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The ABAS-3 (Adaptive Behavior Assessment System, Third Edition) is a norm-referenced measure of adaptive behavior, the everyday conceptual, social, and practical skills a person uses to function independently, rated entirely by forms: parent, teacher, and adult versions covering birth through age 89. Psychologists use it in intellectual-disability, autism, and disability evaluations. This page covers how to write up ABAS-3 results, with a fictional two-rater sample and a template.
Psychologists, school psychologists, and developmental clinicians; publisher qualification level C
IEP and eligibility teams, physicians and therapists, disability programs (SSA, provincial services, NDIS), parents and caregivers
300 to 700 words for the results section · administration 15 to 20 minutes per form
Norm-referenced adaptive behavior rating scale
Intellectual-disability and autism evaluations, developmental assessments, special-education eligibility, SSA and NDIS disability determinations, guardianship and capacity evaluations
Published by Western Psychological Services (2015); current edition as of July 2026, no fourth edition announced; described here for write-up purposes, no test content reproduced
The Adaptive Behavior Assessment System, Third Edition (ABAS-3) is a norm-referenced measure of adaptive behavior: the practical, everyday skills a person uses to care for themselves, relate to others, and manage the demands of home, school, work, and community life. Authored by Patti L. Harrison and Thomas Oakland and published in 2015, it is completed entirely by rating forms, five of them: a Parent/Primary Caregiver Form (birth to 5), a Teacher/Daycare Provider Form (ages 2 to 5), a Parent Form (ages 5 to 21), a Teacher Form (ages 5 to 21), and an Adult Form (ages 16 to 89) that can be completed either by someone who knows the adult well or as a self-report, which is why "five forms" and "six forms" both circulate. One publishing fact derails purchase orders and report citations alike: Western Psychological Services (WPS) is the publisher, copyright owner, and trademark holder, while Pearson and other houses act only as distributors. Pearson's Australian page states it plainly ("Pearson Clinical distributes but does not publish this product"), and Pearson Canada's authorization to sell WPS products ended on January 1, 2026, so Canadian evaluators now order directly from WPS. As of July 2026 the ABAS-3 is the current edition, with no fourth edition announced.
The load-bearing comparison is with the Vineland-3, the other major adaptive measure, and the two are not interchangeable. The ABAS-3 organizes its 11 skill areas into the Conceptual, Social, and Practical domains that DSM-5, DSM-5-TR, and the AAIDD definition system use, so a results narrative maps directly onto the framework that diagnostic severity is judged against; the Vineland-3 uses a Communication, Daily Living Skills, and Socialization architecture and adds a semi-structured interview option, where the ABAS-3 is rating-forms-only. The two instruments also produce different numbers in the same person: a peer-reviewed comparison found ABAS-3 composites ran higher than their Vineland-3 counterparts by as much as 16 standard-score points, with the ABAS-3 showing less impairment. Because a difference that size can move a person across a diagnostic threshold, a defensible write-up names the instrument and edition, keeps longitudinal files on one measure where possible, and treats any cross-instrument comparison as a stated limitation rather than an equivalence.
School psychologists write up ABAS-3 results inside special-education evaluations, where the federal intellectual-disability definition pairs subaverage intellectual functioning with concurrent adaptive-behavior deficits and the ABAS-3 supplies the adaptive evidence alongside cognitive testing in a psychoeducational report. Clinical psychologists use it in intellectual-disability and autism evaluations, where adaptive functioning sits beside direct-observation measures such as the ADOS-2 and carries the severity question under DSM-5-TR, and in the broader psychological evaluation report whenever a decision turns on what a person actually does day to day rather than what they can do in a testing room. The Adult Form, which runs to age 89 with self-report and rated-by-others versions, extends the same evidence into guardianship, supported-decision-making, and capacity questions documented in a neuropsychological report, and into SSA and provincial or NDIS disability processes. The ABAS-3 earns its place when multiple raters across settings matter and time is short: every form is a 15-to-20-minute rating scale, the birth-to-89 span covers the whole lifespan, and the Conceptual, Social, Practical structure speaks the same language as the diagnostic frameworks. Where the question narrows, neighbors carry the load: the Vineland-3 adds a clinician-guided interview option many evaluators prefer for early childhood and low-functioning precision, and AAIDD's DABS is built specifically for the near-cutoff adaptive determination in ages 4 to 21. The write-up itself has one job: named forms, named raters, one integrated account of adaptive functioning.
