UK GDPR CompliantBuilt According to NICE Guidelines
Write autism assessment reports in 75% less time.
Spend more time focusing on the actual assessment, rather than paperwork.
Your assessment data
- GP Referral LetterPDF · 2 pages
- ADI-RPDF · 14 pages
- ADOS-2PDF · 8 pages
- Parent InterviewTranscript · 74 min
- Child ObservationSession notes
- School ReportPDF · 3 pages
- Speech & Language ReportPDF · 6 pages
- Occupational Therapy ReportPDF · 5 pages
- Cognitive Assessment ReportPDF · 7 pages
- and 15 othersHover to see them all
Cases / Alex M.
Assessment Report
Behavioural Observations
Hover a sentence to see where it came from.
Alex (aged 7 years, 4 months) was seen across three child-facing sessions between 27 February and 13 March 2026: a structured observation, a cognitive assessment and a speech and language assessment.
Presentation and engagement
On arrival at the first session, Alex declined to enter the assessment room and remained standing at the doorway for approximately five minutes. Once a visual schedule of the session's activities was shown, Alex entered the room and began to engage with the assessor. Parents described the same hesitation at other unfamiliar places, including a new classroom and the dentist.
By the second session Alex entered without hesitation and settled quickly to structured tasks. During timed tasks, however, Alex became visibly anxious and made repeated self-critical comments, saying "I'm too slow" on three occasions. Enjoyment was clearest during verbal reasoning and visual puzzles, particularly where the content was factual.
Social-emotional reciprocity
Alex's spoken language was well developed in vocabulary and sentence structure. Conversation, however, was largely one-directional: Alex returned the topic to dinosaurs regardless of what the assessor introduced, and rarely asked a question back. Few attempts were made to share enjoyment with the assessor or to check that the listener had followed.
In the speech and language session, Alex gave extended detail on topics of personal interest and did not repair breakdowns in conversation by rephrasing or asking for clarification. Figurative language was taken literally; told it was "raining cats and dogs", Alex replied, "That's not real — animals don't fall from the sky."
Nonverbal communication
Eye contact was inconsistent, and was most often avoided at moments of social demand; it was most reduced in the first session and improved as Alex became familiar with the setting. No spontaneous gesture was used to share interest, such as pointing to show the assessor something. Facial expression was used more readily when an activity was clearly motivating.
Relationships and play
During free play, Alex's play was solitary and centred on sorting and lining up toys rather than shared or imaginative play. The class teacher reports that at break and lunch Alex stays at the edge of peer groups or seeks out a familiar adult. Parents report that Alex has no friendship outside school that they would describe as reciprocal.
Restricted and repetitive behaviours
Alex lined up the pencils on the table three times during the observation, and when the assessor moved them, became visibly distressed and restored them immediately. The interest in dinosaurs was intense and difficult to move away from, and parents describe it as present in every part of the day. A fixed morning sequence must be followed at home, and a change as small as a different brand of cereal is reported to cause significant distress. The school report records two episodes of significant distress this school year, both following unexpected changes to the timetable.
Sensitivity to sound was observed directly: when a door slammed in the corridor, Alex flinched and covered both ears. This matches the parents' account of distress in loud places and at the school fire drill, and of sensitivity to clothing fabrics and food textures.
The problem
A third of your working time goes on writing reports.
Every report pulls together ten or more documents: referral letters, questionnaires, interview notes, school reports and other clinicians’ findings. Reading them, weighing them and writing them up is a job of its own, separate from the assessment.
Every hour spent writing is an hour not spent seeing the next child on your list.
When You Use Seneca
Be present with the family
Using Seneca Transcribe, you can type less and listen more.
Take on more cases
More cases per clinician, while maintaining quality of assessments.
Reports you're proud to sign
Every report reads like your best one, not your most rushed.
Reduced Burnout
Clinicians describe report writing as the least enjoyable task.
- 01
Assessment Builder
Seneca drafts a final report using the assessment work you’ve done. Rather than starting from scratch or using a template, you start with a personalised report ready for you to edit.
The Seneca report screen. Under Pre-Session Inputs are a GP referral letter, a parent questionnaire and a prior assessment report; a school report is dragged into the drop tray below them, uploads, and joins the list as a fourth record. Under Sessions, a parent interview and a child observation are both marked Complete. The animation then waits: pressing the Generate Draft Report button below drafts the report, sections scrolling past as text fills in, coming to rest on all twelve sections of the report, each one ticked as written.
