The right department and services
Choose from the department's available services and eligible learners. A session can have a primary service and additional services, with named therapists and their roles.
Sessions & data collection
Schedule sessions. Record results. Follow progress.
Plan team schedules and rooms, and choose the child’s goals or assessment before the session. Record responses, behavior and activities, then review results with the care team.
Scheduling, data collection, activity tracking and supervision in one place.
Schedule
People
Session
Goals
Behavior
Activities
Choose the session type, schedule the team and prepare the child’s work.
Choose the time, team and room.
Connect the department, services, learners, team and location before the session starts. Review the schedule in day, week, month, timeline or agenda views.
One time, a repeating rhythm or selected dates
Schedule one appointment, repeat on selected weekdays, or specify individual dates and times. Set the duration and review the generated dates in the organization's time zone.
Availability and rooms
Manage working hours, breaks, time off and exceptions. Select a bookable room and check proposed conflicts, with blocking conflicts distinguished from advisory warnings.
- A location is not a session type.Record clinic, home, school, community, telehealth or another location. Telehealth appointments can carry a video link; this does not imply a built-in video-call service.
- Changes with a clear scope.When editing a series, choose the permitted scope: one occurrence, this and following appointments, or the series. Review the impact before saving instead of silently changing unrelated appointments.
Choose the right session type.
Four ways to organize attendance and work: one-to-one, group, class or assessment.
Individual
One therapist works with one child on their assigned goals. Prepare the relevant work for that appointment without rebuilding the child's plan.
Group
Several children share a fixed roster. Each learner needs an assigned goal selected before the session can begin.
Class
A flexible roster for several therapists and learners. Authorized users can manage learners joining and leaving the live session.
Assessment
A therapist works with one child on selected assessment assignments. The session opens the assessment scoring workspace, not the goal collector.
- Shared time does not mean shared records.When switching children in a group or class, work with the goals and data for the child you selected.
- Clinical purpose stays distinct from format.Goal trials, behavioral observations and activity timing capture different information. Use the appropriate tool rather than treating every record as the same kind of score.
Confirm attendance and choose today’s work.
At session start, confirm who is here and select the work to carry out. Scheduling the appointment and choosing today's clinical work are separate steps.
Attendance and participation
Confirm the attending learners and participants. Therapist, supervisor and family roles define participation; being listed does not grant unrestricted recording or editing.
Goals, sub-goals or assessment assignments
Select from the learner's eligible assigned work. Goal and class sessions need selected work; assessment sessions use assessment assignments, with readiness checks before starting.
Instructions close to the work
Refer to the goal plan, targets, teaching instructions and task steps while recording data.
- A connected family, with an appropriate role.Family participants follow the session and contribute where their assigned role and the child's permissions allow. A viewing role does not automatically become a data-entry role.
Record each skill with the right measure.
Select the child’s goal to open its measurement tools. Record the result, support level or time as defined in the plan.
Accuracy
Record trial responses and review correct performance in the context of the goal's targets and collection settings.
Independence
Record independence and prompting at the goal or task-analysis step level, according to the assigned procedure.
Fluency
Record responses over a defined period to measure performance against time.
Duration
Measure how long the defined response or activity lasts using the goal's duration collection tools.
Latency
Measure the time between the defined starting event and the beginning of the response.
- More than a final number.Review live summaries and charts, individual trials and task-analysis steps. Compare this session's step-level performance with the available across-session history.
- Collection follows the assigned plan.Targets, prompts, phases and recording permissions come from the goal and participant context. Goal authoring and mastery decisions remain part of the goals workflow.
Record behavior and what happened around it.
Use ABC observations and behavior-plan measures during the session. Each plan keeps its own data, phases and team.
ABC notes
Document the antecedent, behavior and consequence during the session. Review the collected observations without reducing their context to a single score.
Assigned behavior plans
Open the plans available to the learner and participant. Record with the plan's configured method and the relevant implementer's phase.
Separate records for different purposes
Skill data tracks learning; behavior data tracks the behavior plan. Linking a replacement skill to a goal does not merge their records.
- Keep the full plan in its own chapter.Operational definitions, functional analysis, interventions, clinical review and the strategy library are explained on the behavior-plans page.
See what the child did and how long it took.
Choose an activity from the organization’s library and record its time and the child’s participation, alongside goal and behavior results.