No statute, payer, or publisher mandates a results-section format. The sequence below is the convention experienced evaluators converge on because it survives review: it names every form and rater before interpreting anything, leads with the General Adaptive Composite before the domains, keeps the two ABAS-3 score metrics visibly separate, and treats informant disagreement as data about settings rather than a problem to average away. Each section carries the pitfall that most often undermines it.
Measures, forms, raters, and method. Name the instrument and edition, which of the five forms were used, who completed each one and their relationship to the person, the dates, the administration method (paper or the publisher's online platform), and the norm set. Pitfall: "the ABAS-3 was administered," with no form or rater named. A rating-scale score means nothing without its source: a Teacher Form and a Parent Form sample different settings, and the Adult Form changes meaning entirely depending on whether it was self-report or rated by others.
Rater context and validity of the ratings. For each rater, describe their opportunity to observe (relationship, duration and recency of contact, settings seen), note the count of estimated or guessed answers the form records, and state plainly whether each protocol could be fully scored and whether you consider it a valid estimate of current functioning. Pitfall: skipping the estimated-answer record. The ABAS-3 forms let raters flag answers they guessed at; publisher guidance treats heavily guessed skill areas with caution, and a 2025 psychometric study of the question found scores largely invariant to guessing, so the defensible move is to report the count and address it, not to hide it or to discard a protocol over it.
Score summary, with the metrics labeled. Report the General Adaptive Composite (GAC) and the Conceptual, Social, and Practical domains as standard scores with a mean of 100 and a standard deviation of 15, each with its confidence interval and percentile rank; report the skill areas as scaled scores with a mean of 10 and a standard deviation of 3, labeled as a separate metric. Include test-age equivalents only when a school system requires them, and label them as descriptive rather than diagnostic. Pitfall: the metric trap. A skill-area scaled score of 7 is a modest weakness; a standard score of 70 is two standard deviations below the mean; a table that mixes the two without metric labels invites both misreadings at once.
GAC first, then domains in prose. Lead with the GAC as the most complete estimate of adaptive functioning, then move through Conceptual, Social, and Practical in the same order the diagnostic frameworks use, spending the prose on what each result means for this person's daily life at home, at school, at work, and in the community, with skill-area strengths and weaknesses named inside their domains. Pitfall: the score dump. A paragraph per skill area in form order documents that rating happened; it does not answer the referral question. The publisher's own report samples interpret in functional prose, and so should the write-up.
Cross-informant comparison. Where two or more raters completed forms, compare the profiles by setting: state where they agree, where they diverge, and what the divergence says about environmental demands and supports. Use the publisher's rater-comparison output where available, and do not average scores across raters. Pitfall: making the discrepancy disappear. Splitting the difference or crowning one rater correct throws away the setting information the disagreement carries; a parent's home-and-community window and a teacher's structured-classroom window are different data, not competing truths.
Integration with cognitive results and severity language. Where the adaptive data feed an intellectual-disability question, pair them with an individually administered cognitive measure, state whether deficits are concurrent, and align any severity language with DSM-5-TR, which sets intellectual-disability severity by adaptive functioning rather than IQ. Remember that no single measure may serve as the sole eligibility criterion in US special education (34 CFR 300.304(b)(2)). Pitfall: a severity verdict keyed to the IQ score, or an eligibility ruling announced from one GAC number. The results section supplies calibrated evidence; the diagnostic or eligibility team applies its criteria.
Interpretive summary and limitations. Summarize the adaptive picture in two or three sentences, then state the limits: the 2015 United States norms, the settings the raters could and could not see, any estimated-answer concentrations, and, where a prior evaluation used a different adaptive instrument, the documented fact that the ABAS-3 and Vineland-3 yield different absolute scores in the same person. Pitfall: silent instrument switches. Comparing this year's ABAS-3 GAC against last cycle's Vineland composite as if they shared a ruler can manufacture progress or decline that is nothing but instrument difference.
Recommendations linkage. Tie each recommended support to a specific skill-area or domain finding, and where you expect to re-measure, say so and name the instrument and interval. Pitfall: recommendations that could follow any profile. If a community-safety support does not trace back to the Health and Safety or Community Use findings, either the recommendation or the results section is incomplete.
