session notes workbook project supervisor guidelines and...

Supervisor Guidelines for Session Notes Project of 20

Session Notes Workbook Project Supervisor Guidelines and Forms

2014-2015 Session Notes Instructions

Instructions For Providers:

Submit a package to the agency supervisor with the following documents. Your supervisor needs all of

these documents to complete the review. For ONE CHILD:

Copy of the child’s ER-IFSP

Copy of 4 consecutive session notes (4 session notes for 4 home visits in a row)

Copy of Session Notes Workbook which includes activities completed as part of the Online

Module and forms needed for completing the assignment.

A videotape OR documentation of live observation(s) for one of the four sessions. [If your

supervisor makes a home visit with you, the live observation form will be completed by the

supervisor. Or you will provide your supervisor with a videotape of 1 of the 4 sessions on the

session notes.]

Each of the session notes will be scored by your supervisor using a rubric (see example included

in the workbook). You should receive a score above 90%.

Your supervisor has to agree with and sign off on the accuracy of your completion of the Session

Notes Project Check Out Form.

Instructions For Supervisors:

1. Review information submitted by the provider for completeness and accuracy (Are all the required documents included?).

2. Use the scoring rubric to rate the 4 session notes included with the materials. 3. Using one of the following alternatives, review documents (provider’s information and

your rating) in either individual or group meetings. a. Copy the correct answer sheets from this packet and ask each provider to mark

his/her own workbook. You then review the marked workbook and provide feedback to the provider. You may provide feedback in writing, verbally, in person, etc.

b. The provider turns in the workbook to you. You (by yourself or with the provider) use the answer sheets included in this packet to judge completeness and accuracy – discuss strengths, areas in need of improvement, answer questions etc.

c. Providers come together with you in a “team meeting,” group session and you may have them exchange papers and review the documents and then have a group discussion about strengths, areas in need of improvement, answer questions etc.

d. Other – there may be other ways of accomplishing this. 4. Complete the supervisor part of the Session Notes Project Check Out Form. 5. Send the Session Notes Project Check Out form, Scoring Rubric, and videotape or

observation record to TLC by May 1st, 2015 for each of your providers.


Agency Name: ____________________________________________________ Use this form to track the providers for whom you are reviewing the projects. You may send this to TLC when you mail in provider forms. Supervisor Reviewing: _____________________________________

Provider Name Reviewed Mailed to TLC

Forms included in this packet:

Session Notes Check Out Form (completed partly by provider and partly by supervisor – mailed to TLC by supervisor). This form is in the provider workbook, also.

Scoring Rubric (the provider also has this in the workbook as an activity to do to self-rate the session notes. You may review the provider’s self-scoring but you also need to score yourself.)

Videotape/Observation Record (complete this form ONLY if you did a home visit with the provider.) Otherwise send the videotape to TLC.

Resources: Refer providers to http://www.eita-pa.org for job aide & annotated session notes.

http://www.eita-pa.org/


2014-15 Session Notes Project Check Out Form (Session Notes & IFSP)

THIS FORM IS COMPLETED BY THE PROVIDER AND REVIEWED BY THE SUPERVISOR; COPIED/SCANNED FOR RETURN TO TLC WITH THE 4 SESSION

NOTES THAT WERE REVIEWED

Provider Name: _____________________Family Name: _______________Date:_________

Session Notes The dates of the 4 session notes are: ________ ___________ _____________ ___________ Completed by the Provider:

1. I have reviewed each of the session notes and they reflect continuity from one session to the next. Yes No

If no – what should be improved? ______________________________________________________________________________________________________________________________________________________ 2. What is described in each session note under the section what we did today:

a. Discusses a particular strategy and how it was embedded in an activity or routine. Yes No Partly

b. Is clear enough that someone else who was not present would understand and be able to describe exactly what strategies are being used with the child. Yes No Partly

c. Matches with the family teaching strategies that were used (e.g., direct teaching, demonstration, etc.). In other words, if problem solving was checked as a caregiver teaching strategy, the description of what we did today illustrates how that strategy was used. Yes No Partly

d. An activity other than toy play was used during the session. Yes No

3. The Plans for the Next Session clearly describe what the caregiver can do with the child between sessions. Yes No Partly

