CNSRM CERTIFICATION: school readiness of toddler with autism ADHD

school readiness of toddler with autism

School Readiness for Children with Autism

This structured guide covers needs, step-by-step preparation, and time-bound goals, tailored to different levels of autism. It is practical for parents, therapists, and schools.

1. What Does “School Readiness” Mean in Autism?

For autistic children, school readiness is not just academics. It mainly includes:

  • Ability to sit, attend, and follow routines

  • Basic communication (verbal or non-verbal)

  • Self-regulation (tolerating noise, transitions, peers)

  • Functional independence (toilet, eating, asking for help)

  • Learning readiness skills (imitation, attention, response to instruction)

👉 A child does not need to be fully verbal or academic-ready to start school.

2. Core Needs Before School Entry (All Levels)

A. Foundational Skills (Highest Priority)

  • Joint attention (looking, pointing, shared focus)

  • Name response

  • Sitting tolerance (5–20 min depending on level)

  • Transition tolerance (activity change)

  • Following 1-step instructions

B. Communication

  • Functional communication (speech / gestures / PECS / AAC)

  • Ability to express:

    • Basic needs (toilet, water, help)

    • Discomfort

C. Sensory Regulation

  • Tolerance to:

    • Noise

    • Crowds

    • Sitting on chair

    • Wearing uniform/shoes

D. Adaptive Skills

  • Eating independently

  • Toilet readiness

  • Waiting turn

  • Packing/unpacking bag (with support)

3. School Readiness by Autism Level

🔹 Level 1 Autism (Mild / High Functioning)

Typical Profile:

  • Speaks in sentences

  • Social awkwardness

  • Sensory sensitivities

  • Anxiety with change

Goals (6–9 months plan)

Social & Emotional

  • Follow classroom rules

  • Raise hand / wait turn

  • Handle mild teasing

Academic Readiness

  • Sit for 20–30 minutes

  • Copy from board

  • Complete structured tasks

Intervention Focus

  • Social skills groups

  • Executive function training

  • Emotional regulation strategies

School Type Suitable:

  • Regular school with accommodations

🔹 Level 2 Autism (Moderate Support Needs)

Typical Profile:

  • Limited speech or scripting

  • Difficulty with peer interaction

  • Sensory dysregulation

  • Needs adult prompting

Goals (9–12 months plan)

Communication

  • Use 2–3 word phrases or AAC

  • Request needs independently

Behavioral & Learning

  • Sit for 10–15 minutes

  • Follow 1–2 step instructions

  • Transition with visual support

Adaptive Skills

  • Toilet training with reminders

  • Eat independently

Intervention Focus

  • ABA / NDBI

  • Visual schedules

  • Structured teaching (TEACCH)

School Type Suitable:

  • Inclusive school with shadow teacher OR special school

🔹 Level 3 Autism (Severe Support Needs)

Typical Profile:

  • Minimal or no speech

  • High sensory issues

  • Poor safety awareness

  • Needs constant support

Goals (12–24 months plan)

Pre-learning Skills

  • Sit for 3–5 minutes

  • Imitate simple actions

  • Respond to name inconsistently

Communication

  • Functional communication via PECS/AAC

  • Express basic needs

Behavior Regulation

  • Reduce self-injury/aggression

  • Increase tolerance to routine

Adaptive Skills

  • Partial toilet awareness

  • Feeding with assistance

Intervention Focus

  • Intensive ABA

  • Sensory integration therapy

  • Parent training

School Type Suitable:

  • Special school / early intervention center

4. Structured Step-by-Step School Readiness Plan

Phase 1: Home Readiness (0–3 months)

  • Fixed daily routine

  • Sitting practice at table

  • Visual schedules

  • Practice school-like tasks

Phase 2: Therapy-Based Readiness (3–9 months)

  • Group therapy exposure

  • Turn-taking activities

  • Noise tolerance training

  • Uniform wearing practice

Phase 3: School Exposure (1–3 months before joining)

  • Visit school multiple times

  • Meet teacher beforehand

  • Short-duration class exposure

  • Gradual increase in hours

5. Time-Based Goal Chart (Example)

TimeTarget
3 monthsSit 5–10 min, follow routine
6 monthsCommunicate needs, tolerate group
9 monthsPartial independence, transitions
12 monthsFull or assisted school attendance

6. Red Flags – NOT School Ready Yet

  • No functional communication

  • Severe aggression/self-injury

  • Cannot sit even 1–2 minutes

  • No response to name

👉 These children need intensive intervention before school placement.

