Criteria Questions: Level 0+ thru 7

Kendall Conversational Proficiency Levels (P-Levels)

Level 0 Reference Content Cohesion Use Form
Criteria Number Criteria Questions
Level 0+ (0-12 months 1 ear ol!"
#et

Reference
0 + $1
%oes the chil! !etermine &hat another 'erson is tal(in) about b loo(in) in the same !irection as the other 'erson*
(visuall trac(s !irection of other 'erson+s )lance"
Content
0 + $2a
%oes the chil! communicate about his
,
o&n comfort- 'leasure- an! !istress (nonverball"*
0 + $2b %oes the chil! communicate about clothin) or other thin)s associate! &ith his 'erson* (usuall thin)s u'on &hich he can
act. shoes- bottle- to"
Cohesion
0 + $/a
%oes the chil! usuall res'on! attentivel to turn-ta(in) activities- such as 'ee(-a-boo* (ta(es a 'assive role in the )ame
but e0'ectantl enthusiasticall- &atches the concealin) an! uncoverin) of the ob1ect"
0 + $/b %oes this chil! re2uest ob1ects b reachin) for them an! sometimes o'enin) an! closin) his fists* (also loo(s at ob1ect
an! 'erha's vocali3es"
0 + $/c %oes he call attention to novel thin)s in the environment b hol!in) them for others to see or b 'ointin)* (attention is
limite! to items &ithin his imme!iate surroun!in)s"
Use
0 + $,
%oes the chil! use nonverbal si)nals- such as follo&in) another+s )a3e or loo(in) in the !irection that someone is 'ointin)-
to achieve cohesion* (to share interaction- )ain attention- obtain )oo!s an! services"
Form
0 +$4
%oes the chil! communicate b stretchin) an! hol!in) )estures (reachin)- o'enin)- an! closin) fists"- facial e0'ressions-
an! !ifferentiate! cries an! vocali3ations*
,
5o re!uce com'le0it- each of the 6-Levels alternates bet&een male an! female )en!er &hen referrin) to a chil!$
Source: French, M. M. (1999). Appendix B: The Kendall conversational proicienc! levels. The toolkit: Appendices for starting with assessment (pp. "#$%").
&ashin'ton, (): *allaudet +niversit! ,re$)olle'e -ational Mission ,ro'ra.s.
Criteria Questions: Level 0+ thru 7
Kendall Conversational Proficiency Levels (P-Levels)
Level 1 Reference Content Cohesion Use Form
Criteria Number Criteria Questions
Level 1 (0-12 months 1 ear ol!"
#et

Reference
1$1
%oes the chil! refer to ob1ects b hol!in)- loo(in) at- 'ointin) to- an! touchin) them* (refers to ob1ects at han!"
Content
1$2
%oes the chil! communicate about tos- li)hts- animals- an! 'articular foo!s* (or other thin)s associate! &ith her or
thin)s of interest"
Cohesion
1$/a
%oes the chil! initiate 'ee(-a-boo an! other turn-ta(in) activities* ()ui!es the careta(er+s actions7 later ta(es an a)ent
role an! ma(es the initial overtures- uncoverin) the ob1ect- timin) the 'erio! of concealment"
1$/b %oes the chil! imitate the movements of others althou)h not necessaril to brin) about action* (imitate actions such
as !ancin)- stretchin) &ithout instrumental function"
Use
1$, a
%oes the chil! use nonverbal means to call attention to 'hsical nee!s* (e$)$- toiletin)- hun)er"
1$, b %oes the chil! use nonverbal means to e0'ress 'ersonal reaction* (reactions to 'eo'le- thin)s- an! events. curiosit
an! sur'rise- comfort an! affliction- ea)erness an! reluctance"
1$, c %oes the chil! use nonverbal means to re2uest hel' b shiftin) her )a3e bac( an! forth bet&een the ob1ect an! the
'erson &hose hel' she &ants in )ettin) the ob1ect* (also b imitatin) actions- )ui!in) the 'erson she &ants hel' from"
Form
1$4
%oes the chil! sometimes imitate the si)ns 'ro!uce! b others- althou)h &ith im'erfect han! confi)urations an!
movements* (ma use a fe& i!iosncratic si)ns &ith consistent meanin)"
Source: French, M. M. (1999). Appendix B: The Kendall conversational proicienc! levels. The toolkit: Appendices for starting with assessment (pp. "#$%").
&ashin'ton, (): *allaudet +niversit! ,re$)olle'e -ational Mission ,ro'ra.s.
Criteria Questions: Level 0+ thru 7
Kendall Conversational Proficiency Levels (P-Levels)
Level 2 Reference Content Cohesion Use Form
Criteria Number Criteria Questions
Level 2 (1 - 2 ears ol!"
#et