4. The Progress Information clearly states the progress that the child has made from:

a. One session to the next Yes No Partly b. Across the 4 sessions Yes No Partly


IFSP Document Review

5. I have reviewed the outcome statement on the child’s IFSP: a. This outcome statement is very well written. Yes No Partly b. If no, re-write the Outcome statement below so that it is a well-written

outcome: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

c. I have looked at the Present Levels of Development statements for each of the domains (e.g., physical/motor) and these are well written and match the ABLE framework. Yes No Partly

d. I have looked at the specific statements about hearing and vision and they clearly describe when the child last was assessed and what the results of the assessment were. Yes No Partly

e. The vision and/or hearing statements should be reviewed and re-written during the next quarterly. Yes No Partly

For Supervisors: I have reviewed this form with the provider along with the videotape/home visit information, IFSP, and 4 session notes for this child/family. Check one of the following statements.

This provider needs to improve in:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

This provider’s strengths in writing session notes are: o __________________________________________________________________

o __________________________________________________________________

o __________________________________________________________________


I am recommending that the provider review (please check):

EITA Job Aide on Session Notes

EITA Annotated Session Note Guidelines

The TLC On-Line Class Information

No further review is needed. This provider is able to write appropriate session notes.

I certify that this provider is able to write well-written and descriptive session notes that meet recommended state guidelines. I also certify that the provider is able to identify (and write) well written outcome statements and present level of development statements, including those for vision and hearing. _____________________________________________________ Supervisor Date Please send the following to TLC so that we have received the documents by May 1, 2015.

Copy of this form – 2014-15 Session Notes Project (Session Notes and IFSP)

Copy of the 4 session notes the reviewed by you and the provider.

Copy of the videotape reviewed by you and provider or form used by the supervisor to document visit made with the provider.

Copy of the checklist (Summary Rating Form) for this child/family. You need to review the ER and IFSP with the provider in order to make sure that the provider is able to write appropriate information for the present levels of development statements and identify (or write) a well-written outcome(s) for the child. You do not need to send the whole ER or IFSP (other than the Outcome pages) with this document.

Session Notes Project 2014-15 Due to Supervisor _________________________________ Due to TLC 5/1/2015

Session Notes Summary Rating Form

Provider: _____________________________________ Session Notes for dates: _______ ______ ______

______ Family/Child: ____________________________________________ Supervisor/Rater:

_____________________________________ A provider who is competent in writing a session note is able to: 1. Legibly write a note that is complete (i.e., all categories are described clearly and objectively and can be easily read). 2. Demonstrate that what is written in the session note matches what actually occurred during the session 3. Demonstrate continuity in addressing the outcome as documented in a longitudinal comparison of contents of 4 consecutive session

notes. 4. Describe opportunities for practice and plans for next session in ways that caregivers have clear instructions for what to do with child

within typical activities and routines. Comments:

Characteristic Ch 1/note1 Ch1/note2 Ch 1/note3 Ch 1/note4

Standard 1: Session Note is accurate and legible (Score 1 pt for each item completed legibly and accurately (score 0 if is not accurate

or legible)

ID Number

Date

Time In (beginning of visit) & Time out (end of visit) – both complete

# Units

Name of Child

Provider/Agency

Type of Service

Type of Session

Location of Session

Outcome(s) from the IFSP is accurately written on the session note (matches

what is on the IFSP)

Total Number of points – Standard 1 /10 /10 /10 /10

Standard 2: Session note matches what happened in the session (pick one session to observe in person or to look at via videotape)

Each of the strategies used (checked) for teaching families were observed live or

on a videotape observation (Check 1 if yes all checked were observed as

used, .5 if some but not all were used; NA if no strategies were used)



Activities/routines (e.g., play, bathtime, mealtimes, etc.) that were observed as

part of the session are described on the session notes. (Check 1 if yes all

observed were described on session note, .5 if some but not all were

described; 0 if nothing observed was described on note -- Or if note

describes activities that were not observed).

