This blog post explains how to use the Assess–Plan–Do–Review cycle effectively with autistic and ADHD students.
NMH Quick Guide: The Graduated Approach (Assess – Plan – Do – Review)
New NMH support workers should start by developing a clear picture of the student’s needs, challenges, and strengths. This happens best through open, two-way conversation — not a one-time questionnaire, but an ongoing dialogue that deepens over time.
This process follows the Graduated Approach set out in the Children and Families Act (2014) and promoted by Nasen (2014). It’s a structured way to continually refine support so that the student makes progress and achieves meaningful outcomes.
1️ ASSESS — Understanding the Student
Goal: Build a shared understanding of what the student finds difficult and what helps them succeed.
Checklist for NMH:
☐ Discuss learning strengths, interests, and preferred working styles
☐ Identify barriers (e.g., executive function, attention, anxiety, sensory load)
☐ Review the student’s previous feedback and progress (if available)
☐ Co-create or update an Individual Learning Plan (ILP)
☐ Agree on clear, measurable goals for the term
Tips:
- Ask open questions like “What’s helped you most in the past?”
- Notice what they say and how they work in sessions.
- Keep it conversational — this is a partnership, not an assessment form.
2️ PLAN — Setting Up Support
Goal: Create a realistic, flexible plan that focuses on achievable steps.
Checklist for NMH:
☐ Identify strategies that play to the student’s strengths
☐ Prioritise 2–3 main goals from the ILP
☐ Plan how to break larger goals into smaller, weekly tasks
☐ Agree how progress will be tracked (check-ins, logs, visuals, etc.)
☐ Confirm what success looks like for the student
Tips:
- Use the SMART approach (Specific, Measurable, Achievable, Relevant, Time-bound)
- Always plan with, not for, the student.
3️ DO — Delivering Support
Goal: Implement the plan and monitor what works in real time.
Checklist for NMH:
☐ Support the student in active problem-solving rather than doing tasks for them
☐ Introduce tools gradually (timers, planners, visual aids, reward systems)
☐ Reinforce progress and small wins to build confidence
☐ Keep brief notes of what strategies were used and how effective they were
Tips:
- Adapt session content based on what’s happening that week.
- Be consistent, calm, and encouraging — predictability reduces anxiety.
4️ REVIEW — Reflect and Refine
Goal: Learn from what’s working and what isn’t, then adjust the plan.
Checklist for NMH:
☐ Revisit the ILP at regular intervals (e.g., end of term or every 4–6 sessions)
☐ Reflect together: what’s improved? what still feels hard?
☐ Update or replace goals as needed
☐ Share reflections with Disability Services or academic staff (if appropriate)
Tips:
- Encourage the student to self-assess progress to build independence.
- Treat each review as part of a continuous learning cycle, not a final judgment.
Summary
| Step | Focus | NMH Role |
|---|---|---|
| Assess | Understand needs & strengths | Listen, observe, record collaboratively |
| Plan | Set goals & strategies | Co-design support and structure |
| Do | Deliver & monitor | Apply tools, model habits, encourage reflection |
| Review | Reflect & adapt | Revise goals and methods together |