INTERVENTION PLAN FOR COMMUNITY CLIENT WITH REFLECTION

Copy/paste one LTG and the matching STG from your evaluation SOAP note. This will be the goal set around which you design your treatment session.
For this and all subsequent weeks, please answer the following questions before designing your treatment plan for the next week. If you were unable to see
your client the past week, you do not need to answer these questions. Answer the questions based on the treatment that you implemented:

What went well with your treatment? Did things go as you planned or not? Explain. What will you do differently with this next treatment plan?
I was not expecting my client to have finished plan at home, but she did. I was impressed with her increased Microsoft word skills, unlike first session, she was
able to go directly to each bullet and item needed from task bar. She also showed greater learning capacity (perhaps due to taking her Adderall this week)
requiring only one demonstration of tab/shift+tab to toggle levels of bullet points. This next time, I will work on using the true hierarch of cueing better

Long-Term Goal: In 6 weeks, client will demonstrate independent use of cognitive strategies to complete a
complex home management goal.

Short-Term Goal: In five weeks, client will demonstrate independence use of reminder text to continue
implantation of home management program. (new STG)

OCCUPATIONAL OPM and CPM TREATMENT SESSION GRADING THE ACTIVITY

PERFORMANCE PROBLEM
Specifically identify only the client
factors and/or performance skills
that are barriers to the
achievement of this goal. This
should not be a bullet list, rather
you should describe how the client
factor impacts this client’s
performance of the occupation in
the goal.
Higher-level cognitive: client
struggles with metacognition and
praxis to form the idea of a plan
and how she is going to follow
through with it. She reports
problems forming an idea as to
how difficult or how long a project
will take.
Attention: during evaluation, client
demonstrated attentional deficits,
especially divided attention and
visual attention. Client also reports
AND RATIONALE
Identify your OPM and all relevant
CPM’s that best addresses the
performance problem and describe
how each will be used to design
treatment for this client’s specific
problems.
PEO
This model provides the reasoning
as to why I am changing the
demands of the task (occupation).
When addressing either P, E or O in
order to increase task performance,
the other two are also impacted.
When the occupation is adjusted,
the transaction between O and P, E
is improved. This is what allows for
a client to increase their
performance. Higher congruence
between P, E, and O result in
DESCRIPTION
Provide details of how you will set up
the activity and how your intervention
addresses the performance problem.
Your description should detail how
the activity will be set up to make it
therapeutic.
Last week we finished up our client’s
home management plan and helped
her type it up. For our home visit this
week, it is time to act.
Client’s list includes check boxes for
each task and 4 separate areas for
each major task:4 different
destinations for excess clothes.
Client will be put in charge of
completing each step of her list with
cueing and assistance minimized.
Client excels at creating these task
analysis type worksheets. I am
Choose one client factor or
performance skill that you address
in your treatment session. Describe
one way (only one) that you can
grade the activity up and one way
(only one) to grade the activity
down based on that one factor or
skill.
Factor/Skill:
Continues: Performs single actions
or steps without interruptions such
that once an action or task is
initiated, the person continues
without pauses or delays until the
action or step is completed
To grade up:
- reduce access to her checklist:
have to complete 2 or more graded
3 steps without referring to chart.
To grade down:
 being distracted by auditory
stimulus.
Attends: had trouble staying on
task as seen during the evaluation
Transports & grips: client reported
problems with dropping items in
the kitchen while making food
Visual attention: although not in
the OT Pf, this is one area that the
client struggles with.
Initiates: client has a planned but
struggles to Incorporate it
Continues: client struggles to
continue tasks that are challenging
and frustrating for her due to her
TBI because she believes she
should be better right now
higher satisfaction with occupational
performance.
DIM
This model addresses how the
demands of the task are adjusted.
According to DIM, performance is
increased by modifying the activity,
the environment, and/or application
of strategies and self-awareness.
For this treatment, the activity is
adjusted. This model suggests that
If client is struggling during a task,
the OT can facilitate performance
by providing cues, teaching
strategies, or reducing the demands
of the activity. For this treatment
session, I will use the hierarchy of
cueing in order to facilitate maximal
learning.
This model seeks the most
independence and problem solving
possible to come from the client,
and that is one of the main goals of
our tx plan this week.
excited to see how she executes it -have her rewrite checklist on her
(the only time we have seen tis in the large whiteboard at home to provide
past was short). easy visual stimulus of steps
Client will be greeted at her home required
and plan will be reviewed and will
ask if she has any questions. Client
will be told, “OK where do we need
to start” and OTS will allow her to
lead her project. Client will likely
start at the top of her list and
complete the steps for box to friend:
she will label, locate clothes and
place box in place she will remember
to call (which is on her list) to set an
appointment
The next three boxes of clothes
follow similar patterns. Client will
locate way to label box, clothes and
sort through her closet in order to
pick out the clothes she wants to
send to certain areas. Like I said
earlier, cueing / assistance will be
minimal as possible in order to
maximize client’s independence and
learning
Things to be taught:
We are planning on teaching two
things: 1st, I am bringing a monthly
calendar and she will mark off the
days and what she did to work on
her plan. This will allow a longevity
view of her work and hopefully show
her that she is working forward, even
if it is slow.
2nd we are going to further teach goal
management training ideas by
teaching her how to set up a text
alarm reminder to “stop and think
about the goal/task at hand”