COD SKILL NAME TASK OBJECTIVE QUESTION

A1 COOPERATION AND Take reinforcer When offered a known When you hold out and offer a known
REINFORCER when offered reinforcing item or activity, reinforcer, will the student take the
EFFECTIVENESS the student will take/ use the reinforcer?
item or activity.

A2 COOPERATION AND Take a reinforcer When offered one reinforcing When you hold out and offer a reinforcer
REINFORCER from two choices item or activity and another and a non-reinforcing item, will the student
EFFECTIVENESS of items non-reinforcing item or take the reinforcer?
activity, the student will select
the reinforcing item or activity.

A3 COOPERATION AND Look at a non- Student will look at and track If you hold up a non- reinforcing item, will
REINFORCER reinforcing item changes in location of a non- the student look at it and watch it as you
EFFECTIVENESS reinforcing item presented by move it to different locations in front of the
an instructor. student?

A4 COOPERATION AND Take a common When offered a common When you hold out and offer an item, wiil
REINFORCER object when object, the student will take the student take the object?
EFFECTIVENESS offered the item.

A5 COOPERATION AND Approaches when When a specific tangible
REINFORCER a response is reinforcer is available and
EFFECTIVENESS required for there is a clearly identified
reinforcement requirement for a known
response to be performed,
the student will approach the
instructor and perform the
required response (I.e., the
student knows that there is a
reinforcer available but that
he will need to approach the
instructor and do a simple
task to get the reinforcer).
When one of the child's reinforcers is
available but the child must engage in a
known response to receive the reinforcer,
does the student approach and perform
the response being requested? Do
reinforcers maintain their value when
simple responses (beyond approach and
taking) are required?

A6 COOPERATION AND Responds to

REINFORCER instructor
EFFECTIVENESS controlled
reinforcers
A7 COOPERATION AND Responds for
REINFORCER multiple instructors
EFFECTIVENESS
A8 COOPERATION AND Waits without
REINFORCER touching stimuli
EFFECTIVENESS
A9 COOPERATION AND Looks to instructor
REINFORCER for instruction
EFFECTIVENESS
A 10 COOPERATION AND Scans items in When an instruction is When student is participating in a learning
REINFORCER array before presented during a series of activity that involves instructional
EFFECTIVENESS responding learning tasks that involve materials, does the student scan the
instructional materials, the materials prior to responding to
student will attend to the instructions?
instruction then scan the
materials prior to responding
to the instruction.

A 11 COOPERATION AND Responds quickly When engaged in a series of When student is given an instruction while
REINFORCER when given an learning tasks, the student participating in a learning activity, does he
EFFECTIVENESS instruction will respond quickly when an follow the instruction immediately after it is
instruction is presented. given?

A 12 COOPERATION AND Variation in A variety of items and Will the student work for a variety of items
REINFORCER reinforcement activities serve as reinforcers and activities as reinforcement?
EFFECTIVENESS (non-edible)

A 13 COOPERATION AND Intermittent The student will work for Will the student work for intermittent
REINFORCER tangible intermittent reinforcement. (occasionally delivered) reinforcement?
EFFECTIVENESS reinforcement

A 14 COOPERATION AND Instructor The student will work for Will the student work to get to do a fun
REINFORCER interaction reinforcement that involves activity (reinforcement) with the instructor ?
EFFECTIVENESS reinforcement fun interaction with the
instructor.

A 15 COOPERATION AND Looks for After completing a task, when When student is participating in a learning
REINFORCER instructor's engaged in a series of activity, does he look for changes in
EFFECTIVENESS change in facial learning activities, the student instructor's facial expression and voice
expression and will orient to the instructor that provide feedback regarding the
voice such as to observe the correctness of the response?
changes in instructor's facial
expression and voice that
provide feedback regarding
the correctness of the
response .
A 16 COOPERATION AND Responds to Praise will serve as an Does praise serve as an effective
REINFORCER social reinforcers effective reinforcer for the reinforcer?
EFFECTIVENESS student.

A 17 COOPERATION AND Waits The student will be able to Does the student wait appropriately if a
REINFORCER appropriately if wait appropriately if a reinforcer is not delivered immediately
EFFECTIVENESS reinforcer delivery reinforcer is not delivered following a behavior?
is delayed immediately following a
behavior.
A 18 COOPERATION AND Seeks approval The student will seek Does the student seek approval for work
REINFORCER for task completion recognition for his which he has done well or completed?
EFFECTIVENESS accomplishments.

A 19 COOPERATION AND Task completion Completion of a task serves Does the completion of a task serve as an
REINFORCER serves as as an effective reinforcer for effective reinforcer?
EFFECTIVENESS reinforcer the student.

B1 VISUAL PERFORMANCE Puzzle with a When given single, uniquely- Can the student put single, uniquely-
single-piece type shaped pieces from an inset shaped puzzle pieces into a frame board?
of inset puzzle; the student will put
the puzzle pieces into the
puzzle frame.

B2 VISUAL PERFORMANCE Form box When provided a form box or Can the student put pieces in a form box
shape sorter and its pieces, or shape sorter?
the student will be able to put
the pieces into the
corresponding holes in the
form box.
B3 VISUAL PERFORMANCE Match identical When given an object the Can the student match objects to an
objects to sample student will match to an identical object presented in an array of
identical object in an array of three items?
three items.

B4 VISUAL PERFORMANCE Match objects to When given an item, the
pictures student will match the object
to one of three pictures in an
array.
B5 VISUAL PERFORMANCE Match identical When given a picture, the
pictures to sample student will match to an
identical picture in an array of
three pictures.
Can the student match objects to
corresponding pictures?
Can the student match pictures to an
identical picture presented in an array of
three pictures?

B6 VISUAL PERFORMANCE Match pictures to When given a picture of an Can the student match pictures of objects
objects item, the student will match to corresponding objects?
the picture to one of three
objects in an array.
B7 VISUAL PERFORMANCE Fluent matching When given a group of ten Is the student able to match pictures to an
pictures of items, the student identical picture in an array of ten pictures
will match those pictures to in a one-after-the-other manner?
an identical picture in an
array of ten pictures in quick
succession.

B8 VISUAL PERFORMANCE Sort non- identical When given a variety of non- Can the student sort non- Identical items
items identical objects or pictures into piles when samples of those items
representing three items, and are displayed in an array (e.g., dogs,
given an array of sample trees, people)?
items for each of the three
items, the student will sort
non- identical items into the
appropriate groups (e.g., all
the dogs, all the trees, all the
people).
 B9 VISUAL PERFORMANCE Block designs on When given a block design Can the student do block designs on a
picture card card, student will place the picture card?
blocks in the appropriate
location on the design card
disregarding extra blocks.

B 10 VISUAL PERFORMANCE Puzzles with When given uniquely-
multiple shaped, connecting puzzle
connecting pieces pieces which fit into an
in an inset-type irregularly shaped inset
frame frame, the student will
complete the puzzle.
B 11 VISUAL PERFORMANCE Puzzles with a When given a square-edged
square-edged framed puzzle, the student
border frame will complete the puzzle.
Can the student complete puzzles with
uniquely- shaped connecting pieces which
fit into an irregularly-shaped inset frame?
Can the student complete puzzles with
connecting pieces which fit into a square-
edged frame?

B 12 VISUAL PERFORMANCE Block designs When given a block design Can the student do block designs from
from picture card, student will place looking at a picture of a design?
blocks to make the design
shown on the card.

B 13 VISUAL PERFORMANCE Sequence pattern When given a visual Can the student match a pattern of visual
to match a visual sequence pattern consisting stimuli?
model of items {e.g., colored
blocks), the student will
arrange items to match the
pattern.

B 14 VISUAL PERFORMANCE Puzzles with When given irregularly-
multiple pieces shaped, non-interlocking
which must be puzzle pieces, student will
juxtaposed correctly juxtapose the pieces
to form a picture.
B 15 VISUAL PERFORMANCE Jigsaw puzzles When given a standard
jigsaw puzzle (interlocking
pieces without a frame), the
student will correctly
complete the puzzle.
When there is no frame, can the student
juxtapose (i.e., place together) non-
interlocking puzzle pieces to make a
picture?
Can the student complete standard jigsaw
puzzles (i.e., interlocking pieces without a
frame)?

B 16 VISUAL PERFORMANCE Match Given an array of items or
associated pictures, the student will be
pictures able to match an item that is
associated with one of the
items in the array (e.g.,
match a bat to picture of a
ball).
When given a display of objects or
pictures and given a different item, can
the student match the item from the
display that is associated with the item
being presented (e.g., match a bat to a
ball when shown an array of a ball, a cup,
and a shoe)?
B 17 VISUAL PERFORMANCE Sort by function When provided with a sample
of two items that have
different functions and shown
a demonstration of matching
another item that has the
same function, the student
will be able to sort additional
pictures that have the same
functions with the correct
sample items.
B 18 VISUAL PERFORMANCE Sort by feature When provided with a sample
of two of items that have
different features/parts and
shown a demonstration of
matching another item that
has the same feature/part,
the student will be able to
sort additional pictures that
have the same features/parts
with the correct sample items.
B 19 VISUAL PERFORMANCE Sort by class When provided with a sample
of three different classes of
items and shown a
demonstration of matching
another member of each
class, the student will be able
to sort additional pictures that
match the class to which the
item belongs.
B 20 VISUAL PERFORMANCE Delayed After having been shown a
replication of a model of items in a specific
sequence sequence and then having
the model removed, the
student will be able to
replicate the sequence.
B 21 VISUAL PERFORMANCE Delayed finding a When shown a specific item
sample and it is removed, and five
items are then presented
(one being the same as the
original item), the student will
be able to find the initial item.
When provided with a model of items that
are used for a certain function, can the
student sort pictures of items into groups
of items that have the same function (e.g.,
scissors with ones you cut with, pen with
things you write with)?
When provided with a model of items that
have a certain feature/part, can the
student sort pictures of items into groups
of items that have the same feature/part
(e.g., dog with the ones that have tails, car
with the ones that have wheels, blue items
with blue items, striped items with other
things that have stripes)?
Can the student sort pictures of items into
classes to which the item belongs when
provided with a model of items from each
class (e.g., dog with other animals, shirt
with other clothing)?
Can the student replicate a sequence of
items after having been shown a model of
items in a specific sequence and then
having the model removed?
Can the student find an item which had
previously been shown to the student after
it has been removed, and then presented
in an array of three items (one being the
same as the original item)?
B 22 VISUAL PERFORMANCE Extend a When given a model of items Can the student continue adding items in
sequence pattern in a specific sequence the correct sequence when given a model
(regular and irregular), the of items in a specific sequence?
student will be able to
continue adding items in the
correct sequence (e.g.,
ABABAB, ABCABC,
ABBABB, AABAAB,
ABBCABBC)

B 23 VISUAL PERFORMANCE Replicate simple Given a set of blocks or other When given a simple 3- dimensional
3-dimensional items and a model of a model, can the student arrange blocks
objects simple 3-dimensional object and other items to make a duplicate
(e.g., a house, car), the structure (e.g., a house, car)?
student will be able to
arrange the blocks or other
items to replicate the
structure.

B 24 VISUAL PERFORMANCE Dependent The student will be able to
matching observe a person placing
sequence multiple identical objects on a
table and then place a
different item on each of
those items immediately after
each one of the first type of
item has been placed.
If a person put a set of identical items on a
table, is the student able to place a
second item on each of those placed
items immediately after each of the first
items was placed on the table?

B 25 VISUAL PERFORMANCE Seriation When given a model of the Can the student arrange items in a logical
start and end of a continuum, order (i.e., by size, quantity, shade of
student will be able to color, sequence of completion, order --
arrange additional task ABC's, 123's)?
stimuli in the appropriate
order by size, quantity, shade
of color, and sequence.

B 26 VISUAL PERFORMANCE Picture sequences The student will be able to Can the student arrange pictures
arrange a set of picture cards depicting a logical sequence of events?
in the appropriate sequence.

B 27 VISUAL PERFORMANCE Mazes The student will be able to Can the student draw a line from the start
draw a line from the start to to the end of simple mazes?
the end of simple mazes.
C1 RECEPTIVE LANGUAGE Responds to own Student will look at or come Will the student look at or come to a
name to a person when called by person when called by his name?
his name.

C2 RECEPTIVE LANGUAGE Follow instructions When given instructions to do Will the student follow an instruction to do
to do an enjoyable a preferred activity in the an enjoyable action under the conditions
action in context context of the ongoing when the activity usually occurs (e.g., "Go
activity, the student will swing" at recess)?
comply with the instructions.

C3 RECEPTIVE LANGUAGE Follow instructions Upon request, student will If you hold up a reinforcing item and ask
to look at a look at a reinforcing item held the student to look at it, will the student
reinforcing item by an instructor. look at the item?

C4 RECEPTIVE LANGUAGE Follow instructions Upon instruction, the student If you hold up a desirable item in various
to touch a will touch a preferred item locations, will he reach out and touch or
reinforcing item in held in various positions. grab it on instruction (e.g., "Touch ," or
various positions "(name of item)"?

C5 RECEPTIVE LANGUAGE Follow instructions Upon instruction, the student If you hold up a common item in various
to touch a will touch a common item locations, will he reach out and touch it on
common item in held in various positions. instruction. (e.g., "Touch ," or "(name of
various positions item)"?

C6 RECEPTIVE LANGUAGE Follow instructions The student will comply with Will the student follow an instruction to do
to do an enjoyable instructions to do a preferred an enjoyable action even when it is not
action out of activity even though it is not under the conditions which the activity
context occurring at that time. usually occurs (e.g., "Go swing" while
inside)?
C7 RECEPTIVE LANGUAGE Follow instructions The student will comply with
in routine the instructions to do a non-
situations preferred activity when the
activity is presently occurring.
C8 RECEPTIVE LANGUAGE Follow instructions The student will follow
to give a named, instructions which require him
non-reintorcing to give a named, non-
object reinforcing item.
C9 RECEPTIVE LANGUAGE Follow instructions The student will comply with
to do a simple instructions to do a simple
motor action motor task (e.g., clap, turn
around, arms up).
C 10 RECEPTIVE LANGUAGE Follow instructions When asked to touch an
to touch item vs. a object that is being held and
distracter an empty hand is held out as
a distracter (or the object is
placed on a table with
another neutral item such a
styrofoam cube used as a
distracter), the student will
touch the named object.
C 11 RECEPTIVE LANGUAGE Follow instructions When asked, the student will
to select one select a named reinforcing
reinforcing item item from an array of two
from an array of objects held or placed in any
two objects position in front of him.
C 12 RECEPTIVE LANGUAGE Follow instructions Upon request, the student will
to select one of be able to select an object
two reinforcing named by the instructor from
items an array of two reinforcing
objects held or placed in any
position in front of him.
C 13 RECEPTIVE LANGUAGE Follow instructions Upon request, the student will Can the student select a specified object
to select one of be able to select an object
two common named by the instructor from
objects an array of two common
objects held or placed in any
position in front of him.
C 14 RECEPTIVE LANGUAGE Select one of two Upon request, student will
pictures of select a picture named by the
common items instructor from an array of
two pictures of common
items held or placed in any
C 15 RECEPTIVE LANGUAGE Touch own body Theposition in front
student will of
behim.
able to
parts follow directions to touch
parts of his own body.
Will the student follow an instruction to do
a non- preferred activity at the time when
the activity usually occurs (e.g., "Wash
hands" before lunch)?
When an adult holds out his hand and
asks for an item, will the student follow
instructions to give a named, non-desired
item?
Will the student follow an instruction to do
a simple motor action upon request (e.g.,
"Clap hands")?
If you hold up an object in one hand and
hold up your other empty hand (or the
object is placed on a table with another
neutral item such a styrofoam cube used
as a distracter) will the student touch the
named object when instructed?
If you hold up or place two items in any
position near the student (one being a
reinforcer) and ask him to select the
reinforcer, can he do it?
if you hold up or place two reinforcing
objects in any position near the student
and ask him to select one of them, can he
do it?
from a selection of two common objects?
Can the student select a specified picture
of an item from a selection of two pictures
of common items?
If you ask the student to touch a part of
his body, can he do it?
C 16 RECEPTIVE LANGUAGE Select one of six The student will select a If you place six or more objects on a table
or more objects specified object for at least in any position and ask the student to
on a table 100 common objects when select one of those items, can he select
the object is presented in an the named object?
array of six or more objects
on a table in any position in
front of the student.

C 17 RECEPTIVE LANGUAGE Select one o< six The student will select a If you place six or more pictures of
or more pictures specified picture for at least common objects on a table in any position
on a table 100 common objects when and ask the student to select one of those
the picture is presented in an items, can he select the named object?
array of six or more pictures
on a table in any position in
front of the student.

C 18 RECEPTIVE LANGUAGE Acquires new The student will be able to Does the student learn new receptive
selection skills acquire selection skills for discrimination skills for new common
without intensive many new common objects items within five presentations?
training or pictures of items after
being required to select the
items less than five times.

C 19 RECEPTIVE LANGUAGE Fluent receptive The student will be able to
discriminations point to or select known items
from an array upon request
when presented in quick
succession.
Is the student able to point to or select
known items from an array upon request
when presented in a one-after-the-other
manner?

C 20 RECEPTIVE LANGUAGE Varied The student will be able to Can the student select specified objects
instructions to select objects and pictures and pictures when provided with a variety
select using any named by the instructor while of instructions to select those items (e.g.
response using a variety of instructions "Show
to select those items (e.g.
"Show me ," "Where is the ,"
"Can you find the ," "Touch
the ").

C 21 RECEPTIVE LANGUAGE Point to body The student will be able to If you ask the student to point to body
parts on others or follow directions to point to parts of other people or touch pictures of
pictures body parts of other people or body parts, can he do it?
touch pictures of body parts. See Appendix 4; Body Parts List
C 22 RECEPTIVE LANGUAGE Touch own pieces The student will be able to If you ask the student to touch a piece of
of clothing follow directions to touch clothing on his body, can he do it?
clothing items on his own
body.
C 23 RECEPTIVE LANGUAGE Touches parts of The student will be able to If you ask the student to show you the
items follow directions to touch parts of an item (picture or object), can he
specified parts of items (e.g., point to the named parts?
door and window of a house,
wheel and door of a car)

C 24 RECEPTIVE LANGUAGE Select adjectives The student will be able to Can the student select a specific item
select between two similar when you hold up two items that vary in
items that vary on one only one dimension (i.e., adjectives)?
dimension (i.e., adjectives).

C 25 RECEPTIVE LANGUAGE Selects items by The student will be able to If you ask the student to "Give me that
following select an item by attending to one," while looking at a specific item, will
another's gaze the eye orientation of another the student be able to select the correct
person. item?

C 26 RECEPTIVE LANGUAGE Follows hand The student will be able to
signals follow hand signals from an
adult to come, sit, stand, go
to a location, and perform an
action when signaled (e.g.,
stand up or clap hands when
point to the child).
Does the student follow hand signals from
an adult to come to the adult, sit down,
stand, and go to a location to which the
adult is pointing, and perform an action
when signaled?

C 27 RECEPTIVE LANGUAGE Follow an Student will be able to walk Can the student walk across the room to
instruction to go to across the room to go to a go to a specified person?
a person specified person.

C 28 RECEPTIVE LANGUAGE Follow an Student will be able to walk Can the student walk across the room to
instruction to give across the room to go to a go to a specified place or person and
an item to a specified place or person and place or deliver an item?
person or place place or deliver an item (e.g.,
item on an object give pen to Jim).

C 29 RECEPTIVE LANGUAGE Follow an Student will be able to walk Can you ask the student walk across the
instruction to walk across the room to go to a room to go to a specified place or person
to someone and specified place or person and and get a requested item?
get a named item get a requested item.

C 30 RECEPTIVE LANGUAGE Follow an Student will be able to walk Can you ask the student to go to a person
instruction to go to across the room to go to a and perform an action (eg. Give a hug)
a person and do specified person and perform
an action a stated action (eg. Give Jim
a hug)
C 31 RECEPTIVE LANGUAGE Specific motor The student will select
responses in common objects and pictures
receptive tasks with a specific motor
response when given variety
of instructions specifying the
response required to select
those items (eg. Touch ,
Point to, Give me, Pick up,
Get the
C 32 RECEPTIVE LANGUAGE Demonstrates a The student will comply with
specified action instructins to do a simple
with an object action whenn presented with
when given several objects, one of which
diffrent objects is used to perform the action
C 33 RECEPTIVE LANGUAGE Multiple actions The student will be able to
with an object perform a specific action with
a specific object, when
several diffrent objects are
present that coukd be used to
demonstrate the requested
action.
C 34 RECEPTIVE LANGUAGE Demonstrates a The stundent will comply with Will the student follow an instruction to do
specified pretend instructions to do a pretend an action even when it is not the
action activity. conditions under which the activity usually
occurs (eg. Show me laughing)
C 35 RECEPTIVE LANGUAGE Select one of Upon request, the student will
three pictures select a specified action
representing picture from an array of three
actions pictures on a table in any
position in front of the student.
C 36 RECEPTIVE LANGUAGE Select associated Given an array of items or
pictures pictures and asked, "What
goes with this?," the student
will be able to select the item
which is used with the item
being shown (e.g., select a
bat when shown a picture of
a ball).
C 37 RECEPTIVE LANGUAGE Select by function Student will be able to select
(intermediate learner ) objects or pictures of items
when told the item's function.
Can the student make selections of
objects and pictures when given a variety
of instructons which specify the response
required to select those items (eg. 'Touch',
'Point to', 'Give me', 'Pick up', 'Get')?
Will the student follow an instruction to do
a simple action when presented with
several objects, one of which is used to
perform the action (eg. Display of a pencil
and a pillow aninstructed to 'show me
writing'?
Can the student demonstrate action using
a variety of objects (eg. With a car, a train,
a ball, a brush, and a toy dog present,
student can follow directions to show me
'brushing dog', brushing arm', rolling car,
rolling car, rolling car
Can the student select a specified picture
of an action from a selection of three
pictures representing actions?
See Appendix 8: Actions and Verbs List
Note: This skill can be demonstrated with
any type of selection response (e.g., point
to, pick up, give me, touch, show me,
where is, find the)
When given a display of objects or
pictures and shown a different item and
asked, "What goes with this?," can the
student select an item from the display
which is used with the item being
presented (e.g., select a bat when shown
a picture of a ball)?
See Appendix 1: Association List
Can the student select objects or pictures
of items when told the item's function
[e.g., Give me the one(s) you cut with,
write with, etc.]?
C 38 RECEPTIVE LANGUAGE Select by feature Student will be able to select Can the student select objects or pictures
(intermediate learner) objects or pictures of items of items when told the item's features or
when told the item's features parts [e.g., Give me the one(s) with a tail]?
or parts.

C 39 RECEPTIVE LANGUAGE Select by class Student will be able to select Can the student select objects or pictures
(intermediate learner ) objects or pictures of items of items when told the class to which the
when told the class to which item belongs e.g., Give me the animal(s)]?
the item belongs.

C 40 RECEPTIVE LANGUAGE Select two items Upon request, the student will
from a larger set select two specified objects
or pictures from a larger
selection of objects on a
table in front of the student.
Can the student select two specified
objects or pictures from a larger selection
of objects on a table in front of the
student?

C 41 RECEPTIVE LANGUAGE Select two items Upon request, the student will Can the student select two specified
in sequence from select two specified objects items, in the order requested, from a
a larger set or pictures, in the order larger selection of pictures on a table in
requested, from a larger front of the student?
selection of pictures on a
table In front of the student.

C 42 RECEPTIVE LANGUAGE Select community The student will be able to Can the student select pictures of
helpers select pictures of common common community helpers in his
community helpers in his environment?
environment.
C 43 RECEPTIVE LANGUAGE Locate objects in The student will be able to Can the student locate pictures of objects
larger, complex locate pictures of objects within a complex picture which contains a
picture within a larger, complex variety of other objects?
picture.

C 44 RECEPTIVE LANGUAGE Locate objects The student will be able to Can the student locate pictures of objects
from parts of locate objects when only when only shown parts of the objects
objects in larger, shown parts of the objects presented within a complex picture.
complex picture within a larger, complex
picture.

C 45 RECEPTIVE LANGUAGE Select common The student will select When listening to a tape recording of
environmental appropriate pictures when the common sounds, or upon hearing a
sounds sound which is paired with natural environmental sound and asked
that item is heard. "What do you hear?," will the student
select a picture of the item which makes
the sound?
C 46 RECEPTIVE LANGUAGE Selects all The student will be able to
examples of an follow directions to select all
item the examples of a specified
item (e.g., all the cats).
C 47 RECEPTIVE LANGUAGE Select single Given a scene or a varied set
items with two of objects or pictures, the
specified student will be able to select
characteristics a specified item which has
the two specified
characteristics (e.g., "The big
red ball," "The hot breakfast
cereal").
C 48 RECEPTIVE LANGUAGE Select set of items Given a set of objects or
with a specified pictures which vary only on a
characteristic single characteristic, the
student will be able to select
all of the items which have a
single specified characteristic
(i.e., adjectives such as "The
red ones").
C 49 RECEPTIVE LANGUAGE Select set of items Given a varied set of objects
with two specified or pictures, the student will
characteristics be able to select all of the
items which have the two
specified characteristics
(e.g., adjectives, parts or
other features, function, or
class of the item).
C 50 RECEPTIVE LANGUAGE Follows a multiple The student will be able to
component select three items in a
sequence specified sequence.
instruction
C 51 RECEPTIVE LANGUAGE Receptive The student will be able to
prepositions follow instructions which
include selections involving
prepositions.
C 52 RECEPTIVE LANGUAGE Receptive The student will be able to
pronouns follow instructions which
include selections involving
pronouns.
C 53 RECEPTIVE LANGUAGE Select pictures Student will be able to select
representing a pictures of scenes or pictures
location or an of activities.
activity presented
in a scene
C 54 RECEPTIVE LANGUAGE Selects pictures Student will be able to select
representing pictures of faces depicting
emotions various emotions.
If you show the student an array or items,
can he select all the examples of a
specified item from that larger group of
items?
Can the student select a specified item
which has the two specified characteristics
(e.g., "The big red ball," "The hot breakfast
cereal") from a scene or a larger set of
similar items?
Can the student select multiple items
which have a specified characteristic from
a larger set of similar items which vary
along a single characteristic (i.e.,
adjectives)?
See Appendices 5 & 6: Adjectives List &
Colors and Shapes List
Can the student select multiple items
which have two specified characteristics
from a larger set of similar items which
vary along those two characteristics (e.g.,
adjectives, parts or other features,
function, or class of the item)?
See Appendices 5 & 6: Adjectives List &
Colors and Shapes List
Can the student select items in a specified
sequence (e.g., "Touch the shoe, then
touch the sock")?
Can the student follow directions which
require selections involving prepositions?
See Appendix 9: Prepositions List
Can the student follow directions which
require selections involving pronouns?
See Appendix 10: Pronouns List
Can the student select pictures of specific
locations and activities when presented
with an array of pictures In which one of
the pictures represent the location or
activity?
Can the student select pictures of faces
depicting a variety of emotions?
C 55 RECEPTIVE LANGUAGE Selects "same" When the student is provided Can the student select an item which is
and "different" with a display of two items, "Same" and "Different" from an array of
then shown a third item which two items when shown a third item which
matches one of the two matches one of the two displayed items?
displayed items and told to
either to "Find same," or to
"Find different," he will select
the corresponding item in the
display.

