1. Name: DOB: Strengths and Interests:
Communication
Social Interaction
Rigid & repetitive behaviour
Sensory
Processing
Learning and Behaviour
Characteristics
Matrix autism spectrum disorders
Impact
Strategies
Parent signature Principal signature Date:

2. Matrix autism spectrum disorders
Name: Aaron DOB: 16/6/2007
Strengths and Interests: Thomas train, cars, trucks, construction, Poppy’s garage and tools
Likes order and sameness, plays independently, attends to fine detail, 8 hrs sleep a night, chunk learner (echolalic scripts)
Communication
Social Interaction
Rigid & repetitive behaviour
Sensory
Processing
Learning and Behaviour
Attention problems-
selecting what to attend to, spotlights small detail, difficulty shifting attention.
Organisational difficulties.
Chunk learner
Difficulty waiting
Out of seat behaviour is
disruptive to class.
Minimal participation in timetabled tasks.
Missed learning opportunities
Introduce “Finished” basket/box.
Alternate “ First.. (short exposure to new activity) then...(high motivating activity)”.
Use organization and structure to visually define beginning, content and end to task (Task Galore Book).
Check child knows what to do.
Introduce waiting cue card with “Waiting “ song and timer.
Characteristics
Matrix autism spectrum disorders
Impact
Strategies

3. Matrix autism spectrum disorders
Name: Aaron DOB: 16/6/2007
Strengths and Interests: Thomas train, cars, trucks, construction, Poppy’s garage and tools
Likes order and sameness, plays independently, attends to fine detail, 8 hrs sleep a night, chunk learner (echolalic scripts)
Communication
Social Interaction
Rigid & repetitive behaviour
Sensory
Processing
Learning and Behaviour
Difficulty reading body language and facial expressions of others.
Doesn’t play with peers at preschool.
Avoids sharing and turn taking.
Limited repertoire of play skills
Attention problems-
selecting what to attend to, spotlights small detail, difficulty shifting attention.
Organisational difficulties.
Chunk learner
Difficulty waiting
Peers fearful of his responses.
Isolated from peer group.
Reduced access to age appropriate activities
Out of seat behaviour is
disruptive to class.
Minimal participation in timetabled tasks.
Parallel play
Increase repertoire of play skills. Structured play program see BB manual
Structured turn taking with 1 peer visually supported then increase as coping skills develop e.g. bubbles, fidget toys, action response toys, template train track, construction
Introduce functional routines throughout the day
Introduce “Finished” basket/box.
Alternate “ First.. (short exposure to new activity) then...(high motivating activity)”.
Use organization and structure to visually define beginning, content and end to task (Task Galore Book).
Check child knows what to do.
Introduce waiting cue card with “Waiting “ song and timer.
Characteristics
Matrix autism spectrum disorders
Impact
Strategies

4. Matrix autism spectrum disorders
Name: Aaron DOB: 16/6/2007
Strengths and Interests: Thomas train, cars, trucks, construction, Poppy’s garage and tools
Likes order and sameness, plays independently, attends to fine detail, 8 hrs sleep a night, chunk learner (echolalic scripts)
Communication
Social Interaction
Rigid & repetitive behaviour
Sensory
Processing
Learning and Behaviour
Difficulty reading body language and facial expressions of others.
Doesn’t play with peers at preschool.
Avoids sharing and turn taking.
Limited repertoire of play skills
Limited play skills
Creates car and train toys in same order.
Uses whole floor space and moves into other rooms to continue track.
Orbits around large open plan space.
Seeks out and collects the construction tools of others e.g. hammer, screw driver.
Attention problems-
selecting what to attend to, spotlights small detail, difficulty shifting attention.
Organisational difficulties.
Chunk learner
Difficulty waiting
Peers fearful of his responses.
Isolated from peer group.
Reduced access to age appropriate activities
Train tracks sabotage play space of peers.
He is hyper alert to the whereabouts of peers.
Transition difficulties
Safety issues when seeking tools.
Out of seat behaviour is
disruptive to class.
Minimal participation in timetabled tasks.
Parallel play
Increase repertoire of play skills. Structured play program see BB manual
Structured turn taking with 1 peer visually supported then increase as coping skills develop e.g. bubbles, fidget toys, action response toys, template train track, construction
Introduce functional routines throughout the day
Define learning spaces.
Visually represent colored mat for individual play and alternative, larger colored mat for shared play.
Reward chart that highlights participation.
Be predictable – consistency is important.
Introduce transition tools.
Introduce “Finished” basket/box.
Alternate “ First.. (short exposure to new activity) then...(high motivating activity)”.
Use organization and structure to visually define beginning, content and end to task (Task Galore Book).
Check child knows what to do.
Introduce waiting cue card with “Waiting “ song and timer.
Characteristics
Matrix autism spectrum disorders
Impact
Strategies

