Integrated Scales of Development

Integrated Scales of Developmentfrom Listen Learn and Talk

Auditory Habilitation Theory 3

Language enables us to comprehend and express ideas, thoughts, opinions and emotions.

In the language learning process, understanding the language heard, that is, receptive language, always precedes the de-velopment of expressive language. A young baby will turn when her mother calls her, or wave goodbye when asked, long before she can say her own name or say bye bye. As well as learning to understand and express language, the development of pragmatic skills is necessary in order to use language appropriately in different social contexts and for different purposes.

From birth to school age is a time of enormous development in a childs life. A baby grows from a totally dependent being into a competent communicator and an independent thinker and learner by the time she begins school.

The following tables are an integrated scale that outline typical stages of development in the areas of listening, receptive and expressive language, speech, cognition and social communication. They have been adapted from a number of sources:

Cottage Acquisition Scales for Listening, Language and Speech Preschool Language Scale 4 (PLS 4) The Bzoch-League Receptive-Expressive Emergent Language Scale Second Edition (REEL - 2) The Early Learning Accomplishment Profile Kit (E-LAP) The Learning Accomplishment Profile Revised Edition Kit (LAP-R) The Rosetti Infant-Toddler Language Scale St. Gabriels Curriculum

A child with hearing impairment follows these stages of development. However, she will need greater exposure to spoken language from the earliest possible time. Language, speech, cognition and pragmatic skills should be developed concurren-tly through listening in a systematic program that follows the typical stages of development.

It is important to remember that the skills listed on the following pages are based on an average.There is a considerable range between the earliest and latest times children achieve the various milestones. Your child may not reach a milestone within the given timeframe, but this does not mean that they will not achieve it. These developmen-tal scales are meant as a guide only. They have been included to assist in the provision of a program to suit the individual needs of a particular child.

For full reference and description see Listen Learn and Talk (Ref. Z60407). This is an auditory habilitation resource from Cochlear.

Integrated Scales of Development

A u d i t o r y H a b i l i t a t i o n T h e o r y 4

0 t o 3 M o n t h s

L i s t e n i n g

( A u d i t i o n )

R e c e p t i v e

L a n g u a g e

E x p r e s s i v e

L a n g u a g e

S p e e c h C o g n i t i o n

S o c i a l

C o m m u n i c a t i o n

( P r a g m a t i c s )

A u d i t o r y a w a r e n e s s

R e s p o n d s t o s o u n d

b y s m i l i n g , h e a d

t u r n i n g , s t i l l i n g ,

s t a r t l i n g

R e s p o n d s t o l o u d

s o u n d s

R e c o g n i z e s m o -

t h e r s / c a r e g i v e r s

v o i c e

S t a r t l e s t o s u d d e n

n o i s e s

R e s p o n d s t o s p e a -

k e r s f a c e

R e s p o n d s t o t a l k i n g

b y q u i e t e n i n g o r

s m i l i n g

Q u i e t e n s w i t h f a m i -

l i a r v o i c e

C r i e s t o e x p r e s s

h u n g e r a n d a n g e r

B e g i n s t o v o c a l i z e t o

e x p r e s s p l e a s u r e

O c c a s i o n a l l y v o c a -

l i z e s i n r e s p o n s e t o

v o i c e l i k e s o u n d s

C r i e s

B e g i n s v o c a l i z i n g

o t h e r t h a n c r y i n g ,

e . g . c o o s , g u r g l e s

A w a r e n e s s o f f a m i -

l i a r p e o p l e / s i t u a t i o n s

L o o k s a t o b j e c t s / f a -

c e s b r i e fl y

A n t i c i p a t e s c e r t a i n

e v e n t s , e . g . b e i n g

f e d

A p p e a r s t o l i s t e n t o

s p e a k e r

H a s b r i e f e y e c o n -

t a c t b u t b y 3 m o n -

t h s r e g u l a r l y l o o k s

d i r e c t l y a t s p e a -

k e r s f a c e , l o c a l i z e s

s p e a k e r w i t h e y e s

a n d s t a r t s t o w a t c h

m o u t h r a t h e r t h a n

w h o l e f a c e

S m i l e s / c o o s i n r e -

s p o n s e , i n p a r t i c u l a r

t o m o t h e r / c a r e g i v e r


4 to 6 Months

Listening(Audition)

ReceptiveLanguage

ExpressiveLanguage Speech Cognition

SocialCommunication(Pragmatics)

