Running Head: Occupational Profile & Intervention Plan 1

Running head: OCCUPATIONAL PROFILE & INTERVENTION PLAN 1
Occupational Profile and Intervention Plan

Sotheavy Moeung
Touro University Nevada

OCCUPATIONAL PROFILE & INTERVENTION PLAN 2

Occupational Profile
Client Description & Occupational History
Ken is a retired 68-year-old male born in Oklahoma and currently resides in Las Vegas,
Nevada, with his wife. They have been married for 43 years and have two children. His son lives
in California and his daughter lives nearby in Las Vegas. His wife is currently the sole bread-
winner and they depend on her income and his retirement savings. His father died of Alzheimers
disease in 1983. Ken attended electronics school and served in Marine Corps Reserves for a short
period of time. After school and the Reserves, he was a project manager for a construction
company and eventually managed his own construction company.
Ken has been diagnosed with Dementia and has a history of alcohol abuse and cigarette
smoking. In his younger years prior to the diagnosis, he enjoyed the high life of spending the
money he earned on alcohol, cigarettes, and gambling. He has always been good with his hands
and loves to build and fix things to this day. He still enjoys watching television, singing, dancing,
and activities involving the use of his hands. Ken is also Methodist but has not attended church
recently.
Reason for Services
On 10/1/13, Ken was assessed and diagnosed with Wernicke-Korsakoff Syndrome which
is a form of Dementia. Additionally, he suffers from high blood pressure from anxiety. He also
shows behavioral and mental impairments which include memory, orientation to time, place, and
situation, forgetfulness, confusion, and agitation. He requires assistance with urinary and stool
output, hygiene, and dressing. He also displays decreased self-identity and self-awareness,
confabulations, inappropriate actions, loss of reasoning skills, and inability to follow
instructions. His wife has expressed concern about not being able to go out to dinner with her

husband due to his inability to dress and void appropriately. For example, in the past, Ken has
voided in the trash can and dressed inappropriately wearing underwear over his pants in public.
She is most concerned about the loss of his identity, both personal and social, and is worried that
it is causing him isolation from friends, families, and the community.
Successful Vs. Unsuccessful Occupations
Ken has shown success in many activities of daily living (ADLs) such as bathing,
showering, eating, feeding, and functional mobility. He shows appropriate leisure participation
and interests such as watching television, singing, and dancing. He also displays excellent
nutrition choices. Ken struggles with ADLs such as dressing, toilet hygiene, and personal
hygiene. He also has problems with instrumental activities of daily living (IADLs) such as
community mobility, financial management, health management and maintenance with the
exception of nutrition, meal preparation and cleanup, and shopping. Additionally, he no longer
participates in retirement management. Many of the occupations that Ken is no longer
independent in have been taken over by his wife.
Contexts and Environments
Ken is a retired construction business owner and Marine. Many of his stories are related
to those two roles. When he is not home, he spends the majority of the day at the Las Vegas
Adult Daycare Center (LVADC) while his wife is at work. At the daycare facility, he is cared for
by a team of nurses, social worker, activities coordinator, and aides. He has a close-knit group of
friends comprising of four men that he usually smokes and chats with throughout the day. He is
also a part of the memory program at the facility that holds classes once a week to help with
memory loss associated with his diagnosis of dementia. After the daycare, his wife picks him up
and they return home. They do not participate in community outings because it has been difficult

