Language Development by attipscast

Receptive Stage 1:

attipscast — 2016-06-23 14:10:06 UTC

Glances at a person or visual stimulation for one second

Shows a physical response to noise (turns head, stops moving, jumps, etc.)

Expressive Stage 1:

attipscast — 2016-06-23 14:25:42 UTC

Cries when uncomfortable

Smiles, coos, giggles, or otherwise shows enjoyment when attention is given

Glances at a person or visual stimulation for one second

Shows a physical response to noise (turns head, stops moving, jumps, etc.)

Expressive Stage 2

attipscast — 2016-06-23 14:29:42 UTC

Looking at a person or visual stimulation for a sustained time (3 seconds or more)

Makes one sound besides crying such as producing a vowel-like sound (Ah, Uh, Ee, gurgles, sighs, grunts, squeals).

Imitating a facial expression, such as a smile.

Receptive Stage 2:

attipscast — 2016-06-23 14:41:05 UTC

Looking at a person or visual stimulation for a sustained time (3 seconds or more)

Localizes or looks at or for the source of a sound.

Expressive Stage 3

attipscast — 2016-06-23 14:45:02 UTC

Anticipates what will happen next within a familiar routine (laughs, closes eyes, tenses body, etc.)

Protesting by gesturing or vocalizing.

Vocalizes at least two different sounds such as /puh/, /guh/, /ee/, /ah/

Reaches for, touches, or points to what is wanted when only one thing is present.

Imitates some vocalizations.

Assumption

attipscast — 2016-06-23 14:50:55 UTC

Not students with motor impairments

Receptive Stage 3

attipscast — 2016-06-23 14:56:27 UTC

Interrupts activity when her or his name is called.

Anticipates what will happen next within a familiar routine (laughs, closes eyes, tenses body, etc.)

Receptive Stage 4

attipscast — 2016-06-23 15:07:19 UTC

Responds to a gesture combined with a one word verbal cue (such as "come", "look", "go", etc.).

Responds by looking at or touching a familiar named object or picture in a natural or play-based exchange when the object is presented in isolation (ex. Car, Book, Ball)

Responds to stern tone of voice when hearing an inhibitory term (such as "no", "stop", etc.)

Receptive Stage 5

attipscast — 2016-06-23 15:17:17 UTC

Shows an understanding of a specific action word or phrase to follow a one-step direction within a familiar activity provided a gestural cue (such as "Push it", "Put in", "Help me", "Get up", "Give me", "Want more")

Responds by looking at or touching a familiar named object or picture in a natural or play-based exchange when the object is presented with other objects (ex. Car, Book, Ball)

Expressive Stage 4

attipscast — 2016-06-23 15:19:57 UTC

Gets attention from others using gestures or behaviors (such as leading an adult, purposefully throwing items, pushing an item to an adult, etc.)

Babbles at least two syllables together (not necessarily with meaning) such as /gah gah/, /gah bee/ -

Takes two turns during playful interactions with another person (peekaboo, knocking blocks down, etc.)

Attempts to imitate some single words.

Reaches for, touches, or points to what is wanted when two options are presented (making a choice between two).

Receptive Stage 6

attipscast — 2016-06-23 15:49:17 UTC

Shows an understanding of a specific action word or phrase to follow a one-step direction within a familiar activity provided a gestural cue (such as "Push it", "Put in", "Help me", "Get up", "Give me", "Want more")

Reacts by looking when asked a "Where" question. (Where is Daddy?)

*Follows one-step familiar directions which includes three or more words in varying orders (You eat it, Your turn to go, Sit down there, Give me more, Put it up)

Shows an understanding of spatial concepts (ex. in, off, out, of)

When does one understand the different tenses (Present, past, etc.)?

Shows an understanding of three pronouns (ex. me, my, your).

Expressive Stage 5

attipscast — 2016-06-23 16:35:50 UTC

Spontaneously produces at least one word (or approximation) with any intent which includes verbalizing pointing at a picture, signing, or using a speech generating device.

Initiates a social exchange (including turn-taking, greetings, chasing games, show objects to others, etc.)

Expressive Stage 6

attipscast — 2016-06-23 17:17:08 UTC

Produces a total of three different words (total number of words known in vocabulary/lexicon)

Produces a single word to indicate location. (ex. up, there, here, down, on, in)

Produces a single word to ask a question. (ex. go? where? mine? more?)

