OT Evaluation Tool

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Before using the OT Eval Tool, you need to select the folder in the clinic\'s storage where evaluations will be saved. This only needs to be done once per device.

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Profile type Set from the date of birth — switch anytime; nothing is deleted.
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Family & Contacts

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Who cares for this child and how to reach them. These details stay in the record — they are never part of any generated content.

⚖️ Custody & consent notes (who may consent / receive records)

Care Team

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Referral & Insurance

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Suggests ICD-10 & CPT codes from your AI summaries

History

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📌 Memos

Administrative notes — scheduling, phone calls, anything not clinical. Stamped with the author and time; never printed, never part of any generated content. A memo covering a date range explains those weeks on the Treatment page's attendance strip.

No memos yet.

📎 Documents

IEPs, outside evaluations, referrals, insurance documents — filed into this patient's own Documents/ folder in the clinic's storage. Nothing here ever leaves that storage.

No documents attached yet.

📋 Patient Intake Summary

👁 Observations & Comments

🧠 Assessment: Behavior

iCheck ✓ if behavior is Age-Appropriate.
Leave unchecked if a concern exists.
Add specific observations in Comments.

Check "Appropriate" if the behavior is within typical range. Leave unchecked and add comments to describe concerns.

Behavior DomainAppropriateComments
Activity Level
Social Skills
Visual Attention
Behaviors
Direction Following
Emotional Regulation
Summary Narrative

🔬 Assessment: Clinical Observations

DomainComments
Vestibular
Balance
Bilateral Coordination
Visual Skills
Tone / Posture
Summary Narrative

✋ Assessment: Fine Motor Observation

DomainAge AppropriateDelayedComments
Handwriting
Letter formation, legibility, sizing, spacing, and writing speed/endurance
Manipulative Skills
In-hand manipulation, pinch/grasp patterns, tool use, and object control
Scissor Skills
Asymmetrical bilateral coordination (cutting hand vs. stabilizing/rotating hand), visual-motor integration, motor planning to sequence the cutting steps, and hand/finger dissociation (isolating ring/pinky from the cutting fingers)
Diadochokinesia
Rapid alternating movements (e.g. forearm pronation/supination) — assesses motor coordination and timing
Finger Opposition — With Vision
Sequential thumb-to-finger opposition performed with visual feedback — assesses fine motor sequencing and dexterity
Finger Opposition — Vision Occluded
Same sequential thumb-to-finger opposition task performed without visual feedback (eyes closed/occluded) — assesses proprioceptive awareness and motor planning without visual cues

📊 Standardized Test Scores

Summary Narrative

🖼️ Clinical Media — Handwriting & Drawing Samples

Upload handwriting samples, drawings, cutting tasks, or other clinical media. Images are embedded in exported reports.

No images yet — click + Add Image to upload

👁 Assessment: Visual Motor Skills

iNC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Visual Motor Skills
Copying shapes, designs, and forms; eye-hand coordination during pencil tasks.
Visual Tracking (w/o moving head)
Ability to smoothly follow a moving object with the eyes.
Saccades
Quick eye movements that shift focus from one point to another.
Convergence
Ability of both eyes to turn inward and focus on something up close.
Visual Tracking for Social Communication & Joint Attention
Demonstrates social referencing by tracking finger trajectory and reading facial expressions to guide motor and social interaction.

📊 Standardized Test Scores

Summary Narrative

💪 Assessment: Hand Strength

📋 Scoring Guide — Standard Deviations:   ≥ –1.0 SD = Within Normal Limits  |  –1.1 to –1.5 SD = Mild Deficit  |  –1.6 to –1.9 SD = Moderate Deficit  |  ≤ –2.0 SD = Severe Deficit
Hand Grip Strength iSD Three Jaw Chuck / Three Point Pinch iSD manual Key Pinch iSD manual
Right
Left
Summary Narrative

⚡ Assessment: Primitive Reflexes

iIntegrated: Reflex inhibited (normal)
Moderately Retained: Partial presence, mild impact
Severely Retained: Strong presence, significant functional impact
Primitive ReflexConcernNo ConcernNot TestedComments
Summary Narrative

🌀 Clinical Observations: Sensory Motor

iNC = No Concern (typical)  |  Seek = Seeking
Sensitive = Over-responsive  |  Reg = Under-responsive
Avoid = Active avoidance of input

Check all that apply for each sensory domain. Multiple columns may be checked per row.

Domain No Concern Seeker Sensitivity Registration Avoider Comments

Post-Rotary Nystagmus (PRN)

Observation No Concern Concern Comments
Post-Rotary Nystagmus (PRN)
Involuntary rhythmic eye movement following spinning; reflects vestibular processing. Absent or prolonged PRN may indicate vestibular dysfunction.

📊 Standardized Test Scores

Summary Narrative
Draws from observation table and standardized test scores.

🏋️ Assessment: Strength

DomainComments
Supine Flexion
Core flexor strength; child lifts head, trunk, and legs while supine — hold is timed.
Norms: Ages 5–6: ~20 sec  |  Ages 7–8: ~30 sec  |  Ages 9–10: ~40 sec  |  Ages 11–12: ~50 sec
Prone Extension
Extensor muscle strength; child lifts head, chest, and legs off the surface while prone — hold is timed.
Norms: Ages 5–6: ~8 sec  |  Ages 7–8: ~20 sec  |  Ages 9–10: ~30 sec  |  Ages 11–12: ~40 sec
Upper Extremity
Shoulder, arm, and hand musculature; assessed via pushing, pulling, weight-bearing, and manipulation tasks.
Norms: Should sustain wheelbarrow walk, complete modified push-ups, and manage monkey bars for age (typically 6+)
Lower Extremity
Hip, thigh, and leg strength; assessed via jumping, squatting, stair climbing, and balance tasks.
Norms (standing broad jump): Age 5: ~3–4 ft  |  Age 7: ~4–5 ft  |  Age 9: ~5–6 ft  |  Age 11: ~6–7 ft
Summary Narrative

🦸 Superpowers

iHighlight the child's strengths, talents, and what makes them unique — a strengths-based counterpart to the deficit-focused sections. Included in the exported report.

