Running head: OCCUPATIONAL PROFILE & INTERVENTION PLAN 1

Occupational Profile and Intervention Plan

Sotheavy Moeung
Touro University Nevada
School of Occupational Therapy












OCCUPATIONAL PROFILE & INTERVENTION PLAN 2

Occupational Profile
Client Description
The client is a 56 year old male who works as a night-shift cashier for six to seven days
per week. He has been living and working in America for 13 years to support his wife and two
children who currently live back in Ethiopia. He has no relatives or friends near him. Because the
client lives alone, he has to tend to all household management needs independently. He does not
have a relationship with coworkers because he usually works alone during his shift. He owns a
home in Las Vegas and rents one of the rooms to a tenant, whom he refers to as his roommate.
His role as a landlord requires him to do more household management, budgeting, and finance.
Aside from his roommate and the customers at his work, he does not have much social
interaction. He is aware of his lack of social interaction with others; however he would rather
work in order to provide for his family.
Reason for Services
The client suffered a traumatic brain injury (TBI) after an attempted burglary and assault
during one of his shifts at work. The incident caused him to have an intracranial subdural
hematoma, vasogenic edema, mass effect in the left anterior and left lateral frontal lobe, and
subarachnoid hemorrhage in the lateral frontal sulcus. The client wants to return back to work
immediately so that he can continue to send back money to his family. The client has stated
many times that his main goal is to return to work. The only leisure activity he partakes in is
watching television occasionally after work and before bed.
Successful vs. Unsuccessful Occupations
The client is independent in all activities of daily living (ADLs) and most instrumental
activities of daily living (IADLs), thus eating, grooming, bathing, dressing, toileting, meal
OCCUPATIONAL PROFILE & INTERVENTION PLAN 3

preparation, functional and community mobility are not problematic for him. Additional areas of
success include expressive communication, receptive language, long term memory, visual
spatial, perceptual, and scanning skills, transfers, functional range of motion, strength and
coordination, sensation and pain, oculomotor movements, and openness and eagerness to
improve in therapy.
The client is high functioning and only exhibits a few problems. Some problem areas
include money management skills, emotional regulation, household management, delayed
immediate memory, social participation, time management, multitasking, and attention.
Contexts and Environments
The main environments that the client participated in prior to the injury were his home,
work, and the community. He owns a two-level, two-bedroom house in Las Vegas and is the
landlord. This position entails responsibilities such as taking care of the yard, appliance
maintenance, and general upkeep inside and outside of the home. His house is generally peaceful
and quiet; since he works majority of the day and he is only there to sleep and watch occasional
television after work. His work environment is quite the opposite of his home, in which there are
many customers walking in and out of the gas station that he has to assist throughout the work
day. It can be a very dynamic setting during peak times in which there is high demand for the
client to multitask. While at work, he is required to help customers at the cash register but still
keep his eyes on other customers in the store. Therefore, the two main natural contexts for the
client include his home and the workplace in which he spends majority of his day.
Occupational History
The clients main focus the last 13 years was to work and earn money to send back to his
family in Ethiopia. His primary role is being the breadwinner to his wife and two children. He
OCCUPATIONAL PROFILE & INTERVENTION PLAN 4

values this role highly and every day that he is not working causes him to feel many insecurities.
This role has been a large part of his lifestyle and transitioning to the Nevada Community
Enrichment Program (NCEP), a day treatment center he is attending for treatment, has been a
major adjustment for him. However, he does appreciate being able to socially interact with many
individuals for the first time since moving to the United States. He realized that his caring nature
can be shared with others that are not just his family. He has emerged as one of the most caring
individuals at NCEP and many of other clients have found comfort in him. He is eager to help
everyone with their needs and is always the first to volunteer when any work is required at the
program. Overall, he is a hardworking and caring individual who wants to be able to return to his
previous roles as soon as possible.
Clients Priorities and Desired Outcomes
His main priority is to be discharged home as soon as possible so that he can return to
working as a full-time cashier at the gas station convenient store. His desired outcome is to
return to being completely independent in all areas of ADLs and IADLs. He would like to
manage his household needs on his own, continue to be a dependable employee at his workplace,
and send money to his family. These outcomes will help him feel wholesome again.
Occupational Analysis
Context/Setting
Currently, his context and environments are much different than his natural contexts. He
attends a day treatment program for individuals with neurological impairments at NCEP for five
days per week. He is currently residing at the residential center offered by the program. At the
rehabilitation center at NCEP, he is there for approximately eight hours per day, participating in
different therapy sessions such as community outings, recreational activities, skill-building
OCCUPATIONAL PROFILE & INTERVENTION PLAN 5