C 56 RECEPTIVE LANGUAGE Select non- Student will be able to point Will the student point to or select items
examples to or select items which are which do not meet a specified criterion
non- examples of a specified (e.g., not food, not an animal, not green)?
category of items (e.g., not
food, not yellow, not used to
cook, does not have a tail).

C 57 RECEPTIVE LANGUAGE Selects pictures of The student will be able to Can the student select pictures
social interactions select pictures representing a representing a variety of social
variety of social interactions interactions (e.g., playing, arguing)?
(e.g., playing, arguing).

D1 IMITATION Motor imitation Upon request, student will Will the student imitate a motor action
using objects imitate a motor activity with using an item/object when asked to "Do
an object. this"?

D2 IMITATION Motor imitation Upon request, student will Will the student imitate a motor action
using objects in a imitate a motor activity requiring a discrimination of an object
discrimination requiring a discrimination of when asked to "Do this"?
an object.
D3 IMITATION Motor imitation of Upon request, student will Will the student imitate a gross motor
gross motor imitate a gross motor action when asked to "Do this" and
movement with movement when provided provided with verbal prompts?
verbal prompts with verbal prompts.

D4 IMITATION Imitation of leg Upon request, student will Will the student imitate a gross motor
and foot imitate a gross motor activity action involving foot and leg movements
movements involving foot and leg when asked to "Do this"?
movements.

D5 IMITATION Imitation of arm Upon request, student will Will the student imitate a gross motor
and hand imitate a gross motor activity action involving arm and hand movements
movements involving arm and hand when asked to "Do this"?
movements.
D6 IMITATION Imitation Upon request, student will Will the student imitate both actions that
discriminating imitate similar actions that require him to demonstrate holding a
static and kinetic require him to discriminate static position and those that require him
motor whether the action requires to imitate a similar action that requires
movements either a static (held position) repeated movement when asked to "Do
or a kinetic (movement) this" ?
motor movement.

D7 IMITATION Varied imitation The student will imitate Can the student imitate actions when the
instructions actions when any of a variety instructions are varied?
of instructions are used to
indicate that he is to imitate
an action.

D8 IMITATION Imitation of gross Upon request, student will Will the student imitate gross motor
motor actions imitate gross motor movements that he observes being
modeled in a movements that he observes modeled by others in a mirror when asked
mirror being modeled by others in a to "Do this" ?
mirror.

D9 IMITATION Imitation of head Upon request, student will Will the student imitate a gross motor
movements imitate a gross motor activity action involving head movements when
involving head movements. asked to "Do this"?

D 10 IMITATION Imitation of mouth Upon request, student will Will the student Imitate a motor action
and tongue imitate a motor activity involving his mouth and tongue when
movements involving mouth and tongue asked to "Do this"?
movements.
D 11 IMITATION Imitation of Upon request, student will Will the student imitate facial/oral motor
facial/oral motor imitate facial/oral motor movements that he observes being
movements movements that he observes modeled by others in a mirror when asked
modeled in a being modeled by others in a to "Do this" ?
mirror mirror.
 D 12 IMITATION Motor imitation of Upon request, student will Will the student imitate a fine motor action
fine motor imitate a fine motor activity. when asked to "Do this"?
movement

D 13 IMITATION Imitation of Upon request, student will
touching objects imitate touching objects in a
in sequence sequence at the same time
as a person modeling the
sequence.
D 14 IMITATION Imitation of Upon request, student will
blowing imitate both short and
sustained blowing actions
when modeled by others.
Will the student imitate touching objects in
a sequence switching to touch the next
item when the model touches that item?
Will the student imitate both short and
sustained blowing actions when modeled
by others when asked to "Do this" ?

D 15 IMITATION Imitate speed of Upon request, student will Will the student imitate a motor action
an ongoing action imitate a motor activity involving the manipulation of an object
with objects involving manipulating an matching the speed of an ongoing model
object matching the speed of when asked to "Do this"?
the ongoing model.

D 16 IMITATION Imitate speed of a Upon request, student will
recently modeled imitate a motor activity
action with objects involving manipulating an
object matching the speed of
a recently modeled action.
Will the student imitate a motor action
involving the manipulation of an object
matching the speed of a recently modeled
action when asked to "Do this"?

D 17 IMITATION Imitate speed of Upon request, student will Will the student imitate a gross motor
an action imitate a gross motor activity action matching the speed of the model
matching the speed of the when asked to "Do this"?
model.

D 18 IMITATION Imitation of Upon request, student will Will the student imitate touching objects in
touching objects imitate touching objects in a a sequence after the sequence of items to
in sequence sequence after the sequence be touched has been demonstrated?
following a model of items to be touched has
been demonstrated.

D 19 IMITATION Imitation of a Upon request, student will When asked to "Do this," will the student
sequence of imitate a sequence of motor imitate a sequence of motor actions along
actions switching actions along with a model with a model immediately switching from
with model immediately switching from one action to another following the lead of
one action to another the model ?
following the lead of the
model.
D 20 IMITATION Imitation of a Upon request, student will Will the student imitate a sequence of
sequence of imitate a sequence of motor motor actions when asked to "Do this"
actions activities. followed by a model of a sequence of
actions?
D 21 IMITATION Imitation of the Upon request, student will Will the student imitate a gross motor
intensity of an imitate a gross motor activity action matching the Intensity of the model
action matching the intensity of the when asked to "Do this"?
model.

D 22 IMITATION Imitation of the Upon request, student will Following a demonstration by a model, will
number of imitate a motor movement for the student imitate the same number of
repetitions of a the same number of repetitions of an action when asked to "Do
motor movement repetitions as was just this"?
modeled.

D 23 IMITATION Simultaneous Upon request, student will When asked to "Do this" then shown a
imitation of motor imitate a motor movement demonstration that combines an action
movement and a along with a corresponding and a vocalization, will the student imitate
vocalization vocalization. the same combination of motor action and
vocalization ?
D 24 IMITATION Motor imitation Upon request, student will Will the student imitate a sequence of
sequence using imitate a sequence of actions actions using multiple objects when asked
multiple objects using multiple objects. to "Do this"?

D 25 IMITATION Imitates motor Without being told to imitate
movement without each action, student will
a direct verbal imitate gross motor actions
prompt modeled by an individual, lor
the social recognition of
being able to match the
actions.
D 26 IMITATION Spontaneously Student will spontaneously
imitates the imitate a gross motor activity
actions of others modeled by an individual who
is not standing directly in
front of the student
Does the student imitate the gross motor
actions of others, for only the personal
satisfaction or for the social recognition of
being able to match the actions?
Does the student spontaneously imitate
the actions of others who are not directly
in front of him (i.e., without having to be
prompted or told to imitate the action)?

D 27 IMITATION Delayed imitation Upon request or when
labeling his own actions,
student will be able to
demonstrate actions which
he observed several hours
earlier in the day
Does the student imitate actions which he
observed earlier in the day either
spontaneously while labeling his behavior,
or upon request?
E1 VOCAL IMITATION Imitates sounds The student will imitate a Can the student imitate sounds upon
on request sound when you say ,"Say request?

E2 VOCAL IMITATION Imitates sequence The student will be able to Is the student able to repeat a sequence
of single sounds repeat a series of individual of sounds immediately after they are
switching with a sounds presented in quick presented in a one-after-the-other
model succession. manner?

E3 VOCAL IMITATION Imitates initial When a word is modeled for Can the student imitate the initial sounds
sounds of words the student, he will be able to of words which are modeled to them.
separate sound imitate the initial sounds of
combinations that word.

E4 VOCAL IMITATION Imitation of The student will be able to Is the student able to repeat his known
multiple repeat a variety of separate sounds in a variety of combinations in
sounds in combination in which the sounds are presented?
E5 VOCAL IMITATION Imitation of short which the student
The student must
will be able to
If a sound is presented in a deliberately
& fast vs. repeat sounds matching the slow or fast manner, is the child able to
elongated/slow speed of the presented match the speed that sounds are said to
sounds sound. him?

E6 VOCAL IMITATION Imitation of the Upon request, student will Following a demonstration by a model, will
number of imitate a sound for the same the student Imitate the same number of
repetitions of a number of repetitions as was repetitions of a sound when asked to "Say
sound just modeled. (sound)"?

E7 VOCAL IMITATION Imitation of a held The student will be able to
sound to a second repeat sound combinations in
sound which the model requires the
student to hold or elongate
the first sound and smoothly
transition to a second sound
(not merely say two separate
sounds).
Is the student able to repeat a
combination of sounds that requires the
student to hold or elongate the first sound
and smoothly transition to a second sound
(not merely say two separate sounds)?

E8 VOCAL IMITATION Consonant- The student will be able to Is the student able to able to repeat
vowel/ vowel- repeat sound combinations in simple sound combinations involving a
consonant which the model requires the single vowel and a consonant?
combinations student to repeat consonant-
vowel and vowel consonant
combinations (e.g., "eat,"
"up," "go," "me")

E9 VOCAL IMITATION Consonant- vowel- The student will be able to Is the student able to repeat sound
consonant- vowel repeat sound combinations in combinations in which the model requires
which the modei requires the the student to repeat consonant- vowel-
student to repeat consonant- consonant-vowel combinations
vowel-consonant-vowel
combinations (e.g., "mama,"
"dada," "peepee," "meme")
 E 10 VOCAL IMITATION Consonant- vowel- The student will be able to Is the student able to repeat sound
consonant repeat sound combinations combinations (words) in which the model
combinations (words) in which the model requires the student to repeat consonant-
requires the student to repeat vowel- consonant combinations
consonant- vowel-consonant
combinations (e.g., "mom,"
"dad," "top," "pig")

E 11 VOCAL IMITATION Imitates When a word which contains
consonant blends consonant blends are
modeled for the student, he
will be able to accurately
imitate the words.
Can the student imitate words which
include consonant blends (e.g., STReet,
CHip, reaCH, againST, riNG)?

E 12 VOCAL IMITATION Imitation of words The student will imitate a Can the student imitate words upon
on request word when you say ,"Say " request (including the final sounds of the
word)?

E 13 VOCAL IMITATION Imitation of The student will imitate a Can the student imitate phrases upon
phrases on phrase when you say ,"Say request?
request

E 14 VOCAL IMITATION Imitation of The student will imitate a Can the student imitate a sequence of
number sequence of numbers when numbers upon request (e.g., a phone
sequences on you say ,"Say " number)?
request

E 15 VOCAL IMITATION Imitation of short The student will be able to If a word is presented in a deliberately
& fast vs. repeat words matching the slow or fast manner, will the child match
elongated/slow speed of the presented word. the speed that words are said to him?
words

E 16 VOCAL IMITATION Imitation of loud The student will be able to If a word is presented in a deliberately
vs. soft sounds repeat words matching the loud or quiet (whispered) manner, will the
and words volume of the presented word. child match the volume that words are
said to him?

E 17 VOCAL IMITATION Imitation of low vs. The student will be able to If a word is presented in a deliberately
high sounds and repeat words matching the high or low pitched voice, will the child
words pitch/tone of the presented match the pitchAone that words are said
word. to him?

E 18 VOCAL IMITATION Repeat short The student will be able to go Is the student able to deliver a short
message to to a person repeat a short message to others?
another person statement that he was told to
say to the person.
E 19 VOCAL IMITATION Spontaneous The student will Does the child spontaneously imitate
imitation of words spontaneously imitate words. words?

E 20 VOCAL IMITATION Spontaneous The student will Does the child spontaneously imitate
imitation of spontaneously imitate phrases?
phrases phrases.

F1 REQUESTS Requests by The student will be able to
(Early Learner) indicating specifically indicate items
and activities which he wants
by pointing to, pulling to, or
standing by the particular
items or activities (without
using words or sign language)
Does the student indicate specific items
and activities which he wants by pointing
to, pulling to, or standing by the particular
items and activities (without using words
or sign language)?
Note: This task should also be scored a
"2" if the student spontaneously requests
at least 3 items or activties (as defined in
F5) at least 5 times per day.

F2 REQUESTS Multiply controlled The student will ask for what If you ask "What do you want?" with the
(Early Learner) requests he wants when the reinforcer reinforcer present and an imitative prompt
is present and a word or a (word or a sign) will the student ask for the
sign given. item?

F3 REQUESTS Requesting with The student will ask for what Does the student ask for reinforcing items
(Early Learner) the reinforcer he wants with the reinforcer or events using either words or signs?
present and when present using either words or
asked "What do signs.
you want?"

F4 REQUESTS Requesting when The student will ask for items If you ask "What do you want," will the
(Early Learner) asked "What do that he wants with no student ask for an item or an activity?
you want?" reinforcers present.

F5 REQUESTS Spontaneous The student will How many specific items or activities can
(Early Learner) requests with spontaneously ask for at the student spontaneously ask for using a
items present (No least 10 items that he wants specific response (Spoken word or with an
prompts) using a specific response American Sign Language sign) when the
(Spoken word or with an items are present?
American Sign Language
sign) when the items are
present.
F6 REQUESTS Spontaneous The student will
requests with spontaneously ask for at
items not present least 10 items that he wants
(No prompts) using a specific response
(Spoken word or with an
American Sign Language
sign) when the items are not
present.
How many specific items or activities can
the student spontaneously ask for using a
specific response (Spoken word or with an
American Sign Language sign) when the
items are not present?
New. Note: Items F2 - F5 should each be
scored a "4" of the student receives a
score of "4" on this task.

F7 REQUESTS Requests with eye The student will make eye Does the student look at people when he
contact contact when asking a is asking for items, actions or information?
person for items, actions or
information.

F8 REQUESTS Request others to The student will be able to Does the student ask others to perform
perform an action ask others to perform specified actions ?
specified actions.

F9 REQUESTS Requests missing When only given some of the When an item is needed to complete a
items needed for items necessary to do an task, does the student ask for the missing
a task activity, the student will ask item?
for the missing item.
F 10 REQUESTS Requests with Student will be able to ask for Can the student indicate he wants or does
head movements or reject offered items and not want an item or activity by saying or
or by saying activities using head using head movements to specify "Yes" or
Yes/No movements to specify "Yes" "No"?
or "No."

F 11 REQUESTS Requests using The student will ask Can the student ask for items, actions, or
sentences questions in a sentence form information using a sentence?
to obtain items, actions, or
information.

F 12 REQUESTS Requests help The student will ask for help Can the student ask for help (e.g., "Help
when he needs assistance me")?

F 13 REQUESTS Acquires novel The student will be able to
requests without acquire new requests for
intensive training many new objects, actions, or
information after being
required to request those
items less than five times.
Is the student able to acquire new
requests for many new objects, actions, or
information after being required to request
those items less than five times?

F 14 REQUESTS Requests attention The student will be able to Does the student ask others to attend to
ask others to attend to his his actions (e.g., "Mommy, look at me,"
actions. "Watch this")?

F 15 REQUESTS Request others to The student will be able to Can the student ask others to remove an
remove an item or ask others to remove an item item or stop activity?
stop an activity or stop an activity.
 F 16 REQUESTS Requests using The student will be able to Can the student ask for items using
adjectives ask for items using adjectives adjectives (e.g., big horse)?
(e.g., big horse). See Appendix 5: Adjectives List

F 17 REQUESTS Requests using The student will be able to Can the student ask for items using
prepositions ask for items using prepositions (e.g., in the box)?
prepositions (e.g., in the box). See Appendix 9: Preposition List

F 18 REQUESTS Requests future The student will be able to Does the student ask for items or actions
items or events ask for items or actions which which he may want to obtain in the future?
he may be able to obtain in
the future.

F 19 REQUESTS Requests The student will ask Does the student ask for information using
information using questions to obtain "What" questions?
"What" information.

F 20 REQUESTS Requests The student will ask Does the student ask for information using
information using questions to obtain "Where" questions?
"Where" information.

F 21 REQUESTS Requests The student will ask Does the student ask for information using
information using questions to obtain "Who" or "Whose" questions?
"Who/Whose" information.

F 22 REQUESTS Requests using The student will be able to Can the student ask for actions using
adverbs ask for actions using adverbs adverbs (e.g., push me fast, walk quietly)?
(e.g., push me fast, walk Modified. See Appendix 12: Adverbs List
quietly).

F 23 REQUESTS Requests using The student will be able to Can the student ask for items using
pronouns ask for items using pronouns pronouns (e.g., I want your hat)?
(e.g., I want your hat). See Appendix 10 : Pronouns List
F 24 REQUESTS Requests The student will ask Does the student ask for information using
information using questions to obtain "Which" questions?
"Which" information.

F 25 REQUESTS Requests The student will ask Does the student ask for information using
information using questions to obtain "When" questions?
"When" information.

F 26 REQUESTS Requests The student will ask Does the student ask for information using
information using questions to obtain "How" questions?
"How" information.

F 27 REQUESTS Requests The student will ask Does the student ask for information using
information using questions to obtain questions?
"Can," "Do," information.
"Does," or "Will"

F 28 REQUESTS Requests The student will ask Does the student ask for information using
information using questions to obtain "Why" questions?
"Why" information.

F 29 REQUESTS Spontaneous The student will Does the student spontaneously request
requests spontaneously request objects, actions, or information throughout
objects, actions, or the day?
information throughout the
day.
 G1 LABELING Labels reinforcers The student will label If you ask "What is that?" with one of his
(Early Learner) reinforcing items. reinforcing items present, will the student
identify the item?
G2 LABELING Labels common The student will label at least If you ask "What is that?" with a common
objects 100 objects which are item present, will the student identify the
commonly found in his item?
environment. See Appendix 3: Receptive and Label List
Note that objects selected should be ones
that the student hears the names of and
interacts with on a frequent basis.

G3 LABELING Labels common The student will label people if you ask "Who is this?" with the person
people (actual in his environment. present, will the student identify the
individuals, not person?
professionals)
G4 LABELING Labels pictures of The student will label at least If you ask "What is that?" when shown a
common items 100 pictures of items which picture of a common item, will the student
are commonly found in his identify the item?
environment. See Appendix 3: Receptive and Label List

G5 LABELING Labels body parts The student will label Can the student label body parts on
common body parts on himself or others?
himself or others. See Appendix 4: Body Parts List

G6 LABELING Labels pieces of The student will be able to Can the student label pieces of clothing?
clothing label clothing items.

G7 LABELING Labels common The student will label 11 you ask "What is he doing?" in the
ongoing actions common actions. presence of an ongoing action, will the
student identify the action?
See Appendix 5: Actions and Verbs List

G8 LABELING Labels pictures of The student will label pictures If you ask "What is he doing?" when
common actions of common actions. shown a picture of an action, will the
student identify the action?
See Appendix 8: Actions and Verbs List
G9 LABELING Fluent labeling The student will be able to Is the student able to label known items
label known items in quick when presented items in a one- after-the-
succession. other manner?

G 10 LABELING Acquires novel The student will be able to
labels without acquire labels for many new
intensive training common items or pictures of
items after only hearing the
name of those Items used by
others (no direct training).
Is the student able to acquire labels for
many new common items or pictures of
items after only hearing the name of those
items used by others (no direct training)?

G 11 LABELING Labels items The student will be able to Does the student use a variety of carrier
using a carrier use a variety of carrier phrases when labeling items; and if so,
phrase phrases when labeling items, does the student frequently use those
and will frequently use those carrier phrases without prompting?
carrier phrases without
prompting.

G 12 LABELING Labels parts or The student will be able to Can the student label the parts or features
features of objects label the parts or features of of objects?
objects.

G 13 LABELING Labels adjectives The student will be able to
use adjectives that describe
G 14 LABELING Label associated objects.
When presented with a set of
pictures items or picures and then
shown another item or picture
and asked, 'what goes with
this? The student will be able
to label one of the items
which is associated with the
item being shown (eg. Says
'chair' when shown picture of
a table and set of pictures
including a chair, shoe and a
set of keys)
Can the student identify properties of
objects (color, size, shape, texture, length,
etc.)?
When given a display of objects or
pictures and shown a diffrent item and
asked : What goes with this? Can the
stundent name an item from the display
which is used with item being presented
(eg. Says 'bat' when shown a ball and
pictures of a bat, shoe and a pillow

G 15 LABELING Label item when The student will be able to in the presence of several items or
(intermediate learner) told its function label items when only told the pictures of items, can the student label
function of the item. items when only told the function of the
item?

G 16 LABELING Labels item when The student will be able to in the presence of several items or
(intermediate learner) told one of its label items when only told the pictures of items, can the student label
features feature of the item. items when only told the feature of the
item?
G 17 LABELING Labels items The student will be able to in the presence of several items or
(intermediate learner) when told its class label items when only told the pictures of items, can the student label
class of the item. items when only told the class of the item?

G 18 LABELING Two-component The student willl be able to can a student identify two or more objects
labels (nouns) label a set of items given to presented together?
with objects him.

G 19 LABELING Two-component The student will be able to can the student identify two or more
labels(nouns) with label more than one item objects presented on a picture card?
pictures presented on a picture card.

G 20 LABELING Labels two- The student will be able to
component with use a variety of carrier
carrier phrase phrases when labeling
multiple items, and will
frequently use those carrier
phrases without prompting.
Does the student use a variety of carrier
phrases when labeling multiple items, and
if so, does the student frequently use
those carrier phrases without prompting?

G 21 LABELING Two-component The student will be able to Can the student identify an object and the
labels (noun verb) label a noun and a verb in action performed with the object?
combination.

G 22 LABELING Two-component The student will be able to Can the student identify an object and one
labels (noun label an adjective and a noun property of the object?
adjective) in combination

G 23 LABELING Labels by The student will be able to
indicating Yes/No answer "Yes" or "No" or
move his head to indicate
"Yes" or "No" to identify the
name of an item or to identify
if an item or activity meets a
pre-specified criterion.
Can the student say or move his head
"Yes" or "No" to identify the name of an
item being shown to him or to indicate
whether the item meets a pre- specified
criterion?

G 24 LABELING Labels function of The student will be able to When shown an item or picture of an item,
an item label the function of items can the student identify the function of the
when asked "What do you do item?
with this?"

G 25 LABELING Labels class of an The student will be able to Can the student identify the class to which
object label the class of an an item belongs?
individual item
G 26 LABELING Discrimination ot The student will be able to When shown an item, can the student
question to label discriminate whether he is respond to specific questions that are
aspects of items being asked to label the asked in any order about the item
name, function, color, or including the name, function, color or
ownership of an item ownership of the item?

G 27 LABELING Labels the class The student will be able to
of a set of items look at a picture or set of
actual items and be able to
label the class ot the set of
items
Can the student look at a picture or set of
actual items and label the class of the set
of items (e.g., food, clothing, animals)?

G 28 LABELING Labels features of The student will be able to Is the student able to label parts of items
items which are label parts of items of a given of a given picture which are either missing
missing or picture which are either or obviously incorrect?
incorrect missing or obviously incorrect
(e.g., a car without wheels).

G 29 LABELING Labels exclusion When presented with a set of Can the student identify that a particular
from a category items in which all except one item does not belong with a certain set of
(negation) of the items belongs to a items?
specified category of items
(can be based on functions,
features or class), the student
will be able to name the item
which does not belong with
that particular set of items.

G 30 LABELING Identifies obvious The student will be able to When shown a picture of an obvious
problems identify an obvious problem problem situation and asked "What's
or emergency. wrong?" can the student identify the
problem?

G 31 LABELING Labels community The student will be able to If you ask "Who is this?" with the picture
helpers label pictures of common present, will the student identify common
community helpers in his community helpers in his environment?
environment.
G 32 LABELING Labels items at a The student will be able to If you point to significant objects in the
distance when label significant objects distance can the student label the items?
others point to it located at a distance when
others point to the item.

G 33 LABELING Labels common The student will label When listening to a tape recording of
environmental common sounds in his common sounds, or upon hearing a
sounds environment. natural environmental sound and asked
"What do you hear?", will the student
identify the common sound?
G 34 LABELING Uses carrier The student will use a carrier If you ask "What is that?" with the item
phrase when phrase when labeling present, will the student identify the item
labeling nouns combinations of nouns with accompanied by a verb or an adjective
with verbs or verbs or adjectives and will and include a carrier phrase such as "That
adjectives. frequently use those carrier is a..." ?
phrases without prompting.

G 35 LABELING Labels The student will be able to Does the student expressively use
prepositions label the position of an item prepositions?
in relation to other items.

G 36 LABELING Uses carrier The student will be able to If you ask the student, for example,
phrases when use a carrier phrase when "Where is the cup?" will he respond using
using prepositions using prepositions and will a carrier phrase (e.g., "It's on the table") ?
frequently use those carrier
phrases without prompting.

G 37 LABELING Labels pronouns The student will be able to Does the student use pronouns (he, she,
label pronouns. mine, yours, etc.)?

G 38 LABELING Uses carrier The student will be able to If you ask the student, for example,
phrases when use a carrier phrase when "Whose shoe is that?" will he respond
using pronouns using pronouns and will using a carrier phrase (e.g., "It is mine,"
frequently use those carrier "That is my shoe") ?
phrases without prompting.

G 39 LABELING Labels and When shown a picture of a Can the student label and describe the
describes events scene or an activity and ongoing events or activities when shown a
or items asked to "tell me about this picture of a scene or an activity and asked
presented in a picture"; the student will be to "Tell me about this picture"?
scene able to label and describe the
event, items, and activities
presented in the scene.

G 40 LABELING Naming specified When provided with
parts of scenes information regarding a
certain part of a scene, the
student will be able to label
specified parts of pictures
If the student is given information
regarding a part of a scene, can the
student label specified parts of the picture
?

G 41 LABELING Labels adverbs The student will label a Does the student use adverbs?
variety of adverbs.
G 42 LABELING Labels emotions Student will be able to label
of others ongoing facial and behavioral
examples of emotions and
pictures of faces depicting
various emotions
Can the student label ongoing facial and
behavioral examples of emotions and
pictures of faces depicting various
emotions?

G 43 LABELING Internal events The student will be able to Can the student identify events that can
and emotions label internal events and only be perceived by them (e.g., wet
emotions which are not pants, stomach ache)?
directly observable by others.

G 44 LABELING Multiple The student will emit labels If you ask the student to tell you what he
component containing at least three sees, will he label at least three aspects of
naming (three separate components. the stimulus array (e.g., "a big red truck
component labels) going fast").

G 45 LABELING Labels (three The student will be able to
component +) with use a variety of carrier
carrier phrase phrases when using labels
containing at least three
separate components and
will frequently use those
carrier phrases without
prompting.
Does the student use a variety of carrier
phrases when using labels containing at
least three separate components; and if
so, does the student frequently use those
carrier phrases without prompting?

G 46 LABELING Labeis social The student will be able to Can the student identify the nature of
interaction label the nature of ongoing ongoing social interactions?
behavior social interactions (e.g.,
playing, arguing).
G 47 LABELING Spontaneous The student will Does the student label items or actions
labeling spontaneously label items during the day without being asked to
and events throughout the label those items and actions?
day.

