A clear goal and sub-goals
Describe the skill and its domain, then break it into sub-goals. Specify what you will present to the child and the response you expect.
Goals & teaching plans
Build goals. Follow the child’s learning.
Set what the child will learn, how the team will teach it and how progress will be measured. Choose targets, assign responsibilities and record session results from baseline to mastery and maintenance.
For organizations managing plans, therapists delivering them and families working with the team.
Baseline
Teaching
Generalize
Maintain
Define a goal, establish a baseline and record attempts during teaching.
Adapt the goal and assign the team.
Link the goal to the child and department. Choose the responsible therapist and collaborators from the team and family.
An individual copy
Import a whole library goal or selected sub-goals into a separate copy for the learner. Later changes to the source library do not silently rewrite that plan.
Link the goal to the child’s department
Choose the child’s enrollment and department, then add collaborators eligible to work with them there.
Visible responsibility
Choose the responsible therapist and collaborators. Use reassignment when responsibility needs to move to another therapist.
Care beyond one professional
Include eligible internal therapists, external therapists through their passport code, and linked parents or guardians, subject to permissions.
Review before activation
Read the goal’s structured summary, check the plan and confirm activation. Drafting and active delivery are distinct steps.
Changes with a history
After activation, the measured definition is locked. Permitted changes to teaching, error correction or reinforcement require a reason and are recorded.
- Participation is not unrestricted access.An invitation or collaborator role does not override the learner’s consent settings or the viewer’s permissions.
- Goal status is different from the learning phase.Status shows whether the goal is active or paused. The learning phase shows baseline, training, generalization or maintenance.
Choose the words and items to teach.
Targets are the teaching content: words, concepts, examples or specific items. Choose what suits the child and link it to the sub-goal.
Select individual targets
Choose relevant items from the organization’s target library and attach them to the appropriate sub-goal.
Use organized target sets
Attach named sets when a group of teaching items belongs together. Keep the set and its contents connected to the sub-goal.
Choose the learner’s content
Combine the required targets for the draft plan instead of assuming every item in a library belongs in every learner’s program.
Reference targets during teaching
Open the target list and groups inside the data collector to see the content selected for this goal without leaving the session.
Keep the teaching reference
Attached target names remain part of the learner’s reference even if the original library item or set is later archived.
Keep scoring at the right level
Targets describe what is being taught. Collection is scored at the sub-goal level, not presented as a separate score for every target item.
- Targets and goals are different resources.Use the target catalog to explore teaching content; use goal libraries to explore reusable goal structures.
- Select before you collect.Target references in the session are read-only. Plan their use as part of the learner’s goal authoring workflow.
Words, concepts and skills to practice.
Explore 31,189 Arabic targets and 70,376 English targets across 29 main categories in each language. Discover the skills, stimuli and ready-made sets that teams can organize and connect to learners’ sub-goals.
Teach the child and record their response.
Open the goal from the session and record the child’s response, support level or time using the plan’s measure and steps.
Every result belongs to a session
Data stays linked to the child, goal and session occurrence so you can identify when and where it was recorded.
Trial-by-trial responses
Record trial results and prompt levels for the selected sub-goal, with the collection controls appropriate to the goal’s measure.
Timing when it matters
Use the duration, latency or fluency workflow when that is the selected measure, rather than forcing every skill into a percentage.
Task analysis, step by step
For chained skills, work with the task’s steps and their prompt levels so the data can show where support is still needed.
Keep the plan’s instructions at hand
Keep sub-goals, target references and the goal’s teaching structure accessible while collecting, connecting preparation with delivery.
Traceable corrections
Permitted data corrections create a new record linked to the original. The history is retained instead of silently overwriting what was recorded.
- Data is evidence, not a guarantee.Recording a successful trial is different from meeting the goal’s mastery criteria or demonstrating retention.
- The professional remains responsible.The platform structures collection and evaluates configured criteria; clinical interpretation remains the care team’s work.
See what the child has learned and where to help.
Review results across sessions, the support needed and the goal phase. Use this information to plan teaching and follow-up.
Baseline through maintenance
Follow baseline, training, generalization and maintenance in the goal’s phase view, alongside its mastery status.
Patterns across sessions
See how results change over time. Filter by date, the person recording data and the goal phase.
Task-step insight
Review each task step: the child’s performance, the help needed and where results improved or declined.
Generalization with a plan
Describe how the skill will be generalized and keep those instructions alongside the goal’s structured phases.
Retention scheduled deliberately
Plan maintenance with a start delay, number of checks and spacing. Use weekly, fortnightly, monthly, quarterly or custom schedules.
A connected next goal
Create a follow-up after a goal is mastered. Keep the connection between the goals and a separate learning record for each.
- Read progress against its definition.Interpret results using the selected measure, criterion and teaching phase—not an isolated number.
- Keep review accountable.Use the goal’s edit history and permitted data views to understand changes. Sharing and exports remain subject to their own access controls.
A library you can build on.
Use catalog content or create private libraries, keeping the source, version and usage rights clear.
Private libraries
Create and maintain your organization’s own domains, sub-domains and goal templates without publishing them on this website.
A separate learner copy
Editing a library goal does not automatically change the copy used with the child.
Import, export and licensing
Move libraries between organizations through import and export, subject to permissions, content rights and licensing.
One part of a connected care journey.
Assessment helps the team understand needs. Goals organize teaching. Organizations, therapists and families each participate through their own role.
How goals, targets and progress fit together.
How is a goal library different from an assigned goal?
A library stores reusable goal structures. Assigning a library goal creates a separate learner-specific copy for review and adaptation. Source-library edits do not automatically change that copy.
Can the team build goals without starting from a library?
Yes. The authoring workflow supports a blank goal and teaching scaffolds as well as library import. The professional defines or reviews the content and criteria before activation.
Are targets scored independently?
Targets and sets identify the teaching content attached to a sub-goal. The collector shows those references, but scoring remains at sub-goal level rather than assigning a separate result to every target item.
What can change after a goal is activated?
The measured definition, mastery structure and sub-goals are locked outside draft. Permitted changes to teaching instructions, error correction and reinforcement require a reason and create an audit entry. Collaborator changes follow their own permissions and history.
Can parents and external therapists participate?
Eligible linked parents or guardians and external therapists can be added as collaborators through the permitted workflow. What each person can see or do still depends on permissions, care context and consent.
Does the system replace clinical judgment?
No. It organizes the plan, records session evidence and evaluates configured criteria. Qualified professionals remain responsible for selecting goals, interpreting progress and deciding appropriate care.
Can we create our own libraries?
Yes. Authorized workspace members can build private libraries and organize their own reusable goals. Private content is not part of this public catalog.
Do the counts include assessment questions?
No. The goal-library counts shown here are separate from the reference target catalog and from assessment tools and their items.
Make each learner’s plan clear to everyone delivering it.
Choose content, define instructions and responsibilities, then record results and follow each child’s learning.
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