Running Head: OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 1

Occupational Analysis and Intervention Plan

Kerielle Williams
Touro University Nevada















OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 2
Occupational Profile
1. Client name: Jaidyn Williams
2. Age: 4 years old (51 months)
3. Sex: female
4. Who is the client?
1. The client is a happy and intelligent four year old girl with a diagnosis of a physical
disability.
5. Why is the client seeking services and/or what are the clients concerns relative to engaging
in occupations and in daily life activities?
1. The client is seeking services related to her diagnosis of Arthrogryposis Multiplex
Congenita, more specifically Amyoplasia. The clients concerns relative to engaging
in occupations and in daily life activities revolve around her limited mobility of her
affected upper extremities. Her left shoulder is internally rotated and her glenoid
cavity on the left is significantly smaller than her right glenoid cavity, causing her to
have asymmetry in her upper extremities. The clients left wrist is ulnar deviated and
she has a very weak grasp on the left side. The clients right fingers are extremely
contracted. The clients most affected areas are her left shoulder, elbow, wrist, hand
and fingers as well as her right wrist and fingers. She has difficulty with shoulder
elevation, flexion, and abduction. When the client is asked what activity is most
important to her, her response is that she wants to be able to do everything by herself.
At four years old she feels she does not need help from anyone else, therefore her
independence is there her primary concern for seeking services.
6. What areas of occupation are successful and what areas are causing problems or risks?
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 3
1. The client is successful in many of her daily occupations. The occupations in the
clients daily life that are successful include lower body dressing as well as most
bilateral coordination as long as the object is not too heavy for lifting or too high for
reaching. The client is exceptional at compensation as well as active assistance of her
left arm and hand by her right hand. The occupations that cause problems or risks for
this client include any occupations that require large efforts of strength as well as any
overhead activities, such as upper body dressing and personal grooming of her face
and hair. She has difficulty drinking from an open-lid cup, due to the fact that she has
problems grasping the cup as well as bringing her left arm up to her mouth or face
area. The client struggles with independent toileting. Although she can now undress
herself independently from the waist down as well as get herself up onto the toilet,
she has trouble maintaining her balance once she is on the toilet while wiping herself.
7. What contexts and environments support or inhibit participation and engagement in desired
occupations?
1. The contexts and environments that apply to this client are cultural, personal,
temporal, physical, and social. The cultural context, or the clients beliefs, activity
patterns and expectations that pertain to this client are the activity patterns in which
she participates in daily life. The personal context that applies to this client is that she
is a four-year-old girl with a physical disability. The temporal context that relates to
this client includes that she attends her second year of pre-school. The physical
environment that involves this client is her single-family home that she lives in with
her parents, as well as the elementary school that she attends pre-school at. The social
environment that concerns this client is her parents as well as her close family
members such as her grandparents and her cousins. All of these contexts and
environments have the ability to support or inhibit her participation and engagement
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 4
in her desired occupations. The contexts and environments that influence this client
that have a particularly strong influence are personal, physical, and social.
8. What is the clients occupational history?
1. The clients occupational history is fairly average. The client sat up independently at
six months. She never crawled due to her limitations in her arms however she began
walking at 17 months. The client began bilateral coordination around 8 months when
she discovered she could support her left arm with her left knee to elevate it while
playing. The client has reached all developmental milestones at an appropriate age.
The clients current occupations that she chooses to participate in are crafts such as
coloring and painting as well as any type of pretend play such as dress-up or dolls.
9. What are the clients priorities and desired outcomes?
1. The clients priorities are typically for a four year old girl. She attends pre-school in a
self-contained classroom. Her main priority at this point would be her independence.
She wants to do everything by herself with no assistance from anyone. The desired
outcome for this client would be to strengthen her left shoulder, elbow, wrist, and
fingers in order to allow overhead movement of the left side as well as a stronger
more functional grasp, creating a more symmetric relationship between the left and
right upper extremities.
Occupational Analysis