H1 INTRAVERBAL Fill in words from While others are singing a Can the student fill in some words or
(Early Learner) songs song, the student will be able phrases of songs while others are singing?
to fill in some words and
phrases of songs
 H2 INTRAVERBAL Fill in blanks The student will be able to If you say a partial phrase regarding fun
(Early Learner) regarding fun complete an open-ended items and activities will the student supply
items and activities phrase by supplying the the missing word(s) (e.g., Winnie the )?
missing word(s) regarding fun
items and activities
H3 INTRAVERBAL Sign English The student will be able to Can the student show you ASL signs
(Early Learner) words (for provide a sign (American when given only spoken words?
students who use Sign Language (ASL) when
ASL) given an English word.

H4 INTRAVERBAL Animal sounds The student will be able to Can the student provide the
(Early Learner) provide the name of the corresponding name of the animal given a
animal when given the animal sound, or vice versa?
sound or vice versa.

H5 INTRAVERBAL Answers The student will be able to Can the student provide information about
(Early Learner) questions provide answers to questions himself
regarding regarding personal See Appendix 13: Personal Information
personal information. List
information

H6 INTRAVERBAL Fill in words The student will be able to fill Can the student fill in the remaining word
(Early Learner) describing in the remaining word of a of a phrase in the context of an ongoing
common activities phrase describing an ongoing activity (e.g., It's time to wash your
activity. See Appendix 14: Intraverbal Fill-in List

H7 INTRAVERBAL Intraverbal When asked "What goes with Can the student name objects which are
associations ( .)?," the student will be commonly associated (related) with an
able to say some items which item that you mention?
is associated (related) with New. See Appendix 1 : Association List
the stated item (e.g., says
"bed" when hears "What
goes with a pillow?).

H8 INTRAVERBAL Fill in item given The student will be able to fill Can the student fill in the remaining word
function in the remaining word naming of a phrase related to a function of an item
the Item in a phrase related (e.g., You cut paper with scissors)?
to the function of an item. See Appendix 14: Intraverbal Fill-in List
Note that intraverbal skills usually start to
develop in the context of activities and
later occur in the absence of the items
that were involved in those activities.

H9 INTRAVERBAL Fill in function The student will be able to fill Can the student fill in the remaining word
given item in the remaining word in a of a phrase related to a function of an item
phrase naming the function of (e.g., You use scissors to cut )?
an item. See Appendix 14: Intraverbal Fill-in List
H 10 INTRAVERBAL Answers "What" The student will be able to Does the student answer "What"
questions answer "What" questions questions regarding items found in home?
regarding items regarding items found in
found in home home

H 11 INTRAVERBAL Answers "What" The student will be able to Does the student answer "What"
questions answer "What" questions questions regarding the functions of items?
regarding regarding the function of
functions items.

H 12 INTRAVERBAL Answers "Where" The student will be able to Does the student answer "Where"
questions answer "Where" questions questions regarding items found in home
regarding items regarding items found in or classroom?
found in home or home or classroom.
H 13 INTRAVERBAL classroom
Answers "Where" The student will be able to Does the student answer "Where"
questions answer "Where" questions questions regarding activities done at
regarding regarding activities done at home or school7
activities done at home or school.
home or school

H 14 INTRAVERBAL Fill in item given The student will be able to fill Can the student fill in the remaining word
the class in the remaining word of a of a phrase to name an item/example of a
phrase to name an specified class of items?
item/example of a specified 4: Intraverbal Fill-in List
class of items
H 15 INTRAVERBAL Multiple The student will be able to Can the student provide members of a
responses given verbally provide members of specified category?
specific categories specific categories. See Appendix 15: Intraverbal Categories
List

H 16 INTRAVERBAL Fill in features When told the name of the When told the name of the item, can the
given the item item, the student will be able student fill in the remaining word of a
to fill in the remaining word in phrase to name a feature of the item (e.g.,
a phrase naming a feature of a dog has a tail)?
the item See Appendix 14: Intraverbal Fill-in List

H 17 INTRAVERBAL Fill in item given When told a feature of an When told a feature of an item, can the
its feature item, the student will be able student fill in the remaining word of a
to fill in the remaining word in phrase to name the item (e.g., something
a phrase to name the item that has wheels is a car)?
See Appendix 14: Intraverbal Fill-in List

H 18 INTRAVERBAL Fill in class given The student will be able to fill Can the student fill in the remaining word
the item in the remaining word of a of a phrase to specify the class of a given
phrase to specify the class of item/example (e.g., a dog is an ..animal..)?
a given item/example. See Appendix 14: Intraverbal Fill-in List
H 19 INTRAVERBAL Name items The student will be able to Can the student name items or activities
previously name items which had which had previously been observed?
observed previously been observed.

H 20 INTRAVERBAL Name previously The student will be able to Can the student name the activity that he
observed activities name an activity that he has has recently observed?
recently observed.

H 21 INTRAVERBAL Name people The student will be able to Can the student name people who had
previously name people who had previously been observed?
observed previously been observed.
H 22 INTRAVERBAL With visual The student will be able to When shown a picture and told something
display, makes make a variety of related about the picture 'They're having a picnic,"
related comments (not including does the student make comments
statements (not naming of items) regarding regarding items or activities related to
H 23 INTRAVERBAL naming)
Answers "What" pictures of items
The student or able
will be activities.
to what is observed
Can the in the picture?
student answer questions
questions relevant give single response answers regarding what he might see in various
to items found in regarding questions locations in his community?
the community concerning what he might
see in various locations in his
community.

H 24 INTRAVERBAL Answers "What" The student will be able to Can the student answer questions
questions relevant give single response answers regarding what he could do in various
to activities that regarding questions locations in his community?
he can do in the concerning what he could do
community in various locations in his
community.

H 25 INTRAVERBAL Answers "Where" The student will be able to Does the student answer "Where"
questions answer "Where" questions questions regarding activities and items
regarding regarding activities and items found in the community?
activities and found in the community.
items found in the
community

H 26 INTRAVERBAL Answers The student will be able to Can the student answer questions which
questions with provide several answers to require a multiple responses related to
multiple responses questions concerning his services in his community (e.g., What can
concerning his immediate community. you get at a grocery store)?
immediate
community

H 27 INTRAVERBAL States class given The student will be able to Can the student identify the class when
multiple class identify the class when told told two or more items from the class?
members two or more items from the
(examples) class.

H 28 INTRAVERBAL Answers The student will be able to Does the student answer "Who/Whose"
"Who/Whose" answer "Who/Whose" questions?
questions questions
H 29 INTRAVERBAL Answers "When" The student will be able to Does the student answer "When"
questions answer "When" questions. questions?

H 30 INTRAVERBAL Discrimination of When discussing an item or Can the student answer "What Where,"
questions asked activity, the student will be "Who," and "When" questions when they
about items and able to discriminate whether are asked in any order?
activities he is being asked a "What"'
"Where," "Who," or "When"
question.
H 31 INTRAVERBAL Answers "Which" The student will be able to Does the student answer "Which"
questions answer "Which" questions. questions?

H 32 INTRAVERBAL Answers "How" The student will be able to Does the student answer "How"
questions answer "How" questions. questions?

H 33 INTRAVERBAL Answers "Why" The student will be able to Does the student answer "Why"
questions answer "Why" questions. questions?

H 34 INTRAVERBAL Describes steps in The student will be able to Can the student state the steps in
sequence of a state the steps in sequence sequence of a daily activity?
daily activity of a daily activity.

H 35 INTRAVERBAL States activity The student will be able to Can the student state the activity being
when told state the activity being described when told a sequence of
sequence of described when told a actions?
actions sequence of actions.

H 36 INTRAVERBAL States item when The student will be able to Can the student give the name of an item
told its functions, give the name an item after after being told multiple aspects of the
features, or class being provided with multiple item (e.g., its functions, features, class)?
(multiple features) aspects of the item (e.g., its
functions, features, class).

H 37 INTRAVERBAL Intraverbal The student will be able to Can the student say "yes" or "no" or move
Yes/No with move his head or say "Yes" his head to answer questions about non-
"Can," "Do," or "No" to answer questions present items or events (e.g., can dogs
"Does," or "Will" about an item or activity fly?)?
questions which is not present.

H 38 INTRAVERBAL Answers The student will be able to Can the student answer questions which
questions provide multiple answers to require him to identify several items which
containing two questions which contains two meet at least two specified criteria (e.g.,
critical stimuli critical stimuli. some farm animals)?
(multiple
component
questions with
multiple
responses)
H 39 INTRAVERBAL Answers The student will be able to Can the student answer questions which
questions provide multiple answers to require him to identify several items which
containing three questions which contain three meet at least three specified criteria (e.g.,
critical stimuli critical stimuli big animals at the zoo)?
(multiple
component
questions with
multiple
responses)
H 40 INTRAVERBAL Describes items The student will be able to Can the student describe items by
describe items by identifying identifying what you do with the item,
what you do with the item, some of its features and classification?
some of its features and/or its
classification

H 41 INTRAVERBAL Describes steps The student will be able to Can the student state the steps which
before and after in state the steps which occur occur before and after a given step in
sequence of a before and after a given step sequence of a daily activity?
daily activity in sequence of a daily activity.

H 42 INTRAVERBAL Answers The student will be able to Can the student answer questions which
questions answer questions which require a single response concerning his
concerning past require a single response past and upcoming events?
and upcoming concerning his past and
events upcoming events

H 43 INTRAVERBAL Maintains a The student will be able to Can the student engage in conversations?
conversation with maintain a conversation on a
an adult or peer single topic for at least five
verbal exchanges.

H 44 INTRAVERBAL Answers novel The student will be able to Can the student answer questions asked
questions answer questions asked in a in a slightly different way than was
different way than was originally taught?
originally taught.

H 45 INTRAVERBAL Answers The student will be able to Can the student provide single answers to
questions relevant answer questions concerning questions related to events in his
to current events current events. community?
H 46 INTRAVERBAL Answers The student will be able to Can the student provide multiple answers
questions with provide several answers to to questions related to events in his
multiple questions concerning current community (e.g., What can you do at the
responses events. park)?
concerning
current events

H 47 INTRAVERBAL Answers The student will be able to Can the student provide multiple answers
questions with provide several answers to to questions regarding a variety of topics
multiple questions regarding a variety in a group (e.g., morning circle) discussion
responses in of topics in a group (e.g., What happened on the way into the
group discussions discussion. classroom that morning)?
H 48 INTRAVERBAL Tells about The student will be able to tell Can the student tell a story or describe an
experiences/ Tells a story or describe an event event concerning a single topic (e g., his
stories concerning a single topic last trip to the park)?
relating at least five separate
components.

H 49 INTRAVERBAL Spontaneous The student will
conversation spontaneously add or make
appropriate related
comments during an ongoing
conversation or discussion
Does the student spontaneously add or
make appropriate related comments
during an ongoing conversation or
discussion?

I1 SPONTANEOUS Vocalize The student will make a Does the student say words or make
VOCALIZATIONS identifiable variety of spontaneous some sounds heard in speech?
speech sounds vocalizations which include
speech sounds
I2 SPONTANEOUS Spontaneously The student will Does the student spontaneously say
VOCALIZATIONS says words or spontaneously say a variety words or approximations to words?
approximations to of words or approximations to
words words.

I3 SPONTANEOUS Spontaneously The student will Does the student spontaneously say
VOCALIZATIONS says phrases spontaneously say a variety phrases?
of phrases.

I4 SPONTANEOUS Sings songs with The student will Does the student sing songs along with
VOCALIZATIONS models spontaneously sing songs others singing a song?
while others are singing,
while watching videos or
listening to other sources.

I5 SPONTANEOUS Sing songs The student will Does the student sing songs without
VOCALIZATIONS spontaneously sing songs hearing songs?
without models.

I6 SPONTANEOUS Spontaneous The student will Does the student spontaneously repeat
VOCALIZATIONS vocal imitation spontaneously repeat words words said by others?
said by others.

I7 SPONTANEOUS Spontaneous The student will Does the student spontaneously request
VOCALIZATIONS requests spontaneously request items, items, actions or activities?
actions or activities

I8 SPONTANEOUS Spontaneous The student will Does the student spontaneously label
VOCALIZATIONS labeling spontaneously label items, items, actions, or events?
actions, or events.
I9 SPONTANEOUS Spontaneous The student will Does the student spontaneously add or
VOCALIZATIONS conversation spontaneously add or make make appropriate related comments
appropriate related during an ongoing conversation or
comments during an ongoing discussion?
conversation or discussion

J1 SYNTAX Mean length ot The student will be able to What is the average number of words in a
GRAMMAR response speak in phrases or phrase or sentence that the student says
sentences of up to at least when talking?
five words.

J2 SYNTAX Syntax (Word The student will be able to Does the student use correct word order
GRAMMAR order) combine words in phrases or when speaking in phrases or sentences
sentences using correct word (e.g., adverb + noun, adjective + noun,
order (e g., adverb + noun, noun + verb)?
adjective + noun, noun +
verb).

J3 SYNTAX Articles The student will be able to Does the student include articles (e.g., a,
GRAMMAR include articles (e.g., a, an, an, the) when speaking in phrases or
the) when speaking in sentences?
phrases or sentences.
J4 SYNTAX Verbs-present The student will be able to Does the student indicate present tense
GRAMMAR progressive indicate regular present tense by adding "ing" to the end of verbs (e.g.,
by adding "ing" to the end of running, jumping)?
verbs (e.g., running, jumping).

J5 SYNTAX Regular plurals The student will add an "s" Does the student add's' or 'es' to the end
GRAMMAR (or "es") sound at the end of of words to indicate plurals (e.g., shoes,
words to indicate plurals glasses)?
(e.g., shoes, glasses).

J6 SYNTAX Verbs-irregular The student will be able to Is the student able to change the form of
GRAMMAR past tense indicate past tense by verbs to indicate past tense (e.g., swim-
changing the form of verbs swam, run- ran, sing-sang, fall-fell, sleep-
(e.g., swim-swam, run-ran, slept, break-broke, keep-kept).
sing-sang, fall-fell, sleep-
slept, break-broke, keep-
kept).
 J7 SYNTAX Contractions The student will be able to Does the student use contractions (e.g.,
GRAMMAR use contractions (e.g., can't, cant, won't, didn't) when speaking in
won't, didn't) when speaking phrases or sentences?
in phrases or sentences

J8 SYNTAX Is/am with "ing" The student will be able to
GRAMMAR verb indicate present tense by
combining "am" and "is" with
verbs (e.g., am writing, is
jumping) when speaking in
phrases or sentences
Does the student indicate present tense
by combining "am" and "is" with verbs
(e.g., am writing, is jumping) when
speaking in phrases or sentences?

J9 SYNTAX Verbs-regular past The student will be able to Does the student add "d, "or "ed" to the
GRAMMAR tense indicate regular past tense by end of words to indicate past tense (e.g.,
adding "d," or "ed" (e.g., hiked, jumped)
hiked, jumped).

J 10 SYNTAX Possessive "S" The student will be able to Does the student add "s" to nouns and
GRAMMAR indicate possession by pronouns to indicate possession (e.g.,
adding "s" to nouns and daddy's hat, the cat's tail).
pronouns (e.g , yours, theirs,
daddy's hat).

J 11 SYNTAX Negatives The student will be able to Does the student indicate negation (e.g.,
GRAMMAR indicate negation (e.g., didn't, didn't, won't, doesn't, isn't, not, no more,
won't, doesn't, isn't, not, no all gone) when speaking in phrases or
more, all gone) when sentences?
speaking in phrases or
sentences
J 12 SYNTAX Locatives The student will be able to Does the student indicate location (e.g.,
GRAMMAR indicate location (e.g., here, here, there) when speaking in phrases or
there) when speaking in sentences?
phrases or sentences.

J 13 SYNTAX Future tense The student will be able to Does the student indicate future tense
GRAMMAR indicate future tense (e.g., I (e.g., I will go home) when speaking in
will go home) when speaking phrases or sentences?
in phrases or sentences.

J 14 SYNTAX Conjunctions The student will use Does the student use conjunctions to
GRAMMAR conjunctions to combine combine words and phrases?
words and phrases (e.g.,
and, but, if, given, nor, or,
because, then, only).

J 15 SYNTAX Irregular Plurals The student will be able to Does the student correctly use irregular
GRAMMAR use irregular plurals (e.g., plurals (e.g., mouse- mice, foot-feet,
mouse- mice, foot-feet, goose-npfiqp^?
goose-geese).
J 16 SYNTAX Comparatives The student will be able to Does the student add suffixes to words to
GRAMMAR add suffixes to words to indicate comparisons (e.g., ...er as in
indicate comparisons (e.g., bigger, ...est as in biggest)?
...er as in bigger, ...est as in
biggest).

J 17 SYNTAX Demonstratives The student will be able to Does the student indicate specific items
GRAMMAR indicate specific items (e.g., (e.g., this, that, these, those) when
this, that, these, those) when speaking in phrases or sentences?
speaking in phrases or
sentences.

J 18 SYNTAX Label strength of Student will use words or Does the student use words or phrases to
GRAMMAR a verbal response phrases to describe his describe his certainty of a statement?
certainty of his responses
(e.g., I think, ...guess, ...
know, ..believe).

J 19 SYNTAX Quantification of a Student will use words or Does the student use words to quantify a
GRAMMAR verbal response phrases to quantify a verbal statement?
response (e.g., all, some,
sometimes, never, a, the,
always).

J 20 SYNTAX Label emotional Student will use words or Does the student use words or phrases to
GRAMMAR state associated phrases to describe an describe an emotional state related to a
with a verbal emotional state related to a statement?
response statement (e.g., I regret to
inform you..., I'm sorry, but...,
I'm happy to say..).

K1 PLAY AND LEISURE Explores toys in The student will actively Does the student actively explore
the environment explore a variety of toys in available toys?
the environment

K2 PLAY AND LEISURE Allows others to The student will be able to Does the student allow you to be near him
manipulate/ touch allow adults and children to when he is playing with toys and allow you
toys be near them while they are to occasionally touch or move the toys he
playing with toys and allow is using
others to occasionally
manipulate the toys during
the interaction.
 K3 PLAY AND LEISURE Independent The student will be able to Does the student engage in appropriate
outdoor activities engage in appropriate independent outdoor play activities ?
independent outdoor
activities.

K4 PLAY AND LEISURE Independent The student will be able to Does the student engage in appropriate
indoor leisure engage in appropriate independent indoor leisure activities?
activities independent indoor leisure
activities

K5 PLAY AND LEISURE Plays with toys/ The student will actively play Does the student actively play with toys?
manipulates toys with toys as designed.
as designed

K6 PLAY AND LEISURE Independently The student will talk while Does the student talk while playing by
plays with toys engaging in independent play himself?
and engages in activities
verbal behavior

K7 PLAY AND LEISURE Multiple The student will play with toys Does the student play with toys (multiple
responses with consistent with an identifiable responses) consistent with an identifiable
toys related to a theme (e.g., cooking theme?
theme implements, dolls, action
figures)

K8 PLAY AND LEISURE Plays interactively The student will engage in Does the student play with other children?
with others interactive play activities with Modified - removed allow others to be
students other students. near-, allows other students to be near
them when playing with a toy
K9 PLAY AND LEISURE Plays interactively The student will engage in Does the student play with several of his
with a variety of Interactive play activities with peers, either individually or in a group
peers a variety of peers. activity?

K 10 PLAY AND LEISURE Sociodramatic play The student will act out roles Can the student pretend to be somebody
of characters or activities or pretend to do an activity (e.g., pretend
while playing. to be Mommy, Daddy, a dog, a doctor,
serving tea, play dress-up)?

K 11 PLAY AND LEISURE Plays with toys The student will ask for items Does the student talk about what he is
and talks with and actions, label items and doing while playing with other children?
peers actions, and make other
related comments while
engaging in play activities.

K 12 PLAY AND LEISURE Plays simple bal The student will be able to Can the student independently play
games independently play simple games that involve rolling, throwing,
games involving rolling, kicking, and bouncing a ball to a peer ?
throwing, kicking and
bouncing a ball to a peer for
at least 5 exchanges
 K 13 PLAY AND LEISURE Coordinated play The student will be able to Does the student allow peers to give him
with peers allow peers to guide a instructions and direct his actions while
coordinated play activity engaging in interactive activities?
(follow directions from peers).

K 14 PLAY AND LEISURE Interactive motor The student will be able to
games play interactive games that
require him to attend to the
actions of others and adjust
his participation based on his
peers' behavior
Can the student play interactive games
that require him to attend to the actions of
others and adjust his participation based
on his peers' behavior?

K 15 PLAY AND LEISURE Board games The student will be able to Can the student play board games with
play board games with peers. his peers?
L1 SOCIAL INTERACTIONS Appropriate when The student will engage in
near peers or appropriate physical
siblings interaction behavior while in
close physical proximity with
peers or siblings
L2 SOCIAL INTERACTIONS Takes offered When offered a preferred
items item, the student will take the student, will the student take the item from
item from both peers and
adults.
L3 SOCIAL INTERACTIONS Tolerates/ The student will respond
responds appropriately (i.e., not cry or
appropriately to attempt to physically get
positive touches away from a person) to
by peers or positive physical interactions
siblings initiated by others (e.g., take
and hold his hand, "high 5",
physically help him get onto a
swing).
L4 SOCIAL INTERACTIONS Shows interest in The student will attend to or
the behavior of show an interest in the
others physical and verbal behavior
of peers
L5 SOCIAL INTERACTIONS Looks at others to The student will look at
start a social others (peers and adults) in
interaction such a manner as to initiate a
social interaction.
L6 SOCIAL INTERACTIONS Physically The student will approach
approaches and and attempt to physically
engages others engage others in interactions
even when the other person
does not have a reinforcing
item
L7 SOCIAL INTERACTIONS Looks at others in The student will be able to
anticipation of look a person (in anticipation)
completing a just before the person is to
reinforcing action complete an action that will
produce a desired outcome?
Is the student able to be physically near
other students or siblings without
engaging in disruptive behavior?
When a preferred item is offered to the
both peers and adults?
Does the student respond appropriately to
positive physical interactions initiated by
others (e.g., take and hold their hand,
"high 5", physically help him get onto a
swing).
Does the student attend to or show an
interest in the behavior of peers?
Does the student look at others in such a
manner as to initiate a social interaction
with both peers and adults?
Does the student approach and attempt to
physically engage others in interactions
even when the other person does not
have a reinforcing item?
Does the student look at the person who
is about to do something to produce a
desired outcome (e.g., about to release
the end of a balloon to let it fly around the
room)?
L8 SOCIAL INTERACTIONS Listener- receptive The student will be able to Does the student follow simple known
follow simple known directions?
directions provided by
another individual.

L9 SOCIAL INTERACTIONS Imitates peers The student will attend to and Does the student attend to the behavior of
imitate the physical and peers?
verbal behavior of peers

L 10 SOCIAL INTERACTIONS Returns greetings The student will return Does the student return greetings to
greetings from others. others?

L 11 SOCIAL INTERACTIONS Physically The student will approach Does the student approach and attempt to
prompts others to and attempt to physically physically prompt others to do a specific
do activities prompt others to do a specific activity?
activity.

L 12 SOCIAL INTERACTIONS Responds to The student will respond Does the student go along with the
approaches & appropriately to the attempts attempts of peers to engage the student in
attempts to of peers to engage the an interaction (e.g., play with a toy or
interact from peers student in an interaction (e.g., game, participate in an outdoor activity)?
play with a toy or game,
participate in an outdoor
activity).

L 13 SOCIAL INTERACTIONS Sharing-gives- up The student will allow others Does the student allow others to use items
items to others to use items which he is which he are using/ possess?
using/ possesses
L 14 SOCIAL INTERACTIONS Searches tor The student will try to locate Does the child try to locate a significant
missing person a significant person when person when that person leaves the
that person leaves the child's child's visual field?
visual field

L 15 SOCIAL INTERACTIONS Active attention The student will be able to Does the student engage in actions to get
seeking initiate an interaction with attention from others and then look to see
others and then look to see that others are attending to him?
who is watching him before
engaging in an action.
 L 16 SOCIAL INTERACTIONS Labels items for The student will Does the student spontaneously label
others spontaneously label items for items for both adults and peers?
both adults and peers

L 17 SOCIAL INTERACTIONS Eye contact The student will make Does the student make and maintain
appropriate eye contact when appropriate eye contact while interacting
interacting with others. with others?

L 18 SOCIAL INTERACTIONS Asks peers for The student will ask peers for Does the student ask peers for an item?
items (single) (single) items

L 19 SOCIAL INTERACTIONS Sharing -asks for The student will ask others to
items to be shared share their items (multiple)
with him
L 26 SOCIAL INTERACTIONS Assists other to When others indicate that
participate they are unable to get to
something or unable to see
or hear something, the
student will arrange the
materials so the peer can
participate in the activity.
Does the student ask others to share
some of their items7
Does the student notice that a peer needs
help to see, hear, or do something and
then helps adjust the situation so the peer
can enjoy the activity?

L 27 SOCIAL INTERACTIONS States what The student will be able to Does the student know the likes and
others like/dislike state items and activities that dislikes of others?
are enjoyed by others and
state which people like a
particular item or activity.

L 28 SOCIAL INTERACTIONS Direct others The student will be able to Does the student direct others to see
attention to know what activities, news or things that they know would be of interest
something of items would be of interest to to that particular individual?
interest to them specific individuals and will
direct their attention to those
items

L 29 SOCIAL INTERACTIONS Attends to the The student will be able to
reactions of attend to and respond to
interest by others feedback from others that
indicate their interest in a
topic or activity.
Does the student notice if others are
enjoying an activity or conversation and
change what they are doing based on
those observations?
L 30 SOCIAL INTERACTIONS Delivers a The student will be able to go Is the student able to deliver a short
message to a person repeat a short
message that he was asked
to say to the person
L 31 SOCIAL INTERACTIONS Waits for break in The student will be able to
conversation to wait for a break in an on-
interrupt going conversation before
attempting to speak with one
of the people involved in the
conversation
L 32 SOCIAL INTERACTIONS Converses with The student will converse
others with adults and peers for up
to three exchanges.
L 33 SOCIAL INTERACTIONS Asks for The student will
information spontaneously ask both
peers and adults for
information.
L 34 SOCIAL INTERACTIONS Obtains and The student will be able to
maintains get and maintain another
attention of others individual's attention prior to
presenting an instruction to
that individual.
M1 GROUP INSTRUCTION Sits appropriately The student will sit without
in small group engaging in disruptive
behavior during small group
instruction.
message to others?
Does the student wait for the appropriate
time to enter a conversation? Does he
wait to speak if given a hand signal to wait
until there is further acknowledgement
from one of the speakers?
Does the student converse with others?
The student will spontaneously ask both
peers and adults for information.
Does the student get others' attention
while attempting to interact even when the
other person may not initially respond to
the child's attempt to get a person's
attention?
Does the student sit in a small group
teaching situation without disrupting
others (e.g., attempting to leave the group,
touching other children, distracting
repetitive behavior, making non-task-
related noises)?
M2 GROUP INSTRUCTION Sits appropriately The student will sit without Does the student sit in a group teaching
in large group engaging in disruptive situation without disrupting others (e.g.,
behavior during group attempting to leave the group, touching
instruction. other children, distracting repetitive
behavior, making non-task-related
noises)?
M3 GROUP INSTRUCTION Attends to teacher The student will attend to a Does the student attend to the teacher in
in group teacher during small group a group teaching situation?
instruction.

