(1.1.1.1) Does the child make and maintain eye contact?

(1.1.1.2) Are they easily distracted by environmental sounds?

(1.1.1.3) Do they need instructions repeated or simplified?

(1.1.2.1) Vocabulary: Understanding of nouns (objects), verbs (actions), adjectives (size).

(1.1.2.2) Concepts: Understanding of spatial terms (in, on, under), temporal terms (first, next), and quantitative terms (more, all, one).

(1.1.2.3) Grammar & Syntax: Understanding of word order, plurals, past tense, and negatives (e.g., "point to the dog that is not sleeping").

(1.1.3.1) Length of Utterance: How many information units can they follow? (e.g., 1-step vs. 3-step commands).

(1.1.3.2) Processing Speed: Is there a noticeable delay before they respond?

(1.1.4.1) Do they rely on contextual or visual cues to understand, or can they understand language alone?

(1.2.1.1) Range: Understanding of nouns (objects, people), verbs (actions), prepositions (location concepts), adjectives (descriptors), and category words.

(1.2.1.2) Expressive Vocabulary (Words Used):

• Word-Finding Ability: Use of specific labels vs. non-specific words (e.g., "thing," "stuff") or circumlocutions.

• Semantic Relationships: Ability to use words showing relationships (e.g., opposites, comparatives like 'big/bigger').

(1.3.2) Word Order: Correct sequencing of words (syntax).

(1.3.3) Negation: Correct placement of Not, Can't, Don't.

(1.4.1.1) Frequency: How often does the child use gestures spontaneously to grab the preferable object?

(1.4.1.2) Type: Deictic vs. Representational.

(1.4.1.3) Integration: Do gestures accompany speech to clarify meaning.

Purpose: Used to request, comment, refuse, or share attention?

(1.4.2.1) Identify clear expressions for happiness, sadness, surprise, frustration, disgust, fear.

(1.4.2.2) Are expressions distinct from one another?

(1.4.2.3) Responsiveness: Does the child's expression change in reaction to your expressions (e.g., smiles back)?