Occupational therapy is one of the most documentation-intensive healthcare professions. Every evaluation, every session, every home program, every insurance justification, every discharge summary — all of it needs to be written in clinical language that satisfies payers, communicates meaningfully to families, and stands up to audit.
ChatGPT doesn't practice occupational therapy. It won't assess your patient's actual function, interpret sensory processing through observation, or judge whether a piece of adaptive equipment is appropriate for a specific living situation. Clinical judgment is yours.
But the documentation burden is where skilled clinicians spend hours they could spend with patients. These prompts accelerate first drafts for every written output in your practice — from evaluation summaries to home exercise programs to insurance appeals.
These 35 prompts are fill-in-the-bracket templates. Replace the bracketed sections with your patient's specifics and get a working first draft in under 60 seconds. Always review and edit for clinical accuracy before finalizing any patient documentation.
1. Initial Evaluation and Functional Assessment
The evaluation sets the clinical direction. These prompts help you document and communicate assessment findings efficiently.
Prompt 1 — Initial evaluation summary:
You are an experienced occupational therapist. Write an initial evaluation summary for a [PEDIATRIC/ADULT/GERIATRIC] patient: [BRIEF DEMOGRAPHICS — age, diagnosis, referral reason]. Chief complaint and functional concerns: [DESCRIBE WHAT PATIENT/CAREGIVER REPORTED]. Evaluation findings: [LIST KEY FINDINGS — ROM, strength, sensation, ADL status, cognitive status, pain, standardized assessment results if applicable]. Write a clinical summary paragraph that: synthesizes findings into a functional picture, identifies the primary barriers to occupational performance, and leads naturally into the treatment plan rationale. Under 300 words. Use professional clinical language appropriate for the medical record.
Prompt 2 — Occupational profile summary:
Write an occupational profile summary for [PATIENT — age, diagnosis, setting]. Patient's priorities and concerns: [DESCRIBE WHAT THEY TOLD YOU — their goals, what they want to return to doing]. Roles important to them: [LIST — e.g., parent, worker, gardener, independent community member]. Prior level of function: [DESCRIBE]. Current barriers to participation: [LIST KEY DEFICITS]. Write a 150-word occupational profile that centers the patient's perspective and contextualizes the clinical deficits within their meaningful occupations. This section is for the formal evaluation document.
Prompt 3 — Standardized assessment documentation:
Document the following standardized assessment results for a [PATIENT TYPE] in clinical record format. Assessment: [ASSESSMENT NAME — e.g., FIM, COPM, AMPS, Sensory Profile, BOT-2, PDMS-2]. Raw scores: [LIST SCORES BY DOMAIN OR SUBTEST]. Standard scores/percentiles: [IF APPLICABLE]. Clinical interpretation: help me write a 100-word clinical interpretation that: states what the scores indicate about the patient's function, compares to normative data where relevant, and identifies the 2–3 most clinically significant findings. Use assessment-appropriate language.
Prompt 4 — Activity of daily living assessment summary:
Write an ADL assessment summary for a [PATIENT — diagnosis, age, setting]. ADL performance observed or reported:
- Self-care (bathing, dressing, grooming, hygiene): [DESCRIBE PERFORMANCE AND ASSISTANCE LEVEL]
- Feeding/eating: [DESCRIBE]
- Functional mobility: [DESCRIBE]
- Home management/IADLs: [DESCRIBE IF APPLICABLE]
For each area: document the assistance level using FIM or Assist Level nomenclature, describe the specific functional limitations, and note any safety concerns. Write as a clinical documentation paragraph, not a bulleted list.
Prompt 5 — Cognitive and perceptual assessment summary:
Document cognitive and perceptual assessment findings for a [PATIENT — diagnosis, age] in clinical format. Findings by domain:
- Attention: [DESCRIBE — sustained, selective, divided]
- Memory: [DESCRIBE — short-term, working memory, prospective memory]
- Executive function: [DESCRIBE — initiation, planning, sequencing, problem-solving]
- Perceptual skills: [DESCRIBE IF ASSESSED — spatial awareness, neglect, figure-ground]
- Insight and safety awareness: [DESCRIBE]
Write a clinical summary paragraph identifying how these cognitive findings impact the patient's functional independence and safety in their target occupational roles.
