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

Receptive Expressive Social/Play


Responds to basic commands-(come Imitating vowels Maintain brief eye contact
here stop, no, sit)
Nonverbal imitation-gross motor Imitating inflection, loudness or Nonverbal imitation-facial
duration of phonation expressions
Matching (object, picture/photo, Imitating syllables (CV, VC) Using objects meaningfully
drawing)
Identifies common nouns (object, Imitates gestures to indicate wants Solitary play
picture/photo)
Following one-step directions (give Spontaneous gestures Parallel play
me, find the, put the, point to)
Identifies body parts Imitates words Social attention (looks at object when
directed, looks in response to name)
Identification of people Spontaneous words for requests Shared attention to objects/actions
(family/familiar) (joint reference-using eye gaze to
request shared interaction)
Identifying plural markers Spontaneous words for nonexistence Social regulation (pushes, pulls
(all gone, away, bye) person to request item, gives item to
request, points to object to request)
Identifying early prepositions (in, on, Spontaneous words for rejection Attends to large/small group
under) activities for 3-5 minutes
Identifies actions Labels people (family members) Participates in group unison activities
(hokey pokey, ring around the rosey)
Identification of people Labels actions (one word actions) Reciprocal interaction during
(teachers/classroom peers) structured activities (songs, fin-
gerplays) to maintain interaction
Following two-step related Labels people (teachers/class peers) Reciprocal interaction during
commands unstructured activities (free choice
time) to maintain interaction
Following two-step unrelated Beginning to use grammatical Uses spontaneous words to request
commands morphemes items of interest
Following two-step directions with Uses pronouns (I, me, you) eg. for Uses spontaneous words for greetings
locations possession (my, mine) and farewells
Identifying a member of a category Two word utterances (action + object, Uses spontaneous words to protest
action + attribute, object + location,
possession+ object)
Sort into categories Yes/no questions with intonation Uses spontaneous words for
commenting
Associations Uses plurals Turn taking with one partner
Identifying exclusion (not) Uses irregular past tense Turn taking in a group
Sequencing 2-3 part routines, events Uses regular past tense Participates in cooperative play with
or stories one partner
Identifying simple emotions (sad, Uses pronouns (he, she, we, your, Participates in cooperative play in a
happy, mad) yours, these, those) group
Expanded labels and actions (skiing, Says negatives (not, aren’t don’t) Following group verbal directions
washing clothes)
Identifying prepositions and Adds a quantifier (some, a lot, two) to Shares unfavored item with others
adjectives nouns
Matching an object or picture to a Elaborates with descriptive words Shares favored item with others
given definition (color, texture, size)
Points to and identifies opposites Sentences up to 5 words Emergent perspective taker
Receptive-Expressive-Social Hierarchy of Skills (for use with IEP goals)
Chooses objects described as a Begins saying copula and auxiliary Initiates conversation by gaining
synonym pair verbs person’s attention/calling name
Points to singular and plural objects Uses articles appropriately Initiates conversation with a routine
as they are named script
Locates and points to possessive Describes pictures using prepositions Maintains conversation by sharing
nouns desired information and sharing feedback
(saying “I know”, “uhuh”)
Demonstrates understanding of Uses regular 3rd person singular verbs Maintains conversation by using
various pronouns by choosing objects appropriate topics
or pictures
Chooses objects or pictures desired Talks about future events Can terminate a conversation
with a sentence containing the word appropriately
not
Points to a picture which answers a Expresses facts, rules, beliefs, Describes current events
stated “WH” question attitudes, and emotions
Asks questions by inverting word Describes past/future events
order (is he…?)
Produces primitive tag questions (I’m Uses polite markers
going, okay?)
Conjoins clauses, usually with “and” Attempts communication repair
during conversation (eg. Asking
clarifying questions)
Answers simple "yes/no" questions Uses appropriate vocal
volume/appropriate inflection
Answers who, what, where questions Defines relationship/role of others in
their environment
Answers when, how, why questions
Beginning to use antonyms
Beginning to use synonyms
Names categories
Names items in a category
Retells a story or talk about an event

Gives directions
Uses oral language to inform, to
persuade, and to entertain
Explains what has been learned
Uses language effectively for a
variety of purposes
Gives accurate directions to others
Summarizes and restates ideas

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