Produces a single word to answer a question. (ex. yes, no, here, there, it, mine, that, this)

Produces a single word to make a request. (ex. mine, want, help, go, finished, come, look)

Produces a single word to label. (ex. it, that, this, you, me).

Produces a single word to indicate ownership. (ex. mine, you, your, me)

Produces a single word to protest. (ex. no, stop, finished, mine)

Produces a single word to give directions. (ex. go, up, down, stop, play, get, read, put)

Create Two

attipscast — 2016-06-23 17:17:53 UTC

Make two Google Forms - one for expressive.

Note, Pragmatic, Semantics, and Syntax are woven in

Receptive Stage 7

attipscast — 2016-06-23 17:29:36 UTC

Responds by looking at or touching a familiar named object or picture in a natural or play-based exchange when the use of an object is described (ex. What do you use to drink?, Where do you sleep, What do you ride?)

Expressive Stage LATER

attipscast — 2016-06-23 17:56:54 UTC

*Produces three different words (total number of words known in vocabulary/lexicon)

Produces two word to indicate location.

Produces a single word to ask a question.

Produces a single word to answer a question.

Produces a single word to make a request.

Produces a single word to label.

Produces a single word to indicate ownership.

Produces a single word as a greeting.

Produces a single word to protest.

Produces a single word to give directions.

Produces a single word to comment on a person, environment, or activity.

Expressive Stage 9

attipscast — 2016-06-23 17:58:58 UTC

Produces a total of 26 to 50 different words

Produces at least two different single words to indicate location (ex. up, there, here, down, on, in)

Produces a variety of single words to ask a question (ex. go? where? mine? more?)

Produces a variety of single words to answer a question (ex. yes, no, here, there, it, mine, that, this)

Produces a variety of single words to make a request (ex. mine, want, help, go, finished, come, look)

Produces a variety of single words to label (ex. it, that, this, you, me)

Produces a variety of single words to indicate ownership (ex. mine, you, your, me)

Produces a variety of single words as a greeting

Produces a variety of single words to protest (ex. no, stop, finished, mine)

Produces a variety of single words to give directions (ex. go, up, down, stop, play, get, read, put)

Produces a variety of single words to comment on a person, environment, or activity. (ex. good, bad, like, love)

Likert Scale

attipscast — 2016-06-27 16:19:51 UTC

4 points - for each bulletin point.

-Never
-Occasionally
-Usually
-Always

attipscast — 2016-06-27 16:28:22 UTC

Accept any method of communication (verbal, sign, etc)

Expressive Stage 7

attipscast — 2016-06-27 16:57:13 UTC

*Produces a total of four to ten different words (total number of words known in vocabulary/lexicon)

Expressive Stage 8

attipscast — 2016-06-27 17:03:03 UTC

Produces a total of 11 to 25 different words

Produce a single word to indicate location. (ex. up, there, here, down, on, in)

Produces a single word to ask a question. (ex. go? where? mine? more?)

Produces a single word to answer a question. (ex. yes, no, here, there, it, mine, that, this)

Produces a single word to make a request. (ex. mine, want, help, go, finished, come, look)

Produces a single word to label. (ex. it, that, this, you, me).

Produces a single word to indicate ownership. (ex. mine, you, your, me)

Produces a single word to protest. (ex. no, stop, finished, mine)

Produces a single word to give directions. (ex. go, up, down, stop, play, get, read, put)

Produces a single word to comment on a person, environment, or activity. (ex. good, bad, like, love)

Expressive Stage 10

attipscast — 2016-06-27 17:12:28 UTC

Produces a total of more than 50 words.

Combines two words to indicate location (ex. up there, it in, it there, come here, she out)

Combines two words to ask a question (ex. where go?, my turn?, I have?, eat this? drink it?)

Combines two words to answer a question (ex. read more, go fast, its here)

Combines two words to make a request (ex. want more, I have, go slow, you sit, watch me)

Combines two words to label, comment, or describe (ex. that big, it fast, that bad, it good, red one, it blue).

Combines two words to indicate ownership (ex. it mine, my turn, it hers, it his)

Combines two words to deny, reject, or protest (ex. no go, stop it, stop that, you stop, I finished, not me, not like, that bad, you bad)

Combines two words to give directions (ex. put in, you up, go there, eat it, get that, go fast, slow down, you look)

Uses the plural s (Think on this? How to do plural s on core vocabulary? Practice Fringe? Answer: Use some nouns and practice with fringe)

Uses present progressive verb forms - ing(ex. eating, finding, putting, making, looking, loving, helping, going, stopping, turning)

Uses at least three pronouns (ex. I, you, me, my)

Uses words to express quantity (ex. more, big, little, some, a lot, many, all)

Uses words in phrases that change the meanings of the individual words - phrasal verbs - include hyperlink to list w/examples and definition (slow down, get out, go on, I get it!)