Specific intervention strategies used with the child (e.g., hand-over-hand,

switch toy, positioning of dish/eating utensils, etc.) observed during the

session are described on the session notes. (Check 1 if yes all observed child

teaching strategies were described on session note, .5 if some but not all

were described; 0 if nothing observed was described on note -- Or if note

describes strategies that were not observed).

What is written under the what we did today to address the outcome 1)

represents a clear description of what was observed on video or live

observation, 2) is free from jargon, 3) could be understood by the child’s

parent/caregiver. (Score 1 for yes—all are true; .5 if some criteria but not

all are met; 0 if none are met).

What is written under the what we did today to address the outcome

describes child teaching strategies that are likely to help the child 1) participate

successfully in the activity/routine described in the outcome, 2) perform the

listed skills, and are useable by the caregiver within the family’s setting and

activities/routines. (Score 1 for yes—all are true; .5 if some criteria but not

all are met; 0 if none are met).

Total Number of points – Standard 2 (3 sessions will be NA: one will have

points)

/5 /5 /5 /5

Standard 3: Session notes across sessions have continuity and are linked

to one another.

What is written under the outcome is the same for all 4 session notes (or if

there is a change in the outcome, appropriate explanation/documentation is

provided.) (Score 1 if there is continuity across all 4 sessions; 0 if 4

session notes are not provided or there is no continuity.)

The progress information/data collection section of all 4 session notes relate to

each other in terms of information collected and how data have been

interpreted for decision making. (Score 1 if there is continuity across all 4

sessions; 0 if 4 session notes are not provided or there are no data or data

collection or interpretation does not make sense.)



The progress information/data collection sections are written clearly enough

for caregivers to understand how the child is doing in relation to the stated

outcome.) (Score 1 if information is written so that caregivers may

understand their child’s progress across sessions; 0 if 4 session notes are

not provided or data are not provided or are not clearly described.)

Overall, the session notes across the 4 sessions make sense and record what

has occurred with the child/family over time. (Score 1 if all 4 session notes

make sense (i.e., tell the story of the child); 0 if 4 session notes are not

provided or information provided does not tell the “story” of the child’s

progress toward the outcome. )

Total Number of Points – Standard 3 /4 /4 /4 /4

Standard 4: Describe opportunities for practice and plans for next session

in ways that caregivers can follow and implement strategies for with child

within typical activities and routines.

Specific plans for the next session are described on each session note. (Score

1 for each session note where plans are specific; 0 if no plans are stated

or if plans are not clear.)

Examples of strategies caregivers may use with children and the activity or

routines in which those strategies could be embedded are stated on each

session note. (Score 1 for each session note where descriptions about how

to provide opportunities for practice are clear enough to be

followed by the caregiver; 0 if no examples are provided or if examples are

too unclear to be followed.)

Total Number of Points – Standard 4 /2 /2 /2 /2

Total Scoring

Standard 1

Standard 2 (these points are for one session only – not for all 4 sessions)

Standard 3

Standard 4

TOTAL /21 /21 /21 /21

GRAND TOTAL /84 Total = %

Session Notes Project 2014-15 Due To TLC: 5/1/2015 of 20

Observation Form (Use for “Live” Observations of Sessions) Completed by the Supervisor When Observing a Session with a Provider

Use this only if you completed a Live Observation.

Provider Name: _____________________Family Name: ______________ Supervisor:___________ Date of Observation: ____________________________Length – from ________ to ___________ Provide a brief summary of your observations during this home visit:

The provider and I have reviewed the session note for this visit and what is written on the note matches my observations (as described above): _____________________________________________________ Supervisor Date Strengths of Visit: Areas to be Considered for Improvement:


Workbook Answer Guidance Activity 1: Review note for legibility and readability.