for his wife since he has shown incontinence, dressing, and hygiene issues. Much of his day
includes being confined to his home and the daycare center, causing his wife to have concerns
regarding isolation issues.
Prior to his illness, he used to practice his Methodist faith at church, however due to his
diagnosis; he and his wife have not attended in recent years. He occasionally sees his daughter
when she visits his home. His socialization mainly occurs with his wife at home and with his
friends at the daycare center. Unfortunately, he has taken up more smoking with his friends
which places more distress on his wife. However, his drinking has declined immensely since she
has filled his drinking cup with sparkling or seltzer water instead of alcohol which he is unaware
of due to dementia.
Ken also portrays difficulty understanding his temporal context. Sometimes, he would
not understand where he is, why he is not home, what the date is, and what time of the day it is.
This causes anxiety for him, especially at the daycare center because he believes the bus is
waiting to pick him up. He perseverates on having to hurry to take the bus home even though it is
not at all close to the actual pick up schedule. The culture of the daycare center includes planned
activities throughout the day which Ken participates in the majority of the time. He is also part of
the memory program in which he works on maintaining his memory skills with other clients with
dementia with the help of a social worker.
Values & Interests
Ken values his role in the Marine Corps immensely. He has shown confabulations in
which he served two full active duties in the Vietnam War when in reality, he has never been to
war and has only served in a reserve unit for a very short time. He loves to tell stories about his
wife, thus, enjoying his role as a dedicated husband to her. He likes being one of the guys at

the daycare center which includes a tight-knit group of friends consisting of four men who enjoy
smoking in the outside garden area together. His favorite activities include singing, dancing,
constructing, and sharing stories. He also likes to eat well and makes excellent nutritional
choices despite showing many behavioral deficits.
Daily Life Roles
Ken can no longer maintain his life roles due to his recent diagnosis of dementia. His
wife has currently taken over many of his roles including being the main bread-winner, financial
management, retirement planning, meal preparation, and shopping. When he returns home from
the daycare center, he spends the majority of the evening watching television. Kens wife is quite
concerned about his loss of roles in the recent years.
Patterns of Occupational Engagement
Kens occupational engagement has significantly declined since his diagnosis. He first
showed signs of anxiety in which he had a hard time remaining focused on daily activities and
following structured routines; followed by cognitive and mental changes such as confusion and
memory impairment. This resulted in him not being able to maintain many of his occupational
roles such as a business owner and bread-winner to his family. He began having difficulty
maintaining daily events, requiring assistance with hygiene and dressing, maintaining peer
relationships, and orientation to place, time, and situation. His wife decided to put him into a day
care respite program due to his issues with incontinence.
Priorities & Desired Outcomes
Many of Kens priorities and desired outcomes have been set by his wife who is his
primary caretaker. Since his diagnosis causes him to decline both mentally and physically, she is
mostly concerned with him maintaining as much independence as possible, as well as, retaining

his identity. She has expressed concern with his incontinence, toileting issues, and dressing
abilities. She would like to be able to go out to dinner with him without worrying about these
issues. She is also worried about his anxiety levels which cause him to have high blood pressure
and adds undue stress to his health. His wife also wants him to interact socially and maintain
good peer relationships that are not solely based on unhealthy interests such as smoking.
Additionally, Kens wife would like him to work on reasoning skills, memory maintenance, and
slow down physical regression by staying active throughout the day.
Occupational Analysis
Context/Setting
Currently, his context and environments are much different than his natural contexts. He
attends the LVADC during the day and the facility currently does not have occupational therapy
services. However, the daycare center offers many activities for occupational engagement such
as painting, crafts, dance, tai chi, fitness, yoga, poetry, and music therapy. The LVADCs
mission is to support senior citizens and those that are disabled to remain independent and
maintain quality of life, much of which falls in line with the foundation of occupational therapy.
The social worker also leads a memory program for those with dementia. Thus, many of the
clients deficits are addressed, although it is not with an occupational therapy perspective.
Description of Activity/Clients Performance
Ken participates in a memory program with other clients with dementia, which is led by a
social worker. Every Friday entails a theme and the focused theme that Ken participated in
recently was aloha. Although this was a group activity, there were plenty of opportunities to
observe Ken performing individual tasks as well as displaying occupational strengths and
weaknesses. In the case of dementia, Kens cognition is progressively declining, thus it is

