This study aims to understand the difficulties and the problems which are shown up in usage of evaluation in persons with autism spectrum disorder (ASD). We focused on the Pedagogical Evaluation of all sectors of Kindergarten's Curriculum by preschool early intervention programmes. The method used and the data collected are referred to a case study. The data were classified by multifactorial analysis. In results, we found that the pupil has presented significant progress in coexistence level with his classmates by setting more limits in his behaviour. He has been able to form sentences and to transfer information. In conclusion, we confirmed the usage of different basis for evaluation and intervention. We also combined the content of the Curriculum with the Check Lists of Basic Skills (CLBS) because CLBS help us to plan and apply a Targeted Personal Integrated Programme of Special Education in the Kindergarten.