1. Occupation:
Area(s) of occupation for the client: Subcategory:
1. Activities of daily living
2. Instrumental activities of daily living
3. Education
4. Work
5. Play Play exploration: Coloring in a coloring book
6. Leisure
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 5
7. Social participation

2. Values, beliefs, spirituality associated with participation:
1. This client values independence as well as creativity. She values independence by
making her own choices and deciding many things for herself. She also values
creativity and expressing herself by coloring and other crafts. This clients beliefs
are being a good girl and following directions. She believes that being a good girl
will keep her out of time out and keep her parents happy with her. This clients
spirituality consists of knowing that God is watching over her and will help keep
her safe and is always there for her.

3. Contexts:
Context Supports I nhibits
Physical/space
demands
The clients physical demands
that support her occupations
involve her house which is a
single-family home.
The clients physical demands
that inhibit her occupations are
the lack of modifications in her
house.
Social The clients social
environment that support her
occupations include her
parents at home, her teachers
at school, and her close family
members such as her
grandparents and cousins that
she visit her on a regular
basis.
The clients social environment
that inhibits her occupations
involve her friends at school
that may not understand her
disabilities and her limitations.
Cultural The cultural context that
support to this client would be
her beliefs of what is right and
wrong and what she believes
is expected of her by her
parents.
The cultural context that
inhibits her occupations are the
expectations that society has
for a four-year-old girl, that
may not be realistic for the
client to achieve.
Personal The personal context that
supports this clients
occupations pertains to her
being a four-year-old pre-
school student.
The personal context that
inhibits this clients
occupations include that she is
a four-year-old female living in
middle-class household and
has a pre-school education.
Temporal The temporal context that
support this clients
The temporal context that
inhibits this clients
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 6
occupations include that she is
in her second year of pre-
school that she attends year
around, four times a week for
2.5 hours a day.
occupations include that she
only attends pre-school four
days a week instead of five.
Virtual N/A N/A
4. Objects and their properties used:
1. Tools: coloring book and bucket/container of crayons or color markers
2. Materials: crayons and color markers
3. Objects: table, chair and closet (where the coloring book and container of crayons
and color markers is stored)
5. Social demands:
1. The social demands that apply to this clients occupation are the rules of coloring,
such as to color on only the paper and not on the table or the wall. Another social
demand that pertains to this clients occupation includes the expectations of other
participants in the activity. If at any time throughout the activity the client needs
help, she is aware of the appropriate use of language to communicate what she
may need assistance with.

6. Sequence and timing:
1. Client walks to the closet where the coloring books and crayons are stored.
2. Client actively assists her left arm with her right arm in reaching the closet door
handle to open it.
3. Client actively assists her left arm with her right arm in reaching the desired shelf
that the coloring books and crayons are stored on.
4. Client uses both hands to maneuver the coloring book of her choice and the
container of crayons and markers she wishes to use and carefully takes them off
the shelf.
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 7
5. Client places the coloring book and container of crayons and markers onto the
floor.
6. Client then uses her active assist with her right arm to close the closet door with
both hands.
7. Client bends down to pick up the coloring book.
8. Client walks over to her activity table with the coloring book.
9. Client sets the coloring book down on the table.
10. Client walks back the closet area.
11. Client bends down to pick up with both hands the container of crayons and
markers.
12. Client uses both hands to carefully carry the container of crayons and markers
back to the table where the coloring book was placed.
13. Client places the container of crayons and color markers onto the table.
14. Client actively assists her left arm with her right arm in order to pull the chair
away from the table in order for her to sit on it.
15. Client sits down in the chair.
16. Client actively assists her left arm with her right arm to place both arms on the
table.
17. Client uses both hands to open the coloring book to the desired page she wishes to
color on first.
18. Client actively assists her left arm with her right arm in order to position it around
the container in order to open the container with her right arm.
19. Client opens the container with her right fingers, specifically her thumb and her
index finger.
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 8
20. Client uses her right hand to choose the color marker or crayon of her choice by
using a grasp between her thumb and index finger.
21. Client stabilizes the coloring book with her left hand while using a grasp between
her thumb and index finger and places the crayon or color marker on the coloring
book.
22. Client begins to move the crayon or color marker around the coloring book in
order to fill the desired area with the color of her choice.
23. When client is finished with this color, she uses her right hand to place the crayon
or color marker back in the container.
24. Client repeats steps 15-18 until the coloring page is complete.
25. When the client has completed coloring the picture, she writes her name on the
page.
26. Client hands the coloring page to her mother with a smile.

