Occupational Analysis and Intervention Plan

By: Faith Wilkins

1. Client name: Quinn Wilkins

2. Age: 26
3. Sex: Male
Briefly discuss each of the following:
4. Who is the client?
Quinn is a 26-year-old-male with Down syndrome and Type 1 diabetes.
He currently lives at home with his mother; his two siblings have moved
out of the house.
He attends College for Living, which is a foundation in his community that
promotes independent living skills for adults with disabilities.
He works five hours a week shredding paper at a local hospital.
5. Why is the client seeking services and/or what are the clients concerns relative
to engaging in occupations and in daily life activities?
Quinn is seeking occupational therapy services as he wishes to learn the
skills necessary move out and live with his best friend.
After meeting with Quinn and his mother, it was discussed that Quinn
does not have some of the skills required to live independently. These
deficits include: managing his diabetes, reading, cooking, and doing
laundry.
Quinn does know how to: decipher if his blood sugar level is too low based
on how he feels, work his cell phone, and dress himself.
6. In what occupations does the client feel successful and what barriers are
affecting his or her success?
Quinn feels successful when dressing himself in the morning, packing his
lunch and purchasing video games with money he has earned.
Barriers impacting his successes include his inability to interpret the
readings of his glucometer, count money, pack a nutritionally balanced
meal, and doing his laundry.
7. What aspects of his or her environments or contexts does the client see as
supporting engagement in desired occupations and what aspects are inhibiting
engagement?
Quinn reported he enjoys living at home with his mom because she takes
care of the majority of his needs.
Quinn also finds comfort in both the physical context of his bedroom and
the virtual context of his video games. Quinn often becomes frustrated
and confused when playing games that require a lot of strategy and
reading.
Page 1 of 20

Quinns mother reports Quinn has stopped asking to attend social events
independently because he knows the possibility of someone knowing how
to manage his diabetes is extremely limited.

8. What is the clients occupational history?

When Quinn was younger, he participated in numerous Special Olympic
events, showed livestock and spent numerous afternoons playing with his
two siblings.
At the age of 10 Quinn began showering and taking care of the majority of
ADLs on his own.
As a child Quinn enjoyed playing with action figures and watching movies.
9. What are the clients values and interests?
Quinn values spending time with his best friend from high school, taking
care of his cat, and singing at talent shows.
Quinn is interested in video games, movies, posters and t-shirts.
10.What are the clients daily life roles?
His current roles in life include being a son, student, friend and part-time
worker.
11.What are the clients patterns of engagement in occupations?
Quinn takes his blood sugar level 5-7 times daily, each time Quinn has
another person interpret the numbers on the glucometer.
Quinn receives insulin 3-5 times daily.
Quinn dresses himself daily.
Quinn showers 4-5 times weekly.
His mother shaves his face 3-4 times weeks.
Quinn plays video games every evening of the week.
Quinn feeds and waters his cat daily.
12.What are the clients priorities and desired targeted outcomes related to
occupational performance?

Quinn would like to become more independent in hopes of one day being
able to live with his best friend. Quinn is not able to verbally
communicate his current inability to manage his diabetes safely.
Quinns mother is his primary care provider. Her biggest concern is that
Quinn can only take his blood sugar level but not interpret the results.
Because Quinn cannot interpret the glucometer results, it is possible his
blood sugar level could become too low (risking seizure) or too high
(risking vomiting and dizziness).
Targeted outcomes were discussed between Quinn, his mother and OT
student. These outcomes revolve around the concept of promoting
Quinns management of his Diabetes and his ability to read and interpret
numbers.

Occupational Analysis
1. Occupation: Taking Blood sugar level with a Glucometer
Categorization of occupation for the client:
ADL
Subcategory: Personal
Device Care
1. Activities of daily living
Personal Device Care
2. Instrumental activities of daily living Health Management
3. Education
4. Work
5. Play
6. Leisure
7. Social participation
2. Values, beliefs, spirituality associated with participation:

Quinn is not able to express any values, beliefs or spirituality

associated with taking his blood-sugar levels.

