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Milestones for Age One

• Recognizes name
• Says 2-3 words besides “mama” and “dada”
• Imitates familiar words
• Understands simple instructions
• Recognizes words as symbols for objects: Car – points to garage, cat – meows

Activities to Encourage your Child’s Language at Age One

• Respond to your child’s coos, gurgles, and babbling
• Talk to your child as you care for him or her throughout the day
• Read colorful books to your child every day
• Tell nursery rhymes and sing s ongs
• Teach your child the names of everyday items and familiar people
• Take your child with you to new places and situations
• Play simple games with your child such as “peek-a-boo” and “pat-a-cake”

Milestones for Two and Three

• Identifies body parts
• Carries on ‘conversation’ with self and dolls
• Asks “what’s that?” And “where’s my?”
• Uses 2-word negative phrases such as “no want”
• Forms some plurals by adding “s”; book, books
• Has a 450 word vocabulary
• Gives first name, holds up fingers to tell age
• Combines nouns and verbs “mommy go”
• Understands simple time concepts: “last night”, “tomorrow”
• Refers to self as “me” rather than by name
• Tries to get adult attention: “watch me”
• Likes to hear same story repeated
• May say “no” when means “yes”
• Talks to other children as well as adults
• Solves problems by talking instead of hitting or crying
• Answers “where” questions
• Names comm on pictures and things
• Uses short sentences like “me want more” or “me want cookie”
• Matches 3-4 colors, knows big and little

Activities to Encourage your Child’s Language at Ages Two and Three

• Repeat new words over and over
• Help your child listen and follow instructions by playing games: “pick up the ball, ” “Touch Daddy’s s nose”
• Take your child on trips and talk about what you see before, during and after the trip
• Let your child tell you answers to simple questions
• Read books every day, perhaps as part of the bedtime routine
• Listen attentively as your child talks to you
• Describe what you are doing, planning, thinking
• Have the child deliver simple messages for you (Mommy needs you, Daddy)
• Carry on conversations with the child, preferably when the two of you have some quiet time together
• Ask questions to get your child to think and talk
• Show the child you understand what he or she says by answering, smiling, and nodding your head
• Expand what the; child says. If he or she says, “more juice”, You say, “Adam wants more juice.”

Milestones for Three and Four

• Can tell a story
• Has a sentence length of 4-5 words
• Has a vocabulary of nearly 1000 words
• Names at least one color
• Understands “yesterday”, “summer”, “lunchtime”, “tonight”, “little-big”
• Begins to obey requests like “Put the block under the chair”
• Knows his or her last name, name of street on which he/she lives and several nursery rhymes

Activities to Encourage Your Child’s Language at Ages Three and Four

• Talk about how objects are the same or different
• Help your child to tell stories using books and pictures
• Let your child play wit other children
• Read longer stories to your child
• Pay attention to your child when he’s talking
• Talk about places you’ve been or will be going

Milestones for Four and Five

• Has sentence length of 4-5 words
• Uses past tense correctly
• Has a vocabulary of nearly 1500 words
• Points to colors red, blue, yellow and green
• Identifies triangles, circles and squares
• Understands “In the morning” , “next”, “no on time”
• Can speak of imaginary conditions such as “I hope”
• Asks many questions, asks “who?” And “why?”

Activities to Encourage your Child’s Language at Ages Four and Five

• Help your child sort objects and things (ex. things you eat, animals, etc.)
• Teach your child how to use the telephone
• Let your child help you plan activities such as what you will make for Thanksgiving dinner
• Continue talking with him about his interests
• Read longer stories to him
• Let her tell and make up stories for you
• Show your pleasure when she comes to talk to with you

Milestones for Five and Six

• Has a sentence length fo 5-6 words
• Has a vocabulary of around 2000 words
• Defines objects by their use (you eat with a fork) and can tell what objects are made of
• Knows spatial relations like ” on top”, “behind”, “far” and “near”
• Knows her address
• Identifies a penny, nickel and dime
• Knows comm on opposites like “big/little”
• Understands “same” and “different
• Counts ten objects
• Asks questions for information
• Distinguished left and right hand in herself
• Uses all types of sentences, for example “let’s go to the store after we eat”

Activities to Encourage your Child’s Language for Ages Five and Six

• Praise your child when she talks about her feelings, thoughts, hopes and fears
• Comment on what you did or how you think your child feels
• Sing songs, rhymes with your child
• Continue to read longer stories
• Talk with him as you would an adult
• Look at family photos and talk to him about your family history
• Listen to her when she talks to you

Milestones by Age One

• smiles spontaneously
• responds differently to strangers than to familiar people
• pays attention to own name
• responds to no
• copies simple actions of others

