1) The document outlines typical physical, cognitive, language, social/emotional, and self-help developmental milestones from birth to age 7. 2) It also briefly discusses some disabilities that can affect development, including delays in fine motor skills, gross motor skills, cognitive abilities, language, and social/emotional development. 3) The milestones are organized by age range to show expected abilities in each developmental domain at different stages.

1. CASTRO, Kevin Cedrick R. 2010-06974
B SE – CA-English and SPED EDSP 102
Developmental Milestones and Disabilities that Can Affect the Individual’s Development
Physical
Age Cognitive Language Social/Emotional Self-help
Fine Motor Skills Gross Motor Skills
Head at 90 degree Listens attentively to Reacts to loud sounds Reacts to discomfort
angle, uses arms to sounds and voices (by and pain Can coordinately suck
0 month Calms down or smiles
prop 1 month) when they are
when spoken to Recognizes parent’s breastfeeding or
Visually track through Cries deliberately for voice drinking formulae milk
Purposeful grasp Recognizes your voice
midline assistance (by 1 through a nipple
1 month month) and calms down if Makes eye contact artificial
Transfer objects from crying
Roll over
hand to hand
Coordinates eye Shows affection by
Head lag disappears movements (by 2 When feeding, starts or looking, waving,
Plays with fingers, stops sucking in Has already been able
months) kicking and smiling
hands and toes response to sound to open their mouth
2 months Plays with feet
Discovers hands and Shows feelings of when see breast or
Holds and manipulates Coos and makes nipple artificial
Exercises body by feet as extension of security when held or
objects; sucks on pleasure sounds
stretching, moving self (by 3 months) talked to
everything!
Touch genitals, rock Likes to repeat Has a special way of Expresses delight
Can grab at objects Show their interest or
on stomach for enjoyable acts (by 4 crying for different
(by 6 months) enthusiasm feeling
3 months pleasure months) needs May form attachment when seeing mother’s
to one special object breast (ASI) or nipple
Can smile at self in Smiles when he or she
Usually responds to Recognizes and artificial
mirror (by 5 months) sees you
objects or faces as responds to name (by Laughs when tickled
they move 5 months) Follows sounds with
his or her eyes Builds trust when cries
4 months Start to place their toys
Reacts to sound of Studies objects intently are answered
into their mouth
voices, rattle or bell (by 6 months) Responds to changes

2. in the tone of your May begin to cling to
Vocalizes to voice primary caregiver Put their both hands
him/herself, people on mother’s breast or
5 months
and toys Notices toys that make bottle when milk-
sounds feeding.
Can raise him/herself
up on forearms (while Pays attention to music
on tummy) and hold
head up Babbles in a speech-
like way and uses
Rolls from back to many different sounds,
tummy (by 4-6 including sounds that
months) begin with p, b, and m
Able to hold their
6 months bottle by themselves.
Laughs
Babbles when excited Able to feed
or unhappy themselves by using
their thumb and finger
Makes gurgling sounds tips.
when alone or playing
with you Start to be able to hold
the spoon and try to
feed themselves.
“Raking” with hands Sits in “tripod” Anticipates events (by Enjoys playing peek-a- Enjoys being near
7 months 7 months) boo and pat-a-cake people and played with
Drink water or milk
Finger-thumb Push head and torso
from the covered cup
opposition up off the floor Finds hidden objects Turns and looks in the No longer smiles
or directly drink it from
(by 10 months) direction of sounds indiscriminately
the open cup by sips
8 months Eye-hand Support weight on
via the edge of the
coordination, but legs Can point to body parts Listens when spoken Responds gaily to play
cup.
no hand preference to interactions with others
Gets to and from Puts nesting toys
Transfers toys from sitting together correctly Understands words for Cries, smiles, kicks,
9 months hand to hand common items such as coos, laughs to attract
Crawls, pulls to Develops expectations “cup,” “shoe,” or “juice” social attention
standing about familiar events

3. Responds to requests Responds differently to
Stooping and Waves bye-bye (“Come here” or “Want strangers (stranger
recovering more?”) anxiety by 8 months)
Learns to crawl, stand Babbles using long and Shouts for attention
up and walk short groups of sounds (by 8 months); rejects
(“tata, upup, bibibi”) confinement
Sits without support
(by 8 months) Babbles to get and Cries if other child
keep attention cries
Sees almost
everything with good Communicates using Pays attention to
10 months vision gestures such as his/her own name
waving or holding up
Begins to cruise and arms Recognizes different
eventually walk tones of voice and
Imitates different responds
speech sounds
Able to interpret the
Has one or two words emotional expression
(“Hi,” “dog,” “Dada,” or of familiar adults
“Mama”) by first
birthday Copies simple actions
of others
11 – 11.9 months Recognizes himself as
an individual apart
from mother
Learning to cooperate;
shows guilt at
wrongdoing
Actively seeks to
maintain interactions
with adult