Providers will look at the note in the workbook. The point is for the participant to recognize how important it is for the note to be clear (which hopefully they will “get” when they are unable to read the note easily).

Activity 2: Watch Video, Write Session Note (Session note matches what happened in the

session) Providers are to watch a videotape segment and write as much as they can of a session note. They are then to use the following form to compare various sections of the session note that they wrote with the one included in the workbook. This is a reflective activity to help a provider focus on how a note could be improved and what are elements that should be present so that the session note reflects what happened in the visit.

Activity 3: Compare the Session Note that you (participant) wrote with the one written by the

provider. You should generally review the note the provider wrote and look over their reflections. The note should be different since the original note (note written) does not match what occurred in the session very well. When you meet with the provider, this form will provide a basis for opportunities to point out strengths and areas of improvement and learn about any “misunderstandings” that may be present. You should reinforce the ways in which “my note” writings relate to what actually occurred.

My note The note written

What we did today

Teaching Strategies Used

Plans for the next session

Opportunities to practice

How I would change the note that I wrote


Activity 4: Review Session notes for continuity across sessions/Session note review worksheet

Providers will use 4 sessions notes included in the Workbook to determine the continuity across sessions. The following worksheet is then completed. There is not a lot of continuity; some items that might be addressed are in boxes below but others are possible, also. You should review with provider and see what changes the provider would suggest.

What has this child learned over the time period of the session notes?

“new cruising skills,” “has taken 2 steps to pop”

In which activities & routines have instructional strategies been embedded?

Play with toys, book activities, songs & rhymes

For each of the 4 weeks, write down the suggestions for families to do within their

activities and routines. Then decide if these make sense and fit from week to week.

1 Play with blocks; stack at least 2.

Continue with songs. 2 Continue to use 12 words per activity,

pause for her to try.

3 Back and forth sound play – wait for

her to make sound; Give sounds to toys.

4 Continue with 2-handed play – turn

pages in book, stack blocks; continue to

model sound words. How do these fit together and show continuity from week to week?

Overall – would you say that it is easy to tell what happened with the child from week to week?

Yes No

Overall – to what extent are you able to easily follow what is being done with this child and judge how

much the child is learning very difficult 1 easy 3 very easy 5


Activity 5: Writing Examples of Caregiver Teaching Strategies The workbook includes a blank worksheet of the information below. The right hand column is blank so that the provider is able to write an example of what the strategy looks like in practice. You should look at their responses and point out appropriate examples and ones that maybe do not really represent the strategy. Providers are to do their own comparison with the EITA Annotated Guideline examples (also included in the workbook and see below) and then complete Activities 6 and 7.

Strategy What this strategy looks like in practice

Direct Teaching The early interventionist shares information about a specific strategy or routine with the intent for the caregiver to learn how to use them or understand the value. The child may or may not be included in the interaction until you have explained how to use the strategy and how it helps to support development. A handout or video clip may be used for support.

“If you help him keep his trunk stable, he is better able to reach for toys. If he isn’t steady, he can’t reach as easily. Place your hands right here…just like this to provide the most stability.”

“Mirroring is a strategy we can use to increase his imitation skills. To use this strategy we just do what he does and copy his actions. So, if he drops a block in the bucket, you drop a block. This will keep him engaged in the interaction and show him the power of imitation.”

Demonstration The early interventionist takes the lead in demonstrating a strategy with the child while the caregiver observes. He or she sets up the demonstration by telling the caregiver what she is going to do and why. The early interventionist narrates during and after the demonstration with the purpose of showing the caregiver how to use the strategy. Demonstration may be repeated and may evolve into guided or caregiver practice with feedback.

The early interventionist shows the baby the bottle, sets it on the table, and then points while saying to mom “I’m going to point to the bottle and then wait 3 seconds to see if he requests it with a gesture or vocalization.”

The early interventionist works directly with the child using least-to-most prompting to encourage finger feeding while she explains the technique to dad.