Reference
2$1
%oes the chil! often use conventional si)ns or &or!s to refer to the imme!iate 'hsical conte0t*
4
(am'lifies one-
&or! utterances8si)ns &ith nonverbal means of reference. hol!in)- touchin)- 'ointin)- loo(in)7 refers to thin)s in
the here an! no&"
Content
2$2
%oes the chil! i!entif ob1ects u'on re2uest* (content of communications consists of the thin)s an! actions that
are a 'art of the imme!iate 'hsical conte0t share! &ith 'artner- i$e$- is li(el to label share! tos- other ob1ects
of interest"
Cohesion
2$/
%oes the chil! sometimes re'eat &hat &as 1ust sai!* (&ill re'eat- &ithout instrumental intent but &ith a''arent
com'rehension- se)ments of 'rece!in) utterances of others"
Use
2$,a
%oes the chil! often use the lan)ua)e to re2uest a fe& ob1ects an! sim'le services* (9:at*;- 9<all*;"
2$,b %oes the chil! often use the lan)ua)e to )et the attention of others or to call them to his location*
2$,c %oes the chil! often use the lan)ua)e to )reet others* (9=i;- 9>oo!be;"
2$,! %oes the chil! often use the lan)ua)e to 'rotest other 'eo'le+s actions that he &ishes to avert* (9No?; 9@to'?;"
2$,e %oes the chil! often use the lan)ua)e to label ob1ects* (&ithout cuein)"
2$,f %oes the chil! often use the lan)ua)e to note the 'resence of ob1ects*
2$,) %oes the chil! often use the lan)ua)e to note or call for the !isa''earance (or removal" of ob1ects* (si)ns8sas-
9All )one;- sha(es hea! Bno+ more"
Form
2$4
%oes the chil! usuall use sin)le &or! utterance8si)ns- facial e0'ressions- )estures- an! 'ointin) to conve
meanin) (e$)$- 'oints to a car- si)ns8sas- 9Car;"
4
At Level 2- lan)ua)e is use! 'rimaril to re'resent (labelin)- re'eatin)- tal(in) to self" or to interact ()reetin)- 'rotestin)- )ettin) attention- etc"
Source: French, M. M. (1999). Appendix B: The Kendall conversational proicienc! levels. The toolkit: Appendices for starting with assessment (pp. "#$%").
&ashin'ton, (): *allaudet +niversit! ,re$)olle'e -ational Mission ,ro'ra.s.
Criteria Questions: Level 0+ thru 7
Kendall Conversational Proficiency Levels (P-Levels)
Level / Reference Content Cohesion Use Form
Criteria Number Criteria Questions
Level / (2 - / ears ol!"
#et

