Week 7 Mile Stone Quiz (Self-care and Cognitive) Flashcards
Self-Care: Feeding
Describe the progression of Diet?
6 months (2)
8-9 months (1)
1 year (2)
1:3 to 1:6 (3)
- (6 months)
- Can swallow thicker pureed foods
- can handle ground/junior foods, mashed table foods
- 8-9 months
- can handle ground/junior foods, mashed table foods
- 1 year
- Eats chopped table foods including easy to chew meats
- Bites through soft cookie
- 1:3 to 1:6
- Eat crunchy textures including raw vegetables and cookies
- Bites through food of varying thicknesses
- Eats wide variety of table foods but still can choke
Self-Care: Feeding
Describe the progression of drinking skills?
0-1 month (1)
3 months (1)
6 months (2)
9 months (1)
1 year(1)
0:7 to 1:3 (1)
2 years (1)
Drinking skills
- (0-1 month) Sucks or suckles from bottle/breast with some liquid lost
- (3 months) Able to use 20 or more sucks from breast/bottle with sucks/swallow/breath rhythm
- (6 months)
a. suckling/sucking from held cup
b. Holds bottle with hands - (9 months) Can take consecutive sips from an open cup
- ( 1 year ) Takes liquids primarily from cup
- (0:7 to 1:3) Drinks from straw
- (2 years) No liquid loss when cup removed from lips
Self-Care: Feeding
Describe the progression of food manipulation skills
- (3 months) (1)
- (6 months) (3)
- (7 months) (1)
- (9 months) (3)
- 7 months to 10 months (1)
- 1 year (2)
- 1:3 to 2:6 (1)
- 2 years (2)
- 5 years (1)
Food Manipulation/ eating skills
- (3 months)
a. Brings teether to mouth with hands - (6 months)
a. Recognizes spoon and readies mouth
b. Diagonal rotary jaw movement well-coordinated
c. Mouths and gums solids - (7 months)
a. Tongue lateralization begins when food placed on side of mouth - (9 months)
a. Uses vertical (primary) and rotary (emerging) chew
b. Tongue lateralizes with ease
c. Begins to transfer solids from tongue to side of mouth - 7 months to 10 months
a. Upper lip actively removes food from spoon - 1 year
a. Transfers food from center to sides easily
b. Uses fingers to feed self - 1:3 to 2:6
a. Lips closed while eating - 2 years
a. No food loss when chewing
b. Transfers food from one side of mouth to other without pausing in the middle - 5 years
a. Adult oral motor patterns fully established
Feeding: Oral Motor
(0:0 to 0:1 )
Feeding: Oral Motor
Sucks or suckles from bottle/breast with some liquid lost
Feeding: Oral Motor
0:3
Feeding: Oral Motor
Able to use 20 or more sucks from breast/bottle with sucks/ swallow/ breath rhythm
& Brings teether to mouth using hands.
