Category	Observed Behavior	Potential Indicators	Strategies
Task Initiation	Hesitates significantly to start tasks, even when instructions are clear. Requires repeated prompts to begin work. Appears overwhelmed by the task before attempting it. Avoids starting by engaging in other activities (e.g., sharpening pencil, looking around).	ADHD, Anxiety, Executive Functioning Disorder, Learning Disability, Giftedness, Trauma	Break down tasks into smaller steps. Provide a visual checklist. Offer a "first step" prompt (e.g., "Write your name on the paper"). Provide choices for task order. Co-regulate (e.g., sit with them for the first minute).
Task Completion	Rarely finishes assigned work, even with extended time. Rushes through tasks, leading to careless errors. Leaves tasks incomplete and moves on to other activities. Gives up easily when encountering challenges.	ADHD, Executive Functioning Disorder, Learning Disability, Anxiety, Depression, Trauma, ODD, Twice-Exceptionality, Giftedness	Set timers for work bursts. Provide frequent check-ins. Offer breaks. Reduce workload initially. Use a "finish line" visual. Allow for alternative ways to demonstrate understanding.
Attention & Focus	Easily distracted by internal thoughts or external stimuli. Fidgets excessively or moves around frequently during sedentary tasks. Struggles to maintain focus for age-appropriate periods. "Tunes out" or stares blankly during instruction or independent work. Difficulty shifting attention from one task/activity to another. Hyperfocuses on specific interests, making it hard to transition.	ADHD, Anxiety, Autism Spectrum Disorder (ASD), Executive Functioning Disorder, Sensory Processing Disorder (SPD), Sleep Deprivation, Trauma, Giftedness	Provide a quiet workspace. Use visual timers. Offer fidget tools. Incorporate movement breaks. Use attention-grabbing cues (e.g., "Listen carefully for this part"). Establish clear routines for transitions.
Organization	Desk/workspace consistently disorganized. Loses materials frequently (e.g., pencils, papers, books). Struggles to organize thoughts for written or oral tasks. Difficulty following multi-step directions.	ADHD, Executive Functioning Disorder, Learning Disability, Developmental Coordination Disorder (DCD/Dyspraxia), Anxiety	Provide organizational tools (folders, binders). Model organization. Create visual schedules/checklists. Break down multi-step directions into smaller chunks. Label storage areas.
Response to Challenges/Errors	Becomes highly frustrated or shuts down when encountering difficulties. Refuses to try after making an error. Exhibits perfectionistic tendencies, redoing work excessively. Becomes overly emotional or throws tantrums when frustrated.	Anxiety, Executive Functioning Disorder, Learning Disability, Trauma, Fixed Mindset, Giftedness	Praise effort over outcome. Teach growth mindset language ("I can't do it yet"). Model problem-solving strategies. Provide specific feedback. Allow opportunities to self-correct. Offer choices for how to approach a challenging task.
Avoidance Behaviors	Feigns illness or asks to go to the nurse frequently during academic tasks. Engages in disruptive behaviors to avoid work (e.g., talking loudly, getting out of seat). Becomes defiant or refuses to comply when asked to do work. Excessive bathroom breaks during work time.	Anxiety, Learning Disability, Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), Trauma, Depression, Giftedness	Build rapport. Offer choices within limits. Use "when/then" statements. Provide a safe space to de-escalate. Investigate the underlying reason for avoidance (e.g., "Is this task too hard/easy?"). Offer opportunities for movement.

