FEDL
FEDL
FEDL
II. Engagement
And Relating
Woo another or be wooed, stay
engaged through emotions
IV. Behavioral
Organization
Problem Solving
Continuous flow of affective
interactions with people for
shared social problem solving
Indicate +1 = hyper Can sequence Observations of the . The child uses - The child uses visual Praxis encompasses all of
-1 = hypo purposeful child’s ability to attune spatial strategies these individual processing
± = both gestures and actions, to and orient to the auditory 1. Mirror vocalizations systematically to explore differences as it depends on
responsivity in each obtain desires, to - environment, to affect with the intention to and discriminate desired the child’s –
sensory domain and gestures and to communicate objects. The child can - - Ideation
__ auditory 1. Simple physical comprehend words (w) 2.. Mirroring gestures with - Planning
__ visual actions to indicate (with benefit of intention to communicate. 1. Observe and focus on - Sequencing
__ tactile desires (gaze, reach) signs/gestures (s) and/or 3. Intentional use of desired object - Execution
__ vestibular 2. Physically mirror visual (v) strategies. unique non-verbal gestures 2. Alternate gaze (initiate - Adaptation
__ proprioceptive gestures to convey intentions. joint attention visually) 1. Initiates ideas in play
__ tastes 3. Physically imitate 1. Orient to the auditory 4. Intentional use of 3. Follow another’s gaze to with clear goals and
__ odors gesture source in the environment affective tones and sounds determine the object of purpose.
4. Imitate physical (auditory figure ground). to convey intentions. their attention and their 2. Is able to associate
Dominant actions with purpose. 2. Attune to key tones in 5.Uses single intent. (respond visually) sensory perceptions
Functional 5. Obtain desires another’s vocalizations. meaningful words to 3. Switch visual attention from the body, visual
Profile (Describe): 6. Problem solve 3. Respond to key gestures convey intentions, actions back and forth between system, auditory
steps with body to in another interaction. and desires. self and other (self system to develop a
move in space to 4. Respond to key words 6. Uses two word phrases monitor, other monitor & plan.
interact with people in another interaction. meaningfully. integration) 3. Develop the steps of
& objects in 5. Switch auditory 7.Uses sentences 4. Differentiate salient the sequence
environment attention back and forth meaningfully. visual stimuli from (# steps - 1, 2,3, 4 …..)
- for exploration. between self and others 8. Uses phrases and background stimuli (visual 4. Execute the steps and
- for function and (self monitor, other sentences in back and forth figure ground) persist.
purposeful use monitor & integration) exchanges with a logical 5. Actively search for 5. Adapt plan if it does
of toys 6. Follow directions flow. object she sees hidden not work or is
- for self help (record # ___). 6. Can explore two areas interfered with by
- for back and 7. Understand questions of room and search for another’s action.
forth (how, who, what, where, desired object
interactions when, what if, if then). 7. Can explore more than
with family and 8.Engage in conversations two areas with active
peers. with abstract ideas. visual assessment of space,
(# ___steps shape and materials.
recorded)
Instructions: Identify child’s functional capacities based on observations (o) and parent reports using operational criteria.
Match operational criteria with “algorithms” for each NDRC subtype I-IV. (validate with FEAS)