4. Displays separation
anxiety when apart
from mother
Tries to alter mother's
plans through
persuasion or protest
Teases and tests
parental limits
Can demonstrate
affection
Discriminates positive
and negative attention
Identifies family Knows a few parts of Prefers to keep
members in the body and can point caregiver in sight while Eating
photographs to them when asked exploring environment
Picks up small objects Can throw a ball Feed him/herself with
with pointer finger and a spoon.
Enjoys cause and Follows simple Demands personal
thumb Walks well
effect-relationship commands (“Roll the attention
ball”) and understands Hold a cup by the
1 – 1.6 year Turns pages in a book Can walk while holding
Is able to make simple questions May reveal handles.
an object
choices between clear (“Where’s your shoe?”) stubbornness
Can build a tower of
alternatives Drink from a cup, with
cubes More complex motor
Enjoys simple stories, Unable to share little spilling.
skills
Begins to solve songs, and rhymes
problems Responds to simple Play with food.
Points to pictures, requests
Remembers more when named, in books

5. Is possessive Suck from a straw.
Acquires new words on
a regular basis Begin to chew food
Begins to show with mouth closed.
Sorts shapes and
Uses some one- or empathy
Kicks backward and colors
two-word questions Give up nursing or
forward
(“Where kitty?” or “Go Reveals a sense of drinking from a bottle
Mimics adult behavior
bye-bye?”) trust near the age of two
Stands on a balance
beam Points to and names years.
Puts two words Begins to play next to
objects
together (“More cookie” children Drinks from a straw
Walks up stairs with
or “No juice”)
help; learns to climb Refers to self by name
1.6 – 2 years Can draw scribbles Shows emotions of Dressing
up stairs first, then
Uses many different pride and
down Learns by helping
consonant sounds at embarrassment
Take off hat.
the beginning of words
Runs well Learns concepts such
May dawdle
as size, shape and Take off socks.
Enjoys riding small- weight as he/she
Engages in
wheeled riding toys moves and plays with Take off shoes when
imaginative play
objects in the the laces are undone.
environment.
Tests limits of behavior
Unzip large zippers.
Performs for an
audience Grooming
Improving fine Rule of Three: 3 yrs: 3 Comprehends size Has a word for almost Has a strong sense of Enjoy trying to brush
2 – 2.6 years motor skills and ft, 33 lbs. everything ownership teeth.
eye-hand Beginning to
coordination: cut Weight gain: 4-5 lbs understand time Uses two- or three- May begin cooperative Wash and dry hands
with scissors, draw per year sequences (e.g. before word phrases to talk play with help.
shapes lunch) about and ask for
2.6 – 3 years Growth: 3-4 inches things May show need for Household
Strings large beads per year Matches shapes and security object
colors Uses k, g, f, t, d, and n Help with simple
Holds scissors Physically active, sounds Is becoming more

6. correctly can’t sit still for long Counts and independent household tasks
manipulates objects Speaks in a way that is
Zips and snaps Clumsy throwing understood by family Push and pull doors
balls Is beginning to think members and friends open and shut.
about consequences
Refines complex Names objects to ask
skills: hopping, Is able to concentrate for them or to direct
jumping, climbing, for longer periods of attention to them
running, ride “big time
wheels” and tricycles Completely undresses
self
Walks backwards Hears you when you
call from another room
Independently puts on
Can balance on one socks, coat, sweater,
foot (by 3 years) Hears the television or
pants
radio at the same
Learns to use the sound level as other
Manipulates large
potty, most are toilet- family members
buttons and snaps
trained
Answers simple
Eats entire meal
Walks up and down “Who?” “What?”
independently
“Where?” and “Why?”
3 – 3.9 years stairs independently
questions
Uses a spoon and fork
effectively
Talks about activities at
daycare, preschool,
Can pour liquid with
or friends’ homes
some assistance
Uses sentences with
Washes hands
four or more words
unassisted
Speaks easily without
Learns toilet training
having to repeat
syllables or words
Wipes nose
unassisted