7. Body functions required:
Function How I t I s Used None Minimally
Challenged
Greatly
Challenged
Judgment The client chooses which
coloring book she wishes to
use amongst the variety of
options in the closet.
X
Concept formation The client is able to
organize thoughts and
devise a plan in regards to
gathering the tools and
materials needed to
complete the activity.
X
Metacognition The client utilizes her
previous experiences to
guide the way in which she
overcomes her struggles in
choosing a coloring book
and crayons and markers
from the closet.
X
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 9
Cognitive flexibility The client is able to change
her strategy of collecting the
materials and tools if
needed in order to execute
the activity completely.
X
Insight/awareness The client is well aware of
her strengths and
weaknesses while
completing the activity.
X
Sustained attention The client does not lose her
concentration on the activity
until the activity is
complete.
X
Selective attention The client is able to focus
on reaching and grabbing
the tools and materials from
the closet while also being
aware of her weakness on
her left side and she is able
to motor planning
accordingly.
X
Divided attention The client must focus on her
functional grasp of the
crayons or color markers as
well as maintain her left arm
to hold down the page so it
does not move while she is
coloring.
X
Short-term memory The client is able to think
about the color crayon or
color marker she wants and
selects the correct color
from the container.
X
Working memory The client is able to recall
she is coloring in the
coloring book and execute
the activity while she is
doing it.
X
Long-term memory The client is able to recall
how to color as well as the
steps involved in coloring.
X
Discrimination of senses:
Auditory
N/A X
Discrimination of senses:
Tactile
The client is able to
distinguish the differences
in textures between the
crayons and the color
markers.
X
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 10
Discrimination of senses:
Visual
The client is able
discriminate the differences
between the shapes of the
crayons and color markers.
X
Discrimination of senses:
Olfactory
N/A X
Discrimination of senses:
Vestibular-proprioception
The client is able to
perceive the position of her
body and arms in relation to
the table and the chair.
X
Multisensory processing The client is able to
interpret the different senses
in terms of what she is
seeing and touching.
X
Sensory Memory The client processes what
she touches as she touches
it.
X
Spatial relationships The client understands the
appropriate distances and
positioning of the tools and
materials that the she uses to
complete the activity.
X
Temporal relationships The client displays age
appropriate awareness of the
time it takes her to gather
the tools and materials in
order to complete the
activity.
X
Recognition The client is able to
recognize the objects, tools,
and materials needed to
complete the activity; such
as the crayons, coloring
book, and color markers.
X
Categorization The client is able to find and
group all the crayons as well
as all of the color markers
and understand the
difference between the two
groups.
X
Generalization The client is able
understand that she is able
to use her right arm in order
to assist moving her left arm
around, and she does this
several times throughout the
activity in order to reach the
items on the shelf as well as
X
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 11
to place both of her hands
on the table.
Awareness of reality The client is aware that she
is actually coloring in the
coloring book.
X
Logical/coherent thought The client is able to explain
verbally what she is doing
to complete the activity and
why, as well as give the
order in which the steps of
the activity should be
completed.
X
Appropriate thought
content
The client is able to think
about the materials and
tools needed, as well as
recall where they are stored
and how to go about
retrieving them in order to
carry out the activity.
X
Execution of learned
movements
The client is able to
mentally sequence the steps
of the activity before
executing them in order to
devise an accurate plan of
action.
X
Coping The client is able to handle
a crisis, such as if she drops
the container of markers and
crayons, she understands
that she would need to pick
them up and put them back
in the container.
X
Behavioral regulation The client is able to portray
the appropriate facial
expressions of frustration
and pride throughout the
coloring activity; for
instance when she chooses a
color that pleases her she
smiles; when she drops a
crayon she frowns
X
Body image N/A X
Self-concept The client is aware she is a
four year old girl and that
her coloring is not going to
be perfect.
X
Self-esteem The client displays
confidence as she carries the
X
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 12
tools and materials to the
activity table.
Arousal The client is alert
throughout the entire
activity.
X
Consciousness The client is awake
throughout the entire
activity.
X
Orientation to self The client is aware that she
is a four year old,
imaginative girl.
X
Orientation to place The client is aware that she
is completing this activity in
her home, as opposed to her
school.
X
Orientation to time The client is age
appropriately aware of the
day as well as the time.
X
Orientation to others The client is able to identify
others in her life, such as
her mother and father and
her cat.
X
Emotional stability The client remains calm and
composed throughout until
the duration of the activity.
X
Motivation The client is motivated to
complete the activity in
order to make her mother
happy and proud of her.
X
Impulse control The client is able to resist
getting angry and throwing
a fit while attempting to
complete the activity.
X
Appetite N/A X
Sleep N/A X