Feeding: Oral Motor
(0:6)
Feeding: Oral Motor
- Suckling/sucking from held cup
& Recognizes spoon and readies mouth
& Diagonal rotary jaw movement well coordinated
& Can swallow thicker pureed foods
& Mouths and gums solids
& Holds bottle with both hands
Feeding: Oral Motor
(0:7)
Feeding: Oral Motor
Tongue lateralization begins when food placed on side of mouth
Feeding: Oral Motor
(0:8 to 0:9)
Feeding: Oral Motor
can handle ground/junior foods, mashed table foods
Feeding: Oral Motor
(0:9)
Feeding: Oral Motor
- Can take consecutive sips from open cup
& Uses vertical (primary) and rotary (emerging) chew
& Tongue lateralizes with ease
& Begins to transfers solids from tongue to side of mouth
Feeding: Oral Motor
(0:7 to 0:10)
Feeding: Oral Motor
Upper lip actively removes food from spoon
Feeding: Oral Motor
(1:0)
Feeding: Oral Motor
-Eats chopped table foods including easy to chew meats
& Takes liquids primarily from cup
& Bites through soft cookie
& Transfers food from center to sides easily
& Uses fingers to feed self
Feeding: Oral Motor
(0:7 to 1:3)
Feeding: Oral Motor
Drinks from straw
Feeding: Oral Motor
(1:3 to 1:6)
Feeding: Oral Motor
-Eat crunchy textures including raw vegetables and cookies
& Lips closed when eating
Feeding: Oral Motor
(2:0)
Feeding: Oral Motor
-No liquid loss when cup removed from lips
& No food loss when chewing
& Bites through food of varying thicknesses
& Transfers food from one side of mouth to other without pausing in the middle
& Eats wide variety of table foods but still can choke
Feeding: Oral Motor
(5:0)
Feeding: Oral Motor
Adult oral motor patterns fully established
Feeding: Oral Motor
Sucks or suckles from bottle/breast with some liquid lost
Feeding: Oral Motor
(0:0 to 0:1 )
Feeding: Oral Motor
Able to use 20 or more sucks from breast/bottle with sucks/ swallow/ breath rhythm
& Brings teether to mouth using hands.
Feeding: Oral Motor
0:3
Feeding: Oral Motor
- Suckling/sucking from held cup
& Recognizes spoon and readies mouth
& Diagonal rotary jaw movement well coordinated
& Can swallow thicker pureed foods
& Mouths and gums solids
& Holds bottle with both hands
Feeding: Oral Motor
(0:6)
Feeding: Oral Motor
Tongue lateralization begins when food placed on side of mouth
Feeding: Oral Motor
(0:7)
Feeding: Oral Motor
can handle ground/junior foods, mashed table foods
Feeding: Oral Motor
(0:8 to 0:9)
Feeding: Oral Motor
- Can take consecutive sips from open cup
& Uses vertical (primary) and rotary (emerging) chew
& Tongue lateralizes with ease
& Begins to transfers solids from tongue to side of mouth
Feeding: Oral Motor
(0:9)
Feeding: Oral Motor
Upper lip actively removes food from spoon
Feeding: Oral Motor
(0:7 to 0:10)
Feeding: Oral Motor
-Eats chopped table foods including easy to chew meats
& Takes liquids primarily from cup
& Bites through soft cookie
& Transfers food from center to sides easily
& Uses fingers to feed self
Feeding: Oral Motor
(1:0)
Feeding: Oral Motor
Drinks from straw
Feeding: Oral Motor
(0:7 to 1:3)
Feeding: Oral Motor
-Eat crunchy textures including raw vegetables and cookies
& Lips closed when eating
Feeding: Oral Motor
(1:3 to 1:6)
Feeding: Oral Motor
-No liquid loss when cup removed from lips
& No food loss when chewing
& Bites through food of varying thicknesses
& Transfers food from one side of mouth to other without pausing in the middle
