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

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

3. 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

4. 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

5. 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