DEVELOPMENTAL ASSESSMENT

TOOL
 DEVELOPMENTAL ASSESSMENT
TOOL

ACKNOWLEDGEMENT

DEPARTMENT OF EDUCATION
REGION III-CENTRAL LUZON

DepEd Region III acknowledges the efforts of the writing and management teams and
support staff in the development of the Special Education Assessment Tools (Behavioral,
Developmental, and Learning)
The Special Education Assessment Tools was prepared by the Curriculum and
Learning Management Division (CLMD), Region III, Department of Education.

Management Team: May B. Eclar, PhD, CESO III, Jessie L. Amin, PhD, CESO V
Librada M. Rubio, PhD, Rosalinda S. Ibarra, PhD

Development Team

Writers Validators

Walter C. Estabillo EdD Abdon C. Bayla EdD, JD Haydee B. Cabie

Joerlin J. De Guzman Hannah C. Concepcion EdD Algie Juridico
Millette Bugay Sarmiento EdD Richard U. Ayson Digna A. Guyagon
Lea Perdido Orseno Reynaldo S. Galang PhD Joanne Marie S. Sumaquio
Rubylyn M. Singian Mary Jane B. Ibe Helen R. Bose, EdD
Lilybeth M. Bacolor Nenita C. Ocampo Helen M. Licauan
Joan Dela Cruz Padua Beatriz S. Martinez PhD Marbie S. Licad
Melanie R. Obispo Joel G. Pomtela PhD Marites F. Torno
Carmela B. Garma MaEd Marilyn P. Samson
Elmark M. Joaquin Candelaria P. Dayrit
Katrina G. Garcia Trinidad G. Beltran PhD
Beatriz N. Bongao

SDO Nueva Ecija SPED Teachers and Learners

Lay-out Artists External Validator

Millette Bugay Sarmiento, EdD Nińo Ricky S. Tumadiang

Lea Perdido Orseno
Abdon C. Bayla, EdD, JD

Printed in the Philippines by the Department of

Education – Region III
Office Address: Matalino St., D.M. Government Center
Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 78
E-mail Add: [email protected]

i
 DEVELOPMENTAL ASSESSMENT
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TABLE OF CONTENTS

Acknowlegement ------------------------------------ i

Table of Contents ------------------------------------ 1

Introduction ------------------------------------ 2

Guidelines on the Admistration of the ------------------------------------ 3

Tool

Pre-Assessment -Interview ------------------------------------ 3

Assessment Proper ------------------------------------ 4

Post-Assessment ------------------------------------ 4

Developmental Assessment Tool ------------------------------------ 6

Annexes ------------------------------------ 32

A. Communication ------------------------------------ 32

Receptive ------------------------------------ 32

Expressive ------------------------------------ 34

B. Sel-Care ------------------------------------ 36

C. Motor Skills ------------------------------------ 38

Fine Motor ------------------------------------ 38

Gross Motor ------------------------------------ 40

D. Socialization ------------------------------------ 40

References ------------------------------------ 46
 DEVELOPMENTAL ASSESSMENT
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REGIONAL GUIDELINES ON THE ADMINISTRATION OF THE
DEVELOPMENTAL ASSESSMENT TOOL

INTRODUCTION

A developmental evaluation acts as a guide to professionals in the field of

early childhood care and education, much like a compass on their path to growth
and development. This illustrates the unique topography of a learner's potential and
ability, highlighting the milestones that will enable them to reach optimal growth.

DepEd Order No. 23, s. 2022 stated that due to challenges in obtaining a
formal assessment from a medical professional, many children with disabilities and
developmental delays remain undiagnosed with no intervention provided prior to
school age.

This Developmental Assessment Tool shall be administered within the first 6

weeks of observation from referral of the learner who may exhibit developmental
delays or have manifestations particular to a specific difficulty/ies. The activity shall
be done in collaboration with the School Head, a Special Education Teacher (SPET),
or with general education teacher.

The four developmental areas for assessment, as shown in the tool, are
areas where the learner needs to be evaluated on and serve as basis for placement
and intervention. These areas are Language Communication (Receptive,
Expressive), Self-Care, Motor Skills (Fine and Gross), and Socialization Skills.

In determining the learners who will undergo assessment, consider

comments/ recommendations by teachers, and seek the approval of the
parents/guardians.
The result of the assessment will identify learners who may need special
education services and/ or special accommodations by medical/ allied services;
results may also be used to assist the teachers in instructional planning and design,
including provision of appropriate interventions.

Only the learner's family, the school head, and other teachers will be
consulted with the assessment results to determine the learner's appropriate
educational placement and create or modify Learners’ Intervention Plan/
Individualized Educational Plan (IEP). This process ensures the confidentiality of
learners’ information and upholds the dignity of the learner and his family.

In adherence to the Data Privacy Law, only the learner’s family, the school
head, concerned teachers, and other significant adults, shall have access to
assessment result.
 DEVELOPMENTAL ASSESSMENT
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GUIDELINES ON THE ADMINISTRATION OF THE TOOL

I. PRE-ASSESSMENT

This part of the assessment establishes the background of the child. An initial
interview with parents or guardians is done to obtain detailed information about
family history, developmental history, and any pertinent social or medical issue
about the child.

A. Informing the Child and the Significant Adults

1. Make sure that the child and the family are informed of the activity
ahead of time.
2. Establish rapport with the child before the assessment proper.

B. Preparation of Materials

1. Ensure that the materials used in the assessment are based on

organizational standards of a reliable learning resource.
2. Prepare the materials before the actual in-person assessment. Make
sure these are in good condition and is updated for accuracy and
reliability. Be reminded that these materials are intended only for
assessment and not for classroom use.
3. Make sure the materials are developmentally appropriate.

C. Preparation of the Assessment Setting

1. The assessment shall be conducted in an area most conducive for

private conferences, such as in the Guidance & Counselling Office, a
designated assessment room, or a SNED Resource Room.
2. The room atmosphere should be calm, cozy, and distraction-free to
ensure proper conduct of observation and full engagement with the
learner.

D. Age Considerations

1. To guarantee relevance and effectiveness, assessment methods and

instruments should be chosen in accordance to the child's
chronological age.
2. Administration of the assessment shall cover the child’s history from
age zero to the child’s current/chronological age.
 DEVELOPMENTAL ASSESSMENT
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II. ASSESSMENT PROPER

A. Reminders During the Interview

1. The interview must be done in the presence of any of the following-

 mother
 father
 caregiver/guardian (could be the
grandfather/grandmother/uncle/auntie)
 Others please specify__________________

2. Promote open communication and trust between the teacher and the
learners’ family by delivering questions discretely, sensitively, and
objectively.
3. Responses should be recorded as stated (in verbatim).
4. Re-schedule and set another session if the learner displays inappropriate
behavior and fails to respond to the interview.

B. Reminders on Recording Responses

1. The child will be given ten seconds of mental counting estimation to
respond. Beyond this time, the response will be recorded as NOT
OBSERVED
2. Prompted answers whether gestural/partial/cuing will be recorded as NOT
OBSERVED even though this behavior may be manifested in the 6 weeks
of observation.
3. Only independent responses within the given time (10 seconds) will be
considered and noted as OBSERVED.
4. Validate responses by interviewing the learner’s teachers and other
significant adults.

III. POST-ASSESSMENT

A. Identifying the Conclusive Difficulty of Learners

To ensure appropriateness in the assessment process, individualized

assessment procedures should be used to account for each learner's specific
challenges and abilities.

If in the given performance indicators for the given age level, 50 % or more
of the indicators are recorded as NOT OBSERVED, the learner may be
considered to have a specific difficulty, that in turn may be classified as:
 Difficulty in Communicating
 Difficulty in Applying Adaptive Skills
 Difficulty in Mobility
 DEVELOPMENTAL ASSESSMENT
 Difficulty TOOL in Displaying
Interpersonal
Behavior
 Difficulty in Hearing 4

 Difficulty in Seeing
 Difficulty in Applying Knowledge
 Difficulty in Remembering, Concentrating, Paying Attention and
Understanding

Note: See Revised Handbook of LSENs 2018 for the terminologies and
definition of difficulty.

