Social Emotional Skills Assessment

A clinical tool that meets each child as a whole human.

SESA helps BCBAs and clinicians assess social-emotional development across six domains and four assessment cycles, with AI-supported clinical write-ups, parent training plans, and natural-environment activities.

"Know all the theories, master all the techniques, but as you touch a human soul, be just another human soul."

Carl Jung

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Before You Begin

Please read and confirm the following before accessing the SESA. This takes less than a minute.

🔒 Client Privacy & Safe Harbor De-Identification

SESA stores only de-identified data per HIPAA Safe Harbor §164.514(b)(2). Client records are limited to initials and age. All free-text fields (clinical context, notes) are automatically scrubbed for the 18 HIPAA identifiers (names, dates, phone, email, addresses, MRNs, etc.) before storage. Because no PHI is retained, SESA does not require a Business Associate Agreement. You remain responsible for following your own organization's policies and obtaining caregiver consent prior to administering any assessment.

🛡️ What counts as identifying information?

Names (client, family members, caregivers), addresses, phone numbers, school names, employer names, social security numbers, insurance IDs, or any other detail that could be used, alone or in combination, to identify a specific individual. Use initials only in all fields throughout this tool.

⚖️ Your HIPAA Responsibilities

This tool is not a HIPAA-covered entity. As a licensed professional, you are responsible for ensuring your use of this tool complies with HIPAA, your employer's policies, and all applicable federal and state laws. This includes obtaining appropriate authorization before conducting any assessment.

✅ Caregiver Consent

By proceeding, you confirm that you have obtained, or will obtain prior to use, appropriate informed consent from the client's parent or legal guardian, in accordance with your professional obligations, your organization's policies, and applicable law.

Please confirm each of the following by checking the boxes below:

I understand that I must use initials only and will not enter any identifying information, including names, addresses, or other details, about clients or their families anywhere in this tool. I understand that this tool is not a HIPAA-covered platform, and I am solely responsible for ensuring my use complies with HIPAA and all applicable laws and organizational policies. I confirm that I have obtained, or will obtain prior to administering any assessment, appropriate informed consent from the client's parent or legal guardian, consistent with my professional and legal obligations. I am a licensed or credentialed professional (or supervised trainee operating under appropriate oversight) and am using this tool within my professional scope of practice.

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✨ Live Example

See the SESA in Action

A real walkthrough with example client Elliot — from assessment scores to AI-generated goals, parent training, and play-based activities. This is what your results look like.

Built for Every Professional Who Works With Kids

The SESA speaks your language — whatever framework you bring to the table. Behavioral science provides the precision and data. Your clinical expertise provides the heart.

🧠 BCBAs & Behavior Analysts

💬 Therapists & Counselors

🏫 School Psychologists & Special Educators

👥 Social Workers

🩺 Pediatric OTs & SLPs

👨‍👩‍👧 Parent Coaches & Consultants

"Whatever your clinical framework — CBT, play therapy, DIR/Floortime, trauma-informed care, person-centered counseling — the SESA gives you a structured, data-driven picture of where a child is socially and emotionally, and generates goals and strategies you can translate directly into your own practice. Behavioral science works under the hood the same way a GPS works in your car — you don't need to understand the satellites to benefit from the directions."

— Natasha Bauer, BCBA, Creator of the SESA

📋 Meet Elliot

Example client — Ages 8–12 battery administered across 4 domains.

E.T. — Age 10

Assessment 1 of 4 · Ages 8–12 · May 2026 · Assessor: N.B.

ASD Level 1 ADHD Combined Trauma History Ages 8–12 Battery

📝 Clinician-Provided Context

"Elliot is a 10-year-old boy diagnosed with ASD Level 1, ADHD (combined presentation), and a trauma history related to early parental separation and inconsistent caregiving through age 6. He currently lives with his maternal grandmother who is warm and engaged but has limited bandwidth. Elliot is highly verbal, has a strong special interest in Minecraft and building things, and demonstrates genuine empathy when regulated — but dysregulates quickly in unpredictable or loud environments. Sensory sensitivities to noise and unexpected touch are significant. He struggles with emotional identification during activation, peer conflict resolution, and advocating for his own needs without shutting down or becoming defensive. His teacher reports he is often the child who 'falls apart' during transitions and unstructured time. He has never received a formal social-emotional assessment and his grandmother reports she often doesn't know how to help him when he shuts down."

⚡ Why this context matters: The AI uses every detail above — Minecraft interest, sensory profile, grandma's capacity, trauma history, shutdown pattern — to personalize all 10 goals, parent training objectives, and NET activities. Generic context gets generic goals. Rich context gets Elliot's goals.

Assessment 1 Results

🪞 Self-Awareness 22/40 Emerging

⚖️ Self-Management 16/40 Area for Growth

👁️ Social Awareness 28/40 Emerging

🤝 Relationship Skills 19/40 Area for Growth

🧭 Decision-Making 21/40 Emerging

📣 Self-Advocacy 14/40 Area for Growth

At-a-Glance Domain Profile

Radar chart shows relative strengths and growth areas across all six domains simultaneously.

Social Awareness (28/40) — Elliot's clear strength. Genuine empathy when regulated.

Self-Management (16/40) — Priority target. Dysregulation at transitions is the highest-impact barrier.

Self-Advocacy (14/40) — Lowest score. Shutdown pattern under stress limits access to support.

📈 Progress Over Time — Assessment 1 vs. Assessment 2

Six months later, after targeted intervention. The SESA tracks up to 4 assessments per client over 12–18 months.

Domain Score Comparison

Self-Awareness

Assessment 1

22

22/40

Assessment 2

31

31/40

Self-Management

Assessment 1

16

16/40

Assessment 2

25

25/40

Social Awareness

Assessment 1

28

28/40

Assessment 2

35

35/40

Relationship Skills

Assessment 1

19

19/40

Assessment 2

27

27/40

Decision-Making

Assessment 1

21

21/40

Assessment 2

29

29/40

Self-Advocacy

Assessment 1

14

14/40

Assessment 2

23

23/40

Assessment 1 — May 2026

Assessment 2 — November 2026

📊 Average improvement across all domains: +8.5 points (21% gain) in 6 months.

Self-Advocacy showed the most growth (+9 points), consistent with targeted parent coaching and self-advocacy skills training. Social Awareness remained Elliot's relative strength and continued to build.

🎯 Sample AI-Generated Goals

Insurance-ready, behavioral language — personalized to Elliot's profile. Generated in under 30 seconds. The BCBA selects which to prioritize.

