Running head: OCCUPATIONAL PROFILE & INTERVENTION PLAN

Occupational Profile & Intervention Plan

Jennifer Tom
Touro University Nevada

OCCUPATIONAL PROFILE & INTERVENTION PLAN

Occupational Profile
Who Is the Client?
Jimmy is a 28-year-old male born in the Philippines. He immigrated to the United States
five years ago with both of his parents and his two older sisters. He currently resides in Nevada,
living comfortably in a one-story home with his mom and dad. While his two sisters do not live
with them as they have families of their own, they still visit frequently. Jimmy has a supportive
family as his two sisters often take him out on the weekends. His parents provide him with all of
his basic needs and encourage him to take on responsibilities around the home. Jimmy is a shy
and reserved individual, but his vivacious personality pierces through when he is in an
environment that he feels comfortable. He is verbally expressive of his thoughts and emotions
when asked. However, it may lack depth because of his difficulties in comprehending abstract
ideas and may be perceived as having an immature behavior for his age. Jimmy was diagnosed
with mild intellectual disability at the age of four. He has been attending the Easter Seals
Nevada Adult Day Care program for the last five years. He has expressed that Easter Seals is his
primary occupation which he enjoys and considers a priority in his daily routine.
Reason for Seeking Services and Concerns
Intellectual disability is defined as having significant limitations in intellectual function
and adaptive behaviors such as lacking understanding of abstract concepts, deficits in social
skills, and practical skills (Yalon-Chamovitz, Seelanikyo, Artzi, Prigal& Fishman, 2010). Some
of Jimmys objectives that are addressed in the adult day care program is an improvement in his
reading and writing skills. He currently reads at a grade-school level, can sound simple words
out, and write his name and basic phrases. He expressed of wanting to improve on his reading
and writing skills and is interested in the possibility of even attending school.
Other objectives for Jimmy are providing him with support in adaptive skills such as
increasing his independence in activities of daily living (ADL), instrumental activities of daily
living (IADL), and developing community and social independence. For ADL activities, Jimmy

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can sequence and execute most of the steps independently. However, Jimmys parents expressed
that he continues to have difficulty with identifying items that are needed to complete his
personal hygiene each morning and also needs assistance to gather supplies. He requires set-up
and needs verbal reminders and prompts to ensure thoroughness as he has trouble with judging
and evaluating when the tasks are completed fully and accurately. A grooming activity they want
him to improve on is shaving as he has difficulty with using an electric razor.
Other areas of concern include his social interaction skills. The staff members and his
parents have indicated that Jimmy is unable to maintain eye contact when engaging in a
conversation. This is further evidenced by him constantly casting his eyes to the floor or other
parts of the room during the interview with his head and body positioned away from the
interviewer. Jimmy explains that his shyness makes it difficult to make eye contact because it
makes him laugh and hinders his ability to express what he is trying to say.
Jimmy also demonstrates tremendous difficulty with basic money management. He has
voiced that he wants to have more control over his finances and daily purchases as his parents
are currently making most of the decisions for him. He also reported wanting to someday work
at the shopping mall although this requires both basic social and math skills. He is limited in his
understanding of financial matters that makes financial obligation a challenge for him. This
includes budgeting, prioritizing spending, paying bills, utilizing banking, and making purchases.
Occupational Success and Barriers
Jimmy is independent in completing some IADLs such as taking out the trash, folding
the laundry, and wiping the table. He uses the microwave independently but does not cook
due to safety risks while using the stove. Jimmy has a good understanding of safety skills as he
can stay at home by himself for several hours at a time during the day. He is aware of not
revealing any personal information to strangers and can dial 911 for emergencies. However, his
parents are still worried to leave him unattended because it was noted that his shyness, passivity,
and trusting nature makes him susceptible to exploitation.