5. Matrix autism spectrum disorders
Name: Aaron DOB: 16/6/2007
Strengths and Interests: Thomas train, cars, trucks, construction, Poppy’s garage and tools
Likes order and sameness, plays independently, attends to fine detail, 8 hrs sleep a night, chunk learner (echolalic scripts)
Communication
Social Interaction
Rigid & repetitive behaviour
Sensory
Processing
Learning and Behaviour
Difficulty reading body language and facial expressions of others.
Doesn’t play with peers at preschool.
Avoids sharing and turn taking.
Limited repertoire of play skills
Limited play skills
Creates car and train toys in same order.
Uses whole floor space and moves into other rooms to continue track.
Orbits around large open plan space.
Seeks out and collects the construction tools of others e.g. hammer, screw driver.
Avoids messy play.
Doesn’t sit for more than 2 minutes at activity table, toilet.
Lies or leans on peers when sitting on floor.
Cries with loud/sudden noise.
Removes his shoes constantly.
Rough play, crashes into brother.
Attention problems-
selecting what to attend to, spotlights small detail, difficulty shifting attention.
Organisational difficulties.
Chunk learner
Difficulty waiting
Peers fearful of his responses.
Isolated from peer group.
Reduced access to age appropriate activities
Train tracks sabotage play space of peers.
He is hyper alert to the whereabouts of peers.
Transition difficulties
Safety issues when seeking tools.
Toileting difficulty.
Reduced participation in timetabled activities.
Rejects physical prompts or support. Sensory responses misunderstood by others.
Out of seat behaviour is
disruptive to class.
Minimal participation in timetabled tasks.
Parallel play
Increase repertoire of play skills. Structured play program see BB manual
Structured turn taking with 1 peer visually supported then increase as coping skills develop e.g. bubbles, fidget toys, action response toys, template train track, construction
Introduce functional routines throughout the day
Define learning spaces.
Visually represent colored mat for individual play and alternative, larger colored mat for shared play.
Reward chart that highlights participation.
Be predictable – consistency is important.
Introduce transition tools.
Sensory screener and OT report for individual sensory plan.
Bean bag for supported floor time.
Foot support for seated work.
Template for shoes.
Graded desensitization for messy play e.g. goop, warm water play
Forewarn loud noise if possible and introduce head phones.
Introduce “Finished” basket/box.
Alternate “ First.. (short exposure to new activity) then...(high motivating activity)”.
Use organization and structure to visually define beginning, content and end to task (Task Galore Book).
Check child knows what to do.
Introduce waiting cue card with “Waiting “ song and timer.
Characteristics
Matrix autism spectrum disorders
Impact
Strategies

6. Matrix autism spectrum disorders
Name: Aaron DOB: 16/6/2007
Strengths and Interests: Thomas train, cars, trucks, construction, Poppy’s garage and tools
Likes order and sameness, plays independently, attends to fine detail, 8 hrs sleep a night, chunk learner (echolalic scripts)
Communication
Social Interaction
Rigid & repetitive behaviour
Sensory
Processing
Learning and Behaviour
Echolalia, scripted phrases for expression
2 word phrases for negation e.g. “Go away”
Uses gesture, body language, drops to ground to reject/avoid/protest confusion
Understands short routine instructions in natural context.
Difficult transitions throughout day
Difficulty reading body language and facial expressions of others.
Doesn’t play with peers at preschool.
Avoids sharing and turn taking.
Limited repertoire of play skills
Limited play skills
Creates car and train toys in same order.
Uses whole floor space and moves into other rooms to continue track.
Orbits around large open plan space.
Seeks out and collects the construction tools of others e.g. hammer, screw driver.
Avoids messy play.
Doesn’t sit for more than 2 minutes at activity table, toilet.
Lies or leans on peers when sitting on floor.
Cries with loud/sudden noise.
Removes his shoes constantly.
Rough play, crashes into brother.
Attention problems-
selecting what to attend to, spotlights small detail, difficulty shifting attention.
Organisational difficulties.
Chunk learner
Difficulty waiting
Behaviour or communicative attempts are misinterpreted or misunderstood by adults.
Increased inflexibility due to comprehension difficulty.
Peers fearful of his responses.
Isolated from peer group.
Reduced access to age appropriate activities
Train tracks sabotage play space of peers.
He is hyper alert to the whereabouts of peers.
Transition difficulties
Safety issues when seeking tools.
Toileting difficulty.
Reduced participation in timetabled activities.
Rejects physical prompts or support. Sensory responses misunderstood by others.
Out of seat behaviour is
disruptive to class.
Minimal participation in timetabled tasks.
First ….then…..
Go talker / iPad to assist expression.
Transition tool from a-b.
Visual timetable to natural break.
Finished boxes.
Structured choice board activity.
Choice board for indoor and outdoor play
“I want….” script.
Parallel play
Increase repertoire of play skills. Structured play program see BB manual
Structured turn taking with 1 peer visually supported then increase as coping skills develop e.g. bubbles, fidget toys, action response toys, template train track, construction
Introduce functional routines throughout the day
Define learning spaces.
Visually represent colored mat for individual play and alternative, larger colored mat for shared play.
Reward chart that highlights participation.
Be predictable – consistency is important.
Introduce transition tools.
Sensory screener and OT report for individual sensory plan.
Bean bag for supported floor time.
Foot support for seated work.
Template for shoes.
Graded desensitization for messy play e.g. goop, warm water play
Forewarn loud noise if possible and introduce head phones.
Introduce “Finished” basket/box.
Alternate “ First.. (short exposure to new activity) then...(high motivating activity)”.
Use organization and structure to visually define beginning, content and end to task (Task Galore Book).
Check child knows what to do.
Introduce waiting cue card with “Waiting “ song and timer.
Characteristics
Matrix autism spectrum disorders
Impact
Strategies

7. Likes Dislikes Risks Loud noise Kicks others Cars Trucks Messy play
Hits others
Trains
Train set
Sharing toys
Real
construction
tools
Sitting at table
Grabs toys

8. Sensory Diet Example
During
the School Day