Denerie Monces

1. Activity Title: Photographs

2. Sources for your activity and for your adaptations (APA citations)

Alzheimer's Society. (2021). What equipment can improve the home of a person with

dementia? Retrieved from

https://www.alzheimers.org.uk/get-support/staying-independent/what-equipment-i

mprove-adapt-home-person-dementia

Mizen, M. (January 2004). Scrapbook photo albums are therapeutic for Alzheimer's

patients. Retrieved from https://www.researchgate.net/publication/237732620

_Scrapbook_photo_albums_are_therapeutic_for_Alzheimer's_patients

National Institutes of Health. (May 18, 2017). Adapting Activities for People With

Alzheimer's Disease. https://www.nia.nih.gov/health/adapting-

activities-people-alzheimers-disease

3. Equipment needed

a. Photo Album Book

4. Activity Description

a. Make sure all the participants have their photo album in order to be

involved in the activity.

b. I will be naming a topic then they have to find a picture/photo that

represents the things that I mentioned.

i. A picture of something you are grateful for (a person, a group of

people, animals or it could be anything)

 ii. A picture of your favorite place in the world

iii. A picture of their hobby/leisure or anything that they enjoy doing

c. Reflect on the chosen pictures; why they chose this particular picture and

how it made them feel.

Rules:

● 2 Minutes to find a picture

● Must not use the same picture for each topic

5. Primary social interaction pattern(s) (activity analysis) – Explanation of the

reason for the chosen pattern or patterns.

a. The chosen social interaction pattern for participating in this activity would

be intragroup. All participants intend upon reaching a mutual goal which is

finding a picture that reminds them of the topic that was given. The

purpose of this activity is to tilt their memories toward the good

experiences they had in the past.

6. Adaptation:

a. Adapting equipment does not have to be expensive, whiteboards could be

one; writing lists and reminders to help with memory and remember

important things. People diagnosed with Alzheimer's disease may not

always remember who people are but when looking at a photo album, it

can take them back to the past and recall old memories to help them

remember or bring a nice feeling to them. Photographs comfort them to

reminisce about joyful times in their lives. They might not be able to
 remember but there is a chance they are able to recognize their loved

ones by looking at the photographs.

7. Participant: 75-year-old woman diagnosed with early onset dementia.

ACTIVITY ANALYSIS FORM

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ACTIVITY ANALYSIS FORM

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ACTIVITY ANALYSIS FORM

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 ACTIVITY ANALYSIS FORM

Photo Album

From:

Peterson, C. A., & Stumbo, N. J. (2009). Therapeutic recreation program design: Principles and
procedures (5th ed.). San Francisco, CA: Pearson Benjamin Cummings.

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 FUNCTIONAL SKILLS ASSESSMENT / ANALYSIS

Place an X in the appropriate box; describe if needed

Type of play
Unoccupied: Watching and responding to things in the environment that catches one’s
a en on, such as sounds, colors, movements, and sensa ons
Onlooker: Occupying oneself by purposeful observa on of the ac vi es of others with
objects, toys, materials, or games, but not joining in their ac vi es
Solitary: Occupying oneself in purposeful, sustained engagement in ac vi es with objects,
toys, materials, or games
Parallel: Engaging in purposeful, sustained ac vi es with objects, toys, materials, or games
in the presence of other persons also engaged in play, but not joining in their ac vi es
Associa ve: Engaging in ac vity and play next others who are doing the same ac vity, and
takes, lends, and borrows objects, toys, materials, or games from others
Shared Coopera ve: Joining others in sustained engagement in ac vi es with objects, toys, X
materials, or games with a shared goal or purpose
Imagina ve Play: Also referred to as pretend play. Role playing and ac ng out experiences
of something of interest. May be with or without others, and within the context of other
types of play.