2. Treatment Planning and Goal Writing
Goals drive treatment and justify billing. These prompts help you write SMART goals efficiently.
Prompt 6 — Short-term goal writing (SMART format):
Write 4 short-term occupational therapy goals for a [PATIENT — age, diagnosis, setting] targeting the following functional deficits: [LIST 4 DEFICITS — e.g., limited shoulder ROM affecting dressing, reduced grip strength affecting meal preparation, balance deficits affecting bathing safety, decreased endurance affecting home management]. Each goal should: be SMART (specific, measurable, achievable, relevant, time-bound), include the assist level or measure of performance, specify the timeframe (typically 2–4 weeks for STGs), and target a functional occupation, not just a body structure. Write for a skilled nursing or home health format.
Prompt 7 — Long-term goal writing:
Write 2–3 long-term occupational therapy goals for a [PATIENT — age, diagnosis, setting, prior level of function]. Discharge goal: [DESCRIBE — what is the discharge target environment and functional level?]. The long-term goals should: reflect the patient's highest anticipated functional level, be tied to specific occupational roles that matter to the patient, include a measurable outcome and timeframe (typically 4–12 weeks), and justify the continued need for skilled OT services. Format for a [SETTING — inpatient rehab, outpatient, home health, school-based].
Prompt 8 — Treatment plan narrative:
Write a treatment plan narrative for a [PATIENT — diagnosis, setting]. Deficits being addressed: [LIST]. Proposed interventions: [LIST — e.g., therapeutic exercise for ROM/strength, ADL retraining, adaptive equipment, sensory strategies, cognitive rehabilitation, family/caregiver training]. Frequency and duration: [SESSIONS PER WEEK × WEEKS]. Write a 200-word treatment plan rationale that: explains why each intervention is appropriate for this patient's specific deficits, identifies the expected functional outcomes, and supports medical necessity for the proposed frequency and duration.
Prompt 9 — Goal revision after plateau or change in status:
I need to revise the occupational therapy goals for a patient whose status has changed. Patient: [BRIEF DESCRIPTION]. Original goals: [LIST ORIGINAL GOALS AND STATUS — met/not met/modified]. Reason for revision: [DESCRIBE — e.g., patient progressed faster than expected, plateau reached, new diagnosis, insurance authorization issue, patient goals changed]. Write revised goals that: acknowledge progress made, address remaining functional deficits, remain achievable within the new timeframe, and justify continued skilled services (or explain why skilled services are no longer indicated).
Prompt 10 — Plan of care justification letter:
Write a plan of care justification for [PATIENT — diagnosis, age] to support authorization for [NUMBER] sessions of occupational therapy. Include: primary diagnosis and relevant secondary diagnoses, functional deficits requiring skilled OT intervention, why this patient requires skilled occupational therapy (not just maintenance), the proposed frequency and duration with rationale, anticipated functional outcomes, and why the patient would decline or fail to progress without skilled services. Format for submission to [PAYER — Medicare/Medicaid/commercial insurance]. Medical necessity language required.
3. Progress Notes and Session Documentation
Progress notes are audited. These prompts help you write defensible, efficient clinical documentation.
Prompt 11 — SOAP note:
Write a SOAP note for an occupational therapy session. Patient: [BRIEF DESCRIPTION — diagnosis, setting, goal area being addressed]. S (Subjective): [WHAT PATIENT/CAREGIVER REPORTED — complaints, progress, concerns]. O (Objective): [WHAT YOU OBSERVED AND DID — interventions, patient performance, measurable data — ROM, repetitions, assist level, standardized observation]. A (Assessment): [CLINICAL INTERPRETATION — progress toward goals, barriers, response to intervention]. P (Plan): [NEXT STEPS — plan for next session, HEP updates, equipment ordered, family education]. Use appropriate clinical terminology. Keep under 250 words.
