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Developmental Autism Task Sequence, 2013 Dare Institute
Michael Lamport Commons
Harvard Medical School
Michale Weinberg
Salem State University
Sagun Giri
Dare Association
9. Games
Never
(1)
6
(Always)
(Never)
1
6
(Always)
Plays peek-a-boo. Child smiles when the person emerges from
hiding behind the hands. (1)
Plays peek-a-boo. Child will laugh to the full game of peek-a-boo
and the effect of hiding greatly enhances the laughter. (2)
Plays peek-a-boo. Child starts initiating the game. (3)
Plays peek-a-boo. Child starts saying 'peek' to get you to start the
game. (4)
Plays peek-a-boo. Child will say the whole phrase 'peek-a-boo.'
Shows understanding of grammar because pee-a-boo is really two
words. First you peek and you say boo. (5)
Plays 'Ah-Boom' (Adult leans forward and touches the child's
forehead and says Ah-Boom). Child smiles when adult plays full
game of "Ah-Boom". (2)
Plays 'Ah-Boom.' Child will laugh to the full game and the effect of
the forehead touching enhances the laughter. (2)
Plays 'Ah-Boom.' Child will say "ah" to get you to start the game.
(3)
At 2 years: Plays 'Ah-Boom. Child will be able to say the whole
phrase "Ah-Boom". (5)
10. Social Referencing
Looks at the eye of the care giver (2)
Looks at the eye of the care giver for more than 3 seconds. (2)
Makes eye contact with a person close to them (2)
Makes eye contact with a person at a distance (2)
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2
(Never)
1
6
(Always)
Looks at a person at an angle (2)
The caregiver is attending to the child and smiles at child. Child
smiles back at caregiver. Child is attending to the smile expression
and not to other aspects of the adult who is attending them. (2)
A toy robot in the room starts walking towards the baby and the
caregiver. Child looks at the approaching toy robot (2)
Child looks at the parent's facial expression for permission to reach
for a toy. (1)
If the parent frowns, the child does not reach for the toy. (1)
If the parent smiles, the child reaches for the toy. (1)
Child reaches to put a object/toy in their mouth while looking at
parent for approval.(1)
If the parent frowns, they will not put a toy/object in their mouth.(1)
If the parent says "No", they will not put a toy/object in their
mouth.(1)
A toy robot in the room starts walking towards the baby and the
caregiver. Child looks at the approaching toy and the parents to
observe parents facial expressions, gestures and reaction to the
approaching toy (2)
Child looks at the object that the caregiver is pointing at. (3)
Child looks at the caregiver when they point at something (3)
Child looks at the caregiver's finger or hand when they are pointing.
(3)
Child looks at the caregiver and then the object they are pointing to.
(4)
11. Response to Joint attention
(Never) 1
Looks to faces for more than 3 seconds (1)
Follows eye gaze for more than 3 seconds (1)
A Dog or cat comes into the room. Both the adult
and the child attend to it. (2)
Adult talks about the pet, helps the baby to pet the
pet (Adult Directed Joint Attention) (2)
Points to reference an object out of reach (2)
Child shows things to others by holding them (2)
6
(Always)
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3
(Never) 1
6
(Always)
Child shows things by giving them to someone (2)
Points to an object, then points to the
parent/adult/caregiver (3)
A Dog or cat comes into the room. Child points to
the dog and initiates joint attention on their own. (3)
Child shows things (by holding them) while making
eye contact (3)
Child shows things (by giving them) while making
eye contact (3)
Spontaneously looks at a toy, then the parent/adult,
and back at the toy (3)
12. Sensory or Self Stimulatory Behaviors
(Never) 1
6 (Always)
Performs activities such as kicking (1)
Stares at spinning objects: fans, car wheels, etc
(1)
Flaps thier hand in short burst (1)
Flaps hand and then looks at their hands (2)
Performs actions such as spinning (2)
Stares at a spinning fan, car wheels and flaps
his/her hand close to the object (2)
Performs self-injurious behaviors, biting self
(2)
Performs injurious behaviors on others
Child shakes/vibrates their body while
completing activities (2)
Child clenches thier fists while completing
activities (2)
Child grits their teeth while completing
activities (2)
Child spins their body. (3)
13. Learns by Modeling/Imitation
(Never) 1
Child has reflexes e.g. sucking and grasping
(1)
6 (Always)
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Alters babbling to sound like the language one
is immersed in (2)
Makes gestures (2)
When a parent moves a hand the child does the
same (2)
When parent moves their head sideways, child
does the same (2)
Child imitates the caregiver when the
caregiver sticks their tongue out. (2)
Child imitates the caregiver when the
caregiver makes faces. (2)
Child imitates the caregiver when the
caregiver claps their hands or wave bye-bye.
