“Completed” does not tell you which support was used, how the learner responded to it, or whether the caregiver could use the plan as intended.

Keep the useful context

Record the routine, what signaled the response, and the support actually provided. If implementation differed from the written plan, describe the difference without turning the note into a blame statement.

Include the learner’s response

Note what the learner did and communicated about the assistance. Accepted, requested, and declined support deserve more detail than a completion checkmark. Keep observations separate from assumptions about intention.

Write the question for review

The caregiver may need clearer instructions or another demonstration. Materials or timing may need review. The clinician may need more information before deciding on any adjustment. The log should preserve those questions rather than appear to answer them automatically.

The practice log in Try First, Then Help includes the opportunity, wait, prompt, response, support accepted or declined, and possible adjustment. It supports discussion and does not replace required clinical data or documentation.

Added to the archive October 28, 2026.

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