Report complete12 of 12 written- Reason for assessment
- Developmental & background history
- Parent narrative
- Child narrative
- Behavioural observations
- Speech, language and communication
- Occupational therapy findings
- Cognitive assessment findings
- Assessment methods and measures
- Clinical formulation
- Diagnostic conclusion
- Recommendations
- 02
Every sentence is traceable
The source of every sentence in the generated report can be shown by scrolling over it.
- 03
Transcribe your sessions
Seneca can transcribe your sessions, provide a summary and include relevant information in your draft assessment report.
A session in Seneca being transcribed. A live timer shows twelve minutes, and underneath it the transcript of the parent interview fills in a word at a time as the interview is spoken — the clinician's questions and the parent's answers about her daughter's early development, play and school. The summary Seneca wrote from that transcript sits under its own tab.← Isla MorganParent interviewTranscribing — 12:0418.4 MBStop transcribing12:04 · 1,940 wordsClinician: Tell me about the first time you thought something might be different.
Parent: She was about eighteen months. She stopped answering to her name — we would call her from the doorway and she simply would not turn — so we had her hearing tested twice, and both times it came back clear.
Clinician: And how was her speech around that time?
Parent: She had a handful of words at two and then they went quiet again for months. It came back on its own, but it came back all at once, in whole sentences off the television rather than words she had built up herself.
Clinician: And how is she with the other children at playgroup?
Parent: She likes being near them, but not with them. She will take the cars off to the side and line them up along the skirting board, and if another child moves one she is inconsolable for the rest of the morning.
Clinician: And does she play at pretending — feeding a doll, that sort of thing?
Parent: Not really. She will line things up for an hour and be perfectly content, but she has never fed a teddy or made anybody a cup of tea.
Clinician: You mentioned noise on the phone. Can you tell me more about that?
Parent: She covers her ears in the school hall, every single morning, and in shops. And she eats a very short list of foods — four or five things, and nothing new goes near the plate.
Clinician: Has the school said anything about the noise themselves?
Parent: They raised the same thing before Christmas, and her teacher asked me outright whether an assessment was under way. I said I would send you their report, and the speech and language therapist's notes as well.
SummaryUsed as a source when the report is draftedThe interview covered Isla’s early development, her speech, her play, her sensitivity to noise and food, and the school’s concerns.
Her mother said Isla was around eighteen months when she first thought something might be different. Isla had stopped answering to her name — “we would call her from the doorway and she simply would not turn” — and her hearing was tested twice, clear both times.
On speech, her mother said Isla had a handful of words at two, lost them for some months, and that they returned all at once in whole sentences taken from the television rather than words she had built up herself.
At playgroup, her mother said, Isla likes being near the other children but not with them. She takes the cars off to the side and lines them up along the skirting board, and if another child moves one she is inconsolable for the rest of the morning. Asked about pretend play, her mother said Isla will line things up happily for an hour but has never fed a teddy or made anybody a cup of tea.
Asked about noise, her mother described Isla covering her ears in the school hall every morning and in shops, and said she eats a short list of four or five foods with nothing new accepted.
The school raised the same difficulty with noise before Christmas and her teacher asked whether an assessment was under way. Her mother said she would send the school’s report and the speech and language therapist’s notes.
Type your own notes during the interview. - 04
Workflow Management
Stay on top of all your assessments and what stage they are at. You see what is waiting on you at a glance.
Data security is just as important as assessment quality.
- UK GDPR Compliant
- Your Patients' Data Never Trains AI Models
- All Data Hosted & Stored In Ireland
Frequently asked questions
Does this make the assessment itself faster?
No, and it is not meant to. The assessment takes as long as it takes. Seneca cuts the part after it—the writing.
Instead of starting a report from scratch, you start from a draft that can take up to 75% of the writing off your plate. The report still requires your judgement, editing and sign-off.
Who is the author of the report?
You are. Seneca only produces a draft; you review and edit each section. Nothing is released without your sign-off, and Seneca never makes a diagnosis.
Does it write in my style?
You can choose between neuroaffirmative and medical language registers; and also choose your framework (DSM/ICD/case formulation).
Can I keep my own report structure?
Yes. You can structure your reports exactly how they are structured now, with the same headings. Rename any heading, put the sections in your order, and add or remove sections.
Which assessments does it cover?
Currently, Seneca only focuses on autism assessments.