B. Components of the Areas of Difficulty:

1. Difficulty in Communication
 Language Communication (Receptive, Expressive)

2. Difficulty In Applying Adaptive Skills

 Socialization
 Self-Care

3. Difficulty In Mobility
 Motor Skills (Fine and Gross)

4. Difficulty In Displaying Interpersonal Behavior

 Language (Receptive, Expressive)
 Socialization

5. Difficulty In Hearing
 Language (Receptive, Expressive)
 Socialization
 Self-Care

6. Difficulty In Seeing
 Socialization
 Motor Skills
 Self-Care

7. Difficulty In Applying Knowledge

 Language (Receptive, Expressive)
 Socialization
 Self-Care
 Motor Skills

8. Difficulty In Remembering, Concentrating, Paying Attention And

Understanding
 Language Communication (Receptive, Expressive)
 Self-Care
 DEVELOPMENTAL ASSESSMENT
 Motor TOOL Skills (Fine
and Gross)
 Socialization

INDIVIDUAL LEARNER’S PROFILE

5
Name:
Date of Birth:
Age:
Home Adress:
Date Evaluated:

HISTORY BACKGROUND
Father’s Name: _____________________________________________________ Age: ________

Birthday: __________________ Birthplace: _______________________Citizenship: ________

Address: __________________________________________________________________________

Education Completed: _____________________________________________________________

Occupation: ________________________________ Position Held: ________________________

Name of Present Employer: _____________________________________-___________________

Office Address: _____________________________________________________________________

Home Phone: _______________Work Phone: _______________ Mobile Phone:

_____________

Mother’s Name: ___________________________________________________ Age: ________

Birthday: __________________ Birthplace: _______________________Citizenship: _________

Address: ___________________________________________________________________________

Education Completed: ______________________________________________________________

Occupation: _________________________________ Position Held: ________________________

Name of Present Employer:

_________________________________________________________

Office Address: _____________________________________________________________________

 DEVELOPMENTAL ASSESSMENT
Home Phone: TOOL
_______________Work Phone:
_______________ Mobile Phone: _____________

Brothers/Sisters:
6
Name: ____________________________________________Sex: _________ Age: __________

Name: ____________________________________________Sex: _________ Age: __________

Name: ____________________________________________Sex: _________ Age: __________

Name: ____________________________________________Sex: _________ Age: __________

Name: ____________________________________________Sex: _________ Age: __________

Presence of (M for Mother, F for Father, S for Sibling, G for Grandparent, R for
Relatives)

 Hearing Loss: _____________

 Epilepsy: _________________
 Substance Abuse: ___________
 Fragility: _____________
 Vision Impairment: ___________
 Mental Illness: _____________
 Autism: _____________
 Clinical Depression: __________
 Speech Impairment:(Please Specify) _________
 Behavior Problems :(Please Specify)_________
 Academic Difficulty: (Please Specify)________
 Specific Learning Disability (Please Specify) ________
 Others; (Please Specify)________

DEVELOPMENTAL HISTORY

A. History

Age of mother at child’s birth: ___________ Age of father at child’s birth:

______________

Pregnancy length: ________ Was labor induced? Yes____No __Birth

Weight:__________

Were there any accidents, illnesses, infections, special tests or stress during the
pregnancy or delivery? (Brief description)
 DEVELOPMENTAL ASSESSMENT
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Did the infant have any difficulty in breathing, crying and sucking? (Brief 7
description)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Did the infant have jaundice, convulsions, blood incompatibility etc.? (Brief
description)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B. Birth

Was the baby full term? _______________________ Premature: _________________

Was it a difficult labor? _____________________________

Was delivery normal? __________________ or by caesarian section? ____________

Was anesthesia was used (if any) ? ________________________________________

When? ____________________ Were instruments used to assist normal delivery?

(If any) ____________________________________________________________

Did baby suffer from lack of oxygen? __________________________________

Did baby cry right away after birth? ___________________________________

Did baby appear normal at birth? _____________________________________

C. Illnesses/Injuries

Condition Age Description

Allergy _____ _________________

 DEVELOPMENTAL ASSESSMENT
Ear TOOL Infection
_____
_________________

Epilepsy _____ _________________

Hearing Problems _____ _________________

High Fever _____ _________________

Seizure _____ _________________

Operations performed and reasons for these: 8

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

C. Present Physical Condition

Allergies: _______________________________________________________________

Preference for right or left hand: _____________________________________________

Noticeable problems in coordination:

_________________________________________

Does the child fall easily? Yes ______ No

_______

Does the child drool excessively? Yes _____ No

______

Does the child over- perspire? Yes _______ No _____

Does the child seem tense? Yes ______ No ______

Does the child have normal vision? Yes _____ No ______

Does the child have normal breathing pattern? Yes _______ No

_______

Does the child sniff food or objects frequently? Yes ______ No _______

Illness Date Complication

 DEVELOPMENTAL ASSESSMENT
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D. Motor Milestones

Indicate the age at which the following occurred:

 Rolled over _____________

 Sat alone ______________
 Crawled _____________
 Independent Eating ____________

 Toilet trained
o Pee ___________ 9
o Poop ___________
 Handedness ___________
 Walked unaided ___________
 Wear Clothes independently___________

E. Speech/Language Development

Indicate the age at age at which the following occurred:

Cooing: __________________ Babbling: ________________

First Words: _______________________________

Vocabulary of 50 words: Understood: ___________ Said: ___________

Two-word combinations: _______________ (ex. More milk, me do, no go)

Short sentences: _____________________(ex. Me want juice, Mommy do it)

F. BEHAVIORAL INFORMATION

1. Infancy

Was a silent infant Yes _______ No _____ Sometimes _____

Was “too happy” as an infant Yes _______ No _____ Sometimes _____

Rarely cried Yes _______ No _____ Sometimes _____

 DEVELOPMENTAL ASSESSMENT
2. Play TOOL

Prefers to play alone? Yes _______ No _____ Sometimes _____

Plays poorly with other children or does not interact with others?

Yes _______ No _____ Sometimes _____

Frequently lines items in a row?

Yes _______ No _____ Sometimes _____

Protests if line of items is interrupted?

Yes _______ No _____ Sometimes _____

10
Holds (clutches) items for an extended period of time.

Yes _______ No _____ Sometimes _____

Has unusual interest (strips of paper, electrical cords etc.)

Yes _______ No ______ Sometimes _____

Waves long objects back and forth?

Yes _______ No _______ Sometime ______

Spins objects?

Yes _______ No _______ Sometimes _____

Circle any of the following with applies to your child’s play:

Repetitive With small group Messy

Imaginative Fantastic As a leader
Cooperative With toys As a follower
With peer group Flitting Others
With older children Engrossed Others

3. Conduct

Is difficult to manage

Yes _______ No _______ Sometime __________

Has a behavior problem

 DEVELOPMENTAL ASSESSMENT
Yes TOOL _______
No _______
Sometime __________

Displays temper tantrums

Yes _______ No _______ Sometime __________

Part II: ASSESSMENT

Directions: 11
1. Interview the informant by asking him/her and evaluate objectively the suspected
child who displays developmental delay as per observation and manifestations.
2. Based on the interview, rate the child along each item by checking under the
column that best describes the child.
Legend:
O = Observable
NO = Not Observable

COMMUNICATION SKILLS (RECEPTIVE)

