Demo Report — Sample Data

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Sample Report

Reports for Aiden M.

School-Age (Ages 8-13) · Completed by Teacher / Therapist · March 28, 2026

Executive Summary

Aiden M. is a visual-kinesthetic learner with notable strengths in strengths & superpowers who would benefit most from targeted support in sensory processing.

Targeted support needed in specific areas, with strengths that can be leveraged for growth.

Top Priorities
Sensory Processing
Significant sensory sensitivities requiring immediate environmental modifications.
Social-Emotional
Emotional regulation and social interaction require structured support.
Executive Functioning
Executive skills are emerging and benefit from visual supports.
Top Strengths
Strengths & Superpowers
Remarkable talents as sources of confidence and potential.
Cognitive Learning
Effective learning strategies with clear preferences.
Communication
Functional communication supporting daily needs.
Learning Style
Primary: Visual-Kinesthetic
Secondary: Repetition-Based

Cross-Dimensional Insights

criticalSensory Processing + Social-Emotional

Sensory-Driven Social Withdrawal

This child may withdraw from peers due to sensory overload, not lack of social interest. Address sensory needs FIRST - social engagement often improves naturally.

importantSensory Processing + Executive Functioning

Sensory Overload Impacts Focus

Sensory challenges drain cognitive resources. Environmental modifications may improve focus more than direct attention interventions.

importantStrengths & Superpowers + Sensory Processing + Social-Emotional

Strengths as a Bridge to Growth

Leverage special interests to support growth in challenging areas. Incorporate interests into interventions for better engagement.

Learning DNA Profile

12345Sensory1.8Commun.2.8Social-Emot.2.0Executive Fn.2.2Cognitive3.2Independence2.8Strengths4.2LearningDNA
Sensory Processing
1.8/5
Needs Significant Support
82%
Communication
2.8/5
Developing / Emerging
88%
Social-Emotional
2.0/5
Needs Significant Support
75%
Executive Functioning
2.2/5
Developing / Emerging
90%
Cognitive Learning
3.2/5
Developing / Emerging
85%
Functional Independence
2.8/5
Developing / Emerging
87%
Strengths & Superpowers
4.2/5
Area of Strength
92%

Learning Accommodation Blueprint

Classroom strategies and IEP goal suggestions

Start Here: 4-Week Action Plan

This Week
Create a sensory-safe zone with dim lighting and noise-canceling headphones(Sensory Processing)
Teach emotion identification using visual emotion charts(Social-Emotional)
Provide advance warning before loud events(Sensory Processing)
Week 2
Pre-teach vocabulary for new topics(Communication)
Use visual organizers for complex instructions(Communication)
Encourage peer buddy systems(Communication)
Week 3
Teach self-monitoring strategies with checklists(Executive Functioning)
Leverage visual learning strengths with diagrams and videos(Cognitive Learning)
Gradually fade prompts as skills develop(Functional Independence)
Week 4
Create a Strength Showcase opportunity(Strengths & Superpowers)
Connect interests to academic and career pathways(Strengths & Superpowers)
Allow deep-dive projects in areas of passion(Strengths & Superpowers)

Strengths & Superpowers Spotlight

Aiden M. demonstrates remarkable strengths that should be celebrated and nurtured.

Sensory Processing

Needs Significant Support

How the child experiences and responds to sensory input including sound, light, touch, movement, and proprioception.

1.8/5
82% confidence

Recommendations

  • Create a sensory-safe zone with dim lighting and noise-canceling headphones
  • Provide advance warning before loud events
  • Allow fidget tools and movement breaks every 20 minutes
  • Use visual schedules to reduce unpredictability

Suggested IEP Goals

  • Student will independently use a self-regulation strategy when experiencing sensory overload in 4 out of 5 opportunities.
  • Student will tolerate typical classroom sensory input for 30+ minutes with minimal support.
  • Student will identify and communicate sensory needs to an adult using words or visual supports.

Question-Level Scores

Responds calmly to unexpected loud sounds
frequency
1
Comfortable with different clothing textures
intensity
2
Tolerates bright or flickering lights
frequency
2
Handles crowded or noisy environments
context
1
Accepts changes in temperature or touch
intensity
3

Communication

Developing / Emerging

Ability to express needs, understand language, engage in conversation, and use alternative communication methods.