⚡ Functional Impact Statements

iDescribe how assessment findings affect the child's daily functioning across key life domains. These statements are included in the exported report and help families and educators understand the real-world significance of the evaluation.

Describe how the child's deficits impact performance in each area. Leave blank if not applicable. ✨ Draft with AI writes each domain from the findings, parent concerns and goals already on file — grounded only, a domain nothing supports stays empty — and you tick what to keep.

📝 Clinical Summary

Clinical Summary

📅 Plan of Care

🎯 Goals

📐 What makes a goal measurable?

A measurable goal names something you can see and something you can count. Everything else is good practice, not a requirement. A worked example:

“Given a modeled example and verbal cues, the client will write his first name legibly in 4 of 5 trials.”
  • ✓ Observable skill (required) — an action you could watch happen: “write his name,” “don his jacket” — not “improve” or “increase.”
  • ✓ Criterion (required) — how often or how well: “in 4 of 5 trials,” “with 80% accuracy,” “for 30 seconds.” Writing one auto-fills the objective’s Target %.
  • Condition (good practice) — the setup (“Given a visual model…”). Not required for measurability — it makes your measurements comparable week to week.
  • Assist level (good practice) — how much help (“independently,” “with moderate cues”). Progress is often the help fading.
  • Timeframe (long-term goals) — the horizon (“Within 12 weeks…”).

If the verb is “improve,” “increase,” or “understand,” there’s nothing to count yet — say what you’d see instead. The GOAL ANATOMY chips under each goal show what’s detected; they inform, never block.

🧩 Recommended Therapeutic Interventions

🤝 Referrals / Other Professionals Needed

📚 Recommended Reading

Defaults from the patient's age. Switch anytime — nothing is deleted.

📊 Score Profile — Quadrant

Click ♦ to mark the client's score placement. Ranges are pre-filled from the scoring guide.

Much less
than others
Less than
others
Just like the
majority of others
More than
others
Much more
than others
Notes
Quadrant
Seeking / Seeker
0—6
7—19
20—47
48—60
61—95
Avoiding / Avoider
0—7
8—20
21—46
47—59
60—100
Sensitivity / Sensor
0—6
7—17
18—42
43—53
54—95
Registration / Bystander
0—6
7—18
19—43
44—55
56—110

📊 Score Profile — Sensory & Behavioral Sections

Click ♦ to mark score placement. ** indicates N/A or insufficient items for this column.

Much less
than others
Less than
others
Just like the
majority of others
More than
others
Much more
than others
Notes
Sensory Section
AUDITORY Processing
0—2
3—9
10—24
25—31
32—40
VISUAL Processing
0—4
5—8
9—17
18—21
22—30
TOUCH Processing
0
1—7
8—21
22—28
29—55
MOVEMENT Processing
0—1
2—6
7—18
19—24
25—40
BODY POSITION Processing
0
1—4
5—15
16—19
20—40
ORAL SENSORY Processing
**
0—7
8—24
25—32
33—50
Behavioral Section
CONDUCT associated with sensory processing
0—1
2—8
9—22
23—29
30—45
SOCIAL EMOTIONAL responses associated with sensory processing
0—2
3—12
13—31
32—41
42—70
ATTENTIONAL responses associated with sensory processing
0
1—8
9—24
25—31
32—50

📋 SP2 Reports

One card per other rater's SP2 report (e.g. the School Companion when the chart above is the parent's), each named by who completed it. Import fills scores automatically; Add Blank opens a form to enter scores manually. Bina's AI reads the chart and every card, each by its rater.

Summary Narrative
Draws from the score profile chart, SP2 report cards, and any special comments/narrative above.

🧑 Adolescent/Adult Sensory Profile (AASP)

For an adolescent or adult client assessed with Winnie Dunn's AASP. Add one card per report (Self-Report or Caregiver/Observer). Enter the 4 quadrant scores (raw out of 75) and, optionally, the 6 sensory-processing section scores. Feeds the Summary Narrative below.

Summary Narrative
Draws from the AASP report cards and the narrative above. Use this for an adolescent/adult client instead of the child Score Profile Summary.

