Functional Neurodevelopmental Assessment: Fit and Accommodations “The Grid” Originally developed by Diane Malbin, MSW www.FASCETS.org

Setting: Chronological Age: Task or Expec-tation Brain Tasks Primary Charac-teristics of disability Develop-mental Age Secondary Charac-teristics Strengths Accom-modations

Setting: community Chronological Age: 10 Task or Expec-tation Brain Tasks Primary Charac-teristics of disability Develop-mental Age Secondary Charac-teristics Strengths Accom-modations Child will engage in group play with other children. Understand/interpret social cues, inhibit impulses, process & respond quickly Difficulty interpreting social cues, difficulty inhibiting impulses, slow processing speed 6 Dysregula-tion, breaking ‘rules’ of the game, aggression, withdrawing Wants friends, imaginative, athletic Opportuni-ties to play with develop-mental peers, smaller groups, peer buddy

Setting: home Chronological Age: 10 Task or Expec-tation Brain Tasks Primary Charac-teristics of disability Develop-mental Age Secondary Charac-teristics Strengths Accom-modations Child will wait patiently for a desired item or activity. Process auditory information, understand time, regulate emotions Difficulty with receptive language, poor concept of time, difficulty regulating emotions 4 Screaming, tantrums, persevera-tion, aggression Able to utilize some calming strategies, responds well to visual cues, easily distractible Offer known calming strategies, visual cues (timers, picture schedules), adjust length of wait, redirection

Setting: school Chronological Age: 10 Task or Expec-tation Brain Tasks Primary Charac-teristics of disability Develop-mental Age Secondary Charac-teristics Strengths Accom-modations Child will remain on task during seatwork. Understand visual & auditory instructions, academic skills for assignment, inhibit impulses, ignore distractions Auditory processing difficulties, specific learning disabilities, difficulty inhibiting impulses, attention challenges 8 Rocking in chair, frustration, yelling and/or arguing when corrected or given conse-quence Wants to please, works hard, may have specific academic strength Break down instructions, reduce distractions, work at appropriate academic level, sensory supports, DO NOT conse-quence behavior that child cannot help