Translate Infant-Toddler Checklist (ITC)

Infant-Toddler Checklist (ITC)

The Infant-Toddler Checklist (ITC) is an early developmental screening questionnaire designed to identify communication and social-developmental differences in infants and toddlers.

The questionnaire focuses on important early developmental areas such as eye contact, emotional interaction, gestures, sounds, language development, understanding, and play behaviors.

The ITC is commonly used by parents, caregivers, pediatric professionals, and early childhood specialists to monitor developmental milestones and identify children who may benefit from additional developmental evaluation or support.

The questionnaire explores several important developmental areas:
- Emotion and Eye Gaze
- Communication
- Gestures
- Sounds
- Words
- Understanding
- Object Use

Emotion and Eye Gaze measures social attention, emotional connection, eye contact, and shared interaction.

Communication measures the child's ability to seek help, gain attention, and socially interact with others.

Gestures measure nonverbal communication skills such as pointing, showing, waving, and shared interaction.

Sounds and Words measure speech development, vocalization, and early language growth.

Understanding measures receptive language and the ability to respond to spoken words and phrases.

Object Use measures play skills, pretend play, object understanding, and developmental interaction with toys and everyday objects.

The ITC is designed as an early developmental screening tool and should not be used as a standalone diagnostic instrument.

Instructions:
This questionnaire is designed to be completed by parents, caregivers, teachers, or professionals who regularly observe the child.

Please answer each question based on the child's usual communication, social interaction, gestures, sounds, understanding, and play behaviors.

Participants rate each statement using response options that best describe the child's current developmental behaviors and abilities.

This assessment is designed for infants and toddlers and is intended for educational, research, and developmental screening purposes only.

Results should not be considered a clinical diagnosis or substitute for a professional developmental, medical, or psychological evaluation.

Responses are scored based on developmental frequency and ability levels. Higher scores generally indicate stronger developmental communication, social interaction, gesture use, and language-related abilities.

The ITC is commonly used as an early developmental screening instrument to help identify children who may benefit from additional developmental evaluation or early intervention support.

Do you know when your child is happy and when your child is upset?

When your child plays with toys, does he/she look at you to see if you are watching?

Does your child smile or laugh while looking at you?

When you look at and point to a toy across the room, does your child look at it?

Does your child let you know that he/she needs help or wants an object out of reach?

When you are not paying attention to your child, does he/she try to get your attention?

Does your child do things just to get you to laugh?

Does your child try to get you to notice interesting objects just to get you to look at the objects, not to get you to do anything with them?

Does your child pick up objects and give them to you?

Does your child show objects to you without giving you the object?

Does your child wave to greet people?

Does your child point to objects?

Does your child nod his/her head to indicate yes?

Does your child use sounds or words to get attention or help?

Does your child string sounds together, such as uh oh, mama, gaga, bye bye, dada?

About how many of the following consonant sounds does your child use: ma, na, ba, da, ga, wa, la, ya, sa, sha?

About how many different words does your child use meaningfully that you recognize?

Does your child put two words together (for example, more cookie, bye bye Daddy)?

When you call your child's name, does he/she respond by looking or turning toward you?

About how many different words or phrases does your child understand without gestures?

Does your child show interest in playing with a variety of objects?

About how many of the following objects does your child use appropriately: cup, bottle, bowl, spoon, comb or brush, toothbrush, washcloth, ball, toy vehicle, toy telephone?

About how many blocks (or rings) does your child stack?

Does your child pretend to play with toys (for example, feed a stuffed animal, put a doll to sleep, put an animal figure in a vehicle)?