Performance Indicator
AGE 1-2 O NO
1.Responding to voices, sounds when hear
2.Recognizing voices, tones of family members
3. Cries at different pitches to express different needs
4.Smiling to people around
5.Cooing when hungry or want something
6.Producing “p” “b” and “m” sounds in babbling
7.Listening when somebody speak
8.Responding to his/her name when calling
9.Understanding “no” and common objects (e.g., cup)
10.Understanding some simple commands
11.Using more complex babbling when he wants something
12.Using facial expression like frown face when he/she is angry
 DEVELOPMENTAL ASSESSMENT
13.Using more gestures to TOOL
communicate
14.Producing first words like papa, mama, dada…
15.Recognizing the name of familiar objects and people. (e.g. mama,
papa, ball, doll…)
16.Following simple directions. (‘Come here”)
17.Saying one or two words like mama, papa…
18.Imitating sounds and facial expressions.
19.Participating in two-way communication
20.Combining sounds and gestures
AGE 2-3 O NO
1.Understanding additional simple commands
2.Pointing one to three body parts
3.Making more requests
4.Recognizing own name
5.Repeating words he/she hears
6.Identifying actions in pictures
7.Understanding additional simple commands
8.Consistently imitates new words
9.Naming objects and pictures
10.Responding to questions
11.Pointing to simple named pictures (e.g. ball, doll..)
12.Following simple commands (e.g. kick the ball, open the door)
13.Responding to the simple questions. ( Where is Mommy?)
14.Responding to yes/no questions.
15.Saying his own name or nickname upon request
16.Answering question “what’s this?” with object name
17.Combining use of words and gestures to make wants known
18.Naming 5 other family members, including pets
19.Naming 4 toys
20.Producing animal sound or uses sound for animal’s name (cow is
“moo-moo”)
AGE 3-4 O NO
1.Following two- steps command (e.g. take your water bottle and give it
to me.)
2.Identifying actions like run, jump…
3.Understanding simple contradicting concepts like cold/hot, stop/go..
4.Combining noun and verb in two-word phrase (daddy go)
5.Using word for bathroom need
6.Combining verb or noun with “there” and “here” in 2-word utterance
(chair here)
7.Combining 2 words to express possession (daddy car)
8.Using “no” or “not” in talking.
9.Answering question “what’s_______ doing?” for common activities
10.Answering “where” questions ( Where is your mother?)
11.Naming familiar environmental sounds
12.Giving more than one object when asked using plural form (blocks)
13.Pointing to picture of 10 common objects described by use
 DEVELOPMENTAL ASSESSMENT
14.Telling sex when asked TOOL
15.Carrying out a series
of two related commands
16.Using “in” verb form (running)
17.Using regular plural forms (book/books)
18.Asking question. “What‘s this (that)?”
19.Saying “I, me, mine” rather than own name
20.Describing items as open or closed
21.Using some class name (toy, animal, food)
AGE 4-5 O NO
1.Following three-steps commands (e.g. take your water, give it to daddy
then come here)
2.Identifying primary colors ( red, blue, yellow, green)
3.Willing to attend for five minutes while the story is end
4.Telling his/her full name when requested
5.Answering simple “how “questions. (How many candies…)
6.Telling about immediate experiences
7.Telling how common objects are used
8.Expressing future occurrences with “going to” “have to.” Want to”
9.Using of regular past tense forms (jumped )
10.Generating simple rhymes, (cat, bat) 13
11.Identifying crosses, triangles, circles and squares
12.Knowing most body parts
13.Understanding concepts of numbers up to 3
14.Answering questions about objects functioning
15.Understanding position concepts on the left and right.
AGE 5-6 O NO
1.Understanding the meaning of most sentences
2.Understanding most concepts of time
3.Sequencing of numbers
4.Mastering consonant blends (e.g. sh. fl….)
5.Understanding left and right
6.Engaging conversation
7.Understanding position concepts on the left and right.
8.Recognizing the difference between reality and fantasy
9.Retelling story in a brief manner
10.Clarifying information by asking questions
11.Answering comprehension question
12.Understanding the meaning of most sentences
13.Understanding most concepts of time
14.Sequencing of numbers
15.Mastering consonant blends (e.g. sh. fl….)
16.Understanding left and right
17.Engaging conversation
18.Understanding position concepts on the left and right.
19.Recognizing the difference between reality and fantasy
20.Retelling story in a brief manner
21.Clarifying information by asking questions
 DEVELOPMENTAL ASSESSMENT
22. Answering TOOL
comprehension question
AGE 6-7 O NO
1.Understanding position concepts (left and right)
2.Understanding concepts of same.. different, weather, and time of day
3.Understanding the difference between reality and fantasy
4.Classifying objects according to more specific traits (e.g. shape, color,
use and what is made of).
5.Giving short oral reports of the story that he/she listen to
6.Making predictions, providing solutions and giving explanations.
7.Clarifying information by asking questions
8.Answering comprehension question
9.Talking about movies and past events in details
10.Sequencing numbers
AGE 7-8 O NO
1.Understanding position concepts (left and right)
2.Understanding concepts of same.. different, weather, and time of day
3.Understanding the difference between reality and fantasy
4.Classifying objects according to more specific traits (e.g. shape, color,
use and what is made of).
5.Giving short oral reports of the story that he/she listen to 14
6.Making predictions, providing solutions and giving explanations.
7.Writing descriptive paragraph.
8.Listening for a sustained period of time ( e.g. attending program with a
guest speaker at school)
9.Asking questions to clarify information
10.Expressing their opinions
AGE 8-9 O NO
1.Retelling both imaginary and real events
2.Using appropriate grammar in communicating and writing
3.Expressing their opinions
4.Asking questions to clarify information
5.Making predictions, providing solutions and giving explanations.
6.Writing descriptive paragraph.
7.Listening for a sustained period of time ( e.g. attending program with a
guest speaker at school)
8.Using more complex sentence
9.Understanding concepts of same.. different, weather, and time of day
10.Giving short oral reports of the story that he/she listen to
AGE 9-10 O NO
1.Listening to and understanding information presented by peers.
2.Expressing their opinions based on what they see
3.Demonstrating and understanding of grade level content material
4.Understanding jokes and riddles presented by peers
5.Retelling both imaginary and real events
6.Using appropriate grammar in communicating and writing
7.Writing descriptive paragraph.
8.Listening for a sustained period of time ( e.g. attending program with a
 DEVELOPMENTAL ASSESSMENT
guest speaker at school) TOOL
9.Using more complex
sentence
10.Understanding concepts of same.. different, weather, and time of day
AGE 10-11 O NO
1.Listening to and understanding information presented by peers.
2.Expressing their opinions based on what they see
3.Demonstrating and understanding of grade level content material
4.Understanding jokes and riddles presented by peers
5.Retelling both imaginary and real events
6.Using appropriate grammar in communicating and writing
7.Writing descriptive paragraph.
8.Listening for a sustained period of time ( e.g. attending program with a
guest speaker at school)
9.Using more complex sentence
10.Understanding concepts of same.. different, weather, and time of day

AGE 11-12 O NO
1.Listening to and understanding information presented by peers.
2.Expressing their opinions based on what they see 15
3.Demonstrating and understanding of grade level content material
4.Understanding jokes and riddles presented by peers
5.Retelling both imaginary and real events
6.Using appropriate grammar in communicating and writing
7.Writing descriptive paragraph.
8.Listening for a sustained period of time ( e.g. attending program with a
guest speaker at school)
9.Using more complex sentence
10.Understanding concepts of same.. different, weather, and time of day

COMMUNICATION SKILLS (EXPRESSIVE)

Performance Indicator
AGE 1-2 O NO
1.Trying to imitates words and repeating sounds
2.Using simple gestures like clapping and saying no
3.Responding to being spoken to by making sound
4.Enjoying playing games like “peek-aboo”
5.Enjoying listening to a songs like nursery rhymes and lullaby
6.Babbling or making sounds with changes in pitch/tone
7.Saying first word (“Mama”, “Dada”)
9.Looking toward an item they want
10.Shouting or coughing to gain attention
11.Waving hi/bye
12.Imitating functional play
13.Pointing/reaching to what they want
AGE 2-3 O NO
 DEVELOPMENTAL ASSESSMENT
1.Imitating a word Jargon TOOL
(sentence like intonation
Vocalizes with gestures
2.Answering basic “what” questions
3.Protesting by saying no/shake head
4.Naming a few animal sounds
5.Saying between 10-50 words by 18 months
6.Pointing to show items
7.Starting to combine 2 words together
8.Naming familiar objects
9.Saying own name
10.Asking, “what’s that”?
11. Imitating words more frequently and clearly
12. Starting to answer basic questions verbally

