 Stages and sequences that ALL individuals go through from birth to adulthood.  Universal.  Scaffolding process.  Need pre-requisite skills before new skills can be developed.

 Preparation for ALL students.  Education versus academics.  Skills for life.  Difference between education and daycare.  Special Programs and education.

 Function is dependent on long term goals.  Every student should be receiving functional programming – not just IS students.  Samples of functional programming: ◦ University Program Goal ◦ Applied Program Goal ◦ Work Entrance Goal ◦ Life Skills Goal

 Communication Skills  Motor Skills  Thinking and Problem Solving Skills  Social and Play Skills

6 Months Activity 10 Months6 Months Activity 10 Months; 10 Months; 10 Months10 Months

CommunicationMotor SkillsThinking and Problem Solving Social and Play Skills Gurgles, Coos, Giggle, Squeals Sits with support Inspects objects for a long time Explores textures, tastes, sounds Focuses on other’s mouths when they speak Rolls front to back, then back to front Retrieves a partially hidden toy Sensory-motor play evident Mouths everything Grasps objects (full hand) Shakes and bangs toys Enjoys and imitates social play Eye gazeTries to cooperate with dressing Signals for ‘more’ – enjoys repeated play Prefers to attend to faces rather than objects

12 Month Activity

CommunicationMotor SkillsThinking and Problem Solving Social and Play Skills Identifies objects when named (pointing) Sits independently; stands alone and takes 1 st steps Can shift attention from person to object Turn-taking in play and social interactions Responds to ‘where is’ by pointing Accurately reaches for toys Finds hidden toy and will search for toy Functional play with actual objects Understands about 30 words Self feeds with fingers Overgeneralizes learning Tries to make adults laugh Joint AttentionGreater control releasing than grasping objects Stacks objects; can match simple shapes Social referencing

18-24 Month Activity

CommunicationMotor SkillsThinking and Problem Solving Social and Play Skills Identifies simple body parts Hops on two feet Purposefully explores toys Loves chasing games Responds appropriately to yes/no question Can move small objects from palm to fingers Knows cause and effect Functional and Dramatic play Combines words into 2 word sentences Builds tower of 4 blocks Long term memory for events Reacts to emotions of others Takes 1-2 turns in communications Simple tool useBegins sharing – but will take another’s toy without concern Parallel play

2 ½ -3 Year Age Level Activity

CommunicationMotor SkillsThinking and Problem Solving Social and Play Skills Knows big and little Walks upstairs/down – alternating feet Attends to more than 1 stimulus at a time Plays with dolls/figures in sequenced play Asks and answers what/where questions Catches large ball against chest Completes a simple puzzle Can recover from tantrums on own Identifies gender Pincer grasp developing Can sequence play/learning in 2-3 steps Shows fears Understands amount - ‘one’ versus ‘all’ ToiletingStarting to categorize Associative Play

3-4 Year Age Level Activity  Imaginative Play Imaginative Play

CommunicationMotor SkillsThinking and Problem Solving Social and Play Skills Follows 2-3 steps of unrelated activities Catches and throws ball Relates detailed experiences Prefers to play with peers rather than alone Knows opposites Colours within the lines Understands how/why questions Develops themes in play Takes 3-4 turns in conversation Can do zipper with help and snaps Categorizes according to different features Can play in a group – cooperative play Speech paired similar to an adult Can imitate horizontal line and circle Initiates plans; problem-solves on own Believes he/she can do anything

4-6 Year Age Level Activity

CommunicationMotor SkillsThinking and Problem Solving Social and Play Skills Describes how to do things Kicks to a targetThinks up new uses for objects Likes group games and sports Creates rhymesAble to skipAttends to letters and numbers Makes up costumes for play Retells sequence of a story Draws shapes with spatial understanding Listens to long stories Wants to please peers Uses humour, argues, answers ‘what happens if’ questions Can imitate cross (at 4) and X at about 5 Makes inferences about motives of others Can wait for a turn; makes up jokes, tattles.

10 Year Age Level Activity

16 Year Age Level Activity

 Program needs to address developmental level of student.  PPP/IIP goals should be tied to and based on developmental level of student.

Object PermanenceInitiating (pointing) Preliminary Cause and Effect Sensory/Motor Play Responds to ‘where is’ by pointing Matches simple shapes Functional play with real objects Developing immature pincer grasp Turn-taking (1 or 2) Knows Cause and Effect Parallel Play Long-term memory for events Asks/Answers What/Where Questions Walks stairs with alternating feet Starting to categorize Plays with Dolls/Figures in sequenced play Understands how/why questions Speech paired similar to an adult Imitates horizontal line and circle Prefers to play with peers rather than alone PlanningRegulation Working Memory Organization Academic Skill Development Pre-Academic Skills (early developmental milestones) are required prior to learning academic tasks

Early Developmental Milestones (The Foundation) Higher-Order Skill Development (The School House) Integrated Executive Functioning (The Roof)

 Development proceeds in stages and sequences that ALL individuals go through from birth to adulthood.  Need pre-requisite skills before new skills can be developed.  Programming needs to address the developmental level of the student.