activities, massage therapy, etc. NCEP offers a natural environment as close as possible which
consists of two small kitchens to work on meal preparation, and a simulated bedroom
environment to help work on household management. Additionally, there is an open therapy
environment in which all of the clients and therapists share. The environment can become really
busy and distracting sometimes when there are multiple therapy sessions occurring around the
same area. Also, different clients require different environments. For example, some clients may
have low vision so they prefer certain types of lighting and clients who are school-aged require
quiet rooms to participate in school activities. Therefore, there is a lot of compromising and
planning required in order to accommodate all clients at NCEP.
The client also attends many community outings with the program such as going to
museums, parks, tourist spots on the Las Vegas Strip, and gardens. This allows the client to work
on social participation with the others in the community. The community is an uncontrolled
environment in which anything could happen so this helps the client prepare for returning to his
natural context of the workplace.
Description of Activity/Clients Performance
The client participated in a money management activity during a treatment session at the
rehabilitation center. The therapist would provide the client with an undisclosed amount of cash
and change and the client was required to mentally add it. Then, the therapist would double
check and see if the client is correct. The therapist provided the client ten trials and then
calculated how many times he did the activity correctly. He performed five out of ten additions
correctly with moderate assistance.
Key Observations
OCCUPATIONAL PROFILE & INTERVENTION PLAN 6

The client was able to accomplish half of the task on his own. He needed more time when
there were more coins present. He struggled when the therapist asked the amount of the previous
trial after adding up the current trial, displaying some deficits in short term memory. He did a
great job organizing the cash into different bills and then starting with the larger bills first when
adding. However, he struggled when the amount was higher or when there were a lot of cash and
coins involved. He required verbal cues from the therapist when performing math and
remembering the cash amount before and during the addition of change which resulted in a
different total.
Impacted Domains of the OTPF
The occupational domains that are significantly impacted for the client include:
occupations, client factors, performance skills, performance patterns, and context and
environments. Regarding his occupations, the client struggles with the following: financial
management, home establishment and management, and job performance of work. Client factors
that are affected include the values associated with being the breadwinner of the family, specific
mental functions such as attention, memory, and emotional regulation. The performance skill
that is slightly impacted is social interaction skills, specifically with clients when returning to
work. Performance patterns such as roles and routines have also been jeopardized by the
accident. Some examples include his role as a provider to his family, landlord and homeowner,
and the routine of working six to seven days per week and returning home to sleep and watch
television. Lastly, his social context has also been disrupted; his familys financial expectation
and his tenants needs for household maintenance (American Occupational Therapy Association,
2014).

OCCUPATIONAL PROFILE & INTERVENTION PLAN 7

Problem List
Problem Statement One
Client is unable to perform household management as a homeowner and landlord due to
delayed memory.
Problem Statement Two
Client is unable to perform job duties as a cashier due to decreased money management
skills.
Problem Statement Three
Client is unable to interact with customers at work due to decreased social interaction
skills.
Problem Statement Four
Client is unable to be independent at work due to time management difficulties.
Problem Statement Five
Client is unable to perform job and landlord duties due to deficits with divided attention.
Problem Prioritization and Justification
Financial management is a top priority regarding his occupations. His job as a cashier,
his responsibilities as a landlord, and his role as a breadwinner to his family all revolves around
managing money. Additionally, the client has emphasized many times that this is his top goal.
Divided attention is another significant problem. Divided attention is an essential skill to
have in order to be a cashier at a busy gas station. He is alone during his shifts at work and his
attention is needed at the register as well as maintaining awareness of what is going on around
the store. When he is at home, he needs to be able to divide his attention with household
management tasks, such as cooking and doing the laundry at the same time.
OCCUPATIONAL PROFILE & INTERVENTION PLAN 8

