Copyright © 2017 William Hogan, Bryn Hogan and The OptionInstitute & Fellowship. All Rights Reserved. 1
The Son-Rise Program®
DEVELOPMENTAL MODEL
DEVELOPMENTAL WORKSHEET
Instructions
4th Edition
Copyright © 2017 William Hogan, Bryn Hogan and The OptionInstitute & Fellowship. All Rights Reserved. 2
The Son-Rise Program® Developmental Model
Introduction The Son-Rise Program® Developmental Model is goingto be incredibly helpful to you! A
myriad of developmental models exist, but this one is a socialdevelopmental model.
Autism, at its core, is a social-relational challenge for ourchildren. When we can see,
track, and achieve social-relational goals, we open the door toour children truly connecting
with people, making friends, expressing love, enjoying people,communicating what’s
important to them, showing genuine interest in the thoughts andfeelings of others, picking
up on social cues, sharing interests, showing affection, andparticipating successfully in the
world.
The Son-Rise Program® Developmental Model helps you to plot yourchild and set goals in
Four Fundamentals of Socialization: Interactive Attention Span,Eye Contact & Non-Verbal
Communication, Verbal Communication, and Flexibility. In each ofthese areas, you will be
able to track your child through the five stages of development.Let’s take a look at these
Four Fundamentals of Socialization a little more closely.
Interactive Attention Span
Interactive Attention Span is the Fundamental that makes all ofthe other Fundamentals
possible. It measures how long your child can maintain aninteraction with another person
before they disconnect, ism, or do their own thing. Ultimately,it measures the length of
your child’s green lights! Your child’s challenges withinteracting and with maintaining a
green light are most of what places your child on the autismspectrum. It is also the largest
determiner of what may be holding them back in other areas. Ifthe length of your child’s
Interactive Attention Span increases from five minutes totwenty-five minutes, for example,
entire vistas open up to them! Because they are now engaged forlong enough to learn a
whole host of new things, so many goals that it might haveappeared to be beyond your
child now become achievable!
Verbal Communication
This Fundamental includes sounds your child is making, how manywords (if any) they’re
using, whether they’re using multi-word phrases, and the purposeof their language. We’re
tracking language as interactive communication rather thansimply the ability to repeat
words on command. This way, you can enable your child tocommunicate in a satisfying
way with the world around them!
Copyright © 2017 William Hogan, Bryn Hogan and The OptionInstitute & Fellowship. All Rights Reserved. 3
Eye Contact & Non-Verbal Communication
Looking at, and truly taking in, another human being is akeystone of interpersonal
connection. In fact, most communication is non-verbal.Discerning whether someone is
sarcastic, joking, frustrated, or delighted depends upon bothlooking at someone’s eyes
and face and noticing non-verbal cues. The Son-Rise Program®Developmental Model will
enable you to track the level, purpose, and function of yourchild’s eye contact as well as
their use of and response to non-verbal communication.
Flexibility
Flexibility is often the most overlooked of the FourFundamentals of Socialization. People
often focus on getting their children to follow a rigidstructure rather than helping them to
be flexible and at ease with transitions, changes, and thedesires of others. The main focus
of this Fundamental is to help your child develop the ability tobe both flexible (allowing
involvement and input from others) and spontaneous (initiatingnew ideas/directions) within
interactive activities, whether those activities were initiatedby your child or someone else.
Of course, any child playing a game has preferences and desiresabout how the game is
played. We’re not looking for 100% flexibility in allinteractions, but rather an overall ability
to easily allow a friend or family member to make minor andmajor alterations to the activity
on a regular basis. The Son-Rise Program® Developmental Modelwill enable you to track
your child as you help them to improve on a challenge that isoften one of the centerpieces
of being on the autism spectrum.
How to Plot Your Child The purpose of The Son-Rise Program®Developmental Model is to help you understand
exactly where your child is now, so that you can be clear aboutthe next step. Like a GPS
system we first need to know our current location before we canfind the route to our final
destination.
We recommend that you plot your child on the model every eightweeks.
Take one fundamental of socialization at a time. Remember thatparents, therapists, and
educators across the globe have plotted their children on thismodel and used it to help
their children progress, and you can too! If you are a parent,remember that you know your
child better than anyone else. We encourage you to trust that,as we do.
Copyright © 2017 William Hogan, Bryn Hogan and The OptionInstitute & Fellowship. All Rights Reserved. 4
The 12 Steps to Plotting Your Child:
1) Print out your Developmental Model Worksheets and have themin front of you
before you begin as this will help you to understand thefollowing instructions.
2) Remember that even if you think your child is in Stage 2 orStage 4 in any given
fundamental, it is important at this initial assessment to startwith Stage 1 in every
section (this will not be necessary as you plot your child inthe future).
3) Starting at Stage 1 will enable you to see if there are any“missed” skills in the
earlier stages that could be gaps that are holding your childback socially. These
missed skills are important to address as goals.
4) Begin with Interactive Attention Span, Stage 1. Assess whereyour child is for each
skill using the boxes provided. You will see a list of skills.For each, assess your child
using the key below.
5) KEY:
a. Emerging:
i. You will see two small squares inside this box. Check thefirst box if your child demonstrates this skill “Occasionally”. (Ifyour child demonstrated this skill once, six months ago, you wouldnot check the box at this time. Leave it blank for now).
ii. Check the second small box if your child demonstrates thisskill “Half the
time”. (This does not mean they must show this skill 30 minutesout of every
hour, but rather that they demonstrate this skill about half thetime that the
opportunity arises; i.e. they say “hello” about half the timethat they are
greeted).
b. Accomplished:
i. Check this box when your child shows the ability todemonstrate this skill most of the time. (Your child does not needto show mastery of this skill all the time, if they can show thisskill most of the time, then you would check the “Accomplished” boxfor that skill).
