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STAGES

Assessment and Curriculum Tool

Empowering Development with the STAGES Assessment and Curriculum Tool.

The STAGES assessment and curriculum tool is a comprehensive, multi-faceted resource designed to guide effective intervention and promote adaptive skill growth for individuals ages two and up. Developed for use by parents, teachers, and clinical professionals, STAGES offers a clear pathway to identifying and improving adaptive functioning skills, making it invaluable for all who support individuals with varying ability levels, including those diagnosed with autism or related disorders.

Stop Guessing and
Start Making Real Progress

With STAGES, you’ll always know what to teach next

and how to track success every step of the way.

Who is it for?

Perfect for:

  • Parents who want clear guidance

  • Teachers who need structured data

  • Therapists who need measurable progress

What does it do?

STAGES is more than an assessment—it’s a roadmap.

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It shows you:

  • Where the learner is

  • What they need

  • How to move them forward

What is STAGES Assessment?

The STAGES Assessment is a powerful, all-in-one system that helps you identify exactly where a learner is—and what to teach next across 1400 skill areas and 7 domains.
 
It works for children and adults (ages 2+) across all ability levels, including those with autism or other developmental needs.

Why Choose STAGES?

Comprehensive Skill Identification

​STAGES provides a detailed, organized framework for assessing an individual's abilities across seven crucial skill domains. By pinpointing exact areas of strength and areas that need development, you can create highly focused and effective intervention protocols.
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​Primary skill areas covered include:

Behavior Management and Sensory Integration

Addressing maladaptive and adaptive behaviors, and sensory challenges

Social

Evaluating social awareness and interaction with family, peers, and the community

Manding and Requesting

Observing how the individual communicates wants and needs

Language

Analyzing understanding and use of verbal and non-verbal language

Self Care/Awarness

Identifying self-awareness and the ability to perform activities of daily living (ADLs)

Academic Skills

Reviewing proficiency in reading, writing, and mathematical tasks

Safety and Community Skills

Gauging awareness of safety procedures and engagement in community activities

Data-Driven Progress Tracking

The tool is built around an intuitive process for collecting baseline data and tracking progress over time.

Establish a Baseline

Collect data through interviews and direct observation of skills and behaviors.

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Benefit: Provides a clear starting point for planning skill development strategies 

Identify Acquisition Skills

Identify skills to acquire, including replacement behaviors for frequent maladaptive behaviors.

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Benefit: Ensures goals are targeted to the individual's area(s) of need

Utilize Achievement Standards

Use the provided criteria to define the standard of achievement for each skill

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Benefit: Sets clear, measurable goals for skill proficiency

Track Progress

Annually score the individual’s progress using the provided scoring system

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Benefit: Allows for visual tracking of skill progress over time

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About STAGES

STAGES is an assessment that can be used for children ages 2 and up. The assessment helps to identify your child's strengths, as well as, areas in which they will need to improve.  This assessment can be used throughout your child's life into adulthood and is a great tool to measure their progress through many important life stages.

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The topics covered within the assessment are as follow: Behavior Management and Sensory Integration Inquiry, Social Skills Inquiry, Manding and Requesting Skills Inquiry, Language Skills Inquiry, Self Care/Awareness Inquiry, Academic Skills Inquiry, Safety and Community Skills Inquiry

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STAGES Online

A comprehensive assessment for parents and professionals to support children with varying ability levels through all of life's stages.  Suitable for children ages 2 and up.

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