This article describes the peculiarities of the development of preschool children who have autism behavioral disorders. From a cognitive and socio-emotional point of view, it is possible to observe a lack of strong reaction to the events happening around them, which is usually typical of children of the same age. The child’s behavior in the video differs from that of a mentally healthy child, and these differences lie in the child’s other emotional state and degree of interest in talking to people.
Observing a particular child in the video leads to the conclusion that the actual behavior is virtually the same as the theoretical one. For example, if, in theory, children with autism do not show a strong interest in activities, and they need to be well interested, we can also see this in the video fragment (The Incredible Years, 2015, 3:43). Also, such children do not show a strong interest in other people, as can be seen by the emotions that the child exhibits. Thus, a child with autism has a degree of emotional development, as his illness is associated with a psyche disorder.
A monitoring checklist is an effective tool for monitoring the child, as essential points for analysis are noticed. This helps to become a more focused observer and clarify which items should be prioritized. Regarding the use of charts, charting is an excellent way to structure information. When looking at a child, it can be understood that children with autism have difficulties with social behavior and communication and have limited interests (Ă–zerk & Cardinal, 2020). Based on these data, it is possible to chart and track specific trends to analyze children’s behavior with similar problems, but the watch list is also an effective analytical tool.
In conclusion, such observations could be good examples for future work. One can conclude subsequent cases with specific statistics based on actual observations of a child with a particular diagnosis. The monitoring sheet or diagram helps better understand how the behavior in each case corresponds to a theoretical representation, which is a convenient way to analyze.
References
Özerk, K., & Cardinal, D. (2020). Prevalence of autism/ASD among preschool and school-age children in Norway. Contemporary School Psychology, 24(4), 419–428. Web.
The Incredible Years [@TheIncredibleYears]. (2015). “Helping preschool children with autism: Teachers and Parents as partners” program overview. Youtube. Web.