6) Once you have completed the above, in all stages of all fourfundamentals, you are ready to set your goals.
a. Begin again with Interactive Attention Span.
b. Go to the first listed skill that does NOT have the“Accomplished” box checked.
c. NOTE: Some goal boxes will already have “Emerging” checks,and some not. Also, it’s ok if your child accomplishes the goalsout of order.
Copyright © 2017 William Hogan, Bryn Hogan and The OptionInstitute & Fellowship. All Rights Reserved. 5
7) When to move on to another Stage:
a. The ✭starred✭ skills at the start of each stage must be
“Accomplished” before you can move on to the next stage. Theyare an essential building block for success in the following stage.If these have been accomplished and there is still one non-starredskill (and only one non-starred skill) yet to be accomplished, youmay move on to the next stage while continuing to bring thisnon-starred skill forward as a goal.
8) If you are really uncertain about a particular skill and youdon’t think that you can even make a rough estimate, put a questionmark next to it. Over the next week, observe your child to see ifthey demonstrate that skill, and then you can return to the modelto note what you have learned.
9) Repeat this entire process for each of the fundamentals ofsocialization. You will find that your child is predominantlywithin a certain stage of development across all of thefundamentals. However, we have seen that most children have skillsthey have not accomplished in earlier stages, and skills they have“Achieved” in later stages. Such lone higher-level skills arecalled Outlier Skills. If your child has any of these, that’swonderful! If you notice one outlier skill from a previous stage,what a great opportunity to help them work on it. If you notice oneoutlier skill from a later stage, how exciting! With this in mind,you will have the most success if you stay focused on the stagethat your child is currently in.
10) Repeat this process for each of the Four Fundamentals,beginning in Stage 1.
11) Use it! This is your GPS system for your journey with yourchild and The Son-Rise Program. Print out all of the DevelopmentalModel Worksheets. Below we have a picture that illustrates how andin what order to place them on a wall in your home. We stronglyrecommend that you place them in view exactly as noted below. Thiswill allow you to access and stay aware of your current goals,while seeing the bigger picture of your child within the model.
NOTE: The Developmental Model was designed to help your childgrow towards being a socially successful person. Each of the skillsnoted is an important part of the process. Some parents have becomevery excited about growth in one fundamental and then move stagesahead, while the other 3 fundamentals continue to have multipleunaccomplished goals. This can result in your child having onefundamental area of great strength, while being affected andchallenged by other missing skills. (When you display the model aswe suggest, you will easily see if this begins to occur).
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Copyright © 2017 William Hogan, Bryn Hogan and The OptionInstitute & Fellowship. All Rights Reserved. 7
12) Take the goals that you’ve chosen, write them out on aseparate sheet of paper,
and pin that on the wall, too! (We’ve provided a Goal Sheetbelow for you to print out
and use for this purpose.) If you have a Son-Rise Program®playroom, it’s a good idea
to pin the list up right outside the room. You’ll have yourchild’s goals for the next eight
weeks laid out where everyone will see them right beforebeginning their time with your
lovely child!
Copyright © 2017 William Hogan, Bryn Hogan and The OptionInstitute & Fellowship. All Rights Reserved. 8
Son-Rise Program® Developmental Model Goals
INTERACTIVE ATTENTION SPAN:
VERBAL COMMUNICATION:
EYE CONTACT & NON-VERBAL COMMUNICATION:
FLEXIBILITY:
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Need Help?
Remember that we’re here to help you anytime! We have found thatthe people who are
able to implement this model most successfully are those who’vemade sure to get
ongoing assistance from us. Make sure you get the help you need.If you are having any
difficulties, call or email us (see our contact details below)and ask about our online and
on-campus courses and services. This will make all thedifference!
We are cheering you on as you use The Son-Rise Program®Developmental Model to help
your magnificent child to communicate, connect with you, enjoyand relate to others,
become more flexible and at ease, and interact more successfullyin the world!
Please contact us at The Autism Treatment Center of America® forsupport, guidance and help.
Autism Treatment Center of America®
2080 South Undermountain Road, Sheffield, MA 01257, USA
Telephone: +1-413-229-2100
Email: [emailprotected]
www.AutismTreatment.org
The Son-Rise Program®
DEVELOPMENTAL MODEL WORKSHEETS 4th Edition
Copyright © 2017 William Hogan, Bryn Hogan and The OptionInstitute & Fellowship. All Rights Reserved. 10
SOCIAL FUNDAMENTAL 1/4
Interactive Attention Span (Interaction = inclusion of anotherperson in a game or activity)
Goal STAGE 1 - Interactive Attention Span EmergingAccomplished
▢ ✭Duration of interactive attention span is 2 minutes or more✭This means including another person in a game or activity. Thisends when your child breaks the interaction and does not return(after two requests to continue the activity).
▢ ▢ ▢
▢ Interacts within shared physical activities Physicalactivities can include tickles, chase, wrestling, tag, squeezes,back rubs, etc.
See AlsoNorth American Society for the Psychology of Sport and Physical Activitysnudaresut - Available for download Beacon Golfing HandbookBooks recently published. - Free Online LibraryNorth American Society for the Psychology of Sport and Physical Activity Virtual Conference June 11–12, 2020▢ ▢ ▢
__/hr Tracking Bonus: Frequency of interaction
Special Notes:
● The duration of interactive attention span is determined byhow long your child plays/interacts with a person. This couldhappen in the course of one game played for 12 minutes, or 3 gamesplayed for a total of 12 minutes. In both cases, your child isdemonstrating their Interactive Attention Span.