3. Contexts:
Context
Physical/space
demands
Social

Cultural
Personal

Temporal

Virtual

Supports
Quinn sat in a chair and
used a clean table top to
take his blood sugar level.
Quinn used his
relationship with his
mother to help him carry
out the interpretation of
the glucometer results.
N/A
Quinns ability to perform
the action of taking his
sugar.
Quinn took his blood
sugar level before his
meal.
N/A

Inhibits
The countertop should
have been sanitized.
Quinn was not able to tell
his communicate with his
mother the results of his
glucometer reading.
N/A
Quinns inability to have
the cognitive abilities to
read the glucometer
results.
N/A

N/A

4. Objects and their properties used:

Tools: Glucometer, Poker, and Glucometer Zipper Pouch
Materials: Strips matching the brand of the glucometer, lancets matching the
brand of the poker,
and cloths to remove blood
Equipment: Clean table surface to set up tools and materials

5. Social demands:
Quinn prefers to take his sugar in a quiet environment to help him concentrate.
Quinn normally takes his sugar near an adult that can interpret the glucometer
results.

6. Sequence and timing:

1. Quinn obtained his glucometer after washing his hands.
2. Quinn unzipped the glucometer pouch.
3. Quinn reached for the strip container.
4. Quinn took the lid off the strip container.
5. Quinn removed one strip from the container.
6. Quinn lifted the glucometer off the table with his left hand while
holding a strip in the right hand.
7. Quinn inserted the strip into the glucometer.
8. Quinn sat the glucometer down as he heard the beep signifying it was
time to place the blood on the strip.
9. Quinn used his right hand to pick up the poker.
10.Quinn pulled back the trigger of his poker.
11.Quinn held the poker with his left hand.
12.Quinn touched the poker to the right index finger.
13.Quinn pushed the trigger with his left index finger.
14.Quinn sat the poker on the table.
15.Quinn used his left hand fingers to squeeze out a droplet of blood.
16.Quinn observed minimal blood coming out of the site.
17.Quinn picked his poker back up.
18.Quinn removed the cap to check the lancet.
19.Quinn detected the lancet was too dull.
20.Quinn replaced the dull lancet with a new one.
21.Quinn then repeated the steps to prick his finger.
22.Quinn squeezed his finger to elicit a droplet of blood.
23.Quinn was successful.
24.Quinn reached for his glucometer with his left hand.
25.Quinn placed his droplet of blood onto the strip.
26.Quinn heard a beep signifying enough blood had landed on the strip.
27.Quinn sat the glucometer down while it processed the results.
28.Quinn used a cloth to wipe the blood from his finger.
29.Quinn placed his poker and strip container back into the glucometer
pouch.
30.Quinn heard the glucometer beep signifying the results had been
processed.
31.Quinn motioned for his mother to come to the table.
32.Quinn asked his mom to look at the glucometer results.

33.Quinn removed the bloodied strip and threw it away.

34.Quinn zipped the pouch to pack his glucometer and tools away.
7. Body functions required:
Function

How It Is Used

Judgment

Quinn determined which

site to prick his finger,
where to place the
glucometer when
collecting the blood and
knowing when to take his
sugar.
Not Applicable
Not Applicable
Quinn was cognitively
flexible when he pricked
his finger but the lancet
was too dull and needed to
be changed.
Not Applicable
Quinn concentrated when
placing his finger next to
the strip which collected
the blood.
Quinn remained attentive
when taking his blood
sugar level readings as the
glucometer is time
sensitive and could have
time out.
When placing his finger
over the strip, Quinn was
able to block out external
stimulus and focus on task
at hand.
Quinn divided his attention
when opening the
glucometer case, and
turning on the glucometer.
Quinn used short-term
memory when opening
strip container and placing
strip into the glucometerr.

Concept formation
Metacognition
Cognitive flexibility

Insight/awareness
Concentration

Sustained attention

Selective attention

Divided attention

Short-term memory

Non
e

Minimal
ly
Challen
ged

Greatly
Challen
ged

X
X
X

X
X

Working memory

Long-term memory

Discrimination of senses:
Auditory

Discrimination of senses:
Tactile
Discrimination of senses:
Visual
Discrimination of senses:
Olfactory

Discrimination of senses:
Vestibular-proprioception
Multisensory processing

Sensory Memory

Spatial relationships

Temporal relationships

Recognition

Quinn used working

memory when placing the
droplet of blood onto the
strip.
Long-term memory was
used when he
remembered the last time
he took his blood sugar
level.
Quinn listens for the
glucometer to beep
notifying him the
glucometer has turned on.
Quinn retrieved a strip by
using the tactile senses of
his fingers.
Quinn used his visual
sense when placing his
finger over the strip.
Quinn did not report
smelling anything when
taking his blood sugar
level.
Quinn had to be aware of
his body when placing his
finger over the strip.
Quinn uses multisensory
processing during the
entire process as he hears
the glucometer beep, then
feels for the poker, and
then sees the droplet of
blood appear.
Quinn used his sensory
memory to know what one
strip feels like compared to
two.
Quinn used spatial
relationships when setting
up the glucometer and
strips.
Quinn had to wait for the
glucometer to turn on
before placing blood on
the strip.
Quinn recognized his
hands were dirty so he