M4 GROUP INSTRUCTION Attends to other The student will attend to the Does the student attend to the responses
students in group responses given by other given by other students in a group
students during small group teaching situation?
instruction.
M5 GROUP INSTRUCTION Follows group The student will follow Does the student follow instructions which
instructions- all do instructions presented to a are given to a group of students?
the same group of students.
receptive response

M6 GROUP INSTRUCTION Follows group The student will follow Does the student follow instructions which
instructions with a instructions presented to a are given to a group of students which
discrimination group of students which require the student to make a
require the student to make a discrimination?
discrimination.

M7 GROUP INSTRUCTION Raises hand to The student will raise his Does the student raise his/her hand when
get teacher hand to respond to questions the teacher asks a group of students who
attention to do an presented to the group of would like to be selected to do an activity?
activity students regarding who
would like to do an activity.

M8 GROUP INSTRUCTION Raises hand to The student will be able to Can the student raise his hand to answer
answer a question raise his hand to answer a question?
simple questions.

M9 GROUP INSTRUCTION Raises hand AND The student will be able to Can the student raise his hand to be
names item raise his hand and name an called upon and then name an item being
item being displayed. displayed?

M 10 GROUP INSTRUCTION Raises hand AND The student will be able to Can the student raise his hand to answer
answers a raise his hand to answer a question?
question simple questions.
M 11 GROUP INSTRUCTION Takes turns The student will appropriately Does the student take turns during group
during instructiontake turns with other students instruction?
during group instruction
activities.
M 12 GROUP INSTRUCTION Learns new skills The student will readily Does the student learn new academic
in group teaching acquire new academic skills skills while participating in group
format during group instruction instruction?
activities.

N1 FOLLOW Follows daily The student will Does the student follow classroom
CLASSROOM routines independently follow daily activities such as putting away his lunch,
ROUTINES (backpack, etc.) classroom routines hang-up coat, etc.?
N2 FOLLOW Works The student will work Will the student remain on-task when
CLASSROOM independently on independently on non- instructed to independently engage in non-
ROUTINES non- academic educational or leisure-type academic activities?
activities activities.

N3 FOLLOW Sits and waits When seated during Does the student sit and wait
CLASSROOM appropriately classroom transitions the appropriately during transitions from one
ROUTINES during transitions student will wait appropriately known activity to the next?
for the next activity to begin.

N4 FOLLOW Physically The student will make Does the student successfully transition
CLASSROOM transitions to next appropriate transitions while from one known activity to the next?
ROUTINES area or activity following directions to move
from one area to another in
the classroom to change
educational activities.

N5 FOLLOW Waits turn to do The student will wait Does the student wait appropriately until
CLASSROOM activities (wash appropriately for his turn his turn to do an activity (e.g., wait in line
ROUTINES hands, etc.) during classroom activities. to wash hands or go outside for recess)?

N6 FOLLOW Gets in line on The student will follow Does the student line-up upon request?
CLASSROOM request instructions to form a line and
ROUTINES wait appropriately while
standing in the line
N7 FOLLOW Works The student will work Will the student remain on-task when
CLASSROOM independently on independently on known instructed to independently engage in
ROUTINES academic activities educational activities. academic activities?

N8 FOLLOW Gets & returns The student will follow Can the student get and put away his own
CLASSROOM own materials instructions to get and return educational activities?
ROUTINES his own educational materials

N9 FOLLOW Completes a task The student will follow Can the student follow instructions to
CLASSROOM and brings work to instructions to complete a complete a task and bring the work to the
ROUTINES teacher or puts task and bring the work to the teacher or return his own educational
away materials teacher or return his own materials?
educational materials.
N 10 FOLLOW Stands and waits During classroom transitions Does the student stand and wait
CLASSROOM appropriately the student will stand and appropriately during transitions from one
ROUTINES during transitions wait appropriately for the next known activity to the next?
activity to begin.
P1 GENERALIZED Generalizes Does the student use skills Does the student use skills acquired with
RESPONDING across stimuli acquired with one item emit one item to emit the same response with a
the same response with a similar example of that item?
similar example of that item?

P2 GENERALIZED Generalizes The student will be able to Does the student use skills learned with
RESPONDING across instructors use skills learned with one one instructor with other instructors?
instructor with other
instructors.

P3 GENERALIZED Generalizes The student will be able to Does the student use skills acquired in
RESPONDING across use skills acquired in training training situations in other situations?
environments situations in other situations

P4 GENERALIZED Use of skills in The student will be able to Does the student use skills acquired in
RESPONDING groups use skills acquired in individual teaching sessions wtien in
individual teaching sessions group situations with peers?
when in group situations with
peers.
P5 GENERALIZED Generalized The student will be able to After learning an appropriate response to
RESPONDING response forms use other appropriate a given situation, does the student use
responses after learning a other alternative appropriate responses
response to a given situation. under those same conditions?

P6 GENERALIZED Generalization of The student will be able to Can the student learn words during one
RESPONDING language skills use words acquired during type of language skill training then use the
one type of language skill to acquired word in other types of language
other types of language skills. skills?
 Q1 READING SKILLS Receptive letters The student will be able to Can the student receptively identify upper
receptively identify upper and and lower case letters?
lower case letters.

Q2 READING SKILLS Labels letters The student will be able to Can the student name upper and lower
name upper and lower case case letters?
letters.

Q3 READING SKILLS Receptive sounds The student will be able to Can the student select the corresponding
of letters select the corresponding letter when given the sounds associated
letter when given the sounds with letter?
associated with letter.

Q4 READING SKILLS Labels sounds of The student will be able to Can the student give the sounds
letters give the sounds associated associated with letters?
with letters.

Q5 READING SKILLS Match words with The student will be able to Can the student match words to pictures?
pictures match words to pictures.

Q6 READING SKILLS Match words to The student will be able to
words match word cards to those
same words written in
different fonts presented in a
display of three word cards.
Can the student match word cards to the
same words written in different fonts when
words are presented in a display of three
word cards?

Q7 READING SKILLS Names letters in The student will be able to Can the student name the letters of words
words reading left name the letters of words reading from left to right across the word?
to right reading from left to right
across the word.
Q8 READING SKILLS Match individual The student will be able to Can the student match individual letters to
letters to letters match individual letters to the the letters on cards with single 5 letter
on word card letters on cards with single 5 words?
letter words.

Q9 READING SKILLS Fill in missing Given a picture of an object Can the student add a small letter card to
letter of words and two of three letters complete three letter words when given a
provided, the student will be picture of an object and two of three
able to add a small letter card letters for the word provided?
to complete three letter words.
Q 10 READING SKILLS Read simple words The student will be able to Can the student read words?
read words.

Q 11 READING SKILLS Decode words The student will be able to Can the student decode/sound-out
decode unknown words. unknown words?

0 12 READING SKILLS Read small The student will be able to Can the student read phrases?
groups of words read phrases.
from left to right

Q 13 READING SKILLS Read simple The student will be able to Can the student read sentences?
sentences (3-6 read sentences.
words)

Q 14 READING SKILLS Fills-in missing The student will be able to
words choose a word from a
selection of words to fill in a
missing word when given an
incomplete sentence.
Can the student choose a word from a
selection of words to fill in a missing word
when given an incomplete sentence?

Q 15 READING SKILLS Reads and follows The student will be able to Can the student read and follow simple
simple read and follow simple instructions to perform an action (e.g.,
instructions to do instructions to perform an Give the red cup to Mommy, Give Daddy a
actions action. hug)?
Q 16 READING SKILLS Reads and follows The student will be able to Can the student read and follow simple
simple read and follow simple Instructions on worksheets (e.g., put a
instructions on instructions on worksheets. circle around the bird, draw a line under
worksheets the shoe)?

Q 17 READING SKILLS Read passages The student will be able to Can the student read sentences and
and answer read sentences and answer answer questions regarding the sentence?
comprehension questions regarding the
questions sentence.

R1 MATH SKILLS Rote counts with The student will be able to Can the student continue counting to 10
prompts continue counting to 10 when when the sequence is started for him?
the counting sequence is
started for him.

R2 MATH SKILLS Rote counting The student will be able to Can the student rote count?
rote count to 100.

R3 MATH SKILLS Count objects with The student will be able to Can the student continue counting objects
prompts continue counting objects to to 10 when the sequence is started for
10 when the counting him?
sequence is started for him.

R4 MATH SKILLS Count given The student will be able to Can the student count items given to him
objects count the number of items (with 1 to 1 correspondence) even if the
given to him even if the items items are not arranged in a straight row?
are not arranged in a straight
row.

R5 MATH SKILLS Count out objects The student will be able to Can the student count- out a specified
from a larger set count-out a specified number number of items from a larger set of items?
of items from a larger set of
items.

R6 MATH SKILLS Names numerals The student will be able to Can the student name the numerals on a
in sequence name the numerals on a number line.
number line.
 R7 MATH SKILLS Names numbers The student will be able to Can the student name numbers?
name numbers to 100.

R8 MATH SKILLS Match number The student will be able to Can the student match numbers with the
with same amount match numbers with the same amount of items and vice versa?
of objects same amount of items and
vice versa

R9 MATH SKILLS "more" The student will be able to Can the student receptively identify and
receptively identity and label label examples ol the word "more"?
examples of the word "more".

R 10 MATH SKILLS "less" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "less"?
examples of the word "less".

R 11 MATH SKILLS "some" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "some"?
examples of the word "some".

R 12 MATH SKILLS "all" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "all"?
examples of the word "all".

R 13 MATH SKILLS "zero/none" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "zero/none"?
examples of the word
"zero/none".

R 14 MATH SKILLS Add items to Given a set of items, the Can the student determine how many
specified quantity student will be able to get the more items are needed to make a set of a
correct number of additional larger quantity?
items to make a set of a
specified quantity.

R 15 MATH SKILLS "same" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "same"?
examples of the word "same".

R 16 MATH SKILLS "different" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "different'"?
examples of the word
"different".
R 17 MATH SKILLS "greater" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "greater"?
examples of the word
"greater".
R 18 MATH SKILLS "add" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "add"?
examples of the word "add".

R 19 MATH SKILLS Walk and get The student will be able to Can the student walk at least 10 feet and
specified number walk at least 10 feet and count a specified number of identical
of objects from a count out a specified number items (up to 10 items) from a larger set
larger set of identical items (up to 10 and return with those items?
items) from a larger set and
return with those items.

R 20 MATH SKILLS Add numbers The student will be able to Can the student add numbers?
add numbers with carrying.

R 21 MATH SKILLS Time telling The student will be able to tell Can the student tell time with either a
time to the nearest minute standard (analog) or a digital clock?

R 22 MATH SKILLS Identify coins by The student will be able to Can the student name coins?
name identify all coins by name.

R 23 MATH SKILLS Identify all coins The student will be able to Can the student identify the value of coins?
by value identify the values of all coins.

R 24 MATH SKILLS Interchange coins The student will be able to Can the student interchange coins to
to arrive at equal interchange coins to arrive at arrive at equal values?
values equal values.

R 25 MATH SKILLS "equal" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "equal"?
examples of the word "equal".

R 26 MATH SKILLS "unequal" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "unequal"?
examples of the word
"unequal"
R 27 MATH SKILLS "minus" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "minus"?
examples of the word "minus".

R 28 MATH SKILLS "plus" The student will be able to Can the student receptively identify and
receptively identify and label label examples of the word "plus"?
examples of the word "plus".
R 29 MATH SKILLS "subtract/Take The student will be able to Can the student receptively identify and
away" receptively identify and label label examples of the word "subtract/take
examples of the word away"?
"subtract/take away".

S1 WRITING SKILLS Mark on paper The student will be able to Can the student make marks on paper?
make marks on paper

S2 WRITING SKILLS Color between The student will be able to Can the student color within lined areas?
lines color within lined areas.

S3 WRITING SKILLS Trace lines and The student will be able to Can the student trace lines and shapes?
shapes trace lines and shapes.

S4 WRITING SKILLS Trace letters and The student will be able to Can the student trace letters and
numbers trace letters and numbers. numbers?

S5 WRITING SKILLS Copy straight lines The student will be able to Can the student copy simple straight lines?
copy simple straight lines
S6 WRITING SKILLS Copy curved lines The student will be able to Can the student copy curved lines?
copy simple curved lines.

S7 WRITING SKILLS Copy letters (with The student will be able to Can the student copy letters?
sample) copy letters

S8 WRITING SKILLS Copy numbers The student will be able to Can the student copy numbers?
(with sample) copy numbers.

S9 WRITING SKILLS Print letters The student will be able to Can the student print letters without a
print letters without a model. model?

S 10 WRITING SKILLS Print numbers The student will be able to Can the student print numbers without a
print numbers without a model?
model.
T1 SPELLING Match individual The student will be able to Can the student match individual letters to
letters to letters match individual letters to the the letters on cards with single 5 letter
on word card letters on cards with single 5 words?
letter words.

T2 SPELLING Fill in missing Given a picture of an object
letter ot words and two of three letters
provided, the student will be
able to add a small letter card
to complete three letter words.
Can the student add a small letter card to
complete three letter words when given a
picture of an object and two of three
letters for the word provided?

T3 SPELLING Copy words The student will be able to Can the student copy words by writing or
copy 6 letter words by writing typing?
or typing.

T4 SPELLING Writes in missing Given a picture of an object
letter of words and two of three letters
provided, the student will be
able to write-in the missing
letter to complete three letter
words
Can the student write-in the missing letter
to complete three letter words when given
a picture of an object and two of three
letters for the word provided?

T5 SPELLING Spell words vocally The student will be able to Can the student spell words vocally?
spell words vocally.
T6 SPELLING Spell words in a The student will be able to Can the student write or type dictated
written form write or type dictated words. words?

T7 SPELLING Spell own name The student will be able to Can the student spell his name vocally or
spell his own name both by writing or typing?
vocally and by writing or
typing.

U1 DRESSING SKILLS Pants up & down The student will be able to Can the student pull up and down his
pull up and down his pants pants for toileting?
without assistance for toileting

U2 DRESSING SKILLS Shoes on and off The student will be able to Can the student put-on and remove his
put- on (tying laces not shoes (tying laces not required)?
required) and remove his
shoes without assistance.

U3 DRESSING SKILLS Pullover shirts on The student will be able to Can the student put-on and remove
and take off put- on and remove pullover pullover shirts?
shirts without assistance.
 U4 DRESSING SKILLS Buttoning shirts The student will be able to Can the student put-on (fastening buttons
on and off put- on (fastening buttons not not required) and remove buttoning types
required) and remove of shirts?
buttoning types of shirts
without assistance.

U5 DRESSING SKILLS Pants on and off The student will be able to
put- on (fastening buttons,
snaps and zippers not
required) and remove his
pants without assistance.
Can the student put-on (fastening buttons,
snaps and zippers not required) and
remove his pants?

U6 DRESSING SKILLS Socks on and off The student will be able to Can the student put-on and remove his
put- on and remove his socks socks?
without assistance.

U7 DRESSING SKILLS Coat on and off The student will be able to Can the student put-on (fastening buttons,
put- on (fastening buttons, snaps and zippers not required) and
snaps and zippers not remove his coat (requires unfastening
required) and remove his buttons or snaps, or unzipping)?
coat (requires unfastening
buttons or snaps, or
unzipping) without assistance

U8 DRESSING SKILLS Unzip zipper The student will be able to Can the student unzip zippers?
unzip zippers on clothing,
backpack or similar items
without assistance.

U9 DRESSING SKILLS Fasten zipper The student will be able to Can the student fasten zippers (includes
fasten zippers on a backpack starting a zipper)?
or similar items without
assistance

U 10 DRESSING SKILLS Use zipper on The student will be able to zip Can the student zip and unzip zippers
clothes and unzip zippers on clothing (includes starting a zipper)?
without assistance.

U 11 DRESSING SKILLS Fasten buttons The student will be able to Can the student fasten buttons on his
fasten buttons on his clothing clothing?
without assistance.

U 12 DRESSING SKILLS Use snaps The student will be abie to Can the student undo and fasten snaps?
undo and fasten snaps on
clothing without assistance
U 13 DRESSING SKILLS Use buckles The student will be able to Can the student undo and fasten belts?
undo and fasten belts without
assistance.

U 14 DRESSING SKILLS Adjust clothing The student will be able to Can the student adjust clothing when
when needed adjust clothing when needed? needed7

U 15 DRESSING SKILLS Tie shoes The student will be able to tie Can the student tie his shoes?
his shoes without assistance.

V1 EATING SKILLS Eat finger foods The student will be able to Can the student eat food using fingers?
eat food using fingers

V2 EATING SKILLS Drink from a straw The student will be able to Can the student drink from a straw?
drink from a straw

V3 EATING SKILLS Drink from a cup The student will be able to Can the student drink from a cup without
drink from a cup without spilling?
spilling.
V4 EATING SKILLS Feed self with a The student will be able to Can the student feed self with a spoon or
spoon and fork feed self with a spoon and fork when given cut food?
fork when given cut food.
V5 EATING SKILLS Spread with a knife The student will be able to Can the student spread with a knife?
spread with a knife.

V6 EATING SKILLS Pour liquid into a The student will be able to Can the student pour liquid from a pitcher
cup pour liquid from a pitcher into into a cup without spilling?
a cup without spilling.
V7 EATING SKILLS Cut food with a The student will be able to Can the student cut his own food with a
knife cut his own food with a knife. knife?

V8 EATING SKILLS Take prepared The student will be able to Can the student get a prepared lunch and
lunch to table get a prepared lunch and take to table without physical prompts nor
take to table without physical assistance?
prompts nor assistance.

V9 EATING SKILLS Clean-up table The student will be able to Can the student clean-up table without
after meals clean up table after lunch assistance after lunch?
without assistance.
V 10 EATING SKILLS Keep eating areas The student will be able to Can the student keep immediate eating
clean keep immediate table area area clean while eating?
clean while eating.
W1 GROOMING SKILLS Wash hands Student will be able to Can the student wash his hands
wash his hands without without assistance?
assistance.
W2 GROOMING SKILLS Dry hands Student will be able to dry Can the student dry his hands without
his hands without assistance?
assistance.
W3 GROOMING SKILLS Wash face Student will be able to Can the student wash his face without
wash his face without assistance?
assistance.
W4 GROOMING SKILLS Dry face Student will be able to dry Can the student dry his face without
his face without assistance assistance?

W5 GROOMING SKILLS Comb or brush Student will be able to Can the student comb or brush his
hair comb or brush his hair hair without assistance?
without assistance.
W6 GROOMING SKILLS Brush teeth Student will be able to Can the student brush his teeth using
brush his teeth using toothpaste without assistance?
toothpaste without
assistance.
W7 GROOMING SKILLS Blow nose when Student will be able to Can the student blow his nose as
needed independently blow his needed?
nose as needed

X1 TOILETING SKILLS Urinate in toilet The student will urinate in Does the student urinate in toilets?
the toilet at least 2 times
per day.
X2 TOILETING SKILLS Remain dry The student will remain dry Can the student remain dry (urine) all
(urine) on a throughout the day when day if taken to the toilet on a regular
toileting schedule taken to the toilet on a basis?
regular schedule

X3 TOILETING SKILLS Independently The student will be able to Can the student independently use a
use familiar independently use a familiar restroom for urination?
restroom for familiar restroom for
urination urination.

X4 TOILETING SKILLS Requests to use The student will request to Does the student ask to use the
toilet when use the toilet as needed restroom as needed in familiar
needed both in a familiar setting settings and when out in public?
and when in public.

X5 TOILETING SKILLS Wipe self after The student (female) will Can the (female) student wipe self
urinating be able to wipe self after after urinating?
(Females) urinating.

X6 TOILETING SKILLS Defecate in toilet The student will have at least Does the student have bowel movements
two bowel movements in the in the toilet?
toilet per week.

X7 TOILETING SKILLS Remain clean The student will not have Can the student remain clean (bowel
(bowel movement) more the 2 instances of movements) if taken to the toilet on a
on a toileting soiled pants per week at regular basis?
schedule home and school when taken
to the toilet on a regular
schedule.

X8 TOILETING SKILLS Wipe self after The student will be able to Can the student wipe self after bowl
bowel movement wipe self after bowel movement?
movement.

X9 TOILETING SKILLS Independently use The student will be able to Can the student independently use a
familiar restroom independently use a familiar familiar restroom bowel movements?
for bowel restroom for bowel
movements movements.
 X 10 TOILETING SKILLS Use restroom The student will be able to Can the student use the restroom
without assistance independently use the toilet. independently?

Y1 GROSS MOTOR SKILLS Walk forward with The student will be able to Does the student walk forward with an
appropriate gait walk forward with an appropriate gait?
appropriate gait.
Y2 GROSS MOTOR SKILLS Kneel The student will be able to Can the student get into and out of a
get into and out of a kneeling kneeling position?
position.
Y3 GROSS MOTOR SKILLS Run smoothly The student will be able to Can the student run smoothly?
run smoothly.
Y4 GROSS MOTOR SKILLS Roll sideways The student will be able to Can the student roll sideways?
roll sideways.
Y5 GROSS MOTOR SKILLS Jump forward The student will be able to Can the student jump forward using two
jump forward using two feet. feet?

Y6 GROSS MOTOR SKILLS Jump down The student will be able to Can the student jump down from an object
jump down from an object (1 (1 ft.)?
ft).

Y7 GROSS MOTOR SKILLS Walk backward The student will be able to Can the student walk backward?
walk backward.
Y8 GROSS MOTOR SKILLS Hop on two feet The student will be able to Can the student hop on two feet?
hop on two feet.
Y9 GROSS MOTOR SKILLS Throw ball from The student will be able to Can the student throw (from chest or
chest or overhand throw from chest or overhand overhand) an 8 inch ball four feet to a
an 8 inch ball four feet to a person?
person.
Y 10 GROSS MOTOR SKILLS Roll a ball The student will be able to Can the student roll a ball 6 feet to
roll a ball 6 feet to another another person?
person.
Y 11 GROSS MOTOR SKILLS Climb a ladder The student will be able to Can the student climb a ladder 5 feet
using reciprocal climb a ladder 5 feet using using reciprocal motion?
motion reciprocal motion.
Y 12 GROSS MOTOR SKILLS Creep on stomach The student will be able to Can the student creep on his stomach at
creep on his stomach at least least 3 feet?
3 feet
Y 13 GROSS MOTOR SKILLS Squat The student will be able to Can the student get into and out of a
get into and out of a squatting squatting position?
position

Y 14 GROSS MOTOR SKILLS Walk across a The student will be able to Can the student walk across a balance
balance beam walk across a balance beam beam or other narrow board for up to 8
or other narrow board for up feet without falling?
to 8 feet without falling.
Y 15 GROSS MOTOR SKILLS Catch a ball any The student will be able to Can the student catch an 8 inch ball
method catch an 8 inch ball thrown thrown from 4 feet on at least half of all
from 4 feet (including attempts to catch the ball?
trapping ball to chest with
arms).
Y 16 GROSS MOTOR SKILLS Ride a tricycle The student will be able to Can the student peddle a tricycle at least
peddle a tricycle at least 20 20 feet?
feet.
Y 17 GROSS MOTOR SKILLS Walk sideways The student will be able to Can the student walk sideways?
walk sideways.
Y 18 GROSS MOTOR SKILLS Gallop The student will be able to Can the student gallop?
gallop.
Y 19 GROSS MOTOR SKILLS Balance on one The student will be able to Can the student balance on one foot for at
foot balance on one foot for at least 3 seconds?
least 3 seconds
Y 20 GROSS MOTOR SKILLS Kick ball at target The student will be able to Can the student kick an 8 inch ball at least
kick an 8 inch ball at least 6 6 feet to a person or other target?
feet to a person or other
target
Y 21 GROSS MOTOR SKILLS Hang from bar The student will be able to Can the student support his suspended
support his suspended weight when using playground equipment?
weight when using
playground equipment (hang).

Y 22 GROSS MOTOR SKILLS Catch a ball in The student will be able to
hands catch an 8 inch ball with his
hands only (i.e., not trap to
chest with arms) when it is
thrown from 4 feet
Can the student catch an 8 inch ball in his
hands (not trapping the ball to chest with
arms) when it is thrown from 4 feet?

Y 23 GROSS MOTOR SKILLS Throw ball The student will be able to Can the student underhand throw an 8
underhand throw (underhand) an 8 inch inch ball four feet to a person?
ball four feet to a person.

Y 24 GROSS MOTOR SKILLS Toss and catch a The student will be able to Can the student toss an 8 inch ball into
ball toss a ball in the air and the air at least 12 inches and catch it in
catch it in his hands. his hands (i.e., not trap to chest with
arms)?
Y 25 GROSS MOTOR SKILLS Bounce a ball The student will be able to Can the student bounce a ball at least
bounce a ball at least three three times?
times.
Y 26 GROSS MOTOR SKILLS Kick a moving ball The student will be able to Can the student kick a slowly rolling 8 inch
kick a slowly rolling 8 inch ball in the direction of a specified target
ball in the direction of a area (e.g., towards a goal net)?
specified target area. New- Note: The accuracy of the kick is not
as important as the ability to adjust body
position and time the kick to correspond
with the motion of the ball.

Y 27 GROSS MOTOR SKILLS Pump while The student will be able to Can the student pump his legs while
swinging pump his legs while swinging. swinging?

Y 28 GROSS MOTOR SKILLS Skip The student will be able to Can the student skip?
skip.
Y 29 GROSS MOTOR SKILLS Jumping jacks The student will be able to do Can the student do jumping jacks?
jumping jacks.
Y 30 GROSS MOTOR SKILLS Ride a bicycle The student will be able to Can the student ride and stop a bicycle?
ride and stop a bicycle.
 Z1 FINE MOTOR SKILLS Mark on paper The student will be able to Can the student mark on paper with a
with a crayon mark on paper with a crayon. crayon?

Z2 FINE MOTOR SKILLS Places objects in The student will be able to Can the student place objects of various
a form box place objects of various shapes in a form box?
shapes in a form box.
Z3 FINE MOTOR SKILLS Single-piece inset The student will be able to Can the student put single-piece inset
puzzle put single-piece inset puzzle puzzle pieces into frames?
pieces into frames
Z4 FINE MOTOR SKILLS Multiple puzzle The student will be able to Can the student manipulate to place
pieces into a frame manipulate to place multiple multiple puzzle pieces into a frame?
puzzle pieces into a frame.