AGE 3-4 O NO
1.Starting of using plurals & -ing verbs
2.Using a few pronouns (“my” or “I”)
3.Combining 2-3 words together
4.Answering what and where ?’s
5.Begining to ask what/where ?’s
6.Consistently answers wh- ?’
7.Verbally expresses emotions
8.Naming most familiar things & people
9.Can holding a basic conversation
AGE 4-5 O NO
1.Speaking in 4-5 word sentences in conversation
2.Naming a variety of pictures
3.Telling how an object is used
4.Describing items and differentiates by color, size, shape, and objects
5.Describing what’s going on in picture sequence cards
6.Answering a variety of logical questions including: what happened,
why, when, and how
7.Making an inferences—answers questions about hypothetical events—
what would you do if…
8.Using conjunctions to join ideas in more complex sentences (and, if, so,
but)
9.Using expressive words of at least 1000 words
10.Speaks in 4-5 word sentences in conversation
AGE 5-6 O NO
1.Responding to “What did you say?”
2.Talking without repeating sounds or words most of the time.
3.Naming letters and numbers.
4.Uses sentences that have more than 1 action word, like jump, play, and
get.
5.May make some mistakes, like “Lito gots 2 video games, but I got one.”
6.Telling a short story.
7.Keeping a conversation going.
 DEVELOPMENTAL ASSESSMENT
8.Talking in different ways, TOOL
depending on the listener
and place.
9.Using short sentences with younger children.
10.Talking louder outside than inside.
AGE 6-7 O NO
1.Uses preposition “above” (6 years, 6 months)
2.Uses most parts of speech, grammar is mostly acquired
3.Begins to master exceptions to grammatical rules
4.Use and understanding of passive sentences begins
5.Expresses ideas with a variety of complex sentences
6.Asks/answers factual and inferential questions
7.Gives directions
8.Uses a variety of words, not just the same ones over and over

AGE 7-8 O NO
1.Uses most parts of speech, all grammar is acquired
2.Exceptions to grammatical rules are mastered
3.Uses and understands passive sentences
4.Uses clear and specific vocabulary in conversation and discussions
5.Uses subject related vocabulary 17
6.Asks/answers factual and inferential questions
7.Explains what has been learned
8.Uses a variety of words, not just the same ones over and over
AGE 8-9 O NO
1.Uses language effectively for a variety of purposes/situations
2.Participates in group discussions
3.Gives accurate directions to others
4.Summarizes and restates ideas
5.Organizes information for clarity
6.Uses subject area information and vocabulary for learning
7.Give effective oral presentations
8.Can explain relationships between meanings of multiple-meaning
words (analogies) (9-12 years)
9.Uses more abstract and specific vocabulary and grammar, complex
sentences in writing than in conversation (9-12 years)
10.Uses a variety of words, not just the same ones over and over
11.Gives synonyms and categories in word definitions
12.4 out of 5 words have a prefix or suffix
13.Uses more figurative language in conversation – Example: “I am in hot
water.”
14.Begins to understand jokes and riddles based on sound similarities (7-
9 years) – Example: “What kind of shows to cows like to watch?” “Moo-
sicals”
AGE 9-10 O NO
1.Uses language effectively for a variety of purposes or situations
2.Gives accurate directions to others
3.Summarizes main points
 DEVELOPMENTAL ASSESSMENT
4.Reports about TOOL
information gathered in
group activities
5.Organizes information for clarity
6.Make planned oral presentations appropriate to audience
7.Can explain relationships between meanings of multiple meaning
words or analogies (9-12 years)
8.Uses more abstract and specific vocabulary and grammar, complex
sentences in writing than in conversation (9-12 years)
9.Uses a variety of words, not just the same ones over and over
10.Gives synonyms and categories in word definitions
11.4 out of 5 words have a prefix or suffix
12.Uses more figurative language in conversation – Examples: “I am in
hot water.” “That math problem is a bear.”

SELF-CARE SKILLS

Performance Indicator 18
Age 1-2 O NO
1.Feeding self small crackers or other small pieces of food.
2.Holding and drinking from cup with one hand
3.Putting hands in water and patting wet hands on face in imitation
4.Sitting on potty of infant toilet seat for 5 minutes
5.Putting hat on head and take it off
6.Pulling off socks
7.Pushing arms through sleeves, Legs through pants
8.Taking off shoes when laces are united and loosened
9.Taking off coat when unfastened
10.Taking off pants when unfastened
11.Zipping and unzipping large zipper without working catch
Using words or gesture indicating need to go to bathroom
12.Distinguishing between edible and inedible objects (18 months)
13.Playing next to children
14.Imitating adult behaviour
15.Has an awareness of a parent’s approval or disapproval of their
actions
16.Understanding common dangers of hot objects, stairs, glass
17.Settling themselves to sleep at night or during the day
18.Knowing where familiar items are kept
19.Removing own shoes
Age 2-3 O NO
1.Feeding self entire meal
2.Taking towel from parents and wipes hands and face
3.Sucking liquid from glass or cup using straw
4.Scooping with fork
 DEVELOPMENTAL ASSESSMENT
5.Chewing and swallows TOOL
only edible substances
6.Dying hand without help when given towel
7.Asking to go to bathroom, ever if too late to avoid accidents
8.Controlling drooling
9.Urinating or defecates in potty three time per week when placed on
potty
10.Brushing teeth in imitation
11.Taking off simple clothing that has been unfastened
12.Using bathroom for bowel movements, one daytime accident per
week
13.Washing own arms and legs while being bathed
14.Getting drink from faucet without help, when stool or steps are
provided
15.Washing hand and face using soap when adult regulates water
16.Asking to go to bathroom during the day in time to avoid
accidents
17.Staying dry during naps
18.Avoiding hazards such as sharp furniture corners, open stairs
19.Putting on socks
20.Unfastening snaps on clothing

Age 3-4 O NO
1.Dressing self with help on Pullover shirts and all fasteners
2.Wiping nose when reminded
3.Waking up dry two mornings out of seven
4.Males urinate in toilet standing up
5.Initiates dressing and undressing
6.Snaps or hooks clothing
7.Blows nose when reminded
8.Puts coat on hook or hanger
10.Avoids common dangers (i.e. . broken glass)
11.Feeding self without difficulty.
12.Unbuttoning large buttons on button board or jacket on
13.Buttoning large buttons on button board or jacket
14.Using a napkin to wipe face and hands.
15.Cleaning up spills, getting own cloth
16.Able to complete main parts of getting dressed
17.Able to get undressed independently
18.Toileting independently.
19.Dressing and undressing self
20.Brushing teeth independently
21.Having an awareness of a parent’s approval or disapproval of their
actions.
Age 4-5 O NO
1.Avoiding poisons and all harmful substances
2.Unbuttoning own clothing
 DEVELOPMENTAL ASSESSMENT
3.Clearing place at table TOOL
4.Putting zipper foot in
catch
5.Washing hands and face
6.Using correct utensils for food
7.Waking from sleep during night to use toilet or stay dry all night
8.Wiping and blowing nose when needed without reminders, 75% of the
time
9.Bathing self except for back, neck and ears
10.Using knife for spreading soft toppings on toast
11.Buckling and unbuckles belt on dress or pant and shoes
12.Dressing self completely, including all front fastenings except ties
13.Serving self at table, parent holds serving dish
14.Helping set table by correctly placing plates, napkins and utensils,
with verbal cues
15.Brushing teeth
16.Going to bathroom in time, undresses, wipes self, flushes toilet, and
dresses unaided
17.Combing or brushes hair
18.Hanging up clothes on hanger
19.Tying shoes

