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Running head: SHAWN MCKINLEY

Occupational Profile and Intervention Plan: Shawn McKinley


Madeline Dunlap
Touro University Nevada

Occupational Profile
Shawn McKinley is a 29 year old male from Reno who has lived in Las Vegas for 12 years.
He moved into a group home in Henderson five years ago where they house people who have
developmental disabilities. He also lives with a roommate that he must comply and collaborate
with. His mother, Lori, is his biggest advocate and is very involved in his life. His dad, two
sisters and brother still live in Reno and Shawn has not seen or spoke to them since he moved
here with his mother. Lori and Shawn left Reno because Shawn was sexually abused by his
brother up until he was 17 years old and finally spoke up about it.
Due to the abuse, Shawn was diagnosed with post-traumatic disorder (PTSD) and now
displays inappropriate behaviors with his peers as a result of this. Shawn is a member of Easter
Seals, where he holds the job of shredding paper and helping staff where needed. He attends
Easter Seals every day, Monday through Friday, where he looks forward to doing his job and
seeing his favorite staff members. Along with his diagnosis of PTSD, Shawn has also been

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diagnosed with major depression, psychotic disorder, autism, attention deficit hyperactive
disorder (ADHD), learning disability, intellectual disability, and sleep apnea. He is also
overweight, which raises other issues and concerns. To treat many of these diagnoses, he is on a
variety of medications including: Pravastatin, Rispendal, Divakproex, Divalproex ER,
Fluvoxamine, and Loratadine. Due to the amount of medication that he is taking, Shawn
experiences slight tremors that causes him to drop items and appear uncoordinated at times. This
results in Shawn feeling frustrated and lacking the intrinsic motivation to complete the required
task.
Shawn enjoys swimming, playing card games, cooking, watching T.V., playing the Nintendo
Wii, bowling, gardening, and going to the park. Shawn values his mother, his staff and job at
Easter Seals, and going to church every Sunday with his mom. Shawn is independent in all of his
activities of daily living (ADLs) but lacks the desire and intrinsic motivation to participate in
them. He is seeking services to address his behavioral outbursts, his inappropriate interactions
with his male peers, ADLs, and the instrumental activities of daily living (IADLs) of cooking,
laundry, making his bed, doing the dishes, cleaning, and counting money.
Shawns main goal at the moment is to save his money to buy a new T.V. because he broke
his other one after getting mad at one of his staff members. The first thing he wants to be able to
watch on his new T.V. is wrestling. This is his favorite show and watches it every Monday and
Friday night when the show airs. He even mentioned that his favorite wrestlers are The Big
Show, Triple H, and The Rock. Additionally, Shawn is preparing for the Special Olympics that he
attends every year where he will participate in long jump and the swimming contest. Every year
in his division, he wins the swimming portion of the event and mentioned that he cannot wait to
win a gold medal again this year. Although Shawn loves to swim, he cannot do it often because
he doesnt have the accessibility to a pool, which inhibits his ability to practice swimming.

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Overall, Shawn must maintain his abilities to engage in ADLs and IADLs to remain in his group
home and to keep his job at Easter Seals.
Occupational Analysis
Shawn is seeking services at an adult day care facility for people living with
developmental disabilities where he receives outpatient occupational therapy services one time a
week. Treatment sessions typically last for 60 minutes and involve Shawn performing ADLs and
IADLs. I observed him doing laundry, which included folding towels and hanging up clothes on
hangers. He is physically capable of performing these tasks but has difficulty completing them
due to lack of motivation. Additionally, due to the heavy medications, Shawn has slight tremors,
which is evident by his limited ability to manipulate zippers and buttons on the clothes as well as
holding the hanger up with one hand while placing each clothing item on it with the other hand.
This would cause him to drop the items, especially the hangers, which would then cause him to
get frustrated and want to give up. With the folding of the towels, Shawn had great difficulty
making the fold neat and wrinkle free, instead it was unorganized and looked as if he rushed to
complete the activity because he no longer wanted to engage in it.
Through my intense observation of Shawn performing this activity, I noticed him using
compensatory strategies such as holding the hanger with both hands to place on the rod instead
of using one hand. I also noticed when he would place the shirts on the hanger, he would not
place both arms of the shirt on the outsides of the hanger to make it even. He was rushing to get
through it so this resulted in the shirts being half way on the hanger and half way off. Due to
Shawn being overweight, he tires easily because of poor endurance. This was evident by the fact
that after hanging up six items, he was ready to sit down to finish the activity. Additionally, he
was not unbuttoning the shirts all of the way before putting them on the hanger to re-button it, so
again he was trying to take the easy way out so he could move on to the next activity.

