How do you write a DAP note for a child?

In Data, record who was present, what the child said or showed, the caregiver’s report attributed to them, your observations, any measure scores and the intervention. In Assessment, give your judgment about progress toward goals, what maintains the problem and safety. In Plan, list the child’s practice task, the caregiver’s task and the next session.

Should caregiver information go in the Data section?

Yes. Data holds both the child’s report and the caregiver’s, so attribute each one, for example “Mother reported…”. Record how long the caregiver was present and any coaching you gave them.

How do I document play therapy in a DAP note?

Name the play-based technique and its target, describe what the child did and how long they stayed with it, record how they responded, and link it to a treatment-plan goal. For example: “Practiced balloon breathing with a puppet to teach a calming step; child led it twice without prompting.”

What measures can I use with young children?

Parent-report measures are common for children, for example the parent version of the SCARED for anxiety, which is designed for ages 8 to 18. For younger children, behavior counts such as nights in own bed or minutes to calm down are often more useful. Use measures designed for the child’s age.

Do I need to record who consented to treatment in each note?

Record consent and the confidentiality agreement at intake, then note in each session any new consent, such as permission to contact a school or pediatrician. Who can consent for a child, and who can see the record, depends on state law and custody arrangements.

DAP Notes for Children: Example and Template

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Overview

This guide is part of our complete DAP notes hub — format structure, a full clinical example, the DAP note generator, and all 72 diagnosis-specific templates.

No sign-up needed: open a fictional DAP note in the MentalNote editor and edit it like a real draft.

Short answer: a DAP note for a child client records the session in three parts. Data: who was present, what the child said or showed (for example with a feelings chart or drawing), what the caregiver reported (attributed to them), what you observed, any measure scores and the play-based or skills-based intervention you used. Assessment: your clinical judgment about progress toward goals, what is maintaining the problem at home or school, and safety. Plan: the child’s practice task, the caregiver’s task and the next session.

Young children often can’t describe feelings in adult terms, so record how they communicated (a 0–5 feelings thermometer, a drawing, a puppet) and concrete behaviors you could count, such as minutes to calm down or coping steps used. Caregivers usually carry much of the change between sessions, so record the coaching you gave and how they responded. Consent and parental access depend on applicable law, age and who consented to treatment. Under HIPAA, a parent is usually the minor’s personal representative, but exceptions can apply to minor-consented care, a parent-agreed confidential relationship, or abuse or endangerment. Check the rules for this treatment and record who consented, who may access the record, and the confidentiality agreement and its legal limits at intake.

What to document in a child DAP note

What to document in each DAP section for child clients, with fictional example wording
Section	What to document	Example wording
Data	Who was present and for how long	“Child (8) seen for 45 minutes; mother present for the first 10 and last 10 minutes.”
Data	What the child said or showed	“Pointed to 4 of 5 on the feelings thermometer when talking about bedtime; drew the ‘scared feeling’ as a storm cloud.”
Data	The caregiver’s report, attributed to them	“Mother reported the child slept in her own bed on 3 of 7 nights (0 of 7 at intake).”
Data	Observations, measures and the intervention used	“SCARED parent report, separation anxiety subscale 8 (12 at intake). Practiced ‘balloon breathing’ with a puppet; child led it twice without prompting.”
Assessment	Progress toward goals and what maintains the problem	“Separation anxiety decreasing with gradual exposure; repeated returns to the child’s room after lights out still maintain bedtime distress.”
Assessment	Safety, in child-appropriate terms	“Child said she feels safe at home and at school; mother reports no safety concerns.”
Plan	Child’s task, caregiver’s task, next session	“Child: balloon breathing at bedtime. Mother: one goodnight check after 5 minutes, then praise in the morning. Next session in 1 week.”

Screen for suicide and self-harm risk in a way that fits the young person’s age, and talk with them alone for part of the session when appropriate. If they report suicidal thoughts or self-harm, assess and record current thoughts, plan, intent, preparatory behavior, past attempts, access to means (including firearms and medications at home), protective factors, your risk formulation, the safety plan and who was told. If anything suggests abuse or neglect, follow your state’s mandated-reporting law and your agency’s policy, and record what was said and the report you made. The 988 Suicide & Crisis Lifeline takes calls and texts at 988; for imminent danger, call 911 or go to the nearest emergency department.

How to Document DAP Notes for Children

Data

Combine subjective reports and objective observations into a single data section

When documenting the Data section for children, record the child’s self-reported symptoms, presenting concerns, and any observed triggers, as well as descriptions of mood and affect during the session. This section captures the raw clinical information communicated by or observed in the child.

Child’s own description of feelings or symptoms expressed in age-appropriate language
Specific situational or environmental triggers identified by the child or caregiver
Observed mood states and affect during play, conversation, or activities
Caregiver’s report of recent behavioral changes or challenges
Noted changes in sleep, appetite, or energy levels reported by child or caregiver

Assessment

Provide clinical analysis, treatment progress, and diagnostic considerations

In the Assessment section for children, document clinical observations, therapeutic techniques and modalities employed, as well as impressions regarding the child’s progress and diagnostic considerations. Note the child’s engagement and reaction to interventions.

Clinical observations of child’s behavior, attention, and emotional regulation during the session
Therapeutic approaches or play-based techniques utilized and their effectiveness
Impressions related to developmental level and diagnostic criteria met or considered
Evaluation of progress toward treatment goals based on child’s response and clinical judgment
Child’s verbal and nonverbal reactions to therapeutic interventions and rapport established

Plan

Document next steps, interventions, and follow-up scheduling

The Plan section for children outlines the next steps in treatment, including homework assignments, any necessary modifications to the treatment approach, referrals to other professionals, and scheduling of future sessions.

Specific, developmentally appropriate homework or practice activities assigned to child or caregiver
Adjustments to therapeutic techniques or session structure based on current assessment
Referrals made for additional services such as occupational therapy, speech therapy, or psychiatric evaluation
Plans for caregiver involvement or family sessions to support child’s progress
Scheduling details for upcoming sessions and any anticipated changes in frequency or duration