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Produces reflexive sounds. This is when the child produces sounds to express discomfort or distress. Joey cries when she is hungry, tired, or needs her diaper changed.
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At birth, Joey begins to develop a relationship with her parents.
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At birth: Joey’s family isn’t very loud, she respondes to any type of noise. She’s able to use prosodic characteristics in order to listen to the noises she is hearing.
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Shows signs of a universal listener: This means that the child is able to discriminate speech sounds from different languages. Joey demonstrated this when she is able to recognize the different sounds of English from Spanish.
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At 2 months, Joey is using joint attention, becoming aware of strangers and unfamiliar surroundings. (Zone of proximal development)
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Joey is able to mouth certain object due to infant speech perception. Shed abele to recognize different patterns and sounds.
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At 4-8 months, Joey begins to recognize his own name and participates in joint attention as well as attention seeking, requesting, greeting, transferring, protesting or rejecting, responding or acknowledging, and informing.
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With awareness of action and intention, Joey looks for her favorite toy in the same place where it’s always placed. Since she is more aware of her surroundings she's able to pick this concept up and looking for things in places that she sees her parents putting them in.
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Produces reduplicated babbling. This is when the child repeats C-V pairs. Joey starts producing sounds like ba ba or ma ma.
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Joey is using jargon when talking to adults meaning she is not yet speaking.
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Joey said her first word “da-da” and understands when mom says “bye-bye”
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At 8-12 months, Joey is now able to seek attention as well as joint attention. Joey points to objects and things she see’s or wants.
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Joey is able to use referential gestures, line of regard, gestures, voice direction, and body posture to infer intentions underlying other people’s actions.
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Joey is able to produce 25% of all words clear enough for others to understand her. She also tries to imitate words that she hears from others.
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Joey is able to use verbal turn taking.
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Joey starts using Negation words like "no" to communicate. Her vocabulary is limited to 3 to 20 words.
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Joey's MLU is about 1.31, and she is able produce single word sentences such as no, help, and go.
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Joey mostly uses single nouns in her utterances like when she wants to play with a ball she will say "ball".
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Joey has the ability to communicate two concepts with any two words, such as "Mommy up" when the asking to be picked up or with verbs like "want crackers" or "dog go!"
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Joey's vocabulary has now expanded to about 50 words. She is now using grammatical morphemes like "ing."
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Joey starts to use heuristic thinking by asking others for information to learn about the world, imaginative thinking by making up stories about imaginary friends, and informative thinking by using language functions to inform others.
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Joey recognizes rising intonation and begins to produce it. She learns the pattern of how the voice rises at the end of a sentence when asking a question and begins to demonstrate this.
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Joey's MLU has increased to 1.92. She is able to produce two-word sentences now: her commonly used one is "Mommy here." She also starts using present progressive -ing such as eating or dancing.
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Joey is now using prepositions in and on. Her vocabulary has increased to a significant number, that being about 200 words. She is also able to comprehend about 500, which means that she's going through an "explosive period".
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Joey is now using two elements in her utterances. She will now say "Mommy cookie" when wanting a cookie.
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Joey demonstrates phonological processes such as manner of articulation changes. An example of this would be saying fwiends instead of friends. Instead of producing the liquid "r", she did a glide "w" instead.
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Joey starts to introduces and changes discussion topics as well as engages in short dialogues.
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Joey is now starting to use overextension/overgeneralization with most new words she's learning. An example would be Joey learning the word ball and using that to describe any other round objects.
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At 30 months Joey says "I want cookie". Joey has moved up to three elements to her utterance which is the beginning of her forming a complete sentence.
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By 30 months Joey is using more plurals and the preposition "in" in her utterances. This allows her sentences to be more complex and a little more complete.
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Joey starts to ask questions and clarify things during discussions, but she is still learning how to recognize when she is not understanding what is being said and is not likely to ask for clarification.
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Joey's word comprehension has grown drastically to approximately 900 words. She is now using single sounds and single verbs along with contractions like "won't."
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80% of the words that Joey produces are understood by others. She overcame most of the phonological processes including mispronouncing the word "friends."
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Joey starts having longer conversations with other people that involve many conversational turns.
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Joey's use of words has now expanded to about 500 words. She is now able to ask simple questions.
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Joey is now continuing the emerge more independent clauses by using four elements in a sentence. These will now be more complete thoughts.
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Joey has now moved on to using more prepositions and began using possessives. She is now able to give labels to a persons item or thing.
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Joey begins to develop shallow phonological awareness abilities such as rhyme awareness and syllable awareness. She knows that cat rhymes hat and bat. She also knows how to identify the number of syllables in a word by clapping.
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Joey starts to modify their words in response to situations. (Conversational Repairs). For example, “Oh my bad, I meant this one” while talking to her mom about food.
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Joey is familiar with using pronouns such as he, him, she, and her. She is also able to use to different adverbs of time such as now, today, then, and tomorrow.
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Joey uses subject-verb-object-adverb sentence structure since they are using adverbs of time more consistently.
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Joey is now able to understand 1000-1500 words and can comprehend 1500-2000 words. When her mom describes something as rough, she is able to understand that relational term.
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Joey starts to understand indirect requests made in connection with nonverbal pointing during conversations. For example, “Joey, please put your snack in the trash once you finish it.” This shows that Joey does what mom told her and obeys her commands.
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Joey has mastered most of the phonemes in English. She still has problems with pronouncing r and l.
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Joey begins using contractions in their sentences consistently. Joey also uses articles and past tense.
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Joey now refers to her siblings as sister and brother. She comprehends the use of kinship terms along with the use of syntactic information.
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Joey began to discourse function using interpretive, logical, participatory, and organizing functions. She also describes true narratives from the past, present, or future using decontextualized language. For example, "Hey Mom, guess what we did in the gym today?" "We got to play with a big parachute."
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Joey starts using contractible auxiliaries in a sentence like "she's eating". She often uses irregular third person verbs like has, does, and was. She is in stage five of Brown's Stages.
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Joey is now using 4 to 7 words in a sentence with more complex parts of speech.
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Joey is overextending new words with the basics of the object function. She can use reflexive pronouns such as himself and herself
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Uses indirect requests. For example, Joey asks her dog to be quiet while watching TV.
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Joey uses irregular plural forms consistently in her sentences. These are plurals that do not always follow the "s" or "es" plural like "feet".
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Joey is starting to ask questions like "what did the dog say?" and others that start with "what do" and "what does".
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Joey is intelligible in connected speech. When she is having a conversation, most of the time people can understand what she is saying.
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Uses narrative with a sequence of events. For example, "When we go to the mall, we always go to Auntie Anne's," Joey explains.
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Joey's word comprehension has increased to 2500-2800 words. She is now able to use 1500-2000 words.
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With own-name advantage, Joey is able to recognize and able to learn the letters that are in her name earlier than the other letters. She was able to identify J, O, E, and Y earlier than P, Q, and R.
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Joey is now combining five to eight words in a sentence.
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Uses direct requests and repetition for conversational repairs. For example, "Can you give me my IPod, my IPad back?" Joey asks her mom.
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Joey has mastered copula like "to be" and auxiliary forms. Joey is also beginning to master grammatical and derivational morphemes.
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Joey can now use deictic terms. An example is, "This is my toy." She uses other words like that, here, and there.