Interaction pattern
Intra-individual: Ac on taking place within the mind or ac on involving the mind and a
part of the body; requires no contact with another person or external object
Extra-individual: Ac on directed by a person toward an object; requires no contact with
another person
Aggregate: Ac on directed by a person toward an object while in the company of other
persons who are also direc ng ac on towards objects; ac on is not directed toward each
other; no interac on between par cipants is required or necessary
Inter-individual: Ac on of a compe ve nature directed by one person toward another
person
Unilateral: Ac on of a compe ve nature among three or more person, one of whom is an
antagonist or “it”; interac on is in simultaneous compe ve rela onship

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 Mul lateral: Ac on of a compe ve nature among three or more persons with no one
person as an antagonist
Intra-group: Ac on of a coopera ve nature by two or more persons intent upon reaching a X
mutual goal; ac on requires posi ve verbal or nonverbal interac on
Inter-group: Ac on of a compe ve nature between two or more intra-groups

Directionality skills Place an X in the appropriate box – describe

Le /right X
Up/down X
Around
Over/under
Person/object X
Person/person
Object/object

Physical skills Place an X in the appropriate box – describe

Ac ve range of mo on: Neck/Head

Ac ve range of mo on: Upper extremi es X
Ac ve range of mo on: Trunk
Ac ve range of mo on: Lower extremi es
Balance: Dynamic si ng (performing gross
body movements while si ng – e.g.,
reaching while si ng)
Balance: Dynamic standing (performing gross
body movements while standing – e.g.,
swinging a golf club)
Balance: Sta c si ng (si ng s ll)
Balance: Sta c standing (standing s ll)
Bending

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 Bilateral integra on (using both le & right
side of body together at the same me – e.g.,
holding cards in right hand and picking them
with le hand)
Cardiovascular endurance (the act, quality, or
power of withstanding stress on the
cardiovascular system)
Carrying in the arms
Carrying in the hands X
Carrying on the head
Carrying on shoulders, hip, and/or back
Catching
Climbing
Crawling
Crossing midline (moving body part across
the middle of the body – e.g., moving right
arm across the body to the le side)
Fine motor coordina on (using small muscle
groups for controlled movement, par cularly
in object manipula on)
Flexibility (ease of bending)
Grasp: Palmar Grasp (adducted thumb)
Grasp: Scissor Grasp (object held b/t side of
nger & thumb)
Grasp: Radial-Digital Grasp (object held b/t
thumb & ngers so that it is not touching the
palm)
Grasp: 3-Jaw Chuck Grasp (holding object b/t
thumb & 2 ngers)
Grasp: Pincer Grasp (holding object b/t index
nger & thumb)

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 Gross muscle coordina on (using large
muscle groups for controlled, goal-oriented
movements)
Hi ng
Hopping
Jumping
Li ing
Manipula ng
Motor control (conceiving & planning a new
motor act in response to an environmental
demand)
Moving around obstacles
Moving on di erent surfaces
Moving around using equipment
Muscle strength (muscle power, force)
Picking up
Pulling
Punching
Pushing with upper extremi es
Pushing with lower extremi es
Pu ng down objects
Reaching
Releasing
Running
Skipping
Speed (quickness of movement)
Standing

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 Stretching
Swimming
Throwing
Turning or twis ng hands or arms
Visual-motor integra on (coordina ng the
interac on of informa on from the eyes with
body movement during ac vity)
Walking long distances (> 250’, community
distances)
Walking short distances (< 250’, household
distances)

Cognitive skills Place an X in the appropriate box – describe if necessary

Arousal/Alertness (demonstra ng alertness

& responsiveness to environmental s muli)
A en on: Alterna ng a en on (alterna ng
back and forth b/t mental tasks – e.g.,
chopping vegetables while periodically
checking food on the stove)
A en on: Divided A en on (ability to do
several things at once)
A en on: Focused a en on (ability to X
respond to di erent kinds of s mula on;
involves direc on and orienta on)
A en on: Selec ve a en on (ac va ng & X
inhibi ng responses selec vely; involves
discrimina on of s mulus informa on &
di eren a ng responses)
A en on: Sharing A en on (mental X
func ons that permit focusing on the same
s mulus by two or more people, such as a
child & caregiver both focusing on a toy)