● Tracking Bonus: Frequency of Interaction. This is anopportunity to look at an even larger picture of your child’sInteractive Attention Span. Here you will note how many times
in an hour that your child interacted with you, regardless ofthe length of the interaction. For
example: If your child interacted with you 3 times in an hour(once for a minute, once for 4
minutes and once for 7 minutes) you would track this as 3x perhour in the Tracking Bonus
box above.
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SOCIAL FUNDAMENTAL 1/4
Goal STAGE 2 - Interactive Attention Span EmergingAccomplished
▢ ✭Duration of interactive attention span is 4 minutes or more✭This means including another person in a game or activity. Thisends when your child breaks the interaction and does not return(after two requests to continue the activity).
▢ ▢ ▢
▢ Interacts around simple shared objects Interacts within a gameor activity that involves a simple object, e.g., ball, bubbles,book, markers, blocks, figurines, cars, trains, musical instrument,etc.
▢ ▢ ▢
▢ Allows physical affection and interaction E.g., allowscuddles, holding hands, your arm around them, ruffling hair,tickles, hugs, hand/foot squeezes, rough and tumble games, etc.
▢ ▢ ▢
▢ Can maintain physical contact for 30 seconds or more E.g.,hugs, cuddles, holding hands while dancing, shoulders touchingwhile sitting beside-by-side, etc.
▢ ▢ ▢
▢ Physically gentle with others Sweetly and gently touchesothers vs. hitting, slapping, biting, pinching, pushing, pulling,etc.
▢ ▢ ▢
__/hr Tracking Bonus: Frequency of interaction
Special Notes:
● The duration of interactive attention span is determined byhow long your child plays/interacts with a person. This couldhappen in the course of one game played for 12 minutes, or 3 gamesplayed for a total of 12 minutes. In both cases, your child isdemonstrating their Interactive Attention Span.
● Tracking Bonus: Frequency of Interaction. This is anopportunity to look at an even larger picture of your child’sInteractive Attention Span. Here you will note how many times
in an hour that your child interacted with you, regardless ofthe length of the interaction. For
example: If your child interacted with you 3 times in an hour(once for a minute, once for 4
minutes and once for 7 minutes) you would track this as 3x perhour in the Tracking Bonus
box above.
The Son-Rise Program®
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SOCIAL FUNDAMENTAL 1/4
Goal STAGE 3 - Interactive Attention Span EmergingAccomplished
▢ ✭Duration of interactive attention span is 9 minutes or more✭This means including another person in a game or activity. Thisends when your child breaks the interaction and does not return(after two requests to continue the activity).
▢ ▢ ▢
▢ ✭Interacts within symbolic imaginative play✭ Uses props torepresent actual objects/animals/people, e.g., a block is a car, ablanket is a magic carpet, a marker is a person, etc.
▢ ▢ ▢
▢ ✭Interacts with two adults at the same time for 9 minutes ormore - with
Stage 3 Verbal Communication✭
▢ ▢ ▢
▢ Can join in an activity already in progress E.g., when twoadults are playing a ball game, they are able to successfully jointhe ball game, etc.
▢ ▢ ▢
▢ ✭Asks for help✭ E.g., opening containers, getting objects on ashelf beyond their reach, drawing detailed pictures, etc.
▢ ▢ ▢
▢ Can maintain physical contact for 60 seconds or more E.g.,hugs, cuddles, holding hands while dancing, shoulders touchingwhile sitting side-by-side, etc.
▢ ▢ ▢
▢ Initiates physical affection and interaction E.g., asks forand freely gives hugs, tickles, cuddles, rough-and-tumble, etc.
▢ ▢ ▢
▢ ✭Can have simple interactions with a peer (non-sibling)✭ E.g.,chase games, hide and seek, catch, frisbee, ball games, briefverbal exchanges, etc.
▢ ▢ ▢
__/hr Tracking Bonus: Frequency of interactions
Special Notes:
● The duration of interactive attention span is determined byhow long your child plays/interacts with a person. This couldhappen in the course of one game played for 12 minutes, or 3 gamesplayed for a total of 12 minutes. In both cases, your child isdemonstrating their Interactive Attention Span.
● Tracking Bonus: Frequency of Interaction. This is anopportunity to look at an even larger picture of your child’sInteractive Attention Span. Here you will note how many times
in an hour that your child interacted with you, regardless ofthe length of the interaction. For
example: If your child interacted with you 3 times in an hour(once for a minute, once for 4
minutes and once for 7 minutes) you would track this as 3x perhour in the Tracking Bonus
box above.
The Son-Rise Program®
DEVELOPMENTAL MODEL WORKSHEETS 4th Edition
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SOCIAL FUNDAMENTAL 1/4
Goal STAGE 4 - Interactive Attention Span EmergingAccomplished
▢ ✭Duration of interactive attention span is 20 minutes or more✭This means including another person in a game or activity. Thisends when your child breaks the interaction and does not return(after two requests to continue the activity).
▢ ▢ ▢
▢ ✭Interacts within imaginative role-play activities✭ Your childcan pretend to be a dog, a plane, a family member, a moviecharacter, etc.
▢ ▢ ▢
▢ ✭Plays interactively with a peer ✭ E.g., takes turns, shares,allows the other child's input in games, says hello/goodbye,etc.
▢ ▢ ▢
▢ ✭Has an attention span of 15 minutes or more within a singleactivity of their
choosing✭ Your child can play one game/activity for 15 minutesor more duration vs. playing many short activitiesconsecutively.
▢ ▢ ▢
▢ Comforts another person when they are hurt or upset E.g., getsthe person a drink of water or band aid, or asks "Are you okay?" or"Can I help you?" etc.
▢ ▢ ▢
▢ Physical contact is socially acceptable E.g., hugs only familyand friends, doesn't touch strangers, respect your personalphysical space, etc.
▢ ▢ ▢
▢ Maintains all Stage 4 social skills, for approximately 1 hourper day, while in a stimulating environment E.g., social gathering,birthday party, etc.
