- Validated through academic research: A Master’s dissertation at University College London (UCL), tested PAGS with hundreds of learners. Results showed strong correlations with three gold-standard assessments (SRS-2, CCC-2, SDQ) confirming its reliability and accuracy.
- Developed by professionals: From educational and clinical psychologists to sensory and behaviour therapists, SLTs and inclusion consultants, PAGS is built with deep domain expertise.
- Used in the UK and internationally: Trialled in schools across the UK and Belgium, and presented at the 12th International Autism Congress.
Cognition & Learning
Created by: Feliciea Jibson & Dr. Scilla Allen
References: UCL MSc research, developmental psychology, SEND curriculum alignment
Communication
Created by: June Hill & Feliciea Jibson
References: SLT frameworks, vocabulary development, sensory communication principles
Self-Regulation
Created by: Dr Kwan Bruhl, Feliciea jibson & June Hill
References: Mental health & resilience frameworks, CBT-informed behaviour mapping
Social Interaction & Awareness
Created by: Feliciea Jibson, Dr. Kwan Bruhl & June Hill
References: Social skill progression models, inclusion pedagogy
Literacy & Sensory Profiles
Created by: Caro Strover (Literacy) and Catherine Powell (Sensory)
References: Orton Gillingham principles, NLP frameworks, British Dyslexia Association guidance
Study Title: Profile, Assessment and Goal Setting Questionnaire: Validation Study
Led by: Prof. Jo Van Herwegen, University College London (UCL)
Benchmarked Against: SRS-2 (Social Responsiveness Scale), CCC-2 (Child Communication Checklist), SDQ (Strengths and Difficulties Questionnaire)
Conclusion: PAGS correlated strongly across domains, confirming its use as a valid, reliable profiling tool.
“Overall, the PAGS questionnaire correlated significantly with the standardised questionnaires, implying strong validity. This suggests that PAGS provides a reliable way to measure learner profiles.”
Professor of Developmental Psychology, University
College London (UCL). Specialist in neurodevelopmental disorders and cognitive profiles in children.
Led the validation study of PAGS.
MSc Clinical Psychology, Contextual Behavioural Psychotherapist, Systemic Community Therapy Facilitator.
Reviewed the assessments, providing quality assurance
on developmental appropriateness across age ranges and applicability across contexts.
Sensory & Behaviour Specialist
BSc (Hons) Psychology, MSc. NLP Master Practitioner.
Developed the PAGS Sensory assessment.
Educational Psychologist & Literacy Specialist
MSc Educational Psychology, PGDip SpLD (Dyslexia).
Developed the PAGS’s literacy assessment.
Inclusive Education Consultant
MA Inclusive Special Education (University of Roehampton). B.Ed. Special Education (Kenyatta University)
Curated resources aligned to the skills assessed in PAGS.
Educational Psychologist & SEN Assessor
PhD at Walden University. SEN specialist and experienced assessor with over 35 years in international education.
Co-developed the PAGS Cognition and Learning module.
Clinical Psychologist
Specialist in ASD, social cognition and CBT-informed practice. Speaker at international SEN conferences.
Co-developed the PAGS Social, Emotional & Mental Health (SEMH) modules.
PAGS is a BETT & BESA award winning SEN platform, created by specialists in education, psychology, speech and language therapy and inclusion. Our trusted assessments are based on decades of real-world experience and validated research. This ensures the framework, targets and insights we provide are not only developmentally accurate, but also practical for schools.