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In terms of Jimmys physical health, he is relatively healthy and rarely gets sick. He can
verbalize when he is feeling ill or experiences any pain. However, he relies on his parents for the
majority of his medical support such as scheduling appointments, arranging transportation,
following recommendations, and obtaining and taking medication. It was reported that Jimmy
relies on his parents to maintain physical health and well-being.
Context and Environment
One of Jimmys supporting personal context is his group membership at Easter Seals
because he interacts with people outside of his family members and engages in different leisure
activities. The physical environment that Jimmy engages in include the adult day care center,
his home, and the community. His attendance at Easter Seals is supportive of his occupational
engagement because he participates in work-skill activities and attends community outings. He
enjoys these trips, although it can take him some time in adjusting to a new environment. In
terms of his home setting, he lives in a one-story home with his parents. It is equipped with a
laundry room, a kitchen, and a backyard. Home modifications are not required because he can
access all the rooms when completing functional activities.
The physical environment of the adult day care program is strongly linked to Jimmys
social context because most of his friends are from the same program. The facility hosts
many events such as dances and organizes community outings. He has established good
relationships with the staff members and they provide him with opportunities to practice different
skills, allowing him to exert his sense of independence.
Occupational History
Life Experiences, Values, and Interests
Jimmy lived in the Philipines for 23 years before immigrating to the United States. His
primary occupation for the last five years is attending Easter Seals, a valued occupation. One of
his values is that he does not like when others touch his belongings without asking. He
expressed that he would ask before using other peoples things. Jimmy is also involved in
religious services as he and his family attend church every Sunday.

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Jimmy has many hobbies he enjoys doing. This includes being with his friends at Easter
Seals and playing basketball as a point guard or throwing free-throws. He often plays video
games and listens to music at home. Jimmy is also interested in photography as he likes to take
pictures of his peers at the facility or on their outings that are used for their scrapbooks.
Daily Life Roles and Patterns of Engagement
Jimmy wakes up around 6am. He completes his morning routine and waits for the public
transportation that takes him to and from his home and Easter Seals. He stays at the facility
from 7:30am until 2:30pm. He eats his snack at 10am and has lunch at 12pm. At the facility, he
holds some leadership roles such as being designated to pick up the phone calls and directing it
to the staff members. Other leadership roles he has are reading the current events out loud to the
other participants and passing out the craft supplies. At Easter Seals, Jimmy participates in many
IADLs and leisure activities. He usually plays on his iPad when he gets home and is
responsible for some chores such as taking the trash out, and wiping and setting the kitchen table
for dinner. He attends the church every Sunday with his family.
Prorities and Targeted Outcome
One of Jimmys priorities is increasing his autonomy in his daily purchases. Jimmy has
expressed wanting to have more control over his daily finances and gaining employment at the
mall. However, he relies on his parents for these responsibilities because he lacks basic
arithmetic skills and understanding of financial matters. Another priority is increasing Jimmys
independence in his ADLs. His parents indicated that he requires set-up for his personal hygiene
care and still frequently requires verbal cues to prompt completeness and thoroughness. His
parents want him to be more independent in this area. Increasing Jimmys independence in
health management will also be a priority area because he requires the support of his parents for
the majority of this occupation. Finally, Jimmys social interaction skill will be addressed.
Jimmy is shy and can be reserved and passive. This interferes with his ability to maintain eye
contact and express his thoughts during social interactions. The targeted outcome is an

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improvement in his well-being, occupational performance, and participation in money

management, independence in personal care, health management and social interaction.
Occupational Analysis
Context/Setting
The Easter Seals Adult Day Care is a community-based program located in Las Vegas.
They are dedicated to helping adults with developmental disabilities by providing opportunities
for individuals to participate in community activities, socialization, and daily living skills. This
is a population-based setting so there are no occupational therapists or other medical
professionals available on staff. The facility has well over fifty participants in the program and is
divided into groups based on their functional level. For example, participants that demonstrate
higher cognitive function, less physical impairment, and can self-regulate are placed in the room
that has a ratio of one staff member to five participantsthis is where Jimmy is assigned to.
This contrasts the 1:2 room in which the participants require moderate to maximum assistance.
The structured program at this facility supports the participants occupational engagement
because they follow a daily routine and are given many activity options. For example, the
facility promotes leisure participation by offering many table top activities such as board games
and scrapbooking. The participants also receive a monthly check as they are paid a small sum
for work-skill activities that are completed such as shredding paper and folding towels. The staff
members document daily in the participants binder on their behavior and activity engagement.
Each participant has a notebook that the staff members also write in everyday as a form of
correspondence with the caregiver.
Activity Observed & Key Observations
The client was observed in the following activities: folding towels, bill sorting and
counting money. The client completed towel folding independently and required supervision for
bill sorting. Jimmy required maximum assistance when counting change.
Jimmy practiced folding towels and was able to coordinate his fine motor skills to fold
the towels into fourths. Jimmy maintained focus as he did not get distracted by the surrounding