Goal 1 — Self-Management

"Given a transition between activities (e.g., moving from Minecraft free time to a structured task), Elliot will use an identified coping strategy (deep breathing, fidget tool, or verbal check-in with an adult) in 80% of observed transitions across home and school settings, as measured by frequency data collected by caregiver and teacher, across 3 consecutive data collection weeks, within 6 months."

Targets self-regulation during transitions — Elliot's highest-risk moment per teacher report and assessment scores. Minecraft is embedded as the natural antecedent context.

Goal 2 — Self-Advocacy

"Given a situation in which Elliot feels overwhelmed, uncomfortable, or in need of support across school, home, and therapy settings, Elliot will verbally or through a pre-agreed signal communicate his need to a trusted adult in 75% of opportunities, without shutting down or becoming defensive, as measured by BCBA/therapist observation and caregiver report across 4 consecutive sessions, within 6 months."

Directly addresses Elliot's pattern of shutting down rather than asking for help — a trauma-informed priority given his early caregiving history.

Goal 3 — Relationship Skills

"Given a peer conflict or disagreement during unstructured time (recess, lunch, group work), Elliot will verbalize a solution or compromise (e.g., 'Let's take turns' or 'Can we do it this way?') rather than withdrawing or escalating, in 70% of observed opportunities, as measured by school staff data and caregiver report, across 3 consecutive school weeks, within 6 months."

Targets Elliot's most functionally impairing skill gap — peer conflict during unstructured time, when environmental predictability is lowest.

👨‍👩‍👧 Sample Parent Training Objectives

Insurance-ready caregiver objectives that run alongside direct intervention — written for Elliot's grandmother.

PT Objective 1 — Transition Support

Insurance language: "Caregiver will provide a 5-minute verbal warning before activity transitions and use a pre-agreed visual or verbal cue in 80% of observed transitions at home, as measured by caregiver self-report and BCBA coaching session observation, across 4 consecutive sessions, within 90 days."

What this means for grandma: "Five minutes before Elliot needs to stop Minecraft, give him a heads-up and use your special signal — like knocking twice on the doorframe. This small change gives his brain time to prepare and dramatically reduces meltdowns."

PT Objective 2 — Emotional Co-Regulation

Insurance language: "Caregiver will demonstrate use of at least 2 co-regulation strategies (e.g., calm voice, physical proximity, named emotion validation) during Elliot's dysregulation episodes in 75% of opportunities, as measured by BCBA direct observation during home visits, across 3 consecutive visits, within 90 days."

What this means for grandma: "When Elliot starts to fall apart, your calm is contagious. We'll practice staying regulated yourself first, then using a calm voice and sitting near him — you don't have to fix it, just be a safe presence."

🎲 Sample NET Activities

3 play-based activities per goal — easy, fun, and doable by parents, RBTs, and teachers. No special materials needed.

Self-Management · Transitions

🎮 Minecraft Save Point

Before Elliot starts a Minecraft session, establish a "save point rule" — he must reach a natural stopping point (finishing a build, saving the world) before transitioning. Practice this in session first, then generalize to home. The structure mimics real-world transition demands but uses his strongest motivator.

When Elliot transitions at the save point without protest: "You did it — you made a plan and followed through. That's exactly what you just practiced." Immediate, specific, genuine.

Self-Advocacy · Asking for Help

🃏 Help Card Game

Create a simple card game where both Elliot and the adult draw "challenge cards" (e.g., "You're confused about the rules," "You feel overwhelmed") and practice using their Help Signal — a pre-agreed gesture or phrase like tapping twice on their chest. Take turns so Elliot sees adults asking for help too. Normalizes self-advocacy as strength, not weakness.

When Elliot uses his Help Signal in the game: "You just advocated for yourself — that is a huge deal. I want to see that everywhere." Follow through immediately with whatever support he requested.

Relationship Skills · Conflict Resolution

🏗️ Build It Together

Set up a cooperative building activity (LEGOs, blocks, or Minecraft multiplayer) where Elliot and a peer must agree on a design before building. Disagreements are guaranteed — that's the point. The adult narrates and coaches in real time: "Okay, you both want something different. What's one way you could both be happy?" Keep it low stakes so he can practice without the pressure of real peer conflict.

When Elliot suggests a compromise or accepts a peer's idea: "You just solved a problem together — that's friendship in action." Avoid over-praising — brief, warm, and specific works best for Elliot.

🔭 The Integrated Clinical Framework

The SESA doesn't privilege one clinical tradition over another. It integrates four evidence-based frameworks — and translates seamlessly into your existing practice.

🌱 Social-Emotional Learning (SEL)

The CASEL framework defines the WHAT — the six domains of social-emotional competence that research consistently links to positive outcomes across school, relationships, and mental health. The SESA is built directly on this foundation.

🌊 Trauma-Informed Care

For kids like Elliot, behavior is communication and safety is prerequisite to learning. The SESA feedback identifies trauma-relevant patterns in scores — particularly in Self-Management and Self-Advocacy — and frames goals around co-regulation, safety, and relationship as the vehicle for skill-building. Whatever your modality — TF-CBT, CPP, EMDR — the SESA informs it.

💚 Neurodivergent-Affirming Practice

The SESA doesn't pathologize difference. Goals are framed as expanding a child's repertoire — not correcting who they are. For ADHD, ASD, and twice-exceptional learners, this means honoring sensory needs, special interests, and different social styles while building skills the child themselves values. Consistent with DIR/Floortime, RDI, and person-centered approaches.

⚙️ Behavioral Science — The Precision Layer

Whatever your clinical approach, behavioral science adds the precision layer: observable goals, measurable outcomes, systematic reinforcement, and data to show what's working. Play therapy, CBT, social work, OT — behavioral principles are already embedded in your best practices. The SESA makes them explicit, measurable, and reportable. For BCBAs, this is your native language. For everyone else, it's the GPS that doesn't require understanding the satellites.

Ready to try it with a real client?

Complete the acknowledgment form and start your first assessment. The full tool — all six domains, all three age groups, AI feedback, and progress tracking — is right here.

You'll complete a brief professional acknowledgment first — takes under a minute.

Social Emotional Skills Assessment

"Know all the theories, master all the techniques, but as you touch a human soul, be just another human soul." — Carl Jung

Preface

The Social-Emotional Skills Assessment (SESA) is more than a clinical tool; it is a guide to understanding the unique emotional and social needs of each individual. As practitioners, our goal is not only to assess and support skill development but also to connect with the individuals we serve on a human level. This tool encourages us to approach each assessment with empathy, sensitivity, and respect for the whole person, recognizing that our shared humanity is the foundation of all meaningful interactions.

