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Early Detection Leads to Early Intervention:

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Parental Resources

Developmental Milestones:

Early Detection Leads to Early Intervention:

Although all children learn and develop differently, others may need extra help.  Here is a list of developmental skills suggested for typical infants 3 months to 3 years old:

3 MONTHS

  • Ÿ  Turn head towards bright colors and lights
  • Ÿ  Move both eyes together in the same direction
  • Ÿ  Recognize bottle or breast
  • Ÿ  React to sudden noises
  • Ÿ  Make cooing sounds
  • Ÿ  Make fists with both hands
  • Ÿ  Grasp toys or hair
  • Ÿ  Wiggle or kick with arms and legs
  • Ÿ  Lift their head and chest when on their stomach
  • Ÿ  Smile

 

6 MONTHS

  • Ÿ  Follow moving objects with their eyes
  • Ÿ  Turn toward the source of a normal sound
  • Ÿ  Reach for objects and pick them up
  • Ÿ  Switch toys from one hand to the other
  • Ÿ  Play with their toys
  • Ÿ  Help hold the bottle during feeding
  • Ÿ  Recognize familiar faces
  • Ÿ  Babble

 

12 MONTHS

  • Sit without support
  • ŸPull to a standing position
  • ŸCrawl
  • ŸDrink from a cup
  • Play peek-a-boo
  • ŸWave bye-bye
  • ŸHold out their arms and legs while being dressed
  • ŸPut objects in a container
  • ŸStack two blocks
  • ŸKnow five to six words

 

1 ½ YEARS OLD

  • Like to push, pull and dump things
  • ŸFollow simple directions — “bring the ball”
  • ŸPull off their shoes, socks, and mittens
  • ŸLike to look at pictures
  • ŸMake marks on paper with crayons
  • ŸFeed themselves
  • ŸWalk without help
  • ŸStep off a low object and keep their balance

 

2 YEARS OLD

  • Use two-to-three word sentences
  • ŸSay names of toys
  • ŸRecognize familiar pictures
  • ŸCarry something while walking
  • ŸFeed themselves with a spoon
  • ŸPlay independently
  • ŸTurn 2-3 pages at a time
  • ŸLike to imitate their parents
  • ŸIdentify hair, eyes, ears, and nose by pointing to them
  • ŸBuild a tower of four blocks
  • ŸShow affection

 

2½ YEARS OLD

  • Ÿ  Walk up steps alternating feet
  • Ÿ  Ride a tricycle
  • Ÿ  Put on their shoes
  • Ÿ  Open the door
  • Ÿ  Turn one page at a time in a book
  • Ÿ  Play with other children for a few minutes
  • Ÿ  Repeat common rhymes
  • Ÿ  Use three-to-five word sentences
  • Ÿ  Name at least one color correctly
  • Ÿ  Toilet trained

 

Here is a list of developmental skills suggested for typical developing children from 3 to 5 years old:

3 YEARS OLD

  •  Uses pronouns I, you, and me correctly
  • Ÿ  Is using some plurals and past tenses
  • Ÿ  Knows at least three prepositions, usually – in, on, under
  • Ÿ  Knows chief parts of the body and should be able to point to them
  • Ÿ  Handles three word sentences easily
  • Ÿ  Uses around 900-1000 words
  • Ÿ  About 90% of what child says should be intelligible
  • Ÿ  Starts using verbs predominantly
  • Ÿ  Understands most simple questions dealing with his environment and activities
  • Ÿ  Relates his/her experiences so that he/she can be followed with reason
  • Ÿ  Able to reason out such questions like “what should you do when you are sleepy, hungry, cool, or thirsty?”
  • Ÿ  Should be able to answer questions about his/her gender, name and age

 

4 YEARS OLD

  • Knows the names of familiar animals
  • ŸCan use at least four prepositions or can demonstrate his/her understanding of their meaning when given commands
  • ŸNames common objects in picture books or magazines
  • Knows one or more colors
  • ŸCan repeat 4 digits when they are given slowly
  • ŸCan usually repeat four syllable words
  • ŸOften indulges in make believe
  • ŸTalks about activities he/she is doing
  • ŸUnderstands such concepts as longer and larger when they are shown in contrast
  • ŸReadily follows simple commands like “go get the ball” when the ball is not in sight
  • ŸCan use descriptive words spontaneously
  • ŸCan count to ten
  • Speech should be completely intelligible in spite of articulation problems

 

 kidssoccer 

Behaviors Characterized by Autistic Children

Communication problems may include:

  • Cannot start or maintain a social conversation
  • Communicates with gestures instead of words
  • Develops language slowly or not at all
  • Does not adjust gaze to look at objects that others are looking at
  • Does not refer to self correctly (for example, says “you want water” when the child means “I want water”)
  • Does not point to direct others’ attention to objects (occurs in the first 14 months of life)
  • Repeats words or memorized passages, such as commercials
  • Uses nonsense rhyming

 

Social interaction:

  • Does not make friends
  • Does not play interactive games
  • Is withdrawn
  • May not respond to eye contact or smiles, or may avoid eye contact
  • May treat others as if they are objects
  • Prefers to spend time alone, rather than with others
  • Shows a lack of empathy

 

Response to sensory information:

  • Does not startle at loud noises
  • Has heightened or low senses of sight, hearing, touch, smell, or taste
  • May find normal noises painful and hold hands over ears
  • May withdraw from physical contact because it is over stimulating or overwhelming
  • Rubs surfaces, mouths or licks objects
  • Seems to have a heightened or low response to pain

 

Play:

  • Doesn’t imitate the actions of others
  • Prefers solitary or ritualistic play
  • Shows little pretend or imaginative play

 

Behaviors:

  • “Acts up” with intense tantrums
  • Gets stuck on a single topic or task (perseveration)
  • Has a short attention span
  • Has very narrow interests
  • Is overactive or very passive
  • Shows aggression to others or self
  • Shows a strong need for sameness
  • Uses repetitive body movements

 

If your child is having difficulty with developing these skills please seek help.  Early help makes a difference and services are provided free of cost to all eligible children under Early Intervention Regulations.

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Parental Involvement is the Key

During each step of the therapeutic/educational process, parental involvement is essential and will be encouraged.  Parents will be trained to become an intrinsic and vital part of the intervention process of meeting their children’s needs.  Parents know their own children best and must play an essential role in that child’s instructional programs/overall goals.  It is crucial to include parents as active participants to ensure that the outcomes, goals, and strategies most important to the family are incorporated into the intervention.

Parental Resources

LINKS:

Autism Spectrum Disorder
http://www.webmd.com/brain/autism/autism-spectrum-disorders

Recognizing Developmental Delays in children
http://www.webmd.com/parenting/baby/recognizing-developmental-delays-birth-age-2

Hearing Impairment in children
http://kidshealth.org/parent/general/eyes/hear.html

Gross and fine motor delays in children
http://www.whattoexpect.com/developmental-delays-in-children/fine-motor-delays-and-gross-motor-delays-in-toddlers.aspx

NYS Department of Health (DOH)
http://www.health.ny.gov/community/infants_children/early_intervention/

NYC Department of Education
http://schools.nyc.gov/default.htm