Sound begins to have meaning

Listens more acutely Starts to associate

meaning to sound, e.g. responds to own name occasio-nally

Responds to chan-ges in vocal inflec-tions

Starts to localize source of voice with accuracy

Listens to own voice

Frequently localizes sound source with head or eye turn

Occasionally respon-ds to own name

Discriminates between angry and friendly vocal tones, e.g. cries in respon-se to an angry voice

Usually stops crying in response to voice

Vocalizes for needs and wants

Vocalizes in respon-se to singing

Blows raspberries, coos, yells

Vocalizes in respon-se to speech

Starts to use a va-riety of vocalizations to express pleasure and displeasure

Vocalizes when alo-ne or with others

Laughs Blows raspberries Coos Yells Starts to change

duration, pitch and intensity (prosodic features)

Uses vowel [a] as in car

Produces soun-ds with consonant features friction noises, nasal [m]

Plays at making sounds

Looks at objects and reaches for them

Starts to learn about cause and effect, e.g. plays with rattle

Recognizes familiar people

Brings objects to mouth

Maintains eye con-tact

Loves games such as round and round the garden

Produces different vocalizations for different reasons

Imitates facial ex-pressions

Takes the initiative in vocalizing and engages adult in interaction

Starts to understand vocal turn taking, e.g. vocalizes in response to adult vocal input


7 t o 9 M o n t h s

L i s t e n i n g

( A u d i t i o n )

R e c e p t i v e

L a n g u a g e

E x p r e s s i v e

L a n g u a g e


S o c i a l



L o c a l i z e s s o u n d

s o u r c e w i t h a c c u r a c y

D i s c r i m i n a t e s s u p r a -

s e g m e n t a l a s p e c t s

o f d u r a t i o n , p i t c h

a n d i n t e n s i t y

H a s l o n g e r a t t e n t i o n

s p a n

A s s o c i a t e s m e a n i n g

t o w o r d s

D i s c r i m i n a t e s v o w e l

a n d s y l l a b l e c o n t e n t

A p p e a r s t o r e c o g n i -

z e n a m e s o f f a m i l y

m e m b e r s i n c o n n e c -

t e d s p e e c h , e v e n

w h e n p e r s o n n a m e d

i s n o t i n s i g h t

R e s p o n d s w i t h a p p r o -

p r i a t e a r m g e s t u r e s

t o s u c h w o r d s a s u p ,

h i g h , b y e b y e , e t c .

E n j o y s m u s i c o r s i n -

g i n g

A p p e a r s t o l i s t e n t o

w h o l e c o n v e r s a t i o n

b e t w e e n o t h e r s

R e g u l a r l y s t o p s a c -

t i v i t y w h e n n a m e i s

c a l l e d

A p p e a r s t o r e c o g n i z e

t h e n a m e s o f a f e w

c o m m o n o b j e c t s b y

l o c a l i z i n g t h e m w h e n

t h e y a r e n a m e d

M o r e r e g u l a r l y s t o p s

a c t i v i t y i n r e s p o n s e

t o n o

W i l l s u s t a i n i n t e r e s t

u p t o a m i n u t e w h i l e

l o o k i n g a t p i c t u r e s o r

b o o k s w i t h a d u l t

R e p e a t s C V s y l l a b l e s

i n b a b b l e [ p a p a ]

S t a r t s t o r e s p o n d

w i t h v o c a l i z a t i o n s

w h e n c a l l e d b y

n a m e

P l a y s m o r e g a m e s ,

e . g . p a t a c a k e ,

p e e k a b o o , h a n d

c l a p p i n g , e t c . a n d

v o c a l i z e s d u r i n g

g a m e s

A p p e a r s t o s i n g

V o c a l i z e s t o g r e e t a

f a m i l i a r a d u l t

C a l l s t o g e t a t t e n t i o n

U s e s s o m e g e s t u r e s

a n d l a n g u a g e a p p r o -

p r i a t e l y , e . g . s h a k e s

h e a d f o r h o

V o c a l i z e s l o u d l y

B a b b l e s C V C V [ p a

p a ] [ b a b a ]

C l i c k s t o n g u e

U s e s a s i n g s o n g

v o i c e

I m i t a t e s p a t t e r n s o f

i n t o n a t i o n

U s e s l o w c e n t r a l v o -

w e l s m o s t f r e q u e n t l y

[ o ] ( h o t ) [ a e ] ( b a t )

[ a ] ( c a r )

U s e s s o m e c o n s o -

n a n t s [ p , b , m , d ]