7. Pays attention to a
short story and Can cut with a knife
answers simple independently
questions about it
Can put shoes on right
Hears and understands feet; tie shoes
most of what is said at
Enjoys being with
home and in school Knows clothing front
other children
from back
Can catch a beanbag
Uses sentences that
Comprehends special Has an increased drive
give many details Toileting – fully
Can copy a simple concepts (e.g. around, for independence
independent
4 – 4.9 years design in front, high, next to)
Tells stories that stay
Expresses anger more
on topic Brushes teeth
Uses scissors to cut a Rote counts up to 20 dramatically
independently
straight line
Can hop on one foot, Communicates easily
Can complete a 6-8 Is aware of social
skip and jump with other children and Buttons front buttons
piece puzzle approval or
adults
disapproval
Can catch a ball with Feeds self with fork
Begins to understand
both hands Says most sounds (held with fingers).
time concepts Performs for others
correctly except for a
few (l, s, r, v, z, ch, sh, Zips separating front
Understands simple Has pride in personal
and th) zipper.
math concepts accomplishments
Uses rhyming words
Recalls main details of Develops sex role
a story identification
Names some letters
and numbers
Begins taking turns
and negotiating
Uses adult grammar
5 – 5.9 years
Uses possessives
Uses double negatives
Joins sentences

8. Follows up to 4 step
directions
Uses third person
Tells simple jokes
Has a 2000 word
vocabulary
Fluent speech. Stubborn and
Draws with precision
demanding
and to detail.
Can pronounce
Learns to skip with majority of the sounds Eager for fresh Able to perform and
6 years Ties shoe laces. Developing reading
rope. of his/her own experiences complete routine
skills well.
language. chores such as
May be quarrelsome sweeping floors or
May write
Talk fluently and with with friends. cleaning desks with
independently.
confidence. much more accuracy
Desires to be
Grows 2 to 2.5 inches More interested in perfect and is quite Enjoys many activities
complicated projects and stays busy
self-critical
Can perform more because they have
Hand-eye coordination difficult movements greater attention span Likes to paint and
Uses a vocabulary of Worries more; may draw
is becoming even such as standing in
several thousand have low self-
more refined one place while
Uses serious, words
twisting, turning, or confidence Can already eat by
7 years logical thinking;
Able to write and draw spinning him/herself
Begins to grasp that
with control and Tends to complain;
letters represent the
precision Can combine motor Is thoughtful and Bathe all by himself
sounds that form words has strong
skills such as running reflective
and kicking a ball emotional reactions
(such as in soccer) or
performing dances to Able to understand
Understands the
music reasoning and
difference between

9. make the right right and wrong
Able to ride a bicycle decisions
without training wheels
Takes direction
Can tell time; well; needs
knows the days, punishment only
months, and rarely
seasons
Avoids and
Can describe withdraws from
points of similarity adults
between two
objects Is a better loser
and less likely to
Able to solve more place blame
complex problems
Waits for her turn
Individual learning in activities
style becomes
more clear-cut Starts to feel guilt
and shame
Seeks to Has strong need Dresses and grooms
understand the Can converse at an for love and self completely
Stamina increases
reasons for things almost adult level understanding,
Finger control is Can use tools (i.e.,
especially from
8 years old quite refined Can run and swim hammer, screwdriver)
Begins to feel Reading may be a mother
further major interest
competent in skills Can already eat by
and have Can be helpful, himself/herself
preferences for cheerful, and
some activities and pleasant as well as Can do almost all

10. subjects rude, bossy, and household chores
selfish
Bathe all by himself
Thinking is
organized and May be quite
logical sensitive and
overly dramatic
Begins to
recognize concept Emotions change
of reversibility quickly
(4+2=6 and 6-2=4)
Impatient; finds
waiting for special
events torturous
Makes friends
easily; develops
close friends of
same sex
Favors group play,
clubs, and team
sports; wants to
feel part of a group
More influenced by
peer pressure
Can be obsessed
with, and motivated
by money

