September 14, 2021
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.
September 14, 2021
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.
September 14, 2021
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.
September 14, 2021
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.
September 14, 2021
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.
September 14, 2021
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.
September 14, 2021
This occurs when the child is engaged in a game or routine with another person, and that person stops the activity. Then, the child uses some form of communication, potentially gestures, vocalizations, verbalizations or gaze, to indicate that they want more of the game or routine. A signal for continuation after a brief pause shows that the child is beginning to understand that his/her actions can influence the actions of another person.
September 14, 2021
This occurs when the child is engaged in a game or routine with another person, and looks at the person in expectation of an even or action. A look of anticipation during a game or routine shows that the child is beginning to recognize that their communication partner is contributing to the routine in some way and the child is expecting something to occur or continue to occur.
September 13, 2021
This occurs when the child expands familiar games and routines in different ways such as switching roles, including different people, adding a new step or element, or using new materials. Expansion of games or routines shows that the child is beginning to generalize social interaction skills to different people, settings, materials, or actions.
September 8, 2021
This occurs when a child uses two hands to play with a toy in any way. Playing with a toy using both hands shows the child is learning about the physical properties of the toy.