Exploring the potential of the Coventry Grid ( <scp>CG</scp> ) tool within mainstream middle school settings

Abstract The Coventry Grid (CG) seeks to address clinicians' concerns over the misdiagnosis of autistic spectrum conditions (ASC) and attachment problems (AP). While literature exists exploring the clinical benefits of the CG, and recent modifications have included the Pathological Demand Avoidance (PDA) profile, its potential in the educational context has been little examined; consequently, this original project explores the CG's uses with two mainstream middle school teachers and augments current practice. The findings reveal that with appropriate experience, training and caregiver input, staff may use the CG to gain an in‐depth picture of pupils' needs and assist the diagnostic process; primarily including (hitherto discouraged) dual identification. Moreover, as the aetiology of ASC and AP varies, applying this knowledge helps to provide suitable interventions—perhaps covering multiple diagnoses—for children early in their school careers.