2.8/5
88% confidence

Recommendations

  • Pre-teach vocabulary for new topics
  • Use visual organizers for complex instructions
  • Encourage peer buddy systems

Suggested IEP Goals

  • Student will express needs using 3+ word sentences in 80% of opportunities.
  • Student will follow 2-step verbal directions with one repetition in 4 out of 5 trials.
  • Student will initiate a conversation with a peer at least once per day.

Question-Level Scores

Expresses needs clearly to adults
frequency
3
Follows multi-step verbal instructions
intensity
2
Engages in back-and-forth conversation
scenario
3
Uses appropriate tone and volume
frequency
3
Understands non-literal language
intensity
3

Social-Emotional

Needs Significant Support

Emotional awareness, peer relationships, self-regulation, empathy, and ability to manage frustration.

2.0/5
75% confidence

Recommendations

  • Teach emotion identification using visual emotion charts
  • Create structured social opportunities with clear roles
  • Implement a calm-down corner with visual strategies
  • Use Social Stories before challenging situations

Suggested IEP Goals

  • Student will identify emotions in self and others with 80% accuracy using visual supports.
  • Student will use a taught calming strategy when upset, reducing recovery time to under 5 minutes.
  • Student will participate in cooperative group activities for 15+ minutes with minimal adult support.

Question-Level Scores

Recognizes emotions in others
scenario
2
Manages frustration without escalation
frequency
1
Initiates interaction with peers
frequency
2
Shows empathy when others are upset
scenario
3
Recovers from disappointment appropriately
intensity
2

Executive Functioning

Developing / Emerging

Attention, task switching, routine following, organization, planning, and working memory.

2.2/5
90% confidence

Recommendations

  • Teach self-monitoring strategies with checklists
  • Provide graphic organizers for planning
  • Use transition warnings (5 min, 2 min, 1 min)

Suggested IEP Goals

  • Student will independently follow a 3-step visual schedule to complete classroom routines.
  • Student will transition between activities within 2 minutes with one verbal prompt.
  • Student will organize materials for a task using a checklist with 80% independence.

Question-Level Scores

Stays focused during structured activities
frequency
2
Transitions between activities smoothly
intensity
2
Follows classroom routines independently
frequency
3
Organizes materials and workspace
context
2
Completes multi-step tasks without reminders
frequency
2

Cognitive Learning

Developing / Emerging

Preferred learning modalities, pattern recognition, problem-solving approach, and information retention style.

3.2/5
85% confidence

Recommendations

  • Leverage visual learning strengths with diagrams and videos
  • Incorporate hands-on activities
  • Allow choice in demonstrating understanding

Suggested IEP Goals

  • Student will demonstrate understanding of new concepts through their preferred modality.
  • Student will apply problem-solving strategies to novel situations in 3 out of 5 trials.
  • Student will complete grade-level assignments with appropriate accommodations.

Question-Level Scores

Learns best through visual materials
frequency
4
Retains information from hands-on activities
intensity
4
Applies learned concepts to new situations
scenario
3
Shows curiosity and asks questions
frequency
3
Demonstrates problem-solving strategies
scenario
2

Functional Independence

Developing / Emerging

Self-care, safety awareness, navigation, decision-making, and developing life skills.

2.8/5
87% confidence

Recommendations

  • Gradually fade prompts as skills develop
  • Encourage self-help with visual reminders
  • Create opportunities for responsibility

Suggested IEP Goals

  • Student will complete morning arrival routine independently using a visual checklist.
  • Student will manage personal belongings throughout the school day with minimal prompting.
  • Student will demonstrate age-appropriate safety awareness in community settings.

Question-Level Scores

Manages personal belongings independently
frequency
3
Navigates familiar environments safely
context
3
Completes self-care routines at school
frequency
3
Asks for help when needed
scenario
2
Makes age-appropriate decisions
frequency
3

Strengths & Superpowers

Area of Strength

Special interests, exceptional abilities, creative talents, hyperfocus areas, and unique perspectives.

4.2/5
92% confidence

Recommendations

  • Create a Strength Showcase opportunity
  • Connect interests to academic and career pathways
  • Allow deep-dive projects in areas of passion

Question-Level Scores

Shows deep knowledge in areas of interest
frequency
5
Demonstrates exceptional visual memory
intensity
4
Displays creative or original thinking
scenario
4
Shows intense focus on preferred activities
frequency
5
Exhibits unique perspective or problem-solving
scenario
3