Categorization
Generalization
Awareness of reality
Logical/coherent thought

Appropriate thought content

Mental functions of
sequencing complex
movement

Regulation and range of

emotion

Appropriateness of emotion

Coping
Behavioral regulation

Body image

Self-concept

Self-esteem

Arousal

Consciousness

washed them.
N/A
N/A
N/A
Quinn used logical thought
when setting up the
glucometer and necessary
materials in a close
proximity.
N/A
Quinn had to sequence the
steps of taking out his
glucometer, setting up the
strip, pricking his finger
and placing his finger on
the strip.
Quinn was able to regulate
his emotions when he
pricked his finger with the
lancet.
Quinn did not cry or
become upset when he
pricked his finger with a
lancet.
Quinn took deep breathes
when he pricked his finger.
Quinn was delicate and
even-tempered when he
took his blood sugar level.
Quinn did not mention
being bothered by pricking
his fingers which can leave
behind scabs.
Quinn did not use selfconcept when taking his
blood sugar level.
Quinn did not speak of
self-esteem related topics
when taking his blood
sugar level.
Quinn was alert and
focused when pricking his
finger and while placing
the blood on the strip.
Quinn was conscious and
completing the task of
taking his sugar on his

X
X
X
X

X
X

X
X

Orientation to self
Orientation to place

Orientation to time
Orientation to others
Energy level

own.
Quinn was oriented to
himself.
Quinn was oriented to
taking his sugar on the
kitchen table.
N/A
Quinn knew his mother
was within the home.
Quinn exude appropriate
energy levels when taking
his blood sugar level as he
was not too hyper or too
passive.

Function

How It Is Used

Motivation

Quinn was motivated to

take his sugar as he
wanted to eat his dinner.
Quinn was in control of his
impulses particularly when
placing the blood on the
strip.
Quinn takes his sugar
before he eats, but taking
his blood sugar level is not
dependent on the
presence of an appetite.
Sleep did not take place
during the activity of
taking blood sugar level.

Impulse control

Appetite

Sleep

Detection/registration

Visual modulation

Integration of senses

Quinn was able to detect

when blood started to
come out of his finger
thereby helping him to
realize he could move to
the next step.
Quinn was able to visually
focus on the droplet of
blood when placing it on
the strip and not on the TV
in the background.
When Quinn heard the

X
X

X
X
X

Non
e

Minimal
ly
Challen
ged

Greatly
Challen
ged

Awareness at distances

Tolerance of ambient sounds

Location and distance of

sounds

Moving against gravity

Taste
Smell
Body in space

Comfort with touch

Localizing pain

Thermal awareness

Joint mobility

beep indicating the

glucometer was ready, he
squeezed his finger until a
droplet of blood came out
and then moved his finger
to the strip.
Quinn did not need to be
aware of things in the
distance as he was
focused on the glucometer
right in front of him.
Quinn stated he was
annoyed with the sounds
from the ice maker, but he
was able to complete the
task.
Quinn was able to identify
the noise was coming from
the refrigerator across the
room.
Quinn moved held his
finger steadily against
gravity as he placed his
blood droplet onto the
strip.
N/A
N/A
Quinn positioned his body
in space so that he could
manipulate his glucometer
and place his blood droplet
on the strip.
Quinn was comfortable
touching his finger to draw
more blood.
Quinn was able to
understand the pain from
the prick was located on
the distal end of his finger.
Quinn did not detect for
thermal awareness as he
did not rub the tip of his
finger to evoke blood
circulation.
Quinn used his upper
extremity to move the
glucometer, prick his

X
X

Joint stability/alignment

Muscle power

Muscle tone

Muscle endurance

Stretch reflex
ATNR
STNR
Righting and supporting
reflex

Eye-hand coordination

Bilateral coordination

Crossing midline

finger, and place the

droplet onto the strip.
Quinn focused on
stabilizing his wrist and
finger joints when aligning
the droplet with strip. If
the glucometer receives
the incorrect amount of
blood the results will be
incomplete.
Quinn had to monitor his
muscle power when
bringing the glucometer to
his finger as the
glucometer is small and
needs to be handled
delicately.
Quinn had to hold his hand
in space while pricking his
finger which required
muscle tone in his arm.
Quinn needed muscle
endurance when steadying
his finger over the strip as
the glucometer can result
in error if the blood is not
put in the right place.
N/A
N/A
N/A
Quinn completed this
activity sitting down and
did observable righting
reflexes.
Quinn very intently
focused his eyes on his
hands when placing the
blood droplet on the
glucometer.
Quinn used both hands
preparing the glucometer,
pricking his finger, and
taking his finger to the
glucometer.
Quinn used bilateral
coordination when
reaching across his body