🏃 Assessment: Gross Motor

DomainComments
Bilateral Coordination
Coordinated use of both sides of the body simultaneously or in alternating sequence.
Clinical examples: jumping jacks, windmills, skipping, catching with two hands, reciprocal arm/leg movements
Postural Control & Core Stability
Ability to maintain upright alignment and stabilize the trunk against gravity during static and dynamic tasks.
Clinical examples: sitting unsupported, transitioning from sit to stand, prone extension, supine flexion
Note: Supine Flexion / Prone Extension hold-time norms are recorded on the Strength page — use this row for broader postural/core observations.
Upper Limb Coordination
Coordinated use of the arms and hands for gross motor tasks requiring timing and accuracy.
Clinical examples: catching, throwing, dribbling one- or two-handed, overhead reach patterns
Norms (general developmental milestones): Age 3–4: catches with both hands against chest; hits a 2 ft target from 5 ft with an underhand toss  |  Age 5–6: trunk rotation emerges in overhand throw  |  Age 6: bounces and catches a ball with one hand  |  Age 7: mature overhand throwing pattern with weight transfer
Static Balance
Ability to maintain a stable position without movement.
Clinical examples: standing on one foot (eyes open and eyes closed), tandem stance, standing on an unstable surface
Norms (single-leg stance, eyes open; Condon & Cremin, 2014): Age 3–4: ~5 sec  |  Age 4–5: ~10 sec  |  Age 6+: generally >8–10 sec, continuing to improve through ages 7–8. Eyes-closed duration is typically shorter — treat as a relative comparison, not an absolute cutoff.
Dynamic Balance
Ability to maintain postural control during movement.
Clinical examples: walking on a balance beam, navigating obstacle courses, donning/doffing through play
Norms (4-inch-wide balance beam): Age 3–4: walks alone but may step off or need occasional support  |  Age 4.5–5.5: walks several feet without stepping off
Agility & Motor Planning
Ability to change direction, sequence movements, and execute motor plans efficiently.
Clinical examples: imitation of movement sequences, moving in and out of a dynamic swing
Functional Locomotion
Functional movement through space using developmentally appropriate patterns.
Clinical examples: running, galloping, skipping, heel-to-toe walking
Norms (typical age of acquisition): Age 4: hops on one foot, walks backward in tandem  |  Age 5: gallops and skips with alternating feet  |  Ages 5–7: heel-to-toe (tandem) walking becomes consistent
Muscle Tone & Endurance
Resting tension in muscles and ability to sustain gross motor effort over time.
Clinical examples: sustained prone extension, endurance during physical tasks, resistance to fatigue

Norms shown above are general pediatric developmental milestones drawn from published clinical literature (not a specific standardized test) — use as a reference point alongside clinical judgment and any standardized tests administered.

📊 Standardized Test Scores

Summary Narrative

🧠 Clinical Observations: Executive Functioning

What you observed in session for each area — if a parent or teacher reported it, say so in the comment. Untouched rows are left out of the report; add a BRIEF2 below when one was completed.

Domain No Concern Concern Comments
Sustained attention
Stays with a task; drifts; needs redirection.
Inhibition / impulse control
Waits for instructions; blurts; grabs materials.
Shifting / flexibility
Moves between activities; gets stuck; tolerates a change of plan.
Emotional control
Recovers from frustration; reactions match the situation.
Initiation
Starts on cue vs. needs repeated prompting.
Working memory
Follows two- and three-step directions; loses the thread.
Planning & organization
Sequences a multi-step task; anticipates what is needed.
Time management & pacing
Paces a task to the time given; responds to a two-minute warning; finishes without a rush at the end.
Task monitoring / self-check
Notices and fixes errors; checks work.
Organization of materials
Keeps a workspace; finds and puts away tools.

Domain descriptions are the tool’s own plain-language definitions of what each area looks like in a session — not the wording of any published instrument.

🧠 The BRIEF 2 (Behavior Rating Inventory of Executive Function) optional

Add one card per BRIEF2 report (Parent Form, Teacher Form, Self-Report Form). Import extracts the score summary automatically from a PDF/DOCX report; Add Blank opens a form to enter scores manually. Only raw/T/percentile scores and the validity classification are captured — the publisher's interpretive paragraphs and intervention suggestions are never imported. Use Clinician Notes for your own observations.

ℹ️ About BRIEF2 Scores — T-Scores & Percentiles Explained

The BRIEF (Behavior Rating Inventory of Executive Function) is a standardized questionnaire used to evaluate executive functioning. Scores are based on reports from parents, teachers, or self-reports.

Higher raw scores reflect more frequent problem behaviors. These raw totals are converted into T-scores and percentiles for interpretation.

T-Scores Explained

A T-score is a standardized score that allows professionals to compare an individual's executive functioning against a normative group of same-aged peers. [1]

T-score benchmarks typically signify the following: [2][3][4]

  • T < 60: Within normal limits (Average)
  • T 60–64: Mildly elevated (may indicate subtle, subclinical difficulties)
  • T 65–69: Potentially clinically elevated (considered slightly atypical from the norm)
  • T ≥ 70: Clinically significant / Highly elevated (indicates substantial executive dysfunction that may require intervention)

Percentiles Explained

A percentile tells you what percentage of the standardization sample scored at or below the individual's score. It shows exactly where someone stands compared to peers.

  • 50th percentile: Perfectly average — the individual scored exactly in the middle of the peer group.
  • 84th percentile: Corresponds to a T-score of 60 — the individual scored equal to or worse than 84% of peers (and better than 16%).
  • 93rd percentile: Corresponds to a T-score of 65 — the individual scored equal to or worse than 93% of peers.

Sources: [1] ACER — BRIEF Interpretive Sample · [2] PAR — BRIEF2 Self-Report Sample · [3] ACER — BRIEF2 Parent Sample · [4] ScienceDirect — BRIEF Topic Overview

📊 Standardized Test Scores

Summary Narrative

🗂️ Background Information

⚠️ Precautions

🧿 Assessment: Visual Perception

iVisual perception is the brain's ability to interpret and make sense of visual stimuli (colors, shapes) in the environment.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Visual Spatial Awareness
Ability to perceive objects in relation to each other and to oneself.
Sequential Memory
Ability to remember and recall a sequence of visual inputs in the correct order.
Visual Discrimination
Ability to differentiate between objects and shapes.
Form Constancy
Ability to see a form or shape and identify it among other forms, regardless of changes in orientation or size.
Visual Memory
Ability to store visual details in short-term memory.
Visual Closure
Ability to fill in an incomplete shape or form with missing details.
Visual Figure-Ground
Ability to perceive a form and find it among many other items.