Function How I t I s Used None Minimally
Challenged
Greatly
Challenged
Detection/registration The client is able to detect
the shapes and colors
throughout the coloring
book.
X
Visual modulation The client is able to apply
the appropriate amount of
pressure while coloring in
the coloring book to the
desired shade.
X
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 13
Integration of senses The client is able to
combine what she sees with
what she touches.
X
Awareness at distances The client is able to detect
how far away the crayon is
from the container when
putting it back in the
container.
X
Tolerance of ambient
sounds
N/A X
Location and distance of
sounds
N/A X
Moving against gravity The client is able to
effectively move across the
room and the force of
gravity.
X
Taste N/A X
Smell N/A X
Body in space The client is able to
determine where her arms
are and in what direction
they are moving in.
X
Comfort with touch The client is able to tolerate
the sensations between the
crayons and her fingers.
X
Localizing pain N/A X
Thermal awareness N/A X
Joint range of motion The client uses a variety of
range of motion involving
her shoulder, elbow and
wrist.
X
Joint stability/alignment The client has to maintain
joint stability in the wrist
and fingers while coloring
in the coloring book.
X
Strength The client utilizes the
strength in her shoulder as
she reaches and grabs the
tools and materials off the
shelf in the closet.
X
Muscle tone The client displays the some
abnormal muscles tone in
her left arm, such as
hypertonic on the posterior
side of her left upper arm.
X
Muscle endurance The client exhibits isometric
contractions in her left arm
while coloring with the
X
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 14
crayons and color markers
with her right arm.
Stretch reflex The client displays stretch
reflexes when reaching in
the closet for the items and
the reflexes prohibit her arm
from the muscles going too
far.
X
ATNR N/A X
STNR N/A X
Righting and supporting
reflex
The client remains in an
upright position while
completing the coloring
activity.
X
Eye-hand coordination The client maintains eye-
hand coordination while
coloring with the crayon or
color marker on the coloring
pages.
X
Bilateral coordination The client uses both of her
arms and hands throughout
the entire activity, from
gathering the materials and
tools as well as while she
colors in the pages of the
coloring.
X
Crossing midline The client reached into the
container to select the
appropriate crayon or color
marker.
X
Fine motor control The client selects a crayon
from the container.
X
Oculomotor control The client follows the path
of her crayon on the
coloring page with her eyes.
X
Gait patterns The client walked from the
closet to the activity table.
X
Blood pressure N/A X
Heart rate N/A X
Respiratory rate N/A X
Respiratory rhythm N/A X
Respiratory depth N/A X
Physical endurance,
aerobic capacity
N/A X
Voice functions N/A X
Voice rhythm and fluency N/A X
Alternative vocalization N/A X
Digestive system N/A X
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 15
Metabolic system N/A X
Endocrine system N/A X
Urinary functions N/A X
Genital and reproductive
function
N/A X
Protective functions of the
skin
The clients skin protected
her from any possible harm
from using the crayons and
color markers.
X
Repair functions of the
skin
N/A X