I m i t a t e s p h y s i c a l

a c t i o n

R e c o g n i z e s f a m i l i a r

o b j e c t s

P l a c e s o b j e c t i n o n e

h a n d a n d t h e n t h e

o t h e r

H o l d s o n e c u b e a n d

t a k e s a n o t h e r

S m i l e s a t s e l f i n

m i r r o r

L o v e s h i d i n g a n d fi n -

d i n g g a m e s

G i v e s , p o i n t s , s h o w s

P u l l s r i n g s o f f p e g

B e g i n s t o u n d e r -

s t a n d t h a t c o m m u n i -

c a t i o n i s a t w o - w a y

p r o c e s s

S h o w s a d e s i r e t o

i n t e r a c t w i t h p e o p l e

B e c o m e s m o r e l i v e l y

t o f a m i l i a r p e o p l e

D e m o n s t r a t e s a n t i c i -

p a t i o n o f a c t i v i t i e s

N o d s , w a v e s a n d

c l a p s

C a l l s t o g e t a t t e n t i o n

R e q u e s t s b y r e a -

c h i n g a n d p o i n t i n g

E n j o y s f r o l i c p l a y

C o n t i n u e s t o d e v e -

l o p t u r n t a k i n g s k i l l s

B e g i n s b o o k s h a r i n g

b y

l o o k i n g a t p i c t u r e s i n

a b o o k w i t h a d u l t


10 to 12 Months

Listening(Audition)

ReceptiveLanguage



Associates meaning to more words

Monitors own voice and voices of others

Localizes sound from a distance

Discriminates spe-akers voice from competing stimuli

Appears to enjoy listening to new words

Generally able to listen to speech wi-thout being distrac-ted by other compe-ting sounds

Occasionally gives toys and objects to adult on verbal request

Occasionally follows simple commands, e.g. Put that down.

Responds to music with body or hand movement in appro-ximate time

Demonstrates understanding of verbal requests with appropriate head and body gestures

Shows increased attention to speech over prolonged pe-riods of time

Uses jargon of 4 or more syllables - short sentence-like structures without true words

Starts to use varied jargon patterns with adult intonation pat-terns when playing alone

Initiates speech ge-sture games such as round and round the garden

Talks to toys/objects using longer verbal patterns

Frequently responds to songs or rhymes by vocalizing

Imitates action pai-red with sound

May use first words, e.g. bye bye, mama

Imitates sounds and number of syllables used by others o Uses supraseg-

mental features o Uses longer

strings of repeated syllables o Vowels and conso-

nants are systematically

varied [ba di ba di] o Mostly uses plosi-

ves and nasals [p, b, d,

m]

Resists when toy is taken away

Relates an action to an object, e.g. spo-on with stirring, car with pushing

Responds to lau-ghter by repeating action

Takes peg from peg board

Matches two identi-cal objects

Attempts to build a two block tower

Starts to under-stand question and answer, e.g. shakes head appropriately for no

Understanding of interaction continues to develop

Understands gree-tings

Turn taking skills continue to develop

Vocalizes in respon-se to mothers call

Indicates desire to change activities

Responds to lau-ghter by repeating action

Begins directing others by tugging, pushing

Vocalizes with ge-sture to protest

Enjoys games and initiates them


1 3 t o 1 5 M o n t h s

L i s t e n i n g

( A u d i t i o n )

R e c e p t i v e

L a n g u a g e

E x p r e s s i v e

L a n g u a g e


S o c i a l



I d e n t i fi e s m o r e

w o r d s

P r o c e s s e s s i m p l e

l a n g u a g e

A u d i t o r y m e m o r y o f

o n e i t e m a t t h e e n d

o f a p h r a s e / s e n t e n -

c e

D i s c r i m i n a t e s

b e t w e e n f a m i l i a r

p h r a s e s

F o l l o w s o n e s t e p

d i r e c t i o n s t h a t a r e

f a m i l i a r

U n d e r s t a n d s m o r e

n e w w o r d s e a c h

w e e k

F o l l o w s o n e s t e p d i -

r e c t i o n s d u r i n g p l a y

U n d e r s t a n d s s i m p l e

w h e r e q u e s t i o n s ,

e . g . W h e r e s d a d d y ?

