The Carolina Curriculum

for Infants and Toddlers

with Special Needs
Third Edition
by

Nancy M. Johnson-Martin, Ph.D.

Susan M. Attermeier, Ph.D., PT

and

Bonnie J. Hacker, M.H.S., OTR/L

Copyright © 2004 by Paul H. Brookes Publishing Co.

Paul H. Brookes Publishing Co. All rights reserved.
Post Office Box 10624
Baltimore, Maryland 21285-0624 “Paul H. Brookes Publishing Co.” is a registered trademark of
www.brookespublishing.com Paul H. Brookes Publishing Co., Inc.
 About this Download

This download includes one PDF of the Carolina Curriculum Assessment Logs and
Developmental Progress Charts. You may print this PDF in its entirety or by select-
ing specific pages; the Contents (below) provides the page numbers corresponding to
the Assessment Log and Developmental Progress Chart. You may save this PDF on a
computer and/or post on an internal network accessible only by employees at a sin-
gle site so that the employees may print the PDF as needed.

CCITSN, Third Edition, Assessment Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

CCITSN, Third Edition, Developmental Progress Chart . . . . . . . . . . . . . . . . . . . . .27
About The Carolina Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Brookes On Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Order form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
 The Carolina Curriculum
for Infants and Toddlers
with Special Needs
THIRD EDITION

Assessment Log
and Developmental
Progress Chart

Child’s name: __________________________________________________

Child’s date of birth: ____________________________________________

Family’s name and address: ______________________________________

______________________________________________________________

Name of person(s) completing form: ______________________________

______________________________________________________________
DIRECTIONS:
Assessment Log: Insert the date of your assessment at the top of the column and insert a + in the box for
each mastered item, a +/– for an inconsistent or emerging skill, and a – for a skill the child is unable to
do. When working with a child with severe motor impairments, it is useful to add an A alongside the + or
+/– to indicate that the child accomplished the task with physical assistance.
Developmental Progress Chart: Each item on the Assessment Log is represented by a square on the
Developmental Progress Chart. Using a highlighter or other colored writing instrument, fill in the squares
associated with items marked with a +. Make a diagonal line through squares associated with items marked
with a +/– and color them in halfway. Those marked with a – should be left blank. Complete the chart by
filling in the squares preceding the age span in which all items were passed. When working with a child
with severe motor impairments, it is useful to add an A to the box to indicate that the child accomplished
the task with physical assistance.

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 CONTENTS

ASSESSMENT LOG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Personal–Social
1. Self-Regulation & Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. Interpersonal Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
3. Self-Concept . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
4-I. Self-Help: Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
4-II. Self-Help: Dressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
4-III. Self-Help: Grooming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
4-IV. Self-Help: Toileting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Cognition
5. Attention & Memory: Visual/Spatial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
6-I. Visual Perception: Blocks & Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
6-II. Visual Perception: Matching & Sorting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
7. Functional Use of Objects & Symbolic Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
8. Problem Solving/Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
9. Number Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Cognition/Communication
10. Concepts/Vocabulary: Receptive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
11. Concepts/Vocabulary: Expressive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
12. Attention & Memory: Auditory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Communication
13. Verbal Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
14. Conversation Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
15. Grammatical Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
16. Imitation: Vocal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Fine Motor
17. Imitation: Motor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
18. Grasp & Manipulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
19. Bilateral Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
20. Tool Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
21. Visual-Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Gross Motor
22-I. Upright: Posture & Locomotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
22-II. Upright: Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
22-III. Upright: Ball Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
22-IV. Upright: Outdoor Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
23. Prone (on Stomach) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
24. Supine (on Back) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

DEVELOPMENTAL PROGRESS CHART . . . . . . . . . . . . . . . . . . . . . . . . . 24

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
©
2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 ASSESSMENT
Insert the date of your assessment at the LOGa + in the box for each mastered item.
top of the column and insert
Progress for all four assessments is charted on one Developmental Progress Chart (see pages 24–25) with each
assessment written in a different color.

Age Date: Date: Date: Date:

(months) Curriculum Sequences Notes:

Personal–Social
Personal–Social
1. Self-Regulation & Responsibility
0–3 a. Stops crying when sees or touches bottle or breast

b. Can be comforted by being

spoken to, held, or rocked

c. Calms when swaddled

3–6 d. Comforts self

6–9 e. Entertains self with toys for short periods of time

9–12 f. Moves away from the primary
caregiver who is in same room

12–15 g. Moves partially out of the primary

caregiver’s sight for short periods of play

h. Gets toys to play with from a box or shelf of toys

15–18 i. Plays alone with toys for 15 minutes

18–21 j. Puts away toys in correct places

k. Explores
21–24 l. Tolerates being taken into
a variety of environments

24–30 m. Avoids common dangers

n. Plays comfortably in a small group of children

30–36 o. Knows what toys can and cannot
do and uses them appropriately

2. Interpersonal Skills
0–3 a. Smiles to auditory and tactile stimulation

b. Smiles reciprocally

c. Smiles at familiar person

3–6 d. Laughs

e. Tries to attract attention by making sounds, smiling,

making eye contact, or using body language
6–9 f. Responds differently to family
members and strangers

g. Participates in simple games

h. Repeats activity that elicits laughter from observer(s)

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

9–12 i. Shows an interest in other children—tries to

attract their attention through eye gaze,
smiles, and vocalizations

j. Initiates playing games

k. Laughs or smiles at adults who are engaging

in unexpected behaviors

12–15 l. Spontaneously shares with adults

m. Shows affection

15–18 n. Tries to please others

o. Plays alongside other children

(some exchange of toys)

p. Plays simple interactive games

with other children

18–21 q. Helps with simple household tasks

r. Approaches peer or adult to initiate play

21–24 s. Responds appropriately to social

contact made by familiar adults

t. Tries to comfort others in distress

u. Spontaneously shares with peers, often briefly

v. Tries to help by running errands on

request or anticipating what is needed

24–30 w. Negotiates with peers about toys (may trade)

x. Shows awareness of social standards

(e.g., wants clothes changed when dirty,
brings broken toys to be fixed)