(2)
Child imitates the caregivers cooing, oohing
and aahing. (2)
Child repeats back exactly what is said to
them. (3)
child repeats back what they hear on TV or
radio with exactly the same words (3)
14. Speech Reception
(Never) 1
6 (Always)
Follows simple commands e g Look (2)
Child follows 'Give me (specific item, for
example 'Give me that toy') without gestures.
(2)
Understand about 100 simple words (3)
Follows simple instructions (5)
Will "wait" when asked to wait,
Will persist when asked to wait;
15. Speech Production
(Never)
1
Child coos (vowel sounds) (1)
Child makes babbling sounds (consonant sounds) (1)
Turns head toward sound (1)
Babbles (2)
6
(Always)
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Babbles with expression (2)
Copies sounds they hear (2)
Cries in different ways to show hunger (2)
Cries in different ways to show pain (2)
Cries in different ways to show exhaustion (2)
Child stops momentarily when the person says “no” (2)
Child follows command: “no”
Child follows command: “yes”
Can discriminate between “yes” and “no”
Child uses single syllables like 'da' or 'ba' or 'mu' (2)
Makes a lot of different sounds like “mamamama” and
“bababababa”(2)
Copies sounds of others (2)
Copies gestures of others (2)
Uses fingers to point at things (2)
Performs tacting actions such as pointing (2)
Child says single words (3)
Responds to simple spoken requests (3)
Uses simple gestures, like shaking head “no” or waving “byebye” (3)
Makes sounds with changes in tone (3)
Says “mama” and “dada” (3)
Tries to say words you say (3)
Points to something they find of interest (3)
Uses single word such as dog, bird, when pointing at something
of interest. (3)
Manding: child points and uses single word commands e.g Up,
MaMa, Milk (3)
Says single words (up to 20 words) (4)
Child says 'me' or 'mine' (4)
Says “no” and shakes head (4)
Says “yes” and nods their head
Points to show someone what they want (4)
Tugs the person’s arm, when they want something (4)
5
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Child uses single words representing concepts (4)
Points to objects/toys when they are named (5)
Points to pictures when they are named. (5)
Recognizes names of familiar people. (5)
Recognizes names of body parts. (5)
Says sentences with 2 to 4 words (5)
Repeats words overheard in conversation (5)
Points to things in a book (5)
Says 2 or more words in an order (5)
When you say 'what's that?' and point to pictures in a book; Does
The child name three pictures? (5)
When you ask the child to pint to specific pictures in a book
(such as 'where is the ball?') does the child points to more than 5
pictures? (5)
Follows instructions with 2 or 3 steps (6)
Can name familiar things (6)
Can discriminate between words like “in,” “on,” and “under” (6)
Puts the object in the container when asked to do so
Puts the object on the table when asked to do so
Names a friend (6)
Says words like “I,” “me,” “we,” and “you” and some plurals
(cars, dogs, cats) (6)
Functionally uses words like I,” “me,” “we,” and “you” and some
plurals (cars, dogs, cats) (6)
Talks well enough for strangers to understand what they are
saying (6)
Carries on a conversation using 2 to 3 sentences (6)
Knows some basic rules of grammar, such as correctly using
“he” and “she” (6)
Sings a song from memory (6)
Says a poem from memory (6)
Tells stories (6)
Can say first and last name (6)
Speaks very clearly (6)
6
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Tells a story using full sentences (6)
Uses future tense; for example, “Grandma will be here.” (6)
Says name and address (6)
Says two or more sentences form a proto story (6)
Child refers to him or herself by name. (6)
Says a story that is logical (7)
Says a story that matches reality (7)
16. Social and Emotional
(Never)
1
Smiles at people (1)
Can briefly calm themself (may bring hands to mouth and suck on
hand) (1)
Looks at parent (1)
Smiles spontaneously, especially at people (1)
Likes to play with people (1)