MEASURES AND ADMINISTRATION
Instrument/edition: ABAS-3 Forms: [Parent / Teacher / Adult
(self-report or rated-by-others) / Parent-Primary Caregiver /
Teacher-Daycare] Norms: [US, 2015]
Rater(s): [name / relationship / settings observed]
Administration: [paper / publisher online platform] Date(s):
RATER CONTEXT AND VALIDITY
[Opportunity to observe, duration and recency of contact;
estimated ("guessed") answer count per form; statement that
each protocol was fully scorable and is a valid estimate of
current functioning, or the stated limitation if not]
SCORE SUMMARY (table, metrics labeled)
[GAC + Conceptual, Social, Practical = STANDARD scores
(M 100, SD 15) with 95% CI and percentile, per rater;
skill areas = SCALED scores (M 10, SD 3), separate metric;
test-age equivalents only if the receiving system needs them]
GAC AND DOMAIN RESULTS (DSM order, functional prose)
GAC first, then Conceptual / Social / Practical:
[what each means for daily functioning; skill-area strengths
and weaknesses named inside their domains]
CROSS-INFORMANT COMPARISON (if more than one rater)
[Agreements, divergences, and what the divergence says about
settings; rater-comparison output used; scores never averaged]
COGNITIVE INTEGRATION AND SEVERITY LANGUAGE
[Concurrent deficits stated; severity language keyed to adaptive
functioning per DSM-5-TR; single-measure limit acknowledged]
INTERPRETIVE SUMMARY AND LIMITATIONS
[Two-to-three-sentence adaptive picture; norms and settings
limits; estimated-answer note; no silent instrument switches]
RECOMMENDATIONS LINKAGE
[Each support tied to a named skill-area or domain finding;
re-measurement instrument and interval stated]
Evaluator signature / credentials: Date:Free to use and share, no signup. The PDF includes a one-page cheat sheet with section-by-section pitfalls and a pre-sign checklist; the DOCX is the blank results-section skeleton, ready to adapt.
Scenario: a 9-year-old receiving special-education services is re-evaluated for continued eligibility in the intellectual-disability category. Adaptive functioning was rated on the ABAS-3 by his mother (Parent Form) and his classroom teacher (Teacher Form), alongside cognitive testing reported elsewhere. The profile shows coherent, significant adaptive deficits across both settings with a modest, setting-consistent parent-teacher difference in the Conceptual domain. This is the adaptive-behavior results section only, condensed but structurally complete. All details are fictional.
Client: D.R., 9 (grade 4) · Referral: three-year re-evaluation, continued eligibility (intellectual disability) · Raters: mother (Parent Form); classroom teacher (Teacher Form) · Evaluator: S. Nguyen, PhD, NCSP, School Psychologist · Form dates: 07/08/2026 and 07/10/2026 · Report date: 07/17/2026
Measures and administration: Adaptive behavior was assessed with the Adaptive Behavior Assessment System, Third Edition (ABAS-3), scored against the instrument's United States normative sample. D.R.'s mother completed the Parent Form and his classroom teacher of ten months completed the Teacher Form, both on paper. The General Adaptive Composite (GAC) and the Conceptual, Social, and Practical domains are standard scores with a mean of 100 and a standard deviation of 15, each reported with its 95% confidence interval (CI) and percentile rank. Skill areas are scaled scores with a mean of 10 and a standard deviation of 3; these are a different metric from the domain standard scores and are not directly comparable to them. The same instrument was used at D.R.'s 2023 evaluation, so scores are compared without an instrument-change limitation.
Rater context and validity: D.R.'s mother is his primary caregiver and observes him daily at home and in the community; she flagged two answers as estimates, both in the Community Use skill area. His teacher has taught him daily in a general-education classroom with resource support for ten months and flagged no estimated answers. Both protocols were complete and fully scorable, and both are considered valid estimates of D.R.'s current adaptive functioning in the settings each rater observes.