X
X
X
X

Fine motor control

Gross motor control

Occulomotor control

Gait patterns
Blood pressure

Heart rate

Respiratory rate

Respiratory rhythm

Respiratory depth

Physical endurance, aerobic

capacity

Voice functions

Voice rhythm and fluency

to reach for the container

of strips.
Quinn used fine motor
control throughout the
entire process when
pricking his finger, moving
his finger to the
glucometer and placing
the blood on strip.
Quinn used gross motor
when setting up his
glucometer.
When used his eyes to
locate the place on the
distal end of his finger to
prick, then when taking his
finger to the strip.
N/A
Quinns blood pressure
was adequate as the blood
was able to form a droplet
on his skin.
Quinns heart rate
determines how quickly
the droplet of blood leaves
his finger.
Quinn had an appropriate
adult respiration rate when
taking his blood sugar
level.
Quinn was calm and
breathing at a steady pace
while taking his blood
sugar level.
Quinns respiratory depth
did not impede him from
complete the task of
taking his sugar.
Minimal physical
endurance was required
when Quinn took his blood
pressure.
Quinn used his voice when
letting his mother know he
was done taking his blood
sugar level.
Quinn spoke with a choppy

X
X

rhythm and an interrupted

tempo.
Quinn was monotone
when speaking.
The digestive system
breaks down nutrients
which impact Quinns
blood sugar level.
Quinn monitors his bodys
ability to break down
complex carbohydrates
when taking his blood
sugar level.
Quinn is testing his
endocrine systems ability
to break down glucose
when he tests his blood
sugar level.

Alternative vocalization
Digestive system

Metabolic system

Endocrine system

X
X

Function

How It Is Used

Non
e

Urinary functions
Genital and reproductive
function
Protective functions of the
skin

N/A
N/A

X
X

Repair functions of the skin

Minimal
ly
Challen
ged

Quinn is irritating the

protective function of skin
with each prick of the
lancet.
Quinns fingers are
becoming callused as he
as pricked his fingers so
many times that the repair
functions of the skin on his
finger are beginning to
callus.

8. Muscular analysis of movements required:

Muscle
Shoulder
Shoulder
Shoulder
Shoulder
Shoulder
rotation
Shoulder

Not used

Minimally
challenged

Greatly
Challen
ged

flexion
extension
abduction
adduction
internal

Greatly
challenged
X
X
X
X
X

external

rotation
Elbow flexion
Elbow extension
Wrist supination
Wrist pronation
Wrist flexion
Wrist extension
Thumb flexion
Thumb abduction
Finger flexion
Finger extension
Trunk flexion
Trunk extension
Trunk rotation
Lower extremities

X
X
X
X
X
X
X
X
X
X
X
X
X
X

9. Performance skills required:

Skill- Motor

How It Is Used

Aligns

Quinn aligned his finger with the

poker, and placed the droplet of
blood on the strip.
Quinn stabilized his finger when
pricking his finger and when placing
the blood on the strip.
Quinn had to position his finger in
relation to the strip which collects the
blood.
Quinn reached for the glucometer,
and the container of strips.
Quinn bent down when sitting into
the chair to take his sugar.
Quinn gripped the glucometer,
container of strips, poker, and case of
the glucometer.
Quinn manipulated the strips helping
him to collect only one strip, the
poker to prick a certain spot on his
finger and when placing the droplet
of blood on the strip.
Quinn coordinated the steps it took
to open his glucometer, retrieve a
strip, poke his finger and then place

Stabilizes

Positions

Reaches
Bends
Grips

Manipulates

Coordinates

Non
e

Minimal
ly
Challen
ged

Greatly
Challen
ged

X
X
X

Moves

Lifts
Walks
Transports
Calibrates
Flows

Endures

Paces

the droplet of blood on the strip.