▢ ▢ ▢
Special Notes:
The duration of interactive attention span is determined by howlong your child plays/interacts with a person. This could happen inthe course of one game played for 12 minutes, or 3 games played fora total of 12 minutes. In both cases, your child is demonstratingtheir Interactive Attention Span.
Frequency of Interaction. NOTE: We only track frequency ofinteraction during Stages 1-3. When your child is in
stage 4 and 5, the frequency of their interactions has grownenough that tracking is not necessary.
● As your child progresses in Stage 4, and you begin to estimatewhether your child is moving into Stage 5 in duration of attentionspan, use the following guide.
● KEY: Use the following as a guide to determine if your childis ready for Stage 5, goal #1.
2-year-old: 6-10 minutes
5-year-old: 15-25 minutes
8-year-old: 24-40 minutes
12-year-old: 36-60 minutes The duration of interaction for aneurotypical child is approximately 3 - 5 minutes per year of thechild's age.
The Son-Rise Program®
DEVELOPMENTAL MODEL WORKSHEETS 4th Edition
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SOCIAL FUNDAMENTAL 1/4 Goal STAGE 5 - Interactive Attention SpanEmerging Accomplished
▢ ✭Duration of interactive attention span is at age level orhigher✭ This means including another person in a game or activity.This ends when your child breaks the interaction and does notreturn (after two requests to continue the activity).
▢ ▢ ▢
▢ ✭Continuously interacts✭ Your child can interact with anotherperson for the entire duration of the time spent together.
▢ ▢ ▢
▢ Has a typical duration of interaction within a single activitychosen by another person Interacts typically in one activity vs.having a typical interactive attention span made up of manyactivities.
▢ ▢ ▢
▢ ✭Can interact with small groups of two or more peers✭ E.g.,takes turns, shares, negotiates, allows the other child's input ingames, says hello/goodbye, etc.
▢ ▢ ▢
▢ Interacts within a variety of activities Your child caninteract in a wide variety of different types of activities, e.g.,physical, conversational, imaginative, etc.
▢ ▢ ▢
Special Notes:
The duration of interactive attention span is determined by howlong your child plays/interacts with a person. This could happen inthe course of one game played for 12 minutes, or 3 games played fora total of 12 minutes. In both cases, your child is demonstratingtheir Interactive Attention Span.
Frequency of Interaction. NOTE: We only track frequency ofinteraction during Stages 1-3. When your child is in
stage 4 and 5, the frequency of their interactions has grownenough that tracking this is not done in these stages.
The Son-Rise Program®
DEVELOPMENTAL MODEL WORKSHEETS 4th Edition
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SOCIAL FUNDAMENTAL 2/4 Verbal Communication
Goal STAGE 1 - Verbal Communication Emerging Accomplished
▢ Has a vocabulary consisting of speech-like sounds or moreE.g., "ti" for tickle, "ah" for apple, "b" for ball, "ide" forride, "ee" for squeeze, "ink" for drink, etc.
▢ ▢ ▢
▢ Has a vocabulary of 5 words or more E.g., “tickle,” “apple,”“ball,” ride,” “squeeze,” “drink,” etc.
▢ ▢ ▢
▢ ✭Has a vocabulary of 30 words or more✭ E.g., “tickle,”“apple,” “ball,” ride,” “squeeze,” “drink,” etc.
▢ ▢ ▢
▢ Speaks using nouns and verbs or more Noun: an object orperson, e.g., Mommy, Daddy, chair, ball, car, doll, etc. Verb: anaction word, e.g., want, get, push, pull, clap, tickle, ride,etc.
▢ ▢ ▢
▢ Clarity of speech is partially clear and understandable Youmay understand your child's language but others tend not to.
▢ ▢ ▢
▢ ✭Clarity of speech is generally clear and understandable✭ Yourchild's language is typically understood by many people.
▢ ▢ ▢
▢ ✭Speaks when prompted✭ Your child may not say the wordspontaneously but when requested will say the word.
▢ ▢ ▢
▢ Verbally communicates to get needs met E.g., to get food, takea lid off a box, get ism (“stim”) toy from the shelf, open a door,etc.
▢ ▢ ▢
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SOCIAL FUNDAMENTAL 2/4 Goal STAGE 2 - Verbal CommunicationEmerging Accomplished
▢ ✭Speaks in simple phrases (2-3 word combinations) or more✭E.g., adds adjectives and/or prepositions, e.g., "red ball," "wantsing," "pull big blanket," etc.
▢ ▢ ▢
▢ ✭Clarity of speech is generally clear and understandable✭ Yourchild's language is typically understood by many people.
▢ ▢ ▢
▢ ✭Speaks using adjectives and prepositions or more✭ Yourchild's interactive language (2-3 word phrases or more) containadjectives and prepositions. Adjectives: black, yellow, big, soft,long, loud, etc. Prepositions: up, down, in, out, off, on, etc.
▢ ▢ ▢
▢ ✭Spontaneously communicates what they want and does not want✭Without prompting, your child will ask for wants/not-wants, e.g.,"Want big block," "All done," "No eat," etc.
▢ ▢ ▢
▢ Verbally communicates to start and continue an interactionDuring an interaction your child uses language to start / continuean interaction, e.g., "Tickle foot," "Read book," "Sing song,""Blow balloon up," etc.
▢ ▢ ▢
▢ Has conversations that consist of 1 loop or more Parent: "Doyou want to draw?" Child: "Yeah - draw house!" [1 loop]
▢ ▢ ▢
▢ Uses neutral or sweet tone when indicating what they do ordon’t want Child speaks without whining, shouting, raising theirvoice, or using a bossy, demanding tone, etc.