7. Key Message for Parents

✔ School readiness is individualized ✔ Delay in school is better than school failure ✔ Right placement + preparation = better long-term outcome


8. School Readiness Scoring & Certification Page (Clinic / School Use)

Child Details

  • Name:

  • Age:

  • Diagnosis:

  • Date of Assessment:

  • Assessed by:

A. Core Readiness Domains (Score 0–2)

Domain0 = Not Present1 = Emerging2 = ConsistentScore
Sitting tolerance❌⚠️✅
Name response❌⚠️✅
Joint attention❌⚠️✅
Following instructions❌⚠️✅
Functional communication❌⚠️✅
Sensory regulation❌⚠️✅
Transition tolerance❌⚠️✅
Adaptive skills❌⚠️✅

Maximum Score: 16

B. Readiness Interpretation

  • 0–6 → ❌ Not School Ready
    Needs intensive intervention before school entry

  • 7–11 → ⚠️ Partially School Ready
    Can start with support (shadow / special school / reduced hours)

  • 12–16 → ✅ School Ready
    Suitable for school placement with or without accommodations

C. Recommendation

☐ Regular School
☐ Regular School with Support / Shadow
☐ Inclusive School
☐ Special School
☐ Continue Therapy – Review after ______ months

D. Certification Statement

Based on structured assessment of developmental, behavioral, communication, and adaptive skills, the above child is assessed for school readiness as per clinical standards.

Final Status:
☐ School Ready
☐ Partially School Ready
☐ Not School Ready

Signature & Seal
Dr S Kondekar
Consultant – Autism & Neurodevelopmental Disorders
www.autismdoctor.in | 9869405747

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COMBINED MODEL



Combined School Readiness Model (ASD + ADHD + Learning Disability)

Name of Model

Dr S Kondekar – Combined Neurodevelopmental School Readiness Model (CNSRM)

This model integrates Autism, ADHD, and Learning Disability (LD) to support real-world school placement decisions.

A. Why a Combined Readiness Model?

Many children present with overlapping profiles:

  • Autism + ADHD

  • Autism + LD

  • ADHD + LD

  • Autism + ADHD + LD

A single-diagnosis readiness model often fails. This combined model assesses:

  • Can the child sit and regulate? (ADHD)

  • Can the child understand and communicate? (Autism)

  • Can the child learn academically? (LD)

B. Three-Pillar Readiness Framework

Pillar 1: Regulation & Attention (ADHD Core)

  • Sitting tolerance

  • Impulse control

  • Task completion

  • Waiting turn

Pillar 2: Social Communication & Behavior (Autism Core)

  • Name response

  • Joint attention

  • Functional communication

  • Peer tolerance

  • Transition handling

Pillar 3: Learning & Academic Foundation (LD Core)

  • Visual–auditory processing

  • Pre-literacy skills

  • Pre-numeracy skills

  • Working memory

  • Instruction comprehension

C. Combined Scoring Sheet (0–2 per item)

Pillar 1 – Regulation & Attention (Max 10)

Skill012Score
Sitting tolerance❌⚠️✅
Impulse control❌⚠️✅
Task completion❌⚠️✅
Waiting turn❌⚠️✅
Activity endurance❌⚠️✅

Pillar 2 – Autism Readiness (Max 12)

Skill012Score
Name response❌⚠️✅
Joint attention❌⚠️✅
Functional communication❌⚠️✅
Peer tolerance❌⚠️✅
Transition tolerance❌⚠️✅
Behavior regulation❌⚠️✅

Pillar 3 – Learning Readiness (LD) (Max 12)

Skill012Score
Instruction comprehension❌⚠️✅
Pre-reading❌⚠️✅
Pre-writing❌⚠️✅
Pre-math❌⚠️✅
Memory & recall❌⚠️✅
Processing speed❌⚠️✅

Total Maximum Score: 34

D. Interpretation & Placement Matrix

Total ScoreReadiness StatusSuggested Placement
0–14❌ Not ReadyTherapy + EI center
15–22⚠️ PartialSpecial / Inclusive + support
23–28✅ Ready with supportRegular + accommodations
29–34🌟 School ReadyRegular school

E. Diagnosis-Based Decision Guide

  • ASD + Low Pillar 2 → Delay school, intensify communication therapy

  • ADHD + Low Pillar 1 → Treat ADHD first, then school

  • LD + Low Pillar 3 → Start school with curriculum accommodations

  • All pillars low → Not ready for formal schooling

F. Certification Statement (Combined Model)

This child has been assessed using the Dr S Kondekar – Combined Neurodevelopmental School Readiness Model (CNSRM) covering Autism, ADHD, and Learning Disability domains.

Final Status:
☐ Not School Ready
☐ Partially School Ready
☐ School Ready with Support
☐ School Ready

Signature & Seal
Dr S Kondekar
Consultant – Autism & Neurodevelopmental Disorders
www.autismdoctor.in | 9869405747

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