& Eats wide variety of table foods but still can choke
Feeding: Oral Motor
(2:0)
Feeding: Oral Motor
Adult oral motor patterns fully established
Feeding: Oral Motor
(5:0)
Feeding: Self-feeding
Describe the Progression (7)
Feeding: Self-feeding
- Hands to midline to help hold bottle 0:3 to 0:8
- Brings filled spoon//fork to mouth 1:0 to 1.2
- Drinks from cup independently 1:6 to 2:0
- spoon/fork to mouth with no spillage 2:0 to 2:6
- Fork held fisted 3:0
- Fork held with mature grasp in fingers 3:8 to 5:0
- Uses knife and fork for eating 5:6
Feeding: Self-feeding
0:3- 0:8
Feeding: Self-feeding
Hands to midline to help hold bottle
Feeding: Self-feeding
1:0 to 1.2
Feeding: Self-feeding
Brings filled spoon//fork to mouth
Feeding: Self-feeding
1:6 to 2:0
Feeding: Self-feeding
Drinks from cup independently
Feeding: Self-feeding
2:0 to 2:6
Feeding: Self-feeding
spoon/fork to mouth with no spillage
Feeding: Self-feeding
3:0
Feeding: Self-feeding
Fork held fisted
Feeding: Self-feeding
3:8 to 5:0
Feeding: Self-feeding
Fork held with mature grasp in fingers
Feeding: Self-feeding
5:6
Feeding: Self-feeding
Uses knife and fork for eating
Feeding: Self-feeding
Hands to midline to help hold bottle
Feeding: Self-feeding
0:3- 0:8
Feeding: Self-feeding
Brings filled spoon//fork to mouth
Feeding: Self-feeding
1:0 to 1.2
Feeding: Self-feeding
Drinks from cup independently
Feeding: Self-feeding
1:6 to 2:0
Feeding: Self-feeding
spoon/fork to mouth with no spillage
Feeding: Self-feeding
2:0 to 2:6
Feeding: Self-feeding
Fork held fisted
Feeding: Self-feeding
3:0
Feeding: Self-feeding
Fork held with mature grasp in fingers
Feeding: Self-feeding
3:8 to 5:0
Feeding: Self-feeding
Uses knife and fork for eating
Feeding: Self-feeding
5:6
Selfcare: Hygiene
- Describe progression of Grooming skills*
1: 2-1:7
2: 0
2: 0-2:6
2: 5- 3:0
3: 6
5: 0
Selfcare: Hygiene
Describe progression of Grooming skills
Grooming
1: 2-1:7 Washes and dries hands needs assistance
2: 0 Brushes teeth with help
2: 0-2:6 Washes hands fully
2: 5- 3:0 Dries hands fully
3: 6 Brushes teeth independently
5: 0 Takes bath with supervision
Selfcare: Hygiene
Grooming
1:2-1:7
Selfcare: Hygiene
Washes and dries hands needs assistance
Selfcare: Hygiene
Grooming
2:0
Selfcare: Hygiene
Grooming
Brushes teeth with help
Selfcare: Hygiene
Grooming
2:0 to 2:6
Selfcare: Hygiene
Grooming-
Washes hands fully
Selfcare: Hygiene
Grooming
2:5- 3:0
Selfcare: Hygiene
Grooming
Dries hands fully
Selfcare: Hygiene
Grooming
3:6
Selfcare: Hygiene
Grooming
Brushes teeth independently
Selfcare: Hygiene
Grooming
5:0
Selfcare: Hygiene
Grooming
Takes bath with supervision
Selfcare: Hygiene
Washes and dries hands needs assistance
Selfcare: Hygiene
Grooming
1:2-1:7
Selfcare: Hygiene
Grooming
Brushes teeth with help
Selfcare: Hygiene
Grooming
2:0
Selfcare: Hygiene
Grooming-
Washes hands fully
Selfcare: Hygiene
Grooming
2:0 to 2:6
Selfcare: Hygiene
Grooming
Dries hands fully
Selfcare: Hygiene
Grooming
2:5- 3:0
Selfcare: Hygiene
Grooming
Brushes teeth independently
Selfcare: Hygiene
Grooming
3:6
Selfcare: Hygiene
Grooming
Takes bath with supervision
Selfcare: Hygiene
Grooming
5:0
Self-care: Hygiene
Describe the progession of Toileting
1: 6
2: 0 (3)
2: 0-3:0
Self-care: Hygiene
Toileting-
- expresses discomfort over soiled pants
- Uses potty chair with assistance
- Anticipates the need to eliminate