Z5 FINE MOTOR SKILLS Blocks on block The student will be able to Can the student accurately place blocks
design cards accurately place blocks on on block design cards7
block design cards.
Z6 FINE MOTOR SKILLS Transfer objects The student will be able to Can the student transfer objects from one
to the opposite transfer objects from one hand to the opposite hand?
hand hand to the opposite hand
Z7 FINE MOTOR SKILLS Places pegs in a The student will be able to Can the student place pegs in a peg
peg board place pegs in a peg board. board?
Z8 FINE MOTOR SKILLS Turns pages of a The student will be able to Can the student turn one page of a book
book turn one page of a book at a at a time?
time.
Z9 FINE MOTOR SKILLS Clothespins on a The student will be able to Can the student put spring-type
line put spring-type clothespins clothespins(cirlige) on a line?
on a line.
Z 10 FINE MOTOR SKILLS Color within The student will be able to Can the student color within boundaries?
boundaries color within boundaries.
Z 11 FINE MOTOR SKILLS Open "Ziploc" The student will be able to Can the student open "Ziploc" type bags
type bags open "Ziploc" type bags to to get to food items?
get to food items
Z 12 FINE MOTOR SKILLS Snips with scissors The student will be able to Can the student snip paper with scissors?
snip paper with scissors.
Z 13 FINE MOTOR SKILLS Stacks blocks The student will be able to Can the student stack blocks?
stack blocks.
Z 14 FINE MOTOR SKILLS Strings beads The student will be able to Can the student strings beads which have
strings beads which have a a 1/8 inch hole?
1/8 inch hole.
Z 15 FINE MOTOR SKILLS Remove lids of jars The student will be able to Can the student turn to remove lids of jars?
remove lids of jars.
Z 16 FINE MOTOR SKILLS Cuts across paper The student will be able to Can the student cut on a line across a
with scissors cut across paper with sheet of paper with scissors?
scissors.
Z 17 FINE MOTOR SKILLS Trace lines with a The student will be able to Can the student trace lines with a finger?
finger trace lines with a finger.
Z 18 FINE MOTOR SKILLS Squeezes glue The student will be able to Can the student squeeze glue from a
from a bottle squeeze glue from a bottle. bottle?
Z 19 FINE MOTOR SKILLS Remove wrappers The student will be able to Can the student remove wrappers to get
remove wrappers to get to to food items?
food items.
Z 20 FINE MOTOR SKILLS Roughly copy The student will be able to Can the student roughly copy simple
shapes and roughly copy simple shapes shapes and line patterns (e.g., Make an
patterns and line patterns. "X", square, triangle, circle, row of dots)?

Z 21 FINE MOTOR SKILLS Paste shapes on The student will be able to Can the student independently use glue to
outlined picture paste cut out pieces of paper attach shapes of paper (in correct
in appropriate positions on an positions) in outlined picture to complete
outlined picture to make the an art project which matches a sample
picture match a sample art picture?
project (e.g.. make a clown
face).
Z 22 FINE MOTOR SKILLS Paste shapes on The student will be able to Can the student paste shapes on a plain
plain paper picture paste cut out pieces of paper piece of paper to complete an art project
in appropriate positions on an which matches a sample picture?
outlined picture to make the
picture match a sample art
project (e.g., make a clown
face).
Z 23 FINE MOTOR SKILLS Objects (rings) on The student will be able to Can the student put objects (rings) on
pegs put objects (rings) on pegs. pegs?

Z 24 FINE MOTOR SKILLS Replace lids of jars The student will be able to Can the student turn to replace lids of jars?
replace lids of jars.
Z 25 FINE MOTOR SKILLS Uses pincer grip The student will be able to Can the student pick up small items using
pick up small items using a a pincer grip?
pincer grip
Z 26 FINE MOTOR SKILLS Fold a piece of The student will be able to Can the student watch somone fold a
paper watch somone fold a piece of piece of paper in half and then fold a
paper in half and then imitate piece of paper in a simialr manner?
the model.
Z 27 FINE MOTOR SKILLS Cuts out shapes The student will be able to Can the student cut out shapes with
with scissors cut out shapes with scissors. scissors?

Z 28 FINE MOTOR SKILLS Accurately copy The student will be able to Can the student accurately copy simple
shapes and accurately copy simple shapes and line patterns (e.g., Make an
patterns shapes and line patterns, "X", square, triangle, circle, row of dots)
including correct orientation with correct orientation and size of figures?
and size of figures.
 Punctaj TUDOR
EXAMPLES CRITERIA Max ianuarie/2020
M & M taken and eaten 2= takes within 3 seconds all 2 2
the time.
1= either not all the time or
takes more than 3 seconds to
respond
M & M vs. shoe, will take M & M 2= takes within 3 seconds all 2 2
the time,
1 = either not all the time or
takes more than 3 seconds to
respond

When you hold up a shoe and ask the
student to look at the shoe, student
will look at it and watch it as you move
it to a variety of positions in front of
him (e.g., up/ down/left/right)
4= will track the movement of 4 4
the item to 6 different
positions in a 10 second
period, 3= will track the
movement of the item to 4
positions in 10 seconds, 2=
finds it in any position
(up/down/left/ right) within 3
seconds, 1= wilt look at item
but requires an additional
prompt to look or takes more
than 3 seconds to respond

When you hold out a shoe, student will 2- takes within 3 seconds all 2 2
take it the time, 1= either not all the
time or takes more than 3
seconds to respond
Instructor has raisins that the student 4= will approach and sit a 4 4
enjoys (and student is hungry), the table and perform multiple
student walks across the room and responses to get reinforcers
performs an imitative response to get (each response is reinforced),
a raisin from the instructor 3= will approach and perform
multiple responses (each
response is reinforced), 2=
will readily and repeatedly
approach and perform a
variety of known single
responses, 1 = wilt
occasionally approach and
perform at least one response
for the reinforcer

4 4

2 2

2 2
When instructed to "give me shoe,"
the student will scan all the items in
the immediate area until he locates
the shoe.
2= can consistently scan up to 2 2
6 task-related items within 3
seconds (prior to responding),
1 = can consistently scan up
to 3 task- related items within
3 seconds (prior to
responding)

When asked to point to a picture of a 2= consistently responds 2 2

bird, the student immediately begins to within 3 seconds when
reach toward and then point to the bird. instructions are presented, 1=
consistently responds within 5
seconds when instructions are
presented
Actions: tickle, pick-up, visual- toy that 2= at least 10 separate 2
spins, instructor controllable items or
Auditory: music, Tactile: rubs & tickles, activities are effective as
Social: claps, praise, Toys: specific reinforcers for learning
ones, Activities: puzzles, computer behaviors, 1= at least 5 items
or activities are effective as
reinforcers
Student will label picture cards when 4= engages in 5 acquisition 4
he is occasionally given a raison after responses for an edible or
(a reinforcer) an average of about 4 tangible reinforcer, 3= 2
responses acquisition & 3 maintenance
responses for a reinforcer 2=
4 maintenance responses for
an edible or tangible
reinforcer 1= 2 maintenance
responses for an edible or
tangible reinforcer

The student performs tasks to get to 4= engages in 5 acquisition 4

play "Ring Around the Rosie" with the
instructor
responses for instructor
interaction reinforcer, 3= 2
acquisition & 3 maintenance
responses for instructor
interaction 2= 4 maintenance
responses for instructor
interaction, 1=2 maintenance
responses for instructor
interaction reinforcer

Looks to see if the instructor is 2= looks at instructors to seek 2 2

smiling, listens to the change in
inflection in the instructor's voice as
praise is being delivered
feedback when finished
responding at least 70% of
the time, 1= occasionally
looks at instructors to seek
feedback when finished
responding (without the
instructor using highly
exaggerated changes in
behavior to get the student to
notice)
4= works for 15 minutes for 4 4
only praise, 3= works for
praise for 15 min. with a back-
up reinforcer, 2= works for
praise for 5 min. with back-up
reinforcer, 1 = works for
praise for 3 responses prior to
receiving a back-up reinforcer

4= waits 5 minutes, 3= 1 4 4
minute, 2=10 seconds, 1=5
seconds

2= asks others to see what 2 2

they have done, 1 = looks to
see if others have noticed
what they have done

2- works independently 10 2
minutes to complete task for
recognition of task
completion, 1 = works
independently for 5 minutes to
complete a task with only
praise as the reinforcer

52 38

4= places 5 pieces presented 4 4

as group by looking and
positioning. 3= 3 pieces
presented as group by looking
and positioning 2= 5 pieces
handed separately using trial
and error 1 = places up to 3
pieces handed separately
using trial and error

4= 6 pieces by looking at 4 4
piece then visually locating
the corresponding hole, 3= 4
pieces by look and locate, 2-
4 pieces using trial and error
approach, 1 = 2 pieces by trial
and error

When given a stack of pictures,
student matches each one to another
in an array of pictures in rapid
succession
Student is given a mixed set of various
pictures of dogs and trees and a
sample of each is placed on the table.
The student sorts pictures by placing
dogs on the pile of dogs and the trees
on the pile of trees.
4- at least 10 objects to 4 4
objects in a display of 8 items,
3= at least 5 objects to
objects in a display of 4 items,
2- at least two objects to
objects in a display of 2 items,
1 = can match one object to
an identical object in a display
of 2 items
2= can match three items in 2 2
succession, 1= can match a
single item per task
presentation
4= at least 10 pictures to 4 4
pictures in a display of 8
pictures, 3= at least 5 pictures
to pictures in display of 4, 2=
at least two pictures to
pictures in a display of 2, 1=
can match one picture to an
identical picture in a display of
2 pictures
2= can match three items in 2 2
succession, 1= can match a
single item per task
presentation
2= can match at least 10 2 2
items in 30 seconds, 1= can
match 5 separate items in 15
seconds
4= given 20 Items (5 each of 4 4
4 items), can sort 10 or more
types of items into an array of
4 samples, 3= given 12 items
(3 each of 4 items), can sort
at least 6 types of items into
array of 4 samples, 2= given 6
items (2 each of 3 items), can
sort at least 4 types of items
into array of 3 samples, 1 =
given 4 items (2 each of 2
items), can sort 2 types of
items into an array of 2
samples
Modified. Note: This skill does
not require the student to
receptively know the class of
the items. It requires only
visual matching of similar,
non-identical items.

bat and a ball; cup and juice; socks
and shoes; knife, fork, spoon and
plate; shirt, hat and pants
4= can quickly complete 4
designs with 6 or more blocks
(some extras), 3= 4 or more
blocks (some extras), 2= can
do up to 4 blocks (no extras),
1= can do designs using 2
blocks (no extras)
4= 4 puzzles with 8 pieces, 3= 4
4 puzzles with 5 pieces, 2= 2
puzzles with 5 pieces, 1= 1
puzzle with at least 5 pieces
4= 3 puzzles with 5 pieces, 3= 4
3 puzzles with 4 pieces, 2= 3
puzzles with 3 pieces, 1= 3
puzzles with at least 2 pieces
4= can quickly complete 4
designs with 6 or more pieces
(some extra blocks), 3= 4 or
more parts (extras), 2= can do
up to 4 pieces (no extras), 1=
cancan
4= do designs using 2 blocks
match sequence of 8 4
pieces comprised of 4
different items when given
extra pieces, 3= 8 pieces of 4
items with no extras, 2= 6
pieces of three items with no
extras, 1 = 6 pieces of two
items with no extras
4= 4 puzzles with 5 pieces, 3= 4 4
4 puzzles with 4 pieces, 2- 2
puzzles with 3 pieces, 1= 1
puzzle with at least 3 pieces
4= at least four puzzles with 4
12 pieces, 3= two puzzles
with 12 pieces, 2= two
puzzles with 8 pieces, 1= one
puzzle with at least 8 pieces
4= can match at least 2 4 4
related pictures for 20 or more
items, 3= 2 related pictures
for 10 items, 2- 1 related
picture for 10 items, 1= can
match at least 1 related
picture for 5 items
New. See Appendix 1 :
Association List
When shown a pen and a bottle of
bubbles and the placement of a
crayon on the pen and a candle on the
bubbles, student continues to place
other pictures on things you write with
and things you blow on the correct
piles.
When shown a monkey and a car and
the placement of a dog on the monkey
and a bicycle on the car, student
continues to place other pictures on
things with tails and things with wheels.
When shown a cat and a shoe and the
placement of a dog on the cat and a
shirt on the shoe, student continues to
place other pictures of animals and
clothing on the correct piles.
After showing a pattern of three items
and then remove the display, the
student replicates the pattern.
After showing the student a picture of
a cat, hide the picture, wait a few
seconds, present pictures of a dog,
cat, and bird and say "Find the same"
or "Find it"
4= at least 5 items from 4 4 4
functions , 3= at least 5 items
from 3 functions, 2~ at least 5
items from 2 functions, 1= at
least 2 items from 2 functions
4= at least 5 items from 4 4 4
features/parts, 3= at least 5
items from 3 features/parts,
2= at least 5 items from 2
features/parts, 1 = at least 2
items from 2 features/parts
4= at least 5 items from 4 4 4
classes, 3= at least 5 items
from 3 classes, 2= at least 5
items from 2 classes, 1= at
least 2 Items from 2 classes
4= immediately, with three 4 4
items after 5 second delay,3=
three items with two second
delay or two items with 5
second delay, 2= two items in
two seconds without prompts,
1= two items with 2 second
delay with only verbal or
gestural prompts
4= after 5 second delay, can 4 4
find any one of 10 items within
3 seconds, when presented
an array of 5 items, 3= after 3
second delay, can find any
one of 5 items within 3
seconds, 2= after 3 second
delay, can find any one of 5
items within 3 seconds, when
presented an array of 3 items,
1 = after 2 second delay, can
find any one of 3 items within
3 seconds, when presented
an array of 2 items
When an arrangement of blocks are
displayed in a pattern (e.g., a red
block, blue block, red block, blue
block, etc.) the student continues to
add a red block, then a blue block, etc.
When shown a model, the student
builds a simple house using blocks.
For each napkin placed on a table, the
student immediately places a spoon
on the napkin; after each instructor-
placed white block the student adds a
blue block; for every juice container
put on a table, the student immediately
puts a straw next to each container
Places four pictures of washing hand
sequence in order: Turn on water, use
soap, rinse hands, dry hands with
towel
4= continues an irregular 4 4
pattern with at least 3 different
stimuli with irrelevant pieces
present, 3= three items in a
regular sequence with extra
irrelevant pieces present, 2=
three items in a regular
sequence, 1= two items in an
alternating sequence
2= can replicate 2 objects 2
using at least 6 blocks or
other items, 1= can replicate 2
objects using at least 3 blocks
or other items
2= can immediately place an 2
item on a corresponding item
for a series of at least 6
responses, 1 = can
immediately place an item on
a corresponding item for a
series of at least 3 responses
4= can arrange at least four 4
sets of items for each of the
four specified attributes, 3=
two sets of items for three
attributes, 2= two sets of
items for two attributes, 1 =
two sets of items for one
attribute
4= can arrange at least five 4 4
sets of four items in a
sequence, 3= five sets of
items with a three-card
sequence, 2= three sets of
items with a three-card
sequence, 1 = two sets of
items with a three-card
sequence
2= can draw a line from start 2 2
to end in a maze which has 3
choice points for selecting the
correct path, 1= can draw a
line in a maze which has only
1 choice point for selecting
the correct path

Jump on trampoline, swing, etc.
Potato chip held over head, off to side, 2= readily touches an item in
etc.
Pen held over head, off to side, etc.
While sitting at a table, the child will 4= at least 3 activities without
follow an instruction to "go jump on prompts, 3= at least 3 with
trampoline," etc.
96 64
2- looks or comes at least 2 2
80% of the time, 1= requires
some prompts to respond
4= at least 3 activities without 4 4
prompts, 3= at least 3
activities with only one
additional verbal or pointing
prompt, 2= 3 or more
activities with a model and no
physical prompts, 1= 3 or
more activities with only
partial physical prompts
2= looks at it in any position 2 2
(up/down/left/ right) within 3
seconds, 1 = will look at item
but requires an additional
prompt to look or takes more
than 3 seconds to respond
2 2
any position (up/down/ left/
right) within 3 seconds, 1=
touches or grabs an item
within 3 seconds if it is held in
front of him
2= readily touches an item in 2 2
any position (up/down/left/
right) within 3 seconds, 1 =
touches or grabs an item
within 3 seconds if it is held in
front of him
4 4
only one verbal or pointing
prompt, 2= 3 or more with a
model and no physical
prompts, 1= 3 or more
activities with only partial
physical prompts
After using the toilet, the student will
follow directions to "wash hands."
Upon request the child will hand a
shoe to an instructor
Modified. Note: This task does not
require the student to be able to
receptively know the name of the item
to select it from a group of items.
Jump, sit down, arms up, clap, blow,
knock.
Modified. See Appendix 2: Simple
Instruction List
When a cup is held on one side, and
an empty hand is held in a different
position, the student will select "cup"
upon request.
When a shoe is held on one side, and
a bottle of bubbles (a reinforcer) is
held in a different position, the student
will select "bubbles" upon request.
When a box of raisins (reinforcer) and
a bottle of bubbles (a reinforcer) are
held in front of the student, the student
will select "bubbles" upon request.
Modified. See Appendix 3: Receptive
and Label List
When a cup and a shoe are held in
front of the student, the student will
select "shoe" upon request.
See Appendix 3: Receptive and Label
List Note that objects selected should
be ones that the student hears the
names
When aofpicture
and interacts
of a dogwith
andon a
a picture
of a shoe are held in front of the
student, the student will select "shoe"
upon request.
See Appendix 3: Receptive and Label
List Appendix 4: Body Parts List
See
4= at least 3 activities without 4 4
prompts, 3= at least 3 with
only verbal or pointing prompt,
2= 3 or more with a model
and no physical prompts, 1= 3
or more activities with only
partial physical prompts
2= usually within 3 seconds, 1 2 2
= usually with one additional
prompt (not including holding
out hand to receive the item)
4= at least 6 instructions 4 4
without prompts and can
follow at least 4 different
actions within 10 seconds 3=
at least 6 instructions without
prompts 2= at least 4
instructions without prompts,
1= at least 2 instructions
without prompts
2= readily finds and touches it 2
in any position within 3
seconds, 1= touches an item
if it is held in front of him
2= readily finds and selects it 2 2
in any position within 3
seconds, 1 = finds and selects
item if it is held in front of him
2= readily finds and selects It 2 2
in any position within 3
seconds, 1 = finds and selects
item if it is held in front of him
4= receptively identifies 50 or 4 4
more objects and can identify
several different examples of
most of those objects, 3=
identifies at least one example
of 25 objects, 2= 10 objects,
1=
4= identifies
receptivelyatidentifies
least 2 objects 4 4
pictures of 50 or more items
and can identify several
different pictures of most of
those items, 3= 25 pictures of
different
4= 10 or items, 2- 10 3=
more parts, pictures,
6 4 4
parts, 2= 4 parts, 1 = 2 parts
This skill can be demonstrated with
any type of selection response (e.g.,
point to, pick up, give me, touch, show
me, where is, find the)
Modified. See Appendix 3: Receptive
and Label List
This skill can be demonstrated with
any type of selection response (e.g.,
point to, pick up, give me, touch, show
me, where is, find the)
Modified. See Appendix 3: Receptive
and Label List
Student learns to select a picture of a 2= readily learns to select
"telephone" in five or less training trials. many new items after being
When asked to "point to shoe", child
does, and then points to a "cup,"
"book," and "apple" in rapid succession in 30 seconds, 1= can point to
"Show me ," "Where is the ," "Can you 2= selects objects and
find the ," "Touch the ," "Do you see a pictures when given any of 5
," "Find the ."
4= receptively identifies 100 4 4
or more objects and can
identify several different
examples (including novel
examples) of most of those
objects when presented in an
array of six or more objects,
3= 50 objects of at least one
example of the item when
presented in an array of three
objects, 2= 10 objects (array
of 3), 1=5 objects when
presented in an array of three
objects
4= receptively identifies 100 4 4
or more pictures and can
identify several different
examples (including novel
examples) of most of those
pictures when presented in an
array of six or more pictures,
3= 50 pictures of at least one
example of the item when
presented In an array of three
or more pictures, 2= 10
pictures (array of 3), 1= 5
pictures when presented in an
array of three or more pictures
2
required to select the Items
less than 5 times, 1= selects
many new items after being
required to select the items
less than 10 times.
2= can sequentially point to or 2 2
select at least 10 known items
or select 5 separate known
items in 15 seconds
2 2
instructions to select a
specified item (any selection
response is acceptable), 1 =
selects objects and pictures
when given any 2 instructions
to select a specified item (can
use any response)
4= 10 or more parts, 3= 6 4 4
parts, 2= 4 parts, 1 = 2 parts
 2= 4 or more items, 1= 2 items 2 2

When looking at a picture of a house, 4= 3 or more parts of ten 4 4

the student can point to the door, objects, 3= 3 parts of six
window and roof. objects, 2= 2 parts of four
objects, 1 = at least 2 parts of
two objects

red block vs. blue block ... big/ little, 4= selects at least 20 4
hot/cold, old/new, fat/thin, wet/dry, adjectives (including at least 3
fast/slow, day/night, hard/soft, etc. colors, 2 shapes and 2 sizes),
See Appendices 5 & 6: Adjectives List 3= at least 10 adjectives (at
& Colors and Shapes List least 5 of which are not
colors), 2= at least 5
adjectives (may be all colors),
1= can identify at least one
adjective
When a pen, a crayon, and a piece of 2= can select one of three 2
chalk are on different parts of a table,separated items located on a
the student selects the item to which table, 1= can select one of
the instructor is looking. two separated items located
on a table
Student goes to door when adult 4= can respond correctly to all 4
points to the door, student claps his 5 types of hand signals, 3=
hands when the adult points to him (to can respond correctly to at
indicate his turn), student selects the least 4 types of hand signals,
big cup when teacher points to the 2= can respond correctly to at
largest of several cups on a table. least 3 types of hand signals,
l=can respond to at least 2
types of hand signals

Student follows an instruction by 2= can go to at least four 2 2

walking across the room when told to people upon request, 1 = can
"go to Jim" go to at least two people upon
request
"Give the pen to Jim" 4= can go to at least 2 people 4 4
and 2 places and
deliver/place a given item, 3=
2 people or places without
prompts, 2= 2 people or
places with only a single
verbal prompt, 1= 1 person or
place with only a verbal
prompt
"Go get the book from the desk and 4= can go to at least 2 people 4 4
bring it to me" and 2 places and get a
specified item. 3= 2 people or
places without prompts, 2= 2
people or places with only a
single verbal prompt, 1= 1
person or place with only a
verbal prompt

Give Jim a hug.. 4=can go to at least three 4 4

people and perform at least 2
actions;
3=2 people and 2 actions
2=2 people and 1 action
1= 1 person and 1 action
Touch the cup , Point to bird, Give me 4=responds correctly to any 5 4 4
shoe, Pick up hat, Get the plate, cover different responses;
the monkey, Hide the spoon, push the 3=four diffrent selection
car responses.
2= three diffrent selecton
responses
1 = two diffrent selection
responses

Show me .. Sleeping, writing, cutting, 2=at least 5 without prompts 2 2

rolling 1= at least 2 with only verbal
or pointing prompts

Bounce ball, roll ball, trow ball, Brush 4=can perform at least 4 4
hair, brush dog actions on at least 4 objects;
3 = can perform at least 3
actions on 4 objects;
2= can perform at least 2
actions on 4 objects;
1 = can perform 2 actions on
at least 2 objects

Show me …laughing, crying, yawning, 2= at least 5 without promts 2

sleeping, writing, tapping, cutting, 1 = at least 2 with only verbal
rolling or pointing prompts

When shown pictures of a boy writing, 4= selects 20 or more action 4 4

kicking, and eating and asked to
select the picture of "writing" the
student selects the picture of the boy
writing
pictures and can identify
several different examples
(including novel examples) of
most of those actions, 3= 10
actions, 2=5 actions, 1= 2
action pictures

bat and a ball; cup and juice; socks 4= can select at least 2 4
and shoes; knife, fork and a spoon; related pictures for 20 or more
shirt, hat and pants items, 3= 2 related pictures
for 10 items, 2= 1 related
picture for 10 items, 1= can
select at least 1 related
picture for 5 items
When shown pictures of a scissors, a 4= can select at least 25 4 4
shoe and a horse, and asked "Which items when told the item's
one do you cut with?;" the student will function and can select 2 or
select scissors. more items with a specified
function from a display of at
least 6 items, 3= at least 25
items, 2= at least 5, 1= at
least 2 items
When shown pictures of a scissors, a
shoe and a horse, and asked "Which
one has a tail?;" the student will select
the horse.
When shown pictures of a scissors, a
shoe and a horse, and asked "Which
one do you wear?;" the student will
select the shoe.
When an assortment of 10 common
objects or pictures are placed on a
table, and the student is asked to "give
me shoe and cup" student will pick up
the cup and shoe
When 10 common objects or pictures
of items are placed on a table, and
asked to "give me shoe and cup"
student will pick up the pictures of the
shoe and the cup in that order
Teacher, police, fire fighter, physician, 4= selects 4 or more
clerk
Find all of the fish (same fish) in an
underwater scene.
Find all of the fish when only part of
each fish may be visible (e.g., the
head or the tail) in an underwater
scene.
Tools/machinery saw, drill Alert
Sounds car horns, train whistles,
ambulance/police sirens
animals....event s/activities.. birthday
party, baseball game... vehicles car,
train, airplanes
4= can select at least 2 4 4
features or parts for 25 Items
and can select 2 or more
items with a specified
feature/part from a display of
at least 6 items, 3= at least 2
features or parts for 25 items,
2= at least 1 feature or part
for 5 items, 1= at least 1
feature or part for 2 items
4= can select at least 5 items 4
from 4 classes and can select
2 or more items of a specified
class from a display of at least
6 items, 3= at least 5 items
from 4 classes, 2= at least 5
items from 2 classes, 1= at
least 5 items from 1 class
2= can select 2 specified 2 2
objects or pictures when given
a display of 10 or more items,
1= can select 2 specified
objects or pictures when given
a display of at least 4 items
2= can select 2 specified 2 2
items in order when given a
display of 10 or more pictures,
1= can select 2 specified
items in order when given a
display of at least 4 pictures
4 4
community helpers, 3= 3
community helpers, 2= 2
community helpers, 1 = 1
2= can find at least 3 of 4 2 2
items in a display which
contains at least 10 other
items, 1= can find at least 2 of
4 items in a display which
contains at least 5 other items
2= can find at least 3 of 4 2 2
items in a display which
contains at least 10 other
items, 1= can find at least 2 of
4 items in a display which
contains at least 5 other items
4= at least 8 sounds, 3= at 4 4
least 6 sounds, 2= at least 4
sounds, 1= at least 2 sounds
"Give me all the dogs" 4= 6 similar items from a total 4 4
array of at least fifteen items,
3= 3 items from an array of
ten items, 2= 3 items from an
array of at least six items, 1 =
at least 2 similar items from a
total array of at least four items

The big red ball, the hot breakfast 4= 20 two-component 4

cereal, the clothes you wear on your combinations, 3= 10 two-
feet. component combinations 2= 5
two-component combinations
1= 2 two-component
combinations

The red ones, ones with holes, 4= selects at least 20 4 4

wrinkled/smooth ones, clean/dirty, adjectives (including at least 3
new/used colors, 2 shapes and 2 sizes),
3= at least 10 adjectives (at
least 5 of which are not
colors), 2= at least 5
adjectives (may be all colors),
1 = can identify at least one
adjective
The big red ones, the green ones with 4= 20 two component 4
holes, the big cars, the little shoes, the combinations, 3= 10 two
little green ones, red food items component combinations 2= 5
two component combinations
1 = 2 two component
combinations

"Touch the shoe, then touch the sock" 2= accurately selects 3 items 2
in specified sequence after all
the items are named, 1=
accurately selects 2 items in
specified sequence after both
items are named