📊 Standardized Test Scores

Summary Narrative

🌐 Language & Hearing Background

iThe language history and hearing status the whole evaluation is read against: home languages, exposure, the language of assessment, interpreter use, hearing screening results, ear infections/tubes, and early milestones. Fill it before the assessment areas — an interpreter or a failed hearing screen changes how every score is read.

Language exposure

Hearing

Speech-language history

👂 Assessment: Receptive Language

iWhat the child understands: directions, vocabulary, concepts, questions, sentence structure, and connected discourse — from observation, play, and testing.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Following directions
One-, two-, and multi-step directions; with and without gesture or repetition; length and complexity tolerated.
Vocabulary comprehension
Understanding of nouns, verbs, attributes, and category words for age; identifies pictures/objects named.
Basic concepts
Spatial (in/under/behind), temporal (before/after), quantity (more/all), and quality (same/different) concepts.
Understanding questions
Responds appropriately to yes/no and wh- questions (what/where/who → when/why/how) for age.
Sentence & grammar comprehension
Understands longer and complex sentences: negatives, passives, embedded clauses, pronoun reference.
Story & discourse comprehension
Main idea, sequence, and inference from a short story or conversation; recalls details.
Attention & listening for language
Sustains attention to spoken language; benefits from repetition, slowed rate, or visual support.

📊 Standardized Test Scores

Summary Narrative

🗣️ Assessment: Expressive Language

iWhat the child produces: vocabulary, utterance length, grammar, sentence structure, narrative, and functions of language — from a language sample and testing.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Vocabulary use
Variety and specificity of words; word-finding (pauses, fillers, circumlocution, overuse of "thing").
Utterance length
Typical and longest utterances (words / morphemes) relative to age expectations.
Grammar & morphology
Verb tense, plurals, possessives, pronouns, articles, auxiliaries — accuracy and omissions.
Sentence structure
Simple → compound → complex sentences; use of conjunctions and clauses; word order.
Narrative & discourse
Retells and generates stories: sequence, story-grammar elements, cohesion, referencing.
Communicative functions
Requests, comments, protests, answers, asks questions, describes, explains — range for age.
Language sample notes
Context, sample size, elicitation (play/picture/conversation), and what it showed.

📊 Standardized Test Scores

Summary Narrative

🔤 Assessment: Articulation & Phonology

iSpeech-sound production: the sound inventory, error patterns, stimulability, consistency, and how understandable the child is to familiar and unfamiliar listeners.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Sound inventory & errors
Sounds produced correctly and in error, by word position; developmental vs. non-developmental errors.
Phonological patterns
Processes such as fronting, stopping, gliding, cluster reduction, final-consonant deletion, weak-syllable deletion — and whether age-appropriate.
Stimulability
Sounds in error the child can produce with a model or cue (sound / syllable / word level).
Intelligibility
Percent understood by a familiar and an unfamiliar listener; single words vs. connected speech.
Connected-speech accuracy
Whether accuracy holds from single words into phrases and conversation.
Consistency of errors
Same word said the same way? Inconsistent errors, groping, or vowel errors that warrant a motor-speech look.
📐 Measures iComputed from the counts you enter: nothing is compared with norms. A blank row was not measured and prints nothing.
Percent consonants correct (PCC)of
Intelligibility, familiar listener%
Intelligibility, unfamiliar listener%
🔤 Phonological processes iMark each process you assessed: present, emerging or not observed. Add the count if you took one (times it occurred of the opportunities) and Bina computes the percent. Nothing is labelled age-appropriate; say what it means in the comments. A blank row was not assessed.
Frontingof
Backingof
Stopping, /f s/of
Stopping, /v z/of
Stopping, /ʃ tʃ dʒ ð/of
Glidingof
Cluster reduction, with /s/of
Cluster reduction, without /s/of
Final consonant deletionof
Weak syllable deletionof
Deaffricationof
Assimilationof
Prevocalic voicingof
of
of
Stimulability iA sound in error, and the highest level the child produced it at with a model or cue.

📊 Standardized Test Scores

Summary Narrative

🤝 Assessment: Social / Pragmatic Communication

iHow the child uses communication with people: joint attention, nonverbal communication, turn-taking, topic, perspective, play, and repair — observed across play and conversation.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Joint attention & shared engagement
Follows a point/gaze, shows and gives to share, sustains back-and-forth engagement.
Nonverbal communication
Eye gaze, gesture, facial expression, and body orientation used to communicate and to read others.
Turn-taking & topic
Takes conversational turns, maintains and shifts topic appropriately, adds related information.
Initiating & responding
Starts interactions and responds to bids from adults and peers; greetings; requests for help.
Perspective-taking
Considers the listener: adjusts message, recognises others’ feelings/knowledge, understands non-literal language for age.
Play skills
Functional, symbolic/pretend, and cooperative play; flexibility and imagination.
Repair & register
Notices breakdowns and repairs (repeats, rephrases); adjusts style to setting and partner.