Prompt 12 — DAP note (Data-Assessment-Plan):
Write a DAP progress note for an occupational therapy session for [PATIENT — diagnosis, goal area]. D (Data): [OBJECTIVE FINDINGS AND INTERVENTIONS — what you did, patient performance with measurable data, assist levels, response to interventions]. A (Assessment): [CLINICAL INTERPRETATION — progress toward short-term goals, skilled justification, barriers identified]. P (Plan): [NEXT SESSION PLAN, MODIFICATIONS, REFERRALS]. This note supports billing for a [CODE — e.g., 97530 therapeutic activities, 97535 self-care training, 97110 therapeutic exercise]. Ensure the note supports medical necessity for the code billed.
Prompt 13 — Skilled justification statement:
Write a skilled care justification paragraph for a patient who is making slow progress and whose continued skilled OT services may be questioned. Patient: [DIAGNOSIS, FUNCTIONAL STATUS, DURATION OF TREATMENT]. Recent progress: [DESCRIBE — even if small]. Why skilled intervention is still required: [EXPLAIN — complexity of condition, patient's risk of decline without skilled care, the clinical reasoning required that a non-skilled caregiver cannot provide, active modifications to the treatment approach]. This paragraph supports continued authorization and medical necessity. Be specific and avoid generic language.
Prompt 14 — Functional decline documentation:
Write documentation of a patient functional decline for the medical record. Patient: [DIAGNOSIS, PRIOR LEVEL]. What has declined: [DESCRIBE — specific functional areas, measurable data before and after]. Contributing factors: [CLINICAL EXPLANATION — disease progression, acute illness, deconditioning, environmental factors]. Safety concerns: [LIST IF ANY]. Clinical response: [WHAT WAS DONE — reassessment, goal revision, team communication, family notification, equipment change]. This documentation should be objective, clinical, and complete enough to support a retrospective chart review.
Prompt 15 — Group therapy note:
Write a group occupational therapy session note for [GROUP TYPE — e.g., sensory group, ADL skills group, cognitive skills group, community reintegration group] with [NUMBER] participants. Date: [DATE]. Group goals addressed: [LIST]. Session activities: [DESCRIBE]. For individual patient [PATIENT IDENTIFIER/INITIALS]: participation level, specific performance observed, progress toward individual goals, and any individual accommodations made. The note should document both the group activity and this patient's individual functional response. Under 200 words per patient note.
4. Patient and Caregiver Education
Education is a skilled OT service. These prompts help you create materials patients and families will actually use.
Prompt 16 — Home exercise program instructions:
Write a home exercise program for a [PATIENT — age, diagnosis, functional level] targeting [GOAL AREA — e.g., shoulder ROM, hand strengthening, balance, upper extremity function]. Exercises: [LIST 4–6 EXERCISES WITH PARAMETERS — sets, reps, frequency, equipment needed]. Write each exercise instruction at a [6th/8th] grade reading level with: a clear description of how to do it, what the patient should feel (and what is normal vs. warning sign), when and how often to do it, and a simple progression or regression option. Format for a handout patients will use at home without a therapist present.
Prompt 17 — Energy conservation and activity pacing education:
Write a patient education handout on energy conservation and activity pacing for a patient with [CONDITION — e.g., heart failure, COPD, MS, cancer-related fatigue, long COVID, fibromyalgia]. Include: a brief explanation of why energy conservation matters for this condition, the 4 P's of energy conservation (or your preferred framework), 5–8 specific strategies with practical examples relevant to daily home life, a section on planning the day to avoid energy crashes, and a warning about the "boom-bust" pattern. Write at a patient level (8th grade max). Avoid medical jargon without explanation.