Age 5-6 O NO
1.Is responsible for one weekly household task and does it upon request
2.Selecting appropriate clothing for temperature and occasion 20
3.Stopping at curb, looking both ways, and crosses street without verbal
reminders
4.Serving self at table and passes serving dish
5.Is responsible for one daily household task (i.e., setting table, taking
out trash)
6.Preparing own food
7.Cutting soft foods with knife (i.e., hot dogs, bananas
8.Finding correct bathroom in public place
9.Tying hood strings
10.Dressing independently
11.Putting shoes on correct feet
12.Tying shoelaces
13.Completing daytime control for both urination and bowel movements
14.Brushes teeth independently
15.Feeding self without difficulty.
16.Expressing emotions.
17.Sitting at a desk, following teacher instructions, and independently
doing simple in-class assignments
18.Coping in busy/noisy environments.
19.Tolerating different clothing textures, seams, tags.
20.Settling independently for sleep
Age 6-7 O NO
1.Opening lunch boxes, zip lock bags, food packaging
 DEVELOPMENTAL ASSESSMENT
2.Independently getting TOOL
self to sleep and sleeping
through the night
3.Eating a range of food and tolerating different textures
4.Showering independently
5.Packing a bag for school or other outings with little
assistance/prompting
6.Expressing emotions
7.Morning routine at school (putting bag away, swapping readers, putting
drink bottle in correct spot)
8.Independently toileting during the day and at night
9.Coping in busy/noisy environments
10.Telling the time
11.Feeding self without difficulty
12.Knowing where their body is in time and space to move
13.Coordinating body movements for ball skills
14.Playing with 4 or 5 children in a group
15.Inhibiting the need to talk/ask questions
16.Preparing simple meals (e.g. cereal)
17.Showering Independently
18.Knowing where their body is in time and space to coordinate body
movements for ball skills.
19.Playing with 4 or 5 children in a group
20.Eating a range of food and tolerating different textures.
Age 7-8 O NO
1.Opening lunch boxes, zip lock bags, food packaging
2.Packing a bag for school or other outings with little 21
assistance/prompting
3.Recalling events and describing them
4.Expressing emotions
5.Remembering a sentence to write that was just thought about or told
6.Attending for longer periods of time
7.Sitting still (e.g. in class, at mealtimes)
8.Coping in busy/noisy environments
9.Showering independently
10.Taking on more responsibilities e.g. chores
11.Understanding money
12.Telling the time and displaying time management skills
13.Inhibiting the need to talk and ask questions
14.Preparing simple meals e.g. cereal, sandwich
15.Independent with all dressing tasks including the selections of
appropriate clothing
16.Helping out around the house (pick up their toys, make their beds,
and clean their rooms )
17.Bathing independently
Age 8-10 O NO
1.Using a napkin to wipe face and hands.
2.Settling themselves to sleep at night
 DEVELOPMENTAL ASSESSMENT
3.Independently packing TOOL
items away.
4.Expressing emotions.
5.Following rules
6.Knowing where familiar items are kept.
7.Toileting independently.
8.Helping with daily chores like table setting and picking up toys.
9.Preparing own food/drinks (sandwich, fruit juice, milk)
10.Make their beds
Age 10-12 O NO
1.Doing their own laundry
2.Tackling more things independently(chores, schoolwork)
3.Paying attention to things like clothes and hairstyles
4.Using public transit
5.Getting to and from school on their own.
6.Watching over a younger sibling
7.Taking responsibility for basic household chores.
8.Getting themselves up and ready for school on time.
9.Cleaning their own room
10.Dressing independently including the selections of appropriate
clothing
11.Grooming independently (ex. brushing teeth, bathing)

FINE MOTOR SKILLS

22
Performance Indicator
Age 1-2 O NO
1.Picking up small objects using thumb and tip of index finger (pincer
grasp) with either hand
2.Using both hands
3.Holding objects
4.Beating objects while holding
5.Holding crayons with whole hand (palmar grasp)
6.Building tower using small block
7.Building 1-2 small blocks
8.Building 3 small blocks
9.Putting rings on stick
10.Putting 1 ring on stick
11.Putting 2 rings on stick
12.Putting 3 rings on stick
13.Putting 4 rings on stick
14.Turning pages of a book
15.Turning pages 2 of a book at the same time
16.Turning pages 3 of a book at the same time
17.Scribbling using crayon
 DEVELOPMENTAL ASSESSMENT
18.Scribbling using jumbo TOOL
pencil
19.Turning knobs
20.Holding cup independently
21.Drinking from cup independently
22.Placing 1 clothespin into board
23.Placing 2 clothespin into board
24.Placing 3 clothespin into board
25.Placing 4 clothespin into board
26.Placing 5 clothespin into board
27.Building a 2-piece puzzle
28.Throwing small ball
29.Taking off shoes
Age 2-3 O NO
1.Threading 4 large beads onto a string
2.Turning one page of a book at a time
3.Building a tower of around 7 or 8 blocks, and bridges
4.Cutting paper with scissors
5.Holding crayons with thumb and fingers, with improved tripod grasp
6.Making circular lines
7.Making vertical lines
8.Making horizontal lines
9.Inserting pegs into a round hole
10.Zipping zipper
11.Unzipping zipper
12.Buttoning large buttons
13.Unbuttoning large buttons
Age 3-4 O NO
1.Building tower of 9-10 small blocks
2.Copying circle
3.Drawing cross
4.Manipulating clay material
5.Holding pencil in a tripod grasp
6.Using non-dominant hand to assist and stabilize the use of objects
7.Holding scissors correctly
8.Threading a medium sized bead
Age 4-5 O NO
1.Cutting on line continuously
2.Drawing some basic shapes
3.Drawing circle
4.Drawing square
5.Drawing triangle
6.Copying numbers 1
7.Copying numbers 2
8.Copying numbers 3
9.Copying numbers 4
10.Copying numbers 5
11.Copying letter V
 DEVELOPMENTAL ASSESSMENT
12.Copying letter H TOOL
13.Copying letter T
14.Copying letter O
15.Copying name
16.Building more complex tower of 10 or more small blocks
17.Establishing well-handedness
18.Controlling in dressing
Age 5-6 O NO
1.Picking up and handles tiny objects
2.Picking up objects with thumbs and index fingers
3.Cutting out simple shapes
4.Drawing simple shape circle, square, triangle, diamond)
5.Holding crayon with all the fingers of his hand (palmar grasp)
6.Coloring neatly and within lines
7.Using a 3 fingered grasp (tripod) of pencil and uses fingers to generate
movement
8.Displaying a definite hand preference
9.Pasting and glues appropriately
10.Drawing a human figure (head yes, trunk, arms, hand/finger)
11.Using clothespins to transfer small object
12.Folding paper in 3-4 panel
Age 6-7 O NO
1.Writing most letters correctly
2.Writing most numbers correctly
3.Writing consistently on the lines
4.Demonstrating controlled pencil movement (tripod grasp)
5.Good endurance for writing
6.Building blocks independently
7.Threading and tying shoelaces independently 24
8.Handling small objects without dropping
9.Folding paper in a complex pattern
10.Cutting complex shapes with outline
Age 7-8 O NO
1.Maintaining legibility of handwriting for entirety of a story
2.Cutting out complex shapes that have angles and curves
3.Folding paper in a complex pattern