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auditory stimuli. He was able to sustain attention while completing the task of folding fifteen
towels that lasted for approximately twenty minutes. The next activity Jimmy practiced was bill
sorting. He was given a stack of pretend money and the task was to match the different dollar
bills into the same category. When he inadvertently put the $1 into the $100 pile, he required
only minimum general verbal cues for self-correction.
While Jimmy required only supervision for bill sorting, he needed maximum assistance
when it came to counting bills and coins because it required more complex cognitive function.
Jimmy started to display avoidant behaviors and appeared distracted as he attempted to complete
the task. For instance, he would put his chin on the palm of his hand, looked around the room,
and then put his head down on the table. He required the staff member to provide maximum
verbal cues to redirect his attention and concentration. Jimmy then attempted counting his
fingers but fell short of completing the addition of the coins. For example, he was presented
with fifty-seven cents. He could identify what each of the individual coins were but was unable
to answer what two-quarters were worth collectively. This demonstrated his difficulty in
cognitive flexibility and inability to manipulate information in a more complex situation.
OTPF Domains
The five domains specified in the OTPF include occupations, client factors, performance
skills, performance patterns, and context and environment and all have an impact on the clients
health, occupational engagement, and success (AOTA, 2014). While Jimmys motor skills are
intact, the client factor that is of primary concern is his cognitive function. He has difficulty with
higher-level cognition such as in concept formation, executive function, cognitive flexibility, and
insight. This is evidenced during the acquisition of new skills, understanding of abstract
concepts such as money management, and lacking insight in task completion.
Under the performance skills, he has apparent deficits in his process skills. When
challenged with completing a higher level cognitive task such as counting change, the client

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displayed distractibility. He was unable to carry out each of the steps independently and could
not modify his performance to figure out the problem. He required verbal cues in the
continuation of the activity and terminated early. He did not know how to make
accommodations or problem solve for the answer. The occupations that are impacted by the
deficits observed and his diagnosis include participation in his ADLs and IADLs such as in his
financial management and health management. Other areas that are impacted include his
education and gaining of employment.
Problem List
1) Client requires Max with financial management due to increase difficulty with performing
basic math calculations.
Justification: Jimmy expressed that he would like to have more control of his money to make
purchases. His parents are currently in charge of all of his financial obligations because he has
difficulty budgeting, prioritizing spending, paying bills, utilizing banking, and making purchases.
Additionally, Jimmy has expressed the interest of gaining employment at the mall that may
require basic math skills. For all these reasons, this functional problem statement is listed first.
2) Client requires Mod VCs to complete morning hygiene 2 insight on completion of task.
Justification: Jimmy has difficulty with identifying items needed for personal care. He also
needs verbal reminders and prompts to ensure thoroughness as he has trouble with judging and
evaluating when the tasks are completed fully and accurately. A particular grooming activity that
his parents want him to work on is shaving using an electric razor. It is listed as top two priority
because morning hygiene is apart of Jimmys daily routine so increasing his independence would
also decrease caregiver burden.
3) Client requires Max in health management due to decreased problem-solving skills.