Prompt 18 — Caregiver training guide:
Write a caregiver training guide for [CAREGIVER — e.g., family member, home health aide, residential staff] who will be assisting [PATIENT — diagnosis, functional level] with [TASK — e.g., transfers, dressing, bathing, medication management, feeding]. The guide should cover: step-by-step instructions for the task, body mechanics and safety precautions for the caregiver, how to encourage the patient's maximum independence (not just doing it for them), when to seek help or report a change, and common mistakes to avoid. Written for a non-clinical audience with no healthcare training.
Prompt 19 — Fall prevention education:
Write a fall prevention education handout for a [PATIENT — age, risk factors, living situation]. Risk factors identified in this patient: [LIST]. The handout should cover: the specific risk factors present and why they matter, environmental modifications recommended for this patient's home, assistive device or adaptive equipment recommendations, activity modifications (what to avoid, how to do high-risk activities more safely), and when to call for help or seek medical attention after a fall. Patient-level language. Personalize to [HOME/COMMUNITY/FACILITY] setting.
Prompt 20 — Cognitive strategy training handout:
Write a cognitive strategy training handout for a patient with [COGNITIVE DIAGNOSIS OR DEFICIT — e.g., mild cognitive impairment, TBI-related memory deficits, post-stroke attention deficits]. Strategies to address: [LIST 3–5 COMPENSATORY STRATEGIES — e.g., use of a memory notebook, scheduled routines, environmental cueing, chunking tasks, verbal self-talk]. For each strategy: explain what it is in plain language, step-by-step instructions for using it in daily life, a specific example relevant to this patient's goals, and tips for making it a habit. Tone: supportive and practical, not clinical.
5. Pediatric and School-Based Practice
Pediatric OT requires different documentation norms and a family-centered approach. These prompts address both.
Prompt 21 — Pediatric evaluation summary for parents:
Write a parent-friendly evaluation summary for a child: [AGE, DIAGNOSIS OR REFERRAL CONCERN]. Assessment findings in plain language: [DESCRIBE — avoid clinical scores, translate to what the child can/cannot do functionally]. What we observed the child doing well: [LIST STRENGTHS — always lead with these]. Areas where the child needs support: [DESCRIBE IN PLAIN LANGUAGE]. What OT will help with: [EXPLAIN GOALS IN FUNCTIONAL TERMS]. What parents can do at home: [1–2 PRACTICAL SUGGESTIONS]. Tone: warm, collaborative, strength-based. Avoid deficit-first framing.
Prompt 22 — IEP goal writing for school-based OT:
Write IEP occupational therapy goals for a student: [AGE, DISABILITY CATEGORY, FUNCTIONAL CONCERNS IN THE SCHOOL SETTING]. Educational relevance: [DESCRIBE HOW THE DEFICIT IMPACTS SCHOOL PARTICIPATION — access to curriculum, handwriting, self-care at school, cafeteria, transitions, etc.]. Write 2–3 annual IEP goals and 2 short-term objectives for each goal that: are educationally relevant (not medically based), are measurable with a specific criterion, identify the setting and conditions, and can be tracked by the school team. Follow IEP format used in [STATE — if known].
Prompt 23 — Sensory processing explanation for parents:
Write a parent education handout explaining [SENSORY PROCESSING PATTERN — e.g., sensory seeking, sensory avoiding, proprioceptive-seeking behavior, tactile defensiveness] in plain, non-clinical language. For a child aged [AGE RANGE]. Include: what this sensory pattern is and what it means for the child's nervous system, what it looks like in daily life (specific examples at home, school, and in social situations), why the child isn't doing it on purpose or being difficult, sensory strategies that help this pattern, and how to modify environments to support the child. Avoid stigmatizing language.
Prompt 24 — Handwriting evaluation summary:
Write a handwriting evaluation summary for a [GRADE] student referred for concerns about [SPECIFIC HANDWRITING CONCERN — e.g., illegibility, slow rate, letter formation errors, pencil pressure, fatigue]. Evaluation findings: [DESCRIBE — formal assessment if used, observation of handwriting sample, grip, posture, paper position, letter formation approach, legibility, speed]. How this impacts the student's school participation: [DESCRIBE FUNCTIONAL IMPACT]. Recommendations: [LIST — e.g., Handwriting Without Tears program, pencil grip, adaptive equipment, classroom accommodations, direct OT intervention]. Format for the school record and parent communication.