A timer for the selected learner
Choose an activity, start timing, pause, resume and stop. More than one activity can run at once when the work genuinely overlaps.
Within the session and in the live tracker
Use the tracker from the collector's tool dock or its dedicated live surface. The same activity catalog supports both, within the user's access scope.
A clear record of each activity
Review the activity name, category, recorder and duration. Distinguish productive and recreational activities when reviewing the child’s time.
- Do not count overlapping time twiceIf two activities overlap, total time adds both durations. Unique time counts overlapping minutes once per child and shows the overlap separately.
- Time is evidence of participation, not proof of effectiveness.An activity's duration or classification does not establish mastery or a clinical outcome. Read it alongside goal performance, observations and professional review.
Observe the work and check data consistency.
Give supervisors observation and commenting tools. Control who can record data or review it.
Observation and live comments
Manage session observers where authorized. Use the supported live-comment workflow to keep supervision connected to the work taking place.
Interobserver agreement
Compare two observers’ goal data with interobserver agreement (IOA). This checks recording consistency, not treatment success.
A trail of session activity
Review the session trail with learner, goal and step context. Use the supported correction flow for recorded trials instead of silently replacing the original evidence.
- Recording, observing and evaluating are different permissions.A read-only participant does not receive recording tools. Therapist evaluation appears only for viewers authorized to evaluate.
Finish the session with a clear account of what was saved.
Check that data is saved, resolve failed saves, then end the session and review results and activity time.
Visible saving and sync status
See which goal data is saved, pending or needs a retry. Ending the session checks for unsaved work; each tool has its own saving process.
A deliberate end to the session
Check running activity timers and confirm the session has ended. An observer leaving does not end the therapist’s session.
Review beyond this appointment
Use goal trends and task-analysis views across sessions. Activity insights add time windows, category and activity breakdowns, and learner-level drill-downs within the user's permitted scope.
- Different questions, connected evidence.Use goal reports for skill performance, the behavior-plan workflow for behavioral change, assessment reports for scored assessments, and Activity Tracker for recorded time. One does not substitute for the others.
From the child’s plan to session work.
Explore how the plans are created, how each audience takes part and how the recorded evidence informs the next review.
Questions about scheduling and recording data.
Does Activity Tracker replace goal data collection?
No. Goal collection records skill performance with the goal's measurement method. Activity Tracker records activity intervals and time. Both can be used in a session, but time spent does not establish skill mastery.
What is the difference between a group and a class?
A group has a fixed learner roster, and each learner needs a goal selected before starting. A class supports a flexible live roster with authorized joining and leaving. In both, each child's work remains identifiable.
Can a session repeat or use different dates?
Yes. The current builder offers a one-time appointment, repetition on selected weekdays, or a custom list of dates and times. Changes to a series use an explicit scope and impact review.
Are assessments scored in the same goal collector?
No. Assessment sessions select assessment assignments and open the assessment scoring workspace. Their item scoring and reports belong to the assessment workflow.
What happens when activities overlap?
Summed activity time adds the recorded intervals. Unique time merges overlaps per learner, and overlap time is shown separately. This lets the team distinguish concurrent activity recording from additional elapsed time.
Can every team or family member view and edit all data?
No. Roles, assignments, consent and access scope determine what a participant can see or record. Observing, collecting data, managing the activity library and evaluating a therapist are separate responsibilities.
Connect schedules, sessions and results.
Prepare the session, carry out the plan, record what happened and review progress with the child’s team.
Build an activity library for your team.
Organize the activities and categories your team uses to track the child’s time. This library is private to your organization, not a public catalog.
Categories and activity templates
Create categories and named activities with descriptions and a default productive or leisure classification. Organize a catalog the team can consistently use.
From library to live work
Select active templates in the tracker instead of retyping activity names every time. Manage the catalog through its category and activity views, with export where authorized.
Protect the meaning of recorded time
After a child’s time is recorded, fields defining the activity cannot change. Archive it and create a replacement when its meaning changes, keeping earlier records accurate.
- Library management has its own permissions.Authorized managers create, update, archive and restore catalog items. Staff record activities using the catalog available to them.
- Connected libraries, distinct purposes.Goal libraries support what to teach, assessment libraries support what to assess, and the activity library describes how time was spent. Together they serve the care journey without duplicating one another.