- Signals wet pants
- Toilets with assistance during the day
Self-care: Hygiene
Toileting-
1:6
Self-care: Hygiene
Toileting-
expresses discomfort over soiled pants
Self-care: Hygiene
Toileting-
2:0
Self-care: Hygiene
Toileting-
Uses potty chair with assistance
Anticipates the need to eliminate
Signals wet pants
Self-care: Hygiene
Toileting-
2:0-3:0
Self-care: Hygiene
Toileting-
Toilets with assistance during the day
Self-care: Dressing
Describe the progression
Socks (2)
Shoes (2)
Self-care: Dressing
Socks
1:2-1:6 Removes socks
3-4 years Puts socks on correctly
Shoes
1-2 years Pulls shoes off
2-3 years Puts on shoes with little assistance
Self-care: Dressing
Socks
1:2-1:6
Self-care: Dressing
Socks
Removes socks
Self-care: Dressing
Socks
3-4
Self-care: Dressing
Socks
years Puts socks on correctly
Self-care: Dressing
Shoes
1-2 years
Self-care: Dressing
Shoes
Pulls shoes off
Self-care: Dressing
Shoes
2-3 years
Self-care: Dressing
Puts on shoes with little assistance
Self care: Dressing
Describe the progression of- Shirt Skills
1 year-
2 years
2: 6 years
2: 10
3: 0
4: 2
1 year- assists with donning shirt
2 years removes unfastened garment
2: 6 years- puts on front buttoned shirt
2: 10 puts on shirt - maybe backwards
3: 0 Dresses/undresses upper body with supervisions (not fasteners)
4: 2 Puts on shirt correctly
Self-care: Dressing
Shirt
1 year
Self-care: Dressing
Shirt
assists with donning shirt
Self-care: Dressing
Shirt
2 years
Self-care: Dressing
Shirt
removes unfastened garment
Self-care: Dressing
Shirt
2:6 years
Self-care: Dressing
Shirt
puts on front buttoned shirt
Self-care: Dressing
Shirt
2:10
Self-care: Dressing
Shirt
puts on shirt - maybe backwards
Self-care: Dressing
Shirt
3:0
Self-care: Dressing
Shirt
Dresses/undresses upper body with supervisions (not fasteners)
Self-care: Dressing
Shirt
4:2
Self-care: Dressing
Shirt
Puts on shirt correctly
Grooming: Dressing
- Describe progression of pants*
1: 0
2: 2
2: 4
3: 0
4: 0
5: 0
Grooming: Dressing
- Describe progression of pants*
1: 0 assists by pushing legs through
2: 2 Pulls pants down with assistance
2: 4 Pulls up pants with assistance
3: 0 Independently pulls down garment
4: 0 puts belt through loops
5: 0 Independent except fastenings
Self-care: Dressing
Pants
1:0
Self-care: Dressing
Pants
assists by pushing legs through
Self-care: Dressing
Pants
2:2
Self-care: Dressing
Pants
Pulls pants down with assistance
Self-care: Dressing
Pants
2:4
Self-care: Dressing
Pants
Pulls up pants with assistance
Self-care: Dressing
Pants
3:0
Self-care: Dressing
Pants
Independently pulls down garment
Self-care: Dressing
Pants
4:0
Self-care: Dressing
Pants
puts belt through loops
Self-care: Dressing
Pants
5:0
Self-care: Dressing
Pants
Independent except fastenings
Self-Care: Dressing
Describe the progression of Closure skills
Zippers:
1: 6- 1:9
3: 6
6: 0
Self-Care: Dressing
Describe the progression of Closure skills
Zippers:
1: 6- 1:9 zips and unzips large zippers
3: 6 zips, unzips and separates zipper shank on jacket
6: 0 closes a back zipper
Self-Care: Dressing
Describe the progression of Closure skills
Button/snaps:
2: 1 - 2:6
3: 0
3: 6
3: 6-4:0
6: 0
Self-Care: Dressing
Describe the progression of Closure skills
Button/snaps:
2: 1 - 2:6 unbuttons large buttons
3: 0 button large front buttons
3: 6 Snaps on clothing in front
3: 6-4:0 buttons 3-4 buttons in a series