📊 Standardized Test Scores

Summary Narrative

👄 Assessment: Oral-Mechanism & Motor Speech

iStructure and function of the speech mechanism and the motor-planning features of speech: symmetry, strength/range, diadochokinesis, groping, prosody.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Structure
Lips, tongue, hard/soft palate, dentition/occlusion, jaw symmetry — within normal limits or notable.
Function — strength & range
Lip closure/rounding/retraction, tongue elevation/lateralization/protrusion, jaw stability and grading.
Diadochokinesis
Rate and accuracy of /pʌ/, /tʌ/, /kʌ/ and /pʌtʌkʌ/; sequencing breakdowns.
Motor-planning features
Groping, inconsistent errors on repeated words, vowel distortions, difficulty with longer/complex words, syllable-stress errors.
Prosody & rate
Stress, intonation, rhythm and rate of connected speech.
Drooling & oral awareness
Saliva management, oral sensory responses, awareness of the articulators.

📊 Standardized Test Scores

Summary Narrative

🎙️ Assessment: Voice & Resonance

iPerceptual assessment of vocal quality, pitch, loudness, resonance, breath support, and vocal habits.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Vocal quality
Breathy, hoarse, rough, strained, or clear; consistency across the session.
Pitch
Habitual pitch and range appropriate for age and sex; pitch breaks.
Loudness
Habitual loudness and the ability to vary it; too soft/too loud for context.
Resonance
Hypernasality, hyponasality, or cul-de-sac resonance; nasal emission; velopharyngeal concerns.
Vocal habits
Yelling, throat clearing, coughing, hydration, reflux symptoms, and other vocally demanding behaviors reported.
Breath support & phrasing
Breath groups, coordination of breathing and speech, running out of air.

📊 Standardized Test Scores

Summary Narrative

〰️ Assessment: Fluency

iThe flow of speech: types and frequency of disfluency, secondary behaviors, awareness and attitudes, and impact across settings.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Types of disfluency
Sound/syllable/word repetitions, prolongations, blocks; vs. typical disfluencies (interjections, revisions, phrase repetitions).
Frequency
Percent syllables (or words) stuttered per sample; sample context and length.
Secondary behaviors
Physical tension, eye blinks, facial/body movements, escape or avoidance behaviors.
Awareness & attitudes
The child’s and family’s awareness, reactions, and feelings about talking.
Impact on participation
Effect on classroom talk, peers, and family conversation; situations avoided.
Variability across contexts
Differences by partner, setting, excitement/fatigue, and linguistic complexity.
📐 Measures iComputed from the counts you enter: nothing is compared with norms. A blank row was not measured and prints nothing.
Percent syllables stuttered (%SS)of

📊 Standardized Test Scores

Summary Narrative

🥄 Assessment: Feeding & Swallowing

iOral-motor skills for eating and drinking, textures accepted, signs of swallowing difficulty, mealtime behavior, and self-feeding — from parent report and observation. Add this area when feeding is part of the referral.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Oral-motor skills for feeding
Chewing pattern, tongue lateralization, lip closure on spoon/cup, bolus management.
Textures & food range
Textures accepted or refused; variety across food groups; transitions (purée → mashed → solids).
Signs of swallowing difficulty
Coughing/choking with liquids or solids, wet vocal quality, gagging, prolonged meals, respiratory history.
Mealtime behavior & sensory factors
Refusals, distress, sensory responses to textures/smells, family mealtime routines.
Growth & nutrition concerns (reported)
Weight/growth concerns, supplements, medical follow-up in place.
Positioning & self-feeding
Seating/support, utensil use, cup drinking, independence for age.

📊 Standardized Test Scores

Summary Narrative

📖 Assessment: Literacy & Phonological Awareness

iThe sound-structure skills under reading and spelling, letter-sound knowledge, rapid naming, and — for readers — decoding, fluency, and written expression. Add this area for school-age referrals with reading concerns.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Rhyming & alliteration
Recognises and produces rhymes; identifies words starting with the same sound.
Syllable & phoneme awareness
Segmenting and blending syllables and sounds; deleting/substituting sounds for age.
Letter–sound knowledge
Letter names and sounds; applying them to simple decoding.
Rapid naming
Speed and accuracy naming familiar colours/objects/letters/digits.
Decoding & reading fluency
Sounding out and sight-word reading; accuracy, rate, and prosody in connected text (if applicable).
Spelling & written expression
Sound-spelling accuracy and organisation of written sentences/paragraphs (if applicable).

📊 Standardized Test Scores

Summary Narrative

🔊 Assessment: Auditory Processing

iHow the child handles spoken input beyond hearing acuity: listening in noise, auditory memory, discrimination, and reliance on visual support. Add when listening concerns are reported; an audiology referral decides the diagnosis.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Listening in noise
Attention and accuracy for spoken language with background noise or in groups.
Auditory memory
Digit/word span, recall of directions and sentences.
Auditory discrimination
Telling similar sounds/words apart in isolation and in context.
Reliance on visual support
Difference in performance with vs. without visual cues, gesture, or written support.
Sound sensitivity
Distress or avoidance with everyday sounds; covering ears (reported/observed).
Audiology referral
Whether a full audiological / (C)APD evaluation is indicated and why.

