phonetics, 31(7-9), 665-681. https://doi.org/10.1080/02699206.2017.1306110

VIETNAM - Le, X. T. T., McLeod, S. & Phạm, B. (2021, in press). Consonant accuracy and intelligibility of Southern Vietnamese children. Speech, Language and Hearing. https://doi.org/10.1080/2050571X.2021.1888195

ICS with children with speech sound disorders

McCormack, J., McLeod, S., & Crowe, K. (2019). What do children with speech sound disorders think about their talking? Seminars in Speech and Language, 40(2), 94-104. https://doi.org/10.1055/s-0039-1677760

McLeod, S., Baker, E., McCormack, J., Wren, Y., Roulstone, S., Crowe, K., . . . Howland, C. (2017). Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders. Journal of Speech, Language, and Hearing Research, 60(7), 1891-1910. https://doi.org/10.1044/2017_JSLHR-S-16-0385

McLeod, S., Harrison, L. J., McAllister, L., & McCormack, J. (2013). Speech sound disorders in a community study of preschool children. American Journal of Speech-Language Pathology, 22(3), 503-522. https://doi.org/10.1044/1058-0360(2012/11-0123)

Hoang, V. Q., Tra, T. T., Nguyen, T. T. H., Tran, T. M. D., & Cao, P. A. (2019). Đặc điểm âm lời nói của trẻ bị rối loạn âm lời nói đến khám tại bệnh viện nhi đồng 1 và trường đại học y khoa Phạm Ngọc Thạch từ tháng 1 đến tháng 6 năm 2018 [Speech sound characteristics of children with speech sound disorders at Children's Hospital 1 and University of Medicine Pham Ngoc Thach from January 2018 to June 2018]. Y Học TP. Hồ Chí Minh [Ho Chi Minh City Journal of Medicine], 23, 202-207.

ICS with children with cleft lip and palate

Cronin, A., McLeod, S., & Verdon, S. (2020). Holistic communication assessment for young children with cleft palate using the International Classification of Functioning, Disability and Health: Children and Youth. Language, Speech, and Hearing Services in Schools, 51(4), 914-938. https://doi.org/doi:10.1044/2020_LSHSS-19-00122

Seifert, M., Davies, A., Harding, S., McLeod, S., & Wren, Y. (2021). Intelligibility in 3-year-olds with cleft lip and/or palate using the Intelligibility in Context Scale: Findings from the Cleft Collective Cohort Study. The Cleft Palate-Craniofacial Journal, https://doi.org/10.1177/1055665620985747

ICS with children with autism spectrum disorders

Burton, J. M., Washington, K. N., & Samms-Vaughan, M. (2018). Parent report of communication skills of Jamaican children with autism spectrum disorder: A pilot study. Communication Disorders Quarterly, 41, 54-66. https://doi.org/10.1177/1525740118760816

ICS with adults with hearing loss

ICS with multilingual adults

Blake, H. L., McLeod, S., & Verdon, S. (2020). Intelligibility Enhancement Assessment and Intervention: A single-case experimental design with two multilingual university students. Clinical Linguistics and Phonetics, 34, 1-20. https://doi.org/10.1080/02699206.2019.1608470

Descriptions

McLeod, S. (2015). Intelligibility in Context Scale: A parent-report screening tool translated into 60 languages. Journal of Clinical Practice in Speech-Language Pathology, 17(1), 7-12.

Miller, N. (2013). Measuring up to speech intelligibility. International Journal of Language and Communication Disorders, 48(6), 601-612. https://doi.org/10.1111/1460-6984.12061

# data[].attributes.attachment_link.description
The Intelligibility in Context Scale is a quick parent report measure of children's intelligibility, developed to provide speech-language pathologists with information relating to speech sound disorders, and childhood apraxia of speech. The 7-item questionnaire rates the degree to which children's speech is understood by different communication partners (parents, immediate family, extended family, friends, acquaintances, teachers, and strangers) on a 5-point scale.

# data[].attributes.body
Information from ASHA on the types of phonological processes and their general age of elimination

# data[].attributes.attachment_link.readable_text
*These are common phonological processes (patterns). The list is not exhaustive.

**Individual differences can be significant.

References

Bauman-Waengler, J. A. (2012). Articulatory and phonological impairments. New York, NY: Pearson Higher Education.

Bernthal, J., Bankson, N. W., & Flipsen, P., Jr. (2013). Articulation and phonological disorders. New York, NY: Pearson Higher Education.
References for Likely Age of Elimination
Peña-Brooks, A., & Hegde, M. N. (2015). Assessment and Treatment of Speech Sound Disorders in Children: A Dual-Level Text. Austin, TX: PRO-ED.

Shipley, K. G., & McAfee, J. G. (2016). Assessment in speech-language pathology: A resource manual. Boston, MA: Cengage Learning.

# data[].attributes.attachment_link.description
These are common phonological processes (patterns). The list is not exhaustive. **Individual differences can be significant. References Bauman-Waengler, J. A. (2012). Articulatory and phonological impairments. New York, NY: Pearson Higher Education. Bernthal, J., Bankson, N. W., & Flipsen, P., Jr. (2013). Articulation and phonological disorders. New York, NY: Pearson Higher Education.