Cries when playing with others stops (1)
Copies some movements and facial expressions, like smiling or
frowning (1)
Child puts their arms up to be picked up. (2)
Recognizes familiar faces (2)
Recognizes if someone is a stranger (2)
The child look for a toy if you take a toy away
or drop it. (2)
Likes to play with others, especially parents (2)
Child is tickled. Child laughs and flails arms and legs. May even
squirm. (2)
Responds to other people’s emotions (2)
Often seems happy (2)
Caregiver uses signs for 'milk', 'more', 'toy.' Child tries to imitate
sign without knowing the context of when to use it (2)
Looks at self in a mirror (2)
Child pays attention when addressed (2)
6
(Always)
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8
(Never)
1
Cries when parent leaves (2)
Acts afraid of strangers (2)
Acts clingy with familiar adults (2)
Have favorite toys (2)
Does the child throw objects? (2)
Child has routines that seems fixed and if disturbed, the child may
get upset. (3)
Gets upset when in physical contact
Is shy or nervous with strangers (3)
Cries when mom or dad leaves (3)
Have favorite things (3)
Have favorite people (3)
Shows fear in situations (3)
Hands you a book when they want to hear a story (3)
Repeats sounds to get attention (3)
Repeats actions to get attention (3)
Caregiver uses signs for 'milk', 'more', 'toy.' Child imitates sign to
ask for 'milk' 'toy.'(3)
Knows when to use the signs mentioned above. (3)
Puts out arm or leg to help with dressing (3)
Plays games such as “peek-a-boo” and “pat-a-cake” (3)
Likes to hand things to others as play (4)
Has temper tantrums (4)
Is afraid of strangers (4)
Shows affection to familiar people (4)
Plays simple pretend, such as feeding a doll (4)
Clings to care givers in new situations (4)
Points to show others something interesting (4)
Explores alone but with parent close by (4)
6
(Always)
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9
(Never)
1
Cry out ‘Mommy” when she leaves (4)
Recognizes self in mirror (4)
Mother starts to out on the infant’s sweater. Says myself (4)
Responds differently to their name (4)
Child turns to look at the person when their name is called
Copies adults (5)
Copies older children (5)
Gets excited when with other children (5)
Shows more and more independence (5)
Shows defiant behavior (doing what she/he has been told not to) (5)
Plays mainly beside other children, but is beginning to include other
children, such as in chase games (5)
Child engages in parallel peer play (5)
Will share with an adult (5)
Will share with another child (5)
Child goes off and play by themselves, away from other children.(5)
Child used to be interested in other children, but now prefers to play
by him/herself. (5)
Child seems to be in their own little world and deosnt seem to care
about anything around them.(5)
Copies adults and friends (6)
Shows affection for friends without prompting (6)
Takes turns in games (6)
Shows concern for a crying friend (6)
Discriminates between the idea of “mine” and “his” or “hers” (6)
Shows a wide range of emotions (6)
Separates easily from mom and dad (6)
Gets upset with major changes in routine (6)
Dresses and undresses self (6)
Plays with other children (6)
Enjoys doing new things (6)
6
(Always)
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(Never)
1
6
(Always)
Plays “Mom” and “Dad” (6)
Is creative with make-believe play (6)
Would rather play with other children than by themselves(6)
Cooperates with other children (6)
Often can’t tell what’s real and what’s make-believe (6)
Talks about what she likes and what she is interested in (6)
Pleases friends (6)
Wants to be like friends (6)
Agrees with rules (6)
Likes to sing, dance, and act (6)
Shows concern and sympathy for others (6)
Can discriminate between gender (6)
Shows independence (for example, may visit a next-door neighbor
by himself [adult supervision is still needed]) (6)
Is demanding. (6)
Is cooperative (6)
Child smiles back at the care giver when they smile at the child.