30–36 y. Works collaboratively toward a goal with peers

z. Expresses affection and/or

preference for some peers

aa. Expresses regret when another child

is hurt or experiences unpleasantness

bb. Requests permission

3. Self-Concept
9–12 a. Responds to name

b. Plays with mirror image

12–15 c. Makes choices

15–18 d. Recognizes self and others in mirror

e. Says “no” or otherwise

indicates refusal

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

18–21 f. Expresses feelings of interest, pleasure, surprise,

excitement, warning, and complaint (four or more)

g. Resists attempts from others to assist with feeding

h. Identifies objects as “mine”

i. Competes with peers for toys

21–24 j. “Performs” for others

k. Asks for snacks or drinks

l. Shows determination/persistence in
choosing or continuing activities

m. Distinguishes and names self in photographs

24–30 n. Shows pride in achievements

o. Makes positive statements about self

p. Knows age (tells or holds up fingers)

30–36 q. Tells own first name

r. Answers correctly when asked if he

or she is a boy or a girl

s. Is selective about what tasks he or she will

and will not try (recognizes limitations)

t. Shows guilt or shame over accidents

or prohibited behavior

4-I. Self-Help
Self-Help:Skills:
EatingEating
0–3 a. Smoothly sucks from nipple

b. Infrequently “roots” toward food or objects

3–6 c. Infrequently bites down on spoon

d. Infrequently gags (only when appropriate)

e. Munches food (chewing up and down)

f. Uses purposeful tongue movements

g. Pulls food off spoon with lips

6–9 h. Holds own bottle (omit for breast-fed infants)

i. Assists in drinking from cup

that is held by adult

j. Eats junior or mashed table food without gagging

k. Cleans lower lip with teeth

l. Chews with rotary/side-to-side action

9–12 m. Feeds self with fingers

12–15 n. Holds and drinks from cup

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

o. Brings spoon to mouth and eats food off of it

15–18 p. Scoops food from dish with spoon

q. Chews well

r. No longer uses bottle or breast

18–21 s. Feeds self without spilling (with almost no help)

t. Drinks from straw

21–24 u. Feeds self meal with spoon and

cup as main utensils

v. Distinguishes between edible

and nonedible substances

24–30 w. Begins to use fork

x. Drinks from small glass held with one hand

y. Gets drink unassisted (turns tap on and off)

30–36 z. Pours liquid from one container into another

Self-Help:Skills:
4-II. Self-Help Dressing
Dressing
9–12 a. Cooperates in dressing and undressing

b. Partially pulls shirt over head

12–15 c. Removes loose clothing

15–18 d. Unties shoes or hat as an act of undressing

18–21 e. Unfastens clothing zipper that has a large pull tab

f. Puts on hat

21–24 g. Removes simple clothing (e.g., open

shirt or jacket, stretch pants)

24–30 h. Removes shoes

i. Removes coat

j. Puts on simple clothing (e.g., pants, shoes, socks)

30–36 k. Puts on all clothing unaided, except for fasteners

l. Undoes fasteners (e.g., large buttons,

snaps, shoelaces)

Self-Help:Skills:
4-III. Self-Help Grooming
Grooming
6–9 a. Enjoys playing in water

9–12 b. Does not drool

12–15 c. Cooperates in washing and drying hands

15–18 d. Allows teeth to be brushed

18–21 e. Allows nose to be wiped

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

21–24 f. Washes own hands

g. Wipes nose if given a tissue

24–30 h. Dries hands

30–36 i. Brushes teeth with assistance

j. Washes self with washcloth

Self-Help:Skills:
4-IV. Self-Help Toileting
Toileting
15–18 a. Indicates need for soiled diaper
or pants to be changed

18–21 b. Cooperates with diaper changing

21–24 c. Stays dry for 2- to 3-hour periods during the day

24–30 d. Urinates when placed on toilet

e. Has bowel movement when placed on toilet

30–36 f. Usually indicates need to toilet

(rarely has bowel accidents)

g. Uses toilet by self, except for cleaning

after bowel movement

Cognition
Personal–Social

5. Attention & Memory: Visual/Spatial

0–3 a. Visually fixates for at least 3 seconds

b. Visually tracks object horizontally

(from side to side)

c. Visually tracks object vertically

(from head to stomach)

d. Visually tracks object in a circle

e. Gaze lingers where object or person disappears

f. Shows anticipation of regularly occurring

events in everyday care

3–6 g. Pulls cloth from face

h. Pulls cloth from caregiver’s face

i. Retrieves object partially hidden under a cover

j. Anticipates frequently occurring events in

familiar games after two or three trials

6–9 k. Anticipates frequently occurring events

in familiar games on first trial

l. Retrieves object fully hidden under a cover

m. Finds toy hidden under one of two covers, alternately

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

n. Finds toy hidden under three superimposed covers

9–12 o. Finds toy after seeing it covered and removed
in two places and left covered in a third

p. Finds toy under (or in) one of two containers

after containers are reversed

q. Remembers location of objects that are put

down for a few minutes

12–15 r. While sitting on a caregiver’s lap, attends to

picture book for at least 5 minutes, patting
the pictures or otherwise indicating interest

s. Reacts to a change in familiar game and/or

reacts when objects vanish or do not function
in usual ways

15–18 t. Finds object after it is covered in two places

and has not seen where it was left

u. Finds object after seeing it covered in three

places and has not seen where it was left
(systematic search)