Delayed memory is another factor that is a priority for the client; he has delayed short
term memory but normal functioning long term memory. Assistive devices such as memory
books and alarms are easy additions to the clients life that can help him be more independent.
Time management is another factor that should be a priority for the client. His time
management skills impact his ability to arrive at work on time and taking time appropriate
breaks. The client can utilize an alarm on his watch to help him with reminders to be on time.
Finally, social interaction is the last priority for the client because typically the gas station
setting requires less than one minute interaction with most customers. Also, the client does not
have any friends or families nearby. His interaction with his tenant is limited and only when it
involves rent and household maintenance issues. Interaction with his family is not a problem for
him currently.
Intervention Plan and Outcomes
Long-term Goal
Client will be independent in financial management in regards to cashier requirements within
three weeks of 04/28/14.
Short-term goal. Client will complete basic money management skills of at least $100.00
with less than three verbal cues and at least 75 percent accuracy within one week of 04/28/14.
Intervention. Client will participate in money counting activities with simulated cash and
change. The therapist will place different amount of bills and coins in front of the client. The
client will then mentally add the amount and record the amount on a piece of paper. The client
will repeat this ten times with different amounts of money. The therapist will then total the
correct amount of tries as well as how much verbal cueing the client needed. The goal is for the
client to get close to 75 percent accuracy and requiring less than three verbal cues. The therapist
OCCUPATIONAL PROFILE & INTERVENTION PLAN 9

will watch the client as he counts in case he has difficulty with certain components of the task,
such as remembering how much cash that is already counted as he transitions to counting the
coins. If the client forgets, the therapist can cue in by helping the client remember how much
cash he has in his hand.
Intervention Approach. Client must restore ability to work with money since counting
money is a primary job skill required for his work position. Through this skill restoration, he will
be able to fulfill his roles again at home and at work.
Outcome. The potential outcome is for the client is to regain role competency as a cashier,
landlord, and provider to his family. His occupational performance will improve through the
ability to calculate money mentally and on a register when working with customers at the gas
station. He will also be able to participate in his desired occupation as a breadwinner which is
congruent with the expectations of his culture and family.
Evidence. Gaudette and Anderson (2002) investigated how money management skills are
often disrupted by cognitive deficits resulting from brain injury and how these skills can be
better rehabilitated through the Assessment of Functional Monetary Skills (AFMS). Cognitive
functions such as attention, memory, language, perception, and executive functions are often
negatively affected by brain injury, which in turn causes the individuals to have difficulty
completing monetary transactions. For community re-entry to be successful, the following
monetary skills required by the AFMS are important: coin and bill identification, totaling coins
and bills, providing a designated sum upon request, written numeric calculations, numeric
calculations using a calculator, word problems, bill paying, and deposit check (Gaudette &
Anderson, 2002).
OCCUPATIONAL PROFILE & INTERVENTION PLAN 10

Short-term goal. Client will complete budgeting task with minimal assistance within one
week of 04/28/14.
Intervention. The client will complete a grocery shopping budget with a list of store items
and prices. The client will be given a budgeted amount of money and he will plan a list of items
with the correlating prices to meet the budget for groceries that week. The client can use the store
ad for discounted prices when making the list. Once the list is done, the client must go to the
store and purchase these items. The client will walk around the grocery store with the list and
calculator to keep track of staying within the budget every time he puts an item in the cart. Once
he reaches his maximum amount, he can then check out. If he grabbed all the items and then go
over the amount, he must make decisions on what to put back in order to meet the budget. This
intervention requires a lot of higher level cognitive skills such as decision making, prioritizing,
and multitasking. Additionally, the client will be in a grocery store in the community, that may
require social and communication skills. Such intervention in the natural context is most
beneficial because it can be generalized to his job setting; he will pay attention to financial
transactions and to individuals in the surrounding environment.
Intervention Approach. Client must maintain ability to do financing and budgeting to help
with house management, landlord role, and work requirements. It is important for the client to
maintain his level of financing and budgeting because many of his occupations are tied to this
skillset.
Outcome. Being able to manage his finances and budgeting can increase his overall quality
of life because it helps his perform his role of landlord and home owner. He can continue to
budget and meet his financial necessities in an appropriate manner. Since he is his own principal
OCCUPATIONAL PROFILE & INTERVENTION PLAN 11

