Answer to Question 1
Checklists strategically placed around the children's environment can provide a convenient way to record behavior. Make a list of the children's names, and then hang it at the easels, by the blocks, near the listening center, and so on. Use Velcro to attach a pencil near each list. Develop a simple symbol for the behaviors being observed, such as the initial letters or a shape. Throughout the day, mark the lists with symbols to indicate that a child is in a particular area and what behavior is being observed. Done on a regular basis, these checklists will provide a better picture of the child's daily behavior and skill development than memory alone.
Anecdotal records provide an ongoing picture of the child's behavior at set times in specific settings. They can be made at the time of the observation or soon after the event. To be useful, the record should document the setting of the event, including the time, the children involved, and any other related information. Anecdotes should be objective, recording only observed behaviors and direct quotes of the children, not the teacher's opinion about the
reason for that behavior. Index cards labeled with each child's name can be carried around in a pocket for a ready way to record quick observations. Having the names on them means no child is missed. Some teachers are more comfortable using clipboards or notebooks with one page divided into sections for each child. Another method is to write on large, self-stick labels. They can then be peeled off and attached to the child's folder.
Answer to Question 2
b
Children with autism generally prefer interacting with objects over people.
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World of Children
Children and Their Development, Third Canadian Edition
Cognitive Development of Children (3 of 4)
Extrinsic Motivation for Children