Ashley Whitacre

School SOAP Note #2

S: Student was excited to participate in OT centers, especially the one with the pumpkin. She asked the
teacher to help her choose the pumpkin from the choices on the board.

O: Student was seen in pre-school classroom to address FMC in morning session, receiving 20 minutes of
skilled OT treatment. Student participated in five centers designed to address multiple fine-motor skills,
including: cutting, writing, painting, and grasping. The centers were: pounding golf tees into a big
pumpkin (grasping the golf tee with one hand and using a plastic hammer in the other to pound the tee
into the pumpkin) to address bilateral coordination and grasping, tracing name and painting with cookie
cutters to address pencil grasp, paper stabilization, and grasping the cookie cutters, cutting straws and
threading the small pieces onto a pipe cleaner to address cutting with one hand while using the other
hand to stabilize whats being cut and to work on pincer grasp, animal corn in the sensory bin (pulling
hardened corn kernels off of the cob) to address pincer grasp and finger strengthening, and kitchen area
to encourage social interaction and age-appropriate pretend play. Student pounded about four tees
into the pumpkin, painted about seven shapes with the cookie cutters, cut three straws into about 15
pieces, threaded 4 straw pieces onto the pipe cleaner, remained focused the full time at the sensory
center, and interacted with verbal cues in the kitchen. During the group activity time, student sat
appropriately on the carpet and participated in scarf breathing activity. Student laid on belly during
story time to address increased postural control.

A: Student required assistance stabilizing the golf tee while she pounded it with the hammer,
demonstrating decreased bilateral coordination. Students grasp on crayon had to be adjusted for name
tracing and tracing was completed with about 50% accuracy. Student independently painted with the
cookie cutters, but needed cues for paper stabilization. Student used spring-loaded scissors to snip and
required hand-over-hand assistance for positioning of both hands while cutting. Student threaded straw
pieces with min. verbal cues for adjusting position of pincer grasp on pipe cleaner. During kitchen area,
student interacted with adults three times, but required verbal cues to interact with peers. Student
needed help scrunching up scarf during group breathing exercise, but participated independently the
rest of the time.

P: Student will continue to be seen 1x/wk for 20 minutes by OT during preschool; OT will treat student in
classroom group/center-based setting. Next session will focus on FMC, pre-writing skills, and cutting.