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Justification: It was reported that Jimmy needed his parents with organizing all of his doctors
appointment. It was noted that without the support of his parents, it would be difficult for him to
maintain well-being. Achieving his ability to manage his health will be an important area to
address. This was ranked third because while this should definitely be addressed, it is not
currently impeding his daily life as Jimmy is relatively healthy and usually sees the doctor for
routine check-ups once a year.
4) Client requires Mod VCs to maintain eye contact 2 social interaction skills.
Justification: Jimmys shyness makes it difficult for him to make and maintain eye contact.
This is because it makes him laugh which hinders his ability to express what he wants to say
during social communication. This is ranked fourth because Jimmy has established meaningful
relationships with people he is around often. However, increasing his ability to maintain eye
contact will improve his skills in forming new relationships through more appropriate social
interactions. It can also increase his sense of assertiveness since his parents have indicated that
he can become passive.
5) Client requires Mod to read and write at a grade school level due to intellectual
functioning.
Justification: Jimmy has expressed the desire to learn how to write legibly and to read. He
currently reads and writes at a grade-school level. Improving in these areas will increase his
independence when out in the community such as ordering from a menu.
Intervention Plan & Outcomes
LTG 1 Client will complete a monetary transaction (I) when making one purchase at a
community outing within 6 wks.

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STG 1: Client will correctly determine if funds are sufficient to purchase an item of interest (I) at
least 3/4 trials within 2 wks.
Intervention: The goal of this intervention is to teach Jimmy the skills needed to accurately
evaluate if he has sufficient funds to purchase an item of interest. This requires him to be able to
compare items of different cost and judge whether he has enough money. Since Jimmy enjoys
playing on his iPad, a computer app will be utilized to facilitate the learning process as a means
to increase his level of intrinsic motivation. Many computer apps are currently available to help
in this acquisition stage of money management skills. One app called Teaching Money was
designed to help students increase familiarity with money transaction, recognizing money,
paying for items, coins and bills of equal value, and giving change (Kondys, n.d.). One of the
specific games of this app includes having pictures of different items with a price tag attached to
it. The individual is asked to select the items that could be purchased with a specific sum of
money. Games also provide auditory and visual stimuli that will give Jimmy external feedback
when he answers the problem correctly or incorrectly.
The next activity is to have Jimmy go online shopping to compare the cost of items on a
website. To increase the meaningfulness of this activity, Jimmy will create a list he would like to
look up (such as a basketball or a camera as these are some of his hobbies). The occupational
therapist will write the items on one sheet of paper and have Jimmy copy the words on a separate
piece of paper. After creating the list, the items will be searched on the website. Jimmy will
copy the price next to each of the items on the list. He will be asked to compare different items
on the list by verbalizing which item costs more or less depending on what the occupational
therapist asks. Finally, Jimmy will be asked to choose one item on the list that he wants to
purchase given a certain amount of money. To make the concept more explicit and tangible, the

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exact amount will be placed on the table for the item that Jimmy wants to purchase and he will
be given an allotted sum. Verbal cues will be given judiciously throughout the intervention.
Approach: The intervention uses an establish approach since this is a skill that has not yet been
developed. Jimmy can sort the money into its correct categories. However, he lacks the
understanding that different bills have different values attached to it. By establishing this
skill, Jimmy can increase his independence and control of his daily purchases.
Outcome: Through this intervention, Jimmy will increase his independence in decision making
as he will gain a better understanding of what he can buy with the amount of money he has. The
outcome will, therefore, be participation in monetary transactions.
Evidence: Cordova and Lepper (1996) conducted an experiment that analyzed the use of
contextualization, personalization, and choice in the process of learning to increase students
intrinsic motivation. The students utilized an educational computer activity to learn an
arithmetical operation. The control group participated in two computer-based learning games
where the information was presented abstractly. The experimental groups were presented with
the same information but in a more meaningful context. For instance, to increase
personalization, features of the learning context was changed so that it included characters and
objects that the students were interested in. Additionally, half of the students were given choices
to increase their sense of control and determination while the other half were not. The results
indicated that contextualization, personalization, and choice all showed significant increase in
the students motivation and engagement in learning, the amount they learned in a given time,
and their sense of competency, and aspiration (Cordova & Lepper, 1996). Although the study
was conducted on grade-school students, the implications of using personalized interventions and
providing choices are also evident in articles for individuals with developmental disabilities.
A phenomenological study was conducted by Mahoney and Roberts (2009) that analyzed
co-occupation at a day program for adults with moderate to severe developmental disabilities.
The authors explained that when these individuals were offered choices for participation, the