Introduction

The SESA is a comprehensive tool designed to evaluate and support the development of key social-emotional competencies in children and adolescents aged 5–18 years. This assessment is divided into six primary domains: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making, and Self-Advocacy.

Each domain is broken down into specific age-appropriate skills for three distinct age groups: 5–7, 8–12, and 13–18 years. The SESA provides practitioners with a detailed framework for assessing and tracking social-emotional development over time, allowing for targeted interventions and individualized support.

This assessment is intended for educators, therapists, mental health professionals, BCBAs, and others working to enhance social-emotional learning in youth. It provides a structured yet flexible approach to identifying strengths and areas for growth, setting meaningful goals, and monitoring progress.

The SESA is designed for learners who have foundational communication and cognitive skills, enabling them to engage in basic social interactions and follow simple instructions. This digital version allows full flexibility — including administering multiple age-group batteries when a learner's social-emotional level differs from their chronological age.

The Six Domains

🪞 Self-Awareness ⚖️ Self-Management 👁 Social Awareness 🤝 Relationship Skills 🧭 Responsible Decision-Making 📣 Self-Advocacy

Each domain contains 10 items scored on a 1–4 scale, for a maximum of 40 points per domain and 240 points per age-group battery.

Instructions for Use

1. Administering: Select the appropriate age group(s) and domains. Read each item aloud, observe behavior, and utilize parent/caregiver interviews to complete scoring.

2. Multi-Age Flexibility: You may administer multiple age-group batteries when clinically indicated — e.g., for a 16-year-old with social-emotional skills in the 8–12 range, administer both batteries to identify current skills and near-term targets.

3. Scoring Key:

Score	Meaning
1	Rarely or never demonstrates the skill
2	Occasionally demonstrates with significant prompting
3	Often demonstrates but may need occasional prompting
4	Consistently demonstrates without prompting

4. Assessment Frequency: Each client record supports 4 assessments, recommended every 3–6 months to track progress over time.

5. AI Feedback: After completing the assessment, enter learner context notes and generate AI-powered clinical feedback framed through SEL, neurodivergent-affirming, trauma-informed, and ABA lenses.

The Integrated Lens Approach

The SESA feedback honors the whole learner. SEL provides the framework for what skills matter. Trauma-informed practice reminds us that behavior is communication and safety is prerequisite to learning. Neurodivergent-affirming care ensures we build skills the learner values — not simply enforcing neurotypical conformity. And ABA is the engine under the hood: the behavioral science that tells us how to teach, reinforce, generalize, and measure those skills in ways that are ethical, data-driven, and effective.

Who This Assessment Is For

The SESA is designed for children and adolescents who have foundational communication and cognitive skills, enabling them to engage in basic social interactions and follow simple instructions. It is particularly suited for those who can identify basic emotions, participate in structured activities, and demonstrate some level of self-awareness.

Appropriate Learner Prerequisites

This assessment is appropriate for learners who:

Are between 5–18 years of age, or functioning within this developmental range
Can attend to and respond to simple verbal instructions
Have a basic receptive vocabulary for common emotion words (happy, sad, angry, scared)
Can participate in structured activities for at least 10–15 minutes
Demonstrate some level of self-awareness or social awareness, even if emerging
Have a caregiver or clinician who can provide contextual history for the assessment

This assessment may not be appropriate for learners who:

Are functioning below a 5-year developmental level in communication or cognition
Do not yet have foundational receptive language skills
Are in acute behavioral or emotional crisis at the time of assessment

Summary of Domains and Skills by Age Group

The following provides a comprehensive summary of the social-emotional domains assessed in the SESA, organized by age group and skill area. Use this as a quick reference when setting goals and creating individualized intervention plans.

🪞 Self-Awareness

Ages 5–7: Identifying basic emotions, identifying emotions in self, identifying likes/dislikes, recognizing strengths, understanding when to seek help, naming emotions, recognizing body language, describing emotional triggers, awareness of emotional contexts, recognizing feeling overwhelmed.

Ages 8–12: Recognizing emotions in different situations, identifying emotions in self, identifying likes/dislikes, recognizing strengths/weaknesses, understanding when to seek help, naming and describing emotions, recognizing body language, describing emotional triggers, awareness of emotional contexts, recognizing stressors and using coping strategies.

Ages 13–18: Identifying strengths and areas for growth, identifying emotions in self, recognizing likes/dislikes, understanding and accepting strengths/weaknesses, knowing when to seek help, describing a range of emotions, recognizing body language, describing influences on mood, self-awareness in social contexts, identifying stressors and using coping strategies.

⚖️ Self-Management

Ages 5–7: Following instructions, waiting turn, self-regulating, using coping strategies, waiting patiently, following a routine, managing transitions, using a quiet space, stopping interruptions, completing tasks, adapting to changes.

Ages 8–12: Using coping strategies, self-regulating, using a quiet space, waiting patiently, following a routine, managing transitions, controlling impulses, completing tasks, remaining calm, setting and working towards goals.

Ages 13–18: Setting and working towards goals, self-regulating, using coping strategies, managing time/responsibilities, controlling impulses, adapting to changes, completing tasks, maintaining focus, balancing responsibilities, demonstrating resilience.

👁️ Social Awareness

Ages 5–7: Recognizing emotions in others, demonstrating empathy, showing interest in others, recognizing when others are upset, responding to others' emotions, understanding social rules, demonstrating concern for peers, respecting personal space, identifying emotions in stories, understanding social cues.

Ages 8–12: Showing empathy, interpreting body language, showing interest and concern for others, recognizing when others are upset, understanding social rules, demonstrating concern for peers, respecting personal space, recognizing emotions in stories, understanding social cues, demonstrating understanding of different perspectives.

Ages 13–18: Appreciating and respecting different perspectives, interpreting body language, showing empathy, recognizing and respecting social norms, demonstrating understanding of diversity, understanding the impact of behavior on others, engaging in perspective-taking, recognizing and responding to social cues, demonstrating social sensitivity, showing appreciation for cultural differences.

🤝 Relationship Skills

Ages 5–7: Sharing, taking turns, responding to play invitations, taking turns in games, asking for help, offering help, joining group activities, engaging in cooperative play, resolving conflicts, showing kindness.

