Writing Effective SOAPs Heidi Iwashita, M.S., CCC-SLP Updated for Fall 2016

Overview Subjective Objective Analysis Plan

You have learned those terms, but… What do supervisors expect me to put in each section? Why is it organized this way? Why do I keep getting my SOAPs back with lots of edits? How much is too much information? Too little? What is the rationale for including the information we do include?

Why do SOAPs? The SOAP provides a concise record of services provided on that day Although the format may vary, as practicing SLPs you will have to document that you used therapy time appropriately “Appropriately” means that time was spent working on goals that are individualized for the client and lead to functional cognitive, communicative, or swallowing outcomes

What makes a good SOAP A good SOAP should be CUT: Complete Unambiguous Truthful

What makes a good SOAP A good SOAP should be CUT: Complete Unambiguous Truthful

S: Section

SOAP Notes – S: section – General Tips Who else is there? Who said what? Attributing statements correctly “Reported” “Noted” “Stated” “The client seemed in a good mood” vs. “the client was in a good mood.” Generally keep the S: section short. However, if there were complicated or serious issues, document that you followed up correctly.

SOAP Notes – S: section – General Tips Most importantly, in the S: section, CAP Clarify any ambiguities Attribute statements correctly Put our minds at ease – don’t make us worry unnecessarily about the client! If there was cause for concern, how did you address that?

SOAP Note examples – S: Section When there is something out of the ordinary reported by the client S: TTT and his mother, Mrs. T, arrived ten minutes late to his scheduled appointment. His mother reported that TTT experienced significant pain in his foot over the break, but is now doing “much better.” S: OOO reported that she was diagnosed with type II diabetes during the past week, and it has been “very stressful” for her.

SOAP Note examples – S: Section When there is nothing out of the ordinary, what would that look like?

SOAP Note examples – S: Section S: RRR arrived to today’s session on time with her husband Mr. R, who stayed in the lobby. RRR seemed to be in good spirits and readily engaged in conversation with the clinician and the clinical supervisor for the entire session.

SOAP Note examples – S: Section What concerns do you have reading this S: section? S: QQQ reported that, since her stroke, she always feels “stuffed up to [her] neck.” She, therefore, does not eat during the day. QQQ expressed desire to meet with a neurologist. QQQ and her partner, Mr. Q, talked about her Obsessive-Compulsive Disorder (OCD). Mr. Q joined QQQ in the session.

SOAP Note examples – S: Section S: QQQ reported that, since her stroke, she always feels “stuffed up to [her] neck.” She, therefore, does not eat during the day but does not report having difficulties with swallowing. In response to follow-up questions by the clinician, she clarified that she has not lost weight, that she eats at night, and that she takes a multivitamin. QQQ expressed desire to meet with a neurologist, and the clinician told her she would look into a referral. QQQ and her partner, Mr. Q, also reported that she displays symptoms of Obsessive-Compulsive Disorder (OCD), but she has not been formally diagnosed with the disorder. Mr. Q joined QQQ in the session.

O: Section

With Tables Tables are nice if you have quantitative data It’s good to include previous scores for comparison when you can Dates should go across the top, not down to the side, with the most recent date on the right If you use codes like “M” “C”, “+”, etc., be sure to include a key at the bottom of the table designating what these mean

Example table - typing 9-2-16 10-8-16 Accuracy 83% 95% WPM 23 39

Without Tables Sometimes your data is more qualitative in nature and does not fit easily into tables, e.g. information gained from motivational interviewing If you have a lot of different areas to cover in sentence form, consider breaking it up into subsections with headers in bold Summarize concisely and objectively Focus on information relevant to setting goals (when assessing) and achieving goals that have been set Practice writing an O section

A: Section

SOAP Notes – A: Section – Philosophy “The SOAPs are like chapters of a book and each term is a volume of the book, telling the story of that person.” – Alex Ledbetter “The ‘why’ of the O” – Susan Boettcher While the self-reflection is about what you could do differently as a clinician next time, the A section is about what the client needs to do better next time. Do they need more support, different types of tasks, more motivation? Some of the same areas of difficulty that came up in your self-reflection may come up in your A section, but this time you are framing it with a focus on the client rather than on you.

