About two weeks after your child’s evaluation, you get a comprehensive report full of numbers, percentiles, and test names. It is easy to scan for the scary parts and miss the rest. This guide explains what the scores mean in plain language, so you can read the report with less worry and come to the family meeting with good questions.
One thing to hold onto first: an evaluation report describes how your child’s skills and sensory system fit the demands of their day right now. It is not a grade, and it is not a measure of who your child is.
What the report is for
The report turns everything we learned into a plan. Our reports are comprehensive, and they include:
- A recommended treatment plan
- Goals for your child
- Recommended frequency and duration of visits
- Any additional findings important to your child’s care
We go over it with you in a virtual family meeting, where you can ask questions and give feedback before the plan is finalized. You can also share the report with your pediatrician or your child’s school.
Where the numbers come from
Most reports combine three kinds of information:
- Hands-on tests. Your child does game-like tasks, such as drawing, stacking, balancing, or catching. Examples include the BOT-2 and PDMS-3.
- Questionnaires. Parents fill these out, and sometimes teachers do too. Examples include the Sensory Profile 2, the Sensory Profile 2 School Companion (completed by the teacher), the SPM-2, and the BRIEF-2.
- Clinical observation. What the therapist saw while your child moved, played, and solved problems. This part has no score, but it often explains the scores.
You can see every tool we use, with age ranges, on our assessments page.
The score types, in plain language
Percentile
A percentile compares your child with other children the same age. A score at the 40th percentile means your child scored the same as or higher than about 40 out of 100 children their age. It is not a percent correct. The 50th percentile is right in the middle.
Standard score
Many tests turn raw results into a standard score where 100 is average. Roughly two out of three children score between about 85 and 115. A score of 85 is around the 16th percentile, and a score of 70 is around the 2nd percentile.
Scaled score
Some subtests use a smaller scale where 10 is average and most children score between about 7 and 13.
T-score
Questionnaires often use T-scores, where 50 is average. On many sensory and executive function questionnaires, a higher T-score means more differences or challenges were reported. That is the opposite of most hands-on tests, so check which direction a scale runs before reacting to a number.
Age equivalent
Some reports list an age equivalent, such as “3 years, 4 months.” These are easy to misread. They show the age at which a typical child gets a similar raw score, not your child’s “real” age in that skill. Most therapists lean on standard scores and percentiles instead.
Quick reference
| Score type | Average | Typical spread | Higher means |
|---|---|---|---|
| Percentile | 50th | Varies by test | Scored higher than more same-age peers |
| Standard score | 100 | About 85 to 115 | Stronger skill performance |
| Scaled score | 10 | About 7 to 13 | Stronger skill performance |
| T-score (questionnaires) | 50 | Varies by tool | Often more differences reported |
Reading sensory questionnaire results
Sensory questionnaires describe how your child takes in the world, not whether they are doing it right.
The Sensory Profile 2 sorts responses into patterns, such as how much a child seeks out sensory input, avoids it, notices it, or misses it. For each pattern, your child is compared with other children, from “much less than others” through “just like the majority of others” to “much more than others.” A child who seeks movement “much more than others” is telling us something useful about what their body needs. That is information, not a problem to fix.
The SPM-2 looks at individual senses, such as touch, movement and balance, body awareness, hearing, and vision, plus planning and social participation. Its scores fall into three ranges, from typical to more significant differences.
Reading executive function results
The BRIEF-2 asks parents and teachers about everyday skills like getting started, shifting between tasks, managing emotions, working memory, and planning. It uses T-scores where higher means more challenges reported:
- 60 to 64: mildly elevated
- 65 to 69: potentially clinically elevated
- 70 and above: clinically elevated
When home and school answers don’t match
Sometimes we ask your child’s teacher to fill out a questionnaire too. It is common for parent and teacher answers to look different. A child who holds it together all day at school may fall apart at home, or the reverse. Neither answer is wrong. The difference tells us where your child needs the most support, and it often shapes the plan.
Scores are one piece of the picture
A number can tell us a skill is harder for your child than for most kids their age. It cannot tell us why, or what your child loves, or what helps them feel safe enough to try. That is why the report also includes what the therapist observed and what you shared, and why the goals are built around your family’s priorities, not just the lowest score.
Look for the strengths in the report too. They matter as much as the challenges, because they are what therapy builds on.
Questions to bring to the family meeting
- Which results matter most for what we are seeing at home?
- Which scores surprised you, and why?
- What strengths did you see?
- Why did you choose these goals first?
- What can we start doing at home this week?
- How will we know if therapy is working?
Common questions
Does a low score mean my child has a diagnosis?
No. An OT evaluation describes skills and sensory processing. It does not diagnose conditions like autism or ADHD. If you have questions about a diagnosis, bring them to the family meeting.
Will my child be tested again?
Yes. We set goals at three and six months and do a formal re-evaluation every six months, so you can see change over time.
Can I share the report with my child’s school?
Yes. You can share it with teachers or bring it to IEP meetings. For tips, read How to Talk to Teachers About Your Child’s Needs.
What happens in the evaluation itself?
Read What Happens in an Occupational Therapy Evaluation for Kids for the full walkthrough.
Have a report from somewhere else and not sure what it means? Come see the clinic and bring your questions. Schedule a tour of our clinic or book a free phone consult.
This article is general information for parents and is not a substitute for an individualized evaluation.