Ages 8–12: Engaging in conversation, taking turns, joining group activities, initiating friendships, resolving conflicts, offering help, engaging in cooperative play, showing kindness, communicating effectively, building and maintaining relationships.

Ages 13–18: Working collaboratively, taking turns, building friendships, communicating effectively, resolving conflicts, offering and accepting support, engaging in positive interactions, active listening, showing kindness and respect, developing meaningful relationships.

🧭 Responsible Decision-Making

Ages 5–7: Making choices, generating solutions, understanding consequences, making safe decisions, asking for help, explaining rules, following rules, making ethical choices, understanding impact of actions, taking responsibility.

Ages 8–12: Thinking of solutions, understanding impact of behavior, making safe decisions, considering consequences, asking for help, following rules, making ethical choices, recognizing impact of actions, taking responsibility, reflecting on past experiences.

Ages 13–18: Reflecting on decisions, generating solutions, making safe decisions, understanding long-term consequences, seeking guidance, making ethical choices, taking ownership, considering impact of behavior, reflecting on past experiences, demonstrating critical thinking and problem-solving skills.

📣 Self-Advocacy

Ages 5–7: Expressing needs and wants, asking for help when unsure, stating preferences in activities, advocating for personal space, communicating discomfort, expressing disagreement respectfully, asserting rights, seeking adult intervention, requesting accommodations, standing up for self in peer interactions.

Ages 8–12: Advocating for personal needs, seeking support in challenging situations, expressing preferences assertively, negotiating personal space, communicating discomfort in social settings, respectfully expressing different opinions, standing up for self, seeking help when necessary, requesting specific accommodations, asserting boundaries in group settings.

Ages 13–18: Advocating for rights in various settings, utilizing resources and networks for support, making requests for accommodations in academic or social settings, asserting boundaries in relationships, standing up for self in complex social or professional situations, respectfully challenging decisions or actions, seeking guidance and support when needed, confidently expressing personal needs and preferences.

Targeted Skills List — Goal Development Guide

The following targeted skills provide a detailed breakdown of core competencies within each domain, organized by age group. Use these to identify and write specific intervention goals.

Self-Awareness — Ages 5–7

Recognizes basic emotions (happy, sad, angry, scared) in pictures or stories
Identifies their own emotions (e.g., "I am angry")
Labels emotions in others based on facial expressions
Describes what makes them feel happy, sad, or angry
Recognizes when they are overwhelmed (e.g., "I need a break")
Understands that different situations cause different emotions
Identifies physical signs of emotions (e.g., stomachache when nervous)
Recognizes how emotions affect their behavior (e.g., hitting when angry)
Expresses their likes and dislikes clearly
Understands when to ask for help with difficult emotions

Self-Awareness — Ages 8–12

Recognizes a broader range of emotions (e.g., frustrated, anxious)
Identifies emotions in self during different situations
Describes causes of emotions (e.g., "I feel happy because I played with my friend")
Differentiates between similar emotions (e.g., frustration vs. anger)
Identifies how their emotions change in different contexts
Recognizes physical signs of emotions (e.g., sweating when anxious)
Reflects on past emotional experiences and their outcomes
Understands how emotions influence their thoughts and actions
Recognizes when they need to use coping strategies
Identifies personal strengths and how they help manage emotions

Self-Awareness — Ages 13–18

Identifies and names complex emotions (e.g., feeling conflicted or bittersweet)
Reflects on how emotions impact their daily decisions
Describes how social situations influence their emotions
Recognizes the connection between emotions and physical well-being
Reflects on how past emotional responses have shaped current behaviors
Analyzes how emotions can affect relationships with others
Uses emotional awareness to improve self-control in challenging situations
Reflects on their emotional growth over time
Identifies stressors and how they affect their emotional state
Develops strategies to manage emotions in complex social settings

Self-Management — Ages 5–7

Follows simple instructions and waits their turn
Uses basic coping strategies (e.g., deep breathing) when upset
Manages transitions between activities with minimal support
Completes tasks like getting dressed or cleaning up without frequent reminders
Uses a quiet space when feeling overwhelmed
Recognizes the need for breaks when tired or upset
Waits patiently in lines or for their turn during games
Shows self-control by not interrupting others during conversations
Follows daily routines (e.g., bedtime) with little prompting
Adjusts to changes in plans with minimal distress

Self-Management — Ages 8–12

Uses a range of coping strategies (e.g., journaling, exercise)
Self-regulates emotions in different situations
Completes homework and chores independently
Manages time effectively to balance schoolwork and play
Remains calm and adapts to unexpected changes in routine
Follows a daily schedule or checklist without reminders
Uses self-talk to manage frustration or anxiety
Controls impulses in social situations
Sets and works towards personal goals
Recognizes when they need help and asks for it appropriately

Self-Management — Ages 13–18

Sets and achieves long-term goals (e.g., academic, personal)
Uses advanced coping strategies (e.g., mindfulness, physical activity)
Balances academic responsibilities with social life
Demonstrates resilience in the face of setbacks
Maintains focus in distracting environments
Manages time effectively to meet deadlines and responsibilities
Adapts to major life changes with minimal distress
Controls impulses and makes thoughtful decisions
Reflects on past behavior to improve future self-management
Stays calm and composed in high-pressure situations

Social Awareness — Ages 5–7

Recognizes when others are happy, sad, or upset
Demonstrates empathy by comforting peers who are sad
Shows interest in what others are doing and asks to join
Understands simple social rules (e.g., sharing, taking turns)
Responds appropriately to others' emotions
Recognizes personal space boundaries
Identifies emotions in story characters based on context
Shows concern for peers who are hurt or upset
Understands basic social cues (e.g., smiling means happy)
Follows rules in group activities without needing reminders

Social Awareness — Ages 8–12

Interprets body language and facial expressions accurately
Shows empathy by offering help to peers in need
Understands and respects personal space in different settings
Recognizes when peers are upset and responds with support
Follows social rules even in challenging situations
Demonstrates understanding of different perspectives
Shows interest and concern for others' feelings and well-being
Responds to social cues appropriately in conversations
Recognizes the impact of their actions on others' emotions
Engages in perspective-taking to understand others' feelings

Social Awareness — Ages 13–18

Appreciates and respects different cultural and social perspectives
Interprets complex social cues, such as sarcasm or subtle body language
Shows empathy in a variety of social situations, including online interactions
Recognizes and adapts to social norms in different contexts
Understands and respects diversity in social groups
Demonstrates social sensitivity and avoids actions that may hurt others
Engages in active listening and validates others' feelings
Responds to social cues by adjusting behavior
Understands the broader impact of their behavior on group dynamics
Participates in social justice or community activities with empathy and respect

