Challenge Survey Analysis

Overview

Lesson 23 supports Phase 2 of The Ultimate Guide to Me by turning what you learned about the sensory and “mind” side of your nervous system into a clear, practical support plan. Today students use a supportive survey + collaborative questionnaire to identify challenge areas, then analyse possible supports using simple criteria and evidence.

Learning intentions

Students will:

• identify their main challenge areas using a supportive assessment survey
• collect family input about what helps, not what “should” be
• develop and justify support strategies using clear, agreed criteria
• communicate findings using short, visual, template-based responses

Success criteria

“I can …”

• complete the challenge survey by marking what happens for me (when, where, body signs)
• use my family questionnaire to describe support that actually works
• choose 1–3 top strategies and explain why using the template prompts
• check my plan against criteria (safe, doable, helpful, minimal downsides)

Curriculum links

• Humanities and Social Sciences: propose actions or responses to issues or challenges and use criteria to assess possible effects
• Mathematics: plan and conduct a statistical investigation by collecting data and communicating findings within context
• English: create and edit texts to communicate ideas and findings for specific purposes and audiences using suitable language features
• Science: communicate findings using a written/visual format for a specific purpose and audience

Lesson structure (45 minutes)

1. 0–5 min · Dopamine hook (visual story). Teacher shows 3 “scene cards” (e.g., “Too loud place”, “Waiting time”, “After school tummy tight”) with an adventurous story image style and asks, “Which scene feels most like today’s challenge?” Student points/chooses 1 card and says 1 sentence about what happens in that scene.

2. 5–12 min · Direct teach: what we’re assessing. Teacher explains: “A challenge area is a pattern where my brain/body needs extra support.” Show the survey headings with icons only: Trigger, Body clues, Thoughts, What I try, What helps. Student watches teacher model how to fill 2 items using the scale (e.g., sticker “Sometimes / Often”).

3. 12–26 min · Challenge Area Survey (template completion). Teacher runs short, low-reading bursts: one section at a time, then a 20–30 second movement break. Student completes:

• Trigger list (tick boxes or colour dots)
• Body clues (choose from icon set: tummy, breathing, heart, headaches, muscle tension)
• “What I do next” (circle top attempt)
• “What usually helps” (family notes can be added later)

4. 26–33 min · Family Support Needs Questionnaire (partner input). Teacher provides a “talk script” for the student to use with family (or teacher can prompt if family not available): Prompts: “When is it hardest?”, “What helps fastest?”, “What doesn’t help?”, “What is a safe support we can try this week?” Student records answers with a simple graphic organiser: Helps (green), Doesn’t (red), Needs (yellow).

5. 33–42 min · Support Strategy Assessment (criteria + quick data). Teacher introduces 4 criteria icons on the board: Safe, Doable, Helpful, Low negative effects. Student:

• chooses 1–3 strategies (from survey/family notes)
• rates each strategy with a 3-step bar (0/1/2) for each criterion
• counts totals (simple tally) and states: “My highest score strategy is…”

6. 42–45 min · Exit ticket (evidence check). Teacher asks student to complete verbally (or by pointing): “My top challenge is… My top support is… It works because…” Teacher ticks success criteria checklist.

Resources

• Story scene cards (3–5 images) representing common challenge triggers
• Challenge Area Survey template with icons + 3-level scales
• Family Support Needs Questionnaire template with colour categories (green/red/yellow)
• Support Strategy Assessment template with criteria icons (Safe/Doable/Helpful/Low negatives) and 0–2 rating bars
• Tally marks sheet or mini spreadsheet on device (optional, for one statistic)
• Timer for short bursts + sensory breaks
• Dyslexia-friendly options: audio recording device for responses; picture-word bank card
• Stickers/colour dot markers instead of writing-heavy responses

Assessment

• Teacher observation during template completion (accuracy of pattern identification and evidence from survey)
• Checklist against success criteria: survey completed, family input captured, strategies justified with criteria
• Exit ticket summary (“top challenge / top support / why”) as a quick oral assessment
• Optional: tally of criterion ratings to show one simple data summary linked to the chosen strategy

Differentiation

• Minimal reading load: icon-only directions; student can speak answers while teacher/assistant records
• Offer multiple response modes: pointing, colour dots, drag-and-drop on a tablet, voice-to-text
• Sentence scaffolds (for any required writing): “When ___ happens, my body ___.” “A support that helps is ___ because ___.”
• Support for focus/energy: one section at a time with a movement micro-break between sections
• Extension within limits (for confidence): add a “Plan B” strategy if the top strategy doesn’t work