11. Are incredibly
Are more
curious about the
emotionally mature
Have stronger and world around them,
smoother muscle and may want to
Are better able to
control, research topics that
handle conflicts
interest them.
and frustrations.
May experience
the beginnings of Have longer
Growth of Language More independent,
puberty. attention spans and Patterns Used: and will be
will tend to spend  Descriptive emotionally more
May also be more lots of time on  Loves vocabulary ready to socialize
susceptible to activities and and language
play and without their
body image subjects that they
information parents (such as at
issues. are excited about.
 Baby-talk sleepovers at
9 years old sometimes re- friends' houses).
Increased coordination Able to think emerges
critically, and may  Use of hyperbole Have a strong
Pushes self to physical
limits
want to share their  Age of negatives;
“I hate it”, ”I desire to belong to
opinions about
can’t”, “boring”, a group and to fit
Fatigues easily things.
“yeah right” in, and may be
Numerous injuries  Dirty jokes more susceptible to
Read and write  Graffiti peer influence and
increasingly more
Somatic complaints peer pressure
complicated texts
Tension outlets such May be more
as nail-biting, hair- Learn how to work
twisting, lip-pursing moody and feel
with multiple digits,
more stress and
geometry, and data
pressure, and will
organization in
rely upon the
math.
support and love

12. provided by
parents.
Memorizing details
productively Fairness issues peak
and can be solved
Increased ability to
abstract Quick to anger – quick
to forgive
Likes rules and Generally content
logic Can accomplish tasks
Large muscle
development Works well in groups in a shorter time due
Classification and Good listeners, actively to longer attention
Needs outdoor time collections of receptive Enjoys both family and span
Handwriting often and physical challenge peers
interest; likes to
10 years old sloppier than at nine Voracious readers Can do all things by
organize Likes clubs, sports, him/herself
Snacks and rest
periods helpful for Expressive, talkative, and activities
growing bodies Able to like to explain Can discriminate
concentrate, read Usually truthful; dangers when
for extended developing more engaging in an activity
mature sense of right
periods and wrong, good at
solving social issues
Good problem
solvers Cooperative and
competitive
Proud of Academic
products

13. Moody; sensitive
Prefers new tasks and
Oppositional; tests
experiences to
Vast appetite for food limits
reflection or revision of
and physical activity
previous work
Often does best away
Growth spurt of early Impulsive – talks from home
Able to abstract
adolescence for some before thinking
girls Impulsive; rude;
Deductive reasoning
Can be cruel or harsh unaware
advances
Constant motion; with words
Fine motor capability is
11 years old restless Loves to argue
good Can establish and
Argumentative; debater
modify rules, develop
More illness: colds, flu, Difficulty with decisions
hypotheses
ear infections Appreciates humor
Self-absorbed
Increased ability to de-
Need for more sleep Imitates adult language
center and see world
Extremes of emotion
from various
Physical aggression
perspectives
not uncommon Inclusion/exclusion;
height of cliques;
Loves to argue
seeks to belong
High Energy Increased ability to
Sarcasm emerges
abstract in intellectual Adult personality
pursuits begins to emerge
Much Rest needed Double meanings,
word play, jokes of
May show emerging More reasonable,
Growth spurt: intellectual interest
ability in a particular tolerant than at 11
12 years old signs of puberty skill or content area
Enjoys conversation
Enthusiastic,
with adults and peers
Can and will see both uninhibited
Menstruation for
sides to an argument
majority of girls Peer “vocabulary”
Will initiate own activity
(slang) important
High interest in current
Food important, events, politics, social Empathetic

14. especially mid- justice; also pop
morning in school culture, materialism Self-aware, insightful
Research and study Can set realistic goals
Physical education skills advance with in the short term
and sports valued increase of
organizational Appears secure
discipline
Peers more important
than teachers and
parents
References:
http://www.parentingme.com/1yrshelp.htm
http://childparenting.about.com/od/physicalemotionalgrowth/tp/Child-Development-Your-Nine-Year-Old-Child.htm
http://childparenting.about.com/od/physicalemotionalgrowth/tp/Child-Development-Your-Nine-Year-Old-Child.htm
http://www.child-development-guide.com/child-development-milestone.html
http://childparenting.about.com/od/physicalemotionalgrowth/a/Your-7-Year-Old-Child-Physical-Development.htm
http://www.greatschools.org/special-education/health/731-developmental-milestones-your-7-year-old-child.gs
http://www.greatschools.org/special-education/health/903-developmental-milestones-your-8-year-old-child.gs