8. Muscular analysis of movements required:
Muscle Required?
Shoulder flexion YES
Shoulder extension YES
Shoulder abduction YES
Shoulder adduction YES
Shoulder internal rotation YES
Shoulder external rotation YES
Elbow flexion YES
Elbow extension YES
Wrist supination YES
Wrist pronation YES
Wrist flexion YES
Wrist extension YES
Thumb flexion YES
Thumb abduction YES
Finger flexion YES
Finger extension YES
Trunk flexion YES
Trunk extension YES
Trunk rotation YES
Lower extremities YES

9. Body structures required:


Category

Body Structure
Required?
Check I f
Yes
Nervous system Frontal lobe YES
Temporal lobe YES
Parietal lobe YES
Occipital lobe YES
Midbrain YES
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 16
Diencephalon YES
Basal ganglia YES
Cerebellum YES
Brain stem YES
Cranial nerves YES
Spinal cord YES
Spinal nerves YES
Meninges YES
Sympathetic nervous system YES
Parasympathetic nervous system YES
Eyes, ears, and
related
Eyeball: Conjunctiva, cornea, iris, retina, lens, vitreous
body
YES
structures Structures around eye: Lachrimal gland, eyelid,
eyebrow, external ocular muscles
YES
Structure of external ear NO
Structure of middle ear: Tympanic membrane,
Eustachian canal, ossicles
NO
Structures of inner ear: Cochlea, vestibular labyrinth,
semicircular canals, internal auditory meatus
NO
Voice and speech
structures
Structures of the nose: External nose, nasal septum,
nasal fossae
NO
Structure of the mouth: Teeth, gums, hard palate, soft
palate, tongue, lips
NO
Structure of pharynx: Nasal pharynx and oral pharynx NO
Structure of larynx: Vocal folds NO
Cardiovascular
system
Heart: Atria, ventricles NO
Arteries NO
Veins NO
Capillaries NO
Immune system Lymphatic vessels NO
Lymphatic nodes NO
Thymus NO
Spleen NO
Bone marrow NO
Respiratory system Trachea NO
Lungs: Bronchial tree, alveoli NO
Thoracic cage NO
Respiratory system
(continued)
Muscles of respiration: Intercostal muscles, diaphragm
Digestive, metabolic, Salivary glands NO
and endocrine
systems
Esophagus NO
Stomach NO
Intestines: Small and large NO
Pancreas NO
Liver NO
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 17
Gall bladder and ducts NO
Endocrine glands: Pituitary, thyroid, parathyroid,
adrenal
NO
Genitourinary and Urinary system: Kidneys, ureters, bladder, urethra NO
reproductive systems Structure of pelvic floor NO
Structure of reproductive system Ovaries, uterus, breast
and nipple, vagina and external genitalia, testes, penis,
prostate
NO
Structures related to Bones of cranium NO
movement Bones of face NO
Bones of neck region NO
Joints of head and neck NO
Bones of shoulder region YES
Joints of shoulder region YES
Muscles of shoulder region YES
Bones of upper arm YES
Ligaments and fascia of upper arm YES
Bones of forearm YES
Wrist joint YES
Muscles of forearm YES
Ligaments and fascia of forearm YES
Bones of hand YES
Joints of hand and fingers YES
Muscles of hand YES
Ligaments and fascia of hand YES
Bones of pelvis region YES
Joints of pelvic region YES
Muscles of pelvic region YES
Ligaments and fascia of pelvic region YES
Bones of thigh YES
Hip joint YES
Muscles of thigh YES
Ligaments and fascia of thigh YES
Bones of lower leg YES
Knee joint YES
Muscles of lower leg YES
Ligaments and fascia of lower leg YES
Bones of ankle and foot YES
Ankle, foot, and toe joints YES
Muscle of ankle and foot YES
Ligaments of fascia of ankle and foot YES
Structures related to Cervical vertebral column YES
movement
(continued)
Lumbar vertebral column YES
Sacral vertebral column YES
Coccyx YES
Muscles of trunk YES
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 18
Ligaments and fascia of trunk YES
Skin and related
structures
Areas of skin: Head, neck, shoulder, upper extremity,
pelvic region, lower extremities, trunk, and back
NO
Structure of skin glands: Sweat and sebaceous NO
Structure of nails: Fingernails and toenails NO
Structure of hair NO