Guided Practice with Feedback The early interventionist and caregiver work as partners with the child and exchange roles in practicing intervention strategies. The early interventionist guides the interaction with specific suggestions about caregiver behavior in the context of a routine and demonstration of strategy use. The caregiver has a turn (or multiple turns) to practice using the strategy with the child as the early interventionist makes suggestions during the interaction and offers feedback following the routine.

During snack, the early interventionist says, “Here are two goldfish for her to eat. Let’s see what happens if you wait a little longer before offering her more.” Child eats and looks at mom and mom reaches out with another goldfish. The early interventionist models the word ‘more’ and coaches mom to say ‘more’ before giving her another goldfish. Mom asks how long to wait and how many times to repeat the label.

Cara is tantruming. Dad positions himself in front of her with two toys. He holds them while the early interventionist supports Cara with hand over hand to make a choice from dad as he labels and offers them to her.


Caregiver Practice with Feedback The caregiver takes the lead in interaction with the child as the early interventionist observes and supports the interaction as needed. Support is offered by providing feedback specific to the caregiver or child’s behavior, offering encouragement, or asking a reflective question without interrupting the routine. The early interventionist is less actively involved or ‘hands-on’ than in either guided practice or joint interaction.

Mom is working on pausing to give Amy time to take a turn rather than asking “What’s that?” As mom and Amy look at a book together, mom waits after reading the title. Amy vocalizes and mom turns the page. Amy points, vocalizes, and looks up at mom to ‘tell’ her about the picture. The early interventionist says: “Wow! I heard her say doggie and ball – all that extra time gave her a chance to comment! She led the story and you followed her lead.”

Problem Solving The caregiver and early interventionist consider and discuss strategies to improve routines and outcomes. Both parties contribute, define, or clarify solutions to a problem, situation or concern and develop an action plan for when and how the strategy will be used in a routine.

“He seems to throw the ball away from you. How do you think we could help him roll the ball toward you?” Mom responds: “Maybe if I hold the laundry basket, he can throw the ball into the basket.” The early interventionist says. “Let’s try it. You could even say ‘ready, set, go’ to get his attention.”

Dad says “He eats one bite from the spoon and quits.” The early interventionist asks, “Does he eat more of some food than others?” Dad responds with “I don’t think so. But he definitely likes some foods more than others, like bananas. You can’t even get them in his mouth.” The early interventionist asks “How much does he eat if he can feed himself with his fingers?”

Reflection The early interventionist and caregiver discuss an activity or routine that is completed, watch a video of the caregiver interacting with the child, or following an observation of the child or situation, reflect on successes and areas for improvement, what factors impacted the outcome, and how strategies could be used in other settings or expanded to include other outcomes.

“Let’s watch this video together to see how he responded when you used environmental arrangement to encourage him to make requests during breakfast. Tell me what you think made this work so well.”

“What do you think helped him not only stay on the swing, but ask for more?” or “What do you want to try differently next time?”

Mom says “I can see that he is more stable sitting on a small chair at the snack table at school. I am wondering how it would work to have a smaller table and chair at Grandma’s so he could play?”


Activity 6: Rate your own description

The statements are self-rated and, as needed, suggestions are written for any needed improvements. You should review this with the provider and reinforce their good examples and identify any not so good examples or improvements.

Self-score

for my

description

How would you improve in using this

caregiver teaching strategy?

1 Direct Teaching (Discussion)

2 Demonstration

3 Guided Practice with Feedback

4 Caregiver Practice with

Feedback

5 Reflection

6 Problem Solving


Activity 7: Match Strategies and Descriptions

In this activity, strategies have a number and are matched with an existing description. These are the correct responses. You should check the provider’s responses and correct/discuss any that are marked differently.

Description What

Strategy

#

The provider asked Mom to put on Salina’s coat so the provider could observe how this

worked. The provider then said, “let me try something to see if it works,” and she took

Salina and put her arms through the sleeves by pulling the coat sleeves over Salina’s

hand and arm. “See how I pulled the coat over her hand and arm rather than trying to

force her hand into the sleeve? Why don’t you try it.”