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activities were more meaningful for both the participant and the staff member. In the
intervention for Jimmy, he was provided with opportunities to make decisions and the use of the
iPad to promote his intrinsic motivation. As suggested from the studies, making the activity
meaningful, individualized, and giving choices will be beneficial in the learning process.
STG 2: Client will count correct change with Mod (I) using a calculator within 4 wks.
Intervention: Jimmy will be instructed on the utilization of a basic calculator. This will be
achieved by providing verbal instructions and a simple visual with step-by-step instructions.
Jimmy will practice by adding or subtracting tangible objects placed in front of him using the
calculator. To incorporate this into a meaningful activity, Jimmy will engage in a game of Buy
It Right. This board game was created to teach individuals about money recognition and making
correct change. Materials that come with the board game include a calculator, game pieces,
paper bills, and plastic coins. The occupational therapist will verbally educate Jimmy on the
rules of this game and provide verbal prompts as needed until he becomes more familiar with the
game. The occupational therapist and Jimmy will take turns being the cashier and the customer.
Jimmy will use the calculator to add the prices of the items and make correct change.
Another activity for the intervention will be to simulate a store by having items laid out
on a table with price tags on it. Jimmy will be given actual coins and bills. He will determine
the amount needed to purchase an item on the table and the correct change using a calculator.
He will be supported in the intervention with verbal cues and visual instructions as needed.
Approach: This intervention uses a compensatory approach because Jimmy is taught to use a
calculator to sum up items of purchase and for counting change. This approach is a more
effective and appropriate approach as it requires less mathematical skills to complete the tasks
compared to an established approach.
Outcome: The outcome is participation and role competence. Jimmy has difficulty with
counting money, hindering his independence when making purchases. By increasing Jimmys
ability to count money using a calculator, he can buy small items more independently. Jimmy
will be able to participate in his role of a consumer and be more autonomous in his decisions.

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Evidence: A study conducted by Munguba, Valdes, and Silva (2008) utilized two interactive
games that included a board game and a video game to teach nutritional concepts. The learning
contents were the same in the two different games. The results indicated that these play activities
were successful and beneficial in facilitating the learning process. Although the study by
Munguba and colleagues was conducted on school-age participants, the results could still be
valuable as it emphasizes the use of interactive games to create a more meaningful way to
facilitate the learning process. In another article, Gaudette and Andersons (2002) discussed that
cognitive impairment from a brain injury affects attention and executive function that negatively
affects an individuals money management skills. They explained that trends in cognitive
rehabilitation focuses on an individuals functional cognitive problems using compensatory
strategies and a shift from using non-contexual tasks to more practical, real-world tasks. In the
Assessment of Functional Monetary Skills, the authors discussed the following monetary skills
in completing money management: using money, totaling currencies, paying bills, writing
checks, and making purchases (Gaudette & Andersons, 2002).
LTG 2: Client will complete morning routine with Mod (I) using visual aids within 4 weeks.
STG 3: Client will identify all necessary items to complete morning hygiene with Mod (I) using
a checklist within 2 wks.
Intervention: The client and the occupational therapist will create an individualized picture
checklist together that will display all the necessary items required to complete his morning
hygiene. Jimmy will create a hygiene kit using the checklist. After identifying the items on the
checklist, he will physically draw a checkmark next to each of the items on the checklist. Jimmy
will use the checklist at home every morning to identify necessary items. Additionally, Jimmy
and his parents will be educated on simple environmental aids and modifications such as
establishing a routine placement of where the items on the checklist and his hygiene kit will be