What to Include in the A: Section Client response to the intervention Reasons/explanations for the client’s performance What to change (if applicable) based on the client’s performance today

CREW Client response Reasons/ Explanations What to change

SOAP Notes – A: Section – General Tips Don’t repeat information already in your O: section Make sure it follows logically from your data and what you observed in the session; it should not be speculation coming out of nowhere. It should progress logically from the O: section and into your P: section. So if you identified some ways to adjust your treatment based on the client’s performance today, you would explain that in the A: section, and include your steps for following up on that in your P: section. It should include the client’s response to your intervention. Insurance providers are now looking for that as evidence that therapists are actually providing a skilled service by customizing therapy tasks to the individual.

Let’s look at some examples. In each example, identify: Client response Reasons/explanations What to change (if applicable).

A: Compared to the previous session, YYY required less intensive cueing to place his fingers on the home row keys. However, he experienced more difficulty with limiting the keys pressed to the target keys. This may have been a result of the change in computer or associated with his reduced fine motor control, reported by his mother, since the SMART attack. Similarly, the accuracy that YYY achieved on the AIM drill may have been affected by the change in computer or difficulty with fine motor control. It will be useful to assess YYY’s performance on these tasks using the normal computer during the next session. It may also be useful to have YYY try to use an external mouse (rather than the buttons on a laptop mousepad) to complete the AIM drills. YYY’s lack of strategy use during the AIM drill suggests that more time should be spent evaluating the strategy that is best-suited for him, and giving him concrete examples.

Red- client response Blue – reasons for client’s performance Green – how to adjust tasks A: Compared to the previous session, YYY required less intensive cueing to place his fingers on the home row keys. However, he experienced more difficulty with limiting the keys pressed to the target keys. This may have been a result of the change in computer or associated with his reduced fine motor control, reported by his mother, since the SMART attack. Similarly, the accuracy that YYY achieved on the AIM drill may have been affected by the change in computer or difficulty with fine motor control. It will be useful to assess YYY’s performance on these tasks using the normal computer during the next session. It may also be useful to have YYY try to use an external mouse (rather than the buttons on a laptop mousepad) to complete the AIM drills. YYY’s lack of strategy use during the AIM drill suggests that more time should be spent evaluating the strategy that is best-suited for him, and giving him concrete examples.

A: Though LLL could not initially recall the order and Step One of the strategy introduced during the previous session, she seemed to benefit from the use of visual supports (a form that could be filled in, and steps written on a white board) and the clinician’s verbal prompts. Throughout the session, LLL’s functional understanding of the strategy seemed to increase from having the opportunity to restate descriptions of each of the steps in her own words. By the end of the session, LLL was able to apply all three steps of the strategy to hypothetical situations through the use of diminishing cues and mass practice. While LLL had difficulty independently determining in which situations she could use the strategy outside the clinic, she responded well to the clinician’s direct instruction and agreed to use the strategy when riding in the car to and from the clinic this week.

Red- client response Blue – reasons for client’s performance Green – plan for the future A: Though LLL could not initially recall the order and Step One of the strategy introduced during the previous session, she seemed to benefit from the use of visual supports (a form that could be filled in, and steps written on a white board) and the clinician’s verbal prompts. Throughout the session, LLL’s functional understanding of the strategy seemed to increase from having the opportunity to restate descriptions of each of the steps in her own words. By the end of the session, LLL was able to apply all three steps of the strategy to hypothetical situations through the use of diminishing cues and mass practice. While LLL had difficulty independently determining in which situations she could use the strategy outside the clinic, she responded well to the clinician’s direct instruction and agreed to use the strategy when riding in the car to and from the clinic this week.

A: Based on a rating of at least 4 on PPP’s homework assignments, it was to be concluded that she can accurately follow complex instructions, write concisely, and alternate attention in a functional setting. However, because she was unclear about the “Writing Concisely” rating scale, more data should be obtained. Based on the results of the BRIEF-A, PPP does not demonstrate clinically significant deficits in executive functioning. Considering her performance on assessments, on therapy tasks in the clinic, and on homework tasks, PPP may not benefit from further speech and language services, and dismissal should be considered.