Reference
/$1
%oes the chil! refer 'rimaril to thin)s that are of interest to her* (reference still tie! to the imme!iate
environment"
Content
/$2 a
%oes the chil! communicate about a substantial number of ob1ects an! actions affectin) her* (that is- too man to
(ee' trac( of rea!il"
/$2 b %oes the chil! communicate about the location of ob1ects*
/$2 c %oes the chil! communicate about the !estination of ob1ects &hen the are movin) or bein) move!*
/$2 ! %oes the chil! communicate about both tem'orar an! more or less 'ermanent characteristics of 'eo'le an!
ob1ects* (e$)$- !irt- &et- hot- col!- sa!- bi)- etc"
/$2 e %oes the chil! communicate about &ho o&ns &hat an! &hat belon)s to &hom*
Cohesion
/$/
%oes the chil! lin( &hat she sas to &hat others sa in an &a* (ma comment on same to'ic as the 'rece!in)
a!ult comment- but this is 'rimaril because the are sharin) the same conte0t or focus of interest7 the comment
creates te0t more throu)h the imme!iate environment than throu)h an actual reference bac( to the a!ult+s te0t"
Use
/$, a
%oes the chil! use lan)ua)e to re'resent a broa! ran)e of her actions*
/$, b %oes the chil! use lan)ua)e to affirm the 'resence of a substantial number of ob1ects- note (or call for" their
absence- !isa''earance- or removal- an! note (or tr to brin) about" their return* (e$)$- uses lan)ua)e to
comment on such thin)s as &hen she hi!es an ob1ect- someone leaves- she finishes eatin) somethin)- she uses
u' some material7 often as(s for a return of or more of these thin)s"
/$, c %oes the chil! use lan)ua)e to re2uest a broa! ran)e of ob1ects an! services* (as(s for foo!s- tos- clothin)- hel'
)ettin) !resse!- turnin) on the television- )oin) on an e0cursion- etc$"
/$, ! %oes the chil! use lan)ua)e to i!entif ob1ects an! actions in 'ictures*
Form
/$4 a
%oes the chil! usuall use utterances consistin) of at least t&o sntacticall relate! com'onents* (e$)$- 9Cron hot;-
9#ore crac(er;- 9No bu);- 9%o))ie come;- etc"
/$4 b %oes the chil! 'rovi!e enou)h information for others to fi)ure out &hat she has left unsai!*
Source: French, M. M. (1999). Appendix B: The Kendall conversational proicienc! levels. The toolkit: Appendices for starting with assessment (pp. "#$%").
&ashin'ton, (): *allaudet +niversit! ,re$)olle'e -ational Mission ,ro'ra.s.
Criteria Questions: Level 0+ thru 7
Kendall Conversational Proficiency Levels (P-Levels)
Level , Reference Content Cohesion Use Form
Criteria Number Criteria Questions
Level , (/ - , ears ol!"
#et

Reference
,$1 a
%oes the chil! refer to actions he is about to ta(e- an! !oes he e0'ress the intention to ta(e action* (still refers
lar)el to the 'resent- but is be)innin) to refer to the 'ast an! the future"
,$1 b %oes the chil! refer to actions (ta(en b others" that !o not affect him*
Content
,$2 a
%oes the chil! use a broa! variet of combinations of semantic cate)ories of meanin) in a sin)le utterance*
(5here is an abilit to co!e a lot more information in a sin)le utterance b combinin) thin)s7 e$)$- 9%ra& a re!
biccle;- 9:ric rea!in) m boo(;- etc"
,$2 b %oes the chil! tal( about several coor!inate! but in!e'en!ent events an! states at the same time* (e$)$- 9C )o to
librar an! )et a boo( an! come bac(;7 9De rea! boo(;- 9>o ni)ht-ni)ht;"
Cohesion
,$/
%oes the chil! achieve cohesion in conversation b usin) elements (&or!s or 'hrases" from the 'rior utterances
of his conversation 'artners* (e$)$- a!ult. 9%o ou &ant a coo(ie*; chil!. 9Ees- C &ant coo(ie$; Cohesion usuall
occurs as the chil! res'on!s to an a!ult initiative$"
Use
,$, a
%oes the chil! use the lan)ua)e to establish the i!entit of thin)s an! 'eo'le* (as(s &ho an! &hat 2uestions"
,$, b %oes the chil! create an! maintain &orl!s of ma(e-believe* (as o''ose! to sim'l 'artici'atin) in ma(e-believe
&orl!s create! b others7 initiates 'la7 assi)ns an! re)ulates roles7 acts out his o&n 'art"
Form
,$4 a
%oes the chil! usuall e0'ress most of &hat he means to sa- an! rarel leaves unsai! thin)s that shoul! be
e0'resse!*
,$4 b %oes the chil! usuall un!erstan! frien!s an! familiar a!ults- an! !o the un!erstan! him*
Source: French, M. M. (1999). Appendix B: The Kendall conversational proicienc! levels. The toolkit: Appendices for starting with assessment (pp. "#$%").
&ashin'ton, (): *allaudet +niversit! ,re$)olle'e -ational Mission ,ro'ra.s.
Criteria Questions: Level 0+ thru 7
Kendall Conversational Proficiency Levels (P-Levels)
Level 4 Reference Content Cohesion Use Form
Criteria Number Criteria Questions
Level 4 (, - 4 ears ol!"
#et