R e c o g n i z e s a n d

d e m o n s t r a t e s u n -

d e r s t a n d i n g o f m a n y

o b j e c t s b y p o i n t i n g

U n d e r s t a n d s m o r e

f a m i l i a r p h r a s e s

B e g i n s t o r e c o g n i z e

n a m e s o f v a r i o u s

b o d y p a r t s , e . g .

e y e s , h a n d s

E n j o y s r h y m e s

U s e s 7 o r m o r e

w o r d s c o n s i s t e n t l y

U s e s v o i c e a n d

g e s t u r e t o o b t a i n

d e s i r e d o b j e c t

C o n t i n u e s t o u s e

j a r g o n w i t h m o r e

t r u e w o r d s d e v e l o -

p i n g

I n c o r p o r a t e s p a u -

s i n g a n d i n t o n a t i o n

i n t o j a r g o n

I m i t a t e s n e w w o r d s

s p o n t a n e o u s l y

S i n g s

I m i t a t e s a l t e r n a t e d

v o w e l s

A p p r o x i m a t e s s i n g l e

w o r d s

U s e s m o s t v o w e l s i n

v o c a l p l a y

U s e s m o r e f r o n t

c o n s o n a n t s p l o s i v e s

[ p , b , d ] , n a s a l s [ m ,

n ]

U s e s f r i c a t i v e [ h ]

U s e s s e m i v o w e l [ w ]

S u s t a i n s i n t e r e s t i n

d e s i r e d o b j e c t f o r

t w o m i n u t e s a n d

m o r e

P l a c e s c i r c l e i n s h a -

p e b o a r d

B u i l d s a t o w e r w i t h

t w o c u b e s

B e g i n s t o m a k e

m a r k s o n p a p e r w i t h

t h i c k c r a y o n

I m i t a t e s m o r e a c -

t i o n s , e . g . p a t t i n g

d o l l

D e m o n s t r a t e s

f u n c t i o n a l u s e o f

o b j e c t s

R e m o v e s l i d o f b o x

t o fi n d h i d d e n t o y


l o p e y e c o n t a c t w i t h

s p e a k e r f o r l o n g e r

p e r i o d s

T a k e s t u r n s a s e x -

p r e s s i v e l a n g u a g e

d e v e l o p s

P l a y s f e t c h i n g g a m e

I n v o l v e s o t h e r s b y

s h o w i n g t h i n g s , e . g .

s h o e s / c l o t h i n g d u -

r i n g p l a y


s t a n d w h q u e -

s t i o n s


16 to 18 Months

Listening(Audition)

ReceptiveLanguage



Discriminates between more phra-ses

Identifies and asso-ciates more words to related objects, e.g. toys, body parts, food, clothing

Imitates words he-ard

Understands more simple questions

Begins to under-stand longer phrases with key word in middle of sentence

Develops category vocabulary

Identifies more body parts

Finds familiar object not in sight

Understands 50 or more words

Identifies some clothing items, toys and food

Jargon disappears Increases vocabu-

lary, 10 or more meaningful words

Decreases use of gesture relies on talking to communi-cate

Imitates words he-ard

Asks for more

Increases single word approximations

Most vowels present Still mainly produ-

cing front conso-nants [p, b, d, m, n, h, w]

Imitates circular scribble

Places 3 to 6 pegs in pegboard

Retrieves desired toy from behind an obstacle

Picks up small objects

Turns bottle upside down to obtain toy

Points to pictures in a book and begins to turn pages

Demonstrates object permanence

Requests object or help from adult by gesturing and voca-lizing

Initiates vocal inte-raction

Prefers to be with familiar people

Shows caution with strangers

Imitates other chil-dren

A u d i t o r y H a b i l i t a t i o n T h e o r y 1 0

1 9 t o 2 4 M o n t h s

L i s t e n i n g

( A u d i t i o n )

R e c e p t i v e

L a n g u a g e

E x p r e s s i v e

L a n g u a g e


S o c i a l



A u d i t o r y m e m o r y o f

2 i t e m s

D i s c r i m i n a t e s s o n g s

C o m p r e h e n d s a v a -

r i e t y o f p h r a s e s

D i s c r i m i n a t e s d e -

s c r i p t i v e p h r a s e s

F o l l o w s a t w o s t e p

d i r e c t i o n , e . g . G e t

y o u r b a l l a n d t h r o w

i t .

I d e n t i fi e s b y c a t e -

g o r y

C o m p l e t e s t w o

r e q u e s t s w i t h o n e

o b j e c t

C h o o s e s t w o f a m i l i a r

o b j e c t s

C o m p r e h e n d s a c t i o n

p h r a s e s

P o i n t s t o a r a n g e

o f b o d y p a r t s , e . g .