Milestones for One and Two

• recognizes self in mirror or picture
• refers to self by name
• plays by self; initiates own play
• imitates adult behaviors in play
• helps put things away

Milestones for Two and Three

• plays near other children
• watches other children; joins briefly in their play
• defends own possessions
• begins to play house
• symbolically uses objects, self in play
• participates in simple group activity
• knows gender identity

Milestones for Three and Four

• joins in play with other children; begins to interact
• shares toys; takes turns with assistance
• begins dramatic play, acting out whole scenes

Milestones for Four and Five

• plays and interacts with other children
• dramatic play is closer to reality, with attention paid to detail, time, and space
• plays dress-up
• shows interest in exploring sex differences

Milestones for Five and Six

• chooses own friends
• plays simple table games
• plays competitive games
• engages in cooperative play with other children involving group decisions, role assignments, fair play

Milestones for Age One

• follows moving object with eyes
• recognizes differences among people; responds to strangers by crying or staring
• responds to and imitates facial expressions of others
• responds to very simple directions
• imitates gestures and actions
• puts small objects in and out of container with intention

Milestones for One and Two

• imitates actions and words of adults
• understands and follows simple, familiar directions
• responds to words or commands with appropriate action
• is able to match two similar objects
• looks at storybook pictures with an adult, naming or pointing to familiar objects on request
• recognizes difference between you and me
• has very limited attention span
• accomplishes primary learning through own exploration

Milestones for Two and Three

• responds to simple directions
• selects and looks at picture books, names pictured objects, and identifies several objects within one picture
• matches and uses associated objects meaningfully
• stacks rings on peg in order of size
• recognized self in mirror, saying baby, or own name
• can talk briefly about what he/she is doing; imitates adult actions
• has limited attention span; learning is through exploration and adult direction
• is beginning to understand functional concepts of familiar objects and part/whole concepts

Milestones for Three and Four

• recognizes and matches six colors
• intentionally stacks blocks or rings in order of size
• draws somewhat recognizable picture that is meaningful to child if not to adult; names and briefly explains picture
• asks questions for information: why and how questions requiring simple answers
• knows own age
• knows own name
• has short attention span; learns through observing and imitating adults and by adult instruction and explanation; is very easily distracted
• has increased understanding of concepts of the functions and grouping of objects and part/whole
• begins to be aware of past and present

Milestones for Four and Five

• plays with words: creates own rhyming words, says or makes up words having similar sounds
• points and names four to six colors
• matches pictures of familiar objects
• draws a pers on with two to six recognizable parts, such as head, arms, and legs; can name or match drawn parts to own body
• draws, names, and describes recognizable pictures
• rote counts to five, imitating adult
• knows own street and town
• has more extended attention span; learns through observing and listening to adults, as well as through exploration; is easily distracted
• has increased understanding of concepts of function, time, part/whole relationships; function or use of objects may be stated in addition to names of objects
• time concepts are expanding; can talk about yesterday or last week, about today, and about what will happen tomorrow

Milestones for Five and Six

• retells story from picture book with reasonable accuracy
• names some letters and numerals
• rote counts to ten
• sorts objects by single characteristics
• is beginning to use accurately time concepts of tomorrow and yesterday
• uses classroom tools meaningfully and purposefully
• begins to relate clock time to daily schedule
• attention span increases noticeably; learns through adult instruction; when interested, can ignore distraction
• concepts of function increase as well as understanding of why things happen; time concepts are expanding into an understanding of the future in terms of major events

Behavior Analyst Certification Board
The Behavior Analyst Certification Board, Inc. (BACB) us a nonprofit corporation established as a result of credentialing needs identified by behavior analysts, state governments, and consumers of behavior analysis services.

Association for Behavior Analysis International
The Association for Behavior Analysis International (ABA International) is a nonprofit professional membership organization with the mission to develop, enhance, and support the growth and vitality of behavior analysis through research, education, and practice.

Behavior Analyst Online
The Behavior Analyst Online develops and deploys new resources making them available on the internet free of charge to the public. These resources will be dedicated to educating the public about Behavior Analysis as well as serving as a resource for professionals involved in research and/or application of principles of Behavior Analysis.

What Works Clearing House
The What Works Clearinghouse was established in 2002 by the U.S. Department of Education’s Institute of Education Sciences to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education.

SRI International – Disability Policy
Children and families achieve their full potential when their communities are healthy and supportive. Families can face challenges from economic disadvantages, disabilities, teenage parenthood, neighborhood decay, and other risk factors.

The Center for Education and Human Services evaluates outcomes of policies and programs, from community services and school partnerships to statewide early childhood programs and federal special education and disability policies.

