OCCUPATIONAL THERAPY STUDENT PERFORMANCE ASSESSMENT

INTERVENTION PLAN FOR EACH GOAL-CANVAS

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?

Long-Term Goal/Objective (LTG/LTO) # After six visits, client will complete daily routine with minimum
assistance to refer to his schedule from caregiver.
This goal is taken from the Plan
Short-Term Goal/Objective (STG/STO) # After four visits, with minimum assistance to use cognitive
section of your Evaluation note
strategies, such as using a physical checklist, client will apply his face cream during his morning
routine.

OCCUPATIONAL OPM and CPM
PERFORMANCE PROBLEM AND RATIONALE
Specifically identify the client Identify your OPM and one CPM
factors and performance skills that that best addresses the
are barriers to the achievement of performance problem and write a
this goal rationale for your choice
Specific mental functions: PEO
-Higher level cognitive We will be using PEO because we
--Executive functions are changing the environment by
--Insight adding a physical schedule for him
--Cognitive flexibility to follow. We are addressing his
--Judgement occupations that he is not attending
to by adding them to the schedule.
Global mental functions We are addressing him as a person
- Energy and drive by teaching him strategies and
--Energy level giving him a support system to
achieve the goals he has set for
Process Skills himself.
-Attends
-Heeds CO-OP
-Uses This is a CO-OP based treatment
-Continues because we are focusing on a client
chosen goal. It is also CO-OP
because we are implementing a
drawn out version of the global
WHAT WILL YOU DO?
Provide details of how you will set up
the activity and how your intervention
addresses the performance problem
We will begin the treatment by
having the client talk through his
morning routine. We will only use
non-directive verbal cues to indicate
if he has missed any important
details. We will also bring up the fact
that different days of the week may
require their own individual
schedules.
Next we will have him write out his
morning routine. Adding specific
times next to each activity will help
put the routine into perspective and
allow him to keep track of his
morning. We will allow him to
completely fill out his list, then we will
go through it with him. We will non-
directly mention any holes we see in
HOW WILL YOU GRADE UP BY
ONE STEP?
HOW WILL YOU GRADE DOWN
BY ONE STEP?
Make sure your grading matches
the areas being addressed
Grading up
In order to grade up the activity, we
will not provide M with any activities
with which to fill in his schedule. He
will have to come up with the
activities and order in which he
performs them on his own. He will
have to think abstractly and
mentally go through his entire
routine in his mind. He will have to
problem solve if he reviews his
schedule and finds something
missing.
Grade down
To grade this activity down, we
would provide M with a premade
schedule that he could manipulate
to match his own needs. For this
 strategy of Goal-Plan-Do-Check. He
has made his Goal of following a
morning routine. During this
treatment we will be Planning out
the routine and implementing
strategies to help him follow it. He
will then Do it throughout the week
and we will Check his progress at
our next session.
the schedule. For example, if he has
left any time in between tasks open.
If we notice any activities are absent
from the schedule (i.e. showering)
we will cue him in a nondirect
fashion to be sure that nothing is
missing. If he does not respond to
the cue, we will point out the
activities that are missing. We will
allow him time to problem solve
where to put them in his schedule. If
he is having problems, we will assist
him with their placement.
activity, he would not need to come
up with activities on his own. He will
just have to select the tasks that fit
into his own schedule. He will have
visual assistance to remember and
assess his own morning schedule.
Using a template would also allow
him to add tasks he may not
currently do just by copying the
premade list.

Finally, we will fill in the actual chart

with his finalized schedule. We will
ask him to point out the differences
in each days schedule. We will then
review the protocol for marking off
each task as it is accomplished. We
will also go over the accountability
between him and his brother
regarding the completion of their
schedules. We will ask him when he
plans to check in with his brother and
what activities, if any, they plan to do
together.

Reflection

What went well with your treatment?

RaeLynn and I worked well together. We were able to accomplish the goals we set out for ourselves during this treatment. We were able to lay the foundation
for many of our subsequent treatments by talking about various tasks with our client. We were able to begin working on his resume, establishing a schedule,
and identifying some locations at which he may be able to volunteer. The joint treatment with his brother also went very smoothly. They agreed that working
together and having accountability with one another would promote independence in following their morning routines.

Did things go as you planned or not? Explain.

Things generally went as we planned them; however, there were some surprises. We were not expecting to work on his resume this week. Seeing the
information he had and the information he was missing on what he told us was his completed resume was very eye opening. He did not have his work history
or anything regarding his associates degree listed. We also ran into a time management issue. Since we began working on his resume which was not on our
schedule we lost track of time. He ended up having to write out his entire morning routine in less than 10 minutes. He was able to do the task in the allotted
time; however, we did not anticipate having to rush that part. Another surprise was his initiative to use his communication device without prompting. He
independently took it out and began using it to talk to us during the part of the session with his brother and his therapists.
What will you do differently with this next treatment plan?

I think we will try to stick to the plan a little more closely this time. Adapting to the situation is an important part of therapy interventions; however, we need to be
more aware of the time spent on each task. I would also like to split the work load a little more evenly. I feel like RaeLynn led most of the session, while I stayed
in the background. I will be more assertive during our next treatment, so she does not have to do more than her fair share of the work. An aspect o f treatment
that I need to work on is letting our client know when I dont understand him, and cuing him to slow down his speech or use his device. I want to understand
what he is saying, but he also needs to know when to utilize the tools he has at his disposal.