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Due to the many diagnoses that Shawn has, he is seeking services to address his
behavioral outbursts, the intrinsic motivation to participate in ADLs and IADLs, and to learn
compensatory strategies such as energy conservation techniques to increase independence in his
daily occupations. According to the Occupational Therapy Practice Framework (OTPF), there
are various skills and patterns that Shawn is experiencing that is inhibiting his ability to engage
in various occupations. One domain that is impacting his ability to engage in occupations is the
client factor of muscle functions. This includes muscle power or strength, muscle endurance, and
muscle tone which all have an impact on the participation is various tasks. Shawn has difficulty
standing up for long periods of time while participating in various tasks due to him being
overweight and his tremors, which all contribute to his limited muscle endurance.
Another important area that is affecting his ability to engage in occupations is difficulty
he has with regulating his emotions. This has to do with the specific mental functions of
emotional which is described as regulation and range of emotions; appropriateness of emotions,
including anger, love, tension, and anxiety; liability of emotions (American Occupational
Therapy Association [AOTA], 2014, p. s22). Due to Shawns inappropriate behaviors and
interactions with his peers, he experiences limitations in appropriately expressing his emotions,
placing his self within proper distances from others, and touching his social partner within the
domain of social interaction skills. Additionally, client experiences difficulty with stabilizing
objects, manipulating items, and enduring the task without signs of fatigue, which are all skills
within the motor performance skills.
Shawns routine that consists of a poor diet, lack of exercise, and lack of personal
hygiene affects his ability to socially interact with his peers and staff members and actively
participate in various activities due to the decreased endurance he experiences. Furthermore, his

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poor routine inhibits his ability to fully meet the demands of his role as an employee of Easter
Seals. His social environment also affects his ability to engage in appropriate conversations with
peers and to form long lasting friendships. Overall, there are various domains that are affecting
Shawns ability to successfully engage in occupations.
Problem List
1. Client requires (S) to complete personal hygiene routine due to lack of intrinsic motivation.
2. Client requires (S) to complete cooking due to poor safety awareness.
3. Client requires (S) to complete laundry due to poor endurance.
4. Aggressive behavior results in limited opportunities to socially interact with peers.
5. Client requires (S) to complete shopping due to difficulty in money management.
The first problem statement I have developed for Shawn is based on his inability to
complete personal hygiene due to the lack of intrinsic motivation he has to complete the
occupation. This is apparent as he comes to his job at Easter Seals with an unkempt appearance
evident by an ungroomed face, wrinkled clothes, and an unpleasant odor. Although Shawn can
physically complete personal hygiene, he does not have to desire to do so. At Easter Seals, they
told him that in order to keep his job, he must come well-groomed. Despite the intrinsic
motivation that Shawn lacks, he has the extrinsic motivation of keeping his job and doing what is
required of him, which results in his desire to be as independent as he can be in this occupation.
Addressing this problem first, can provide additional avenues to complete other tasks that may
be required of him to do.
The second problem statement that I established was based on the clients interest in
cooking but the limited ability he has for it due to poor safety awareness. For example, Shawn
will turn on the stove to cook a pizza, and either forgets that his pizza is in the oven cooking, or
once he takes out the pizza to eat it, he will forget to turn off the oven. Additionally, due to the
slight tremors that has, this can sometimes limit his ability to manipulate items and utensils
without dropping them. This can be a safety hazard because for instance, if he is cutting
vegetables with a knife, and his tremors are making it difficult for him to hold it still, this could