Relationship Skills — Ages 5–7

Shares toys and takes turns with peers
Invites others to join in play activities
Responds positively to invitations to play from peers
Resolves simple conflicts with peers through talking or sharing
Asks for help from adults or peers when needed
Offers help to others without being prompted
Joins group activities without disrupting
Engages in cooperative play, such as building or role-playing
Shows kindness by sharing or comforting others
Understands and respects the feelings of friends

Relationship Skills — Ages 8–12

Initiates and maintains friendships through regular communication
Engages in conversations with peers, asking questions and showing interest
Joins group activities and contributes positively to the group dynamic
Resolves conflicts by suggesting compromises and listening to others
Offers and accepts help from peers during tasks or challenges
Engages in cooperative play or group work, respecting others' ideas
Communicates effectively in a variety of social situations
Shows kindness and respect in interactions with peers and adults
Builds and maintains long-term friendships by staying connected
Participates in group projects, balancing leadership and teamwork

Relationship Skills — Ages 13–18

Builds and maintains meaningful friendships with regular check-ins
Communicates effectively in both one-on-one and group settings
Resolves conflicts constructively, using negotiation and compromise
Offers and accepts emotional support in relationships
Engages in positive interactions, providing encouragement and feedback
Practices active listening in conversations, showing empathy
Shows kindness and respect in all interactions, both in person and online
Develops and maintains supportive relationships in various social contexts
Works collaboratively in groups, balancing assertiveness and cooperation
Demonstrates leadership skills while respecting others' contributions

Responsible Decision-Making — Ages 5–7

Makes choices between right and wrong in simple situations
Understands the consequences of actions
Asks for help from adults when unsure about a decision
Follows rules in games and activities, understanding their importance
Generates simple solutions to problems
Chooses to do the right thing, even when it's difficult
Takes responsibility for their actions and apologizes when needed
Understands the impact of their actions on others
Reflects on past experiences to make better decisions in the future
Makes safe decisions in various contexts

Responsible Decision-Making — Ages 8–12

Thinks through the consequences of actions before making decisions
Seeks guidance from adults or peers when faced with difficult choices
Follows rules consistently and understands why they are important
Makes ethical choices, even when pressured by peers
Generates and evaluates multiple solutions to a problem
Takes responsibility for mistakes and works to correct them
Reflects on past decisions to improve future outcomes
Considers how their decisions affect others in social situations
Demonstrates critical thinking in solving complex problems
Makes safe and informed decisions in a variety of situations

Responsible Decision-Making — Ages 13–18

Reflects on the long-term consequences of decisions
Makes ethical decisions, even when faced with peer pressure or social challenges
Considers multiple perspectives before making a decision
Takes responsibility for actions and their outcomes
Seeks advice and input from trusted sources when making important decisions
Demonstrates critical thinking and problem-solving skills in complex situations
Balances personal desires with ethical considerations when making choices
Reflects on past experiences to guide future decision-making
Engages in decision-making processes that consider the well-being of others
Takes initiative in making decisions that align with personal values and goals

Self-Advocacy — Ages 5–7

Expresses needs and wants clearly
Asks for help when unsure or uncomfortable
States preferences during group activities
Advocates for personal space or time alone when needed
Communicates discomfort with activities they don't enjoy
Expresses disagreement respectfully
Asserts their rights in simple peer interactions
Knows when and how to seek adult intervention
Requests accommodations or modifications when needed
Stands up for themselves in peer interactions

Self-Advocacy — Ages 8–12

Advocates for personal needs and wants in different settings
Seeks help in challenging situations
Expresses preferences assertively
Negotiates personal space and boundaries with peers
Asserts rights in peer interactions, such as fairness and respect
Communicates discomfort in social settings and seeks alternatives
Requests accommodations when needed
Knows when and how to seek adult intervention in complex situations
Advocates for self in academic or extracurricular activities
Stands up for themselves in peer interactions, ensuring their voice is heard

Self-Advocacy — Ages 13–18

Advocates for rights in various settings, including academic and social
Utilizes resources and networks for support in challenging situations
Makes requests for accommodations in academic or professional settings
Asserts boundaries in relationships, including with peers and partners
Stands up for self in complex social or professional situations
Negotiates needs and compromises in group settings effectively
Seeks help when dealing with peer pressure or difficult social situations
Advocates for self in academic and professional goals
Communicates effectively in asserting rights and needs in different contexts
Uses self-advocacy to overcome barriers and challenges, persisting in goals

References

Be Good People Curriculum. (2023). Social-Emotional Learning Curriculum. Retrieved from Be Good People Curriculum.
The Social Skills Checklist. Developed by Karen L. Anderson, PhD. Retrieved from successforkidswithhearingloss.com
OpenAI. (2024). ChatGPT (July 2024 Version) [Large language model]. OpenAI. Retrieved from chat.openai.com
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023). Core SEL Competencies. Retrieved from casel.org/core-competencies/
Centers for Disease Control and Prevention (CDC). (2023). Developmental Milestones. Retrieved from cdc.gov/ncbddd/actearly/milestones/index.html

Social Emotional Skills Assessment

"Know all the theories, master all the techniques, but as you touch a human soul, be just another human soul." · Carl Jung

Preface

The Social-Emotional Skills Assessment (SESA) is more than a clinical tool; it is a guide to understanding the unique emotional and social needs of each individual. As practitioners, our goal is not only to assess and support skill development but also to connect with the individuals we serve on a human level. This tool encourages us to approach each assessment with empathy, sensitivity, and respect for the whole person, recognizing that our shared humanity is the foundation of all meaningful interactions.

Introduction

The SESA is a comprehensive tool designed to evaluate and support the development of key social-emotional competencies in children and adolescents aged 5–18 years. This assessment is divided into six primary domains: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making, and Self-Advocacy.

Each domain is broken down into specific age-appropriate skills for three distinct age groups: 5–7, 8–12, and 13–18 years. The SESA provides practitioners with a detailed framework for assessing and tracking social-emotional development over time, allowing for targeted interventions and individualized support.

This assessment is intended for educators, therapists, mental health professionals, BCBAs, and others working to enhance social-emotional learning in youth. It provides a structured yet flexible approach to identifying strengths and areas for growth, setting meaningful goals, and monitoring progress.