6: 0 Snaps and buttons in back
Self-Care: Dressing
Describe the progression of Closure skills
Other:
1: 0
3: 6
4: 0
5: 0- 6:0
5: 6- 6:0
Self-Care: Dressing
Describe the progression of Closure skills
Other:
1: 0 Dons/doffs hat
3: 6 Puts on mittens
4: 0 Buckles a belt
5: 0- 6:0 Laces shoes correctly
5: 6- 6:0 ties a bow
Self-care: Dressing
Closures
1:0
Self-care: Dressing
Closures
Dons/doffs hat
Self-care: Dressing
Closures
1:6- 1:9
Self-care: Dressing
Closures
zips and unzips large zippers
Self-care: Dressing
Closures
2:1 to 2:6
Self-care: Dressing
Closures
unbuttons large buttons
Self-care: Dressing
Closures
3:0
Self-care: Dressing
Closures
button large front buttons
Self-care: Dressing
Closures
3:6 to 4:0
Self-care: Dressing
Closures
buttons 3-4 buttons in a series
Self-care: Dressing
Closures
3:6 (3)
Self-care: Dressing
Closures
zips, unzips and separates zipper shank on jacket
Puts on mittens
Snaps on clothing in front
Self-care: Dressing
Closures
4:0
Self-care: Dressing
Closures
Buckles a belt
Self-care: Dressing
Closures
5:0- 6:0
Self-care: Dressing
Closures
Laces shoes correctly
Self-care: Dressing
Closures
5:6- 6:0
Self-care: Dressing
Closures
ties a bow
Self-care: Dressing
Closures
6:0 (2)
Self-care: Dressing
Closures
closes a back zipper
Snaps and buttons in back
Self-care: Dressing
Socks
Removes socks
Self-care: Dressing
Socks
1:2-1:6
Self-care: Dressing
Socks
years Puts socks on correctly
Self-care: Dressing
Socks
3-4
Self-care: Dressing
Shoes
Pulls shoes off
Self-care: Dressing
Shoes
1-2 years
Self-care: Dressing
Puts on shoes with little assistance
Self-care: Dressing
Shoes
2-3 years
Self-care: Dressing
Shirt
assists with donning shirt
Self-care: Dressing
Shirt
1 year
Self-care: Dressing
Shirt
removes unfastened garment
Self-care: Dressing
Shirt
2 years
Self-care: Dressing
Shirt
puts on front buttoned shirt
Self-care: Dressing
Shirt
2:6 years
Self-care: Dressing
Shirt
puts on shirt - maybe backwards
Self-care: Dressing
Shirt
2:10
Self-care: Dressing
Shirt
Dresses/undresses upper body with supervisions (not fasteners)
Self-care: Dressing
Shirt
3:0
Self-care: Dressing
Shirt
Puts on shirt correctly
Self-care: Dressing
Shirt
4:2
Self-care: Dressing
Pants
assists by pushing legs through
Self-care: Dressing
Pants
1:0
Self-care: Dressing
Pants
Pulls pants down with assistance
Self-care: Dressing
Pants
2:2
Self-care: Dressing
Pants
Pulls up pants with assistance
Self-care: Dressing
Pants
2:4
Self-care: Dressing
Pants
Independently pulls down garment
Self-care: Dressing
Pants
3:0
Self-care: Dressing
Pants
puts belt through loops
Self-care: Dressing
Pants
4:0
Self-care: Dressing
Pants
Independent except fastenings
Self-care: Dressing
Pants
5:0
Self-care: Dressing
Closures
Dons/doffs hat
Self-care: Dressing
Closures
1:0
Self-care: Dressing
Closures
zips and unzips large zippers
Self-care: Dressing
Closures
1:6- 1:9
Self-care: Dressing
Closures
unbuttons large buttons
Self-care: Dressing
Closures
2:1 to 2:6
Self-care: Dressing
Closures
button large front buttons
Self-care: Dressing
Closures
3:0
Self-care: Dressing
Closures
buttons 3-4 buttons in a series
Self-care: Dressing
Closures
3:6 to 4:0
Self-care: Dressing
Closures
zips, unzips and separates zipper shank on jacket
Puts on mittens
Snaps on clothing in front
Self-care: Dressing
Closures
3:6 (3)
Self-care: Dressing
Closures
Buckles a belt
