ACTIVITY

#4
A. PRIORITIZED PROBLEM LIST
Rachel shown has sensory problem which affect when she engaging in any
occupations such as:

⮚ Difficulty in Social Participation such as:

● Social skills due to low registration which is specific to turns toward, and
looks.
● Does not seek interactions with other children specific to gesticulates and
speech

⮚ Difficulty in ADLs such as:

● Dressing and hair brushing due to tactile defensiveness which is specific to
easily
frustrated, and distressed.
A. PRIORITIZED PROBLEM LIST

⮚ Classroom Environments such as:

● Difficulty adapting to transitions in another place
due of too much sensory input and not familiar in
place.
B. (1) LONG TERM GOAL, (2) SHORT TERM GOALS
⮚ LTG: By the end of 6 months, Rachel will be exposed and able to adapt in any sensory
input in any environment transition during various of sensory activities including also
improving self-care activities and social skills without any sensory problem.
● STG (1): The therapist will provide some facilitation techniques for Rachel such as
brushing by using any types of fabric from clothes also hair comb and hair brush. The
therapist will brush to the child’s arms and hands in 3 times each side of the body in
order for child to familiarize the texture of clothes, hair comb and hair brush within 3
months of OT sessions.
● STG (2): Rachel will demonstrate turns toward, looks, speech and gesticulate as her
name was called at least 3 times, and enable for her to interact and communicate with
other people using some simple language, words and gestures within 3 months of OT
sessions.
 C. EVALUATION
Sensory Profile - Recognize a child's sensory
processing patterns in everyday scenarios such as
assists in gathering vital sensory information about
home and school.
Observation - Analyze a child's occupational
performance using clinical judgment to the child's
behavior and performance when participating in
certain activities
Initial Evaluation - Interviewing with the child's
parents or caregiver by asking questions about the
child's lifestyle at home and at school
D. PLAN OF
ACTION
 PREPARATORY
S E N S O RY
TEXTURE STOP DA
S
B A L L O O N
NCE
o lo r s o f ba llo o n s w ith
● The child will d
● 5 a s so rt
e
ed c
a ch 5 b all oon s s uc h as
children
ance wit
h other
insid e
, S
o
a
f
lt , C orn s ta rc h , Ma r b le s , P lay
● The child
can danc
Sand m e . the musi e freely w
e, a n d S li c is on th hile
Do ug h, R i c
to u c h and en the ch
h il d w ill stop to d ild will
● T h e n th e c ance wh
en the m
usic stop
t s
squeeze i
 PURPOSEFUL
FABRIC BOX
● Will use two boxes, the one box has
something inside such as any kinds piece
of fabric(such as cotton, silk, chiffon, and
wool) while the other box is empty.
● The child will transfer each kind of fabric
on the empty box one by one
BALL THROWING AND CATCHING
● The child will play ball catching with 3
children while OT will guide them
● Introduce 1st names to each other for the
able to child remember her 3 playmates
● Form a circle
● The OT will instruct the child that “can you
throw the ball to
 OCCUPATION-BASED
DRESS UP USING SOFT AND COMFORTABLE IMITATION OF SIMPLE GESTURE
FABRIC CLOTHES AND BRUSHING HAIR The OT will provide a simple gesture
⮚ For dressing presentation will serve as visual cues
The child will wear shirt, pants and socks with situation on it in order for child to
w/ OT’s help. know when to use these gestures when
⮚ For hair brushing it comes to communicating.

Brushing the hair of the child carefully

and slowly
E. OTHER MANAGEMENT
FOR: Sensory Integration
BMT: Positive
Reinforcement
TUS: Active friendliness
Education: Parent and
teacher education/training
THANK
YOU!
For your attention