v. Recognizes familiar toys, people (in addition to

family members and regular caregivers), and places

18–21 w. Recognizes own and others’ clothing, toys,

and personal belongings

x. Retrieves own toys from usual locations

y. Retrieves household (or classroom) objects from

usual locations on request (signed or spoken)

z. Puts away objects in correct places and notices

when they are not in the correct place

21–24 aa. Acts out parts of rhymes or songs independently

24–30 bb. Points to hand that is hiding a toy (both when

toy remains in that hand and when toy is
transferred to the other hand, out of sight)

cc. Recognizes the covers of several

books and labels them

dd. Recognizes familiar signs

ee. Identifies (points to) object or picture shown

briefly and shown again in an array of three

30–36 ff. Identifies (points to) object or picture shown

briefly and shown again in an array of four

gg. Tells the name of object or picture shown

briefly in a group of two and then hidden

hh. Remembers incidental information

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

Blocks &&Puzzles
6-I. Visual Perception: Puzzles Blocks
12–15 a. Places large round form in form board

15–18 b. Places large square form in form board

c. Imitates building a chair with blocks

d. Places round and square forms in form board

when they are simultaneously presented

18–21 e. Places large triangular form in form board

21–24 f. Places round, square, and triangular forms in form

board when they are simultaneously presented

g. Completes simple puzzles

h. Places correct forms in shape sorter

24–30 i. Places round, square, and triangular forms

in reversed form board

j. Imitates block train

30–36 k. Puts together two-piece puzzles

l. Imitates block building

m. Imitates block bridge

n. Puts together puzzle with four

or five interconnected pieces

Perception: Matching&&Sorting
6-II. Visual Perception:Matching Sorting
24–30 a. Sorts by size (big and little)

b. Matches primary colors

c. Sorts by shape

30–36 d. Sorts by two characteristics

7. Functional Use of Objects & Symbolic Play

0–3 a. Moves hand to mouth

b. Explores objects with mouth

3–6 c. Plays with (e.g., shakes, bangs) toys placed in hand

d. Commonly performs four or

more activities with objects

e. Responds differently to a different toy

in a group of similar toys

6–9 f. Demonstrates appropriate activities with

toys that have obviously different properties

g. Combines two objects in

a functional manner

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

9–12 h. Orients materials appropriately (e.g., turns cup

right side up, places cars on wheels)

i. Manipulates books by looking, patting, pointing,

or turning pages (may use as a hinge)

12–15 j. Plays spontaneously with a variety of objects,

demonstrating their functions

15–18 k. Experiments with unfamiliar objects

to determine their functions

18–21 l. Spontaneously engages in adult

activities with props

21–24 m. Engages in adult role play (e.g., cooks,

hammers, talks on play telephone)

n. Pretends that objects are something other

than what they are (e.g., blocks are food)

24–30 o. Talks to dolls or animals and/or makes them

interact with one another

30–36 p. Assumes different roles in fantasy play

q. Represents more complex events in play

r. Uses different voices for different people in play

8. Problem Solving/Reasoning
0–3 a. Shifts attention (i.e., visual fixation, body
orientation) from one object to another

b. Looks for or reaches toward objects within

sight that touch the body

c. Repeats activites that

produce interesting results

3–6 d. Plays with toys placed in hands

e. Persists in efforts to obtain an

object or create an effect

f. Repeats activities that elicit interesting

reactions from others

6–9 g. Looks for or reaches toward objects that make

a noise while falling from view

h. Looks for or reaches toward objects that fall

quietly from view

i. Looks or moves in correct direction for objects

that fall and roll or bounce to a new location

j. Overcomes obstacles to get toys

k. Plays with a variety of
toys to produce effects

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

9–12 l. Increases rate of usual activity

with toy when it stops working or tries
another activity to make toy work

m. Retrieves toys from container

when they have been dropped through
a hole in the top of container

12–15 n. Reaches object from behind a barrier

o. Pulls string to get object from behind a barrier

p. Moves self around a barrier to get object

15–18 q. Uses adults to solve problems

r. Solves simple problems without adult assistance

18–21 s. Retrieves familiar objects from usual locations

in another room on request

t. Puts away objects in correct places

21–24 u. Uses tools to solve problems

v. Independently plays with toys that

require pushing buttons, pulling strings,
and/or operating switches to get effects

24–30 w. Experiments with cause and effect when playing

x. Independently nests four

containers, or stacks rings
or blocks of graduated sizes

y. Comments that something is not working

when expected effects are not produced

30–36 z. Independently explores objects to

determine their functions and/or shows
other people how they work

aa. Answers at least one “why do” question correctly

9. Number Concepts
21–24 a. Understands “more” as an addition
to some existing amount

24–30 b. Selects “just one”

c. Points and recites at least three numbers in

correct sequence when asked to count objects

30–36 d. Correctly answers “how many”

for one and two objects

e. Gives/selects two and three objects

f. Follows instructions including

“all,” “none,” and “not any”

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

Cognition/Communication
10. Concepts/Vocabulary:
10. Concepts/Vocabulary: Receptive
Receptive

9–12 a. Points to three objects or people on request

b. Shows shoes, other clothing, or object on request

12–15 c. Points to most common objects on request

15–18 d. Points to three pictures of

animals or objects on request

e. Points to three body parts on request

18–21 f. Sorts objects/pictures into simple categories (e.g.,

dogs, cats, houses, chairs) when given an example

g. Follows directions to indicate an understanding

of “you,” “me,” “your,” and “my”

h. Points to 15 or more pictures of animals and/or

common objects on request

i. Points to five body parts on request

21–24 j. Selects “big” and “little” when given a choice

between two objects/pictures

k. Selects examples of two or more inclusive

categories (e.g., animals, toys, food)

l. Points to or shows three or more of the following:

tongue, chin, neck, shoulder, knee, elbow, ankle

24–30 m. Selects pictures of actions (e.g., eating)

n. Follows directions including “in,”