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 A en on: Sustaining A en on (vigilance;
maintaining a en on for a long me)
Calcula on (ability to do math)
Categoriza on (iden fying similari es of &
di erences among pieces of environmental
informa on)
Cogni ve exibility (mental func ons of
changing strategies, or shi ing mental sets,
especially as involved in problem-solving)
Concept forma on (organizing a variety of
informa on to form thoughts and ideas)
Concentra on (ability to do mental work X
while a ending, the process of ac ve
encoding in working memory)
Decision Making: Complex (making a
complex choice among op ons,
implemen ng the choice, & evalua ng the
e ects of the choice, such as purchasing
concert ckets)
Decision Making: Simple (making a simple
choice among op ons, implemen ng the
choice, & evalua ng the e ects of the choice,
such as deciding which card to choose in a
card game)
Ini a on (star ng a physical or mental
ac vity)
Insight (awareness and understanding of X
oneself & one’s behavior)
Intellectual Knowledge (academic
knowledge)
Judgment (discrimina ng between &
evalua ng di erent op ons, such as those
involved in forming an opinion)

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 Memory: Long Term (long-term storage of X
informa on from short-term memory)
Memory: Short Term (temporary memory X
store of around 30 seconds dura on from
which informa on is lost if not consolidated
into long-term memory)
Orienta on: Person (awareness of one’s own
iden ty & of individuals in the immediate
environment)
Orienta on: Place (awareness of one’s
loca on, such as one’s immediate
surroundings, one’s town or county)
Orienta on: Time (awareness of day, date,
month, & year)
Orienta on: Topographical (determining the
loca on of objects & se ngs & the route to
the loca on)
Organiza on and Planning (coordina ng
parts into a whole, of systema zing;
developing a method of proceeding or
ac ng)
Problem Solving: Complex ( nding solu ons
to a complex problem involving mul ple &
interrelated issues, or several related
problems, by iden fying and analyzing the
issue, developing solu ons, evalua ng the
poten al e ects of the solu ons & execu ng
a chosen solu on.)
Problem Solving: Simple ( nding solu ons to
a simple problem involving a single issue or
ques on, by iden fying and analyzing the
issue, developing solu ons, evalua ng the
poten al e ects of the solu ons & execu ng
a chosen solu on)

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 Reading (ability to read)
Recogni on: Number (ability to recognize
numbers - e.g., on cards, clock, score card)
Recogni on: Size (ability to recognize sizes -
e.g., small, big)
Recogni on: Shape/Form (ability to recognize
shapes/forms - e.g., square)
Sequencing (placing informa on, concepts,
and ac ons in order)
Spa al opera ons (mentally manipula ng
the posi on of objects in various
rela onships)
Spelling (ability to spell words)
Strategy (mental func ons to make a plan,
method, or series of maneuvers for obtaining
a speci c goal or result)
Thought: Abstract Thought (thinking X
characterized by the ability to use concepts &
to make & understand generaliza ons, such
as of the proper es or pa ern shared by a
variety of speci c items or events)
Thought: Concrete Thought (thinking
characterized by a predominance of actual
objects & events and the absence of
concepts & generaliza ons.)
Time Management (planning & exercising
conscious control over the amount of me
spent on speci c ac vi es, especially to
increase e ec veness, e ciency, or
produc vity)
Wri ng (ability to write)

Sensory abilities Place an X in the appropriate box – describe if necessary

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 Auditory func on X
Gustatory (taste) func on
Olfactory (smell) func on
Tac le (touch) func on X
Visual func on X

Communication/language skills Place an X in the appropriate box – describe if necessary

Recep on to spoken language (ability to X

understand spoken language)
Recep on of wri en language (ability to
understand wri en language)
Recep on of body language (ability to
understand body language/non-verbal)
Recep on of signs and symbols (ability to
understand signs & symbols)
Expression of spoken language (ability to X
speak)
Expression of wri en language (ability to
write)
Expression of body language (ability to
produce and communicate non-verbally)
Expression through signs and symbols (ability
to produce signs & symbols)
Ability to communicate in alternate manner – X
describe

Social & interpersonal skills Place an X in the appropriate box – describe if necessary

Conversa on: Star ng a conversa on X

(beginning a dialogue or interchange, such as
by introducing oneself, expressing customary
gree ngs, and introducing a topic or asking
ques ons)