beneficiary as well as the beneficiary for his family, it is important for him to engage fully in the
occupational performance of finance and budgeting.
Evidence. According to Bottari, Gosselin, Guilemette, Lamoureux, and Ptito (2011), the
ability to efficiently manage finances and budget is necessary in order to function independently
in modern society and the prevalence of cognitive deficits such as TBIs, can put many people at
risk for poor financial management. The researchers analyzed the level of independence on
making a budget between the tested group comprising of individuals with moderate to severe
TBI and a healthy control group. Using the IADL Profile, results displayed that the tested group
performed poorer than the control group. The tested group was found to have difficulty with the
following specific financial task performances: planning, carrying out tasks, and attaining goal.
With all controls in place such as age, sex, and education, it was clear that subjects, who have
experienced a TBI, became less independent in managing their finances. Thus, such significant
impairments in managing finances and budgeting, within this population, prompts for treatment
interventions that are aimed at maximizing the clients ability to perform this IADL (Bottari,
Gosselin, Guilemette, Lamoureux,, &Ptito, 2011).
Long-term Goal
Client will be modified independent requiring extra time with divided attention activities
within three weeks of 04/28/14.
Short-term goal. Client will complete cooking activity with safety awareness using
systematic instruction and video feedback with minimal assistance within one week of 04/28/14.
Intervention. The client will cook one meal within 45 minutes and review himself on video
in order to receive feedback. The client will set up his environment as needed for meal
preparation. When using the stove top and oven, it is imperative that the client understands he
OCCUPATIONAL PROFILE & INTERVENTION PLAN 12

needs to utilize his divided attention to the appliances in the kitchen, people in the area, and
safety precautions. Once the activity is complete, he can review his performance on video and
determine what areas he needs to focus on in order to be more efficient and safe while
maneuvering around the kitchen. The therapist will be present; however, he should be able to
complete the task with no verbal prompting. The intervention can be modified to include extra
time for the client to think through the cooking and safety processes. The extra time should be
documented to see if this modification will decrease as therapy progresses.
Grading up. To grade up the intervention, the client will make two meals and utilize at least
three different appliances. For example, the client will have to defrost chicken in a microwave,
boil water for pasta on the stove top, and place garlic bread in the toaster oven during the 45
minute session. Increasing the number of steps involved will make it more challenging for the
client. Also, making two meals at the same time versus just one meal is also a challenge for the
client. If this is too difficult for the client, certain components can be taken away and the
therapist can grade the intervention back down to what is just right for the client.
Grading down. To grade down this intervention, the ingredients necessary for the meal can
already be set up and easily accessible for the client. The items can already be washed, chopped
up, and laid out in sequential order. The client can skip the preparation part and go straight to the
actual cooking part. This will be easier for the client because the intervention will require fewer
steps than necessary as well as less divided attention needed in the treatment process.
Intervention Approach. The client will work on a cooking activity and watch self-
modelling for feedback to promote sequencing and greater attention span. This promotion will
allow the client to utilize this skill in various contexts, especially in new environments. Exposure
OCCUPATIONAL PROFILE & INTERVENTION PLAN 13

to new environments requires more attention and since the client has not returned to work in over
a month and there could be possible changes, this skillset is important to have.
Outcome. Through this intervention, he will improve his attention span which will allow him
to better engage in his occupational performance such as working at a busy gas station. In
addition to increasing his attention span, he will be able to cook a meal for himself can improve
his health and wellness and promote self-sufficiency and self-esteem.
Evidence. McGraw-Hunter, Faw, and Davis (2006) conducted a research to evaluate the
effectiveness of video self-modelling as an intervention to teach cooking skills to people with
TBI. Video self-modelling has been shown to be beneficial in teaching skills and behaviors such
as academic, food purchasing, playing, and self-help skills, to persons with disabilities. The use
of self-modelling has been found to promote change in behaviors through imitative learning
since it allows the client to maximize the degree to how he/she relates to the model, allowing for
the ultimate similarity to the model. Additionally, attention is warranted when the client views
self on screen, and this increased attention contributes greatly to observational learning. This is
especially advantageous for the population with TBI because attention and concentration are
common deficits associated with this diagnosis. Three out of the four participants in the study
acquired a rapid rate of skill acquisition during stove top cooking utilizing the self-modelling
treatment during the four training sessions. They also portrayed high levels of generalization and
skill maintenance during post-testing and follow up tests in the natural environment. Thus, the
results indicate that the use of video self-modelling and stove top food preparation proved to be
powerful intervention in the rehabilitation of people with TBIs (McGraw-Hunter , Faw, & Davis,
2006.)
OCCUPATIONAL PROFILE & INTERVENTION PLAN 14