Category	Observed Behavior	Potential Indicators	Strategies
Peer Interactions	Difficulty initiating or maintaining friendships. Prefers to play/work alone, even when group activities are encouraged. Struggles with sharing, taking turns, or compromising. Misinterprets social cues (e.g., sarcasm, body language). Has frequent conflicts or arguments with peers. Appears withdrawn or isolated. Overly eager to please peers, sometimes at the expense of their own needs.	ASD, Social Anxiety, ADHD, Trauma, Depression, Learning Disability, Nonverbal Learning Disability (NVLD)	Social skills instruction (explicit teaching). Role-playing. Structured group activities. Facilitate peer connections. Provide a quiet space for de-escalation. Coach on reading social cues.
Adult Interactions	Difficulty following directions from adults. Challenges with authority figures, exhibiting defiance or argumentation. Seeks excessive adult attention (positive or negative). Appears overly anxious or timid around adults. Struggles to self-advocate or ask for help.	ODD, CD, ADHD, Anxiety, Trauma, Attachment Disorder	Establish clear expectations and consequences. Use positive reinforcement. Build a strong rapport. Provide choice within limits. Teach self-advocacy skills. Offer non-verbal cues for redirection.
Emotional Regulation	Experiences intense emotional outbursts (anger, sadness, fear) that are disproportionate to the situation. Difficulty calming down once upset. Appears unusually flat or lacking in emotional expression. Frequent mood swings. Overly sensitive to criticism or perceived slights. Withdraws emotionally when stressed.	Anxiety, Depression, ADHD, ASD, Trauma, Bi-polar Disorder, Sensory Processing Disorder	Teach calming strategies (e.g., deep breathing, counting). Create a "calm down" corner. Provide emotional vocabulary. Validate feelings. Identify triggers. Model healthy emotional expression. Offer sensory input (e.g., weighted blanket, fidget toys).
Self-Regulation & Impulse Control	Difficulty waiting turns or delaying gratification. Interrupts others frequently. Acts without thinking through consequences. Struggles to control urges (e.g., blurting out answers, touching others).	ADHD, Executive Functioning Disorder, ODD, Trauma, Learning Disability	Use visual cues for turn-taking. Practice waiting games. Pre-teach expected behaviors. Provide opportunities for self-monitoring. Use signals for "think before you speak." Consistent positive reinforcement for impulse control.
Self-Esteem & Self-Perception	Expresses negative self-talk ("I'm dumb," "I can't do anything right"). Avoids trying new things due to fear of failure. Needs constant reassurance or praise. Compares self negatively to peers. Appears defeated or hopeless.	Learning Disability, Depression, Anxiety, Trauma, Perfectionism, Giftedness	Focus on effort and progress. Highlight strengths. Provide opportunities for success. Teach positive self-talk. Encourage participation in areas of interest. Allow for choice and autonomy.

Category	Observed Behavior	Potential Indicators	Strategies
Expressive Language	Difficulty articulating thoughts or ideas clearly. Uses limited vocabulary or simple sentence structures for age. Struggles with word retrieval ("tip of the tongue" phenomenon). Difficulty telling a coherent story or recounting events.	Speech-Language Impairment, Learning Disability, ASD, Childhood Apraxia of Speech, Intellectual Disability	Encourage verbalization. Provide sentence starters. Use graphic organizers for storytelling. Expand on their utterances. Model appropriate language.
Receptive Language	Difficulty following multi-step directions. Frequently asks for repetition or clarification. Struggles to understand complex vocabulary or abstract concepts. Appears to "miss" verbal instructions or conversations.	Speech-Language Impairment, Auditory Processing Disorder (APD), Learning Disability, ASD, Intellectual Disability, Hearing Impairment	Use clear and concise language. Provide visual aids. Break down directions. Check for understanding frequently. Reduce background noise.
Social/Pragmatic Communication	Difficulty understanding non-literal language (sarcasm, idioms). Struggles with conversational turn-taking or staying on topic. Lack of eye contact or unusual eye contact. Monopolizes conversations or talks excessively about specific interests. Difficulty understanding implied meanings or social nuances.	ASD, Social Communication Disorder, NVLD, Giftedness	Explicitly teach social rules. Role-play scenarios. Use video modeling. Provide feedback on communication style. Encourage flexible thinking.