e l b o w , c h e e k


s t a n d p e r s o n a l p r o -

n o u n s m y , m i n e ,

y o u

R e c o g n i z e s n e w

w o r d s d a i l y

I n c r e a s e s c o m p r e -

h e n s i o n - d e c o d e s

s i m p l e s y n t a x

B y 2 4 m o n t h s u n -

d e r s t a n d s 2 5 0 - 3 0 0

w o r d s

O c c a s i o n a l l y i m i -

t a t e s 2 - 3 w o r d

p h r a s e s

U s e s n e w w o r d s

r e g u l a r l y

I n c r e a s e s e x p r e s s i -

v e v o c a b u l a r y t o 3 0

w o r d s o r m o r e

A t t e m p t s s t o r i e s

l o n g e r u t t e r a n c e s i n

j a r g o n t o g e t m e s -

s a g e a c r o s s

B e g i n s t o u s e o w n

n a m e w h e n t a l k i n g

a b o u t s e l f

U s e s p o s s e s s i v e p r o -

n o u n s m i n e

M a y a s k w h e r e q u e -

s t i o n s W h e r e c a r ?

B y 2 4 m o n t h s m a y

u s e 2 - 3 w o r d

p h r a s e s w i t h n o u n s ,

s o m e v e r b s a n d

s o m e a d j e c t i v e s

A p p r o x i m a t e s w o r d s

S u b s t i t u t e s / w / f o r

/ r /

U s e s s u p r a s e g m e n -

t a l f e a t u r e s

M o s t v o w e l s a n d

d i p h t h o n g s p r e s e n t

C o n s o n a n t s [ k , g , t ,

n g ] e m e r g i n g

C o n s o n a n t s [ p , b ,

m , h , n , d ] e s t a b l i -

s h e d u s e d i n i n i t i a l

p o s i t i o n i n w o r d s

C o n s o n a n t s o f t e n

o m i t t e d i n m e d i a l

a n d fi n a l p o s i t i o n

I m i t a t e s s y m b o l i c

p l a y , e . g . h o u s e h o l d

a c t i v i t i e s

U s e s o n e o b j e c t a s

s y m b o l f o r a n o t h e r

P l a c e s t r i a n g l e , c i r -

c l e , s q u a r e i n s h a p e

b o a r d

I m i t a t e s v e r t i c a l

s t r o k e s

T h r e a d s t h r e e b e a d s

B e g i n s t o t e a r p a p e r

I m i t a t e s o r d e r i n g o f

n e s t i n g c u p s

B e g i n s t o c a t e g o r i z e

o b j e c t s i n p l a y

U s e s t w o t o y s t o g e -

t h e r

S t a c k s b l o c k s / b u i l d s

t o w e r

C o m p l e t e s s i m p l e

p u l l o u t p u z z l e

A c t i v a t e s m e c h a n i c a l

t o y

B e g i n s t o d e v e l o p

m o r e s e l f c o n fi d e n c e

a n d i s h a p p y t o b e

w i t h o t h e r p e o p l e

I n i t i a t e s p r e t e n d

p l a y

R e s p o n d s t o r e -

q u e s t s f r o m a d u l t s

P r a c t i c e s a d u l t - l i k e

c o n v e r s a t i o n a b o u t

f a m i l i a r t h e m e s

U s e s w o r d s t o i n t e -

r a c t

R e q u e s t s i n f o r m a -

t i o n , e . g . W h a t i s

t h i s ?

D e v e l o p s t u r n t a k i n g

i n c o n v e r s a t i o n


25 to 30 Months

Listening(Audition)

ReceptiveLanguage



Auditory memory of 2 items in different linguistic contexts

Listens to familiar songs on tape

Comprehends longer utterances

Listens from a di-stance

Begins to under-stand complex lan-guage

Comprehends more complex action phrases

Understands fun-ctions, e.g. What do we use for drinking? points to up

Begins to under-stand size differen-ces, e.g. big/little

Begins to under-stand prepositions, e.g. in, on, under

Receptive vocabula-ry increases

Begins to under-stand concept of quantity, e.g. one, all

Understands pro-nouns, e.g. he, she, they, we

Uses 2 - 3 word phrases more consi-stently

Uses some personal pronouns, e.g. me, you

Asks for help using two or more words, e.g. wash hands

Begins to name pri-mary colors

Refers to self by pronoun me

Repeats 2 numbers counting

Answers wh que-stions, e.g.. Whats that?, Whats doing?, Who?