Short-term goal. Client will complete multiple clinical housekeeping tasks (laundry,
cleaning, and trash disposal) with minimal assistance within one week of 04/28/14.
Intervention. The client will load washer, fold laundry, dispose trash, and make beds within
one hour. The client will begin separating dark from light laundry and loading it in two separate
washers. While the laundry is being cleaned, the client will make all the beds in the facility. He
must remember to occasionally check on the laundry to see if it is complete. Once the washer is
done, he must place the laundry in the dryer. He is also required to dispose of all the trash around
the facility, while checking on the dryer occasionally. If there is time at the end of the session, he
should also fold the laundry. It is important that he starts all these necessary household tasks and
be able to perform certain tasks at the same time requiring the use of divided attention and other
higher level cognitive functions. Multitasking is required in the role of a cashier. For example, at
work, he might have to load the shelves, answer customer questions, and pay attention to the
register line at the same time, thus, this intervention can help the client prepare to enter this role
again.
Intervention Approach. The client will work on household management activities to
promote time management and divided attention skills. This is important because this skill set is
required in almost all settings: home, work, community. It is also an important component to
have for safety in all contexts.
Outcome. By performing all of these different household tasks at the same time, he is
required to utilize divided attention in order to complete all of it in a timely manner. This skill
can be generalized to the busy environment of his work, in which he may be required to maintain
attention at the register and at all the areas of the store, as well as at the security cameras.
OCCUPATIONAL PROFILE & INTERVENTION PLAN 15

Evidence. Powell, Temkin, Machamer, and Dikmen (2007) found that there is a wide body
of knowledge with community participation and return-to-work issues but there were limited
findings in regards to home management activities. They also believed that the patients
performance in home management prior to TBI play a major role in the extent to which this
IADL may recover. The study utilized the Functional Status Examination (FSE) to assess 164
participants home management performance before and after one year of living with a TBI. The
results in the study indicated that home management was a major problem even at one year of
living with the injury. Additionally, culture and roles are factors to consider. For many of the
participants, if home management was not important or part of their role before the TBI, then it
was not an important occupation for them after the TBI. In terms of clinical practice, it is
important to note the value and meaning associated with certain occupational tasks. While
keeping the client-centered practice in mind, treatment goals should reflect this. Additionally,
clinicians should consider if the house management tasks are new or unfamiliar and if so, this
should be accounted for in allowing extra time as well as not rely solely on old learning. The
researchers also found that there is a need for interventions in areas such as home management.
Personal ADLs have tended to receive more attention causing IADL s to be less addressed in
acute care and rehabilitation services. The clients who were most bothered by their performance
with home management were the ones whose tasks were completed, most likely due to inability
or lack of assistance, which portrays the need for more extensive treatment efforts in the realm of
home management. Home management was found to be challenging for these patients even at
one year post injury, thus poses a dire need for effective intervention strategies in this area for
the clients who places importance in it (Powell, Temkin, Machmer, & Dikmen, 2007).

OCCUPATIONAL PROFILE & INTERVENTION PLAN 16

Precautions and/or Contraindications
The first precaution for the client is emotional regulation. Due to the nature of his
diagnosis, he may feel flustered and angry at times, therefore it is best to build rapport with the
client and help maintain a state of harmony during treatment. He may require many breaks so it
is important to accommodate this requirement in order to have a successful treatment session.
Another precaution would be safety awareness. The client has some cognitive issues and he may
not be aware of safety concerns. Therefore, it is important to use verbal cues frequently so that
he remains safe at all times during his stay at the facility. It is also imperative that the client does
not participate in activities that are at risk for additional head trauma. Since the client recently
experienced a traumatic brain injury, it is important to pay attention to the surrounding areas
when working with the client. For example, the therapist should make sure that there are no glass
walls in activity area or opened cabinetry in high places. The clients safety should be a priority
throughout all treatment sessions.
Frequency and Duration
The client will participate in occupational therapy services five days a week for one hour
per day until the expected discharge date of 05/20/14. He will receive occupational therapy
services for a total of four weeks while at the day treatment program. In addition to the one hour
of occupational therapy services, the client will also participate in physical therapy sessions,
group activities, group outings, massage therapy, resume and career exploration and preparation
classes, interdisciplinary goal meetings, and sessions with other interdisciplinary team members
such as the psychologist, case manager, and vocational rehabilitation specialist throughout the
week.