▢ ▢ ▢
▢ Uses greetings E.g., "Hello," "Hi," "Goodbye," "See you soon,"etc.
▢ ▢ ▢
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SOCIAL FUNDAMENTAL 2/4
Goal STAGE 3 - Verbal Communication Emerging Accomplished
▢ ✭Speaks using simple sentences (3 or more word combinations)✭E.g., "Throw me ball," "Push car down slide," "The man fell down,""That was bumpy," etc.
▢ ▢ ▢
▢ ✭Words and sentences used are consistently clear andunderstandable✭ Your child's language is typically understood bymost people, including individuals not known to your child.
▢ ▢ ▢
▢ Makes simple comments E.g., "Look at the plane," "The glass iscracked," "That's funny!" "I like that one," "It's smooth,"etc.
▢ ▢ ▢
▢ ✭Answers simple "what, who, where" questions requiring facts✭E.g., "What is this person's name?" "Who is holding the flowers?""Where is the animal book?" etc.
▢ ▢ ▢
▢ ✭Asks simple "what," "who," and "where" questions✭ E.g.,"What's your name?" "Who is that?" "Where is Dad?" etc.
▢ ▢ ▢
▢ Speaks (3 or more word combinations) using articles andconjunctions Articles: a, an, the; conjunctions: and, or, when,yet, but, so, because, before, that, once, etc.
▢ ▢ ▢
▢ Has conversations that consist of 2 loops or more Conversationloops are spontaneous. If you tell your child what to say, and theysay it, it is not a conversation loop. Example: Parent: "Do youwant to draw?" Child: "Yeah - draw house!" [1 loop] Parent: "OK!I'll color it blue." Child: "I draw the trees." [2 loops]
▢ ▢ ▢
▢ ✭Spontaneously constructs original sentences✭ Creates uniquestatements to communicate rather than only repeating phrases thatthey have been taught or heard from TV programs, DVD's , computergames, etc.
▢ ▢ ▢
▢ Is clear and understandable when verbally communicating (3 ormore word combinations) their wants and not wants E.g., "Put ballon shelf" vs. "Ball up," "Sing Old MacDonald song" vs. "Hum thetune," "Bang the drum" vs. "Bang," "Draw Christmas tree" vs."Draw," etc.
▢ ▢ ▢
▢ Verbally communicates to create a shared experience Observesan object/event and shares their thoughts so that the other personcan also experience it, e.g., "Look Mom, bubbles!" "Listen to themusic," "Sam is here!" etc.
▢ ▢ ▢
▢ Verbally communicates when they want to change/stop anactivity E.g., "All done," "I'm finished," "I don't want to playanymore," "Let's do something else," etc. vs. walking away withoutcommunicating.
▢ ▢ ▢
▢ Requests permission, when required, prior to taking an actionE.g., getting food from the cupboard, when using someone else'spossessions, leaving the house, etc.
▢ ▢ ▢
▢ Maintains a socially-acceptable distance from the person towhom they are speaking
▢ ▢ ▢
▢ Talks at a socially-acceptable volume ▢ ▢ ▢
▢ Talks at a socially-acceptable speed ▢ ▢ ▢
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SOCIAL FUNDAMENTAL 2/4 Goal STAGE 4 - Verbal CommunicationEmerging Accomplished
▢ ✭Speaks in 2 or more complex sentences that are grammaticallycorrect✭ E.g 1: "Put the books on the shelf so we can play cards. Ilike playing card games!" E.g. 2: "It is raining outside. Can westill go to gymnastics class because I want to see John?"
▢ ▢ ▢
▢ ✭Makes themselves understood✭ Includes context so the listenerunderstands. E.g., "During school lunch today, my friend droppedhis plate and it broke into lots of pieces," instead of saying,"The plate broke into lots of pieces." Useful guide: Whencommunicating a thought, idea, story or event, includes some or allof the following content: who, what, where, when, givingdirections.
▢ ▢ ▢
▢ Able to answer/ask questions and make statements about pastand future events E.g."When did you make the card?" "Tomorrow I amgoing over to my grandfather's house," etc.
▢ ▢ ▢
▢ ✭Answers questions based on what they have justexperienced/observed✭ E.g., "Where did you and Daddy go?” “What didyou play at recess today?” “Why are you crying?”, etc.
▢ ▢ ▢
▢ Asks "why" questions E.g., "Why was Suzanne late?" "Why are wegoing to the store?" etc.
▢ ▢ ▢
▢ Answers simple questions requiring their opinion within theanswer E.g., “Which character is the funniest?” "What is yourfavorite food?" etc.
▢ ▢ ▢
▢ Asks questions about another person within a conversationE.g., "Where do you live?" "Do you like camping?" etc.
▢ ▢ ▢
▢ Verbally communicates thoughts, ideas, stories, events, etc.clearly relevant to the conversation topic Your child sharesinformation that clearly relates to the context of theconversation.
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▢ ✭Has conversations that consist of 4 loops or more✭ Example:P: "Do you want to draw?" C: "Yeah - draw a bus!" [1 loop] P: "OK!I'll make it yellow." C: "I'll draw the road." [2 loops] P: "Do youlike riding on the bus?" C: " No." [3 loops] P: "Why not?" C: "It’sloud and bumpy." [4 loops]
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▢ ✭Uses pronouns correctly✭ Pronouns: he, she, you, I, me, they,us, etc.
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▢ ✭Takes turns talking and listening✭ ▢ ▢ ▢
▢ Can initiate (start) a conversation ▢ ▢ ▢
▢ Can politely get someone's attention when the person isoccupied ▢ ▢ ▢
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SOCIAL FUNDAMENTAL 2/4 Goal STAGE 5 - Verbal CommunicationEmerging Accomplished
▢ ✭Combines 3 or more complex sentences in succession✭ E.g., "Ilove swimming. I've had lessons for a year. I can swim from oneside of the pool to the other. I can also dive off the diving boardand stay underwater for a long time, but I have to wear goggles somy eyes don't get red."