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 Conversa on: Sustaining a conversa on X
(con nuing & shaping a dialogue or
interchange by adding ideas, introducing a
new topic, or retrieving a topic that has been
previously men oned, as well as by taking
turns in speaking or signing)
Conversa on: Ending a conversa on
( nishing a dialogue or interchange with
customary termina on statements or
expressions and by bringing closure to the
topic under discussion)
Handling cri cism (providing & responding to
implicit & explicit di erences of opinion or
disagreement, in a contextually and socially
appropriate manner)
Heterogeneity (interac ng with people who
are di erent from each other - culture, social,
biological, etc.)
Homogeneity (interac ng with people who
are the same - culture, social, biological, etc.)
Interpersonal interac ons (using verbal and
non-verbal communica on to interact with
others)
Maintaining social space (being aware of & X
maintaining a distance between oneself &
others that is contextually, socially, &
culturally appropriate)
Physical contact (making & responding to
bodily contact with others, in a contextually
& socially appropriate manner)
Rela ng with equals (crea ng & maintaining
formal rela ons with people in the same
posi on of authority, rank, or pres ge
rela ve to one’s own social posi on)

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 Rela ng with persons in authority (Crea ng
& maintaining formal rela ons with people in
posi ons of power or of a higher rank or
pres ge rela ve to one’s own social posi on,
such as an employer)
Rela ng with subordinates (crea ng &
maintaining formal rela ons with people in
posi ons of lower rank or pres ge rela ve to
one’s own social posi on, such as an
employee or servant)
Regula ng behavior (regula ng emo ons X
and impulses, verbal aggression & physical
aggression in interac ons with others, in a
contextually and socially appropriate
manner)
Rela onships: Forming rela onships X
(beginning & maintaining interac ons with
others for a short or long period of me, in a
contextually & socially appropriate manner,
such as by introducing oneself)
Rela onships: termina ng rela onships
(bringing interac ons to a close in a
contextually & socially appropriate manner,
such as by ending temporary rela onships at
the end of a visit)
Self-expression (using a variety of styles & X
skills to express thoughts, feelings, & needs)
Social conduct (Interac ng using manners, X
personal space, eye contact, gestures,
ac vity listening & self-expression
appropriate to one’s environment
Social cues (giving & reac ng appropriately X
to signs & hints that occur in social
interac ons)

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 Showing respect & warmth (showing & X
responding to considera on & esteem, in a
contextually & socially appropriate manner)
Showing tolerance (showing & responding to X
understanding & acceptance of behavior, in a
contextually & socially appropriate manner)

Self-care skills Place an X in the appropriate box – describe if necessary

Caring for skin, teeth, hair, nails, etc.

Dressing
Ea ng
Hygiene (kempt hair, clean clothes, clean
body smell)
Toile ng
Washing/drying one’s self

Psychological/emotional outcomes Provide examples of situa ons within the ac vity that could cause this emo on

Posi ve Emo onal Outcomes

Growth & development (con nua on or in a X
new direc on)
Hope/op mism (a sense of something good X
to come)
Inner strength (drawing upon one’s own or
others)
Joy (the emo on of great delight or X
happiness caused by something excep onally
good or sa sfying; keen pleasure; ela on
(e.g., winning the game, nishing a task)
Posi ve emo ons of escala on (feeling X
entertained, excited, amused, joyful, happy,
playful)

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 Posi ve emo ons of de-escala on (feeling a
sense of inner calmness, peace of mind,
tranquility, serenity, relaxa on)
Posi ve emo ons of well-being X
(rejuvena on, sa sfac on, personal
ful llment, gra ca on)
Sense of competence/mastery
Sense of connec on & belonging (within the X
self, with individuals/groups, with animals/
nature, with higher power/spirit, with one’s
culture/history)
Sense of freedom/autonomy
Sense of iden ty (building, expression, X
transforming)
Nega ve Emo onal Outcomes
Anger: The emo on of feeling resentment,
fury, or rage (e.g., defeated)
Emo onal pain: The emo on of feeling
mental anguish or despair; mental su ering
(e.g., rejected, secluded)
Fear: The emo on of feeling afraid;
threatened; dread; alarm (e.g., fear of
physical injury, social rejec on, not
measuring up to expecta ons)
Frustra on: The emo onal feeling of X
dissa sfac on, o en accompanied by anxiety
or depression, resul ng from un lled needs
or unresolved problems (e.g., abili es don’t
match requirements of task, things beyond
control impact outcomes)
Guilt: The emo on of feeling remorse
whether real or imagined (e.g., le ng
someone down)

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 14