📊 Standardized Test Scores

Summary Narrative

🖼️ Assessment: AAC & Alternative Modalities

iThe child’s current communication modalities and the case for augmentative/alternative communication: access, symbol understanding, trials, partner training, and a system recommendation. Add when speech alone does not meet the child’s communication needs.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Current communication modalities
Speech, vocalisations, gestures, signs, pictures/PECS, device — what works and where each breaks down.
Access & motor/vision considerations
Direct selection, pointing accuracy, scanning, visual acuity/field, seating and positioning.
Symbol & representation understanding
Objects → photos → line drawings → text; matching, choosing, and combining symbols.
Trials conducted
Systems and vocabularies trialled, tasks, and the child’s response.
Communication-partner needs
Modelling, prompting, and environmental supports the family/school will need.
System recommendation
Recommended low-/high-tech system, vocabulary organisation, and next steps (funding, training).

📊 Standardized Test Scores

Summary Narrative

🧠 Assessment: Cognitive-Communication

iThe thinking skills that carry communication: attention, memory for language, executive functions in conversation and tasks, reasoning, processing speed, and self-monitoring. Add for older children or where cognition is part of the picture.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Attention
Sustained, selective, and divided attention during language tasks and conversation.
Memory for language
Working memory (holding and using spoken information) and recall of what was said/learned.
Executive functions in communication
Planning and organising what to say, flexibility, inhibition, sequencing multi-step tasks.
Problem-solving & reasoning
Verbal reasoning, predicting, inferencing, and explaining solutions.
Processing speed
Time needed to understand and respond; benefit from extra time.
Self-monitoring
Awareness of errors and breakdowns; use of strategies.

📊 Standardized Test Scores

Summary Narrative

📋 Assessment: Informant Reports & Checklists

iWhat parents, teachers, and questionnaires say — the picture across home, school, and community, and how consistent it is with what was observed. Add when checklists or teacher input are part of the evaluation.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Parent / caregiver report
Concerns, priorities, and examples from home; how the child communicates with family.
Teacher / school report
Classroom participation, following instructions, peer communication, supports in place.
Communication at home
Everyday routines, siblings, languages, and what helps.
Communication at school & in the community
Groups, unfamiliar adults, structured vs. unstructured settings.
Questionnaires & checklists administered
Instrument, respondent, and result summary (bands only — no publisher text).
Consistency across informants
Where reports agree, where they differ, and how that shapes the recommendations.

📊 Standardized Test Scores

Summary Narrative

📅 Treatment

🩺 History & Systems Review

iThe medical, orthopedic and motor history the whole evaluation is read against, and the systems review that decides what is safe to test: diagnoses, surgeries, precautions, equipment in use, milestones, prior therapy, pain, and the classification level where one applies. Fill it before the assessment pages.

Birth & medical history

Systems review

Motor history

Pain

Classification

🧍 Assessment: Posture & Alignment

iStatic alignment in standing and sitting, spinal curves, lower-limb and foot alignment, and how weight is carried — observed before anything is measured.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Standing alignment
Head, shoulders, spine, pelvis, knees and feet viewed from the front, side and back; symmetry left to right.
Sitting posture
Pelvic position (neutral, posterior tilt), trunk and head control, and the support needed to sit for work or play.
Spinal curves
Scoliosis screen (forward-bend asymmetry, rib hump), kyphosis, lordosis; flexible or fixed.
Lower-limb alignment
Femoral and tibial torsion, knee angle (varus / valgus), leg-length difference, foot progression angle.
Foot posture
Arch height, hindfoot and forefoot position, weight-bearing vs non-weight-bearing; flexible or rigid flat foot.
Weight distribution & symmetry
Weight shift to one side, preferred stance leg, asymmetric loading in standing and sitting.

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

📐 Assessment: Range of Motion & Flexibility

iJoint range and muscle length by region, hypermobility, and what limits the end of range — measured in degrees where a goniometer was used, recorded as a comparison with the other side otherwise.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Upper-extremity range
Shoulder, elbow, forearm and wrist range, active and passive; side-to-side comparison.
Lower-extremity range
Hip (flexion, extension, abduction, rotation), knee and ankle range; side-to-side comparison.
Spine & neck range
Cervical rotation and lateral flexion, trunk flexion, extension and rotation.
Hamstring & hip-flexor length
Popliteal angle, straight-leg raise, Thomas test position; tightness that limits stride or sitting.
Ankle dorsiflexion & calf length
Dorsiflexion with the knee flexed and extended; contribution of gastrocnemius vs soleus.
Hypermobility & laxity
Beighton-type screen of joint hypermobility, ligamentous laxity, and any joint that gives way.
End-feel & pain with movement
Soft, firm or hard end-feel; guarding, pain or apprehension at the end of range.

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

💪 Assessment: Strength & Muscle Performance

iMuscle strength by region and its functional expression — manual muscle grades where the child can follow the test, functional tasks (squat, sit-to-stand, stairs, jumps) where they cannot.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Upper-extremity strength
Shoulder, elbow and wrist strength; weight-bearing through the arms (propping, wheelbarrow, crawling).
Lower-extremity strength
Hip, knee and ankle strength by manual grade or functional test; side-to-side comparison.
Trunk & core strength
Bridging, sit-up, plank or prone-extension hold; trunk control in transitions.
Functional strength
Squat, sit-to-stand without hands, stairs without a rail, heel and toe walking, step-up height.
Power
Vertical jump, standing broad jump, hop distance; explosive movement for age.
Muscle endurance
Repeated sit-to-stand, wall-sit hold, repeated heel raises; fatigue over repetitions.
Symmetry & compensations
Right–left differences and the substitutions the child uses (momentum, hands, trunk lean).