Child makes eye contact when someone talks to them
Points at objects to "share"
17. Cause-Effect
(Never) 1
Operates a simple toy like kicking a mobile to
produce lights, sounds/music, and other actions
(2)
Shake a rattle (3)
Pushes toy cars or trains in a directed manner or
on train tracks (4)
18. Sensory Pre-Occupations with Non-Functional Aspects of Toys or Objects
6 (Always)
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(Never)
1
6
(Always)
Stares at or manipulates toy in non-functional manner (2)
Becomes fixated on the toy (2)
Becomes fixated and is not easily rediredctable to other
activities or plays (2)
Child engages in sensory pre-occupations with nonfunctional aspects of toys or objects e g more interested in
a switch that operates a toy than the actual function or
purpose of the toy (3)
19. Communicative Intent
(Never) 1
Performs actions such as pointing. (3)
Performs actions such as eye gazing. (3)
Makes gestures. (3)
Makes facial expressions. (3)
Frowns for more than 3 seconds. (3)
Takes others by the hand to walk and Initiate social
contact (3)
Uses others’ hands as a “tool” to open boxes (5)
Asks meaningful questions (5)
Explains what they want (6)
Tells stories (6)
Child tells stories which they know are real or are
phantasmal (7)
Can write a little to a few sentence (7)
Can use sentences with 4 or more words (7)
Can write 1-2 simple paragraphs (8)
Can write a simple essay of 2 or more paragraphs (9)
Can write an argument that is logical (10)
Can write an argument that is analogical (10)
Can write an argument that is hypothetical (10)
Demonstrates understanding that different people
have different roles and different motivations, which
affect each other (11)
6
(Always)
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(Never) 1
6
(Always)
Can write from different characters perspectives (12)
20. Movement/ Functional Play Skills/ Physical Development
(Never) 1
Can hold head up and begins to push up when
lying on tummy (1)
Makes smoother movements with arms and legs
(1)
Holds head steady, unsupported (1)
Pushes down on legs when feet are on a hard
surface (1)
May be able to roll over from tummy to back
(1)
Can hold a toy and shake it and swing at
dangling toys (1)
Brings hands to mouth (1)
When lying on stomach, pushes up to elbows
(1)
Rolls over in both directions (front to back,
back to front) (2)
Sits without support (2)
When standing, supports weight on legs and
might bounce (2)
Rocks back and forth, sometimes crawling
backward before moving forward (2)
Stands, holding on (2)
Can get into sitting position (2)
Sits without support (2)
Pulls to stand (2)
Crawls (2)
Gets to a sitting position without help (3)
Pulls up to stand, walks holding on to furniture
(“cruising”) (3)
Take a few steps without holding on (3)
Stands alone (3)
6 (Always)
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(Never) 1
Walks alone (4)
May walk up steps and run (4)
Pulls toys while walking (4)
Can help undress themself (4)
Drinks from a cup (4)
Eats with a spoon (4)
Stands on tiptoe (5)
Kicks a ball (5)
runs (5)
Climbs onto and down from furniture without
help (5)
Walks up and down stairs holding on (5)
Throws ball overhand (5)
Makes or copies straight lines and circles (5)
Child is aware of their environment (5)
Child allows peers to play nearby without
disrupting their play (5)
Child engages in parallel play (5)
Climbs (6)
Runs (6)
Pedals a tricycle (3-wheel bike) (6)
Walks up and down stairs, one foot on each
step (6)
Hops and stands on one foot up to 2 seconds (6)
Catches a bounced ball (6)
Pours, cuts with supervision, and mashes own
food (6)
Stands on one foot for 10 seconds or longer (6)
Hops; may be able to skip (6)
Can do a somersault (6)
Uses a fork and spoon and sometimes a table
6 (Always)
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(Never) 1