OCCUPATIONAL PROFILE & INTERVENTION PLAN 17

Framework
The Model of Human Occupation (MOHO) is the ideal framework when working with
this particular client due to the how important his volition, habituation, and performance capacity
means to him. His personal causation and values are greatly linked to his roles with work and
with his family. He has based the majority of his daily routines around this, choosing to work six
to seven days per week in order to be a valuable employee and to be the best provider he can be
to his family. It is very important to him to meet the performance capacities associated with these
valued roles. His sense of efficacy has been greatly decreased due to the inability to perform his
desired occupations the last few months post injury. Since the MOHO views occupations as a
central component to the human experience, survival, and satisfaction, the client can best relate
to this model because much of his identity and life satisfactions are surrounded by his
occupational performance of being financially and functionally independent. His motivation to
return to work and home has been the largest motivation in improving his occupational
performance through occupational therapy (Forsyth et al., 2014).
Client Training and Education
Additional client training and education can help the client continue to meet his
occupational performance post discharge as he reintegrates back into the community. Training in
adaptive equipment such as the use of memory aids and alarm clocks can help the client be
functional in his occupations. Since the client has delayed short term memory, he can note
important events or tasks down in a memory book or a memory device such as his phone to help
him fulfill his duties at work and at home. The use of an alarm clock can help him get to work on
a consistent and timely manner and take the correct amount of break-time while at work.
Resources on coping strategies can also be discussed with the client to help with emotional
OCCUPATIONAL PROFILE & INTERVENTION PLAN 18

regulation when he feels frustrated or angry in difficult to control situations such as a yelling
customer or late rent by his tenant.
Clients Response
The clients responsiveness towards each specific intervention will be documented and
assessed at the end of each treatment session. Daily progress notes will be used to note down all
important observations pertaining to the clients goals and problems. Grading up and down
activities are also important to note so that the just right challenge is used during therapy, and the
client does not feel too over/underwhelmed. Also within the progress notes, it is important to
document all physical, cognitive, and behavioral changes. If the client is worsening in any of
these areas, it is important to review and discuss with the client what this may stem from as well
as other interdisciplinary team members. Other factors that may need focus if the client is not
meeting goals include changing the frame of reference, parts of the intervention, or possibly even
the whole intervention, all together. Reassessments can be done on a biweekly basis to make sure
the short term goals are on scheduled to be met. Proper monitoring of the occupational
performance aligned with his goals is vital in helping the client discharge back into the
community safely and independently. Acknowledging the clients responsiveness to treatment
every step of the way is one of the best tools when offering a holistic client-centered treatment
approach.





OCCUPATIONAL PROFILE & INTERVENTION PLAN 19

References
American Occupational Therapy Association. (2014). Occupational therapy practice framework:
Domain and process (3
rd
ed.). American Journal of Occupational Therapy, 68(Suppl. 1),
S1-S48. http://dx .doi .org/10 .5014/ajot .2014 .682006
Bottari, C., Gosselin, N., Guillemette, M., Lamoureux, J., & Ptito, A. (2011). Independence in
managing ones finances after traumatic brain injury. Brain Injury, 25(13-14), 1306-
1317. doi:10.3109/02699052.2011.624570
Forsyth et al. (2014). The model of human occupation. In Crepeau, Cohn & Schell (12
th
ed.),
Willard & Spackmans occupational therapy (pp. 505-526). Philadelphia: Lippincott,
Williams & Wilkins.

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
McGraw-Hunter, M., Faw, G., & Davis, P. (2006). The use of video self-modelling and feedback
to teach cooking skills to individuals with traumatic brain injury: A pilot study. Brain
Injury, 20(10), 1061-1068. doi: 10.1080/02699050600912163
Powell, J., Temkin, N., Machamer, J., & Dikmen, S. (2007). Gaining insight into patients
perspectives on participation in home management activities after traumatic brain injury.
American Journal of Occupational Therapy, 61, 269279. doi:10.5014/ajot.61.3.269