GAC and domains by rater (standard scores, mean 100, SD 15)
| Domain | Parent: standard score (95% CI) | Parent: percentile | Teacher: standard score (95% CI) | Teacher: percentile |
|---|---|---|---|---|
| Conceptual | 70 (66-76) | 2 | 66 (61-72) | 1 |
| Social | 75 (69-81) | 5 | 73 (67-80) | 4 |
| Practical | 71 (66-78) | 3 | 70 (65-77) | 2 |
| General Adaptive Composite | 68 (65-71) | 2 | 65 (62-69) | 1 |
Parent Form skill areas (scaled scores, mean 10, SD 3)
| Domain | Skill area | Scaled score |
|---|---|---|
| Conceptual | Communication | 4 |
| Conceptual | Functional Academics | 4 |
| Conceptual | Self-Direction | 5 |
| Social | Social | 5 |
| Social | Leisure | 6 |
| Practical | Self-Care | 5 |
| Practical | Home Living | 6 |
| Practical | Community Use | 4 |
| Practical | Health and Safety | 5 |
GAC and domain results: On the Parent Form, D.R.'s GAC of 68 (CI 65-71) falls in the Extremely Low range, as high as or higher than approximately 2% of children his age; the Teacher Form GAC of 65 is consistent, and the two confidence intervals overlap. Because the GAC is the most complete estimate of adaptive functioning, it anchors this section. In the Conceptual domain (parent 70; teacher 66), both raters describe short, concrete communication, early-primary academic skills used well below grade placement, and reliance on adult structure to start and finish multi-step tasks; the skill-area profile is uniform, with Communication and Functional Academics scaled scores of 4. In the Social domain (parent 75; teacher 73), D.R. is described as friendly and motivated toward peers, with play interests and social judgment resembling a younger child's; this is his relative strength, though still well below average. In the Practical domain (parent 71; teacher 70), he manages familiar self-care routines with reminders, and Community Use (scaled score 4) is the leading concern at home, where he does not yet cross streets or make small purchases independently.
Cross-informant comparison: The parent and teacher profiles agree closely; the one notable difference is a slightly lower teacher Conceptual score, consistent with the heavier functional-academic and independent-work demands of the classroom relative to home. The profiles were not averaged; each is interpreted as a valid picture of the setting it samples, and together they establish that the deficits are cross-setting rather than situational.
Cognitive integration and severity language: Cognitive testing reported earlier in this evaluation placed D.R.'s overall intellectual functioning well below the average range (composite in the low 60s), so significantly subaverage intellectual functioning and adaptive-behavior deficits are concurrent, and school records document these needs from preschool entry forward. Consistent with DSM-5-TR, any severity description in the diagnostic summary is anchored to D.R.'s adaptive functioning, the level of support he requires day to day, rather than to the IQ score. No single measure serves as the sole basis for eligibility; these adaptive findings join cognitive results, records review, and teacher and parent input before the team's determination.
Summary and limitations: The ABAS-3 documents significant, cross-setting adaptive deficits (GAC 68 parent, 65 teacher, Extremely Low range) that are coherent across domains and consistent with the 2023 results, supporting continued intellectual-disability eligibility for the team's consideration. Scores reflect the 2015 United States norms, each rater's observational window, and two parent-flagged estimated answers in Community Use, none of which alters the interpretation.
Linkage to recommendations: The Conceptual findings (Communication and Functional Academics scaled scores of 4) support recommendations 1 and 2, continued specialized academic instruction and structured task-initiation supports. The Community Use finding supports recommendation 3, a community-based instruction goal targeting street safety and purchasing skills. The Social relative strength supports recommendation 4, peer-mediated activities that build on his interest in other children. Re-measurement with the ABAS-3 at the next annual review will use the same forms and raters where possible.
This sample is fictional and for educational purposes. It does not describe a real client or record, and the scores are invented for illustration and correspond to no real child or record.
Writing these after every session? BastionGPT drafts complete notes from bullets, dictation, or a transcript.
Generate a note from bulletsWrite the results section knowing which decisions it will feed, and label each requirement by its strength. In US special education, adaptive-behavior evidence is genuinely required for an intellectual-disability identification: the federal definition pairs "significantly subaverage general intellectual functioning" with concurrent "deficits in adaptive behavior" (34 CFR 300.8(c)(6)), and no single measure may be the sole criterion. That is LAW; the instruments, cutoffs, and number of deficit areas are set by each state, which is POLICY, so the write-up should not assert a single national number. In clinical diagnosis, DSM-5-TR keys intellectual-disability severity to adaptive functioning, the American Psychiatric Association's own summary putting it as "the severity of impairment based on adaptive functioning rather than IQ test scores alone," which is the prevailing CONVENTION and the reason the ABAS-3 narrative, not the IQ table, carries the severity specifier. AAIDD's current definition runs the same direction and now places onset "before the age of 22," matching the Social Security Administration's Listings 12.05 and 112.05, which require significant adaptive deficits with pre-age-22 onset; a widespread belief about SSA is simply wrong, because the agency states, "We do not require the results of an individually administered standardized test of adaptive functioning," and will consider such scores when the record already holds them. In Atkins-line capital litigation, Moore v. Texas (2017) directs courts to current clinical standards and notes that "the medical community focuses the adaptive-functioning inquiry on adaptive deficits," so a forensic ABAS-3 write-up that offsets deficits with unrelated strengths invites impeachment. Payer coverage is a separate layer: psychological and neuropsychological testing services bill under the 96130 through 96139 code families as payer policy, and the ABAS-3 is one instrument inside a medically necessary battery rather than a standalone service.