Self-care: Dressing
Closures
4:0
Self-care: Dressing
Closures
Laces shoes correctly
Self-care: Dressing
Closures
5:0- 6:0
Self-care: Dressing
Closures
ties a bow
Self-care: Dressing
Closures
5:6- 6:0
Self-care: Dressing
Closures
closes a back zipper
Snaps and buttons in back
Self-care: Dressing
Closures
6:0 (2)
Cognitive:
0:3 - 0:6
Cognitive:
may repeat actions that produce pleasurable results
Cognitive:
0:6-0:9
Cognitive:
- Focused On the action of objects (example shaking and rolling)
- Begins to use advanced skills such as poking, pulling to explore objects
- Searches for hidden objects
- Moves to obtain something to get a desired result
Cognitive:
0:9 to 1:0
Beginning
Imitates
Behaviors
Responds
Imitates
Looks
Cognitive:
- Beginning to see cause /effect relationships
- Imitates tool use
- Behaviors are goal directed
- Responds to name
- Imitates simple gestures and play
- Looks a pictures in book
Cognitive:
1:0 +
Cognitive:
Uses a variety of schemes to act on objects
Tries to activate simple toys
Starts to use trial and error for problem solving
Cognitive:
1:0-1:6
Cognitive:
Uses schemes in simple combinations such as puts train on track and pushing it
Understands function of objects and how they work
Recognizes names and some body parts
Cognitive:
1:8 - 2:0
Cognitive:
Attends to shapes of objects and uses them as intended
Shows some foresight prior to acting
Uses inanimate object to perform an action
Object permanence is fully developed
Links multiple steps of action
Cognitive:
2:0-3:0
Cognitive:
Uses multiple actions to complete a play scheme
Creates imaginative play using entire script
Cognitive:
3:0- 4:0
Cognitive
Imaginary objects are utilized in play
Sort items, creates categories
Challenging activities are attempted
Will take turns with other children
Cognitive:
4:0-5:0
Cognitive:
Follows rules of a game and remembers them
Begins to do abstract problem solving
Can participate in planning an activity
Cognitive:
5:0- 6:0
Cognitive
Simple reasoning for problem solving
Understands others feelings
Cognitive:
6:0-10:0
Cognitive:
Beginning abstract reasoning, but relies on manipulatives
Problem solving is complex and flexible
Regulates behavior
Cogintive:
12:0- 14:0
Cognitive:
Abstract reasoning without depending on manipulatives emerges
Cognitive
14:0-16:0
Cognitive:
Ability to reason abstractly predominates
Cognitive:
may repeat actions that produce pleasurable results
Cognitive:
0:3 - 0:6
Cognitive:
- Focused On the action of objects (example shaking and rolling)
- Begins to use advanced skills such as poking, pulling to explore objects
- Searches for hidden objects
- Moves to obtain something to get a desired result
Cognitive:
0:6-0:9
Cognitive:
- Beginning to see cause /effect relationships
- Imitates tool use
- Behaviors are goal directed
- Responds to name
- Imitates simple gestures and play
- Looks a pictures in book
Cognitive:
0:9 to 1:0
Beginning
Imitates
Behaviors
Responds
Imitates
Looks
Cognitive:
Uses a variety of schemes to act on objects
Tries to activate simple toys
Starts to use trial and error for problem solving
Cognitive:
1:0 +
Cognitive:
Uses schemes in simple combinations such as puts train on track and pushing it
Understands function of objects and how they work
Recognizes names and some body parts
Cognitive:
1:0-1:6
Cognitive:
Attends to shapes of objects and uses them as intended