10. Performance skills required:

Skill Required? How the Skill I s Used

Motor/praxis

YES

Client bended and reached while selecting the coloring
books and the container of crayons and color markers.
Client also coordinated a variety of compensatory body
movements to complete the task. The client maintained
balance while carrying the coloring book and container
of crayons to the table.
Sensory (perceptual)

YES

Client positioned herself in a safe location in order to
effectively grab and reach the coloring books and
container of crayons and color markers off the shelf in
the closet.
Emotion regulation
YES

Client continued to persist on the task despite the
frustrations she encountered. Client displayed her
emotions appropriately regarding the situation and her
physical limitations.
Cognitive

YES

Client judged the appropriateness of the selection of the
crayons and color markers to complete the activity. She
selected the correct tools and supplies needed to color
successfully. Client demonstrated multitasking by using
her left arm to hold down the coloring book and using
her right arm to select and use the crayons and color
markers at the same time.
Communication/soci
al

YES


Client made sure to look where she was walking to and
from the closet and the table, making sure not to run into
anyone walking around her, specifically the cat.



11. Performance patterns:

Pattern Describe
X Useful habit The client automatically assisted her left arm with her right arm while
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 19
reaching objects that are high up or out of her normal reach.

X Dominating habit The client spontaneously uses her right arm to reach for the crayon or
color marker in the container, as her right arm is her dominant side.

X Routine The client follows the sequence of going to the closet to gather the
materials and tools needed to color before bringing them over to her
activity table to complete the task.

X Ritual The client uses the family ritual of selecting the page to color before
selecting a crayon or color marker to color with. She also uses the
ritual of school by putting her name on her coloring page when she is
done with it to make sure everyone knows it is hers.

X Role The clients role is a daughter creating a picture to give to her parents
as a gift and sign of her love.


Intervention Plan
1. Identify 1 objective and measurable goal of the intervention:
a. One objective of the intervention would be for Jaidyn to be able to reach the table
with her left arm without actively assisting with her right arm.
b. One measurable goal of the intervention would be for Jaidyn to achieve 90
degrees of active range of motion of flexion with her left shoulder.
c. According to OTPF what type of outcome is this?
i. The types of outcomes that apply to this client are occupational
performance, adaptation, participation, and role competence. The clients
occupational outcome of occupational performance applies to when the
client was doing and accomplishing the activity within her contexts and
environment. The client demonstrated the outcome of adaptation by
changing her response when encountering a challenge with her
occupation, for instance when she modified her behavior by actively
assisting her left arm with her right. She displayed participation by
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 20
engaging in her desired occupation of coloring in a way that was
personally satisfying for her. The client portrayed role competence when
she effectively met the demands of a four- year old that independently
retrieved supplies to color with.
2. Intervention approach:

Approach Describe
X Create/promote The focus would be on client factors. The intervention would be to
promote increased fine motor skills by encouraging her to use both
hands to select a crayon or color marker from the container.

X Establish/restore The focus would be on performance skills. The intervention would be
to provide adaptive equipment such a handy-writer to stabilize the
crayon or the color marker while the client completes the occupation
of coloring.

X Maintain The focus would be on activity demands. The intervention would be to
maintain independent play exploration for the client by recommending
types of crayons and color markers that would be beneficial for her
grasp or seating adjustments to boost her up higher to the table in
order for her to get her left hand on the table easier.

