Receptive-Expressive-Social Hierarchy of Skills (for use with IEP goals)

Receptive Responds to basic commands-(come here stop, no, sit) Nonverbal imitation-gross motor Matching (object, picture/photo, drawing) Identifies common nouns (object, picture/photo) Following one-step directions (give me, find the, put the, point to) Identifies body parts Identification of people (family/familiar) Identifying plural markers Identifying early prepositions (in, on, under) Identifies actions Identification of people (teachers/classroom peers) Following two-step related commands Following two-step unrelated commands Following two-step directions with locations Identifying a member of a category Sort into categories Associations Identifying exclusion (not) Sequencing 2-3 part routines, events or stories Identifying simple emotions (sad, happy, mad) Expanded labels and actions (skiing, washing clothes) Identifying prepositions and adjectives Matching an object or picture to a given definition Points to and identifies opposites Expressive Imitating vowels Imitating inflection, loudness or duration of phonation Imitating syllables (CV, VC) Imitates gestures to indicate wants Spontaneous gestures Imitates words Spontaneous words for requests Spontaneous words for nonexistence (all gone, away, bye) Spontaneous words for rejection Labels people (family members) Labels actions (one word actions) Labels people (teachers/class peers) Beginning to use grammatical morphemes Uses pronouns (I, me, you) eg. for possession (my, mine) Two word utterances (action + object, action + attribute, object + location, possession+ object) Yes/no questions with intonation Uses plurals Uses irregular past tense Uses regular past tense Uses pronouns (he, she, we, your, yours, these, those) Says negatives (not, arent dont) Adds a quantifier (some, a lot, two) to nouns Elaborates with descriptive words (color, texture, size) Sentences up to 5 words Social/Play Maintain brief eye contact Nonverbal imitation-facial expressions Using objects meaningfully Solitary play Parallel play Social attention (looks at object when directed, looks in response to name) Shared attention to objects/actions (joint reference-using eye gaze to request shared interaction) Social regulation (pushes, pulls person to request item, gives item to request, points to object to request) Attends to large/small group activities for 3-5 minutes Participates in group unison activities (hokey pokey, ring around the rosey) Reciprocal interaction during structured activities (songs, fingerplays) to maintain interaction Reciprocal interaction during unstructured activities (free choice time) to maintain interaction Uses spontaneous words to request items of interest Uses spontaneous words for greetings and farewells Uses spontaneous words to protest Uses spontaneous words for commenting Turn taking with one partner Turn taking in a group Participates in cooperative play with one partner Participates in cooperative play in a group Following group verbal directions Shares unfavored item with others Shares favored item with others Emergent perspective taker

Receptive-Expressive-Social Hierarchy of Skills (for use with IEP goals)

Chooses objects described as a synonym pair Points to singular and plural objects as they are named Locates and points to possessive nouns desired Demonstrates understanding of various pronouns by choosing objects or pictures Chooses objects or pictures desired with a sentence containing the word not Points to a picture which answers a stated WH question Begins saying copula and auxiliary verbs Uses articles appropriately Describes pictures using prepositions Uses regular 3rd person singular verbs Talks about future events Expresses facts, rules, beliefs, attitudes, and emotions Asks questions by inverting word order (is he?) Produces primitive tag questions (Im going, okay?) Conjoins clauses, usually with and Answers simple "yes/no" questions Answers who, what, where questions Answers when, how, why questions Beginning to use antonyms Beginning to use synonyms Names categories Names items in a category Retells a story or talk about an event Gives directions Uses oral language to inform, to persuade, and to entertain Explains what has been learned Uses language effectively for a variety of purposes Gives accurate directions to others Summarizes and restates ideas Initiates conversation by gaining persons attention/calling name Initiates conversation with a routine script Maintains conversation by sharing information and sharing feedback (saying I know, uhuh) Maintains conversation by using appropriate topics Can terminate a conversation appropriately Describes current events Describes past/future events Uses polite markers Attempts communication repair during conversation (eg. Asking clarifying questions) Uses appropriate vocal volume/appropriate inflection Defines relationship/role of others in their environment