A nurse has accepted a position on a pediatric unit and is learning about psychosocial development. Place Erikson's stages of psychosocial development in order from birth to adolescence. (Move the steps into the box on the right, placing them in the selected order of performance. Use all the steps.)

A. Spinning a toy repetitively: Repetitive behaviors, such as spinning objects or repetitive movements, are common in children with ASD. These behaviors often serve as self-stimulatory or soothing activities and may be used as a way to cope with sensory stimulation or to seek sensory input.

B. Consistent limit testing: While limit testing can occur in children with ASD, it is not a specific hallmark of the disorder. Limit testing is more commonly associated with typical developmental behavior or oppositional defiant disorder rather than ASD.

C. Ritualistic behavior: Children with ASD often engage in ritualistic or repetitive behaviors, such as adhering to strict routines or rituals, having specific preferences for how objects are arranged, or engaging in repetitive movements or actions. These behaviors can provide a sense of predictability and control in their environment.

D. Short attention span: Many children with ASD have difficulty sustaining attention and may exhibit a short attention span, particularly in tasks that do not align with their specific interests or preferences. However, attention span can vary widely among children with ASD, and some may have exceptional focus on particular activities or topics of interest.

E. Delayed language development: Delayed language development is a common characteristic of ASD. Some children with ASD may experience delays in acquiring spoken language skills, exhibit echolalia (repetition of words or phrases), or have difficulty with expressive and receptive language. However, it's important to note that language development can vary significantly among individuals with ASD, and some may have average or even advanced language skills.

A. Separates easily from primary caregiver for short periods of time: This is the correct choice. Toddlers typically begin to demonstrate increased independence and are able to separate from their primary caregiver for short periods of time without significant distress. This developmental task reflects the toddler's growing sense of autonomy and confidence in exploring their environment.

B. Explains the difference between right and wrong: While toddlers may begin to understand simple rules and expectations, they are not yet capable of explaining the difference between right and wrong in a comprehensive or abstract manner. Moral development occurs gradually over time and is influenced by various factors, including socialization and parental guidance.

C. Cooperates in doing simple chores: Toddlers may begin to imitate or participate in simple household tasks or routines, but their level of cooperation is typically limited and may vary depending on individual temperament and developmental readiness. While involvement in chores can promote a sense of responsibility and independence, toddlers are still in the early stages of learning basic self-care skills and may require supervision and assistance.

D. Prints letters and numbers: The ability to print letters and numbers typically emerges during the preschool years, around ages 3 to 5, as part of the development of fine motor skills and early literacy. Toddlers are not developmentally ready to master the precision and coordination required for printing letters and numbers. Their focus during the toddler stage is primarily on gross motor skills, sensory exploration, and language development.