GROSS MOTOR SKILLS

Performance Indicator
Age 1-2 O NO
1.Kicking ball with either foot
2.Climbing onto furniture
3.Squatting to play
4.Pulling a toy behind themselves while walking
5.Kicking a ball forward
Age 2-3 O NO
1.Walking up stairs while holding onto the rail/ wall
 DEVELOPMENTAL ASSESSMENT
2.Walking down stairs TOOL
3.Squatting without losing
balance
4.Walking along a narrow wall
5.Standing on one leg briefly
6.Hopping on one leg briefly
7.Pushing large toys, but still learning to steer around obstacles
8.Pulling large toys, but still learning to steer around obstacles
9.Kicking large ball without losing balance
10.Catching a large ball with arms
Age 3-4 O NO
1.Balancing on one foot for a few seconds
2.Catching a large ball
3.Jumping forward 12 inches with feet together
4.Running
5.Running around obstacles
6.Climbing
7.Carrying large toys while walking down stairs
8.Throwing a ball at a target
9.Sliding on a slide independently
10.Hopping on preferred foot
11.Walking up and down stairs with alternate feet, without support
Age 4-5 O NO
1.Climbing ladders
2.Climbing trees
3.Swinging independently
4.Sitting with knees crossed
5.Jumping on trampoline
Age 5-6 O NO
1.Climbing on chair or other elevated piece of furniture like a bed without
help
2.Walking backward
3.Running without tripping or falling
4.Walking down stairs, 2 feet on each step, with one held
5.Walking upstairs holding handrail, 2 feet on each step
6.Walking upstairs with alternate feet without holding handrail
7.Walking down stair with alternate feet without holding handrail
8.Walking narrow line
9.Moving body part as directed
10.Jumping up
11.Throwing ball overhead with direction
12.Hopping 1-3 steps on preferred foot
13.Jumping and turning at
14.Dancing with pattern
15.Skipping on alternate feet
16.Bending over to touch toes without bending knees
17.Kicking a rolling ball
18.Dribbling a ball
 DEVELOPMENTAL ASSESSMENT
19.Bouncing ball with two TOOL
Age 6-7 O NO
1.Running around obstacles while maintaining balance.
2.Standing on one foot for at least 10 seconds.
3.Skipping forward without demonstration.
4.Stepping forward with leg on opposite side as throwing arm when
throwing a ball.
5.Kicking a ball with reasonable accuracy.
6.Using a skipping rope.
7.Jumping forwards with both feet together.
8.Catching a small ball using hands only.
9.Jumping over an object and landing with both feet together.
10.Running up and down stairs

SOCIALIZATION SKILLS

Performance Indicator
Age 1-2 O NO
1.Recognizing themselves in the mirror or photograph and smile or make
faces at themselves.
2.Beginning to say ‘no’ to bedtime and other requests
3.Imitating adults’ actions and words (e.g. chores)
4.Understanding common words and commands, and responding to
them
5.Hugging and kissing parents, familiar people and pets
6.Bringing things to “show” to other people 26
7.Being helpful with simple chores in the house
8.Feeling jealous when they are not the center of attention
9.Showing frustration easily
10.Playing next to another child, but will not share things especially toys
11.Playing alone for a few minutes
12.Reacting to changes in daily routines
13.Sharing a piece of food
14.Developing a range of emotions (may have tantrums, show
aggression by biting, etc)
15.Starting to assert independence by preferring to try do things “by
myself”, without help
16.Showing Interest in new experiences
17.Cooperates/plays with other children
18.Role playing such as "mom "or "dad"
19.Engaging in fantasy play
20.Playing near to other child, each doing separate activities
Age 2-3 O NO
1.Being assertive about what they want, and say no to adult requests
2.Starting to show awareness of their own feelings and others’ feelings
3.Having rapid mood shifts
4.Showing more fear in certain situations (e.g the dark)
5.Becoming shy, and may start to whine
 DEVELOPMENTAL ASSESSMENT
6.Possibly become TOOL
aggressive and frustrated
easily
7.Resisting changes
8.Wanting independence, but still need security of parents
9.Needing an ordered, predictable routine (ie: when saying good-bye to
parents)
10.Watching other children in play, and join them briefly
11.Defending their possessions
12.Beginning to play “house”
13.Beginning to separate more easily from parents
14.Beginning to show empathy to other children (respond to their
feelings)
15.Cooperating with parental request 50% of the time
16.Attending to music or stories 5-10 minutes
17.Saying “please” and “thank you” when reminded
18.Attempting to help parent with tasks by doing a part of the chore
(holding dustpan)
19.Playing “dress- up” in adult clothes
20.Showing understanding of feelings by verbalizing love, mad, sad,
laugh, etc. when asked
Age 3-4 O NO
1.Playing with other kids and socialize
2.Acting jealous and aggressive towards other children.
3.Learning to share and cooperate with others.
4.Greeting adults they know and say “please” and “thank you.”
5.Playing make-believe and come up with more complex scenarios. For
example, they might pretend to be in a fight with their parents to
externalize their emotions. 27
6.Talking and have conversations.
7.Interacting with other children and take part in group games such
as London Bridge is Falling Down and musical chairs.
8.Obeying their parents more often.
9.Seeking approval from adults.
10.Singing and dances to music
11.Following rules by imitating actions of other children
12.Greeting familiar adults without reminder
13.Following rules in group led by adult
14.Asking permission to use toy that peer is playing with
15.Saying please and thank you without reminder 50% of the time
16.Taking turns
17.Following rules in group games led by an older child
18.Cooperating with adult requests 50% of the time
19.Staying and play in own area with adult supervision
20.Playing with other kids and socialize.
Age 4-5 O NO
1.Learning to understand about other people’s feelings and needs.
2.Feeling jealous of relationships with other people, such as mother to
his/her father
 DEVELOPMENTAL ASSESSMENT
3.Playing pretend games TOOL
such acting like
superheroes.
4.Beginning to organize games and make friends.
5.Being quite bossy with other children.
6.Separating from parents without getting upset.
7.Developing a sense of humor, and will laugh at funny situations.
8.Starting to be noisy, boasting, exuberant.
9.Playing quite complicated make-believe and pretend games such as
daddy and mommy.
10.Having imaginary playmates.
11.Telling stories (lies) in order to please someone.
12.Asking for assistance when having difficulty (with bathroom or getting
a drink)
13.Contributing to adult conversation
14.Repeating rhymes, or dances for others
15.Working alone at chore for 20-30 minutes
16.Apologizing without reminder 50% or the time
17.Taking turns with 8-9 other children
18.Playing with 2-3 children for 20 minutes in cooperative activity
19.Engaging in socially acceptable behavior in public
Age 5-6 O NO
1.Stating feelings about self: mad, happy, love
2.Playing with 4-5 children in cooperative activity without constant
supervision
3.Explaining rules of game or activity to others
4.Imitating adult roles
5.Joining in conversation at mealtime
6.Following rules of verbal reasoning game 28
7.Comforting playmates in distress
8.Choosing own friends
9.Stating goal for himself and carries out activity
10.Acting out parts of story, playing part or using puppets
11.Making an effort to solve problems
12.Settling conflict
13.Choosing activities and sticking to them.
14.Using the right words to express pride or discontent.
15.Showing more perseverance
16.Acting in order to please an adult
17.Recognizing the emotions of others by observing their facial
expressions and certain gestures.
18.Seeking the support of an adult to exercise patience
19.Expressing their needs and is becoming more independent.
20.Making decisions and enjoy taking on challenges.
Age 6-7 O NO
1.Making friends with peers of the same gender, and often labels games
and activities as being either “for boys” or “for girls.”
2.Befriending children with similar interests who like practising the same
 DEVELOPMENTAL ASSESSMENT
activities they do. TOOL
3.Resolving peer conflicts
without the help of an adult.
4.Wanting to be part of a group and can identify with their peers.
5.Getting better at distinguishing between fantasy and reality
6.Cooperating when doing a task, even when there is no adult present.
7.Developing a tendency to tell on other children when they don’t follow
the rules.
8.Demonstrating leadership in a group.
9.Letting other children influence them.
10.Understanding that there are rules that exist in society.
11.Showing deliberate respect for others.
12.Becoming increasingly aware of their strengths and weaknesses.
13.Influencing other children they interact with.
14.Developing enough self-confidence.
15.Hearing and consider another person’s point of view.
16.Starting to empathize with other children’s feelings.
17.Learning how to accept criticism.
18.Having a strong desire to do things well.
19.Caring for and playing with younger children.
20.Having trouble in getting along with some children.
Age 7-8 O NO
1.Engaging in play which includes themes never personally experienced
(e.g. going to space).
2.Negotiating during play.
3.Engaging in well-organised play.
4.Playing with small groups and making up their own games with rules.
5.Playing co-operative games (getting better at coping with losing). 29
6.Enjoying play with other children of their own sex.
7.Making friends with peers of the same gender.
8.Acting as a mediator in a conflict between two other children.
9.Liking to be part of a group and identify with their peers.
10.Understanding the concept of being “accepted” or “rejected” by a
group.
11.Working in a team in class and understand that everyone has
something to contribute.
12.Carrying out both positive and negative actions.
13.Understand the meaning and importance of rules in society, and the
consequences of not following them.
14.Developing their sense of humour and enjoy telling jokes.
15.Recognizing facial expressions that represent more subtle emotions
(e.g., surprise, disgust, fear).
16.Offering help a child or an adult without being prompted.
17.Participating in games and group activities.
18.Understanding role in a group (e.g., whether they’re more of a leader
or a follower).
Age 8-9 O NO
1.Learning to cooperate in group settings and group games
 DEVELOPMENTAL ASSESSMENT
2.Spending a lot of time TOOL
talking with peers
3.Developing lasting friendships and begin to handle peer pressure
4.Enjoying group activities and group games that focus on a common
interest
5.Demonstrating growing independence, leading to concern with rules
that can lead to bossiness
6.Using problem-solving, negotiating and compromising skills with peers
7.Developing interest in long-range projects
8.Beginning to develop sportsmanship and learn about winning and
losing gracefully
9.Developing competence in competitive games and team sports
10.Becoming sensitive to what others think of them and to adult approval
11.Beginning to consider clubs and groups are important
12.Becoming critical of their own performance and begin to evaluate
themselves
13.Becoming enthusiastic to tackle anything and will work hard to
develop a skill
14.Developing competitiveness
15.Expressing subtle emotions
16.Being sensitive and overly dramatic
17.Changing emotions quickly
18.Becoming discouraged, which may lead to being shy in public
performances
19.Showing interest in being more grown-up and able to begin tackling
more responsibilities and routines
20.Learning to cooperate in group settings and group games dislike
playing alone
Age 9-10 O NO
1.Disliking playing alone 30
2.Experiencing moments of anger or frustration
3.Wanting to be first and best, and get things right
4.Notioning of a “best friend” is becoming more important.
5.Sharing secrets and jokes with friends
6.Starting to develop own identity
7.Becoming affectionate, silly, and curious
8.Withdrawing from family activities and conversations
9.Being selfish, rude, and argumentative
10.Complaining about friendships and other kids’ reactions
11.Expressing feelings with words
Age 10-11 O NO
1.Thinking more logically
2.Becoming introspective and moody
3.Valuing friends’ and others’ opinions more
4.Seeking more privacy
5.Beginning to develop personal values
6.Learning to make appropriate decisions to resolve conflicts arising from
the influence of peers
7.Defining themselves through environment, friends, clothes, culture, TV,
 DEVELOPMENTAL ASSESSMENT
etc. TOOL
8.Developing the
understanding that there are consequences to their actions
9.Learning to analyze risk factors
10.Showing empathy
Age 11-12 O NO
1.Learning to handle emotions such as fear, frustration and rejection
2.Learning to express individual ideas in appropriate ways
3.Participating in a lengthy project that has a visible outcome (such as
skits with costumes, organizing a community program, etc.)
4.Beginning to accept personal and community responsibility
5.Developing leadership skills
6.Developing persistence
7.Exploring and examining rules to make sure the rules are fair
8.Identifying themselves with a peer group; they may do things with
others that they’d never attempt alone
9.Learning to accept and value other points of view
10.Communicating with peers through a variety of methods
11.Demonstrating the ability to set personal goals