Category	Observed Behavior	Potential Indicators	Strategies
Sensory Seeking	Constantly touching objects or people. Craves movement (rocking, spinning, fidgeting). Puts non-food objects in mouth. Seeks out loud noises or bright lights.	Sensory Processing Disorder (SPD), ADHD, ASD	Provide sensory tools (fidgets, chewy tubes). Allow movement breaks. Offer opportunities for appropriate sensory input (e.g., weighted blanket, scooter board).
Sensory Avoiding	Overly sensitive to sounds, textures, or lights. Avoids certain foods or clothing textures. Distressed by unexpected touch or close proximity to others. Reacts strongly to smells.	Sensory Processing Disorder (SPD), Anxiety, ASD, Trauma	Create a calming space. Respect personal space. Offer alternative textures/clothing. Gradually introduce new sensory experiences. Provide noise-canceling headphones.
Motor Skills (Fine & Gross)	Fine Motor: Difficulty with handwriting, cutting, drawing, manipulating small objects. Gross Motor: Appears clumsy, uncoordinated, struggles with balance, running, jumping.	Developmental Coordination Disorder (DCD/Dyspraxia), Occupational Therapy (OT) needs, Visual Motor Integration difficulties, Learning Disability, Physical Disability	Provide adapted tools (pencil grips, specialized scissors). Offer opportunities for practice. Incorporate movement into learning. Use large motor activities before fine motor tasks. Consider assistive technology for writing.

Category	Observed Behavior	Potential Indicators	Strategies
Working Memory	Forgets instructions shortly after hearing them. Struggles to keep track of information during complex tasks. Difficulty holding multiple pieces of information in mind.	ADHD, Executive Functioning Disorder, Learning Disability, Anxiety	Break down information. Provide visual supports (notes, diagrams). Encourage repetition. Teach mnemonic strategies. Use graphic organizers.
Long-Term Memory	Difficulty recalling previously learned facts or concepts. Requires extensive review to retain information. Forgets information overnight or over breaks.	Learning Disability, Intellectual Disability, Executive Functioning Disorder	Use multi-sensory approaches. Spaced repetition. Connect new information to prior knowledge. Create opportunities for retrieval practice. Use real-world examples.

Differentiated Instruction: Adjust content, process, product, and learning environment to meet individual needs.
Visual Supports: Use schedules, checklists, first/then boards, social stories, graphic organizers. (*)
Structured Breaks: Incorporate movement breaks, sensory breaks, or brain breaks. (*)
Choice and Autonomy: Offer controlled choices within tasks or activities to increase engagement. (*)
Positive Reinforcement: Focus on praising effort and specific positive behaviors. (*)
Clear Expectations & Routines: Establish consistent routines and clearly communicate expectations. (*)
Reduce Distractions: Provide a quiet workspace, limit visual clutter, use noise-canceling headphones. (*)
Break Down Tasks: Divide large tasks into smaller, manageable steps. (*)
Pre-teaching & Re-teaching: Introduce concepts before a lesson, and revisit them as needed.

Multi-Sensory Approaches: Incorporate visual, auditory, kinesthetic, and tactile learning. (*)
Self-Regulation Strategies: Teach explicit calming techniques (e.g., deep breathing, counting), use a "calm down" corner. (*)
Social Skills Instruction: Explicitly teach and practice social rules, turn-taking, and perspective-taking. (*)
Targeted Feedback: Provide specific and actionable feedback on academic and behavioral performance. (*)
Build Rapport: Develop a trusting relationship with the student. (*)
Movement Opportunities: Integrate movement throughout the day for students who need it. (*)
Flexible Seating: Offer options for seating that meet sensory or movement needs.
Sensory Tools: Provide fidgets, weighted items, or chewies if appropriate. (*)
Collaborate with Teacher: Share observations and discuss strategies together.

Das-Churchville ORB Matrix ©

I. Academic Engagement & Task Behavior

II. Social-Emotional & Behavioral Observations

III. Communication & Language

IV. Sensory & Motor Behaviors

V. Memory

VI. Additional General Strategies to Try (Before Referral)

VII. Recommendation for Further Steps (If strategies are ineffective after consistent implementation over time)

Tier 1

Tier 2

Referral for Related Services

Tier 3