Reference
4$1
%oes the chil! communicate confi!entl an! intelli)ibl on to'ics that )o entirel beon! the imme!iate 'hsical
conte0t an! that re2uire her to interrelate ob1ects- states- an! events locate! outsi!e 'resent time an! s'ace*
(communicate ver comfortabl about 'ast an! future events and can locate events- tem'orall- &ith res'ect to
other events"
Content
4$2
%oes the chil! e0'ress e0'licitl a variet of relationshi's bet&een events (or states". relationshi's involvin)
time- causalit- contra!iction- states of (no&le!)e* (e0'resses the notion that one event is relate! to a secon!
b some reason or 'ur'ose usin) 9an!;- 9so;- 9then;- 9because;- or the A@L e2uivalent7 that one event occurs in
s'ite of the occurrence of another event usin) 9but;- or some e2uivalent7 that one event is relate! to another &ith
res'ect to time usin) 9so;- 9before;- 9&hen;- 9until;- etc$ or e2uivalents$ :$)$- 9Recess cancele! because it+s
rainin) outsi!e$; 9Cf it+s not rainin)- then &e can )o outsi!e$; 9De can+t )o outsi!e- but &e can have recess
insi!e$; 9De have lunch before recess$; 9De have lunch until time to )o outsi!e$;
Cohesion
4$/
%oes the chil! carr on a conversation contributin) !etails or comments relevant to her 'artner+s theme &ithout
chan)in) the sub1ect* (initiates comments that are res'onsive to the 'rece!in) to'ic7 as(s 2uestions to elicit
information about events- 'ur'oses- states- an! intentions"
Use
4$, a
%oes the chil! use the lan)ua)e to fin! out &hat is ha''enin)*
4$, b %oes the chil! use the lan)ua)e to fin! out &ho is ta(in) action*
4$, c %oes the chil! use the lan)ua)e to fin! out &hat state thin)s are in*
4$, ! %oes the chil! use the lan)ua)e to fin! out &h 'eo'le are !oin) &hat the are !oin)*
Form
4$4 a
%oes the chil! usuall tell stories or 'rovi!e !escri'tions &ith clear overall meanin) an! structure* (=a3 !etails
are rea!il clarifie! b 2uestionin) the chil!$"
4$4 b %oes the chil! communicate &ith rea! intelli)ibilit on a one-to-one basis &ith stran)ers accustome! to !eaf
chil!ren*
Source: French, M. M. (1999). Appendix B: The Kendall conversational proicienc! levels. The toolkit: Appendices for starting with assessment (pp. "#$%").
&ashin'ton, (): *allaudet +niversit! ,re$)olle'e -ational Mission ,ro'ra.s.
Criteria Questions: Level 0+ thru 7
Kendall Conversational Proficiency Levels (P-Levels)
Level F Reference Content Cohesion Use Form
Criteria Number Criteria Questions
Level F (F - G ears ol!"
#et

