Activities

This occurs when the child points to a distant object to indicate that s/he wants the object Distant is defined as being out of reach. Pointing to distant object as a form or requesting shows that the child is growing in his/her understanding that another person can help him/her to get a desired item, and s/he can communicate his/her desires by pointing. Also, the child is furthering his/her understanding that pointing can reference objects that are farther away.

This occurs when the child points to a nearby object to indicate that s/he wants the object. Nearby is defined as being within reach. Pointing to nearby object as a form of requesting shows that the child is beginning to understand that another person can help him/her to get a desired item, and s/he can communicate his/her desires by pointing.

This occurs when another person points to a nearby object to request that object and the child looks at that object. Nearby is defined as being within reach. Responding to another person's point by looking at a nearby object shows that the child is beginning to understand that pointing is a form of communication that references a nearby item.

This occurs when another person points to a distant object to request that object and the child looks at the distant object. Distant is defined as being out of reach. Responding to another person's point by looking at a distant object shows that the child is beginning to understand that pointing can reference objects that are farther away and s/he is beginning to follow points as a line of sight. Also, the child is furthering his/her understanding that pointing is a form of communication.

This occurs when the child is having difficulty with a task (e.g., operating a toy) and gives an object to another person to get help. Giving to request help shows that the child is beginning to understand that other people can help with difficult tasks, and that s/he can communicate to get help.

This occurs when the child is having difficulty with a task (e.g., opening a container) and pulls another person's hand toward the task to get help. Pulling someone's hand to request help shows that the child is beginning to understand that other people can help with difficult tasks, and that s/he can communicate to get help.

This occurs when an object is far enough away that the child cannot touch it, and the child reaches towards the object. This is often an open hand reach, but could also be an action in which the child opens and close his/her hand repetitively. Reaching towards an out of reach object shows that the child wants the object and is beginning to understand that reaching will communicate to another person that s/he wants that object.

This occurs when the child combines some type of gesture, such as pointing or reaching, and/or uses vocalizations while looking at that person to indicate that they want to continue a game or activity that has paused. This illustrates that the child is beginning to understand how to engage another person and that there is some shared enjoyment during a particular activity.

This occurs when a child uses some type of action to begin a preferred game or routine. The action could be a gesture, vocalization, verbalization, or an action that is utilized in that specific game or routine. Initiation of a familiar game or routine after at least 5 minutes shows that a child is beginning to develop preferred games and routines, recognizes the need for another person in those games or routines, and can recall the games or routines outside of the immediate context.

This occurs when the child and another person are engaged in a game that involves some type of back-and-forth exchange with either actions or objects. Participation in a reciprocal game shows that the child is beginning to understand the back-and-forth nature of interactions.

RQ5b. Child points to more distant objects to request them.

RQ4b. Child points to nearby objects to request them.

RQ4a. Child looks at nearby objects when another person points to the objects as a request.

RQ5a. Child looks at distant objects when another person points to the objects as a request.

RQ3. Child gives objects to show request for help.

RQ2. Child pulls person’s hand toward objects to show request for help.

RQ1. Child reaches for out of reach object to show wanting the object.

SI6. Child combines gesture and/or vocalization/verbalization with looking at person to show wanting game to continue.

SI4. Child initiates familiar games or routines.

SI3. Child plays back-and-forth games with objects or actions.