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▢ ✭Regularly uses all parts of speech✭ Easily and correctly usesnouns, verbs, adjectives, prepositions, etc., to successfullycommunicate.
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▢ Makes comments and asks questions about their own and otherpeople’s feelings. E.g., “Mommy are you sad?” “I’m scared ofspiders.” “I love going to the movies.”
▢ ▢ ▢
▢ Answers questions about their feelings and actions E.g., “Whyare you yelling?” “Why didn’t you want to play with your sister?”“Are you excited about your birthday tomorrow?”
▢ ▢ ▢
▢ Asks others about what they think and how they feel E.g., "Whyare you sad?" "Do you like the picture?" "Are you excited thatGranddad is visiting?" "What's your favorite movie?" "Why are youmaking that face?" etc.
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▢ Verbally expresses how they feel E.g., "I'm upset because . .." "This was fun," "I'm bored," "That scared me," etc.
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▢ Includes their opinion within the conversation Opinion = yourchild's thoughts/feelings vs. only factual information. Exampleopinion: "Soccer is my favorite sport!" "I think we should haveChinese food and not pizza tonight," "That movie was OK," etc.
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▢ ✭Has conversations that consist of 6 loops or more✭ Example:P: "Do you want to draw?" C: "Yeah - draw a bus!" [1 loop] P: "OK!I'll make it yellow." C: "I'll draw the road." [2 loops] P: "Do youlike riding on the bus?" C: " No." [3 loops] P: "Why not?" C: "It’sloud and bumpy." [4 loops] P: "Yes, buses are loud and bumpy.” C:"I like going in the car better." [5 loops] P: "Want to add a carto our drawing?" C: "Yes. I’ll make it silver like our car." [6loops]
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▢ ✭Communication is relevant to the topic of conversation✭ Whilein a conversation, their questions, answers and statements allrelate to the topic of conversation.
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▢ Voice has varying tone When communicating, your child's voicehas varying tone (vs. monotone.)
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▢ ✭Can follow and add to a conversation between two or moreother people✭ ▢ ▢ ▢
▢ Uses correct timing in a conversation with two or more peopleWhen your child is in a conversation with two or more people willthey use correct timing to include their verbal sharing (e.g.,waiting for a pause in the conversation, etc.)
▢ ▢ ▢
▢ Understands humor ▢ ▢ ▢
▢ Understands colloquialisms (figure of speech) E.g.,understands "What’s up?" "It's raining cats and dogs," etc.
▢ ▢ ▢
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SOCIAL FUNDAMENTAL 3/4
Eye Contact & Non-Verbal Communication
Goal STAGE 1 - Eye Contact & Non-Verbal CommunicationEmerging Accomplished
▢ ✭Looks at others to start/continue an interaction✭ When youpause, your child makes eye contact to get you to start/re-start anactivity.
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▢ Looks with occasional flickers of expression When interacting,your child maintains a flat affect with small, occasional flickersof expression.
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▢ Physically moves others to get what they want E.g. leadsothers by hand, pushes other’s body, hands, other objects, etc.
▢ ▢ ▢
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SOCIAL FUNDAMENTAL 3/4 Goal STAGE 2 - Eye Contact &Non-Verbal Communication Emerging Accomplished
▢ ✭Makes eye contact to get needs met✭ E.g., to get food, drink,a toy/activity, wanting their ism (“stim”) object, opening acontainer/door, etc.
▢ ▢ ▢
▢ ✭Looks at others with interest✭ Will make eye contact withanother person in whom they are interested, e.g. while someone issinging a song, dancing, reading a story, being silly, dressing up,talking about an interesting topic, etc.
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▢ ✭Smiles or laughs while in an interaction✭ Interaction = anyactivity involving another person, e.g., physical play, ball games,reading a book together, etc.
▢ ▢ ▢
▢ Makes simple gestures upon request E.g., pointing, clappinghands, nodding yes or no, waving hello and/or goodbye, shruggingshoulders for “I don’t know”, giving someone a high five, shakinghands, putting finger to lips for “Shhh” signal, putting hand tomouth for “Oops” etc.
▢ ▢ ▢
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SOCIAL FUNDAMENTAL 3/4 Goal STAGE 3 - Eye Contact &Non-Verbal Communication Emerging Accomplished
▢ ✭Looks while listening✭ Maintains sustained eye contactsuitable to the activity while listening.
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▢ Uses eye contact to draw attention to objects/events ofinterest E.g., Your child wants you to look out the window, so theylook at you and then out the window and then back at you.
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▢ Makes simple gestures spontaneously E.g., pointing, clappinghands, nodding yes or no, waving hello and/or goodbye, shruggingshoulders for “I don’t know”, giving someone a high five, shakinghands, putting finger to lips for “Shhh” signal, putting hand tomouth for “Oops” etc.
▢ ▢ ▢
▢ Copies some simple facial expressions E.g., happy face, sadface, surprised face, silly face, etc.
▢ ▢ ▢
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SOCIAL FUNDAMENTAL 3/4 Goal STAGE 4 - Eye Contact &Non-Verbal Communication Emerging Accomplished
▢ ✭Looks while talking✭ Your child sustains eye contact suitableto the activity while talking.
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▢ Looks to maintain others’ attention Your child will make eyecontact to ensure the other person is paying attention (looking atand listening to) to him/her.
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▢ ✭Spontaneously demonstrates a range of facial expressions✭E.g., smiling, excitement, surprise, concentration, happy face, sadface, silly face, confusion etc.