Quinn moved his limbs about in a
way that was fluid and mindful of
things he might knock over.
Quinn lifted his glucometer, strips,
poker, and finger around the table.
Quinn did not walk while taking his
blood sugar level.
Quinn transported the strip from the
container to the glucometer.
Quinn calibrated the force he used
when setting up his glucometer.
Quinns upper extremity flowed
between the tools and materials
fluidly.
Quinn was able to physically endure
the task of setting up his glucometer,
drawing blood and placing the blood
on the strip.
Quinn paced himself so that the
blood droplet was ready when the
glucometer was ready to receive the
blood.

Skill- Process

How It Is Used

Paces

Quinn paced his decisions when to

poke his finger and then when to
place it on the strip.
Quinn did not look away from his task
for the duration of the objective.
Quinn completed the task of taking
his blood sugar level without
interruption.
Quinn chose a strip and the
appropriate glucometer for this task.
Quinn used the materials and tools in
the specified and intended way.
Quinn handled his glucometer in an
appropriately delicate manner.
Quinn asked his mother to interpret
the results of the glucometer.
Quinn initiated each step in the
process of taking his blood sugar
level.
Quinn continued each step without
requiring prompts.

Attends
Heeds

Chooses
Uses
Handles
Inquires
Initiates

Continues

X
X
X
X
X

Non
e

Minimal
ly
Challen
ged

Greatly
Challen
ged

X
X

X
X
X
X
X

Sequences

Terminates

Searches/locates

Gathers

Organizes

Restores

Navigates

Notices/responds

Adjusts
Accommodates
Benefits

Quinn sequenced the steps of taking

his blood sugar level as he had to
focus on turning the glucometer on,
before placing the blood droplet on
the strip as it will not read the sugar
levels.
Quinn terminated all steps in a timely
manner especially the step where he
applies pressure to his finger to draw
blood.
Quinn searched and located all
materials and tools needed for this
activity.
Quinn gathered his strip and
glucometer to take his blood sugar
level.
Quinn organized his glucometer in an
adequate space so that he could
reach all needed objects.
Quinn threw away the used strip and
placed his glucometer and container
of strips back into the case.
Quinn navigated his upper extremity
in a manner that kept him from
knocking things over or off the table.
Quinn responded to the glucometer
beeping by placing the blood on the
strip.
Quinn had to adjust when his lancet
was too dull and need to be changed.
N/A
N/A

Skill- Social
interaction

How It Is Used

Approaches/starts

Quinn started talking to his mother

when the glucometer had processed
the blood sugar level.
Quinn produced spoken words to
notify his mother he had completed
the task of taking his blood sugar
level.
Quinn motioned for his mother to
come over and read the results.
Quinn speaks with enough fluency
that his mother understands what he

Produces speech

Gesticulates
Speaks fluently

X
X
X
Non
e

Minimal
ly
Challen
ged

Greatly
Challen
ged

X
X

Turns Toward
Looks

Places self

Touches

Regulates

Questions

Replies
Discloses

Expresses emotion
Disagrees

Thanks
Transitions

Times response

Times duration

Takes turns

is saying, but someone unfamiliar

with Quinn would have a hard time
understanding him at first.
Quinn turned around in his chair to
speak towards his mother.
Quinn looked at his mother when he
told her he was done taking his blood
sugar level.
Quinn did not move to place himself
in a more centered stance to engage
in conversation with his mother.
Quinn touched the glucometer to
show his mother he was finished with
the task of taking his blood sugar
level.
Quinn had an issue with regulating
his facial expression when speaking
with his mother as his mouth was
held open.
Quinn asked his mother to look at the
glucometer after he had finished
taking his blood sugar level.
Quinn replied to his mother when she
asked him questions.
Quinn did not disclose an opinion or
feelings regarding the task of taking
his blood sugar level.
Quinn presented with neutral affect
and nonchalant behaviors.
Quinn did not disagree during the
conversation with his mother
regarding his blood sugar results.
Quinn did not speak any gratitude.
Conversation was short and without
transition when Quinn talked to his
mother regarding his blood sugar
level.
Quinn responded appropriately with
gestures and words when his mother
asked him to show her the
glucometer.
Quinn spoke with his mother for just
a few moments which was an
adequate amount of time for
communication.
Quinn waited for his mother to
respond to his gestures and words.

X
X

X
X

X
X

X
X

Matches language

Clarifies

Acknowledges and
encourages
Empathizes
Heeds

Accommodates

Benefits

Quinn did not match the language of

his mother as her words were more
advanced than his.
Quinn did not need to clarify items
regarding his completed task as his
mother was not confused or in need
of clarification.
Quinn displayed limited
acknowledgement of his mother
receiving his communication.
Quinn did not display empathy.
Quinn spoke to his mother when he
had completed the task so that he
could complete the task by having
her analyze the results.
Quinn did not clearly accommodate
his communication skills during
conversation with his mother.
Quinn did not benefit from the
conversation as it was prompt and
short in duration.