Administered by: Attested by:

_______________________ _____________________________ ________________________

Signature over printed name Adviser/ Subject Teacher Parent/ Guardian
Position

Noted:
Annex
__________________________ 31
School Head SUGGESTED SKILLS ACTIVITIES

A. RECEPTIVE LANGUAGE
Age 5-6
Answers question “what happens if… (You drop an egg)?”
Activity Suggestions:

1. Set up in which child can observe the results of an action, or choose

things he/she has had the opportunity to observe in his/her own

environment: for example, dropping an egg, tipping a cup of milk, not

fastening his pants,/shorts etc. Then have child tell you what would

happen if _________________. If he can’t tell you or gives an incorrect

 DEVELOPMENTAL ASSESSMENT
answer, try TOOL the activity if

possible and have child observe and tell you what happened.

2. Try to find opportunities to pose “what happens if…?” questions to child.

For example, if it’s raining outside you could ask, “What happens to the

plants if it rains?” If child is taking a bath you could ask, “What happens if

you drop the bar of soap into the water?” As much as possible and

appropriate, let child observe to see if his answer is correct.

3. Present sequencing of events pictures and let the child arrange it and tell

what happen to the story.

A. COMMUNICATION
32
RECEPTIVE LANGUAGE
Age 5-6

Can “tell” me the opposite of ______”

Activity Suggestions:

1. On assessment day, talk about opposites. For example, talk about the fact the
“the milk is hot, and the opposite of hot is cold.” After giving several
examples have the child give you some examples, or point to something to
say. “Can you tell me the opposite of ______________?”
2. Use pictures that depict opposites concepts; talk about the pictures first so
child understands what each one represents. For example, one picture might
have a balloon that is up in the air, and another shows a rock that is down on
the ground; one picture might show a cold ice cube and another might show
 DEVELOPMENTAL ASSESSMENT
the hot sun; TOOL etc. After
you have talked about the pictures, encouraged child to match the opposite
pairs. Continue to discuss the pictures if child has difficulty.
3. Ask child, “What’s the opposite of __?” if he can’t tell you, use the pictures to
assist him.
4. Try to find a simple book which illustrates the concept of opposites. Read the
book with child and talk about the idea of opposites

33
EXPRESSIVE LANGUAGE

Age 5- 6
Tells how common objects are used

Activity Suggestions:

1. As you are playing together, collect a variety of object and put them in a

bag. Have child reach into the bag and pull out an object. Then ask, “What do

we do with this?’ Allow child time to think about his answer and respond;

provide the answer if he is not able.

 DEVELOPMENTAL ASSESSMENT
2. Use the TOOL procedure

described in # 1 with pictures instead of objects. This will typically be more

challenging for child.

3. Talk to child as you carry out daily activities, describing what you’re doing

with various objects.

4. As child goes about his daily activities, ask him what he’s/she’s doing with

various objects. Be sure to take time to listen to his answers, asking

additional questions as appropriate to show your interest.

34
EXPRESSIVE LANGUAGE

Age 5- 6
Tells daily experiences
Activity Suggestions:

1. After doing an activity with child, have child tell you or another person what

he did. Provide verbal cues if necessary.

2. Begin by having child tell you about experiences that just happened.

Gradually, have him/her tell you what he/she did earlier in the day.
 DEVELOPMENTAL ASSESSMENT
3. Establish a TOOL special time

(before the evening meal, before bed, etc.) when child can tell about the

experiences of his day. He/She might enjoy relating these to a parent who

was not home during the day, or have him/her tell about the day as a way to

review all the good things that happened and make plans for the next day.

4. Initially, accept short descriptions of major events. Give child cues to help

him/her elaborate and give more details. Gradually, withdraw cues as a child

gives details spontaneously.

35
B. SELF-CARE
Age 5-6
Selects appropriate clothing for temperature and occasion
 Sunny day and Rainy day

Activity Suggestions:

1. Let the child select clothes for each day . Praise him/her for making good

choices.

2. Prepare a box of paper clothes about when/where one would wear certain

clothing items (coats, raincoats, swimsuits, dresses etc).

 DEVELOPMENTAL ASSESSMENT
3. Use paper TOOL dolls.

Describe a particular kind of day to the child (use symbols sun and raining)

and have her choose the clothing.