Recites nursery rhymes and favorite songs

Understands and answers can you. Uses negation, e.g. dont, no

Loves experimenting with prosodic featu-res

Begins to use stress correctly

Repeats words and phrases

Consonants [f, y] emerging

Consonants, e.g. [m, p, b] used in final position

Word/phrases shortened medial consonants often omitted

Tends to over pro-nounce words

Different pronun-ciation of the same word occurs fre-quently

Whispers

Continues symbolic play, e.g. talking on the phone

Completes actions, e.g. clap hands and high 5s

Uses toys appropria-tely

Performs related activities at play

Turns one page at a time

Imitates vertical, horizontal lines and circle

Matches identical picture to picture and shape to shape

Puts two parts of a whole together

Understands number concept of one and two

Enjoys talking, e.g. pretends to have a conversation on the phone

Completes actions, e.g. Give me five

Begins to develop parallel play with other children

Talks more in play Shares toys Asks for help using

two or more words Uses longer utteran-

ces


3 1 t o 3 6 M o n t h s

L i s t e n i n g

( A u d i t i o n )

R e c e p t i v e

L a n g u a g e

E x p r e s s i v e

L a n g u a g e


S o c i a l



C o n t i n u e s t o e x p a n d

a u d i t o r y m e m o r y - 3

i t e m a u d i t o r y m e -

m o r y w i t h d i f f e r e n t

l i n g u i s t i c f e a t u r e s

S e q u e n c e s 2 p i e c e s

o f i n f o r m a t i o n i n

o r d e r

L i s t e n s t o s t o r i e s o n

t a p e

F o l l o w s 2 - 3 d i r e c -

t i o n s

U n d e r s t a n d s m o s t

c o m m o n v e r b s

U n d e r s t a n d s a n d

r e s p o n d s t o m o r e

c o m p l e x l a n g u a g e

a n d c o m m a n d s

C a r r i e s o u t 2 - 3

v e r b a l c o m m a n d s i n

o n e s e n t e n c e

U n d e r s t a n d s s e v e r a l

p r e p o s i t i o n s , e . g . i n ,

o n u n d e r

E x p a n d s c o n c e p t

d e v e l o p m e n t

I d e n t i fi e s p a r t s o f a n

o b j e c t

U n d e r s t a n d s t i m e

c o n c e p t , e . g . t o d a y ,

y e s t e r d a y , t o m o r r o w

U n d e r s t a n d s W h a t i s

m i s s i n g ? / W h i c h o n e

d o e s n o t b e l o n g ?

K n o w s g e n d e r v o c a -

b u l a r y

T a l k s a b o u t w h a t

h a s d r a w n

G i v e s b o t h fi r s t a n d

l a s t n a m e w h e n

a s k e d

R e l a t e s r e c e n t e x p e -

r i e n c e s

C o n v e r s e s i n 3 - 4

w o r d s i m p l e s e n t e n -

c e s

B e g i n s u s i n g m o r e

c o m p l e x l a n g u a g e

U s e s q u e s t i o n s , e . g .

w h o , w h a t , w h e r e ,

w h y

U s e s p r o n o u n s , e . g .

h e , s h e , t h e y , w e ,

y o u , m e

U s e s s o m e p l u r a l s

U s e s p o s s e s s i v e s

U s e s m o r e n e g a t i -

v e s , e . g . n o t , n o n e ,

n o b o d y

B e g i n s t o u s e a n d /

b e c a u s e

N a m e s t h r e e o r

m o r e c o l o r s

M a k e s s o m e s u b s t i -

t u t i o n s [ f ] f o r [ t h ] ,

[ w ] f o r [ r ]