The SESA is designed for learners who have foundational communication and cognitive skills, enabling them to engage in basic social interactions and follow simple instructions. This digital version allows full flexibility, including administering multiple age-group batteries when a learner's social-emotional level differs from their chronological age.

The Six Domains

🪞 Self-Awareness ⚖️ Self-Management 👁 Social Awareness 🤝 Relationship Skills 🧭 Responsible Decision-Making 📣 Self-Advocacy

Each domain contains 10 items scored on a 1–4 scale, for a maximum of 40 points per domain and 240 points per age-group battery.

Instructions for Use

1. Administering: Select the appropriate age group(s) and domains. Read each item aloud, observe behavior, and utilize parent/caregiver interviews to complete scoring.

2. Multi-Age Flexibility: You may administer multiple age-group batteries when clinically indicated, e.g., for a 16-year-old with social-emotional skills in the 8–12 range, administer both batteries to identify current skills and near-term targets.

3. Scoring Key:

Score	Meaning
1	Rarely or never demonstrates the skill
2	Occasionally demonstrates with significant prompting
3	Often demonstrates but may need occasional prompting
4	Consistently demonstrates without prompting

4. Assessment Frequency: Each client record supports 4 assessments, recommended every 3–6 months to track progress over time.

5. AI Feedback: After completing the assessment, enter learner context notes and generate AI-powered clinical feedback framed through SEL, neurodivergent-affirming, trauma-informed, and ABA lenses.

The Integrated Lens Approach

The SESA feedback honors the whole learner. SEL provides the framework for what skills matter. Trauma-informed practice reminds us that behavior is communication and safety is prerequisite to learning. Neurodivergent-affirming care ensures we build skills the learner values, not simply enforcing neurotypical conformity. And ABA is the engine under the hood: the behavioral science that tells us how to teach, reinforce, generalize, and measure those skills in ways that are ethical, data-driven, and effective.

Who This Assessment Is For

The SESA is designed for children and adolescents who have foundational communication and cognitive skills, enabling them to engage in basic social interactions and follow simple instructions. It is particularly suited for those who can identify basic emotions, participate in structured activities, and demonstrate some level of self-awareness.

Appropriate Learner Prerequisites

This assessment is appropriate for learners who:

Are between 5–18 years of age, or functioning within this developmental range
Can attend to and respond to simple verbal instructions
Have a basic receptive vocabulary for common emotion words (happy, sad, angry, scared)
Can participate in structured activities for at least 10–15 minutes
Demonstrate some level of self-awareness or social awareness, even if emerging
Have a caregiver or clinician who can provide contextual history for the assessment

This assessment may not be appropriate for learners who:

Are functioning below a 5-year developmental level in communication or cognition
Do not yet have foundational receptive language skills
Are in acute behavioral or emotional crisis at the time of assessment

Summary of Domains and Skills by Age Group

The following provides a comprehensive summary of the social-emotional domains assessed in the SESA, organized by age group and skill area. Use this as a quick reference when setting goals and creating individualized intervention plans.

🪞 Self-Awareness

Ages 5–7: Identifying basic emotions, identifying emotions in self, identifying likes/dislikes, recognizing strengths, understanding when to seek help, naming emotions, recognizing body language, describing emotional triggers, awareness of emotional contexts, recognizing feeling overwhelmed.

Ages 8–12: Recognizing emotions in different situations, identifying emotions in self, identifying likes/dislikes, recognizing strengths/weaknesses, understanding when to seek help, naming and describing emotions, recognizing body language, describing emotional triggers, awareness of emotional contexts, recognizing stressors and using coping strategies.

Ages 13–18: Identifying strengths and areas for growth, identifying emotions in self, recognizing likes/dislikes, understanding and accepting strengths/weaknesses, knowing when to seek help, describing a range of emotions, recognizing body language, describing influences on mood, self-awareness in social contexts, identifying stressors and using coping strategies.

⚖️ Self-Management

Ages 5–7: Following instructions, waiting turn, self-regulating, using coping strategies, waiting patiently, following a routine, managing transitions, using a quiet space, stopping interruptions, completing tasks, adapting to changes.

Ages 8–12: Using coping strategies, self-regulating, using a quiet space, waiting patiently, following a routine, managing transitions, controlling impulses, completing tasks, remaining calm, setting and working towards goals.

Ages 13–18: Setting and working towards goals, self-regulating, using coping strategies, managing time/responsibilities, controlling impulses, adapting to changes, completing tasks, maintaining focus, balancing responsibilities, demonstrating resilience.

👁️ Social Awareness

Ages 5–7: Recognizing emotions in others, demonstrating empathy, showing interest in others, recognizing when others are upset, responding to others' emotions, understanding social rules, demonstrating concern for peers, respecting personal space, identifying emotions in stories, understanding social cues.

Ages 8–12: Showing empathy, interpreting body language, showing interest and concern for others, recognizing when others are upset, understanding social rules, demonstrating concern for peers, respecting personal space, recognizing emotions in stories, understanding social cues, demonstrating understanding of different perspectives.

Ages 13–18: Appreciating and respecting different perspectives, interpreting body language, showing empathy, recognizing and respecting social norms, demonstrating understanding of diversity, understanding the impact of behavior on others, engaging in perspective-taking, recognizing and responding to social cues, demonstrating social sensitivity, showing appreciation for cultural differences.

🤝 Relationship Skills

Ages 5–7: Sharing, taking turns, responding to play invitations, taking turns in games, asking for help, offering help, joining group activities, engaging in cooperative play, resolving conflicts, showing kindness.

Ages 8–12: Engaging in conversation, taking turns, joining group activities, initiating friendships, resolving conflicts, offering help, engaging in cooperative play, showing kindness, communicating effectively, building and maintaining relationships.

Ages 13–18: Working collaboratively, taking turns, building friendships, communicating effectively, resolving conflicts, offering and accepting support, engaging in positive interactions, active listening, showing kindness and respect, developing meaningful relationships.

🧭 Responsible Decision-Making

Ages 5–7: Making choices, generating solutions, understanding consequences, making safe decisions, asking for help, explaining rules, following rules, making ethical choices, understanding impact of actions, taking responsibility.

Ages 8–12: Thinking of solutions, understanding impact of behavior, making safe decisions, considering consequences, asking for help, following rules, making ethical choices, recognizing impact of actions, taking responsibility, reflecting on past experiences.