“out,” “on,” and “off”

o. Selects a similar object/picture when shown

a sample and asked to find “another one”

p. Selects objects/pictures that are

“the same” or “like this”

q. Selects “biggest” and “littlest” (or “smallest”)

from a group of three objects/pictures

30–36 r. Selects objects/pictures to indicate

an understanding of at least two
relative concepts or comparisons

s. Points to five or more colors on request

t. Selects objects and pictures to indicate which are

square and which are round

u. Selects objects by usage

v. Understands part–whole relationships

(e.g., the tail of the dog)

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

11. Concepts/Vocabulary:
11. Concepts/Vocabulary: Expressive
Expressive
6–9 a. Vocalizes repetitive consonant–vowel combinations

9–12 b. Uses two or more gestures associated with verbal

concepts (e.g., “all gone,” “so big,” “more,” “bye-bye”)
c. Uses one or more exclamations

12–15 d. Uses two or more words to label

objects or to name people

e. Says “bye-bye” (or equivalent) at appropriate times

15–18 f. Uses seven or more words to label objects or people

g. Labels two or more pictures

18–21 h. Appropriately uses 15 or more words

i. Meaningfully says “no”

21–24 j. Names most common objects

k. Names objects touched or handled but not seen

24–30 l. Names six or more pictures of common objects

m. Uses at least 50 different words

n. Names eight or more line drawings

of common objects

o. Uses “other” or “another” to refer to

additional or similar objects

30–36 p. Names most pictures and line drawings of

familiar objects

q. Listens carefully to new words (may ask

for repetition)

r. Repeats new words to self

12. Attention & Memory: Auditory

0–3 a. Quiets when presented with noise

b. Visually searches for sound

c. Turns head and searches for or reaches

toward sound at ear level while on back

3–6 d. Turns head or reaches toward sound at

ear level while sitting

e. Turns head toward sound and looks or reaches

directly when sound is at shoulder level

f. Responds differently to a new sound

g. Looks or reaches directly toward a noisemaker

when sound is to the side at waist level

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

6–9 h. Turns head back and forth or reaches to either

side for two sounds

i. Anticipates frequently occurring events

in familiar games involving sounds after
two or three trials

9–12 j. Anticipates frequently occurring events in

familiar games involving sounds on first trial

12–15 k. Actively searches for source of sound

when sound is not visible

15–18 l. Shows recognition of a few familiar sounds

m. Makes sounds associated with pictures or objects

18–21 n. Attends to stories, repeating words and/or sounds

o. Matches objects to their sounds

21–24 p. Identifies objects, people, and events by their sounds

q. Anticipates parts of rhymes or songs

24–30 r. Joins in saying nursery rhymes (repeats parts of them)

s. Says or sings at least two nursery rhymes

or songs in a group with an adult

30–36 t. Independently says or acts out

parts of rhymes or songs

u. Notices and reacts to changes in familiar

rhymes, songs, or stories

Communication
13. Verbal Comprehension
0–3 a. Appropriately reacts to tone of voice
and/or some facial expressions

3–6 b. Turns to the direction from

which name is being called

c. Stops activity when name is called

6–9 d. Does previously learned task

on verbal or gestural cue

e. Responds with correct gestures to “up” and “bye-bye”

f. Responds to “no” (briefly stops activity)

9–12 g. Responds to “give me” (spoken or signed)

12–15 h. Follows two or more simple commands

(one object, one action), spoken or signed

i. Appropriately indicates “yes” or “no”

in response to questions

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

15–18 j. Retrieves objects within view on

verbal or signed request

18–21 k. Understands “look”

21–24 l. Understands words used to inhibit actions

(e.g., “wait,” “stop,” “get down,” “my turn”)

m. Follows commands in familiar contexts

24–30 n. Follows two-part related commands

in novel contexts

30–36 o. Follows three-part commands (three objects

and one action, three actions and one object,
or three objects related by activity)

14. Conversation Skills

0–3 a. Smiles to person who is talking and/or gesturing

b. Provides consistent signals for states of

hunger, distress, and pleasure

c. Protests by vocalizing disapproval

of actions and/or events

d. Vocalizes five or more consonant

and vowel sounds

e. Laughs

3–6 f. Repeats vocalizations and/or gestures

that elicit reactions

g. Indicates interest in toy or object through

eye gaze, reaching, or vocalization

h. Requests continued action of familiar toy,

song, or activity by body movements, eye
contact, and/or vocalizations

i. Waits for adult to take a turn

j. Begins to coordinate looking with listening

k. Makes requests by directing caregiver’s attention

6–9 l. Indicates “no more” and “I don’t like this”

by vocalization, turning, or pushing away

m. Notices and vocalizes when primary

caregiver prepares to leave

n. Uses eye gaze to select another person as partner

for a communication exchange

o. Changes pitch/volume to signify

intensity of desires

9–12 p. Raises arms to be picked up

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

q. Indicates desire to “get down” or “get out” in some

consistent fashion other than fussing or crying

r. Plays reciprocal games (e.g., Peek-a-boo,

clapping, taking turns making sounds)

