School-based therapists often see powerful outcomes when they collaborate across disciplines—whether that’s PTs and SLPs, OTs and SLPs, or PTs and OTs working together. Co-treatment and overlapping services can promote functional carryover, support participation, and help students achieve meaningful goals.
However, successful collaboration requires careful attention to documentation, reimbursement, communication, and logistics. This blog walks through the key considerations for documenting co-treatments accurately and effectively within the IEP framework.
Documenting on the IEP Services Page
The IEP Services Page is where each related service provider documents:
- Frequency
- Duration
- Location
Depending on state regulations and district guidelines, you may also be required to specify:
- Individual vs. group service delivery
- Consultative vs. direct services
When documenting services, remember to always consider and select the Least Restrictive Environment (LRE) appropriate for the student.
Daily Notes, Service Logs, and Treatment Documentation
Documentation requirements vary by state and district—not only in what must be recorded, but even in what the documentation is called. You may hear these referred to as:
- Service logs
- Daily notes
- Treatment notes
- Contact notes
- Data sheets
Regardless of the name, these records should clearly reflect:
- Dates and times of service
- Type of service provided
- Interventions delivered
- Progress toward IEP goals
Remember the golden rule of documentation: If it’s not documented, it didn’t happen.
Also, ensure that progress toward therapy-supported IEP goals is reflected consistently in progress reports.
Medicaid Reimbursement and Documentation Guidelines
In many states and districts, therapy services provided in schools may be eligible for Medicaid reimbursement. When this applies, therapists must follow very specific documentation requirements related to:
- Dates and times of service
- Interventions provided
- Student progress toward goals
- Individual vs. group sessions
- Co-treatment sessions across disciplines
Some Medicaid guidelines also distinguish which goals or interventions are considered reimbursable. Understanding these rules is essential—not only for compliance, but because Medicaid reimbursement is a critical funding source for many school therapy programs.
Explaining Co-Treatment to Teachers and Parents
Clear communication is key when discussing overlapping or shared services with teachers and families. Consider these best practices:
- Use a collaborative, team-based approach
- Keep the conversation centered on the student’s strengths, needs, and goals
- Be open to questions or concerns about combined services
Remember that co-treatment may also be reflected through:
- Supports, aids, and accommodations provided for or on behalf of the student
- Consultation between OT, PT, SLP, and teaching staff
Logistics: Making Co-Treatment Work
Scheduling, space, and staffing can present real-world challenges. Below is a sample scenario shared by guest blogger and Physical Therapist Kathryn Biel, DPT, demonstrating how co-treatment can be documented appropriately:
Example Scenario:
- The student participates in a PT/SLP co-treatment once per week for one hour on Mondays.
- PT also sees the student individually once per week on Wednesdays.
- SLP provides two additional individual sessions on Tuesdays and Thursdays.
Documentation and billing on Monday:
- PT documents and bills for a 30-minute individual session (10:00–10:30)
- SLP documents and bills for a 30-minute individual session (10:30–11:00)
IEP Services Page reflects:
- PT: 2x/week, individual, 30 minutes
- SLP: 3x/week, individual, 30 minutes
*Note: “Individual” refers to whether the student is seen alone or within a group of students—not whether another provider is present.
Conclusion
Much like their students, school-based related service providers navigate many rules, expectations, and systems. When therapists collaborate across disciplines, the benefits extend to everyone—especially the students.
By carefully accounting for documentation standards, Medicaid requirements, communication strategies, and logistical planning, school therapists can earn an Honor Roll in collaboration, compliance, and, most importantly, positive student outcomes.
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Before beginning her therapy career, Heather Beauchesne was deeply immersed in the equestrian world—breeding, riding, training, and forming strong relationships with both horses and clients. Her work eventually brought her to a therapeutic horse center and offered exposure to the possibilities within a range of therapy disciplines to support the varied needs of young people and their families. It was there that her passion for working with children became clear.
Our international Clinical Excellence Award winner has been instrumental in supporting infant development and incorporating family-centered principles into the hospital setting for more than 25 years. Sanika Gawade played a foundational role in establishing and sustaining therapy services in the NICU at KEM Hospital in Mumbai, India – an achievement that required not only clinical expertise, but persistence, vision, and deep collaboration. Over her 20 years at this facility, she contributed to a cultural shift toward individualized, neuroprotective care for preterm and medically fragile infants. Her presence and leadership helped ensure that infants received support tailored to their cues, needs, and developmental trajectories.
Occupational therapists, physical therapists, and speech-language pathologists can become certified in neonatal therapy, earning the CNT qualification that is recognized throughout the world.