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placed at home to make it easily accessible and seen. Another recommendation is to decrease
any clutter and use picture labels to increase ease during visual scanning of the items.
Evidence: Hallgren and Kottorp (2005) conducted a study to determine the effects of
occupational therapy intervention on ADL and the awareness of disability in persons with
intellectual disabilities. Each participant chose two ADL tasks they wanted to address. The
occupational therapists provided a number of different interventions. This includes the use of
adaptive equipment, teaching and practicing of new effective routines, and the use of
environmental adaptations such as using pictures on cupboards and drawers to show where
things should be put away. The results indicated improvement in motor and process skills and
ADL performance but little impact was noted in the individuals awareness of their disability.
Approach: The approach is modify (compensation, adaptation). Jimmy has difficulty with
identifying personal hygiene items, thus, using a checklist and environmental aids will provide
him with external feedbacks and visual cues for completion of the task.
Outcome: The outcome of the intervention is an improvement in occupational performance. As
mentioned, Jimmy can complete many components of morning hygiene independently.
However, it was reported that he has difficulty with identification of required morning hygiene
items and lacks insight in thoroughness. Therefore, providing some adaptations to his routine
can improve his performance in morning ADLs.
STG 4: Client will complete shaving (I) using an electric razor within 3 wks.
Intervention: A step-by-step visual aid will be provided. The last step off the visual instruction
is for Jimmy to look in the mirror to check for completeness as this will provide visual feedback.
The occupational therapist will verbally go through each of the steps with Jimmy. Visual aids
and physical demonstration will be used to educate Jimmy on the safety precautions on putting
the plug properly in the electrical socket and to not to use the electric razor in a wet environment.
The occupational therapist will model the entire activity for Jimmy and demonstrate completion
of the task by examining in the mirror and verbalizing that no spots were missed. Jimmy will

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practice shaving his beard using the visual aid. Occupational therapist will support Jimmy
throughout the process using hand-over-hand or verbal cues when necessary. The occupational
therapist will use positive reinforcement at the end of the activity when Jimmy independently
assesses the completion of the task by giving verbal praises and a high-five.
Evidence: Mechling (2007) compiled a review of empirical literature from 1990 to 2005 on the
use of assistive technology as a self-management tool for individuals with intellectual
disabilities. Forty research articles were reviewed that described the types of assistive
technologies used to initiate and complete daily tasks. This included pictorial prompts, tactile
prompts, auditory prompts, and computer-aided systems. Picture prompts were found to be most
often used and to be the most cost-effective. As suggested in the research, the author reported
that visuals aided the individual in maintaining attention, understanding spoken language,
sequencing events, and organizing the environment. It can also increase the individuals
independence because while the physical, verbal, and gestural cues will fade, the visual cue
could be used as a permanent reference. Additionally, picture cues for multi-step tasks were
found to be effective for vocational tasks, daily living, and meal preparation. Although pictorial
prompts are classified as low-tech assistive technology, it has several benefits such as increased
independent participation that require initiation, sustained participation, decreased dependency,
understanding of routines, increased engagement time, and gave individuals more control of the
activity. Tactile, auditory, and computer-system prompts were also found to be effective assistive
technology as a self-management tool to increase independence for individuals with intellectual
disabilities (Mechling, 2007).
Approach: The approach used for this intervention is a compensatory approach because visual
aids were utilized for the learning process. Providing Jimmy with visual aids reduces the amount
of cognitive functions required for sequencing and organizing. As suggested in the research,

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when caregiver assistance fades out, the visual cue could be used as a permanent reference, thus,
increasing Jimmys level of independence and reducing caregiver burden.
Outcome: The outcome of this intervention is an improvement in occupational performance.
Jimmy has difficulty with identification of personal hygiene items and completion of morning
tasks in a thorough manner. Therefore, providing the visual aids will help Jimmy in these areas
and improve his independence in his overall morning routine.
Grading up: The occupational therapist provides less verbal cues and hand-over-hand
assistance. This requires higher demand on his insight and knowledge of skills. Another method
is to not utilize any visual aids which will tax more on his working memory.
Grading down: If Jimmy demonstrates difficulty with completing the steps, the occupational
therapist can use a backward chaining technique to assist him. The occupational therapist will
complete all the steps and teach Jimmy to complete the last step independently so that he would
still feel accomplished. When Jimmy can complete the last step, he will then complete the last
two steps of the task. Another method to grade down the activity is to provide more verbal cues
or hand-over-hand assistance.
Framework
The Model of Human Occupation (MOHO) was utilized in guiding this intervention
planning and goal setting because it is client-centered and holistic (Kielhofner, Forsyth, &
Barrett, 2003). The model explains the process of how occupations are motivated, performed
and chosen through an understanding of these three constructs: volition, habituation, and
performance capacity. MOHO suggests that these three elements and the environmental context
have an interwoven relationship that impact the individuals occupational engagement.
Volition is the individuals motivational factors to engage and participate in an
occupation. Habituation are habits and routines that people follow in their daily life.
Performance capacity is the individuals mental, physical abilities, and lived experiences that
influences their participation and engagement in occupations (Kielhofner, Forsyth, & Barrett,