12–15 s. Uses words or signs to express wants

t. Seeks adult’s assistance in exploring

the environment by vocalizing,
pointing, or using other
communicative signals

15–18 u. Uses inflection patterns when vocalizing

(or uses gestures as if signing)

v. Greets familiar people with an appropriate

vocalization or sign

w. Directs caregiver to provide information

through pointing, a questioning look, vocal
inflection, and/or words

18–21 x. Says (or signs) “no” to protest when

something is taken away

y. Experiments with two-word utterances or

two-sign gestures to achieve specific goals

21–24 z. Spontaneously says (or signs) familiar greetings

and farewells at appropriate times

aa. Says (or signs) “yes” and “no” to indicate

desires or preferences

bb. Spontaneously uses words (or signs) in pretend play

cc. Uses words or signs to request actions

dd. Answers simple questions with a

verbal response, gesture, or sign

24–30 ee. Asks simple questions with a vocalization or gesture

ff. Asks yes/no questions with appropriate inflection

gg. Requests assistance

hh. Uses word or sign combinations

to describe remote events

30–36 ii. Comments on appearance or

disappearance of objects or people

jj. Sustains conversation for several turns

kk. Reads books to others by making

multiple-word utterances

ll. Responds appropriately to

“where” and “why” questions

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

15. Grammatical Structure

18–21 a. Uses inflection patterns in a sentence with
one or two understandable words (or mixes
recognizable signs with gestures)

21–24 b. Uses two-word utterances to indicate possession and

action (e.g., “Mommy’s sock,” “my doll,” “eat cookie”)

24–30 c. Uses two-word utterances to indicate

nonexistence and recurrence

d. Uses two-word utterances to indicate

specificity and characteristics

e. Uses “-s” on the ends of some words to form plurals

f. Uses auxiliary verbs, usually shortened

(e.g., “gonna,” “wanna,” “hafta”)

30–36 g. Uses “-ing” on verbs

h. Uses negative terms

i. Uses personal pronouns

j. Uses prepositional phrases

k. Uses three-word phrases to specify, to indicate

rejection, and/or to describe

16. Imitation:
16. Imitation: Vocal
Vocal
0–3 a. Quiets to voice

b. Looks at person who is talking

3–6 c. Repeats sounds just made when imitated

by caregiver

d. Shifts sounds (imitates sounds in repertoire

when made by caregiver)

e. Imitates inflection

6–9 f. Experiments with making own mouth

move like that of an adult

g. Attempts to match new sounds

9–12 h. Imitates familiar two-syllable words

without syllable changes

i. Imitates familiar two-syllable words

with syllable changes

12–15 j. Imitates most novel one-syllable words

k. Imitates a variety of novel two-syllable words
l. Imitates familiar words overheard in
conversation or from books

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

15–18 m. Imitates the vocalizations others use for

environmental sounds

18–21 n. Imitates two-word phrases or sentences

21–24 o. Imitates three-syllable words (or two-word

phrases containing three syllables)

24–30 p. Repeats novel two-word or two-number sequence

30–36 q. Repeats three-word sentences

Fine Motor
17. Verbal
13. Imitation: Motor
Comprehension
0–3 a. Looks at caregiver and makes facial movements
when caregiver is talking or making noises

3–6 b. Continues movement if it is imitated by caregiver

c. Imitates an activity in repertoire after observing

caregiver doing that activity

6–9 d. Imitates unfamiliar movements

9–12 e. Imitates simple gestures, such as signaling

“bye-bye” or “no”

f. Imitates frequently observed actions with

objects (e.g., stirs with spoon)

12–15 g. Imitates actions related to the function of objects

h. Imitates gestures or signs caregiver commonly uses

15–18 i. Imitates activities involving a combination of

objects or two actions with one object

j. Imitates activities involving a combination

of objects several hours after observing actions

18–21 k. Incorporates sequence of imitated adult

activities into solitary play

21–24 l. Attempts to solve problems (including

activating toys) by imitating adult actions

24–30 m. Imitates postures or actions that do

not involve props

30–36 n. Imitates sequence of two unrelated motor acts

18.
18. Grasp
Grasp &
& Manipulation
Manipulation
0–3 a. Actively moves arm after seeing or hearing an object

b. Looks to one side at hand or toy

c. Brings toy and hand into visual field and looks

at them when toy is placed in hand

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

d. Watches hands at midline (actively moves

and watches results)

3–6 e. Bats at object at chest level

f. Grasps object that is placed in hand

(i.e., not reflexive grasp)

g. Reaches out and grasps objects near body

h. Displays extended reach and grasp

i. Rakes and scoops small objects

(i.e., fingers against palm)

6–9 j. Reaches out for toys and picks them up

when toys are in visual field

k. Manipulates objects with hands and fingers

l. Releases one object to take another

m. Grasps an object, using thumb against index

and middle fingers

n. Uses inferior pincer grasp (i.e., thumb against

side of index finger)

9–12 o. Uses index finger to poke

p. Uses neat pincer grasp (i.e., thumb against tip

of index finger)

q. Removes objects from holders (e.g., rings from

post, pegs from holes)

12–15 r. Releases objects into container

s. Imitates building two-block tower

t. Grasps two small objects with one hand

15–18 u. Places round pegs in holes

v. Imitates building three- to four-block tower

18–21 w. Pokes or plays with play dough

x. Turns pages one at a time

21–24 y. Imitates building six- to eight-block tower

24–30 z. Turns doorknob with forearm rotation

aa. Puts small object through small hole in container

30–36 bb. Builds tower of 8–10 blocks

19. Bilateral Skills

0–3 a. Raises both hands when
object is presented
(hands partially open)

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

b. Looks at or manipulates toy placed

in hands at midline

3–6 c. Brings hands together at midline

d. Places both hands on toy at midline

e. Transfers objects from hand to hand

f. Glances from one toy to another when

a toy is placed in each hand, or
alternatively plays with the toys

g. Plays with own feet or toes

6–9 h. Claps hands

9–12 i. Uses both hands to perform the same action

j. Plays with toys at midline (one hand holds the

toy and the other manipulates it)