4= at least 6 prepositions, 3= 4
at least 5 prepositions, 2= at
least 3 prepositions, 1= at
least 2 prepositions
4= at least 8 pronouns, 3= at 4
least 4 pronouns, 2= at least
3,1 = at least 2 pronouns

Fire in a house, fire truck, pulling the 2- selects at least 4 pictures 2 2

fire hose, spraying water on the depicting locations or
house. Scenes of a beach, a birthday activities, 1= selects at least 2
party, a picnic, a baseball game, a pictures depicting locations or
parade, a grocery store, a circus. activities

happy, sad, surprised, frightened, 4= at least 4 emotions, 3= at 4 4

mad, scared least 3 emotions, 2= at least 2
emotions, 1= at least 1
emotion

When student is looking at a book and
is asked to point to something that is
"not food," he points to a picture of a
car.
Embarrassed, arguing, fighting,
talking, teasing, playing, working,
practicing, busy, upset, friendly,
stressed, funny.
Pretend to drink from a cup, roll a car
down a ramp
When the student has a pencil and a
spoon & is shown putting a pencil in a
cup, the student will do the same on
request
2= can select both "Same" 2
and "Different" items when the
two displayed items vary on
only one characteristic, 1=
can select both "Same" and
"Different" items when the two
displayed items vary on two or
more characteristics
4= at ieast 3 examples from 4
10 categories (can be related
to functions, features, or
classes of items) 3= 3
examples from at least 5
categories, 2= 3 examples
from at least 3 categories, 1=
3 examples from at least 2
categories (can be related to
functions, features, or classes
of items)
4= selects pictures 4 4
representing at least 4 social
interactions, 3= selects at
least 3 social interactions, 2=
selects at least 2 social
interactions, 1= selects at
least 1 social interaction
182 130
4= at least 10 actions with at 4
least two different actions for
each object, 3= 10 actions, 2=
5 actions, 1=2 actions
4= at least 10 actions & 4 4
readily imitates novel actions,
3= 10 actions, 2= 5 actions, 1
= 2 actions
Jump up, clap hands
See Appendix 11: Imitative Skills List
Stomp foot
See Appendix 11: Imitative Skills List
Note: Some of the skills exhibited in
D3 may also be skills measured in
Tasks D4 - D10 that measure more
specific motor imitation skills
Raise and lower arms at side
See Appendix 11: Imitative Skills List
Tap table with a hand vs. hold the
hand on table, clap hands vs. holding & readily imitates novel
palms together, tap foot on a circle vs. actions, 3= imitates any 10
place and hold foot on the circle.
New. See Appendix 11: Imitative Skills any 5 pairs of actions, 1=
List
Will imitate a model when asked to
"Watch me, Your turn," "Do what I do,"
"Follow me," "You try it," "My turn, Now
you do it," or "Do like this"
Put hand on head, clap hands, rub
stomach, etc.
See Appendix 11: Imitative Skills List -
New
Shake head from side to side
See Appendix 11: Imitative Skills List
Stick out tongue
See Appendix 11: Imitative Skills List
Open mouth, squeeze lips together,
stick out tongue, move tongue side-to-
side, lips to blowing position, puffy
cheeks, blinking, raising eyebrows.
New. See Appendix 11: Imitative Skills
List
4= at least 10 actions & 4 4
readily imitates novel actions,
3= imitates any 10 actions, 2=
imitates any 5 actions, 1=
imitates any 2 actions
4= at least 10 actions & 4 4
readily imitates novel actions,
3= 10 actions, 2= 5 actions,
1=2 actions
4= at least 10 actions & 4 4
readily imitates novel actions,
3= 10 actions, 2= 5 actions,
1=2 actions
4= at least 10 pairs of actions 4 4
pairs of actions, 2= imitates
imitates any 2 pairs of similar
actions where one response
in the pair involves movement
and the other is a static
response.
2= imitates known actions 2 2
when given any one of 4
different instructions to
imitate, 1= imitates known
actions when given any one of
at least of 2 different
instructions to imitate
4= at least 10 actions & 4 4
readily imitates novel actions,
3= imitates any 10 actions, 2=
imitates any 5 actions, 1=
imitates any 2 actions
2= imitates 3 actions, 1= one 2 2
action
2= imitates 4 actions, 1= 2 2 2
actions
4= at least 6 facial/oral motor 4 4
movements including those
that require repeated
movement and those that
require a held position (static),
3= imitates any 6 actions, 2=
imitates any 4 actions, 1=
imitates any 2 facial/oral
motor actions
Touch tips of index fingers together 4= at least 10 actions & 4 4
See Appendix 11: Imitative Skills List readily imitates novel actions,
3= 10 actions, 2= 5 actions, 1
= 2 actions
With a set of 4 identically arranged 2= can imitate any sequence 2
objects, student matches model when of touching 4 of 6 items,
he touches a car, then shoe, then cup, 1=can imitate any sequence
then horse. of touching 2 of 4 items.
New
Simple blowing action and a sustained 2= imitates both a short and a 2 2
2 second blowing action. sustained blowing action of at
New least 2 seconds duration,
l=can imitate either a short or
an extended blowing action

Imitates the speed of an ongoing 2= readily imitates actions 2

model moving an object (e.g., shaking
a tambourine quickly or slowly at the
same time a model of the action is
being demonstrated)
matching the speed of the
ongoing model, 1= requires
only verbal prompts to match
the speed of the ongoing
model

Immediately following a demonstration 2= readily imitates actions 2

of an action with an object, student with objects matching the
imitates the modeled action matching speed of the action
the speed of the model moving the immediately following a
object (e.g., shaking a tambourine demonstration, 1= requires
quickly or slowly) only one verbal prompt to
match the speed of the action
immediately following a
demonstration
Slowly or quickly raise arms at side 2= readily imitates actions 2 2
matching the speed of the
model, 1= requires only verbal
prompts to match the speed
of the model
With a set of 4 objects, student 2= can imitate touching any 2
watches model as he touches a car, a sequence of touching 4 of 6
shoe, a cup, then a horse. The student items immediately following a
then touches those items in the same demonstration. 1= can imitate
sequence. touching any sequence of
touching 2 of 4 items
immediately following a
demonstration.
Clap hands, shake hands, rub hands, 2= can imitate a sequence of 2 2
then tap thighs, immediately changing 6 different modeled actions
from one action to another when a within 10 seconds, 1= can
leader changes his actions imitate a sequence of 4
different modeled actions
within 10 seconds

Clap hands then tap thighs 4= at least 10 sequences of 4

two actions & readily imitates
novel sequences , 3= 10
sequences of two actions, 2-
5 sequences of two actions,
1=2 sequences of two actions
after a sequence has been
modeled
Tap a table with a hard tap vs. a soft
tap, clap hands hard vs soft clap (Note
that slow or fast claps can be either
hard or soft)
2= readily imitates actions 2 2
matching the intensity of the
model, 1= requires only verbal
prompts to match the intensity
of the model

Tap a drum with a stick once vs. three
times
2- imitates any number of up 2 2
to three repetitions of a
response without prompts 1=
imitates any number of up to
three repetitions of a
response when provided with
only verbal or gestural prompts

Wave raised arms from side to side 2= imitates up to three 2 2

while saying "Swish, swish, swish." repetitions of at least 4
Move arms like cradling a baby while different motor and vocal
saying "Wa, wa, wa" response combinations
without prompts 1= imitates at
When a toy truck, a small box and a 2= can replicate at least 6 2
red, blue, yellow and a white block are different sequences of at least
present, the student imitates a three actions involving 4
sequence of putting the blue block on objects with the original model
top of the white block then places the remaining visible, 1= can
red block in the box and the yellow replicate at least 6 different
block in the back of the truck. sequences of at least two
actions involving 4 objects
with the original model
remaining visible

Make a series of facial and head 4= at least 10 actions & 4 4

movements that are being done by readily imitates novel actions,
others. 3= 10 actions, 2= 5 actions,
1= 2 actions

Watches others and does what others 4= at least 10 actions & 4

do (e.g., all hop, clap, stand, sit, put
hands on hips).
readily imitates novel actions
(not necessary to be a
sequence of 10) , 3= 10
actions, 2= 5 actions, 1= 2
actions

"This is what the lion did" or "show me 4= label and imitate numerous 4
how Cinderella scrubbed the floor" actions observed 4 hours ago,
3= label and imitate after 1
hour, 2= label and imitate
after 10 minutes, 1= upon
request, 1 action after 5
minutes

80 54

Child quickly repeats each sound
presented in rapid succession (e.g.,
"May", "Moe", "Me", "ah", "buh", "ee", seconds, 1= can repeat 5
"oh")
For "bat" says "ba" For ""shoe" says
"sh" For "apple" says "ap" For "up"
says "uh"
Says "ma" "ma" vs. "ma" "me" vs.
"ma" "moe", says "ee" "o" vs. "ee" "ee" of sound combinations for at
vs. "ee" "ah"
Says "mm" vs "mmmmm"
Say "ah" once vs. "ah" "ah" "ah"
Says "mmmeeeee" smoothly
transitioning from the "mm" sound to
the "eee" sound (not two independent
sounds "mm".."ee"), "aaaaammmm"
as in an elongated "am"
4= readily and accurately 4 4
imitates almost any sound, 3=
15 sounds, 2= 5 sounds, 1= 2
sounds
2- can repeat at least 10 2 2
separate sounds in 15
separate sounds in 10
seconds
4= readily and accurately 4
imitates at least the first
sound of almost any word, 3=
15 sounds, 2= 5 sounds, 1= 2
sounds
2= can repeat at least 4 pairs 2
least 4 starting sounds, 1=
can repeatimitates
2= readily at least sounds
3 pairs of 2 2
matching the speed of the
model, 1= requires only
gestural prompts to match the
speed of the model
2= imitates any number of up 2 2
to three repetitions of a sound
without prompts 1= imitates
any number of up to three
repetitions of a sound when
provided with only gestural
prompts
2= can smoothly switch 2
between at least 4
held/elongated sounds to at
least 4 other sounds, 1= can
smoothly switch between at
least 2 held/elongated sounds
to at least 2 other sounds

up, on, in, am, ma, my, moo
2= can repeat at least 3 vowel- 2 2
consonant and 3 consonant-
vowel sound combinations
without breaks between the
two sounds, 1= can repeat at
least 3 vowel- consonant or
consonant-vowel sound
combinations without breaks
between the two sounds

"mama," "dada," "pee pee," "me me," 2= can repeat at least 6 2 2

"boo boo," "bye bye"
consonant vowel- consonant-
vowel sound combinations
without breaks between the
sounds,
1= can repeat at least 3
consonant-vowel- consonant-
vowel sound combinations
without breaks between the
sounds
"mom," "dad," "top," "hat," "cat," "sit," 2= can repeat at least 12 2 2
"hop," "pig" consonant-vowel- consonant
sound combinations (words)
without breaks between the
sounds, 1= can repeat at least
3 consonant-vowel-
consonant sound
combinations (words) without
breaks between the sounds

2 consonant blends "St", & 3 4= readily and accurately 4

consonant blends "str"
imitates almost any word with
consonant blends in any
position, 3= 15 words with
consonant blends can be
accurately imitated, 2= 5
words, 1 = 2 words
4= readily and accurately 4 4
imitates almost any word , 3=
closely approximates 15
words, 2= closely
approximates 5 words, 1=
closely approximates 2 words

4= readily and accurately 4 4

imitates phrases of 6 or more
words , 3= 4- word phrases,
2= 3-word phrases, 1= 2-word
phrases

Repeats a phone number 4= readily and accurately 4 4

imitates sequence of 7 or
more numbers, 3= 4 numbers,
2= 3 numbers, 1= 2 numbers

Says the word 'Movie' at a typical 2= can imitate saying words 2

speed, slowly as in "mooooveeee" and both at a faster and slower
quickly than a normal rate of
speaking, 1= can imitate
saying words at a faster or
slower than normal rate of
speaking
Says "apple" in a loud voice vs. quiet 2= readily imitates actions 2 2
voice (e.g., whispers) matching the volume of the
model, 1= requires only
gestural prompts to match the
volume of the model
Says "apple" in a high pitched voice 2= readily imitates actions 2 2
vs. a low pitched voice matching the pitchAone of the
model, 1= requires only
gestural prompts to match the
pitchAone of the model

Mom asks child to tell his Dad "I want
pizza" and child walks to his Dad and
says "I want pizza"
2= can repeat a three-word 2 2
phrase after going at least ten
feet to deliver the message,
1= can repeat a two-word
phrase after going at least five
feet to deliver the message

With an apple present, instructor says
"What do you want?....apple" student
then signs (ASL) or says "apple"
With an apple present, instructor asks
"What do you want?" then the student
signs (ASL) or says "apple"
Student spontaneously asks for a
cookie when the cookie Is present and or activities when the items or
without having been asked what he
wants.
4= accurately imitates at least 4 4
20 words per day, 3= 15
words, 2= 5 words, 1= 2
words per day
4= accurately imitates 4 4
phrases of 6 or more words at
least 3 times per day , 3= 4-
word phrases 3 times per day,
2= 3-word phrases 3 times
per day, 1 = 2-word phrases
at least 3 times per day
56 42
2= a total of at least 5 2
requests per day which
include at least 3 different
items or activities, 1=
requests 1 item or activity at
least once per day
4= 10 or more items or 4
activities, 3=6 items or
activities, 2= 4 items or
activities, 1=1 item or activity
4= 10 or more items or 4
activities, 3=6 items or
activities, 2= 4 items or
activities, 1=1 item or activity
4= 10 or more items or 4 4
activities, 3=6 items or
activities, 2= 4 items or
activities, 1=2 items or
activities
4= 10 or more specific items 4 4
items associated with the
activity are present, 3= 6
specific items or activities, 2=
4 specific items or activities, 1
= 2 specific items or activities
(items present)
Student spontaneously asks for a
cookie when the cookie is not present
and without having been asked what
he wants.
Ask others to "come" with them, "stand
up," "sing," "open," "push," "up" (as in
pick up), "Help me put this away,"
"Show me how you do that."
Given a bowl of cereal without a
spoon, given a cup without juice
I would like some juice, I need a
pencil, can I have popcorn, give me a
banana, I want a ride, juice please
"Help," Help me with this," "Turn the
book so I can see it," "fix (adjust) my
coat"
Call a person's name to get attention, 4= 10 or more requests per
raise hand, say "Mommy, look at me," day, 3= 6 request per day, 2=
"Watch this," "Look what I did" 4 request per day, 1=2
requests per day
Ask others to turn off music, a fan, to
stop running, "let go."
4= 10 or more specific items 4 4
or activities when the items or
items associated with the
activity are not present, 3= 6
specific items or activities, 2=
4 specific items or activities,
1=2 specific items or activities
(items not present)
2= makes eye contact with 2 2
people at least 80% of the
times that he makes requests
, 1 = makes eye contact with
people at least 50% of the
time that he makes requests
4= can request 10 or more 4 4
different actions, 3= 6
actions, 2- 3 actions, 1=
requests 1 action
4= 10 or more, 3= at least 6, 4 4
2= at least 3, 1= can ask for 1
missing item
2= both yes and no, 1= only 2 2
one of the two
2= usually uses three or more 2 2
words to ask for items or
activities, 1= sometimes uses
three or more words to ask for
items or activities
2= asks for help in a wide 2 2
variety of situations, 1= asks
for help in only 1 or 2 specific
situations (e.g., tie shoes,
open containers)
2= readily learns new 2 2
requests without direct
training. 1= readily able to
learn new requests for
objects, actions, or
information when asked to
request the items less than
five times
4 4
2= can do spontaneously, 1 = 2 2
can do in contrived (not
spontan) situations
While playing with a toy farm set the
student asks for the "big horse"
While playing with dolls, the student
asks for a doll to be put "in the cradle"
2= Spontaneously uses at 2 2
least 4 adjectives with a noun
when requesting an item, 1=
uses at least 2 adjectives with
or without a noun in contrived
situations
2= Spontaneously uses at 2 2
least 4 prepositions with a
noun when requesting an
item, 1= uses at least 2
prepositions with or without a
noun in contrived situations

In the morning the student asks to 2= Spontaneously requests 2

watch a video tape after lunch.
items or activities one or more
days in advance, 1=
Spontaneously requests to
have items or participate in
activities after completion of
an activity or later in the day

Student sees an unfamiliar object and 2= spontaneously asks 2 2

asks "What is it?" or "What does it
do?"
Parent says "We're going out to eat" 2= spontaneously asks
and student asks "Where are we
going?" Parent says "Get your shoes" training situations when
and student asks "Where are my
shoes?"
"Whose turn?," "Whose shoe is this?," 2= spontaneously asks "Who"
"Who is it?"
While riding in a wagon the student
says "push me fast," "Let's talk
quietly," "throw it harder"
"What" questions in non-
training situations when
unknown items are present,
1= can ask "What" questions
when unknown items are
presented in training
situations (or otherwise
prompted)
2 1
"Where" questions in non-
unknown items or situations
are present, 1= can ask
"Where" questions when
unknown items or situations
are presented in training
situations (or otherwise
2 2
questions in non-training
situations when unknown
items are present, 1= can ask
"Who" questions when
unknown items are presented
in training situations (or
otherwise
2= prompted)
Spontaneously uses at 2
least 4 adverbs with a noun
when requesting an action, 1=
uses at least 2 adverbs with
or without a action in
contrived situations

While playing dress up, the student 2= Spontaneously uses at 2

says "I want your hat"
least 4 pronouns with a noun
when requesting an item, 1=
uses at least 2 pronouns with
or without a noun in contrived
situations
 2= spontaneously asks 2
"Which" questions in non-
training situations when
unknown items are present,
1= can ask "Which" questions
when unknown items are
presented in training
situations (or otherwise
prompted)

2= spontaneously asks 2
"When" questions in non-
training situations when
unknown items are present,
1= can ask "When" questions
when unknown items are
presented in training
situations (or otherwise
prompted)

"Show me how you do that" 2= spontaneously asks "How" 2

questions in non-training
situations when unknown
items are present, 1= can ask
"How" questions when
unknown items are presented
in training situations (or
otherwise prompted)

Do..., will..., can..., does... Can (I get 2= spontaneously uses at 2 2

shoes at a gas station) least 2 forms of non "Wh"-
type of questions, 1=
spontaneously uses at least 1
form of non-"Wh" question

2= spontaneously asks "Why" 2

questions in non-training
situations when unknown
items are present, 1= can ask
"Why" questions when
unknown items are presented
in training situations (or
otherwise prompted)

2= spontaneously requests 2 2
objects, actions, or
information at least 20 times
per day, 1= spontaneously
requests objects, actions, or
information at least 10 times
per day
 74 49
4= 10 or more labels, 3= 6 4 4
labels, 2= 4 labels, 1=2 labels

4= 100 or more labels of 4 4

items and can identify several
different examples (including
novel examples) of most of
those items, 3= 50 labels of at
least one example of the item,
2= 10 labels, 1=5 labels

Mom, Dad, siblings (Rachel), friends 4= 10 or more people, 3= 6 4 4

(Jason, Emily) people, 2= 4 people, 1= 2
people

4= 100 or more labels of 4 4

pictures of items and can
identify several different
examples (including novel
examples) of most of those
items, 3= 50 labels of at least
one example of the item, 2=
10 labels, 1 = 5 labels

Labels nose, eyes, hair on himself, a 4= can label 20 or more body 4 4

doll, another person, or a picture of a parts on himself or others,
person 3=10 body parts, 2= 5 body
parts, 1= at least 2 body parts
on himself or others

2= labels 4 or more clothing 2 2

items, 1 = labels 2 clothing
items
4= 20 or more labels of 4 4
actions and can identify
several different examples
(including novel examples) of
most of those actions, 3= 10
actions, 2= 5 actions, 1=2
actions
4= 20 or more labels of 4 4
pictures of actions and can
identify several different
examples (including novel
examples) of most of those
actions, 3= 10 actions, 2=5
actions, 1 = 2 actions
When asked to label items on a
worksheet or in a book, child can label
shoe, cup, and apple in rapid
succession. Can quickly label colors,
numbers, letters, etc.
"It's an airplane"; "Look, an airplane";
"I see an airplane"; "There goes an
airplane"
While looking at a picture of a car, the
student labels the door, wheel, and
window
The truck is red; This shoe is...
big/little; This water is... hot/cold
bat and bal, cup and juice, socks and
shoes, pillow and bed
When shown pictures of scissors, a
shoe and a horse, and asked 'what do
you cut with? The student will say
'scissors'
When shown pictures of scissors, a
shoe and a horse, and told 'it has a
tail' or 'it has legs' the student says
'horse'
2= can sequentially label at 2 2
least 10 known items in 15
seconds, 1 = can label 5
separate known items in 10
seconds
2= readily learns the names of 2 2
many new items only from
hearing the name of those
items used by others (no
direct training), 1= readily able
to learn labels for common
items when asked to name
the items less than five times
2- when spontaneously 2
labeling items, the student will
include a carrier phrase at
least half of all spontaneous
labels and uses at least 2
different carrier phrases. 1=
when prompted, the student
can label items using at least
2 different phrases
4= 3 parts or features of 10 or 4 4
more objects, 3= 3 parts or
features of 4 objects, 2= 2
parts or features of 4 objects,
1= 2 parts or features of 2
objects
4= labels using at least 20 4 4
adjectives (including at least 3
colors,
4= can 2label
shapes and22related
at least sizes), 4
picturesfor 20 or more items.
3 = 2 related pictures for 10
items
2 = 1 related picure for 10
items
1 = can label at least 1 related
picture for 5 items
4= label a total of 25 items 4 4
including at least 4 examples
of at least 6 functions
3 = at least 10 items
2 = at least 5 items
1 = 2 items
4 = label a total of at least 25 4 4
items including at least 2
examples of at least 6 features
3 = at least 10 items
2 = at least 5 items
1 = 2 items
when shown pictures of scissors, a 4 = at least 5 items for 4 4 4
shirt and a horse and asked which classes
one is clothing? The student will say 3 = at least 5 items from 3
shirt classes
2 = at least 5 items from 2
classes
1 = at least 5 items for 1 class

When shown two pictures of animals 4=at least 20 pairs of items 4 4

and asked 'what are these? The 3= at least 10 pairs of items
student will say 'Cat and dog' 2= at least 5 pairs of items
1= at least 2 pairs of items
When shown a picture of playground 4 = at least 20 pairs of items 4 4
the student will say 'swing, slide' ('and' 3 = at least 10 pairs of items
not required' 2 = at least 5 pairs of items
1 = at least 2 pairs of items

"It's an airplane and a helicopter"; 2= when spontaneously 2

"Look, an airplane and a helicopter"; "I
see an airplane and a helicopter";
"There goes an airplane and a
helicopter"
labeling items, the student will
include a carrier phrase for at
least half of all spontaneous
labels and uses at least 2
different carrier phrases, 1=
when prompted, the student
can label items using at least
2 different phrases

When rolling a ball, the student can 4= uses at least 10 verbs with 4 4
say "Roll ball"; upon seeing a picture a variety of nouns, 3= uses at
of a girl riding a bike in a park, the least 5 verbs with a variety of
student says, "ride bike " nouns, 2= at least 5 noun-
verb pairs, 1= at least 2 noun-
verb pairs.
When presented with a red ball the 4= uses at least 10 adjectives 4 4
student will say, "Red ball." with a variety of nouns, 3= at
least 5 adjectives with a
variety of nouns, 2= at least 5
noun-adjective pairs, 1= at
least 2 noun-adjective pairs

When presented with a picture of a cat 2= yes & no regarding 2 2

and asked "Is this a dog?" the student features of items present, 1=
will move his head to indicate "no" yes & no with regard to the
label of items present

When shown a picture of a cup and 4= label a total of at least 25 4 4

asked "what do you do with a cup?; functions including at least 4
the student will say, "drink." examples of at least 6
functions, 3= at least 10, 2= at
least 5,1= 2 items

When shown a picture of a shirt and 4= 5 items from 10 4

asked "what is a shirt?, the student will categories, 3= 3 items from 5
say, "clothes." categories, 2= 2 items from 5
categories, 1= 2 items from 2
categories
When shown a red ball, the student
must answer "throw it" when asked
what do you do with this?, "Tyler's"
when asked who it belongs to, "red"
when asked what color?, and answer
"ball" when asked What is it? Not
merely answer "throw ball," red ball,""
Tyler's ball," nor "throw Tyler's red
ball."
When shown a necklace, ring, and
earring, the student will say "jewelry"
When asked "What's wrong?" the
student identifies that a snake has
"rabbit ears"; and when asked "What
is missing?" he identifies that an
elephant is missing his ears.
For example: given 4 food items and a
car, when asked "What does not
belong?"; the student will say, "car"
When looking at a book with pictures
of many items and is asked to label
something that is "not an animal" the
student says "car" (with a car picture
present)
A house is on fire, an auto accident,
flooding, etc.
Teacher, police, fire fighter, physician, 4= 4 or more labels, 3= 3
clerk
you point to an airplane in the sky and
say "look what I see," student says
"airplane", label clouds, the moon,
etc., a fire truck, a frequently- visited,
fast-food restaurant
Tools/machinery; saw, drill . .Alert
sounds; car horns, train whistles,
ambulance/police sirens....animals;
events/activities; birthday party,
baseball game; vehicles; car, train,
airplanes
2= can label at least 3 2 2
aspects of an item when
asked a specific question
about the item 1 = can label at
least 2 aspects (name,
function, color, ownership) of
an item when asked a specific
question about the item
4= 5 items from 10 4 4
categories, 3= 3 items from 5
categories, 2= 2 items from 5
categories, 1= 2 items from 2
categories
2= identifies at least 5 2
examples in which parts of
items of a picture which are
missing and 5 examples in
which parts are obviously
incorrect. 1= can identify at
least 5 parts of items of a
picture which are either
missing or obviously incorrect
4= at least 3 examples from 4
10 categories (can be related
to functions, features, or
classes of items) 3= 3
examples from at least 5
categories, 2= 3 examples
from at least 3 categories, 1=
3 examples from at least 2
categories (can be related to
functions, features, or classes
of items)
2= can identify at least 3 2
different obvious problem
situations, 1 = can identify at
least 1 obvious problem
situation
4 4
labels, 2=2 labels, 1= 1 label
2= can label most significant 2 2
objects that are more than
100 feet away, 1= can label
many significant objects that
are at least 10 feet away
4= at least 8 sounds, 3= at 4 4
least 6 sounds, 2= at least 2
sounds, 1 = at least 2 sounds
When presented with a ball the
student will say "That's a red ball," "I
see a bouncing ball," 'There is a big
ball," "It's an old ball," "Look, a little
ball."
2= when spontaneously 2
labeling items, the student will
include a carrier phrase at
least half of all spontaneous
labels and uses at least 2
different carrier phrases, 1=
when prompted, the student
can label items using at least
2 different phrases

When shown a ball in a cup and asked 4= at least 10 prepositions. 3= 4

"Where is the ball?" the student will at least 6, 2= at least 4, 1= 2
say "in the cup" prepositions
See Appendix 9: Prepositions
List
When asked "Where is the cup?" the 2= the student will include a 2 2
student will respond "It's on the table" carrier phrase at least half of
all spontaneous labels using
prepositions and uses at least
2 different carrier phrases, 1 =
when prompted, student can
use at least 2 different
phrases to label the position
of items

When asked "Who is jumping?" the 4= at least 8 pronouns, 3= at 4

student will say "you." least 5 pronouns, 2= at least 3
See Appendix 10: Pronouns List pronouns, 1= at least 1
pronoun.
When asked "Who is jumping?" the 2= the student will include a 2 2
student will respond "You are jumping." carrier phrase at least half of
all spontaneous labels using
pronouns and uses at least 2
different carrier phrases, 1 =
when prompted, student can
use at least 2 different
phrases to label items using
pronouns

When shown a scene of a house on 2= labels at least 4 aspects of 2 2

fire, the student will say "Fire in a
house, fire truck, pulling the fire hose,
spraying water on the house " "Eating
dinner," "Having a party," "It's a picnic"
a picture including at least
one depicted action or the
label for the total scene, 1=
can label at least one
depicted action or the label for
the total scene

When shown a picture of a forest and 2= can label items given their 2 2
asked "What animal is sitting on the classification and another
branch?" the student will say "the owl" descriptor (action pedorming,
location, size, color, etc.), 1=
can label items given either
their classification or another
descriptor (action performing,
location, size, color, etc.)