Expressive Stage 11

attipscast — 2016-06-27 17:33:23 UTC

Combines three or more words to indicate location (ex.go up there, it is in, it is there, you come here, she goes out)

Combines three or more words to ask a question (ex. where it go?, it is my turn?, Can I have?, you eat this? Can I drink it?)

Combines three or more words to answer a question (ex. I read more, it goes fast, it is here)

Combines three or more words to make a request (ex. I want more, I have it, I go slow, I sit there, watch me do it)

Combines three or more words to label, comment, or describe (ex. that is big, it is fast, that is bad, it is good, that red one, it is blue)

Combines three or more words to indicate ownership (ex. it is mine, it is my turn, this is hers, that is his)

Combines three or more words to deny, reject, or protest (ex. do not go, you stop it, stop that please, you stop that, I finished it, it is not mine, do not like it, that is bad, you are bad)

Combines three or more words to give directions (ex. put it in, you go up, you go there, you eat it, you get that, go there fast, slow it down, you look at it)

Uses two irregular past tense verbs (ex. went, came, heard, felt, did, saw, got, said, thought, made, took, knew)

Uses the possessive s ('s) (ex. his, hers, yours, ours, theirs)

Uses "is" and "are" as the main verb (ex. It is there, where is it?, there it is, he is fast, she is big)

What Do We Call This

attipscast — 2016-06-28 01:47:24 UTC

LCPS The Continuum of Expressive Language (COLE).

attipscast — 2016-06-28 19:40:00 UTC

Quick List of Phrasal Verbs

attipscast — 2016-06-28 19:48:01 UTC

http://www.phrasalverbdemon.com/list.htm

Phrasal Verb List

attipscast — 2016-06-28 19:55:08 UTC

http://www.norbertschmitt.co.uk/uploads/phave-list-frequency-ranking.pdf

Modeling Throughout the Day Receptively

attipscast — 2016-06-30 13:38:09 UTC

Focus 30 minutes a day on a target that is later in the continuum. For example, in order for a student to learn +ing, you don't start practicing at Stage 10. You start practicing at Stage 1 and model thousands of times. To make sure you are modeling +ing, plan for it explicitly. Plan for a time where communication partners are modeling this (during this 30 min the adults will model using +ing). This is something that needs to be covered during training.

Goal of this:

attipscast — 2016-06-30 15:45:02 UTC

To create a continuum to measure expressive language. Every student will leave ECSE with a way to use symbolic language to effectively exchange communication with an unfamiliar person. Reference this in Goal

Major Decision

attipscast — 2016-06-30 15:54:01 UTC

Since the county is having problems with expressive language, and not receptive and because the goal of this project is to develop a system of measurement of expressive, we decided, at least for now, to NOT continue a separate receptive track. We left all our work here though, in case we need to continue it later

Receptive language

attipscast — 2016-06-30 16:42:02 UTC

Where do these go? Do these put these in?
-attends to a short story

-follows directions involving body parts

attipscast — 2016-06-30 16:43:06 UTC

(Stopping here for now. Keep building this out for Elementary and Secondary students)

Bibliography

attipscast — 2016-06-30 16:48:56 UTC

The COLE was developed by reviewing the following typical language development guides:

1. REEL - Receptive-Expressive Emergent Language Test- Third Edition, PRO-ED 2003
2. Preschool Language Scale, 4th Edition, PsychCorp 2002.
3. Developmental Rainbow Early Childhood Development Profile, Family Child Learning Center, G. Mahoney, F. Mahoney, 1996
4. Functional Communication Profile - Revised, Linguisystems 2003
5. Communication Matrix
6. Communication Milestones - Laura Book
7. Virginia Building Blocks
8. Owens Book.
9. Gold Teaching Strategies
10. PHAVE- List http://www.norbertschmitt.co.uk/uploads/phave-list-frequency-ranking.pdf
11. Brown's Stages
12. Core Vocabulary Studies - Banajee, Marvin, etc.
13. Phrasal Verbs Study

How to Use this Tool

attipscast — 2016-06-30 17:33:08 UTC