Paperwork---going from pencil to Google (Episode 2)

A few days ago, I wrote about creating customized therapy note paper forms for each client (or kid, in my setting).  Once I do that, I have the information I need to create a Google form and spreadsheet for collecting data.  It's up-front, labor intensive work (for a day), but once I have the perfect form, I can fill it out rather quickly on a computer or an iPad after I see a child (or after you see an adult--depending on your circumstance). 

I wrote a previous tutorial about creating Google forms.  You can check out that tutorial here!

Now, I would like to highlight what information I collect for my Google forms.  I already have a diagnosis code on the paper form; the child's birthdate, and the IEP dates are on the paper form; and  my signature and ASHA credentials will be on the paper form for each session.  The data I collect for the session on the Google form includes:

• date of session (use the 'text' option when creating the form)
• session characteristics---was it individual, group of 2, group of 3, in the speech therapy room, in the classroom, in a resource room?  (use the 'checkboxes' option)
• if no speech, why?---was the student absent, was the therapist absent, was there a meeting during speech time, was the student suspended....... (use the 'multiple choice' option)
• minutes of the session---how long does this last?  (use the 'text' option)

• Now comes the meat of your session.  Different types of data require different types of Google questions.  A common goal for language therapy is requiring the child to answer wh-questions.  I prefer to use a 'grid' for this.  

•  Another common question type is to state a percentage.  You will need to take actual data on a piece of paper.  The results of this will go into the Google therapy note as a percentage. You will need to use a multiple choice option for this.

• Something I always include is a 'description of the session'.   This will be a "paragraph text" when you are looking at the form item choices.  That's when I really sit at my computer and write the abbreviated schedule of activities of the session.  I type faster  and clearer than I handwrite, so when people read my notes, they will see exactly what happened, in a more narrative form.  

• I now ask in the form,  'what skilled interventions were used during therapy?'.  This was originally created for Medicaid documentation but actually makes me think and justify therapy for all kids.   You can do what you want with this---list intervention techniques in a 'paragraph text' form, or use a 'checkbox' format.  The underlying principle here is that you have to say why a speech therapist is needed to work with a client.  What skills do you bring with you that another person who is not an SLP can't do?

•  After a session was completed,  a required question to answer is "Was adequate progress made?"    This is a 'multiple choice format'----see below. 

Here is an example of a real form for an unnamed student.  This was based on an IEP that I inherited.  I feel that by using this form, I've recorded adequate data to report on his progress.

SAMPLE FORM. CLICK HERE


The bottom line is that the IEP goals drive what I do, and how I create a Google form.  Up front, it's labor intensive, but using these forms helps to drive my data collection and therapy note reporting.  Ultimately, I'm a better therapist, and can use my detailed notes to report on student progress.

Episode 3 will be on using this format to write progress reports, and how to collect all of this into 'working student folders'.