While observing a turtle walking and 4= at least 10 adverbs, 3= at 4

the student is asked "How is the turtle least 6, 2= at least 4, 1= 2
moving?" the student says "slowly" adverbs
See Appendix 12: Adverbs List
When observing another child who is
crying because his balloon popped
and the student is asked how the child
feels, the student will say "sad."
Pain, small injuries, itches, happy,
sad, surprised, frightened, mad,
scared, worried, tired, sleepy, calm,
lonely, etc
When shown a picture and asked
"What do you see?" the student will
say "Daddy's red truck"
When shown a picture and asked
"What do you see?" the student will
say "I see a big truck going fast"
"She's embarrassed," arguing,
fighting, talking, teasing, playing,
working, practicing, busy, upset,
friendly, stressed, funny.
The itsy, bitsy spider...
4= at least 4 emotions (actual 4 4
examples and pictures), 3= at
least 3 emotions (actual
examples or pictures), 2= at
least 2 emotions, 1= at least 1
emotion (actual example or
picture)
4= can label his own bodily 4 4
conditions, emotional
conditions,
visual/auditory/touchAaste
stimuli not perceived by
others, 3= 3 of the above, 2=
2 of the above, 1= any one of
the above
4= at least 6 words with 4 4
different parts of speech, 3=
at least 5 words with 3
different parts, 2= at least 4
words with 3 different parts,
1= at least 3 words with 3
different parts (noun, verb,
adjective, pronoun, adverb,
article)
2= when spontaneously 2
labeling items, the student will
include a carrier phrase at
least half of all spontaneous
labels and uses at least 2
different carrier phrases, 1=
when prompted, the student
can label items using at least
2 different phrases
4= 10 labels, 3= 6 labels, 2= 4 4
labels, 1= 2 labels
2= spontaneously labels items 2
or actions at least 20 times
per day, 1= spontaneously
labels items or actions at least
10 times per day
154 108
4= at least 3 phrases from 6 4 4
songs, 3= 3 words from 3
songs, 2= 2 words from 2
songs, 1= a word from 2 songs
"Let's go up and (down)," "Winnie the
When a person says "Sign apple," the
student will make the American Sign
Language sign for "apple"
4= 10 or more fill-in 4
responses, 3= 5 fill-in
responses, 2= 2 fill-in
responses, 1= 1 fill-in
response
4= 25 signs, 3= 15 signs, 2= 5 4
signs, 1= 2 signs (Note: score
= Not Applicable (NA) if the
student can say more than 50
words and/or does not use
ASL signs)

When the student hears the statement 4= makes 8 animal sounds 4 4

"A dog says ...," the student will say given names of animal and
"woof, woof" names 8 animals when given
the sound made by the
animal, 3= 6 sounds or
names, 2= 4 sounds or
names, 1= 2 sounds or names

When asked "What's your name?" the 4= at least 4 pieces of 4 4

student will state his name.
information about self (e.g.,
name, age, phone, siblings,
parents' names, etc.), 3= 3
pieces of information, 2= 2
pieces of information.^ 1
piece of information about self

As you lead the child to the sink and 4= 10 or more fill-in 4 4

you say "It's time to wash your " the responses. 3= 5 fill-in
student will say "hands" responses, 2= 2 fill-in
responses, 1= 1 fill-in
response

"What goes with ...socks?" "shoes." 4= can say at least 2 related 4

"...bat" - "ball," "...cup"- "juice,"
"...pillow"-"bed"
items for 20 or more named
items, 3= 2 related items for
each of 10 named items, 2= 1
related item for 10 items, 1=
can say at least 1 related item
for each of 5 named items

When the student hears the statement 4= 20 or more fill-ins with two 4 4
"You ride in a ...," the student says responses, 3= 10 fill-ins with
"car." two responses, 2= 5 fill-in
responses, 1= 2 fill-in
responses

You use scissors to .... cut, you use a 4= 20 or more fill-ins with two 4 4
spoon to ... eat responses, 3= 10 fill-ins with
two responses, 2= 5 fill-in
responses, 1=2 fill-in
responses
When the student is asked "What can
you find in the bathroom?" the student
says "toilet, bathtub, towels," "What
can you find in the refrigerator?" the
student says "milk, eggs, juice"
4= answers 30 or more 4
questions including at least 3
responses for at least 5
locations (e.g., bedroom,
refrigerator, kitchen, closet,
living room), 3= 15 questions,
2= 10 questions, 1= answers
at least 5 questions

When the student is asked "What can 4= answers 50 or more 4 4

you use to cut paper?", the student questions, 3= 25 questions,
says "scissors," "What can you use to 2= 10 questions, 1= answers
write?" the student says "pen" at least 5 questions

When the student is asked "Where do 4= answers 30 or more 4 4

you find milk?", the student says questions, 3= 15 questions,
"refrigerator," When the student is 2= 10 questions, 1= answers
asked "Where do you find a toilet?" at least 5 questions
the
Whenstudent says "bathroom"
the student is asked "Where do 4= answers 30 or more 4
you sleep?" the student says questions, 3= 15 questions,
"bedroom," When the student is asked 2= 10 questions, 1= answers
"Where do you put your dirty clothes?" at least 5 questions
the student says "hamper"

A type of animal is a ... "dog" "cat" You 4= 20 or more fill-ins with two 4
ride in a... "car, "boat" "airplane" responses, 3= 10 fill-ins with
two responses, 2= 5 fill-in
responses, 1= 2 fill-in
responses
When asked to "name some animals" 4= 20 categories with 4 4 4
the student says "horse, dog, cow responses, 3= 10 categories
Things to eat "apples, cereal, with 3 responses, 2= 5
hamburger, pizza" categories with 2 responses,
1 = 2 categories with 2
responses.

A car has a ... "wheel" "horn" "door"
4= 20 or more fill-ins with two 4 4
responses, 3= 10 fill-ins with
two responses, 2= 5 fill-in
responses, 1=2 fill-in
responses

Something that has a tail ... dog,
something with wheels, it's a car
4= 20 or more fill-ins with two 4 4
responses, 3= 10 fill-ins with
two responses, 2= 5 fill-in
responses, 1= 2 fill-in
responses

A car is something you ... ride in,
apples are a type of.... food, a cat is
an ... Animal
4= 20 or more fill-ins with two 4 4
responses, 3= 10 fill-ins with
two responses, 2= 5 fill-in
responses, 1=2 fill-in
responses
Go outside to see a fire truck, come
back into classroom and name what
he had observed when outside.
4= states 2 or more items one 4 4
hour after the observation, 3=
1 item after 10 minutes, 2=
litem after 5 minutes, 1= 1
item immediately after the
observation

Go outside and observes people 4= states the activity one hour 4 4

playing baseball, come back into
classroom and name the activity he
observed when outside. Sees brother
reading a book in living room, goes
into kitchen and states his brother's
activity
after seeing the activity, 3=
states activity after 10
minutes, 2= states activity
after 5 minutes, 1= states
activity immediately after the
observing the activity

Go outside and play with students in a 4= states 2 or more people 4 4

sandbox, come back into classroom one hour after the
and name the people who were in the observation, 3= 1 person after
sandbox.
When shown a picture of people at a 10 minutes,
4= 2= 1 persononafter
expands/comments 20 4
picnic with a grill (but can't see the pictures, 3=
food) and the student is told "They're expands/comments on 10
having a picnic," the child makes pictures, 2=
comments
When asked such
"Whatas "They're cooking
do you see at the expands/comments on 5
4= 20 or more questions 4 4
park?" the student says "swings" answered, 3= 10 questions
answered, 2= 5 questions
answered,1= 2 questions
answered

[When asked "What can you do at the 4= 20 or more questions 4 4

grocery store?" the student says "buy answered, 3= 10 questions
cookies," "What can you do at the answered, 2= 5 questions
park?" the student says "go down the answered. 1= 2 questions
slide" answered

When the student is asked "where can 4= answers 30 or more 4 4

we buy milk?" the student says questions, 3= 15 questions,
"grocery store," When the student is 2= 10 questions. 1= answers
asked "Where do you play in the at least 5 questions
sandbox?" the student says "school"

When asked "Tell me as many things 4= 20 categories with 3 4

as you can that you can get from a responses, 3= 10 categories
grocery store" the student says with 3 responses, 2= 5
"bananas, corn, meat, milk, bread" categories with 2 responses,
1= 2 categories with 2
responses

When told "apple, banana, and pear 4= 20 classes when told 2 or 4 4

are all ..."; the student says "fruit,"
more members, 3= 10
"food," or "things you eat" classes, 2= 5 classes, 1=
class when told 2 or more
members.
"Whose turn?", "Whose shoe is this?," 4= answers 50 or more 4
"Who do you see when you're sick?." questions, 3= 25 questions,
"Who puts out fires?" 2= 10 questions, 1= answers
at least 5 questions
"When do you sleep?" "When do you 4= answers 50 or more 4
eat?" questions, 3= 25 questions,
2= 10 questions, 1= answers
at least 5 questions

Where do you go to buy milk?, Who 2= can answer at least four 2 2

takes you to the store? What can you types of questions in any
get to eat at the store? When do you order 1=can answer at least
go to the store? What color is an two types of questions in any
apple? Where do we get apples? order
What do we do with apples?
"Which one is an animal, a dog or a 4= answers 50 or more 4 4
shoe?" questions, 3= 25 questions,
2= 10 questions, 1= answers
at least 5 questions

"How do you get to school?" 4= answers 50 or more 4 4

questions, 3= 25 questions,
2= 10 questions, 1= answers
at least 5 questions

Why do you wash your hands?, Why 4= answers 50 or more 4

do you sleep? questions, 3= 25 questions,
2= 10 questions, 1= answers
at least 5 questions

When asked "How do you wash your 4= 5 or more steps in at least 4

hands?" the student will say "go to the
2 sequences, 3= 4 steps in a
sink, turn on the water, rub hands with
sequence, 2= 3 steps in a
soap " sequence, 1= 2 steps in a
sequence
When asked "What am I doing?" and 4= 20 or more questions 4
given the description, "You go to the answered, 3= 10 questions
sink, turn on the water, wet your answered, 2= 5 questions
hands, pick-up the soap...," the answered, 1= 2 questions
student will say "washing hands" answered

Given the description, "It's crunchy, 4= 20 or more questions 4

you eat it, it's salty, it comes in a answered, 3= 10 questions
bag...," the student will say "potato answered, 2- 5 questions
chip." answered, 1= 2 questions
answered

When the student is asked "Can I buy 4= can answer at least 50 4

gas at a shoe store?" the student says questions, 3= at least 25
"no"
When the student is asked to name
some "hot foods" the student says
"pizza, spaghetti..."
questions, 2= at least 10
questions, 1= at least 5
questions about items not
present
4= 4 responses provided to 5 4
different questions, 3= 3
responses provided to 4
different questions, 2= 2
responses provided for 3
questions, 1= 2 responses
provided for 1 question
When the student is asked to name
some "big farm animals" the student
says "horse, and cow"
When asked to describe a car, the
student is able to say that you ride in it
to go places, it has wheels and you
park it in a garage. Cereal is
something you eat for breakfast, put in
a bowl and pour milk on it.
When asked what you do before you
eat lunch, student indicates "wash
hands." When asked what you do after
lunch, student indicates "throw trash
away."
Upon arrival at school... Can you tell
me what you had for breakfast? Can
you tell me what you are going to do
this weekend?
Five exchanges between the student
and another about a baseball game
When originally taught to answer the
question "What do you do with a car?"
(go for rides) the student can also
similar questions such as "Can you tell
me what a car does?" or" What's a car
for?"
When asked "Can you tell me what 4= 20 or more questions
your going to do for the Fourth of answered, 3= 10 questions
July?" the student says "see fireworks" answered, 2= 5 questions
answered, 1= 2 questions
answered
4= 4 responses provided to 5 4
different questions, 3= 3
responses provided to 4
different questions. 2= 2
responses provided for 3
questions, 1= 2 responses
provided for 1 question
2= can describe at least 20 2 2
items stating at least 3
relevant details about the
items (not including the
label/name of the items) 1=
can describe at least 10 items
stating at least 2 relevant
details about the items (not
including the label/name of
the items)
4= can state steps both 4
before and after for 10
different activities, 3= can
state steps both before and
after for 5 activities, 2= can
state 1 step either before or
after for 2 activities, 1= can
state 1 step either before or a
single activity
4= 4 answers regarding past 4 4
and future events over a
month away, 3= 2 answers
regarding past or future
events over a month away, 2=
2 answers regarding past or
future events within a week,
1= at least 2 answers
regarding past or future
events of that day
2= five exchanges on at least 2
10 different topics including
the student asking at least
one novel question or making
at least one novel comment
,1=3 exchanges on at least 5
different topics
4= 20 or more novel 4
questions answered, 3= 10
novel questions answered, 2=
5 novel questions answered,
1= 2 novel questions
answered
4 4
When asked "Can you tell me as
many things as you can that you can
that you do on the Forth of July?" the
student says "see fireworks, see a
parade, have a barbecue"
When asked "What happened this
morning when we were coming
inside?" the student says "It was
raining, Jason stepped in a puddle, his
shoes are wet." When asked "What
did we docan
Student yesterday?"
describe the
his student
last trip to
the zoo or park (what he did, who was
there, what he saw, etc.), Student can
tell a story about The Three Little Pigs,
etc
4= 20 categories with 3 4 4
responses, 3= 10 categories
with 3 responses, 2= 5
categories with 2 responses,
1 = 2 categories with 1 or 2
responses
2= provides at least 2 2 2
comments for at least 3 topics
in a 20 minute discussion, 1=
provides at least 1 comment
for at least 2 topics in a 10
minute discussion
2= at least five descriptions of 2 2
events or stories that contains
at least 5 components, 1= at
least one description an event
or story . that contains at least
3 components
2= spontaneously adds or 2 2
makes related comments
during an ongoing
conversation or discussion at
least 10 times per day, 1=
spontaneously adds or makes
related comments during an
ongoing conversation or
discussion at least 10 times
per week (unprompted)
184 106
4= student frequently says 4 4
words or makes speech
sounds totaling at least 10
minutes per hour, 3= total 5
minutes per hour, 2= total 2
minutes per hour, 1= makes
speech sounds totaling at
least 10 minutes per day
4= spontaneously says an 4 4
average of at least 30 words
per hour (including at least 5
different words), 3= average
of at least 10 words per hour,
2= an average of at least 1
word per hour, 1 =
spontaneously says an
average of at least 5 words
per day

4= spontaneously says an 4 4
average of at least 30
phrases per day (including at
least 5 different words), 3=
average of 10 phrases per
day, 2= an average of at least
5 phrases per day, 1=
spontaneously says an
average of at least 1 phrase
per day
4= sings at least 2 phrases 4 4
from each of 5 songs, 3=
sings 1 phrase from each of 5
songs, 2= sings 1 phrase from
2 songs, 1= sings 1 word from
1 song

4= sings at least 2 phrases 4 4

from each of 5 songs, 3=
sings 1 phrase from each of 5
songs, 2= sings 1 phrase from
2 songs, 1 = sings 1 word
from 1 song

2= spontaneously repeats 2 2
words said by others at least
5 times per day, 1=
spontaneously repeats words
said by others at least 5 times
per week
2= spontaneously requests at 2 2
least 10 items or actions per
day, 1= spontaneously
requests at least 10 items or
actions per week

2= spontaneously labels 2 2
items, actions, or events at
least 10 times per day, 1=
spontaneously labels items,
actions, or events at least 10
times per week
 2= spontaneously adds or 2 2
makes related comments
during an ongoing
conversation or discussion at
least 10 times per day, 1=
spontaneously adds or makes
related comments during an
ongoing conversation or
discussion at least 10 times
per week

The boy is going home.
28 28
4 = 5 or more word phrases or 4 4
sentences, 3 = 4 word
phrases or sentences. 2=3
word phrases or sentences, 1
= 2 word phrases or sentences

adjective + noun: bouncing ball, 4 = 4 or more word sentences 4

barking dog; noun + verb: boy is
running; articles: The boy is running
usually in correct order, 3 =
sometimes 4 word sentences
in correct order, 2 =
sometimes 3 word sentences
in correct order, 1 =
sometimes 2 word phrases in
correct order

A dog, an apple, the pig 2= uses articles most of the 2

eating, sleeping, washing, running,
jumping
time when appropriate, 1 =
occasionally uses articles
when appropriate
2= adds "ing" to the end of 2
verbs most of the time when
appropriate, 1= occasionally
adds "ing" to the end of verbs
when appropriate

hats, shoes, cups, dogs, cats, glasses 2= adds "s" to the end of 2
words most of the time when
appropriate, 1= occasionally
adds "s" to the end of words
when appropriate

swim-swam, run-ran, sing-sang, fall- 2= uses correct irregular past 2

fell, sleep- slept, break-broke, keep- tense most of the time. 1=
kept occasionally uses correct
irregular past tense
can't, won't, didn't, couldnt, they're, 2= uses contractions most of 2 2
we've, I've the time when appropriate, 1=
occasionally uses
contractions when appropriate

boy Is running, I'm hungry, he's eating, 2= uses "am" or "is" with 2
I'm coloring, I am jumping verbs to indicate present
tense most of the time when
appropriate, 1 = occasionally
uses "am" or "is" with verbs to
indicate present tense when
appropriate

hiked, jumped 2= adds "d," or "ed" to verbs 2

to indicate regular past tense
most of the time when
appropriate, 1 = occasionally
adds "d," or "ed" to verbs to
indicate regular past tense
when appropriate

Daddy's car, the cat's tail 2= adds "s" to nouns or 2

pronouns to indicate
possession most of the time
when appropriate, 1 =
occasionally adds "s" to
nouns or pronouns to indicate
possession when appropriate

didn't, wont, doesn't, isn't, can't, not, 2= indicates negation most of 2 2

no more, all gone the time when appropriate, 1
= occasionally indicates
negation when appropriate

here, there 2= indicates location most of 2 1

the time when appropriate, 1
= occasionally indicates
location when appropriate

I will go home. I am going to get my 2= indicates future tense most 2

book tomorrow. I should do it I could of the time when appropriate.
make it later I shall look at it later. 1= occasionally indicates
future tense when appropriate

dog and cat, mom_or_ dad, warm but 2= uses conjunctions most of 2
not hot the time when appropriate, 1
= occasionally uses
conjunctions when appropriate

mouse-mice, foot-feet, goose-geese 2= uses correct irregular 2

plurals most of the time, 1=
occasionally uses correct
irregular plurals
...er as in bigger, ...est as in biggest 2= adds "er" or "est" to words 2 2
to indicate comparison most
of the time when appropriate,
1 = occasionally adds "er" or
"est" to words to indicate
comparison when appropriate

2= uses words such as "this," 2

"that," "these," or "those" to
specify specific items most of
the time, 1= occasionally uses
words to specify specific items

I think I finished the drawing. I guess, I 2= uses words to indicate the 2

know, I believe, perhaps, It seems certainty of a statement most
like... of the time when appropriate,
1= occasionally uses words to
indicate the certainty of a
statement

I want all the trucks all, sometimes,
never, a, the, always
2= uses words to indicate the 2
quantification in a statement
most of the time when
appropriate, 1= occasionally
uses words to indicate
quantification in a statement

I'm sorry that you are sick, I'm sad that 2= uses words to indicate the 2 1
I can't go, I'm glad you came with me. emotional state associated
with making a statement most
of the time when appropriate,
1 = occasionally uses words
to indicate the emotional state
associated with making a
statement

44 12
2= manipulates a toy or toys 2 2
for at least 2 of a 10 minute
period, 1=picks up and/or
manipulates at least 1 toy in a
ten minute period

2= allows other students or 2 2

adults to occasionally
manipulate toys that they are
using, 1= allows other
students to be near them
when playing with a toy
shoot basketball; use slide, swings, 4= selects and engages in at
wagon, sandbox, etc.
look at books or videos, listen to
music, complete puzzles
Moves a toy car down a ramp,
pretends to put gas into the car,
moves the car into a garage. Pretends
to have a tea party.
4 4
least 3 activities for at least 15
minutes, 3= 3 activities for 10
minutes, 2= 2 activities for 10
minutes, 1= 2 activities for 5
minutes
4= selects and engages in at 4 4
least 3 activities for at least 15
minutes, 3= 3 activities for 10
minutes, 2= 2 activities for 10
minutes, 1= 2 activities for 5
minutes
2= plays with at least two toys 2 2
as designed without prompts
for up to 10 minutes, 1= plays
with at least one toy as
designed for up to 10 minutes
with occasional prompts
4= while playing 4 4
independently, engages in at
least 10 verbal responses in a
20 minute period, 3= 5 verbal
responses, 2= 2 verbal
responses, 1= 1 verbal
response in a 20 minute
period
4= spontaneously does at 4 4
least 5 activities with 5
different toys 3= at least 5
activities for 2 toys 2= at least
5 related activities with one
toy, 1= spontaneously does at
least 2 related activities with
one toy
4= Mutually interacts with 4 4
other students and toys for up
to 10 minutes (requests
included), 3= Mutually
interacts with other students
and toys for up to 5 minutes
(requests included), 2= gives
other students toys when they
request them, and accepts
offered toys from other
students, 1= accepts offered
toys from other students

roll, throw, kick a ball to a peer,
4= interactively plays with at 4 4
least 8 different peers
(individual or group
interactions), 3= interactively
plays with at least 6 different
peers, 2= interactively plays
with at least 4 different peers,
1= interactively plays with at
least 2 different peers
(individual or group
interactions)
4= can pretend to be at least 4 4
10 characters or pretend to do
activities, 3= at least 5
characters or activities, 2= at
least 2 characters or
activities, 1= at least 1
character or activity
4=while playing with a peer, 4
engages in at least 10 verbal
responses to the peer in a 10
minute period, 3= 5 verbal
responses in 1o minutes, 2=,
2 verbal in 10 minutes
responses, 1= 1 verbal
response in a 10 minute
period
4= can independently perform 4
at least three ball actions with
a peer for up to 5 exchanges
(i.e., watches for ball to be
thrown, observes partner
being ready to recieve), 3=
can independently perform 2
ball actions for at least 3
exchanges, 2= can perform 1
action if given only occasional
prompts to watch to see if
peer is ready OR to attend to
peer about to perform the
action, 1= can perform 1
action but requires occasional
prompts to watch to see if
peer is ready AND to attend to
peer about to pedorm the
action
Roll a ball fast or slow (based on the
action of the peer or upon a request
from the peer), move a parachute up
and down based on an instruction or
motor action of a peer, acts as an
"assistant" when building a house
using blocks, swinging a 'jump rope' at
the same speed as a peer, switch from
throwing a ball to bouncing a ball to a
peer, waits for signal before moving
the train
Play "Tag," "You're it"; "Duck, Duck
Goose"; relay race; kick baseball
Candyland, Uno, Go Fish, etc
4= follows both stated and 4 4
implied directions from peers
in at least four play activities,
3= follows both stated and
implied directions from peers
in at least three play activities,
2= follows both stated and
implied directions from peers
in at least one play activity. 1
= follows stated directions
from peers to perform at least
one activity without requiring
extensive peer prompting
4= can play at least 3 4
interactive games without
assistance, 3= can play at
least 2 interactive games
without assistance, 2= only
needs some prompts either to
attend to his turn OR to
complete the action (not
both), 1 = can participate in
playing games but needs
some prompts to attend to
when it is his turn and some
prompts to complete the
necessary actions of the
game (not totally prompted)
4= can play at least three 4
board games without
assistance, 3= can play at
least two board games
without assistance, 2- only
needs some prompts either to
attend to his turn OR to
complete the action (not
both), 1= can participate in
playing board games but
needs some prompts to
attend to when it is his turn
and some prompts to
complete the necessary
actions of the game (not
totally prompted)
54 38

take and hold hand, give "high 5", help 2= readily allows both
solve a problem
watches other children playing with a
certain toy or pretending to be a
popular children's character
Jack in the Box to pop open when you
turn the handle, waits for you to
release air from a balloon and let it fly
around the room
4= student is appropriate 4 4
when near peers/siblings for
at least 30 minutes,
3=appropriate for 15 minutes,
2=student is appropriate for 5
minutes with only 1 verbal
prompt, 1=student is
appropriate for at least 5
minutes but requires multiple
verbal prompts
2= will usually walk to and 2 2
take the preferred item from
peers and adults who are
more than 8 feet away, 1 =
will take the preferred item
from peers and adults who
are less than 3 feet away
2 2
peers/siblings and adults to
touch in a positive manner
and assist them in most
situations, 1= when carefully
approached allows some
individuals to touch in a
positive manner and assist
them in some situations
2= attends to the physical and 2
verbal behavior of peers, 1 =
attends to the physical actions
of peers
2= student regularly initiates 2 2
social interactions with both
peers and adults by looking at
them, 1= student occasionally
initiates social interaction by
looking at an individual
2= frequently approaches and 2 2
makes attempts to physically
engage others in interactions,
1 = occasionally approaches
and makes attempts to
physically engage others in
interactions
2= usually looks at a person 2 2
in anticipation of a repeat of a
reinforcing action, 1= when
provided with some additional
verbal prompting, student
looks at a person in
anticipation of a repeat of a
reinforcing action
come here, turn around, sit down,
stand up
Makes arm and hand movements
while singing or listening to a song
Example of an indirect prompt = "What 2=student returns greetings
do you say?"
Peer asks student to join a game of
"Duck, Duck, Goose" and the student
sits down with the other students
Allows others to take items
A peer is playing with the student but
goes into a different section of the
room and the student tries to find his
peer.
Student climbs to the top of the slide,
stomps his feet on the top, says "Here
I go" and then looks to ensure others
are watching him before he goes down
the slide
2= follows known instructions 2 2
from adults & peers at least
75% of the time, 1= usually
follows known instructions
from adults at least 75% of
the time
2= Imitates multiple-step 2 2
sequences of motor and
verbal behaviors exhibited by
peers, 1= imitates simple,
single-step movements of
peers
2 2
from peers without prompts,
1= student returns greetings
from peers but often requires
an indirect verbal prompt
4= often makes independent 4
multiple attempts, 3=
sometimes makes
independent multiple
attempts, 2= makes single
independent attempts, 1=
makes a single attempt when
prompted
2= readily goes along with 2 2
interactions initiated by peers
in most positive situations, 1=
when carefully approached,
goes along with interactions
initiated by some peers, in
some situations
2= usually without prompts 1 2 2
= does when prompted
2- will usually seek a missing 2 2
person when he has been
engaged in a fun activity with
the peer or adult, 1= will seek
the missing person when the
person leaves with a
reinforcing item
2= engage in actions to get 2
others to attend to what he is
about to do and ensure they
are attending to him at least 3
times per day, 1 = engage in
actions to get others to attend
to what he is about to do and
ensure they are attending to
him at least 6 times per week
(Note: these actions do not
include "disruptive behavior"
that result in attention from
others)
Student sees an airplane in the sky
and points toward it and says
"airplane"
Asks a peer for a toy car
Play with toys together, each have a 2= usually without prompts 1
portion of items available
A peer cannot see a picture in a book 2= will usually make
so the student moves to the side to let adjustments to accommodate
the peer be able to see the book
States that Jake likes bananas but
Emily does not like them. When asked
who might want part of a banana he
says "Jake"
Student knows that Jason likes
soccer, so he tells Jason that Tyler
brought a soccer ball to school today
Student talks about their favorite
movie character but notices that a
peer isn't interested so he seeks a
different peer who is interested in the
topic
4= Labels multiple items for 3 4 4
peers and adults without
prompts,- 3= single label for 1
peer & multiple for adults
without prompts, 2= single
label for 1 peer without
prompts, 1= single label for
adults without prompts
2= when as a listener & 2 2
speaker with adults & peers,
1= when as a listener &
speaker with adults
2= Spontaneously and 2 2
frequently asks peers for
items without prompts, 1=
asks peers for items with
prompts
2
= does when prompted
2
a peer when the peer
indirectly indicates a problem
(I can't see it"), 1= will usually
make adjustments to
accommodate a peer when
the peer asked the student to
take a certain action (e.g.,
"move over")
2= knows at least 2 specific 2
things enjoyed or not enjoyed
by at least 4 people, 1=
knows at least 2 specific
things enjoyed or not enjoyed
by at least 2 people
2= frequently directs several 2
different peers and adults to
items and activities that would
be of interest to each person,
1= can direct at least one
individual to something that is
of interest to that person at
least twice per week
2= will usually notice from a 2
peer's facial feedback (e.g.,
smiles and looks interested,
looks away) that he is
interested or not interested in
something, 1= will respond to
peer's level of interest only
when directly told by the peer
that they are or are not
interested
Mom asks child to "ask Daddy to come 2= can find a specified
help me " and child walks into another person, get their attention and
room and says "Mommy wants help"
Two people are talking and the child
waits for acknowledgement (look at
him) from one of the people before he
begins to talk
calls a person's name, taps person on 4= successfully obtains and
shoulder, physically moves into a
person's line of sight
2 2
deliver a four- word message
after going into an adjoining
room to deliver the message,
1= can deliver a three- word
message after going across a
room to deliver the message
2= when others are talking, 2 0
usually waits for a person to
look at him before speaking or
appropriately attempts to
catch speakers' attention
("excuse me"), 1= will wait for
speakers to finish if given a
hand signal to wait by one of
the speakers
4= at least 3 exchanges with 4 4
adults & peers, 3= 2
exchanges with adults &
peers, 2= 1 exchange with
adults & peers, 1 = 1
exchange with adults
2= frequently and 2 2
spontaneously asks peers
and adults for information 1=
occasionally will
spontaneously ask an
individual for information
4 4
maintains interaction with
peers & adults, 3= will persist
in attempting to get attention
from adults and peers, 2= can
get attention from responsive
adults & peers, 1= can get
attention from responsive
adults
66 46
4= 1:4 group for 15 min., 3= 4 4
1:3 group for 10 min., 2= 1:2
group for 10 min., 1= 1:2
group for 5 min.