X
X

10.Performance patterns:
Parts of this occupation has elements of which of the following: (check all that
apply)
Pattern
Useful habit

Describe
Quinn taking his blood sugar level is a very useful habit that
happens multiple times a day helping him to monitor the
insulin levels inside of his body.
N/A

Dominating
habit
Routine

Ritual
Role

N/A
Quinn is a young man with a developmental disability
attempting to manage his health independently

Quinn had a routine of taking his blood sugar level before

eating.

Intervention Plan
1. Identify 1 objective and measurable goal of the intervention:

In the next two weeks, Quinn will be able to independently tell his mother,
I am low, every time the glucometer results show only two numbers,
because any results below 100 can put Quinn at risk for a hypoglycemic
reaction.

a. According to OTPF what type of outcome is this?

According to the OTPF, this type of outcome falls under the
category quality of life due to the emphasis on health status
and self-care capabilities.

2. Intervention approach:

Approach
Create/promote

Describe
Create a routine where Quinn looks at, analyses and
verbalizes the results of his glucometer thereby promoting
independent diabetes management.

Establish/restore
Maintain
Modify
Prevent

3. Activity selection
a. Activity selection: Identify 1 example of each for the intervention plan

Activity
Occupation

Activity

Preparatory
method
Preparatory
task

Describe
Diabetes Management: collectively: taking his blood sugar
level, interpreting the results, determining amount of insulin
need, and administering insulin.
Quinn will verbally identify to the OT practitioner how many
numbers are on the glucometer screen. Quinn will begin to
associate only two numbers on the screen as a low blood
sugar level.
Quinn will be in a room with limited distractions when
interpreting the glucometer results.
Quinn will practice working with and interpreting numbers
while participating in his favorite leisure activity, playing
video games.

b. Discuss how activity selection relates back to occupational profile and

occupational analysis
During Quinns occupational profile and analysis, it was
established Quinn has the responsibility of managing his diabetes on a
daily, almost hourly basis. Quinns current extent of responsibility for
his health management revolves around the physical actions needed to
take his blood sugar level using a glucometer. Through the
occupational profile, the student therapist learned Quinn cannot
currently interpret the results of the glucometer; he loves to play video
games and to take care of his cat.
c. Discuss how activity selection will support achievement of client
identified goals and goal of the intervention plan
Quinn has aspirations to live independently. At this point
Quinns biggest setback to this long term goal is his inability to
manage his diabetes. That is why the activity of Quinn identifying the
amount of numbers and numbers on the glucometer screen, will help
him make strides towards understanding and managing his diabetes.
Quinn will begin to practice understanding numbers by reading them
off the screen of his video game.
4. Describe how intervention can be graded or adapted and why
Grading down: instead asking Quinn to verbalize the amount numbers on the
screen, Quinn could write them down on a paper, as coping numbers is task
Quinn has practiced for years.
Grading up: asking Quinn to read not only the amount of numbers on the
screen but the value of the numbers on the screen. (If there are only two
numbers on the screen it is a sign Quinn could be risking a hypoglycemic
reaction. Quinn being able to communicate if he is 99 versus 49 would be
incredibly helpful to determine the risk of seizure.)
Adapted: Quinns mother recently installed a security system in their home
with a camera. If an adaption is needed, Quinn could be taught how to take a
picture with the security system and send it to an adult for interpretation.
5. Discuss any safety concerns and/or precautions
Quinn could use education in understanding the value of a sterile field and
clean hands when taking his blood sugar level.
Quinns diabetes management is a serious matter, as his health and wellbeing revolve around the blood sugar level and insulin levels in his body.

6. Discuss the role of the occupational therapy practitioner during the

intervention
The OT practitioner will evaluate Quinns ability to interpret numbers.
Depending on his ability and willingness to learn, the OT may need to focus
on helping Quinn learn numbers, verbally speaking the numbers and writing
the numbers.
The OT practitioner will continually encourage and explain to Quinn the
importance of understanding the numbers on the glucometer.
7. Discuss what is expected of the client during the intervention
Quinn is expected to focus and willingly participate, in activities revolving
around numbers and the meanings of numbers. If Quinn becomes frustrated,
confused or upset he will communicate his feelings with the OT practitioner
and adjustments will be made.