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result in him dropping the knife and even cutting himself with it. Shawn is also overweight,
which makes it difficult for him tolerate standing for the entire activity due to poor endurance.
Because of Shawns poor endurance, I created the next problem statement based on his
limited ability to complete laundry. For the entire occupation of laundry, it includes taking a load
to the washer, transferring it to the dryer, and folding and hanging up the laundry. This can be
tiring for an individual with poor endurance along with slight tremors and the overall lack of
intrinsic motivation to engage in the occupation. Shawns main problem, evident from my
observation, was the inability to complete the entire task of folding and hanging the laundry up
without taking a break and wanting to complete it sitting down. For where he lives, he must do
his own laundry and make sure that it is clean and hung up to wear for the week. Additionally,
for his job, his clothes must be wrinkle free, which starts with the task of folding them correctly
as well as hanging them up right. He seems to get in a hurry with this activity, which then causes
him to easily drop the items resulting in behavioral outbursts and ultimately giving up.
The fourth problem statement that I developed for Shawn was based on his aggressive
and inappropriate behaviors that is displayed with his peers and staff members at Easter Seals.
Due to his diagnosis of Major Depressive Disorder and the sexual abuse that he endured growing
up has an impact on his social interaction with his peers, roommate, staff members, and even his
mom. When he interacts with his peers, he does not place himself within appropriate distances.
He also inappropriately touches his peers, especially males, which results in a dispute between
him and his peer and the staff members having to get involved. Furthermore, when Shawn does
not want to do a certain activity or a peer is making fun of him, he will act aggressively and
make everyone around him feel uncomfortable. In order to keep his job at Easter Seals, he must
regulate his emotions and keep appropriate distances from his peers. If a problem is to occur, he
must report it to a staff member.

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Lastly, the fifth problem statement that I established for Shawn was based on his money
management skills so that he is able to shop when needed. Although he does not do a lot of
shopping, at Easter Seals the members within Shawns classroom are required to go out into the
community and buy a few items with the appropriate amount of cash. For instance, if Shawn is
required to go into the gas station and buy three items, he must be able to give the cashier the
correct amount of money to purchase the items. If he gives the cashier more than the amount of
the three items, he must know the correct amount of money he should receive back. Shawn
struggles with counting the cents more so than counting the dollar bills. Overall, this is an
important occupation to Shawn because he mentioned that he wants to be able to go buy what he
wants with the money he earns from his job at Easter Seals. His first purchase he wants to be
able make is replacing his broken T.V. with a new one so that he can watch wrestling again.
Intervention Plan & Outcomes
Goals
Long term goal A:
1. Client will complete personal hygiene routine c Mod (I) using A/E within 2 months.
Short term goals A:
1. Client will complete shaving c (S) following a visual hygiene checklist within 1 month.
2. Client will complete showering c (S) following a visual hygiene checklist within 1 month.
Long term goal B:
1. Client will prepare a 3-step meal in kitchen using A/E c Mod (I) 2* safety awareness within
2 months.
Short term goals B:
1. Client will cut fruit & vegetables in kitchen c (S) using weighted utensils within 3 weeks.
2. Client will prepare a 3-step meal in kitchen c (S) using a timer within 1 month.
Intervention for First Short Term Goal A
For the first short term goal that I created is based on part of Shawns morning routine of
personal hygiene, in particular, shaving. He struggles with wanting to shave his face, not because
he cannot physically do it but because he lacks the desire and motivation to do it. His job at
Easter Seals is important for him to obtain, which provides extrinsic motivation for him to