15. Red Flags for the Development for Each Area until Age 5
Physical
Age Cognitive Language Social/Emotional Self-help
Fine Motor Skills Gross Motor Skills
1 month
2 months
Persistent fisting
3 months Rolling prior to 3
(hypertonia)
months (hypertonia)
4 months
5 months
Hands frequently No visual tracking
clenched (motor, Not rolling (visual impairment)
visual, and/or cognitive Does not smile or
Not holding head and No response to sounds
deficits, neuromuscular squeal in response to
shoulders up when on (hearing impaired) Not starting to babble
6 months disorder) people (visual loss,
tummy Not beginning to (hearing deficit)
Not reaching for and attachment problems,
(neuromuscular or repeat actions to elicit maternal depression)
holding (grasping) toys
neuromotor disorders) pleasurable results
(motor, visual, and/or
cognitive deficits) Avoids close contact or
cuddling
W-sitting and bunny
Inconsolable at night Absent stranger
7 months hopping (spasticity or
anxiety
hypotonia) Difficult self
soothing/regulating
Doesn't attempt to
8 months attract attention
No interest in games
like peek-a-boo
9 months No gestures (e.g. Not sharing enjoyment
Unable to hold and/or Not sitting without
pointing, showing, with others using eye

16. release toys support waving) contact or facial
expressions (autism,
Cannot move toy from Not moving (e.g. Not using 2-part
vision impairment)
one hand to another creeping, crawling) babbles (e.g. mama,
dada)
Persistence of Does not take weight
primitive reflexes well on legs when held
(neuromotor disorders) by an adult
for all included here
(neuromuscular or
neuromotor disorders,
cerebral palsy)
Not sitting
independently
Not crawling
("commando" crawling-
-moving across the Inability to localize
10 months floor on his belly) sound (unilateral
hearing loss)
for all included here
(neuromuscular or
neuromotor disorders,
cerebral palsy)
11 months
Majority of nutrition is Not creeping (on all Doesn't search for Not performing for
No babbled phrases
still puree/liquid fours, what is typically hidden/removed social attention
that sound like talking (
called "crawling") objects (intellectual (autism, sensorial
Cannot chew solid
disability) No response to familiar disorders)
12 months food Not sitting upright in a
words (articulation
child-sized chair Continues to problem Does not notice
Unable to pick up disorder)
solve using repetition someone new
small items using Not pulling to stand
actions rather than trial (intellectual disability,
index finger and thumb
Not crawling or bottom and error (intellectual autism, sensorial

17. shuffling disability, learning impairment)
disability)
Not standing holding Does not play early
on to furniture Not anticipating effects turn-taking games
of actions (knocking (autism)
over blocks)
for all included here (intellectual disability,
(neuromuscular or learning disability,
neuromotor disorders, autism, ADHD)
cerebral palsy)
Not using toys for
intended purposes
functional play
(intellectual disability)
Not showing interest in
children her age
(autism,behavioral
problems)
Extreme difficulty
waiting for desired item
(ADHD)
Rigidity regarding
routine, food items,
clothing, etc. (autism)
Limited or fleeting eye
contact
(communication
disorder, autism)
Persistent mouthing of
objects (intellectual
disability)
13 months
14 months Not standing alone
Not feeding him/herself
(neuromuscular

18. disorders) finger foods
Lack of consonant Not attempting to use
production (mild a spoon
Not imitating body
action on a doll (i.e., hearing loss, Not picking up and
kiss the baby, feed the production problems) drinking from a regular
15 months
baby) (visually Does not use at least 3 open cup
impaired, autism, words (hearing Not able to pull off hat,
intellectual disabilities) impaired, intellectual socks or mittens on
disability) request
Lack of imitation
16 months (hearing loss, cognition
problems, autism)
17 months
Doesn't understand Lack of protodeclarative pointing (problem in
function of common social relatedness)
Not holding or objects (intellectual No clear words
scribbling with crayons Not attempting to walk disability) (articulation disorder,
(dysgraphia, without assistance hearing impairment)
Continues to mouth or
intellectual disabilities)
Not standing alone use Cannot understand
Does not attempt to sensory/exploratory short requests
18 months tower blocks tactics to play Lacks interest in
(intellectual disability,
(behavioral problems, for all included here (intellectual disability) playing and interacting
hearing impairment,
intellectual disabilities) with others (autism,
(neuromuscular or Constantly moving receptive disorders)
behavioral problems)
Hand dominance neuromotor disorders, from one item to Does not say mama,
(contralateral cerebral palsy) another/inability to dada or other names
weakness) attend for brief periods (articulation disorder,
(ADHD) hearing impairment,
Requires constant intellectual disability)
attention to remain Not attempting to wash
19 months engaged (ADHD) own hands or face

