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Phonology 0-3: Shawn begins to cry and fuss signaling discomfort from a dirty diaper for example.
Semantics 0-3: Shawn is startled by his dad's loud sneeze.
Pragmatics 0-3: Shawn enjoys mom and dad talking to him. -
- Shawn is able to engage in joint attention between him and his conversational partner.
- Shawn now communicates with intention such as when asking for food or his cup.
- Shawn now has certain preverbal language functions such as attention seeking, trying to get his parents to notice him, requesting such as when trying to ask for a toy, protesting or rejecting such as rejecting to eat vegetables, responding or acknowledging such as responding when called, and informing about a topic.
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- Shawn can discriminate between two allophones of the same phoneme such as aspirated and unasperated sounds like "hop" and "hot" respectively.
- He can also discriminate between native and nonnative stress patterns such as the differences between stress and unstress patterns in the English language and other languages.
- He also makes reduplicated babbling by repeating C-V syllables like "ma", "da", and "ba".
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- Shawn attempts to imitate gestures of his parents or caregivers and he comprehends the word "no".
- Shawn looks and observes common objects that he is interested in.
- Shawn looks for hidden objects that are in their correct place.
- Shawn searches for objects partially hidden.
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- Shawn does not have syntactical and morphological skills yet.
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Phonology 3-6: Shawn squeals in excitement when he sees his toys.
Semantics 3-6: Shawn gets upset/startled when mom says NO.
Pragmatics 3-6: Shawn looks up at mom when she calls his name. -
Shawn looks for the cellphone his mother partially hid under her leg.
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- Shawn is no longer able to discriminate between two allophones of the same phoneme such as "hop" and "hot".
- Shawn can identify words in speech that do not conform to the native language stress pattern. For example, Shawn can identify words from different languages that are not found in the native language.
- Shawn can identify functional words used in utterances such as "and", "the", and “a".
- Shawn uses jargon in babbling while also incorporating stress patterns.
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- Shawn can comprehend reasonable actions as a means to an end result or goal.
- Shawn can produce his first word which is "mama".
- Shawn can comprehend 5-10 words in two word sentences.
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- Shawn now uses imperative pointing such as pointing to an object that he wants an adult to get for him because he is unable to reach it or if the object is right next to that person.
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- Shawn does not have syntactical and morphological skills yet.
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Shawn gestures toward spoon with applesauce indicting to his father he wants more food.
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Shawn reduplicates the sound "ma" and his mother thought he was calling her.
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Shawn identifies the word "and" when his dad is reading a book to him.
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Shawn says "mama" when she walks into the room
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Shawn points to the blanket he wants and can't reach.
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Shawn was able to produce some unintelligible words with an exception of a few words such as "mama and "dada".
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Shawn started using his own name to refer to himself. He also started naming words in picture books such as "frog", "farm", "dog, and "pig".
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Shawn started interacting more with his parents during story time. He is learning to practice turn taking during conversations with his parents over game and story time. Shawn also started using touch by pulling on his parents to get them to play with him during game time.
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Shawn started using words such as "go", "more", and "dog". He was able to follow directions using one-two word concepts. For example, Shawn knew to go when his mother said come here. Shawn was able to refer to himself with a pronoun and his name. For example, he was able to say "Me Shawn".
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Shawn identified a frog in a picture book by pointing and saying frog
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- Shawn is now able to follow simple actions such as "come eat", "more milk", and "clean up".
- Shawn is also able to use prepositions such as "in" and "on. For example, Shawn was able to say "on it", and "in here".
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Shawn gained more sounds into his phonemic inventory such as "n", "p", "h", "w", and "t". Although this is the case, Shawn started developing some phonological processes such as "stopping" and "fronting". For "stopping", he would produce the word "log" as "tog". For "fronting", he would produce the word "fog" as "dog".
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- Shawn is now starting to use two word combinations such as "daddy home" and "mommy eat".
- Shawn also started learning how to shake his head to nod for "yes" and "no".
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- Shawn is able to start conversations with others as well as request help when he is in need by vocalizing his needs.
- Shawn prefers to be with people who he is familiar with and show caution with people he doesn't know too well.
- Since Shawn is now potty trained, he is now able to indicate when he needs to go to the restroom.
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Shawn says "on it" when he sits on the potty
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- Shawn is now able to use grammatical morphemes such as plural "s", prepositional "in", and present progressive "ing".
- Shawn has also been able to develop an MLU of about 2.23 which lies in Brown's stage II of language development.
- Shawn is able to say phrases such as "milk in fridge" and "I running" and "cars".
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- Shawn has begun to show evidence of a vocabulary spurt.
- Shawn is showing multiple lexical items from the semantic taxonomy. For example, Shawn will no longer call out to his mother by saying "mama" but rather instead will say "mommy" and will also answer "yes" or "no" when asked a yes or no question by his mother. - Shawn is also making a lot of naming errors. For example, Shawn will point and say "small dog" when he sees his cat.
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- Shawn has begun to show that there is an intention behind every utterance he makes and it allows us to see what he believes, feels, or desires. For example, Shawn will say "mine toy!" and you can tell that he is upset if you take his toy.
- Shawn is demonstrating multiple purposes of communication. For example, Shawn will say phrases such as "cat mean" or will point at his cat and say "mommy cat" to tell his mother to look at the cat.
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- Shawn is now able to ask questions with the use of intonation rather than making them sound like a statement, for example, instead of saying "you cookie." he will say "you cookie?" when asking if you want a cookie.
- Shawn also has begun to show evidence of phonological processes such as place-of-articulation changes and syllable-structure changes. For example, Shawn will say phrases like "me wa-wa" when asking for water or he will say "close coor" when trying to say close the door.