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complete the task of shaving. According to Hallgren and Kottorp (2005), there is evidence in the
importance of performance in ADL tasks and how occupational therapy can provide quality to
the performance of these tasks through interventions such as grooming, bathing, and eating.
In order to address his intrinsic motivation, the beginning of the intervention will be a
discussion based on what is important to him such as his job, and how he must come to work
with a well-groomed face and appearance. He will identify three reasons he must shave each
morning and the meaning behind each of those reasons. Shawn will then be giving 20 pictures,
two at a time, that displays one picture with a guy who has a well-groomed face, and the other
picture with a guy who does not. Shawn must identify the correct picture with the guy who has a
well-groomed face 10 out of 10 times. After this activity, he must role play as to how he would
complete the task of shaving. He will follow a checklist that tells him the steps, and he will
demonstrate the understanding of how he should complete shaving. He will do this with three or
fewer verbal cues.
First it will be him gathering all of the necessary tools and items that are needed for this
activity. This includes a razor, shaving cream, a dry towel, and aftershave if needed. He will then
explain the steps of the process for shaving which includes turning on the water, getting his face
wet, applying shaving cream to appropriate areas of the face, getting the razor wet, shaving down
with the razor on the face where the shaving cream has been applied, rinsing the hair off of the
razor in between each stroke, and doing this until all areas of the face are shaved. He then will go
on to say that he must rinse off the remainder hair and shaving cream, dry off his face with a
towel, and apply aftershave if needed. Role modeling the task of shaving can help him
understand exactly what is needed of him so that he can come to his job and feel proud of
himself. Shawn will come to Easter Seals with a well-groomed face three out of five days for his
job and will be given a reward, such as an extra hour of work, if he completes this task.

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To conclude the intervention, we will have a discussion on what we did for that day and
why it is important for him to engage in shaving in order to be prepared for work. We will also
discuss what his job means to him and how he must complete this task in order to keep it. The
type of intervention approach utilized for this session is establish and restore because we are
establishing a routine that is needed of him to come to work prepared and ready to do his job. My
overall desired outcome for the client is for him to effectively meet the demand of his role of
being an employee at Easter Seals.
Intervention for Second Short Term Goal A
In addition to addressing shaving and having a well-groomed face for work, Shawn must
also be clean and kempt at work as well. The second goal I developed was for him to shower
every day prior to work by following a checklist to make sure that he is following the appropriate
steps to get cleaned and that he understands exactly what he is to do in the shower as well as
after. First, Shawn will create a shopping list that includes all of necessary items for a shower as
well as for after a shower. He will go to the store, purchase the items with the correct amount of
change, and bring the items back to pack in the caddy. The items he will be retrieving include the
caddy, shampoo, a loofah, body soap, and deodorant. He will complete this activity with five or
fewer verbal cues.
After purchasing the items, he will then bring all of the items back and put together the
caddy for his shower. He will explain what each item is for and when he should use them in and
out of the shower. According to Helfrich, Peters, and Chan (2010), they looked at whether or not
the implementation of life skills intervention contributed to the individuals ability to engage and
establish daily routines along with establishing social connections to help decrease the impact of
traumatic symptoms that the individual may have experienced. The researchers described life
skills as money management, self-care, safe community participation, etc. which helped
understand what the study was measuring and what the intervention entailed.