Prompt 25 — Play-based therapy session note:
Write a progress note for a play-based occupational therapy session with a [AGE]-year-old with [DIAGNOSIS/CONCERNS]. Therapeutic goals addressed: [LIST GOALS]. Activities used: [DESCRIBE PLAY ACTIVITIES]. Child's participation and performance: [DESCRIBE — engagement, skill demonstration, emotional regulation, specific measurable behaviors]. Clinical rationale for play-based approach: [BRIEF — why play was the therapeutic medium for these goals]. Progress toward goals: [DESCRIBE]. Plan: [NEXT SESSION]. Under 200 words. Appropriate for a pediatric outpatient medical record.
6. Adaptive Equipment and Environmental Modifications
Recommending the right equipment requires clinical justification. These prompts help you document and communicate those decisions.
Prompt 26 — Adaptive equipment recommendation letter:
Write an adaptive equipment recommendation letter for [PATIENT — diagnosis, functional status] to [RECIPIENT — insurance company, physician, DME supplier, school district]. Equipment recommended: [LIST ITEMS WITH SPECIFIC PRODUCT NAMES OR SPECIFICATIONS IF KNOWN]. For each item: the functional deficit that necessitates it, why this specific piece of equipment addresses that deficit, what the patient cannot do without it or the safety risk without it, and the clinical code/justification language if applicable. Support medical necessity for a [PAYER — Medicare, Medicaid, commercial]. Under 300 words per item.
Prompt 27 — Home modification assessment report:
Write a home modification assessment report for [PATIENT — diagnosis, living situation, functional status]. Home evaluation findings: [DESCRIBE WHAT YOU OBSERVED — entry access, bathroom safety, bedroom setup, kitchen accessibility, flooring, lighting, emergency egress]. Modifications recommended: [LIST — e.g., grab bars, tub transfer bench, ramp, handrails, threshold removal, stair lift]. For each modification: the safety justification, the specifications or standards (e.g., grab bar placement at 33–36 inches), whether it's essential or recommended, and estimated cost if known. Format for a contractor, funding agency, or family planning document.
Prompt 28 — Wheelchair or seating evaluation summary:
Write a wheelchair/seating evaluation summary for [PATIENT — diagnosis, age, size/weight, current mobility status]. Assessment findings relevant to seating: [DESCRIBE — postural alignment, pressure injury risk, propulsion ability, transfer method, transport needs]. Recommended mobility device: [DESCRIBE SPECIFICATIONS — type, frame, seating system, accessories]. Functional justification: [EXPLAIN WHY THESE SPECIFICATIONS ARE CLINICALLY NECESSARY — not just preferred]. Insurance justification: [MEDICAL NECESSITY LANGUAGE FOR PAYER — Medicare, Medicaid, commercial]. Prognosis for long-term use. Under 400 words.
Prompt 29 — Assistive technology recommendation:
Write an assistive technology recommendation for [PATIENT — diagnosis, age, functional goals]. Functional task being addressed: [DESCRIBE — e.g., written communication, computer access, environmental control, AAC, phone use]. Current barriers: [DESCRIBE — e.g., limited hand function, low vision, cognitive deficits]. Technology recommended: [DESCRIBE — specific device, app, feature, or system]. Clinical rationale: [WHY THIS TECHNOLOGY FOR THIS PATIENT — how it compensates for the specific deficit]. Training plan: [HOW THE PATIENT WILL LEARN TO USE IT — sessions, home practice]. Expected outcome: [MEASURABLE FUNCTIONAL IMPROVEMENT].