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

⚡ Assessment: Tone, Reflexes & Neuromotor Status

iMuscle tone by limb and trunk, spasticity and clonus, deep-tendon and primitive reflexes, righting and protective reactions, involuntary movement, and sensation — scaled where a scale was used (Modified Ashworth, Tardieu), described otherwise.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Muscle tone
Hypotonia or hypertonia by limb and trunk; resting posture; scale and grade where scored.
Spasticity & clonus
Velocity-dependent resistance, catch angle, sustained or unsustained clonus; the muscle groups involved.
Deep-tendon reflexes
Patellar, Achilles, biceps and triceps responses; symmetry.
Primitive reflexes
ATNR, STNR, Moro, tonic labyrinthine, plantar and palmar grasp — integrated or persisting for age.
Righting, protective & equilibrium reactions
Head and trunk righting, protective extension forward, sideways and backward; tilt responses.
Involuntary movement
Dystonia, athetosis, tremor, ataxia; when it appears and what settles it.
Sensation & proprioception
Light touch, position sense, response to pressure and movement input; areas of reduced or heightened response.

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

🧒 Assessment: Gross-Motor Development

iWhere the child is on the gross-motor sequence and how the skills look: prone and supine skills, sitting, transitions, standing and walking, stairs, running and jumping, ball skills — from observation and testing.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Prone & supine skills
Head lifting, propping on forearms and hands, reaching in prone, rolling both ways.
Sitting
Attained and maintained; transitions into and out of sitting; floor sitting positions used (W-sit, ring, side).
Crawling & transitions
Quadruped, reciprocal creeping, pull-to-stand, cruising, lowering to the floor with control.
Standing & walking
Independent standing and walking attained; base of support, arm position, distance and surfaces managed.
Stairs
Up and down: method (crawling, step-to, alternating), rail use, supervision needed.
Running, jumping & hopping
Running with a flight phase, two-foot jump, jumping down and over, hopping on each foot, galloping and skipping.
Ball skills
Throwing, catching and kicking a ball for age; accuracy, arm–leg pattern, and readiness.
Quality of movement
Symmetry, variety of movement, effort, speed and the strategies the child relies on.

📊 Standardized Test Scores

Summary Narrative

⚖️ Assessment: Balance & Postural Control

iStatic, dynamic, reactive and anticipatory balance, the sensory conditions under which it holds, and falls — timed where a stopwatch was used (single-leg stance each side, tandem stance).

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Static balance
Single-leg stance each side and tandem stance, eyes open and closed; seconds held where timed.
Dynamic balance
Beam or line walking, stepping over and around obstacles, turning, changing speed.
Reactive balance
Response to a nudge or an unexpected surface change; ankle, hip and stepping strategies.
Anticipatory control
Reaching outside the base of support, transitions between positions, catching a ball while standing.
Sensory conditions
Balance on foam or a compliant surface, with vision removed, with head turns.
Falls & near-falls
Frequency and circumstances reported and observed; fear of falling; injuries.

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

🚶 Assessment: Gait

iWalking pattern, toe walking, asymmetries and compensations, speed and distance, varied terrain, and how any device or orthotic is used — observed barefoot and shod, with and without equipment.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Gait pattern
Heel strike, foot progression angle, step length, cadence, base of support, arm swing, trunk movement.
Toe walking
How often, on which surfaces, whether it corrects on cue or with heel-cord range; barefoot vs shoes.
Asymmetry & compensations
Trendelenburg, circumduction, hip hiking, vaulting, knee hyperextension, crouch, scissoring.
Speed & distance
Self-selected vs fast walking speed, distance tolerated, rest breaks; timed walk results where measured.
Varied terrain & community
Curbs, ramps, uneven ground, grass, crowds, carrying an object while walking.
Devices & orthotics in gait
What is used, how it is used, fit and wear pattern; gait with and without it.

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

🎯 Assessment: Coordination & Motor Planning

iBilateral coordination, rapid alternating movement, sequencing and motor learning, timing and accuracy — how the child organises a movement they know and learns one they do not.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Bilateral coordination
Jumping jacks, skipping, galloping, reciprocal arm–leg patterns.
Rapid alternating movements
Foot tapping, heel–toe alternation, pronation–supination; rhythm and rate.
Motor sequencing & planning
Imitating a movement sequence, an obstacle course, a new multi-step task.
Timing & rhythm
Keeping a beat, timing a jump over a moving rope, catching on time.
Accuracy
Kicking or stepping to a target, stepping into hoops, precision of foot placement.
Response to practice & feedback
Change within the session with demonstration, verbal and visual cues, and repetition.

📊 Standardized Test Scores

Summary Narrative

🔄 Assessment: Functional Mobility & Transfers

iGetting from one place or position to another in daily life: floor mobility, transfers, school and community distances, wheeled mobility, carrying a load — and the assistance and cueing each takes.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Floor mobility & floor-to-stand
Moving on the floor, getting up from the floor (with or without hands, half-kneel, bear-stand), lowering with control.
Transfers
Sit-to-stand and stand-to-sit, chair, toilet, bed, car seat, bath; the setup and help each takes.
School & community mobility
Classroom, hallways, playground, bus steps, distances between rooms; keeping up with peers.
Wheeled mobility skills
Propulsion, turns, ramps, curbs, brakes and safety in a wheelchair or mobility device where used.
Carrying & managing a load
Backpack, lunch tray, opening doors, moving a chair.
Assistance & cueing across tasks
Independent, supervision, contact guard, minimal to maximal assist; the cues that work.

