“The learner cried when the activity ended” describes an event. “The learner cried to avoid the next task” adds an interpretation that needs evidence. Keep those kinds of statements distinct in a coaching discussion.

Name the source

Describe the relevant context, what happened, and what followed. If the caregiver reported the event and the clinician did not observe it, say so. A secondhand account can be useful without being presented as direct observation.

Keep uncertainty visible

Write the question the event raises and what additional information is needed. Avoid treating one example as proof of behavioral function or a reason to prescribe a standard response. The next action may be to observe, clarify, or review the existing plan.

Check the description

Ask the caregiver whether your summary matches what they meant. Include their priority and relevant safety or communication concerns. Then document the agreed next step within your organization’s requirements.

The everyday situations in the Parent Training Baseline use neutral questions about what happened, what remains unknown, and what would support safety and communication.

Added to the archive October 28, 2026.

Educational planning guidance for clinicians. Individualize clinical decisions with the learner and family.