12–15 k. Pulls apart pop beads

l. Holds dowel in one hand and places ring over it

15–18 m. Puts dowel through hole in piece of cardboard

n. Unwraps edible item or other small object

18–21 o. Unscrews small lids

21–24 p. Puts loose pop beads together

q. Strings three large beads

24–30 r. Demonstrates hand preference (typically in eating)

30–36 s. Unbuttons large buttons

t. Strings small beads

u. Screws on lids

20. Tool Use

9–12 a. Pulls string to obtain object or make effect

12–15 b. Hits drum with stick

15–18 c. Uses stick to obtain object

18–21 d. Uses hammer to pound in balls

21–24 e. Uses mallet to play xylophone keys

24–30 f. Holds bowl and stirs

g. Uses hammer to pound pegs in pounding bench

30–36 h. Transfers material with spoon

i. Spreads with knife

j. Cuts with edge of fork

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

21.
21. Visual-Motor
Visual-Motor Skills
Skills
12–15 a. Marks paper with writing implement

15–18 b. Scribbles spontaneously

18–21 c. Fingerpaints with whole hand

21–24 d. Imitates vertical stroke

e. Imitates shifting from scribble to stroke and back

24–30 f. Imitates horizontal stroke

g. Pretends to write

30–36 h. Copies a circle with a circular scribble

i. Snips with scissors

j. Makes continuous cuts across paper

Gross Motor
22-I. Upright:
13. Verbal Posture & Locomotion
Comprehension
0–3 a. Holds head steady when held

3–6 b. Holds trunk steady when held at hips

6–9 c. Moves to sitting position from stomach

or all-fours position

d. Sits alone

9–12 e. Pulls self to standing position

f. Steps sideways holding a support

g. Stoops to pick up toy while holding a support

h. Removes hands from support and

stands independently

i. Takes independent steps

12–15 j. Moves from hands and knees to hands

and feet to standing

k. Squats down to retrieve object

15–18 l. Walks sideways

m. Walks backward at least 5 feet

n. Walks up three stairs, same-step foot

placement, with rail

o. Walks down three stairs, same-step foot

placement, with rail

18–21 p. Maintains a squatting

position in play

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

q. Runs stiffly

r. Jumps on floor

s. Walks up three stairs, same-step foot placement,

without rail

21–24 t. Jumps off stair

24–30 u. Walks backward 10 feet

v. Walks on all types of surfaces without falling

w. Uses heel–toe pattern (arms free to carry objects)

x. Takes three to four steps on tiptoes

y. Runs at least 10 feet without falling

z. Jumps down from 8-inch height (one foot leading)

aa. Walks up three stairs, alternate pattern, with rail

30–36 bb. Walks at least 20 feet on tiptoes

cc. Avoids obstacles when running

dd. Walks up three stairs, alternate pattern,

without rail

ee. Walks down three stairs, same-step foot placement,

without rail

ff. Jumps over 2-inch hurdle

gg. Jumps down from 16-inch to 18-inch height

(one foot leading)

hh. Broad jumps 4 inches to 14 inches

22-II. Upright:
22-II. Upright: Balance
Balance
15–18 a. Stands on one foot while hands are held

18–21 b. Lifts one leg momentarily

21–24 c. Rises onto tiptoes momentarily

d. Stands on one leg with stable posture (1–2 seconds)

24–30 e. Stands sideways with both feet on balance

beam with stable posture

f. Walks 5 feet on balance beam with one foot on

the balance beam and the other on the floor

g. Walks along 10-foot line, following the

general direction of the line

30–36 h. Stands with stable posture on one leg with hands

on hips and opposite knee bent (1–2 seconds)

i. Walks three steps on balance beam

and maintains balance

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

j. Walks along 10-foot line, keeping feet

on the line and maintaining balance

22-III. Upright:
22-III. Upright: Ball
Ball Play
Play

15–18 a. Rolls ball back and forth with an adult

b. Tries to kick ball

c. Hurls ball 3 feet

18–21 d. Kicks ball 3 feet

21–24 e. Throws 8-inch ball to an adult who is 5 feet away

24–30 f. Throws 3-inch ball to an adult
who is 7 feet away

g. Throws 3-inch ball to an adult who is 9 feet away

30–36 h. Catches 8-inch ball with arms in front of body

from an adult who is 5 feet away

i. Kicks ball 4–6 feet

22-IV. Upright: Outdoor Play

12–15 a. Explores play area with supervision

15–18 b. Enjoys swinging and sliding

18–21 c. Climbs on low equipment

21–24 d. Climbs slanted ladder

e. Uses slide independently

24–30 f. Runs on playground, pausing at surface changes

g. Climbs on low jungle gym bars and will

drop several inches to the ground

h. Climbs vertical ladders

30–36 i. Walks on movable surfaces using some hand support

23. Prone (on Stomach)

0–3 a. Lifts head, freeing nose (arms and legs flexed)

b. Lifts head to 45-degree angle

(arms and legs partially flexed)

3–6 c. Extends head, arms, trunk, and

legs in prone position

d. Bears weight on elbows in prone position

e. Rolls from stomach to back

f. Reaches while supported on one elbow

g. Supports self on hands with arms extended

and head at 90 degrees

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Age Date: Date: Date: Date:
(months) Curriculum Sequences Notes:

h. Pivots in prone position

6–9 i. Pulls forward in prone position

j. Pulls self to hands and knees

k. Rocks forward and backward while

on hands and knees

l. Plays with toys in asymmetrical half-sitting position

9–12 m. Moves forward (creeps) while on hands and knees

n. Raises one hand high while on hands and knees

12–15 o. Creeps up stairs

p. Creeps down stairs,
backwards

24. Supine (on Back)

0–3 a. Turns head from side to side in response
to auditory or visual stimuli

b. Bends and straightens arms and legs

c. Brings hands to mouth

d. Maintains head in midline position while supine

3–6 e. Reaches out with arm while supine

f. Holds feet in air for play

g. Rolls from back to stomach

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin,
Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 DEVELOPMENTAL PROGRESS CHART
Dates
1. ____________________________________________ Child: ________________________________________________________________________________________________________________________
2. ____________________________________________ Interventionist: ________________________________________________________________________________________________________________
3. ____________________________________________
4. ____________________________________________

