2 years ago

The Coventry Grid Version 2


2/131. Flexible thinking

2/131. Flexible thinking and behaviourChildren and young people with Autistic Spectrum Disorder and those significant attachment problems and disorders present with difficulties withflexible thinking and behaviour. Their behaviour can be demanding and ritualistic, with a strong element of control over other people and theirenvironment. The different ‘flavour’ seems to be about personality style, a strongly cognitive approach to the world in Autistic Spectrum Disorder,and a strongly emotional approach in children with problematic attachment. The need for predictability in in children with problematic attachmentssuggests that the child is trying to have their emotional needs for security and identity met. In Autistic Spectrum Disorder, the emphasis seems tobe on trying to make the world ‘fit’ with the child/young person’s preference for order and routine.Symptomsof ASDProblems seenin both ASD &ADTypical presentation in Autistic Spectrum Disorder Typical presentation in Attachment Problems1. Lack of 1.1 Preferenceflexibility of for predictabilitythought and in daily lifebehaviour Repetitive questions related to own intenseinterests• Repetitive questioning re changes in routines andnew experiences• Ritualised greetings• Becomes anxious if routine is removed and mayseek to impose usual routine (e.g. wants samebedtime routine when away on holidays; won’accept the supply teacher)• Inclined to try to repeat experiences and tointerpret any repetition as routine (e.g.asks/demands repetition of following the sameroute to school; cannot cope with a change toappointments)• Preference for ritualised caring processes (e.g.bedtimes, meals)• Repetitive questioning re changes in routinesand new experiences• Copes better with predictability in daily routinesbut usually enjoys change and celebrations• Looks forward to new experiences but may notmanage the emotions they provoke (e.g. maynot cope with excitement or disappointment)• Takes time to learn new routines• Routines tend to be imposed by adults in orderto contain the child’s behaviour more easily• Distressed when a routine or ritual cannot becompleted (e.g. when cannot follow the usualroute because of road works)1.2 Difficultieswith eating• May limit foods eaten according to unusual criteriasuch as texture, shape, colour, make, situation,rather than what that food is (e.g. will eat chickennuggets but no other chicken)• Anxious about the provision of food and mayover-eat (or try to) if unlimited food is available• May be unable to eat when anxious• May hoard food but not eat itHeather Moran–last modified Jan 2015 Please email comments to or

3/131.2 Difficultieswith eating cont.• May adjust eating because of literalunderstanding of healthy eating messages (e.g.sell-by dates, avoidance of fat)• Restricted diet seems to be about maintainingsameness and the child is not easily encouragedby people the child is attached to Connection between high functioning ASD andeating disorders during adolescence• May be unable to eat much at a sitting• May ‘crave’ foods high in carbohydrate• Eating is transferable from situation to situationand the child can be persuaded by close adults• Children tend to have a range of eatingdisorders1.3 Repetitiveuse of language• Echolalia• Repetition of ‘favoured’ words which are chosenfor their sound or shape, rather than for their usein communication or emotional content• Children’s repetitiveness is out of synch with theirdevelopmental stage• May use formal or inappropriate language whichthey don’t understand (incorrect use ofwords/phrases.• May develop rituals for anxiety provokingsituations (e.g. says same things in same orderwhen saying goodnight or leaving for school)• Older young people’s self comforting may takeform of substance misuse/self harming• Children’s repetitive seems to be like that of ayounger child – learning and playing withlanguage1.4 Unusualrelationship withtreasuredpossessions• Often uses possessions as ornaments, especiallymaking collections of objects, but does not seeksocial approval for the collection or for its care• Will often be able to say where most treasuredpossessions are and recognise if they are moved• May be unable to dispose of oldtoys/papers/books even though they are not used• Shows a preference for old, familiar items (ortoys/items which are part of a series) rather thannew and different toys• Can be a mismatch between the amount oftheoretical knowledge they have and their socialuse of that knowledge e.g. aware of football factsbut doesn’t share it socially.• May seek social approval/envy from others forpossessions• May not take extra care with possessions whichhave been given an emotional importance• May be destructive with toys, exploring themand breaking them accidentally• New and different toys are appreciated• May lose things easily, even most treasuredpossessions, and may be unable to accept anyresponsibility for the loss• May deliberately destroy emotionally significantpossessions when angryHeather Moran–last modified Jan 2015 Please email comments to or

Download a pdf version of the generic NES leaflet - National Grid ...
SASIR overview (version 2) - inaoe
Version 2 Supplementary Manual - Roland
Australian Supplement to Version 2 of the NWEA
Joint Roadmap, Version 2 - ZDHC
Coventry Catholic Deanery
OEP Version 2 Executive Overview2.indd - FAA
Full Version (643Kb ~ 2 min) - FANRPAN
FINAL SACES Master Program 2014 version 2
C064345 - Coventry Workers' Comp Services
Community Cohesion Guidance - Coventry Partnership