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2003). To maintain Jimmys volition, activities were designed to be intrinsically motivating and
appropriate for his performance capacity by grading the intervention and creating the just-rightchallenge for him. The skills learned from the interventions must be integrated into Jimmys
habits and routines so that it will become more automatic. This is achieved through the use of
compensatory strategies such as the daily use of the checklists and step-by-step visuals as he
completes his morning routine. Additionally, he has a strong social support group so a
collaborative effort is highly encouraged through education and training for carry-over of skills.
The concepts in the MOHO emphasizes the individual as multi-facet and multi-dimensional and
this was considered in the process of goal setting and intervention planning for Jimmy.
Precaution and Contraindications for Client
Safety precautions that must be considered is when Jimmy learns to use an electric razor
to prevent potential accidents. Other precautions also include psychosocial implications. Jimmy
is not reported to exhibit any history of aggression, but may become withdrawn if feeling upset.
Throughout the intervention process, it will be important to maintain Jimmys level of motivation
and prevent frustration by creating the just-right-challenge for him.
Frequency and Duration of Intervention
Jimmy will receive skilled occupational therapy intervention 1 time a week with 60
minute session for 6 weeks to address the stated long-term goals. This will include direct
treatment with Jimmy. Sessions will also be dedicated to providing education and training for
the staff members at Easter Seals and his parents to increase carry-over of learned skills.
Client and Caregiver Training and Education
Caregiver training and education will be important in the intervention process since
Jimmy will only receive occupational therapy once a week for 60 minutes. Collaborative effort
with his parents and staff members of Easter Seals will be needed to integrate skills into his daily
routine. This will be accomplished by direct education and training for the staff members at the
facility. Handouts and resources will also be provided for the staff and his parents for a better

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understanding of how to grade the task. For instance, the occupational therapist will teach
different ways of cueing and to provide the least amount of cueing when possible.
Clients Response
Jimmys response to the intervention will be documented in his chart after every session
The staff members will report his progress in his binder. His family members will also report on
his participation by documenting in the notebook that is used for correspondence between the
staff and the caregiver. Through these efforts, Jimmys progress can be monitored more closely
and also holds the staff members and his parents more accountable in helping him with skill
generalization. Finally, Jimmy will show his checklist to the occupational therapist weekly.
References
Cordova, D., & Lepper, M. (1996). Intrinsic motivation and the process of learning: beneficial
effects of contextualization, personalization, and choice. Journal of Educational
Psychology, 88(4), 715-730.
Gaudette, M., & Anderson, A. (2002). Evaluating money management skills following brain
injury using the assessment of functional monetary skills. Brain Injury, 16(2), 133-148.
doi:10.1080/02699050110102068
Hallgren, M., & Kottorp, A. (2005). Effects of occupational therapy intervention on activities of
daily living and awareness of disability in persons with intellectual disabilities.
Australian Occupational Therapy Journal, 52, 350-359.
Kielhofner, G., Forsyth, K., & Barrett, L. (2003). The model of human occupation. In E. B.
Crepeau, E. S. Cohn, & B. A. Schell (Eds.), Willard & Spackmans occupational therapy
(pp. 212-220). Philadelphia: Lippincott Williams & Wilkins.
Kondys, A. (n.d.). Teaching Money. Retrieved from https://itunes.apple.com/us/app/teachingmoney/id657372172?mt=8
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