Curriculum Sequence 0–3 Months 3–6 Months 6–9 Months 9–12 Months 12–15 Months
1. Self-Regulation & Responsibility a b c d e f g h
2. Interpersonal Skills a b c d e f g h i j k l m
PERSONAL–SOCIAL

3. Self-Concept a b c
4-I. Self Help: Eating a b c d e f g h i j k l m n o
4-II. Self-Help: Dressing a b c
4-III. Self-Help: Grooming a b c
4-IV. Self-Help: Toileting
5. Attention & Memory: Visual/Spatial a b c d e f g h i j k l m n o p q r s
6-I. Visual Perception: Blocks & Puzzles a
COGNITION

6-II. Visual Perception: Matching & Sorting

7. Functional Use of Objects & Symbolic Play a b c d e f g h i j
8. Problem Solving/Reasoning a b c d e f g h i j k l m n o p
9. Number Concepts
10. Concepts/Vocabulary: Receptive a b c
COMM
COG/

11. Concepts/Vocabulary: Expressive a b c d e

12. Attention & Memory: Auditory a b c d e f g h i j k
13. Verbal Comprehension a b c d e f g h i
UNICATION
COMM-

14. Conversation Skills a b c d e f g h i j k l m n o p q r s t

15. Grammatical Structure
16. Imitation: Vocal a b c d e f g h i j k l
17. Imitation: Motor a b c d e f g h
FINE MOTOR

18. Grasp & Manipulation a b c d e f g h i j k l m n o p q r s t

19. Bilateral Skills a b c d e f g h i j k l
20. Tool Use a b
21. Visual-Motor Skills a
22-I. Upright: Posture & Locomotion a b c d e f g h i j k
22-II. Upright: Balance
GROSS MOTOR

22-III. Upright: Ball Play

22-IV. Upright: Outdoor Play a
23. Prone (on Stomach) a b c d e f g h i j k l m n o p
24. Supine (on Back) a b c d e f g

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin, Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 Curriculum Sequence 15–18 Months 18–21 Months 21–24 Months 24–30 Months 30–36 Months
1. Self-Regulation & Responsibility i j k l m l n o
2. Interpersonal Skills n o p q r s t u v w x y z aa bb
PERSONAL–SOCIAL

3. Self-Concept d e f g h i j k l m n o p q r s t
4-I. Self Help: Eating p q r s t u v w x y z
4-II. Self-Help: Dressing d e f g h i j k l
4-III. Self-Help: Grooming d e f g h i j
4-IV. Self-Help: Toileting a b c d e f g
5. Attention & Memory: Visual/Spatial t u v w x y z aa bb cc dd ee ff gg hh
6-I. Visual Perception: Blocks & Puzzles b c d e f g h i j k l m n
COGNITION

6-II. Visual Perception: Matching & Sorting a b c d

7. Functional Use of Objects & Symbolic Play k l m n o p q r
8. Problem Solving/Reasoning q r s t u v w x y z aa
9. Number Concepts a b c d e f
10. Concepts/Vocabulary: Receptive d e f g h i j k l m n o p q r s t u v
COMM
COG/

11. Concepts/Vocabulary: Expressive f g h i j k l m n o p q r

12. Attention & Memory: Auditory l m n o p q r s t u
13. Verbal Comprehension j k l m n o
UNICATION
COMM-

14. Conversation Skills u v w x y z aa bb cc dd ee ff gg hh kkii ll jj

15. Grammatical Structure a b c d e f i g j k h
16. Imitation: Vocal m n o p q
17. Imitation: Motor i j k l m n
FINE MOTOR

18. Grasp & Manipulation u v w x y z aa bb

19. Bilateral Skills m n o p q r s t u
20. Tool Use c d e f g h i j
21. Visual-Motor Skills b c d e f g h i j
22-I. Upright: Posture & Locomotion l m n o p q r s t u v w x y z aa bb cc dd ee ff gg hh
22-II. Upright: Balance a b c d e f g h i j
GROSS MOTOR

22-III. Upright: Ball Play a b c d e f g h i

22-IV. Upright: Outdoor Play b c d e f g h i
23. Prone (on Stomach)
24. Supine (on Back)

The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition, by Nancy M. Johnson-Martin, Susan M. Attermeier, & Bonnie J. Hacker.
© 2004 Paul H. Brookes Publishing Co., Inc. All rights reserved.
 About The
Carolina Curriculum