X Modify The focus would be on activity demands. The intervention would be to
adapt the writing surface of the activity table by placing an incline
board under the coloring book in order to aid the client in reaching the
pages with less effort.

X Prevent The focus would be on performance skills. The intervention would be
to prevent poor posture from too much compensation by providing a
pillow behind her back to supply proper back support.


3. Activity selection
a. Activity selection: Identify 1 example of each for the intervention plan
Activity Describe
Occupation-based
intervention
Collaborating with the client to make an intervention plan in which
each session the client creates a craft that the client can take home and
give as a gift to a family member.

Purposeful activity An activity that would allow the client to develop skills that enhance
occupational engagement would be to color a picture to send to it to
her family in Michigan.
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 21

Preparatory
method
The methods and techniques that would be chosen to prepare the client
for occupational performance would be bending and lifting objects
from the floor, reaching and grabbing objects from different shelf
levels and heights, working on grasping a variety of materials
effectively out of a container, practicing on strengthening overall hand
strength with weight-bearing through purposeful activities and objects
such as Thera-putty.


b. Discuss how activity selection relates back to occupational profile and
occupational analysis
i. The activity selection relates back to occupational profile because the
occupational profile gives a summary of the clients occupational history,
patterns of daily living, interests, values, and needs. The clients
occupational profile determined that her cognitive abilities are intact and
she has reached all of her developmental milestones. Her occupational
profile also discussed her interests, such as creativity and crafts, as well as
her values such as independence. The occupational analysis discusses the
steps involved in completing the activity. The selection of the activity is a
collaboration of both the occupational profile and analysis, and takes what
is important to the client and applies it to a therapeutic activity making it
purposeful and meaningful.
c. Discuss how activity selection will support achievement of client identified goals
and goal of the intervention plan
i. The activity selection will support achievement of client identifies goals
and the goal of the intervention plan because the activity chosen will
pertain to the occupational profile and occupational analysis which will
ensure that the goals are client-centered and meaningful to the client.
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 22
When the goal is meaningful to the client it is more likely that the client
will succeed in achieving her intervention goals.
4. Describe how intervention can be graded or adapted and why
a. This intervention can be graded up by adding more steps or allowing less time to
complete the activity. Grading up would consist of having to take the crayons or
the color markers out of a package or requiring the client to complete the activity
in an allotted time frame such as within a 20 minute period. In contrast, grading
down could consist of already having the tools and materials out for her, or
allowing her to have an endless timeframe to complete the activity. A way of
adapting the intervention would be to have her complete the activity lying on the
floor or using adaptive equipment such as modified crayons or color markers.
5. Safety concerns and/or precautions
a. The safety concerns and precautions that apply to this intervention with this client
would be monitoring her reaching for the crayon or color marker container from a
shelf in the closet and making sure she does not drop it on her toes or feet. Other
safety concerns or precautions that could potentially be a concern would be
ensuring that the client does not put any crayons or color markers in her mouth,
however given her cognitive ability and maturity for her age, this is most likely
not a concern for this particular client.
6. Discuss the role of the occupational therapy practitioner during the intervention
a. The role of the occupational therapy practitioner during the intervention would be
to assist if needed with tactile cues, however mostly giving just verbal cues and
reminders, making sure to have the client feel as independent as possible during
the activity.
7. Discuss what is expected of the client during the intervention
OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 23
a. During this intervention the client would be expected to complete the activity
nearly entirely independently, while focusing on increasing shoulder flexion and
hand strength and completing activities with as little compensation as possible.
















OCCUPATIONAL ANALYSIS AND INTERVENTION PLAN 24
References
American Occupational Therapy Association (2008). Occupational therapy practice framework:
Domain and Process (2nd ed.). American Journal of Occupational Therapy, 62, 625-683.
Thomas, H. (2012). Occupation-based activity analysis. Thorofare, NJ: Slack Inc.