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For the second part of the intervention, he will demonstrate the use of the caddy and how
Shawn will utilize it for his showering routine. He will also describe what he must do in the
shower to get cleaned. He will explain how he must turn the shower on first, get in and get his
hair and body wet, then apply shampoo to his hands and scrub his hair and scalp. He will then
explain that he must wash the shampoo all out of his hair. He will demonstrate good
understanding of how to apply the body soap all over his body using a loofah and why it is
important to apply soap to all areas of the body including his feet and back. He will then go on to
say that he must rinse the soap off of his body, dry off well, and then apply his deodorant. He
will have a check list to follow, making sure that he hits each step and understands the
importance of that step.
The session will end with a discussion of why taking a shower by following the steps is
important not only for being around his peers at Easter Seals but also for him to keep his job that
is so important to him. The appropriate intervention approach used for this session is establish
and restore because we are establishing a routine for him to complete every day prior to work so
that he can keep his job. The outcome I hope to achieve with this intervention for Shawn is for
him be able to keep his role as an employee of Easter Seals by effectively meeting the demands
required for his job.
Intervention for Third Short Term Goal B
The third short term goal was based on Shawns love for cooking and his desire to be able
to do it as independent as possible. Along with this, another activity that he does at Easter Seals
and loves doing is gardening. For this intervention, I have incorporated gardening for him to
engage in to address all of the components of cutting fruits and vegetables in preparation for
cooking. Mullersdorf and Ivarsson (2011) looked at how creative activities such as gardening,
arts and crafts, or music oriented activities have been a valuable option for rehabilitation to
enhance quality of life and well-being. First, I will have Shawn chose all of the necessary items

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needed for gardening to be able to grow his favorite vegetables. He will gather a pot, gloves, soil,
shovel, fertilizer, water, and his favorite vegetables to grow.
Next, Shawn will be able to decorate the pot to make it more individualized to him so that
he knows that it is his pot and no one elses. He will be able to paint it his favorite colors, write
his name on it, and put stickers and designs on it. While waiting for the paint to dry on the pot,
Shawn will explain the purpose of him potting the plant and how he will take care of it from this
day forward. He will demonstrate the understanding of the process in taking care of his plant
such as checking the soil to make sure it is moisturized or adding water when needed.
Additionally, he will demonstrate understanding that if he takes good care of his plant, he will be
able to watch his favorite vegetables grow. After waiting on the pot to dry and discussing the
process of taking care of his plant, Shawn will then begin the process of potting the vegetables
following a step by step check list. He will require 5 or fewer verbal cues to complete the
activity.
First, he will make sure that there is a hole at the bottom of the pot so that when water is
poured into the plant, the water will appropriately drain in the saucer that the pot sits on and to
protect the surface underneath. He will then poor the soil half way and massage it to break it up,
add a little water and fertilizer, and then fill the rest of the pot with soil and repeat the steps.
Then, with the shovel, he will dig a hole in the middle moving the soil to the sides of the pot to
make sure the root of the vegetable plant is able to go deep enough into the soil. He will break up
the root prior to placing the plant into the soil. Lastly, he will bring the soil all together in the
middle over the root of the plant and end it with watering the plant. Shawn must find an area
where the plant will receive at least six hours of sun in order for the vegetables to grow properly.
Then, the waiting process begins and he is required to care for the plant every day whether that is

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to check to make sure the soil is moist, and if it isnt, he must water his plant.
The intervention approach that is being utilized for this treatment session is establish and
restore because we are establishing a structured schedule for Shawn to engage in every day,
which consists of caring and watching over his plant. This provides an organized schedule for
him to follow and provides motivation for him to get up each morning and take care of his plant.
The outcome I hope to achieve from this intervention is the sense of life satisfaction and quality
of life for Shawn and to provide hope and the confidence needed to achieve his desired goals.
Overall, this will provide meaning and purpose to his daily routine and ultimately motivating
him to do the occupations required of him.
Intervention for Fourth Short Term Goal B
The intervention created for Shawns fourth short term goal is based on his desire to cook
without having someone always do it for him. He enjoys doing this occupation, but lacks
appropriate safety awareness for it. With this, the intervention will be to cook his favorite threestep meal, spaghetti, using a timer for safety and with 5 or fewer verbal cues. Prior to starting the
cooking activity, we will have a discussion on the importance of safety and how he must attend
to the meal he is cooking at all times and following the steps of making sure everything is turned
off after the meal is cooked. According to Grimm et al. (2008) occupational therapy interventions
that included a specific protocol of food handling and safe use of utensils, oven and stove top
use, microwave use and time management, etc. improved meal preparation skills and provided a
meaningful and productive experience.
First, I will role play the activity of cooking and perform the appropriate way to prepare a
meal, cook it, and conclude the process as well as the wrong and unsafe way to do the activity.
Shawn must identify the things I do safely as well as the things I dont do safely. For example, if
I turn the oven on and walk away to participate in a different activity, Shawn must be able to
identify the safety risk of this demonstration. This will help him understand the proper way to