The Carolina Curriculum links assessment to intervention through hierarchies of

developmental tasks that are both relevant to typical routines for young children and
pertinent to long-term adaptation—an approach described as “authentic” by Bagnato,
Neisworth, and Munson (1997). That is, the intervention is integrated in a meaningful
way into the child’s life. Because each item on the assessment tool is linked directly to
a curriculum item that describes procedures for teaching the assessed skill, readers
have a framework for moving smoothly from assessment to intervention. The Carolina
Curriculum includes the following characteristics:
1. The curriculum is based on typical sequences of development but does not assume
that a child will develop at the same rate across domains or even within one
domain (e.g., a child may exhibit typical cognitive development along with very
delayed motor development, a child may have age-appropriate grammatical struc-
tures but have significantly delayed vocabulary). Thus, the curriculum is designed
for you to use both with the child who is developing slowly but in a typical pattern
and with the child whose pattern of development is markedly atypical due to one
or more impairments.
2. The curriculum approaches atypical development in two ways. First, the items in
each developmental domain are subdivided into logical teaching sequences (i.e., a
sequence in which item order is primarily determined by how one skill builds on
another, not only by the mean age levels at which typical children learn the skills).
Second, general modifications of the items in each developmental domain are sug-
gested so that you can accommodate a child’s particular sensory or motor limita-
tions. Thus, a child with severely delayed motor abilities but potentially average
cognitive skills is not held up in progressing through the cognitive domain
because he or she cannot do items that require typical motor skills.
3. The curriculum is based on the recognition that many infants and toddlers or
preschoolers with serious impairments will never develop typically in spite of
intervention efforts. Thus, in treating these children, you must consider teaching
atypical but highly adaptive skills that may temporarily or permanently replace
typical skills. For example, should a child be unable to talk but have adequate
motor skills, it is appropriate for you to teach pointing or another indicator
response that will allow him or her to make choices, communicate wishes, and so
forth.
4. Although the curriculum is developmental, with items drawn from standard devel-
opmental assessment tools, clinical experience, and the observations of Jean
Piaget, behavioral theory and methodology underlie item construction. There is
also a strong emphasis on developing adaptive functional skills, even if these are
not necessarily typical (e.g., moving by scooting on one’s buttocks or using a scoot-
er board when crawling would be typical but is not functional).
WHAT IS INCLUDED IN THE CAROLINA CURRICULUM?
The Carolina Curriculum has been designed to provide a systematic approach for
developing intervention plans for children with special needs who are functioning
within the birth to 60-month developmental range. The Carolina Curriculum for
Infants and Toddlers with Special Needs, Third Edition, focuses on children from
birth to 36 months of age, and The Carolina Curriculum for Preschoolers with Special
Needs, Second Edition, focuses on children from 24 to 60 months of age. In these vol-
umes, you will find
• A criterion-referenced assessment for determining the child’s mastery of important
social, cognitive, language, motor, and adaptive skills
• Suggestions for selecting educational objectives for the assessment
• Guidelines for developing activities for the individualized family service plan (IFSP)
or individualized education program (IEP) that incorporate the educational
objectives
 About the Authors

Nancy M. Johnson-Martin, Ph.D., is a consultant for assessment and early interven-

tion following her retirement from the University of North Carolina at Chapel Hill,
where she held positions in the Division for Disorders of Development and Learning
and in the Frank Porter Graham Child Development Center (now called the Frank
Porter Graham Child Development Institute).

Susan M. Attermeier, Ph.D., PT, is a pediatric physical therapist in private practice in

Hillsborough, North Carolina. She was previously Assistant Professor in the Division
of Physical Therapy at the University of North Carolina at Chapel Hill.

Bonnie J. Hacker, M.H.S., OTR/L, is an occupational therapist with more than 25

years’ experience working with children. She holds certifications in
Neurodevelopmental Therapy, Southern California Sensory Integration Tests, and
Sensory Integration and Praxis Tests. She is currently the director of Emerge—A
Child’s Place, a pediatric clinic in Durham and Chapel Hill, North Carolina, that pro-
vides children with occupational and speech therapy services.
 Brookes On Location

Brookes On Location is a program that connects you with the experts behind Brookes
books for seminars tailored to your agency’s specific needs. We offer you an outline of
the seminar, and you determine the venue for the seminar and the professional devel-
opment priorities for the participants.

After you contact Brookes about arranging a seminar, we share your request with the
speakers and make recommendations that will help you meet the needs of your staff.
Brookes then coordinates the speakers’ schedules to find a date that works for both of
you. (Please note that we cannot guarantee a speaker’s availability on a specific date.)
Seminars can range from a half-day to a whole week, depending on the subject and the
needs of your staff. The speaker’s fee varies depending on the seminar subject and
length and the number of participants. The total cost will include the speaker’s fee
and travel expenses as well as handouts for participants. Contact Brookes Publishing
at 410-337-9580 or visit www.brookespublishing.com/onlocation for more informa-
tion.

The seminar using the Carolina Curriculum presents an assessment and intervention
program for young children (birth to 5 years) with mild to severe disabilities.

Speaker
Co-author Susan M. Attermeier, Ph.D., PT, presents this seminar. She served on the
Physical Therapy Faculty at the University of North Carolina at Chapel Hill and is
currently in private practice. She obtained a bachelor’s degree in Physical Therapy
from Marquette University, a master’s degree in Education at the University of North
Carolina at Chapel Hill, and a Ph.D. in Special Education at the University of North
Carolina at Chapel Hill.

Recommended Materials
The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition,
and/or The Carolina Curriculum for Preschoolers with Special Needs, Second Edition

Who Will Benefit from this Seminar

Early interventionists, early childhood special educators, early childhood program
administrators

Participants will learn to:

• determine children’s initial ability levels

• write behavioral objectives and plan interventions
• choose which sequences to teach and which items to teach within a sequence
• combine items from different sequences and/or domains into activities
• modify items for children with motor, visual, or hearing impairments
• work with children in inclusive settings
• promote generalization by offering opportunities throughout the day
• advise parents on activities to do at home to develop skills
• observe play and interview parents for indications of new skills mastered
• document change by completing the Assessment Log

The seminar can be targeted to the information and approaches necessary for work-
ing with children whose skills fall into any range from birth to 5.
 Order more components
of the Carolina Curriculum!

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 LICENSING
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SOFTWARE LICENSING AGREEMENT

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purposes of this Agreement, “Software” refers to the files contained in the electronic version of The Carolina
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