📊 Standardized Test Scores

Summary Narrative

🫁 Assessment: Endurance & Cardiorespiratory Fitness

iActivity tolerance, aerobic capacity, breathing during effort, fatigue and its effect on movement quality, and participation in active play — timed walk or run results where measured. Add when endurance limits participation.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Activity tolerance
Sustained play, walking distance, recovery time; what ends the activity.
Aerobic capacity
Timed walk or run, heart rate and perceived exertion during and after.
Breathing during activity
Breathing pattern, effort, breath-holding, cough; response to exertion.
Fatigue & movement quality
How gait, posture and coordination change as the child tires.
Active play, PE & sports
What the child joins, sits out, or is excluded from; pacing strategies.

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

🩹 Assessment: Pain

iA fuller pain picture than the screen on the history page: location, intensity on the scale used, pattern, pain with movement, effect on daily life and current management. Add when pain is part of the referral.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Pain report
Location, intensity (scale used and score), quality, the child’s and caregiver’s words.
Pattern
Onset, time of day, aggravating and easing factors, night pain.
Pain with movement or palpation
Which movements, positions or tissues reproduce it; behaviour under load.
Effect on daily life
Sleep, school attendance, play, sport, mood.
Current management
Medication, rest, heat/ice, bracing, activity changes and how well each works.

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

🦿 Assessment: Orthotics, Equipment & Positioning

iWhat the child uses now and how it fits and functions — orthotics, mobility equipment, seating and standers, adaptive and recreational equipment — and what should change. Add when equipment is part of the plan.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Orthotics
Type, wear schedule, fit, skin check, condition; function with and without.
Mobility equipment
Walker, gait trainer, wheelchair or stroller: fit, adjustment, how it is used and where.
Seating, positioning & standers
Seating system, positioning devices, stander schedule; posture in each.
Adaptive & recreational equipment
Adapted bike, bath and toilet equipment, car seat, playground access.
Recommended changes & next steps
Adjustments, new equipment, trials, vendor and funding steps.

📊 Standardized Test Scores

Summary Narrative

👶 Assessment: Head Shape & Neck

iThe torticollis and plagiocephaly picture in an infant: head tilt and rotation preference, cervical range each side, the sternocleidomastoid, cranial and facial asymmetry, positioning tolerance, and the associated hip screen. Add for an infant referral.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Head tilt & rotation preference
Side and degree of tilt at rest; preferred direction of gaze and rotation; changes with position.
Cervical range
Passive and active rotation and lateral flexion to each side; degrees where measured.
Sternocleidomastoid
Tightness, a palpable mass, symmetry; response to stretch.
Cranial & facial asymmetry
Flattening and its location, ear shift, forehead and cheek asymmetry; helmet status.
Positioning & tummy time
Tolerance and duration of tummy time, sleep and carrying positions, preferences during feeding.
Associated findings
Hip screen (asymmetric skin folds, limited abduction), foot posture, reflux or feeding side preference.

📐 Measures

iOne row per measure: left and right side by side, the position it was taken in, and the condition chips that make the number comparable next time. A blank cell is NOT MEASURED — nothing is filled in for you. ◊ marks an area of note by rule (an asymmetry beyond the clinic's threshold, a reflex past its age, pain above 0), never an interpretation.
Blank = not measured. Every value carries its unit, side, position and condition into the report and the prompt. Reference values come from the clinician's own published source; Bina embeds no norms.

📊 Standardized Test Scores

Summary Narrative

🌳 Assessment: Participation & Environment

iWhat the child does and wants to do at home, at school and in the community, the environmental barriers and supports, and the family’s priorities — the ICF participation picture the goals are written from.

NC = No Concern (age-appropriate)
Concern = Significant difficulty observed
Document observations in Comments.
Skill No Concern Concern Comments
Home
Floor play, stairs, bath and bedtime routines, the yard; what the family adapts.
School & daycare
Classroom, PE, recess, transitions, field trips; supports and accommodations in place.
Community
Playgrounds, stores, transport, places of worship, visiting others; distances and access.
Play, sports & recreation
What the child does now and wants to do; teams, lessons, adaptive programs.
Environmental barriers & supports
Home layout, stairs, school setting, equipment access, transport.
Family priorities & the child’s goals
What matters most to the family and to the child; the one thing that would change daily life.

📊 Standardized Test Scores

Summary Narrative

🔁 Re-evaluation

What happened since the prior evaluation, and what you decide about each carried goal. The plan going forward — goals and the plan of care — is the next step, Plan & Goals.

👥 Caseload

Your caseload — every patient's evaluations and documents. Click an evaluation to open it here.

Odd file, outside export, or 🔒 read-only review? Browse the folder ↗ — the raw picker, with its read-only option.

👪 Bina for Families

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⚙️ Clinic settings

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Six checks and the clinic’s licence, refreshed when this page opens. Amber means look; green means fine; grey means not set up yet. Click a tile to go there.

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Bina

How the tool handles patient information

Three things worth knowing before you start: where the record lives, what the AI reads, and what stays with you.

🏠Where the record lives. In your clinic's own Microsoft 365, under your clinic's control — the tool reads and writes it there and keeps no copy of its own.

✨What the AI reads. The record as you wrote it — the child's name, history, findings, goals and session notes — sent only through the tool's own server, never used to train a model. And every claim it makes about the record is checked against the record before you see it: a quality-check finding, a suggested outcome, an imported goal or value must quote the text it came from, or it is discarded.

✍️You are still the author. Every draft is a draft until you review it; the tool never signs, never sends a record anywhere on its own, and shares nothing with a family until you publish it.

Your acknowledgment is recorded for your account (privacy notice v4). Re-read any time: Help → 🔒 Privacy notice.

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