Reference
F$1 a
%oes the chil! refer to ob1ects- actions- events- an! states in a h'othetical more (i$e$- &ithout re)ar! to their
realit or truth" an! consi!er the im'lications* (e$)$- 9Cf ou &ere as oun) as C am7; 9Cf C &ere as tall as Ali;"
F
F$1 b %oes the chil! refer e0'ressl to non-routine an! com'le0 actions an! feelin)s of a more or less 'erce'tible
sort* ('rovi!es enou)h conte0t"
Content
F$2
%oes the chil! communicate successfull on an to'ic &ithin his e0'erience* (or &ithin his intellectual reach"
Cohesion
F$/ a
%oes the chil! en)a)e in sustaine! !ialo)ue an! narrative &ith stran)ers &ith a hi)h !e)ree of intelli)ibilit an!
com'rehension* (in one-on-one conversations"
F$/ b %oes the chil! follo& &ith accurac (but not necessaril full !etail" the )eneral meanin) of multi-cornere!
conversations even thou)h the !o not bear closel on familiar to'ics* (multi-cornere! conversations are those
that involve more than t&o 'eo'le"
Use
F$,
%oes the chil! use the lan)ua)e e0'licitl to influence o'inions an! attitu!es as &ell as actions* (successfull
ar)ues his 'oints7 uses lan)ua)e to 'ose 'ersonal an! aca!emic 'roblems"
Form
F$4 a
%oes the chil! maintain a stea! flo& of accurate an! full intelli)ible e0'ression onl occasionall havin) to
circle aroun! it or use non-i!iomatic lan)ua)e*
F$4 b %oes the chil! 'rovi!e sufficient conte0tual bac()roun! to enable conversational 'artners to inter'ret
messa)es that contain a consi!erable amount of ne& information*
F$4 c %oes the chil! communicate &ith sufficient clarit so that onl occasional clarifin) 2uestionin) b his
conversational 'artner is re2uire!*
F
5he Chil!+s lan)ua)e is comfortabl !etache! from the here-an!-no&$ =e can turn lan)ua)e bac( on thin)s- an! !iscusses them in a
h'othetical mo!e$ 5his is more so'histicate! than ma(e-believe7 at this level the chil! can re-label the &orl! an! !iscuss it &hile still remainin)
outsi!e of this h'othetical &orl!$
Source: French, M. M. (1999). Appendix B: The Kendall conversational proicienc! levels. The toolkit: Appendices for starting with assessment (pp. "#$%").
&ashin'ton, (): *allaudet +niversit! ,re$)olle'e -ational Mission ,ro'ra.s.
Criteria Questions: Level 0+ thru 7
Kendall Conversational Proficiency Levels (P-Levels)
Level G Reference Content Cohesion Use Form
Criteria Number Criteria Questions
Level G (11 - 1/ ears ol!"
#et

Reference
G$1
%oes the chil! buil! referential conte0ts that are sufficientl rich to allo& her to e0'lain the !etails of mo!eratel
elaborate sstems- such as unfamiliar &ith &hat is bein) e0'laine!* (!escri'tions must be more abstract than
concrete above the level of &hat can be observe! or sense!7 e$)$- can e0'lain the com'le0 rules of such
)ames as baseball- bri!)e- chess7 rules of lan)ua)e7 o'eration of mechanisms such as the s'ee!s of a 10-
s'ee! biccle or a manual can-o'ener7 the overall structure- roles- res'onsibilities- an! 'roce!ures of an
institutional or)ani3ation"
Content
G$2
%oes the chil! communicate &ith stran)ers in one-to-one situations an! multi-cornere! conversations &ith a
hi)h !e)ree of intelli)ibilit* (i$e$- communicates one-on-one an! in )rou's &ith full com'rehension of )eneral
meanin) an! !etails"
Cohesion
G$/ a
%oes the chil! 'ara'hrase or am'lif her o&n comments to accommo!ate the nee!s of her conversational
'artner*
G$/ b %oes the chil! 'in'oint the information she nee!s to clarif an ambi)uous messa)e* (can e0'lain e0actl the
'roblem of a confusin) messa)e an! &hat a!!itional or correcte! information is nee!e! for clarification"
G
Use
G$,
%oes the chil! use the lan)ua)e to e0'ress )eneral 'rinci'les for the 'ur'ose of influencin) o'inions- attitu!es-
an! actions of others* (can formulate ar)uments that a''eal to 'rinci'les or )eneral consi!erations7 uses
verbs that )o beon! !escribin) actions or states"
Form
G$4
%oes the chil! usuall maintain a stea! flo& of full i!iomatic e0'ression that is free of circumlocution*
G
5he chil! has e0cellent re'air strate)ies at this level$
Source: French, M. M. (1999). Appendix B: The Kendall conversational proicienc! levels. The toolkit: Appendices for starting with assessment (pp. "#$%").
&ashin'ton, (): *allaudet +niversit! ,re$)olle'e -ational Mission ,ro'ra.s.