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prepare a meal and what he should be doing when he is in the kitchen preparing himself a meal.
The next part of the intervention will include him performing the meal preparation that will
consist of him following step by step instructions and completing the entire activity of cooking
while displaying appropriate safety precautions throughout. He must gather all of the necessary
items needed to make spaghetti. This includes one pot filled half way with water, a pan, spaghetti
noodles and sauce, a pound of ground beef, and a spatula for the ground beef as well as a pasta
fork for the spaghetti noodles.
After gathering all of the required items to cook spaghetti, he will begin the cooking
process following step by step instructions. This includes first turning on the stove top on for
both the pot and pan. For the pan, Shawn will cook the ground beef until the meat is brown. He
can set a timer that alerts him when the ground beef is cooked and ready to go. He will place the
spaghetti noodles into the pot of boiling water setting the timer to the appropriate time for the
noodles to be cooked. Once this is complete, he will make sure to turn off both burners and mix
the contents together ending with the pouring of the spaghetti sauce to complete the meal. After
this, he will clean up his area, double check that everything is turned off prior to leaving the
kitchen, and finish the intervention with eating the meal that he prepared and cooked. This
treatment session involved the modify intervention approach because we modified the task of
cooking spaghetti by incorporating a timer to address safety precautions as well the use of step
by step instructions to enhance activity performance. Overall, the desired outcome I have for this
intervention plan is for Shawn to be aware of the safety precautions with cooking a meal and to
overall prevent the occurrence of injury or burns through the use of education.
Precautions and Contraindications
Due to the lack of safety precautions Shawn takes during various activities, and the
limited understanding he has with the consequences, a precaution to take during each

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intervention is safety. For example, when Shawn cooks a meal, he demonstrates a lack of
understanding that he must keep a watch on the meal being cooked whether that is on the stove
top, in the microwave, or in the oven. Additionally he is on many different medications in which
can have various side effects such as muscle pain and weakness, extreme fatigue, stomach pain,
etc. and must be monitored throughout the intervention. Lastly, another precaution to take during
each intervention is being aware of when he is getting frustrated to eliminate dangerous
behavioral outbursts that may be a result.
Frequency and Duration
Shawn will be seen one time a week for two months according to insurance and the
progression of the client. Easter Seals is not opened on the weekends, therefore occupational
therapy will not take place on these days. Treatment sessions are 60 minutes and are often times
dependent on how Shawn participates and stays involved. The frequency of the interventions that
are planned for him should continue to be one time a week for the next two months with a plan
of discharge from occupational therapy services after client reaches his goals within the time
allotted.
Grading Up and Down
For one of the intervention plans created, if Shawn finds a difficult time doing the activity
or the opposite and the task comes at ease, there are ways to modify it so that the activity is just
the right challenge for him. For example, to grade up the intervention of cooking spaghetti, he
could cook a four step meal instead of a three step meal with fewer verbal cues to complete the
activity. As for grading the activity down, he may cook a two-step meal with more verbal cues in
order to successfully complete it. Grading up and down is important to be able to do with any
activity so that Shawn can achieve success according to any modifications that need to be made
for him to be able to complete the task. This, in return, will promote confidence and self-efficacy
to be able to successfully complete the required activity that was planned for him.
Primary Framework