19. 20 months
21 months
Advanced Not assisting with
noncommunicative dressing tasks
22 months
speech (echolalia) (excluding clothes
(autism) fasteners)
23 months
Not imitating actions
Does not have at least and movements
50 words, and use at (autism)
Inability to walk up and least 25 (intellectual
Not engaging in
down stairs disabilities)
pretend play (autism)
Unable to run Not putting words
Not showing interest in
together, e.g. push car
Unable to throw a ball children her age No interest in self-care
24 months Most of what is said is (autism, behavioral skills, e.g. feeding,
not easily understood problems) dressing
for all included here
Extreme difficulty
(neuromuscular or
waiting for desired
neuromotor disorders, (communication
items (ADHD)
cerebral palsy) disorders, receptive,
production and Too passive (autism,
articulation problems) inert behavioral
problems)
25 months
26 months
Not able to match two
sets of objects by item
27 months (i.e., blocks in one
container and people
in another) (intellectual
disability, learning

20. disability)
Not able to imitate a
model from memory
(i.e., show me how you
brush your teeth)
(intellectual disability,
autism, ADHD)
28 months
29 months
Not jumping
(neuromuscular
disorders)
Not independent on No 2-word
30 months
stairs (up and down) spontaneous phrases
(neuromotor or
neuromuscular
disorders)
Not able to match two
sets of objects by color
31 months (visual impairment,
intellectual disability,
down syndrome)
32 months
33 months
Not able to deliberately
34 months undo large buttons,
snaps and shoelaces
35 months
Difficulty manipulating Not running well Not demonstrating Speech difficult to Extreme difficulty Difficulty helping with
3 years
small objects e.g. simple categorization understand separating from parent self-care skills (e.g.
Cannot kick or throw a

21. threading beads ball (learning disability, Not using simple Not initiating or feeding, dressing)
(cerebral palsy, intellectual disabilities) sentences e.g. big car reciprocating simple
Cannot jump with 2
dysgraphia) go interactions with
feet together
children her age
Does not ask by name
for objects Abnormal aggression
for all included here
Repeats phrases in Not interested in
(neuromuscular or
response to questions pretend play
neuromotor disorders,
cerebral palsy) Difficulties in noticing
and understanding
feelings in themselves
and others
Cannot pedal a tricycle
No understanding of
Cannot catch, kick or time, or recognizing Unable to play games
throw a ball concepts like with other children and
"yesterday" and "next Speech difficult to agree to rules
Unable to use pencils Cannot balance well
in scribbling or drawing standing on one leg summer" (dyscalculia, understand No spontaneous Not toilet trained by
4 years intellectual disability)
(dysgraphia, Unable to follow singing, dancing, or day
intellectual disabilities) Unable to draw lines direction with two steps acting
for all included here and circles Unwilling to play
(neuromuscular or (dysgraphia, cooperatively
neuromotor disorders, intellectual disability)
cerebral palsy)
Cannot draw simple Awkward when Cannot answer questions in a simple Unable to dress him or
Play is different than
5 years pictures (dysgraphia, running, walking, conversation (articulation disorders, receptive herself
their friends (autism)
intellectual disabilities) climbing, and using disorders)
Unable to go to the

22. stairs (dyspraxia, Unable to follow the bathroom without
physical impairment) rules of a simple game assistance
(behavioral problems,
Ball skills are very Unable to help with
intellectual disabilities)
different from other Difficulty telling a simple chores
peers (neuromuscular Cannot draw simple parent what is wrong
pictures (dysgraphia,
Unable to hop 5 times
on each foot Concerns from teacher
about school readiness
Difference between left Lack of or limited eye contact (autism, visual
and right sides of body impairment) all from self-help
in strength, movement, (intellectual disabilities,
or tone (cerebral palsy) Lack of response to Poor interaction with
autism, neuromotor or
sound or visual stimuli adults or other
Loose or floppy neuromuscular
(sensorial children (behavioral
movements (low tone) disorders, or lack of
Any age impairments) problems, autism)
or stiff and tense (high training from
toe) (dyspraxia, Strong parental caregivers)
cerebral palsy) concern
Significant loss of skills
Not achieving indicated developmental milestones
References:
http://www.fpnotebook.com/Peds/Neuro/DvlpmntlMlstn.htm
http://www.earlyinterventionsupport.com/development/cognitive/default.aspx
http://www.uic.edu/classes/sped/sped506/milestones.html
http://www.sensory-processing-disorder.com/child-developmental-checklist.html
http://www.health.qld.gov.au/rch/professionals/brochures/red_flag.pdf