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▢ Uses spontaneous gestures to enhance verbal communicationWhile verbally communicating, will combine speech with a gesture,e.g., pointing at/toward what they are talking about, crossingarms, putting hand up to emphasize “No” or “Stop” etc.
▢ ▢ ▢
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SOCIAL FUNDAMENTAL 3/4 Goal STAGE 5 - Eye Contact &Non-Verbal Communication Emerging Accomplished
▢ ✭Understands facial expressions, tone of voice and bodylanguage✭ Examples:
● If they ask how the movie was, and you say “Great” and rollyour eyes, they understand that you are being sarcastic.
● If someone puts a finger to their lips, indicating ”Be quiet,”your child understands that this means “Be quiet.”
● If someone appears to not pay attention (i.e. keeps looking atwatch, etc. and is not making eye contact) while your child talksto them, your child understands.
● Has a concerned expression when someone it physically hurt,smiles/laughs in response to other’s laughter.
▢ ▢ ▢
▢ Social Referencing Looks at the expressions of others todecide what kind of approach makes sense in a particular situation.E.g., a vase in the living room accidentally gets knocked over andfalls to the ground and breaks. Your child then looks at you to seehow to respond.
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▢ Joint Attention Your child pays attention to the object orevent that another person is focused on, by initially observing andfollowing the gaze of that person. E.g., you are quietly lookingout your window at a bird perched on the wall and your child,without asking “What are you looking at?”, follows your gaze to seethe bird.
▢ ▢ ▢
▢ Can shift gaze between three or more people Your child keepsup with the flow of group interaction by looking at the mostrelevant person at the moment, e.g. shifting gaze to the person whois not talking; if a ball is passed to another person they shifttheir gaze to that person, etc.
▢ ▢ ▢
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SOCIAL FUNDAMENTAL 4/4 Flexibility Goal STAGE 1 - FlexibilityEmerging Accomplished
▢ Allows you to assist within their repetitive activity/ism(“stim”) E.g., If your child is lining up cars, they let you handthem more cars. If you child is copying a picture from a book, theyallow you to hold the book open for them.
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▢ ✭Easily allows your presence within their Son-Rise Programroom✭ Allows a variety of people into the playroom/focus room andallows those people to move freely within the room.
▢ ▢ ▢
▢ Settles easily within a highly supportive environment Easilytransitions to and calmly stays in low-distraction environmentsthat give him/her a high level of control, e.g., Your child’sSon-Rise Program® playroom/focus room or other rooms in your house,etc.
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SOCIAL FUNDAMENTAL 4/4
Goal STAGE 2 - Flexibility Emerging Accomplished
▢ ✭Physically participates in the interaction✭ E.g. giveshand/foot for a squeeze, turns book pages, etc.
▢ ▢ ▢
▢ ✭Allows peripheral variations to their chosen activity/game✭Definition of peripheral variations: Your child allows you tochange or alter “unimportant” aspects of the activity.Examples:
● If you child enjoys having you read to them from a book andstop at a certain page and make a specific sound (core motivation),will they allow you to open the book to that page slowly whilemaking a creaking sound?
● If your child’s interactive activity is playing a card game inwhich they love to see you flip each card over (core motivation),will they allow you to wear a fun hat as you play or sing a song asyou do this?
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▢ Verbally participates (using 2-3 word phrases or more) in theinteraction Within the interaction they spontaneously ask forwants/not-wants, verbally adds ideas to the game, etc. using 2-3word phrases or more.
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▢ Calmly and easily handles limits and boundaries within ahighly supportive environment Accepts boundaries without crying,hitting, etc. E.g., markers put away after continuing to draw onwalls, the food they want is not available, accepts that there areno more snacks until after dinner, etc.
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SOCIAL FUNDAMENTAL 4/4
Goal STAGE 3 - Flexibility Emerging Accomplished
▢ ✭Allows central variations to their chosen games/activities✭Definition of central variations: Your child allows you to changeor alter “important” aspects of the activity. Examples:
● If your child enjoys having you read to them from a book andstop at a certain page and make a specific sound (core motivation),will they allow you to stop at a different page?
● If your child’s motivation is going for rides in a box, willthey easily go in a direction of getting out of the box so you canfix the tires at the pit stop?
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▢ ✭Shows an interest in another's activity✭ Your child asksabout or looks at another person's chosen activity; may evenparticipate in the activity momentarily. Another person's chosenactivity is one that is different than the game/activity your childregularly chooses to do.
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▢ Initiates games and activities with another person Your childsuggests the game/activity to do together and explains how thegame/activity is played.
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▢ ✭Takes turns during an activity✭ E.g., takes turns duringgames, board games, card games, choosing which song to sing next,etc.
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▢ Shares their objects or toys Your child allows you to havetheir toy or object [that is currently being used in thegame/activity] for a portion of the game/activity, etc.
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▢ ✭Calmly and easily handles not getting what they want✭ Yourchild can enjoy interacting with others even when they do not gofirst during an activity or win or get what they want, e.g., themodel airplane they were building breaks and can't be repaired, theperson they were expecting to visit does not arrive; they lose thegame, they are not first to get into the car; etc.
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▢ Understands and acts on the concept of "yours" and "mine" Yourchild allows you control over your possessions and asks permissionbefore using them, and vice versa.
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▢ ✭Plays games and activities that have simple rules/structure✭E.g., tic-tac-toe, soccer, easy-to-play board games, etc.
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▢ Is spontaneous within their chosen games/activities Your childinitiates new ideas and directions within their chosenactivities/games. Examples:
● In an imagination beach game your child suggests goingsnorkeling vs. just swimming. ● When throwing a ball your childsuggests catching it with one hand or kicking it, etc.
Note: In general, board games would not be a time to encourageyour child to be spontaneous..