Student orients towards and follows
directions given by the teacher
Student orients towards other students 4= 1:4 group for 75% of time,
who are talking and watches or listens 3= 1:3 group 75%, 2= 1:2
to the other students' responses
Everybody put your hands on your
head.
If you have a green shirt, stand up, — 4= In a 1:4 group responds at
if wearing a red shirt, line up
When the teacher asks "Who would
like to pick the next song?" the student
raises his hand to be called on to
answer the question
Raise your hand if you came to school
on a bus, raise your hand if you like
chocolate chip cookie —basically a
yes/no response
Group question - Teacher asks "Who
knows what this is?" the student raises
his hand and gives answer when
called on by teacher
Group question - Everybody, who
knows...What can we eat for
breakfast?
4= 1:16 group for 15 min., 3= 4 4
1:12 (OR 2:16), 2=1:8,1=1:6
for 15 minutes
4= 1:4 group for 75% of time, 4
3= 1:3 group 75%, 2= 1:2
group for 75%, 1= 1:2 group
for 50% of time
4 4
group for 75%, 1= 1:2 group
for 50% of time
4= In a 1:4 group responds at 4 4
the same time as others
respond for 75% of known
instructions, 3= 1:3 group
75%, 2= 1:2 group for 75%,
1= 1:2 group for 50% of
known instructions
4
the same time as others
respond for 75% of known
Instructions, 3= 1:3 group
75%, 2= 1:2 group for 75%,
1= 1:2 group for 50% of
known instructions
2= independently raises hand 2
to request to be selected to
do a preferred activity on at
least 50% of opportunities
presented to a group of at
least 8 students, 1 =
independently raises hand to
request to be selected to do a
preferred activity on at least
50% of opportunities
presented to a group of at
least 4 students
2= can independently respond 2
to questions, 1= requires only
a gestural prompt for less
than 50 % of known questions.
2= can independently raise 2
hand and answer known
questions, 1= requires only a
gestural prompt for less than
50 % of known questions to
raise hand and answer
2= can independently raise 2
hand and answer known
questions, 1= requires only a
gestural prompt for less than
50 % of known questions to
raise hand and
 2= takes turns appropriately & 2
75% time without prompts, 1=
75% with prompts

2= readily acquires new skills, 2 2

1= acquires some skills with
repetitive exposure to the
material

36 18
2= independently, 1= 50% 2 2
without verbal prompts

Puzzles 4= 20 minutes, 3= 15 4
minutes, 2= 10 minutes, 1= 5
minutes

2= independently for up to 2 2 2
minutes, 1= independently for
up to 30 seconds

2= independently, 1= 50% 2
without prompts

2= independently for up to 2 2
minutes, 1= independently for
up to 30 seconds

2= independently, 1 = 50% of 2 2
instructions without prompts

Worksheets 4= 20 minutes, 3= 15 4 3
minutes, 2= 10 minutes, 1= 5
minutes

Student puts his workbook into his 2= independently, 1= 50% of 2 2

storage area when told to do so at the instructions without prompts
end of a task

Without being reminded at the end of 2= independently, 1= 50% of 2 2

the task, the student puts his instructions without prompts
workbook into his storage area when
an assigned task is finished

2= independently for up to 3 2 2
minutes, 1= 50% without
prompts

Student is taught to label a brown cup
as "cup." Student now labels green,
yellow and striped cups as "cup"
Student learns to label "cup" with one
instructor and can then label "cup" for
other instructors
Student learns to label "cup" at school 2= readily uses acquired skills
and can then label "cup" at home
Student learns to label "cup" in an
individualized teaching session and
can then label "cup" while participating
in a small group discussion
Upon seeing a dog, the student may
say "dog, "puppy," "K-9," "pooch," etc.
When answering question regarding
"things to eat," the student may say
"apple, banana, bread," OR "cake,
pizza, apple"
When taught "cup" as a label, the child
then can ask for "cup" and can
receptively identify cups When student
is taught to receptively identify a cup
when told "you drink from it", the
student is able to say "cup" when
asked "What do you drink from?"
24 15
2= acquires label & receptive 2 2
responses with 1 stimulus &
immediately generalizes to
many stimuli within the class
within 2 trials, 1= generalizes
to similar items within 10 trials
2= readily uses acquired skills 2 2
with novel instructors, 1=
works readily with 4 or more
instructors
2 1
without prompts outside of the
original training situation, 1=
uses acquired skills outside of
the original training situation
with minimal verbal prompts
2= spontaneously uses 2 2
acquired skills under group
situations, 1= uses skills in
groups only with minimal
verbal prompts
2= spontaneously uses a 2
variety of appropriate
responses rather than a
single response and uses
variation in responses with
multiple components, 1= uses
some alternative responses
with minimal verbal prompts
2= When student is taught to 2 2
receptively identify an item
when given its function, the
student can then state the
item when verbally told its
function. 1= When taught the
name of an item, the child
then can ask for and
receptively identify the item
12 9
When shown three letters, the student 4= can identify all 26 upper &
can point to the letter "B" upon request lower case letters, 3= can
When shown the printed letter "B" and 4= can label all 26 upper &
asked "What letter is this?" the student lower case letters, 3= can
says "B"
"Give me the one that makes the
sound "ssss"
"What sound does this letter make?"
while showing the student the letter 'b'
When given a card with the written
word "bat', and an array of three
pictures on the table (bat, cat, and
hat), the student will put the written
word with the matching picture (bat).
When given a card with the written
word "bat', and an array of three cards
on the table (bat, cat, and hat), the
student will put the card with the
matching word card (bat).
When presented with the word 'hat'
the student will
say "h," "a,"' T
4
identify a total of at least 15
upper or lower case letters,
2= can identify at least a total
of 10 upper or lower case
letters, 1= can identify at least
a total of 5 upper or lower
case letters
4
label a total of at least 15
upper or lower case letters,
2= can label at least a total of
10 upper or lower case letters,
1= can label at least a total of
5 upper or lower case letters
4= can identify the sounds of 4
at least 20 letters, 3= can
identify the sounds of at least
10 letters, 2= can identify the
sounds of at least 5 letters, 1=
can identify the sounds of at
least 2 letters
4= can identify the sounds of 4 4
at least 20 letters, 3= can
identify the sounds of at least
10 letters, 2= can identify the
sounds of at least 5 letters, 1
= can identify the sounds of at
least 2 letters
4= can match at least 20 4
words with corresponding
pictures, 3= can match at
least 10 words with
corresponding pictures, 2=
can match at least 5 words
with corresponding pictures,
1= can match at least 2 words
with corresponding pictures
4= different fonts with only 1 4
letter different in non-target
words 3= same fonts 1 letter
different, 2= same fonts 2
letters different in non-
matching words, 1= same
fonts with 3 or more different
letters in non-matching words
2= can point to and name the 2 0
letters of 5 letter words (left to
right) without prompts, 1= can
point to and name the letters
of 3 letter words (left to right)
with only one prompt per word
Given a word card with the word
"train," the student will match
individual letter cards to the letters on
the word card
Given a picture of a cat and the written 2= can add a letter in any
display c t, the student will add the "a" position of the word for at
to complete the word
Score 1= The has fur. (cat frog) Score
2= The wore hats, (pen men pet)
Go get a cup, Put the doll in the bed,
Give the doll a hug, Put the cup in the
sink, Give Jason a pencil, Put the
shoe in the box, Put Dad's hat on your
head.
2= can match letters for words 2 0
up to 5 letters in length when
given extra letters, some of
which are similar (e.g., e & a),
1= can match letters for words
up to 3 letters in length when
not given extra letters, and the
letters are not similar (e.g.,
bat)
2 0
least 10 words, 1= can add a
letter at least one position of
the word for at least 5 words
4= can read at least 50 words, 4 0
3= can read at least 20 words,
2= can read at least 10 words,
1= can read at least 5 words
2= can sound-out 20 words of 2 0
4 or more letters including
words that the student doesn't
know receptively or as a label,
1= can sound out any
consonant-vowel- consonant
words using known phonemes
4= can read any phrase 4 0
containing combinations of
known words, 3= can read 10
three word phrases, 2= can
read 5 three word phrases, 1=
can read 2 three word phrases
4= can read any sentence 4 0
containing combinations of
known words, 3= can read 10
four to six word sentences, 2=
can read 5 four to six word
sentences, 1 = can read 2
four to six word sentences
2= can select the appropriate 2
word from an array of 3 words
which differ on less than 50%
of the letters, 1= can select
the appropriate word from an
array of 2 words which differ
on more than 50% of the
2= can read at least 20 2 0
sentences and perform at
least 6 different actions, 1=
can read a 10 sentences and
perform at least 3 different
actions (e.g., give, get, put on,
put in)
Draw a line from the monkey to the
banana, underline the letter 'A', put an
'X" on the circle, color the square red,
draw a box around the tree, write the
number 3 in the triangle, etc.
Student reads "touch your nose" and 2= can read at least three
then touches his nose
When the student is given 7 blocks
and asked to "Give me 5 blocks" the
student will count out 5 blocks
2= can read at least 20 2 0
sentences and follow at least
6 different directions, 1= can
read at least 10 sentences
and follow at least 3 different
directions (e.g., circle,
underline, color)
2 0
sentences and answer simple
questions regarding the
content, 1= can read a single
sentence and answer a
simple question regarding the
content
52 4
2= can continue counting to 2 2
10 if started with "1, 2", 1=
can count along with
instructor to 10 (vocal
imitation)
4= can count to any specified 4 4
number up to 30, 3= can
count to 30, 2= can count to
20, 1 = can count to 10
2= can continue counting 2 2
objects to 10 if started with "1,
2", 1 = can count along with
instructor to 10 (vocal
imitation) even if the instructor
varies the pace of the
counting (e.g., 1, 2, ....(pause)
3,...4, 5...6, etc)
4= can count any amount up 4 4
to 100, 3= can count any
amount up to 20, 2= can
count any amount up to 10,
1= can count any amount up
to 5 even if the items are not
presented in a row (i.e., '
slightly scattered)
4= can count any amount up 4 4
to 30, 3= can count any
amount up to 20, 2= can
count any amount up to 10,1=
can count any amount up to 5
2= will name the numerals 1 2 2
to 10 on a number line, 1= will
name the numbers on a
number line when verbally
prompted "1,2.." while
instructor points to the
numerals.

Receptive- When shown two bowls,
one with popcorn and the other empty, identify and label, 1= can
and asked "Which one has none?" the either receptively identify or
student touches the empty bowl.
Labels- When shown an empty cookie
jar and asked "How many cookies are
in the jar?" the student says "none"
Given 2 spoons and asked to have a
total of 4 spoons, the student will get 2 additional items to make a
additional spoons.
4= can identify numbers to 4 4
100, 3= can identify numbers
to 30, 2= can identify numbers
to 20,1= can identify numbers
to 10
4= can match items with 4 4
numbers to 30 (and vice
versa), 3= can match items
with numbers to 20, 2= can
match items with numbers to
10,1= can match items with
numbers to 5
2= can both receptively 2
identify and label, 1= can
either receptively identify or
label
2= can both receptively 2
identity and label, 1= can
either receptively identify or
label
2= can both receptively 2
identify and label, 1= can
either receptively identify or
label
2= can both receptively 2 2
identify and label, 1= can
either receptively identify or
label
2= can both receptively 2 2
label
2= physically places 2
total set of up to 10 items, 1=
physically places additional
items to make a total set of up
to 5 items
2= can both receptively 2
identify and label, 1= can
either receptively identify or
label
2= can both receptively 2
identify and label, 1= can
either receptively identify or
label
2= can both receptively 2
identify and label, 1= can
either receptively identify or
label
Receptive- When given five blocks in 2= can both receptively 2 2
a dish and given some additional identify and label, 1= can
blocks and asked to "add two more" either receptively identify or
the student places additional blocks in label
the dish. Labels- When shown putting
more beans in a jar and asked "What
am I doing?" the student says "adding
beans"

When the student is asked to "Go get 4= can get any amount up to 4 4
5 spoons," the student will walk to a 10, 3= get any amount up to
drawer and get 5 spoons 6, 2= can get any amount up
to 4, 1= can get up to 2 items

4= adds 2 numbers 1 to 99 4 0
with carrying, 3= adds 2
numbers 1 to 20 with carrying,
2= adds 2 numbers 1 to 20
without carrying, 1= adds 2
numbers 1 to 10

4= to the nearest minute, 3= 4 0

to the quarter hour, 2= to the
half hour, 1= to the hour

2= can identify 4 coins by 2 0

name, 1= can identify 2 coins
by name
2= can identify 4 coins by 2 0
value, 1= can identify 2 coins
by value
4= can add a mixture of 4 0
various coins to $1.00, 3= can
add a mixture of various coins
to 50 cents, 2= can add coins
to 25 cents, 1= can add coins
to 10 cents

2= can both receptively 2 0

identify and label, 1= can
either receptively identify or
label
2= can both receptively 2 0
identify and label, 1= can
either receptively identify or
label
2= can both receptively 2 0
identify and label, 1= can
either receptively identify or
label
2= can both receptively 2 0
identify and label, 1= can
either receptively identify or
label
Receptive- When given five blocks in
a dish and asked to "subtract two", the
student removes blocks in the dish.
Labels- When shown removing blocks
from a dish and asked "What am I
doing?", the student says "take away"
2= can both receptively 2 0
Identify and label, 1= can
either receptively identify or
label
76 36
2= can hold pencil, crayon, or 2 2
marker with a writing grip and
make lines on paper, 1= using
a pencil, crayon, or marker
(any grip) can make short
lines on paper
2= can neatly color pictures, 2 2
staying mainly within the lines
of various shapes
(approximately 2 square
inches or less), 1= can neatly
color within boundaries of
single large shapes
(approximately 4 square
inches or less)
4= accurately traces lines, 4 4
and curved and straight-lined
shapes, 3= accurately traces
curved figures (circles and
ovals) OR straight-lined
figures (squares, rectangles
and triangles) within 1/8 to 1/4
inch of the sample, 2=
accurately traces straight and
curved lines, 1= accurately
traces straight lines
2= accurately traces all 2 2
numbers and letters staying
within 1 /8 to 1/4 inch of the
sample, 1 = accurately traces
numbers and letters that only
require making straight lines
(e.g., A, E, F, 1, 4, 7)
4= Neatly copies straight lines 4 4
and shapes (matching size
and orientation), 3= roughly
copies straight lines and
shapes, 2= roughly copies
straight lines without prompts
, 1 = roughly copies simple
straight lines with minimal
physical or visual prompts
4= Neatly copies curved lines 4
and shapes (matching size,
shape and orientation), 3=
roughly copies complex
curved lines, 2= roughly
copies simple curved shapes
without prompts , 1= roughly
copies simple curved lines
with minimal physical or visual
prompts

4= can neatly copy all upper & 4 4

lower case letters accurately
within lines, 3= neatly copy at
least 10 upper or lower case
letters, 2= can copy (rough
approximation) at least 10
letters, 1= can copy (rough
approximation) at least 5
letters

4= can neatly copy numbers 1 4 4

to 100, 3= can neatly copy
numbers 1 to 20, 2= can copy
(rough approximation)
numbers 1 to 10, 1= can copy
(rough approximation) any 5
numbers

4= can neatly write all upper & 4

lower case letters accurately
within lines, 3= neatly write at
least 10 upper or lower case
letters, 2= writes (rough
approximation) at least 10
letters, 1= writes (rough
approximation) at least 5
letters without a model

4= neatly writes numbers 1 to 4

100, 3= can neatly write
numbers 1 to 20, 2= writes
(rough approximation)
numbers 1 to 10, 1= writes
(rough approximation) any 5
numbers without a model

34 22
Given a word card with the word
"train", the student will match
individual letter cards to the letters on
the word card
Given a picture of a cat and the written
display c t, the student will add the "a"
to complete the word (when given the
letters a, e, i, o & u).
Given a picture of a cat and the written 2= can add a letter in any
display c t, the student will add the "a" position of the word for at
to complete the word
2= can match letters for words 2 0
up to 5 letters in length when
given extra letters, some of
which are similar (e.g., e & a),
1= can match letters for words
up to 3 letters in length when
not given extra letters, and the
letters are not similar (e.g.,
bat)
2= can add a letter in any 2 0
position of the word for at
least 10 words, 1= can add a
letter at least one position of
the word for at least 5 words
2= can accurately copy six 2 0
letter words by typing or by
writing (within lines, with
upper and lower case letters,
& with appropriate spacing),
1= can copy three letter words
2 0
least 10 words, 1= can add a
letter at least one position of
the word for at least 5 words
4= 25 words, 3= 10 words, 2= 4 0
5 words, 1=2 words
4= 25 words, 3= 10 words, 2= 4 0
5 words, 1=2 words
2= can spell his own name 2 0
both vocally and in a writing or
a typed form, 1= can spell his
own name either vocally or in
writing or a typed form
18 0
2= can both pull up and down 2 2
pants, 1= can either pull up or
down pants
2= can remove and correctly 2 1
put on shoes (not required to
tie shoes), 1= can either
remove or put on shoes
2= can remove and correctly 2 2
put on a pullover shirt, 1= can
either remove or put on shirt
2= can remove and correctly 2 0
put- on a buttoning type of
shirts (fastening buttons not
required), 1= can either
remove or put on buttoning
shirts

2= can remove and correctly 2 2

put on (fastening buttons,
snaps and zippers not
required) pants, 1 = can either
remove or put on pants

2= can remove and correctly 2 0

put on socks, 1= can either
remove or put on socks

2= can remove (requires 2 2

unfastening buttons or snaps,
or unzipping) and correctly
put-on coat (fastening
buttons, snaps and zippers
not required), 1= can either
remove or put on coat

2= can independently unzip a 2 2

zipper on an article of
clothing, backpack or similar
item 1= can unzip a zipper
which is started on an article
of clothing, a backpack or
similar item with only verbal or
gestural prompts

2= can independently start 2 1

and zip and unzip a zipper on
a backpack or similar item, 1
= fasten a zipper which is
started on an article of
clothing, a backpack or similar
item with only verbal or
gestural prompts

2= can start and zip and unzip 2 1

a zipper on an article of
clothing, 1 = close a zipper
which is started on an article
of clothing
4= can fasten buttons on a 4 0
shirt, 3= can fasten large
buttons on a non-clothing
item, 2= can undo small
buttons on a shirt, 1= can
undo large buttons on a non-
clothing item
2= can fasten and unfasten 2 1
snaps on an article of
clothing, 1= can fasten and
unfasten snaps on a non-
clothing item
2= can fasten and unfasten 2 0
buckles on an article of
clothing, 1= can fasten and
unfasten buckles on a non-
clothing item
2= adjusts the positioning of 2 0
clothing without prompts, 1=
can adjust the positioning of
clothing when verbally
prompted
2= can tie shoes without 2 0
assistance. 1= can do at least
one step in the shoe tying
process

32 14
2= Independently, 1= with 2 2
only verbal or gestural prompts

2= Independently, 1= with 2 2
only verbal or gestural prompts

2= Independently, 1= with 2 2
only verbal or gestural prompts

2= Independently, 1= with 2 2
only verbal or gestural prompts

2= Independently, 1= with 2 0
only verbal or gestural prompts

2= Independently, 1= with 2 2
only verbal or gestural prompts

2= Independently, 1= with 2 0
only verbal or gestural prompts

2= Independently, 1= with 2 2
only verbal or gestural prompts

2= Independently, 1= with 2 1
only verbal or gestural prompts

2= Independently, 1= with 2 1
only verbal or gestural prompts
 20 14
2= Independently, 1= with 2 2
only verbal or gestural
prompts
2= Independently, 1= with 2 2
only verbal or gestural
prompts
2= Independently, 1= with 2 2
only verbal or gestural
prompts
2= Independently, 1= with 2 2
only verbal or gestural
prompts
2= Independently, 1= with 2 0
only verbal or gestural
prompts
2= Independently, 1= with 2 2
only verbal or gestural
prompts

2= Independently, 1= with 2 1
only verbal or gestural
prompts

14 11
4= urinates in toilet 2 or 4 4
more times per day, 3= at
least 5 times per week, 2=
at least 2 times per week,
1= has urinated in the toilet
at least 2 times

Specifically asks to use the toilet
using words or ASL, or leading
adult to the restroom (Note: this
issue is important even for those
students who can independently
use the restroom)
Ability to remember to and sufficiently
wipe self after bowl movement
Ability to independently use a known
toilet (e.g., home or school) for bowel
movements.
4= has no wet pants in any 4 4
environment (home,
school, nor community), 3=
has no more than 2 wet
pants total per week for all
environments combined,
2= has no more than 2 wet
pants per week in
controlled environments
(i.e., home and school), 1=
has no more than 4 wet
pants per week
2= toileting process is 2 2
totally completed
independently, 1 = student
has to be verbally
prompted for some aspects
of the process
2= uses words or ASL to 2 2
indicate need to use the
toilet as needed in public
and familiar settings, 1 =
uses words or ASL to
indicate need to use the
toilet as needed in familiar
setting
2= wipes self completely 2
without assistance, 1=
wipes self, but requires
some verbal prompts
(Note: males score = Not
Applicable (NA))
2= at least 2 times per week, 2 2
1 = has had at least 2 bowel
movements in toilets
2= has no more than 2 soiled 2 2
pants per week (home and
school), 1= has no more than
4 soiled pants per week
2= wipes self completely 2 0
without assistance, 1= wipes
self, but needs to be checked
for completeness
2= toileting process is totally 2 2
completed independently
(including bowel movements),
1= student has to be verbally
prompted for some aspects of
the process
 2= toileting process is totally 2 2
completed independently, 1 =
student has to be verbally
prompted for some aspects of
the process

24 20
1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1 = Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1

1= Yes, 0=No 1 1

1 = Yes. 0=No 1 1

1= Yes, 0=No 1 1

Bends knees and maintains balance 1= Yes, 0=No 1 1

to squat and return to a standing
position. (pup in romaneste)

1= Yes, 0=No 1 1
Ball can usually be caught using 1= Yes, 0=No 1
hands, arms, and chest.

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

Must be able to catch the ball in their 1= Yes, 0=No 1

hands on at least half of all attempts

1= Yes, 0=No 1

Must be able to catch the ball in their 1= Yes, 0=No 1

hands on at least half of all attempts.

1= Yes, 0=No 1

1= Yes, 0=No 1

1= Yes. 0=No 1 1

1= Yes, 0=No 1

1= Yes, 0=No 1

1= Yes, 0=No 1 1
 30 21
1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

Strength of pincer grasp and ability to 1= Yes, 0=No 1 1

release grasp after positioning.

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1 = Yes, 0=No 1

1 = Yes, 0=No 1 1

1= Yes, 0=No 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1
Copies (rough approximation) squares 1 = Yes, 0=No 1 1
and row of dots, but is unable to match
orientation and size

With only verbal or gestural prompts, 1= Yes, 0=No 1 1

places colored pieces of paper on an
outlined picture to make a picture of a
snowman.

With a sample picture provided and 1= Yes, 0=No 1 1

only verbal or gestural prompts, places
colored pieces of paper, with correct
orientation, on a plain piece of paper
to make a picture of a snowman

1= Yes, 0=No 1 1

1= Yes, 0=No 1 1

1= Yes, 0=No 1

1= Yes, 0=No 1

1= Yes. 0=No 1 0

Copies a variety of shapes and simple 1 = Yes, 0=No 1

drawings (e.g.. squares and row of
dots), and can match orientation and
size of samples.

28 22