M e d i a l c o n s o n a n t s

s t i l l i n c o n s i s t e n t

F i n a l c o n s o n a n t s

i n s e r t e d m o r e r e g u -

l a r l y

C o n s o n a n t s [ l , r , s h ,

s , z , c h ] e m e r g i n g

V o w e l s a n d d i p h -

t h o n g s e s t a b l i s h e d

O m i t s s o m e u n s t r e s -

s e d p a r t s o f s p e e c h

P r o n u n c i a t i o n b e c o -

m e s m o r e c o r r e c t

W h i s p e r s f r e q u e n t l y

S h a r e s t o y s a n d

t a k e s t u r n s m o r e

a p p r o p r i a t e l y

D e v e l o p s p a r a l l e l

p l a y

B e g i n s t o d e v e l o p

i n t e r e s t i n w r i t i n g

a n d d r a w i n g

B e g i n s f a n t a s y p l a y

M a t c h e s s i x c o l o r

c a r d s

S o r t s a n d c a t e g o r i -

z e s , e . g . b l o c k s a n d

p e g s

N a m e s o b j e c t w h e n

p a r t o f i t i s s h o w n i n

a p i c t u r e

A d d s t w o m i s s i n g

b o d y p a r t s t o a d r a -

w i n g

S h o w s i n t e r e s t i n

h o w a n d w h y t h i n g s

w o r k

C o m p l e t e s 2 - 3

i n t e r l o c k i n g p u z z l e

p i e c e s

I m i t a t e s d r a w i n g a

c r o s s

T a k e s t u r n s a n d

s h a r e s

R e c i t e s r h y m e s

A c t s o u t s o n g s -

s o m e t i m e s c h a n g e s

e n d i n g s

E n g a g e s i n m a k e -

b e l i e v e a c t i v i t i e s

B e g i n s t o a s k p e r -

m i s s i o n o f o t h e r s

E x p r e s s e s f e e l i n g

I n i t i a t e s c o n v e r s a -

t i o n

U s e s q u e s t i o n s f o r a

v a r i e t y o f r e a s o n s ,

e . g . t o o b t a i n i n f o r -

m a t i o n , t o r e q u e s t


37 to 42 Months

Listening(Audition)

ReceptiveLanguage



Auditory memory increases to 5 items

Sequences 3 or more pieces of infor-mation in order

Retells a short story Follows 3 directions Processes complex

sentence structures Tracks a 6 word

sentence

Can listen to a 10 - 15 minute story

Comprehends an increasing level of complex language

Understands more difficult concepts, e.g. quality, texture, quantity

Understands concept of day/night, e.g. di-stinguishes day from night activities

Follows directions using concepts of empty/full, same/different

Understands loca-tional prepositions, e.g. next to

Begins to under-stand comparatives, e.g. I am taller than you.

Understands about 900 words

Holds conversations using many correct grammatical struc-tures (plurals, pos-session, pronouns, prep, adj.)

Uses when and how many que-stions

Uses so/because Relays a message Describes what

objects can be used for

Starts to answer what if? questions

Answers What is missing?

Identifies which one does not belong and answers Why?

Attempts to answer problem-solving questions, e.g. What if?

Uses about 500 in-telligible words

Uses some blends, e.g. [mp, pt, br, dr, gr, sm]

Consonants [j, v, th] emerging

Some substitutions still made, e.g. [gw] for [gr] in blends

Pronunciations of words more stable from one production to the next

Begins one-to-one correspondence

Follows directions using concepts, e.g empty, full, same, different

Develops more dif-ficult concepts, e.g. quality, quantity, texture

Compares objects Begins simple pro-

blem solving Develops imagina-

tion

Takes turns Plays with other

children more ap-propriately

Shows understan-ding of others fee-lings/needs

Interacts through simple conversation

Initiates conversa-tion

Enjoys role-plays


4 3 t o 4 8 M o n t h s

L i s t e n i n g

( A u d i t i o n )

R e c e p t i v e

L a n g u a g e

E x p r e s s i v e

L a n g u a g e


S o c i a l



P r o c e s s e s l o n g e r

a n d m o r e c o m p l e x

l a n g u a g e s t r u c t u r e s ,

e . g . C a n y o u fi n d

s o m e t h i n g t h a t l i v e s

i n a t r e e , h a s f e a -

t h e r s a n d a y e l l o w

c r e s t ?

F o l l o w s d i r e c t i o n s

w i t h m o r e d i f fi c u l t

c o n c e p t s , e . g . P u t

t h e t h i c k b l u e s q u a -

r e b e h i n d t h e m p t y

j u g .

R e - t e l l s l o n g e r s t o -

r i e s i n d e t a i l - 5 o r

m o r e s e n t e n c e s

T r a c k s a n 8 w o r d

s e n t e n c e

C o n t i n u e s t o e x p a n d

v o c a b u l a r y c o m p r e -

h e n s i o n

U n d e r s t a n d s s i n g u -

l a r / p l u r a l

U n d e r s t a n d s d i f f e -

r e n c e b e t w e e n p a s t /

p r e s e n t / f u t u r e

A n s w e r s fi n a l w o r d

a n a l o g i e s

I d e n t i fi e s o b j e c t s

m i s s i n g f r o m s c e n e

U n d e r s t a n d s d a y /

m o r n i n g / a f t e r n o o n /

n i g h t

M a k e s c o m p a r i s o n s

o f s p e e d / w e i g h t

U n d e r s t a n d s 1 5 0 0 -

2 0 0 0 w o r d s

U s e s h i s / h e r / t h e i r

M o r e c o n s i s t e n t u s e

o f p l u r a l s i r r e g u l a r

a n d r e g u l a r

T a l k s a b o u t p i c t u r e s

a n d s t o r y b o o k s

U s e s m o r e s o p h i s t i -

c a t e d i m a g i n a t i v e

p l a y

U s e s n e g a t i v e s a n d

s o m e m o d a l s , e . g .

s h o u l d n t / w o n t /

c a n t

U s e s c o m p a r i s o n s

M a k e s i n f e r e n c e s

D e v e l o p s c o l l o q u i a l

e x p r e s s i o n s

U s e s H o w m u c h ?