4. Show the sun , give the child a choice of 2-3 items of clothing to choose from.

Let him/her choose independently.

5. Show the raining symbol , give the child a choice of 2-3 items of clothing to

choose from. Let him/her choose independently.

Materials
Pictures of rainy day and sunny day, a boy and a girl , clothes

SELF-CARE 36
Age 5-6
Preparing own food (cereal) for breakfast

Activity Suggestions:

1. Keep cereal and bowls in an easy-to-reach place. Store milk in an

easy-to-pour container.

2. Use unbreakable bowls.

 DEVELOPMENTAL ASSESSMENT
3. Begin by TOOL giving the

child step-by-directions to get his own cereal. As he gains skill,

let him do it independently.

Materials
Visual Task Analysis (Chart / pictures)

Task Analysis Table Checklist

Performance Indicator Yes No
Get Cereals
Get Bowl
Get Milk
Pour Cereals on Bowl
Completed Breakfast Cereals
Eat

C. Motor Skills
Fine Motor 37

Age 3-4
Holding scissors properly
Activity Suggestions:

1. Place child’s fingers in the proper position on the scissors. Hold your
hand over his and say “open” “shut” as you cut.
2. Help child make a fringe along the sides of paper by cutting one trim at
a time around edges.
 DEVELOPMENTAL ASSESSMENT
3. Cut a narrow TOOL strip of
paper with one trim, the have child try. At first, hold the paper for child
as he cut; then let child hold the paper and cut.
4. If child cannot manipulate the scissors, give her more practice with fine
motor activities, such as picking tip small items (cotton balls or
marshmallows) with tongs and transferring them from one container to
another.
5. Use training scissors with double handles if they are available. These
allow you to place your finger in one set of holes while child puts his
fingers in the other holes, and the two of you cut together.

Fine Motor 38

Age 3-4
Cuts along 8” straight line within ¼” of line
Activity Suggestions:

1. Draw heavy lines across an 8” x 11” paper. Have a child cut strips as
you hold paper. Gradually reduce your help, Make paper chains out of
strips to make the activity more motivating or use colored sticky paper
and construct something from the strips.
 DEVELOPMENTAL ASSESSMENT
2. Try having a TOOL child cut on
a diagonal line.
3. Start with a 4” line and increase the length of the line to be cut as a
child improves.
4. Draw two lines about ¼ apart and ask child to try cutting between the
lines.
5. Use verbal cues, such as, ’’Try to stay on the line’’ “Open” “Shut” to
keep child cutting until he reaches the end of a paper.
6. When wrapping presents or sending off packages, use heavy wrapping
paper or paper bags. Mark on the back of the paper where the child
should cut, using two lines ¼ apart. Ask the child to try to cut between
the lines. Let child help wrap the present or package with the pieces he
cut.

39
Gross Motor
Age 3-4
Walks up stairs alternating feet
Activity Suggestions:

1. Help child accomplished the task by standing back on him and moving
his feet up to the next step. Make sure to skip the steps his other foot
 DEVELOPMENTAL ASSESSMENT
is now on so TOOL he gets
idea of alternating.
2. When he can do this with minimal physical help, just touch the legs to
be moved as a small reminder of which to move
3. Hold on to child’s hand and help her walk up the steps, alternating
feet. Gradually reduce your help. Have her hold the railing to help her
balance.
4. If child can match colors, you can use color to help him learn to
alternative feet. Have one of child’s shoes tied with red string and the
other with green, or use a red sticker on one shoe and green on the
other, Place colored yarn (or paper) red and green , on alternating
steps going up, Tell the child to walk up by matching the foot with red
to the step with red , and the foot with green to the step with green.
5. Put a favorite toy or object on the top of the stairs and encourage him
to walk up to it, or have another family member coax him from the top
of the stairs.

40

Gross Motor
Age 3-4
Jumps from height of 3 inches

Activity Suggestions:
 DEVELOPMENTAL ASSESSMENT
1. Encourage TOOL child to
jump off the bottom step of stairs or curb by standing in front of him
and holding your arms out to catch him if necessary. In the beginning,
you may need to hold his hand as he jumps.
2. After child is able to jump, make a game out of it as you and the child
take turns jumping. You jump first, then ask the child to do the same
thing.
3. Help child jump from a 3” phonebook or a couch cushion placed on the
floor make sure that these objects are stables so that they don’t slip
out from under child. Increase height gradually.

41
D. SOCIALIZATION
Age 4-5
Plays with 2-3 children for 20 minutes in cooperative activity
(project or game)
 DEVELOPMENTAL ASSESSMENT
Activity TOOL

Suggestions:
A.

1. Take a few children to a play area where they can move or practice
taking turn in slide or swing or any play material available in the
classroom.

2. Give a picture card where they can do or execute the activity by group
using blocks or other related materials and use different objects for
buildings, animals, and vehicles.

3. The children could work together to build a road. Provide enough

materials such as toy cars or any available materials for everyone to
manipulate on the project they built or created.

B.

1. Encourage the children to play games, such as Tag or ring Around the
Rosey (Sasara ang bulaklak, bubuka ang bulaklak)

2. Provide reinforcement for children if they play cooperatively together.

Tell them if they play by themselves for 20 minutes they will receive a
star or a reward when you call them, or that you will then play a game
with them.

42

SOCIALIZATION
 DEVELOPMENTAL ASSESSMENT
Age 4-5 TOOL
Contributes to adult
conversation

Activity suggestions:
A.

1. Encourage child to greet visitors or teacher

2. Ask the child some questions and let him answer the questions.

e.g. What is your favorite food?

3. Provide situation in which child can communicate with an adult

e.g. If you have a food.
B.
1. Make meal time a time when each family member tells about their day;
make sure child has a chance to talk.
3. When family decision needs to be made, encourage each person in the
family to participate in the discussion. Let child know he has a right to
contribute.
4. Don’t laugh at the child if his contribution to a conversation is not
entirely appropriate. Instead, cue him in on the topic of conversation
by asking him questions or reminding him of something he could tell
about.

5. Discuses with child or rehearse with her what she did during the day
that she could use as a contribution to dinner conversation. Reinforce
her for her contributions.

43
 DEVELOPMENTAL ASSESSMENT
References TOOL

DepEd Order No. 23, s. 2022, Child Find Policy for Learners with Disabilities Towards
Inclusive Education
DepEd Order No. 44, s. 2021, “Policy Guidelines on the Provision of Educational
Programs and Servisces for Learners with Disabilities in the K-12 Basic
Education Program
DepEd Order No. 8, s. 2015,'Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program"
https://childdevelopment.com.au/resources/child-development-charts/self-care-
developmental-checklist/
https://www.luriechildrens.org/en/specialties-conditions/pediatric-occupational-
therapy/developmental-milestones/self-care-skills/
https://www.scholastic.com/parents/family-life/social-emotional-learning/social-
skills-for-kids/can-do-kids-chores.html
Republic Act 10173, “Data Privacy Act Of 2012”

Republic Act No. 11650, March 11, 2022, “An Act Instituting a Policy of Inclusion and
Services for learners with Disabilities in Support of Inclusive Education,
Establishing Inclusive Learning Resource Centers of Learners with Disabilities
in All School Districts, Municipalities and Cities, Providing for Standards,
Appropriating Funds Therefore, and for Other Purposes

Revised Handbook of LSENs 2018

Takayoshi, P and Van Ittersum, D 2018, “Wait Time Space for Authentic Learning”
https://www.kent.edu/ctl/wait-time-making-space-authentic-learning?
fbclid=IwZXh0bgNhZW0CMTAAAR0FLNHrmV0MSH4ZvYRW7LxmQpLPkuocynJl
ianGHkXUnr_1l9fuhf2mA9g_aem_AZNS-f9ZQCU-
syqTcMbOCPi8_nh2SGfZRY4GwJHWNYJLlRPIZRAVl-
XOHzc_QHAycX4zxyTxmB0N3yblLRblnj3_

44
DEVELOPMENTAL ASSESSMENT
TOOL