Edition currency, access rules, and cross-border logistics round out defensibility. As of July 2026 the ABAS-3 (2015) is the current edition with no fourth edition announced, and its norms are a 4,500-person United States sample, which is a stated limitation when the instrument is used in Canada or Australia, where it is widely accepted but not separately normed. Purchasing runs through the publisher's qualification system: WPS lists the ABAS-3 at its Level C, and the publisher is explicit that it qualifies buyers rather than users, with test use governed by licensing boards and each professional's scope of practice. Distribution shifted recently and matters for Canadian evaluators: effective January 1, 2026, Pearson Canada is no longer authorized to sell or distribute WPS products, the ABAS-3 included, so current materials and online scoring come directly from WPS, a purchasing detail worth checking before a re-evaluation cycle. In Ontario, adult developmental-services eligibility under the Services and Supports to Promote the Social Inclusion of Persons with Developmental Disabilities Act turns on significant limitations in both cognitive and adaptive functioning with onset before age 18, confirmed by a psychologist or psychological associate registered with the College of Psychologists, so note the before-18 framing there against the before-22 language in AAIDD and SSA materials. In Australia, NDIS access decisions run on the agency's Applying to the NDIS operational guideline, and evaluators conventionally support intellectual-disability access requests with both cognitive and adaptive evidence from a registered psychologist. Whatever the jurisdiction, two conventions do steady work: document each rater's opportunity to observe and the estimated-answer record, and when raters disagree, interpret by setting with the publisher's comparison output rather than averaging, because the disagreement is usually the most clinically useful finding on the page.
ABAS and ABAS-3 are trademarks of Western Psychological Services (WPS). BastionGPT is not affiliated with, or endorsed by, the publisher. This page reproduces no test items, stimuli, norms, or scoring materials.
There is no payer audit series for adaptive-behavior write-ups; the accountability literature here is psychometric and legal, and it is specific. The ABAS-3 carries independent review in the Buros Center's 20th Mental Measurements Yearbook (2017). A 2025 appraisal of adaptive measures in Behavioral Sciences concluded that across instruments "the evidence for several key psychometric characteristics is either unavailable or suggests less-than-desirable properties," while noting the ABAS-3 manual reports inter-rater reliability in the good-to-excellent range. A peer-reviewed comparison in the Journal of Autism and Developmental Disorders found "the ABAS-3 revealed lower levels of impairment than the VABS-3," with composite differences reaching 16 standard-score points. And in Moore v. Texas the Supreme Court scrutinized exactly how adaptive-functioning evidence was written and weighed. Those findings predict the write-up failures. The BastionGPT Clinical Advisory Board sees the same errors most often in ABAS-3 reviews:
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Three levels, two metrics, and the metrics are not comparable. The General Adaptive Composite (GAC) summarizes overall adaptive functioning, and the three domains (Conceptual, Social, Practical) sit beneath it; all four are standard scores with a mean of 100 and a standard deviation of 15, each reported with a confidence interval and a percentile rank. The 11 skill areas beneath the domains (9 or 10 appear on any single form) are scaled scores with a mean of 10 and a standard deviation of 3. Because the metrics differ, a skill-area score of 7 is a modest weakness while a standard score of 70 is two standard deviations below the mean, so every number should carry its metric label. Scores also map to descriptive categories running from Extremely Low to High, and test-age equivalents exist for school systems that require them, though they are descriptive rather than diagnostic.
Choose by structure and setting, and then stay consistent. The ABAS-3 is rating-forms-only, spans birth to 89, and organizes results into the Conceptual, Social, and Practical domains that DSM-5-TR and AAIDD use, which makes the write-up map cleanly onto diagnostic language. The Vineland-3 adds a semi-structured interview option and is often preferred for early childhood and for precision in more severely affected people. They are not interchangeable: a peer-reviewed comparison found ABAS-3 composites running higher than their Vineland-3 counterparts, by as much as 16 standard-score points, enough to move a person across a diagnostic threshold. Keep longitudinal files on one instrument where possible, and when a prior evaluation used the other, name the switch as a limitation instead of comparing the numbers directly.