6 (Always)
knife (6)
Can use the toilet on their own (6)
Swings and climbs (6)
Child approaches peers to engage in play
(initiates play with peers) (6)
Speech tends to be meaningful/relevant (6)
21. Cognitive Awareness
(Never) 1
Pays attention to faces (1)
Follows things with eyes. (1)
Recognize people at a distance (1)
acts bored (cries, fussy) if activity doesn't change
(1)
Lets you know if they are happy or sad (1)
Responds to affection (1)
Reaches for toy with one hand (1)
Uses hands and eyes together, such as seeing a toy
and reaching for it (1)
Follows moving things with eyes from side to side
(1)
Watches faces closely (1)
Recognizes familiar people and things at a
distance (1)
Looks around at things nearby (2)
Brings things to mouth (2)
Shows curiosity about things and tries to get
things that are out of reach (2)
Passes things from one hand to the other (2)
Watches the path of something as it falls (2)
Looks for things they see you hide (2)
Plays peek-a-boo (2)
Puts things in thier mouth (2)
6 (Always)
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(Never) 1
Moves things smoothly from one hand to the other
(2)
Picks up things like cereal o’s between thumb and
index finger (2)
Child repeatedly flicks light switches, pushes
buttons, opens and closes objects. (2)
Closes opened doors (3)
Opens closed doors (3)
Explores things in different ways, like shaking,
banging, throwing (3)
Finds hidden things easily (3)
Looks at the right picture or thing when it’s named
(3)
Copies gestures (3)
Starts to use things correctly; for example, drinks
from a cup, brushes hair (3)
Bangs two things together (3)
Puts things in a container. (3)
Takes things out of a container (3)
Lets things go without help (3)
Pokes with index (pointer) finger (3)
Follows simple directions like “pick up the toy”
(3)
Knows application for telephone, brush, spoon (4)
Points to get the attention of others (4)
Shows interest in a doll or stuffed animal by
pretending to feed (4)
Points to one body part (4)
Scribbles on their own (4)
Can follow 1-step verbal commands without any
gestures; for example, sits when you say “sit
down” (4)
Finds things even when hidden under two or three
covers (5)
Sorts shapes (5)
Sorts colors (5)
6 (Always)
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16
(Never) 1
Completes sentences and rhymes in familiar books
(5)
Plays simple make-believe games (5)
Builds towers of 4 or more blocks (5)
Might use one hand more than the other (5)
Follows two-step instructions such as “Pick up
your shoes and put them in the closet.” (5)
Names items in a picture book such as a cat, bird,
or dog (5)
Can work toys with buttons, levers, and moving
parts (6)
Plays make-believe with dolls, animals, and
people (6)
Does puzzles with 3 or 4 pieces (6)
Discriminates between “two” and “three” (6)
Child points at 2 objects when asked to (6)
Child points at 3 objects when asked to (6)
Copies a circle with pencil or crayon (6)
Turns book pages one at a time (6)
Builds towers of more than 6 blocks (6)
Screws and unscrews jar lids or turns door handle
(6)
Names some colors and some numbers (6)
Understands the idea of counting (6)
Starts to understand time (6)
Remembers parts of a story (6)
Can discriminate between “same” and “different”
(6)
Draws a person with 2 to 4 body parts (6)
Uses scissors to cut paper (6)
Starts to copy some capital letters (6)
Plays board or card games (6)
Tells you what he thinks is going to happen next
in a book (6)
6 (Always)
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(Never) 1
Counts 10 or more things (6)
Can draw a person with at least 6 body parts (6)
Can print some letters or numbers (6)
Copies a triangle and other geometric shapes (6)
Knows about use of everyday aplications, like
money and food (6)
6 (Always)