3

Mom and the provider sat together on the floor with the child. Mom said that she was

having a lot of difficulty getting Salina’s arm into her coat sleeve. The provider

wondered if the mom had tried buying coats with large sleeves so she suggested to

mom that she go to Wallmart and get a coat with big, big sleeves.

1

Mom told the provider that getting Salina’s coat on was very, very hard. The provider

was on the floor with Salina so she put Salina’s coat on and then said to the mom –

that’s a way you could try.

0

Mom talked about how frustrated she was in getting Selina’s coat on easily. “I almost

hate to take her out of the house it is so much trouble.” “Hmm – I am wondering what

kinds of things you have tried and how well you think they have worked,” the provider

responded. Mom talked about all the different things she had tried. “I wonder if you

have thought about buying her a bigger coat when it is time to buy a new one? That

way her hands could go through the sleeves easily,” the provider said.

6

Mom sat on the sofa looking like she might be watching when the provider put Salina’s

coat on. She wasn’t sure exactly what the provider did but it worked! Salina had her

coat on in minutes without any of the usual screaming.

0

Mom said, “let me show you how hard it is to get Salina’s coat on.” Mom held Salina on

her lap and tried to put her arms through the sleeves. Salina started fussing and

crying. “Why don’t you try bunching up a coat sleeve and then putting the end over her

hand and then pull the coat sleeve over her arm.” Mom tried and the provider said,

“that is really great. Look how much easier that worked for you and Salina.”

4

Provider said to the mother, “watch while I show you how to put her arm through the

sleeve of his coat.” Then, holding the child on the her lap, the provider said, “I am

going to scrunch up the sleeve and then holding her arm on the outside and the sleeve

with my other hand, I am putting the sleeve over her hand, making sure her hand is all

the way thorough and then extending her arm so the sleeve goes over her whole arm.

2

The provider and the mother talked about how hard it was to get Salina’s arms through

her coat sleeves. “I am wondering how it might work if your scrunched up the sleeves

of her coat and moved the coat over her hand and arm rather than trying to push her

1


Description What

Strategy

#

hand through if it would work better?” “I can try that the next time we are going

outside,” mom answered.

Mom put Salina’s coat on. The provider asked mom “what do you think about how

getting her coat on worked? How satisfied were you with how you got her coat on?

5

Mom, the child, and the provider all sat on the floor together and played with an

almost life-size doll. The provider put the coat on the doll and then took it off and

gave it to Salina. “Why don’t you try putting the doll’s coat on and then maybe it won’t

be so hard for mom to get your coat on.”

0

Activity 8: Identify Caregiver Teaching Strategies Used in Videotapes

Activity 9: Check the Correct Box

Providers watch 3 different videotapes. In Activity 8, the write what they see being done to teach the caregiver. In Activity 9, they check the boxes (from the session note) to indicate what strategy was used

Video What Strategy(ies)?

1 Grandma feeding child Grandma is primarily working with the child. The provider gives verbal directions and provides some feedback about how grandma is doing. Provider mainly interacts with child.

2 Mom & child playing Mom is primarily working with the child but the focus is on her learning how to provide opportunities for him to practice standing, pull to stand, balance, etc. Provider uses problem solving and verbal support for Mom in a back and forth way. She also provides a lot of verbal feedback to the Mother.

3 Reading Book Mom is primarily an observer. Provider is teaching the child language in the context of the book reading. She is not really demonstrating for Mom and is primarily interacting with the child (and not mom.)

Tape 1/Eating Tape 2/ Playing Tape 3/Reading Book Strategies used:

Direct teaching

Demonstration

Guided practice w/feedback

XX Caregiver practice w/feedback

Problem solving

Reflection

Other:

Strategies used:

Direct teaching

Demonstration

XX Guided practice w/feedback

XX Caregiver practice w/feedback

XX Problem solving

Reflection

Other:

Strategies used:

Direct teaching

Demonstration


Caregiver practice w/feedback

Problem solving

Reflection

XX Other: no explicit teaching


Activity 10: Child Intervention Strategies Providers will read the examples and then describe child instruction being used and list the activity.