Keep testing on the ABAS-3. As of July 2026 the 2015 third edition is current, and no fourth edition is announced, released, or listed as coming soon on the publisher's product page. Publishers do not pre-announce far ahead, so treat edition status as a fact to re-verify before a high-stakes report. One purchasing fact changed recently and is worth more attention than the edition question: Western Psychological Services (WPS) publishes the ABAS-3, Pearson only distributes it, and Pearson Canada's authorization to sell WPS products ended January 1, 2026, so Canadian evaluators now order materials and online scoring directly from WPS. Whatever the storefront, the write-up rule is constant: name the edition and the norm set in the report.
No decision-maker names the ABAS-3 specifically; what they require is adaptive-behavior evidence. For US special-education eligibility, the federal intellectual-disability definition requires concurrent deficits in adaptive behavior (34 CFR 300.8(c)(6)), but instruments and cutoffs are set by each state, and no single measure may be the sole criterion. For SSA disability, Listing 12.05 requires significant adaptive deficits with onset before age 22, yet SSA states it does not require a standardized adaptive test and will consider one when the record already contains it. For clinical diagnosis, DSM-5-TR requires adaptive deficits and keys severity to adaptive functioning without naming an instrument. So the ABAS-3 is often the right evidence, and it is rarely, strictly speaking, mandatory.
Usually yes, and the duty is to document rather than discard. ABAS-3 forms let raters flag answers they estimated instead of observed, and the publisher's guidance treats skill areas with several guessed answers cautiously. The best available evidence is reassuring: a 2025 study in the European Journal of Psychological Assessment tested protocols with and without guessed answers across the Parent, Teacher, and Adult forms and found the subscales measurement-invariant, meaning guessed answers did not meaningfully change what the scores measure. The defensible write-up states the estimated-answer count for each rater, notes where the guesses concentrate, and, when a skill area rests heavily on estimates, weighs whether a better-placed rater should complete an additional form. What undermines validity is not the guessing; it is a report that never mentions it.
The Adult Form (ages 16 to 89) comes in two versions, Rated by Others and Self-Report, and that pairing is the point. Self-report brings the person's own perspective and belongs in the record, but in intellectual-disability, guardianship, and capacity contexts it can overestimate independence because insight into one's own limitations is often part of what is impaired. Best practice collects the Self-Report alongside a Rated-by-Others form from someone with sustained, recent contact, reconciles the two in prose, and says which evidence anchors each conclusion. When the two diverge, the divergence itself is a finding worth a sentence, and decisions about supports should not rest on the self-report alone.
Usually both. The ABAS-3 is built for multiple raters precisely because adaptive behavior is setting-dependent: a parent sees home and community demands, a teacher sees functional academics and independent work in a structured classroom, and the publisher provides comparison output to examine the differences directly. The two moves that fail review are averaging the raters into a number nobody reported and quietly preferring whichever profile fits the referral. The move that survives review is a sentence that attributes the difference to settings and observation opportunity, plus a check that each rater actually knows the person well enough to rate them; a rater with thin contact is a validity problem, not a tiebreaker. Cross-setting agreement, where it exists, is powerful evidence that deficits are not situational.
No. Items, record forms, and scoring materials are protected test content: WPS restricts the ABAS-3 to its qualification Level C and is explicit that it qualifies purchasers while test use is governed by licensing boards and each professional's scope of practice, and psychologists are ethically obligated to maintain test security under their ethics code and publisher agreements. Item exposure also damages the instrument itself, because norms assume the content has not been rehearsed. A report should carry scores, descriptors, and interpretation, never item text, and records requests that touch raw protocols route through your test-security obligations rather than reflexive printing. What a family can usefully receive is the scores with a plain-language account of what each domain means for daily life and what supports follow.
Yes. Paste your score summary (GAC, domains, skill areas, and the forms and raters used) and it drafts the results-section narrative for your review: GAC first, domains in prose, the standard-score and scaled-score metrics kept distinct, and rater context and validity language in place. It can also cross-check a draft you wrote for the errors reviewers flag, a scaled score read against the wrong mean, informants averaged instead of reconciled, or an unnamed form or norm set, and produce a plain-language summary of the findings for parents and eligibility teams. BastionGPT is HIPAA-compliant with a signed BAA on every plan, your data is never used to train models, and drafting from the scores you paste means no protocol or item content ever needs to leave your records.
The instrument facts and compliance claims on this page trace to these sources, last verified July 2026:
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