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Shawn shakes his head no when his mom tells him to take a nap
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When playing with the family cat, Shawn says "cat wants ball"
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- Shawn has begun to cease some common phonological processes that were present before.
- Shawn is able to maintain better control of his speech articulation. For example, Shawn will no longer say "doggies nana" when trying to say that his dogs want a banana and will instead say "doggies want banana".
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- Shawn is demonstrating a greater knowledge of vocabulary words than before.
- Shawn has also begun to comprehend what certain objects or animals are. For example, he will say "cat wants ball" instead of incorrectly naming it a dog due to his increase in lexical representation of a cat.
- Shawn can now say phrases such as "daddy kicks ball".
- Also, Shawn is not yet able to describe his feelings and beliefs.
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- Shawn is now able to use grammatical morphemes such as prepositional "on" and possessive "'s".
- Shawn has also developed an MLU of about 2.85 which lies in Brown's morphological stage III of language development.
- Shawn is able to say phrases such as "plate on table", "daddy's jeep", and "doggies want cookie".
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- Shawn can keep up a conversation and is able to clarify and request his parents to clarify something when engaged in a conversation. For example, his father may be talking to Shawn about something and Shawn may be asking questions and making simple statements, but later sees his father get his keys and walk towards the door and he will ask "daddy go work".
- Shawn is also able to better clarify what he is trying to say, for example, Shawn may say "car in toilet!" and "mommy get toy".
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Shawn says "I'm going to school" while waiting by the front door with his backpack on.
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- Shawn has developed phonological awareness skills such as "word awareness" when separating words from sentences and "syllable awareness" when separating syllables from words.
- Shawn continues to clarify his articulatory skills.
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- Shawn now uses pronouns like "they", "them", and "we".
- Shawn still uses fast mapping or a single exposure of new words to learn them.
- Shawn expresses 1,000 - 1,500 words and understands 1,500 - 2,000 words.
- Shawn now understands some relational terms such as "big" and "small" and "up" and "down".
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- Shawn now engages in longer conversation.
- Shawn now uses primitive narratives such as, explaining the event, action, and result when telling a narrative.
- Shawn also makes conversational repairs whenever he realizes a speech error in his speech. For example, when Shawn says something like "I teep at night", he might make a conversational repair by correcting himself and saying "I sleep at night".
- Shawn now engages in longer conversation.
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- Shawn now uses four to five words in a sentence such as, "I'm going to school".
- Shawn is now able to combine sentences with "and" such as, "I went swimming and to the park".
- Shawn now uses pronouns such as "they", "them", "we" often and uses adverbs of time such as "we are going to play outside tomorrow".
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Shawn tells his dad "shh she's sleeping" and point to his mom on the couch
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- Shawn understands some kinship terms such as "grandma" and "grandpa".
- Shawn uses syntactic information to narrow the meaning of new words such as overgeneralizing objects by calling every "round" object a "ball" or every "square" object a "box".
- Shawn overextends news words by calling objects that perform the same function by the same name.
- Shawn uses animacy information to figure out new words he never heard.
- Shawn uses reflexive pronouns such as "himself", "herself", "themselves".
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- Shawn understands indirect requests without verbal pointing such as, when his caregiver closes the door and says "it's cold outside", he knows to close the door to not let the cold air in.
- Shawn uses functions like interpretive functions such as, "I was sad when we couldn't play outside because it was raining". He also uses logical functions such as "let's clean up our room before mom and dad gets home".
- Shawn also now constructs true narratives that consist of relevant meaning.
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- Shawn uses and tends to ask "wh-" questions such as "what does this do" or "what did you do today?"
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- Shawn now knows some of the consonants such as "b", "p", "m", "n", "t", "d", "k", "g", "f", and "s", including some of the consonants that make up his name.
- Shawn is diminishing the use of phonological processes such as final consonant deletion and stopping.
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- Shawn now uses articles such as "a", "and", and "the".
- Shawn now uses past tense more often such as "I had cereal".
- Shawn also now uses contractions more often such as "He wasn't at school today".
- Shawn now combines four to seven words in sentences such as "I was bored so I played outside".
- Shawn now uses contractible auxiliaries such as "She's sleeping" and uncontractible auxiliaries such as "She was sleeping".
- Shawn also uses irregular third person verbs such as "Shawn was".
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- Shawn uses subordination in sentences such as "because", "when", and "if" and he uses coordination in sentences such as the "fanboys": "for", "and", "nor", "but", "or", "yet", and "so".
- Shawn uses irregular plural forms often such as "men", instead of just "man", and "teeth" instead of just "tooth".
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Shawn understands and uses indirect request. For example, whenever one of his parents would point to their jacket and put on their jacket and say "it's very cold outside", Shawn would put on his jacket when he received the nonverbal cue and indirect request that he should put his jacket on so he could keep warm and not catch a cold.
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Shawn asks his mom what she did today while they are in the car.
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- Shawn is now very intelligible in connected speech.
- Shawn has mastered all consonant sounds, but some consonants may not be mastered in all contexts during connected speech.
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- Shawn now uses a narrative with a sequence of events. However, he tends to have no main theme or character, and his narratives tend to be about what he did today at school or at the park for example.
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- Shawn now knows all the letters in his own name.
- Shawn only shows some difficulties with some letter developing sounds like voiced/voiceless "th" and the "r" sound.
- Shawn also still has some phonological processes such as liquid-gliding and derhotization.
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- Shawn now combines between five to eight words in sentences such as "I like to play games and sleep".
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- Shawn now has 1,500 - 2,000 words in his expressive lexicon and 2,500 - 2,800 words in his receptive lexicon.
- Shawn now uses deictic terms such as "this", "that", "here", "there", "these", "those", "now", and "then".
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Shawn uses the sentence " I like to play games with my friends"
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