Prompt 30 — Splint or orthosis prescription and rationale:
Write a splint/orthosis prescription and clinical rationale for [PATIENT — diagnosis, affected extremity]. Type of orthosis: [DESCRIBE — e.g., static wrist splint, dynamic extension splint, hand-based thumb spica, resting hand splint]. Clinical indication: [DESCRIBE — diagnosis, joint involvement, specific positioning goal]. Wearing schedule: [DESCRIBE — hours per day, when to wear/not wear]. Precautions: [LIST — circulation checks, skin tolerance, contraindicated positions]. Functional goals of orthosis use: [DESCRIBE — pain reduction, prevention of contracture, positioning for function, edema management]. Format for the medical record and for communication with [DME SUPPLIER / ORTHOTIST / NURSING STAFF].
7. Discharge Planning and Transitions
Discharge planning is where OT impact is measured. These prompts help you document and communicate the endpoint of care.
Prompt 31 — Discharge summary:
Write an occupational therapy discharge summary for [PATIENT — diagnosis, setting, duration of treatment]. Include: admission functional status (prior level of function), treatment course summary (what was addressed, how long, key interventions), progress and outcomes (goals met/not met with measurable data), discharge functional status (assist levels, home program independence, equipment in use), discharge recommendations (home health, outpatient, equipment follow-up, precautions), and any unmet goals with explanation. Format for the medical record. Under 400 words.
Prompt 32 — Transition of care communication to receiving provider:
Write a transition of care communication to [RECEIVING PROVIDER — outpatient OT, home health OT, school-based OT, primary care physician] for [PATIENT — diagnosis, age, level of function]. Include: reason for referral and functional goals, treatment provided and outcomes achieved, current functional status with specific measurable data, ongoing deficits that require continued intervention, equipment in use, home program details, and precautions or safety concerns the receiving provider should know. Professional, clinically complete, under 300 words.
Prompt 33 — Discharge home program summary:
Write a comprehensive discharge home program summary for [PATIENT — diagnosis, functional level, home environment]. The program should maintain or continue progress after OT services end. Include: [LIST THE EXERCISES, STRATEGIES, OR TASKS — 6–10 ITEMS]. For each item: clear instructions at patient level, frequency and duration, purpose in plain language, and a modification if it becomes too easy or too difficult. Include a section on warning signs that should prompt the patient/caregiver to contact their physician or request OT services again. Format for a handout the patient takes home.
Prompt 34 — Insurance appeal letter for continued services:
Write an insurance appeal letter for continued occupational therapy services for [PATIENT — diagnosis, age, setting]. Services denied: [DESCRIBE — additional sessions, equipment, evaluation]. Reason for denial given by payer: [DESCRIBE — e.g., plateau reached, not medically necessary, exceeded benefit limits]. Our response: [DESCRIBE WHY THIS IS WRONG — clinical evidence of continuing progress, safety risk without services, clinical complexity requiring skilled care, relevant coverage policy]. Support with: specific functional data (before and after), relevant clinical guidelines or peer-reviewed evidence, and medical necessity language. Under 400 words. Request specific action from the payer.
Prompt 35 — Community reintegration plan:
Write a community reintegration plan for [PATIENT — diagnosis, age, prior community participation level]. Discharge setting: [HOME ALONE / WITH CAREGIVER / ASSISTED LIVING / SUPPORTED INDEPENDENT LIVING]. Community activities targeted: [LIST — e.g., grocery shopping, public transportation, driving evaluation referral, return to work/school, leisure activities]. For each activity: current status (able/not yet able/with modifications), what is needed to achieve it (skills to develop, equipment, support), timeline estimate, and community resources or referrals. Tone: optimistic and realistic. Focus on function and participation, not deficits.
Get 35 More Prompts — Advanced OT Clinical Scenarios
These 35 prompts cover core OT documentation and education workflows. The full pack adds 35 more for advanced scenarios: mental health OT documentation, driving rehabilitation, hand therapy, ergonomic workstation assessment, and specialized populations including veterans, oncology, and neonatal care.
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Every prompt is editable. Works with ChatGPT-4, Claude, and Gemini.
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