Example What strategies were

embedded?

In what routine

or activity?

Mom is eating dinner with the child. The

child is on mom’s lap and she is feeding her

with a spoon using food from Mom’s plate.

There is not instruction taking

place.

Mealtime

Perez is sitting at the top of the slide at

the playground. The therapist is sitting

behind him, holding him around his waist.

The therapist tells him to hold on and pull

with his arms. He does and they both slide

down.

The therapist is using an adult-

provided support to help Perez sit

and verbal direction for him to use

his arms

(Adult-Provided)

Playing Outside

Madison is screaming when her mother

puts a picture choice board in front of her.

“What do you want,” her mother asks??

Mother is using verbal prompt

(what do you want) and

environmental intervention of a

choice board (Blended)

Activity unknown

Dad is watching sports on TV, holding baby

Melina between his legs to give her a little

support. She loves watching the changing

images on the screen.

Dad is using legs to provide

environmental support.

(Environment)

Watching TV

Cordero is sitting in a bath seat in the

bathtub, getting a bath before he goes to

bed. His mother puts some floating ducks

in the water – “Push the ducks,” she says.

He tries but is unable to reach them. His

mother physically helps him to lean

forward and then guides his arm so he can

push the ducks.

Bath seat is environmental

intervention to help him sit.

Mother uses verbal direction and

physical guidance.

(Blended)

Bath time (playing

with ducks)


Activity 11: Identifying Strategies Used to Teach Child

This is a worksheet about strategies being used to teach the child as illustrated in a short videoclip. After watching the videotape segment, the worksheet is completed. A majority of the intervention in this videotape are child-directed/adult provided interventions. Limited (to no) environment practices are used.

Practices Provided by Therapist or Mother

to the Child (child-directed/adult-provided)

Environment Practices

List the activity(ies)/routine(s) in which the child interventions are embedded. ___The activity is hard to determine – it is definitely a transition from one place (livingroom) to another (kitchen) but the reason for going to the kitchen is less obvious. The child is going to get a drink but it is unclear whether this has been designed by the therapist or whether the child actually wants a drink. Describe this mother’s participation. __Is a helper to the therapist and child. She is keeping the child occupied and amused and is holding his hands. What Box(es) would be checked for caregiver teaching?

Direct teaching

Demonstration


Caregiver practice w/feedback

Problem solving

Reflection

Other: There is really no specific instruction occurring. Mom is not physically in a position to watch and

therapist is talking to child – not parent.


Activity 12: Plans for Next Session and Opportunities to Practice

Providers should write what they think might be written in the plans for next session/opportunities to practice. This is speculation based on what they have observed. What would they expect the mother to be able to do between sessions?

Activity 13: Why Write High Quality Session Notes

In this final activity, provides list up to 3 reasons for writing high quality session notes. These should make sense and be linked to the Standards.

Plans for Next Session & Opportunities for Practice


Part 2: Scoring the Quality of the Session Notes

Providers will have selected 4 consecutive session notes and scored them with the rubric. You also score the session notes. You should then compare your scores with those of the provider and review areas where you agree and disagree so that you have an ideas of the provider’s understanding about session notes. You will also complete the review form and sign off and send needed materials to TLC You will need to send the session videotape (if you did not do a live observation) by mail but you may scan and email or fax the forms if you do not have a videotape to mail. By scan & email – [email protected] By fax –215-503-1602 By Mail Ela Samarxhi or Beth Konde Rm 632 Edison, 6th floor 130 S. 9th St. Philadelphia, PA 19107 Be sure to get tracking on anything you mail and even better to get return receipt so that you know your information has been received. Please make a copy in the event that materials are lost in the mail.

mailto:[email protected]

session notes workbook project supervisor guidelines and...

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