▢ ▢ ▢
▢ Interacts easily in a moderately supportive environment Yourchild maintains Stage 3 social skills in the living room, kitchen,back garden, etc.
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SOCIAL FUNDAMENTAL 4/4
Goal STAGE 4 - Flexibility Emerging Accomplished
▢ Is flexible within their chosen activity Within the activityyour child has chosen,they easily go in a direction of someoneelse's choosing, Definition of flexibility within their activity:Your child will easily allow both peripheral and central variationsto the interactive activity. Definition of peripheral variations:Your child allows you to change or alter “unimportant” aspects ofthe activity. Examples:
● If you child enjoys having you read to them from a book andstop at a certain page and make a specific sound (core motivation),will they allow you to open the book to that page slowly whilemaking a creaking sound?
● If your child’s interactive activity is playing a card game inwhich they love to see you flip each card over (core motivation),will they allow you to wear a fun hat as you play or sing a song asyou do this?
Definition of central variations: Your child allows you tochange or alter “important” aspects of the activity. Examples:
● If your child enjoys having you read to them from a book andstop at a certain page and make a specific sound (core motivation),will they allow you to stop at a different page?
● If your child’s interactive activity is playing a card game inwhich they love to see you flip each card over (core motivation),will they allow you to turn over two cards at once?
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▢ ✭Participates in another's activity✭ Your child verbally andphysically participates in activities others initiate vs. onlyobserving the activity, etc.
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▢ Allows peripheral variations within another's chosen activityYour child allows changes or alterations to unimportant aspects ofanother person's chosen activity, i.e., changes that do notinterfere with their main motivation for interacting in theactivity. E.g., your child allows you to wear a silly hat during achase game, hum a song during a card game, etc.
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▢ Is spontaneous within another's activity Your child initiatesnew ideas/direction within another's chosen activity.
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▢ ✭Shares interactive time between their activity and another'sactivity✭ Your child will interact in another person's chosenactivity for about half of the total interactive time.
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▢ Maintains interactive abilities (Stage 4) while managingsensory input and changes in typical age-level environments, withhelp E.g., loud noises, changing physical environments, etc., aremanaged with the help of explanations, etc.
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▢ ✭Can be negotiated/reasoned with ("deal making")✭ Your childis able to discuss and be reasoned with to come to an agreement.E.g., "How about we play my game for 5 minutes and then we playyour game?" "If you help me tidy up the playroom we can play thenext game sooner.", etc.
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PREPARATION FOR GOING TO SCHOOL OR WORK If your child hasaccomplished about half of the goals in Stage 4 (in all fourfundamentals), then you can start to prep them
for school or work by working on the skills below.
▢ ✭Can follow a structured (time-tabled) day within theplayroom/focus
room✭ Your child easily changes, at the given time, to the newactivity, as laid out by the time-table / schedule.)
▢ ▢ ▢
▢ ✭Can sit at a desk for set periods of time within theplayroom/focus room✭ ▢ ▢ ▢
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Your child can sit at desk/table for the required amount of timewhile doing an interactive activity.
▢ ✭Listens to and follows instructions given by a person notworking in their
Son-Rise Program✭ E.g., follows instructions in clubs oractivity groups such as ballet class, karate class, Girl Scouts,gymnastics, an art group, etc.
▢ ▢ ▢
▢ Is fully toilet-trained and will communicate their need to usethe bathroom In the playroom/focus room and around the house, whennecessary, your child will communicate that they want to use thebathroom.
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▢ Can read and write at the level that they will be enteringschool or that will be required by their job - or has the abilityto compensate for a learning challenge (i.e. uses a dictionary,book, app, or other supportive tools) to enable access to gradelevel/job level information and success Refer to your school’sacademic guidelines to assess the level of reading and writingrequired for your child.
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▢ Can do mathematics at the level that they will be enteringschool or that will be required by their job - or has the abilityto compensate for a learning challenge (i.e. uses a calculator,math shortcut book, app, or other supportive tools) to enableaccess to grade level/job level information and success Refer toyour child’s school’s academic guidelines to assess the level ofmathematics required for your child.
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SOCIAL FUNDAMENTAL 4/4
Goal STAGE 5 - Flexibility Emerging Accomplished
▢ Is flexible within another's activity Within another's chosenactivity, your child easily goes in a direction of someone else'schoosing, e.g., adding a new step in the game, changing the orderof events, expanding the topic of conversation, etc.
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▢ ✭Calmly and easily manages most transitions and unstructuredsituations✭ E.g., substitute teachers, going on vacation, being atthe playground, going to a shopping mall, etc.
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PARTICIPATING IN SCHOOL OR WORK These skills are ideal to workon while your child is going to school or work.
▢ ✭Maintains all social skills acquired in Stage 4 forapproximately 2 hours
per day, while in the classroom or work setting✭ E.g.,substitute teachers, going on vacation, being at the playground,going to a shopping mall, etc.
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▢ Can sit at a desk or stay at the designated work area for setperiods ▢ ▢ ▢
▢ ✭Can follow the structured/time-tabled day at school or work✭▢ ▢ ▢
▢ ✭Communicates suitably when in a classroom or work setting✭E.g., puts up their hand, talks to the supervisor when they areavailable, etc.
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▢ ✭Listens to and follows teacher's/supervisor's instructions✭Your child will listen and do what the teacher/supervisor askshim/her to do or stop doing.
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▢ Easily participates with 2-4 peers in small group activitiesin the classroom or work setting
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▢ ✭Communicates (when necessary) that they need to use thebathroom at
school or work and can do so independently✭ E.g., in theclassroom will ask permission; in the work setting, if necessary,will notify supervisor or colleague they will be gone for a fewminutes to use the bathroom.
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▢ During recess/lunch time, interacts with a peer, at the levelof Stage 4 social skills or higher, for 20 minutes or more
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