Positive Behavior Support Special Interest Group
This is a Special Interest Group (SIG) of the Association for Behavior Analysis International. Their mission is to promote and disseminate positive behavior support within the field of behavior analysis.

Positive Behavioral Interventions and Supports
The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

Educational and Community Supports
Educational and Community Supports (ECS) is a research unit within the College of Education at the University of Oregon that has operated since 1972.

ECS focuses on the development and implementation of practices that result in positive, durable and scientifically substantiated change in the lives of individuals with disabilities and their families. Federal and state funded projects support research, teaching, dissemination and technical assistance activities.

Research groups affiliated with ECS currently focus on positive behavior support, inclusive schools, transition, and adult services.

Center for Evidence-Based Practice
The Center for Evidence-Based Practice: Young Children with Challenging Behavior is funded by the U.S. Department of Education, Office of Special Education Programs to raise the awareness and implementation of positive, evidence-based practices and to build an enhanced and more accessible database to support those practices.

Do2Learn
Looking for fun and free activities to do at home with your kids? This is the place.

Odyssey Charter Schools
Looking for a no-cost public school alternative that genuinely cares about students with different needs? This is the place.

Our Speech-language pathologists, sometimes called speech therapists, assess, diagnose, treat, and help to prevent speech, language, cognitive-communication, behavior pragmatic language, voice, swallowing, fluency, and other related disorders.

Our Speech-language pathologists work primarily with children who cannot produce speech sounds, or cannot produce them clearly; those with speech rhythm and fluency problems, such as stuttering; people with voice disorders, such as inappropriate pitch or harsh voice; those with problems understanding and producing language; those who wish to improve their communication skills by modifying an accent; and those with cognitive communication impairments, such as attention, memory, and problem solving disorders. They also work with children who have swallowing difficulties.

Speech, language, and swallowing difficulties can result from a variety of causes including stroke, brain injury or deterioration, developmental delays or disorders, learning disabilities, cerebral palsy, cleft palate, voice pathology, mental retardation, hearing loss, or emotional problems. Problems can be congenital, developmental, or acquired. Speech-language pathologists use qualitative and quantitative assessment methods, including standardized tests, as well as special instruments, to analyze and diagnose the nature and extent of speech, language, and swallowing impairments. Our Speech-language pathologists develop an individualized plan of care, tailored to each patient’s needs. For individuals with little or no speech capability, speech-language pathologists may implement methods used to teach children symbolic communication, including Picture Exchange Programs, automated devices and sign language, and teach their use. They teach these individuals how to make sounds, attend to others, improve their voices, or increase their oral or written language skills to communicate more effectively. They also teach children how to use their communication in social situati ons using incidental teaching and social skills classes and other specialized teaching techniques to insure mastery and generalization across settings. They also teach individuals how to strengthen muscles or use compensatory strategies to swallow without choking or inhaling food or liquid. Speech-language pathologists help patients develop, or recover, reliable communication and swallowing skills so patients can fulfill their educational, vocational, and social roles.

Our Speech-language pathologists keep records on the initial evaluation, progress, and discharge of clients. This helps pinpoint problems, tracks client progress, and justifies the cost of treatment when applying for reimbursement. They counsel individuals and their families concerning communication disorders and how to cope with the stress and misunderstanding that often accompany them. They also work with family members to recognize and change behavior patterns that impede communication and treatment and show them communication-enhancing techniques to use at home.

Please contact us for more information on the full range of services that we offer to charter schools.

• How to Conduct an Ecological Assessment in the Classroom Setting
• How to Provide Support to a Student with Autism Spectrum Disorder and Related Developmental Disabilities in the General Education Setting.
• How to Provide Support to Students with Autism Spectrum Disorder and Related Developmental Disabilities in the Community Setting.
• How to Collect Data on Target Behaviors During Across Settings and Activities
• Introduction to Autism Spectrum Disorders and Related Disorders.
• Introduction to Basic Behavioral Principles Utilized in the School Setting.
• What is my Role on the Playground?

• Provision of Support to Students with Autism Spectrum Disorders and Related Developmental Disabilities
• Design and Implementation of Play and Social Interaction Skills for Peers With and Without Disabilities
• Development of a Functional Communication System for Students with Autism Spectrum Disorders and Related Developmental Disabilities.
• What is the Function of My Behavior?
• How to Teach Replacement Behaviors.

• Provision of Support to Related Service Personnel Who Provide Service to Students with Autism Spectrum Disorder and Related Developmental Disorders.
• How to Provide Support to Students with Autism Spectrum Disorder and Related Developmental Disorders within the Classroom Setting.
• How to Address the Challenging Behaviors That Interfere With Learning in the Therapy Setting.
• Strategies for Effective Instruction in the Therapy Setting.