H o w ? q u e s t i o n s

U s e s 8 0 0 - 1 5 0 0

w o r d s

U s e s m o r e c o m p l e x

l a n g u a g e s t r u c t u r e s

S p o n t a n e o u s u t -

t e r a n c e s a r e m o -

s t l y g r a m m a t i c a l l y

c o r r e c t

R e d u c e s o m i s s i o n s

a n d s u b s t i t u t i o n s

M o s t c o n s o n a n t s

e s t a b l i s h e d

M o r e b l e n d s e m e r -

g i n g i n i n i t i a l a n d

fi n a l p o s i t i o n

R a t e a n d r h y t h m

n o r m a l

U s e s a p p r o p r i a t e

l o u d n e s s l e v e l

U s e s a p p r o p r i a t e

i n t o n a t i o n

F o r a c c o m p a n y i n g

c h a r t , s e e S o u n d s o f

S p e e c h p g 4 3 .

D r a w s s i m p l e

o b j e c t s

U n d e r s t a n d s t i m e

c o n c e p t s , e . g .

. t o d a y / t o m o r r o w /

y e s t e r d a y / m o r n i n g /

a f t e r n o o n / n i g h t

T e l l s h o w m a n y fi n -

g e r s a n d t o e s

A s s o c i a t e s a n o b j e c t

w i t h a n o c c u p a t i o n ,

e . g . t h e r m o m e t e r /

d o c t o r


l o p i m a g i n a t i o n

C o n c e n t r a t i o n i n c r e -

a s e s

C o p i e s s i m p l e p i c t u -

r e l i n e d r a w i n g s

M a t c h e s p a t t e r n s

M a k e s i n f e r e n c e s

I n c r e a s e s c o n fi d e n c e

a n d s e l f e s t e e m

R e q u e s t s m a d e f r o m

o t h e r s , e . g . s h o p /

r e t a i l a s s i s t a n t

U s e s i n t o n a t i o n a p -

p r o p r i a t e l y

I n i t i a t e s c o n v e r s a -

t i o n

A d a p t s t o c h a n g e s

o f t o p i c

U s e s l a n g u a g e f o r

d i f f e r e n t c o m m u n i -

c a t i v e i n t e n t , e . g .

o b t a i n i n g i n f o r m a -

t i o n , g i v i n g i n f o r -

m a t i o n , e x p r e s s i n g

n e e d s / f e e l i n g s ,

b a r g a i n i n g


Listen Learn and Talk Auditory Habilitation Theory Cochlear Ltd, 2003 Page 43

Sounds of Speech

Sounds Age Acquired (Years)

1 2 3 4 5 6 7 8

vowels vowels

p popcorn p

m mommy m

h happy h

n no n

w water w

b baby b

k cake k

g go g

d daddy d

t tomato t

ng ring ng

f funny f

y yellow y

r rabbit r

l lion l

s sun s

ch cheese ch

sh shopping sh

z zebra z

j jack j

v velvet v

th think th

TH those TH

zh pleasure zh * Typical average upper age limits of consonant production

Acknowledgement Source: Estabrooks, W. (1998) Cochlear Implant for Kids, 1998 Warren Estabrooks and The Alexander Graham Bell Association of the Deaf. Inc. Reprinted by Permission.

*

* Typical average upper age limits of conso-nant production

AcknowledgementSource: Estabrooks, W. (1998) Cochlear Im-plant for Kids, 1998 Warren Estabrooks and TheAlexander Graham Bell Association of the Deaf. Inc. Reprinted by Permission.

Sounds of Speech*


P e r s o n a l N o t e s


Personal Notes

As the global leader in hearing solutions, Cochlear is dedicated to bringing the gift of sound to people all over the world. With our hearing solutions, Cochlear has reconnected over 180,000 people to their families, friends and communities in more than 100 countries.

Along with the industrys largest investment in research and development, we continue to partner with leading international researchers and hearing professionals, ensuring that we are at the forefront in the science of hearing.

For the hearing impaired receiving any one of Cochlears hearing solutions, our commitment is that for the rest of your life you will Hear now. And always

Integrated Scales of Development from Listen Learn and Talk

English - December 2009

Cochlear AG, European HeadquartersPeter Merian-Weg 4CH 4052 Basel, SwitzerlandTel: +41 61 205 0404Fax: +41 61 205 0405

www.cochlear.com

Documents

Integrated Scales of Development