Research Spotlight: Exploring the Potential of the Coventry Grid (CG): Middle School Teachers’ Experiences of the Tool

Dr Sarah Wall

Since joining Anglia Ruskin University (ARU), Sarah has taught a range of education-based courses, predominantly those related to special educational needs and disability (SEND). Prior to ARU, Sarah was a Specialist Teacher for social, emotional and behavioural difficulties (SEBD) and autism. Her external work includes the University of Birmingham, Oxford Brookes, Plymouth Marjon, the University of Hull and Edgehill. Her latest interests combine legislative, and inclusive, practice. She has written and presented on a range of topics, both nationally and internationally, and has also been involved in work for the UK government.

N.B. The term autism spectrum disorder (ASD) is used here as this is the diagnosis on the Coventry Grid. It is not the author’s preferred term.

Did You Know?

➤ The Coventry Grid (CG) helps differentiate between autism spectrum disorder (ASD) and Attachment Problems (AP). It also allows for dual recognition.

➤ The CG seeks to ‘signpost’, not diagnose.

➤ In education (with other stakeholders), the CG may allow for timely, and appropriate, educational interventions.

➤ A comprehensive picture is gained from various views: in situations where the child’s history is central to accurate diagnosis, schools can help to build trusting relationships with caregivers, enabling open and frank discussions around relevant early childhood experiences.

What was the research looking at

The Coventry Grid (CG) was created by the Coventry Child and Adolescent Mental Health team because they were concerned that reactive attachment disorder (RAD) and autism spectrum disorders (ASD) were being misdiagnosed. The clinical benefits of the CG have been written about, but the CG’s use in the education sphere has not. This research explores the CG’s use with two mainstream middle school teachers.

How did you conduct your research?

Illustration of a person with a hand on their chin, appearing thoughtful. A green question mark floats above against a white background.

➤ Two teachers were identified to complete the CG on two pupils.

➤ Before completing the CG both teachers were trained in how to complete it by a specialist teacher for social, emotional and behavioural needs and autism spectrum disorder (ASD). The specialist teacher helped with the completion and made notes at the time.

➤ The pupils’ scores were added up and a decision was made as to whether the pupil had attachment problems (AP), or an autistic spectrum disorder (ASD), or both.

What are your key findings?

➤ Teachers can use the CG with training, experience and caregiver input.

➤ Pupils’ needs can be effectively identified through the CG’s application in school settings, including a dual diagnosis – which is currently discouraged – of attachment problems (AP) and autism spectrum disorder (ASD).

➤ The underlying causes of autistic spectrum disorder (ASD) and attachment problems’ (AP’s) vary, but the CG’s results can help schools signpost caregivers to services. Furthermore, they provide suitable interventions –covering multiple diagnoses – for children at the beginning of their schooling.

Any recommendations?

➤ The CG should be used by schools to support a more accurate clinical diagnosis.

➤ The research in this field is sparse; therefore, further research with larger groups is required.

➤ Staff training with respect to autistic spectrum disorders (ASD), attachment problems (AP) and diagnosis would benefit from investigation. Research into how differing local authorities support schools to provide for these pupils would also be apt.

Your final word… schools should train staff to use the CG, to aid diagnosis and support accurate early intervention.