Red- client response Blue – reasons for client’s performance Green – plan for the future A: Based on a rating of at least 4 on PPP’s homework assignments, it was to be concluded that she can accurately follow complex instructions, write concisely, and alternate attention in a functional setting. However, because she was unclear about the “Writing Concisely” rating scale, more data should be obtained. Based on the results of the BRIEF-A, PPP does not demonstrate clinically significant deficits in executive functioning. Considering her performance on assessments, on therapy tasks in the clinic, and on homework tasks, PPP may not benefit from further speech and language services, and dismissal should be considered.

A: SSS continued to demonstrate increased self-efficacy during today’s session. She effectively restated the strategies in her own words and used analogies to describe them (e.g. “The steps are like my self-itinerary.”) Statements like these, as well as her increased use of the strategy tracking chart throughout the week, represent SSS’s increased understanding and ability to generalize the strategy to functional situations. SSS also identified that “breathing” (step 2) and “choosing a focus” (step 3) are “controllers” that she can “apply to triggers” when feeling overwhelmed. While SSS had a high level of independent success when applying her strategy to clinician-generated situations, she had greater difficulty remembering to implement them while using APT-3 as a generalization task. This may be attributed to her previous experience with APT-3, in which she was focused on completing the task to the best of her ability, and not on the explicit use of metacognitive strategies. SSS endorsed the clinician’s recommendation of practicing her strategy outside of the clinic room in the upcoming sessions, stating that although it “scares” her, it would be “worth trying.”

Red- client response Blue – reasons for client’s performance Green – plan for the future A: SSS continued to demonstrate increased self-efficacy during today’s session. She effectively restated the strategies in her own words and used analogies to describe them (e.g. “The steps are like my self-itinerary.”) Statements like these, as well as her increased use of the strategy tracking chart throughout the week, represent SSS’s increased understanding and ability to generalize the strategy to functional situations. SSS also identified that “breathing” (step 2) and “choosing a focus” (step 3) are “controllers” that she can “apply to triggers” when feeling overwhelmed. While SSS had a high level of independent success when applying her strategy to clinician-generated situations, she had greater difficulty remembering to implement them while using APT-3 as a generalization task. This may be attributed to her previous experience with APT-3, in which she was focused on completing the task to the best of her ability, and not on the explicit use of metacognitive strategies. SSS endorsed the clinician’s recommendation of practicing her strategy outside of the clinic room in the upcoming sessions, stating that although it “scares” her, it would be “worth trying.”

A: MMM’s successful performance during each step of the visual schedule indicates that he is capable of using an aid of this type. It will be helpful for the clinician to select one keyword (e.g. “finished”) to use as a verbal prompt during subsequent training of the visual schedule. MMM’s performance on the memory book activity suggests that it may be beneficial to focus on how to use the book, rather than focusing on his knowledge of the book itself (e.g. name, purpose). Altering the steps to include more functional ways to use the book during conversations (e.g. how to comment and ask questions about the topics) will be necessary for MMM to use the book during everyday life.

Red- client response Blue – reasons for client’s performance Green – plan for the future A: MMM’s successful performance during each step of the visual schedule indicates that he is capable of using an aid of this type. It will be helpful for the clinician to select one keyword (e.g. “finished”) to use as a verbal prompt during subsequent training of the visual schedule. MMM’s performance on the memory book activity suggests that it may be beneficial to focus on how to use the book, rather than focusing on his knowledge of the book itself (e.g. name, purpose). Altering the steps to include more functional ways to use the book during conversations (e.g. how to comment and ask questions about the topics) will be necessary for MMM to use the book during everyday life.

P: Section

P: Section Can be in the form of a numbered list List items should naturally follow from issues raised in the S: or A: sections Any modifications to current approach? New approaches to consider? Follow ups? “Continue [current approach]” if it is working

Main Points A good SOAP should be CUT: S: section – CAP: Complete Clarify any ambiguities Unambiguous Attribute statements correctly Truthful Put our minds at ease CUT In the A: section, include CREW: out Client response anything Reasons/explanations unnecessary What to change

Did we answer these questions? What do supervisors expect me to put in each section? Why is it organized this way? Why do I keep getting my SOAPs back with lots of edits? How much is too much information? Too little? What is the rationale for including the information we do include? Please email me at heidii@uoregon.edu with any questions or feedback on this presentation.