Ages 13–18: Reflecting on decisions, generating solutions, making safe decisions, understanding long-term consequences, seeking guidance, making ethical choices, taking ownership, considering impact of behavior, reflecting on past experiences, demonstrating critical thinking and problem-solving skills.

📣 Self-Advocacy

Ages 5–7: Expressing needs and wants, asking for help when unsure, stating preferences in activities, advocating for personal space, communicating discomfort, expressing disagreement respectfully, asserting rights, seeking adult intervention, requesting accommodations, standing up for self in peer interactions.

Ages 8–12: Advocating for personal needs, seeking support in challenging situations, expressing preferences assertively, negotiating personal space, communicating discomfort in social settings, respectfully expressing different opinions, standing up for self, seeking help when necessary, requesting specific accommodations, asserting boundaries in group settings.

Ages 13–18: Advocating for rights in various settings, utilizing resources and networks for support, making requests for accommodations in academic or social settings, asserting boundaries in relationships, standing up for self in complex social or professional situations, respectfully challenging decisions or actions, seeking guidance and support when needed, confidently expressing personal needs and preferences.

Targeted Skills List · Goal Development Guide

The following targeted skills provide a detailed breakdown of core competencies within each domain, organized by age group. Use these to identify and write specific intervention goals.

Self-Awareness · Ages 5–7

Recognizes basic emotions (happy, sad, angry, scared) in pictures or stories
Identifies their own emotions (e.g., "I am angry")
Labels emotions in others based on facial expressions
Describes what makes them feel happy, sad, or angry
Recognizes when they are overwhelmed (e.g., "I need a break")
Understands that different situations cause different emotions
Identifies physical signs of emotions (e.g., stomachache when nervous)
Recognizes how emotions affect their behavior (e.g., hitting when angry)
Expresses their likes and dislikes clearly
Understands when to ask for help with difficult emotions

Self-Awareness · Ages 8–12

Recognizes a broader range of emotions (e.g., frustrated, anxious)
Identifies emotions in self during different situations
Describes causes of emotions (e.g., "I feel happy because I played with my friend")
Differentiates between similar emotions (e.g., frustration vs. anger)
Identifies how their emotions change in different contexts
Recognizes physical signs of emotions (e.g., sweating when anxious)
Reflects on past emotional experiences and their outcomes
Understands how emotions influence their thoughts and actions
Recognizes when they need to use coping strategies
Identifies personal strengths and how they help manage emotions

Self-Awareness · Ages 13–18

Identifies and names complex emotions (e.g., feeling conflicted or bittersweet)
Reflects on how emotions impact their daily decisions
Describes how social situations influence their emotions
Recognizes the connection between emotions and physical well-being
Reflects on how past emotional responses have shaped current behaviors
Analyzes how emotions can affect relationships with others
Uses emotional awareness to improve self-control in challenging situations
Reflects on their emotional growth over time
Identifies stressors and how they affect their emotional state
Develops strategies to manage emotions in complex social settings

Self-Management · Ages 5–7

Follows simple instructions and waits their turn
Uses basic coping strategies (e.g., deep breathing) when upset
Manages transitions between activities with minimal support
Completes tasks like getting dressed or cleaning up without frequent reminders
Uses a quiet space when feeling overwhelmed
Recognizes the need for breaks when tired or upset
Waits patiently in lines or for their turn during games
Shows self-control by not interrupting others during conversations
Follows daily routines (e.g., bedtime) with little prompting
Adjusts to changes in plans with minimal distress

Self-Management · Ages 8–12

Uses a range of coping strategies (e.g., journaling, exercise)
Self-regulates emotions in different situations
Completes homework and chores independently
Manages time effectively to balance schoolwork and play
Remains calm and adapts to unexpected changes in routine
Follows a daily schedule or checklist without reminders
Uses self-talk to manage frustration or anxiety
Controls impulses in social situations
Sets and works towards personal goals
Recognizes when they need help and asks for it appropriately

Self-Management · Ages 13–18

Sets and achieves long-term goals (e.g., academic, personal)
Uses advanced coping strategies (e.g., mindfulness, physical activity)
Balances academic responsibilities with social life
Demonstrates resilience in the face of setbacks
Maintains focus in distracting environments
Manages time effectively to meet deadlines and responsibilities
Adapts to major life changes with minimal distress
Controls impulses and makes thoughtful decisions
Reflects on past behavior to improve future self-management
Stays calm and composed in high-pressure situations

Social Awareness · Ages 5–7

Recognizes when others are happy, sad, or upset
Demonstrates empathy by comforting peers who are sad
Shows interest in what others are doing and asks to join
Understands simple social rules (e.g., sharing, taking turns)
Responds appropriately to others' emotions
Recognizes personal space boundaries
Identifies emotions in story characters based on context
Shows concern for peers who are hurt or upset
Understands basic social cues (e.g., smiling means happy)
Follows rules in group activities without needing reminders

Social Awareness · Ages 8–12

Interprets body language and facial expressions accurately
Shows empathy by offering help to peers in need
Understands and respects personal space in different settings
Recognizes when peers are upset and responds with support
Follows social rules even in challenging situations
Demonstrates understanding of different perspectives
Shows interest and concern for others' feelings and well-being
Responds to social cues appropriately in conversations
Recognizes the impact of their actions on others' emotions
Engages in perspective-taking to understand others' feelings

Social Awareness · Ages 13–18

Appreciates and respects different cultural and social perspectives
Interprets complex social cues, such as sarcasm or subtle body language
Shows empathy in a variety of social situations, including online interactions
Recognizes and adapts to social norms in different contexts
Understands and respects diversity in social groups
Demonstrates social sensitivity and avoids actions that may hurt others
Engages in active listening and validates others' feelings
Responds to social cues by adjusting behavior
Understands the broader impact of their behavior on group dynamics
Participates in social justice or community activities with empathy and respect

Relationship Skills · Ages 5–7

Shares toys and takes turns with peers
Invites others to join in play activities
Responds positively to invitations to play from peers
Resolves simple conflicts with peers through talking or sharing
Asks for help from adults or peers when needed
Offers help to others without being prompted
Joins group activities without disrupting
Engages in cooperative play, such as building or role-playing
Shows kindness by sharing or comforting others
Understands and respects the feelings of friends

Relationship Skills · Ages 8–12

Initiates and maintains friendships through regular communication
Engages in conversations with peers, asking questions and showing interest
Joins group activities and contributes positively to the group dynamic
Resolves conflicts by suggesting compromises and listening to others
Offers and accepts help from peers during tasks or challenges
Engages in cooperative play or group work, respecting others' ideas
Communicates effectively in a variety of social situations
Shows kindness and respect in interactions with peers and adults
Builds and maintains long-term friendships by staying connected
Participates in group projects, balancing leadership and teamwork