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The primary framework that I utilized to guide the intervention plan and goal setting was
the Person Environment Occupational Performance (PEOP) model. This model takes a closer
look at Shawn as a person and the intrinsic factors that motivate him to engage in the
environment around him, which are extrinsic factors, having an overall impact on his ability to
perform meaningful occupations. Intrinsic factors include things such as Shawns physiological,
cognitive, spiritual, and psychological state that influence his ability to interact with his
environment and perform occupations. Within the environment and the extrinsic factors that
contribute to his performance of occupations include his social support, culture, values, and the
physical surrounding environment. Overall, the previous factors mentioned, contribute to
Shawns ability to perform meaningful occupations within his environment.
Client and Caregiver Training and Education
Education for both Shawn and his mom are going to be important for him to become
more independent in his ADLs and IADLs. For Shawn, education on the importance of
participating in the various occupations is going to be crucial for his progress. Due to the impact
his work has on his life and the motivation it provides him, Shawn needs the reinforcement of
why he needs to engage in the various required occupations such as personal hygiene.
Additionally, for cooking, he will be educated on the importance of safety and how he can utilize
various adaptive equipment for him to complete the task. For Ms. Lori, education on techniques
to facilitate Shawns participation in various activities is going to be important to teach her, as
she tends to do everything for him. During the intervention, Lori will be shown what he is able to
do and the things needed for him to be motivated to complete the occupations so that she can
implement it when she is with him. For example, on Sundays, she could have Shawn help her
cook instead of cooking the entire meal by herself. Overall education and training are going to be
important for both Ms. Lori and Shawn.
Monitoring and Accessing Clients Response

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There are various ways to assess Shawns response to treatment including re-evaluations,
achievement of goals, his perceptions on his abilities through an interview, and the adolescent
autonomy checklist. Re-evaluations are done weekly at this facility, which is important to see
how the client is progressing through therapy and if there are areas that need to be worked on in
therapy more heavily. Monitoring and accessing Shawns short term and long term goals is
important to see if he is on track for progress and if any modifications need to be made in
therapy in order for the client to meet their intended goals. This, overall, will promote functional
independence in his everyday life.
In addition to assessing his progress on goals, it is also important to get his perception on
his abilities of completing his goals. This can be done through a semi structured interview, such
as the Canadian Occupational Performance Measure (COPM) to retrieve objective data. Lastly,
the adolescent autonomy checklist, which can be used for both adolescents and adults, is a
checklist that assesses the clients ability to participate in various tasks. The checklist provides a
box for if the client can already do the task, needs practice doing the task, plan to start doing the
task, or has accomplished the task. The skills to observe include various kitchen tasks, laundry
tasks, house-keeping tasks, personal skills, etc. This assessment can be used at the initial start of
therapy and at the end to see the skills that Shawn accomplished over a period of time.

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References
American Occupational Therapy Association. (2014). Occupational therapy practice framework:
Domain and process (3rd ed.). American Journal of Occupational Therapy, 68(suppl. 1), S1S48. http://dx.doi.org/105014/ajot.2014.682006
Grimm, E. Z., Meus, J. S., Brown, C., Exley, S. M., Hartman, S., Hays, C., & Manner, T. (2008).
Meal preparation: Comparing treatment approaches to increase acquisition of skills for adults
with schizophrenic disorders. OTJR: Occupation, Participation, and Health, 29(4), 148- 153.
http://dx.doi.org/10.3928/15394492-20099014-02
Hallgren, M. & Kottorp, A. (2005). Effects of occupational therapy intervention on activities of
daily living and awareness of disability in persons with intellectual disabilities. Australian
Occupational Therapy Journal, 52, 350-359. http://dx.doi.org/10.111/j.14401630.2005.00523.x
Helfrich, C. A., Peters, C. Y., & Chan, D. V. (2010). Trauma symptoms of individuals with
mental illness at risk for homelessness participating in a life skills intervention. Occupational
Therapy Intervention, 18, 115-123. http://dx.doi.org/10.1002/oti.308
Mullersdorf, M. & Ivarsson, A. B. (2011). Use of creative activities in occupational therapy
practice in Sweden. Occupational Therapy Intervention, 19, 127-134.
http://dx.doi.org/10.1002/oti.1327