(Continued from previous page)
The child’s capacity to stay in the interaction when expressing emotions. Does the child disengage when they get mad or upset?
Can he express a wide range of emotions? Does he get stuck on particular emotions e.g frustration/anger/distress?
Does he attempt to interactively express his emotions or experience these emotions on his own?
Does he recognise other’s emotional state and work to stay in the interaction with that person?
Solid Skills-The child is able to engage with others through a range of emotions, situations and activities (does not disengage when upset). The child displays a range of affect when interacting/playing with others. The child actively attempts to and will successfully ‘woo’ others into an interaction.
Not yet reached - The child has difficulty engaging with others, is self absorbed or may be fixated on objects or certain topics of interest, is easily distressed or displays a flat affect. The child may have a limited range of affect (extremes of happiness and irritability).
(Emerges 3-10 months)
This is the child’s ability to enter into two-way reciprocal communication pattern with another person. These ‘conversations’ begin at a pre-verbal level in infancy and develops to be a sophisticated dialogue involving words, gestures and the capacity to read each others’ facial expressions and tone of voice to determine what message they are trying to convey. This is a child’s ability to be intentional in interactions and activities (e.g they initiate interactions with others and can keep the back and forth going to express their needs/wants, and they get started on activities independently).
Does he let you know what she wants?
Can the child sustain a back and forth interaction to tell you what he wants?
Does it feel like you are constantly working to keep him in the interaction?
Will he consistently initiate (verbal or with gestures/actions) interactions with you and others?
Solid Skills-The child shows his intent, is purposeful in his independent play and his interactions with others. He is persistant and can use words and gestures to convey his intent. The child can sustain a reciprocal back and forth interaction without constantly withdrawing.
Not yet reached -The child has difficulty showing his intent except for when he wants something or to get his needs met. He will respond when prompted but is less able to initiate interactions with others. Reciprocal, two-way conversations/interactions are limited.
(Emerges 9-18 months)
This is the ability to sustain a back and forth interaction while solving a problem with another person (e.g to open a jar together). This skill is necessary for negotiating many of the most important emotional needs in life (being close to others, exploring and being assertive, limiting aggression, negotiation, safety etc). This is the stage where the child begins to develop a sense of self/self esteem/independence (“I did it!” Or “Look what I did!”).
Does he attempt to work out how to solve problems independently (e.g to open a container lid or to pedal a bike).
Does he ask for assistance when he needs help?
Can he sustain a back and forth interaction to help solve the problem?
Does he ‘stick it out’ to solve the problem or does he get frustrated and withdraw?
(Continued on next page)
Autism & Your Child, blogspot
Autism is a complex developmental disorder that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and play activities.
To catch up on the lastest news or read one of our featured articles, click here
© 2007 Quickstepz