Relationship Skills · Ages 13–18

Builds and maintains meaningful friendships with regular check-ins
Communicates effectively in both one-on-one and group settings
Resolves conflicts constructively, using negotiation and compromise
Offers and accepts emotional support in relationships
Engages in positive interactions, providing encouragement and feedback
Practices active listening in conversations, showing empathy
Shows kindness and respect in all interactions, both in person and online
Develops and maintains supportive relationships in various social contexts
Works collaboratively in groups, balancing assertiveness and cooperation
Demonstrates leadership skills while respecting others' contributions

Responsible Decision-Making · Ages 5–7

Makes choices between right and wrong in simple situations
Understands the consequences of actions
Asks for help from adults when unsure about a decision
Follows rules in games and activities, understanding their importance
Generates simple solutions to problems
Chooses to do the right thing, even when it's difficult
Takes responsibility for their actions and apologizes when needed
Understands the impact of their actions on others
Reflects on past experiences to make better decisions in the future
Makes safe decisions in various contexts

Responsible Decision-Making · Ages 8–12

Thinks through the consequences of actions before making decisions
Seeks guidance from adults or peers when faced with difficult choices
Follows rules consistently and understands why they are important
Makes ethical choices, even when pressured by peers
Generates and evaluates multiple solutions to a problem
Takes responsibility for mistakes and works to correct them
Reflects on past decisions to improve future outcomes
Considers how their decisions affect others in social situations
Demonstrates critical thinking in solving complex problems
Makes safe and informed decisions in a variety of situations

Responsible Decision-Making · Ages 13–18

Reflects on the long-term consequences of decisions
Makes ethical decisions, even when faced with peer pressure or social challenges
Considers multiple perspectives before making a decision
Takes responsibility for actions and their outcomes
Seeks advice and input from trusted sources when making important decisions
Demonstrates critical thinking and problem-solving skills in complex situations
Balances personal desires with ethical considerations when making choices
Reflects on past experiences to guide future decision-making
Engages in decision-making processes that consider the well-being of others
Takes initiative in making decisions that align with personal values and goals

Self-Advocacy · Ages 5–7

Expresses needs and wants clearly
Asks for help when unsure or uncomfortable
States preferences during group activities
Advocates for personal space or time alone when needed
Communicates discomfort with activities they don't enjoy
Expresses disagreement respectfully
Asserts their rights in simple peer interactions
Knows when and how to seek adult intervention
Requests accommodations or modifications when needed
Stands up for themselves in peer interactions

Self-Advocacy · Ages 8–12

Advocates for personal needs and wants in different settings
Seeks help in challenging situations
Expresses preferences assertively
Negotiates personal space and boundaries with peers
Asserts rights in peer interactions, such as fairness and respect
Communicates discomfort in social settings and seeks alternatives
Requests accommodations when needed
Knows when and how to seek adult intervention in complex situations
Advocates for self in academic or extracurricular activities
Stands up for themselves in peer interactions, ensuring their voice is heard

Self-Advocacy · Ages 13–18

Advocates for rights in various settings, including academic and social
Utilizes resources and networks for support in challenging situations
Makes requests for accommodations in academic or professional settings
Asserts boundaries in relationships, including with peers and partners
Stands up for self in complex social or professional situations
Negotiates needs and compromises in group settings effectively
Seeks help when dealing with peer pressure or difficult social situations
Advocates for self in academic and professional goals
Communicates effectively in asserting rights and needs in different contexts
Uses self-advocacy to overcome barriers and challenges, persisting in goals

References

Be Good People Curriculum. (2023). Social-Emotional Learning Curriculum. Retrieved from Be Good People Curriculum.
The Social Skills Checklist. Developed by Karen L. Anderson, PhD. Retrieved from successforkidswithhearingloss.com
OpenAI. (2024). ChatGPT (July 2024 Version) [Large language model]. OpenAI. Retrieved from chat.openai.com
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023). Core SEL Competencies. Retrieved from casel.org/core-competencies/
Centers for Disease Control and Prevention (CDC). (2023). Developmental Milestones. Retrieved from cdc.gov/ncbddd/actearly/milestones/index.html

New Assessment

Enter client information, select age groups and domains, and add learner context before beginning.

🔒

Privacy reminder: Use initials only throughout this tool. Do not enter names, addresses, or any other information that could identify a client or their family members.

Client Initials

Age (years)

Assessment Date

Assessor Initials

Assessment Number (for this client)

Select Age Groups & Domains to Administer

Select any combination. Administer multiple age-group batteries when a learner's social-emotional level differs from chronological age.

Learner Context & Clinical Background

History, diagnoses, environmental factors, relevant background

Please enter client initials and select at least one domain before continuing.

1 – Rarely/never

2 – Occasionally w/ prompting

3 – Often, minor prompting

4 – Consistently, no prompting

Domain Score 0/ 40

Additional Notes for this Domain

Please score all items before continuing.

Domain Score Overview

Learner Context & Clinical Background

This context informs the AI feedback. Edit below before generating.

✨ AI-Powered Clinical Tools

Generate targeted clinical outputs below. Each button produces a focused, printable section. All outputs are informed by SEL, trauma-informed, neurodivergent-affirming, and ABA frameworks.

🌱 SEL 💚 ND-Affirming 🌊 Trauma-Informed ⚙️ ABA Engine

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AI is ready. Generation runs through the secure SESA proxy. No API key needed.

📋 Clinical Summary & SESA Goals

Summary of findings, top strengths and growth areas, and 4–6 specific measurable goals in behavioral language, ready to drop into your EMR or treatment plan.

Generating, about 20 seconds...

👨‍👩‍👧 Parent Training Goals & Strategies

How the identified goals translate into parent training targets. Includes caregiver-friendly goal language, how to contrive opportunities at home, and natural reinforcement strategies, works in both consult-only and 1:1 RBT models.

Generating, about 20 seconds...

🎲 NET Activities & Play-Based Supports

3 naturalistic, play-based activities per recommended goal, games, routines, and everyday moments that target each skill. Includes what to reinforce and how, so RBTs, parents, and teachers can all use them.

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🔭 Intervention Lenses & Clinical Considerations

Deeper clinical framing, trauma-informed, neurodivergent-affirming, and SEL+ABA integration guidance for the treatment team.

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