Shows some foresight prior to acting
Uses inanimate object to perform an action
Object permanence is fully developed
Links multiple steps of action
Cognitive:
1:8 - 2:0
Cognitive:
Uses multiple actions to complete a play scheme
Creates imaginative play using entire script
Cognitive:
2:0-3:0
Cognitive
Imaginary objects are utilized in play
Sort items, creates categories
Challenging activities are attempted
Will take turns with other children
Cognitive:
3:0- 4:0
Cognitive:
Follows rules of a game and remembers them
Begins to do abstract problem solving
Can participate in planning an activity
Cognitive:
4:0-5:0
Cognitive
Simple reasoning for problem solving
Understands others feelings
Cognitive:
5:0- 6:0
Cognitive:
Beginning abstract reasoning, but relies on manipulatives
Problem solving is complex and flexible
Regulates behavior
Cognitive:
6:0-10:0
Cognitive:
Abstract reasoning without depending on manipulatives emerges
Cogintive:
12:0- 14:0
Cognitive:
Ability to reason abstractly predominates
Cognitive
14:0-16:0
ATTENTION Describe the progression
0- 0:2
2: 6-3:0
3: 0 -4:0
4: 1- 5:0
5: 0-6:0
6: 0- 10:0
10: 0- 14:0
14-18
ATTENTION
0- 0:2 Novel and complex stimuli draw attention
2: 6-3:0 engages in simple tasks with reinforcers needed
3: 0 -4:0 Begins task with minimal prompting
Focuses on task with distractions present less than 5 minutes
4:1- 5:0 begins task independently
Able to maintain attention to task 5 - 10 minutes with distraction present
5: 0-6:0 steady increase in attention
6: 0- 10:0 attention more related to motivation factors : attention more targeted: ability to screen out irrelevant stimuli improves
10: 0- 14:0 attends to task for more than 1+ hours
14-18 attention to single task lengthens but can be specific to interests and topic
ATTENTION
0- 0:2
ATTENTION
Novel and complex stimuli draw attention
ATTENTION
2:6-3:0
ATTENTION
engages in simple tasks with reinforcers needed
ATTENTION
3:0 -4:0
ATTENTION
Begins task with minimal prompting
Focuses on task with distractions present less than 5 minutes
ATTENTION
4:1- 5:0
ATTENTION
begins task independently
Able to maintain attention to task 5 - 10 minutes with distraction present
ATTENTION
5:0-6:0
ATTENTION
steady increase in attention
ATTENTION
6:0- 10:0
ATTENTION
attention more related to motivation factors : attention more targeted: ability to screen out irrelevant stimuli improves
ATTENTION
10:0- 14:0
ATTENTION
attends to task for more than 1+ hours
ATTENTION
14-18 years
ATTENTION
attention to single task lengthens but can be specific to interests and topic
ATTENTION
Novel and complex stimuli draw attention
ATTENTION
0- 0:2
ATTENTION
engages in simple tasks with reinforcers needed
ATTENTION
2:6-3:0
ATTENTION
Begins task with minimal prompting
Focuses on task with distractions present less than 5 minutes
ATTENTION
3:0 -4:0
ATTENTION
begins task independently
Able to maintain attention to task 5 - 10 minutes with distraction present
ATTENTION
4:1- 5:0
ATTENTION
steady increase in attention
ATTENTION
5:0-6:0
ATTENTION
attention more related to motivation factors : attention more targeted: ability to screen out irrelevant stimuli improves
ATTENTION
6:0- 10:0
ATTENTION
attends to task for more than 1+ hours
ATTENTION
10:0- 14:0
ATTENTION
attention to single task lengthens but can be specific to interests and topic
ATTENTION
14-18 years