important to keep them actively engaged to maintain as much memory and other cognitive
abilities as much as possible. The intervention plan included activities that would have
participants share their life stories and experiences, working on arts and crafts, sing, dance,
watch an informational video, and openly discuss anything pertaining to the theme of aloha.
Key Observations
During the intervention, Ken shifted in and out of consciousness during the activities. At
one point, he needed cueing to resume the activity of making bracelets. He also stopped in the
middle of the session and perseverated on his bus picking him up and he did not want to be late
to go home. This caused him to be extremely anxious and required assurance from the
administrator. Utilizing background music helped to stop his perseveration and to maintain
engagement in the activity. This technique was successful for Ken and he was able to continue
throughout the planned activities. At the end of the session, Ken displayed great physical
mobility by dancing and singing to the Hawaiian music in front of his peers.
Impacted Domains of the OTPF
The occupational domains that significantly impact Ken include: occupations, client
factors, performance skills, performance patterns, and context and environments. Regarding his
occupations, Ken struggles with the following: ADLs such as dressing, toilet hygiene, and
personal hygiene, IADLs such as community mobility, financial management, health
management and maintenance with the exception of nutrition, meal preparation and cleanup, and
shopping, and for work, he no longer participates in retirement management (American
Occupational Therapy Association [AOTA], 2014).
The client factors that are impacted include specific mental functions such as attention,
and memory, higher level functions that include judgment, and problem-solving, and emotional

regulation. Global mental deficits are displayed through orientation functions and temperament
and personality functions. This caused him to not be able to maintain many of his occupational
roles such as a business owner and bread-winner to his family. He had difficulty maintaining
daily events, hygiene and dressing, maintaining peer relationships, anxiety and confusion, and
orientation to place, time, and situation (AOTA, 2014).
The performance skill that significantly impacts Ken is temporal organization.
Sometimes he needs assistance with initiation, continuation, sequence, and termination of
activities. Performance patterns such as roles and routines have also been jeopardized and
examples include his roles as a provider to his family and business owner. He stopped many of
his daily routines as a result of his diagnosis such as attending church and routinely checking in
with his construction company. Although his drinking habits have decreased, his smoking habits
have increased as a result of new peer relationships at the LVADC. Due to him spending the
majority of the day at this new context, many of his roles and habits have changed. He has
adapted to the culture of the daycare center and has adopted a new social group whose common
interests include the unhealthy dominating habit of smoking (AOTA, 2014).
Problem Statements
1. Client has difficulty remaining focused on ADLs due to anxiety levels.
2. Client is experiencing isolation due to loss of identity and roles.
3. Client is unable to be (I) at home due to incontinence issues.
4. Client is unable to reintegrate into the community due to inappropriate actions &
behaviors.
5. Client is unable to reintegrate into the community due to dressing management following
toileting.

Problem Prioritization & Justification
These problem areas negatively impact Kens performance and participation in the home,
daycare center, and community. His psychosocial inabilities are greatly impacted and should be
prioritized so that he does not become depressed and more isolated. If the psychosocial
components are addressed firsthand, then he can work on the other deficits such as inappropriate
behaviors and actions, and dressing inabilities. Kens wife also wants him to maintain as much of
his social and personal identity as possible, keeping with old roles or working on new roles so
that he is not withdrawing from the world. Currently, his wifes biggest concern is Kens anxiety
level. This deficit prohibits Ken from participating in many daily activities and routines. Usually,
when Ken is unable to accomplish something or follow through, anxiety is the underlying reason.
Thus, addressing anxiety first, may interact with other problems and lessen additional problems.
Intervention Plan & Outcomes
Long-term Goal 1 The client will regulate anxiety levels & negative affect appropriately during
ADLs SBA & no VC in 2 months.
Short-term goal 1. The client will manage anxiety levels SPV and 50% VC within 1
month by attending music therapy group sessions.
I ntervention. Ken will attend two 75-minute music therapy group classes per week with
different themes such as country, jazz, or blues. The class will start with introductions and a
reminder of the date, time, and breakdown of what the session will entail. The administrator will
play two opening songs for the clients to listen to, one that was the top hit during the clients
generation and one in the more recent generation. This is followed by an open discussion on how
music has changed and what the clients like or dislike regarding both styles in music. The next
activity is singing. A list of songs familiar to the group will be given and the majority vote would

be taken on what songs to sing. The song will have the words written on the video so that the
clients who may require the lyrics written can follow the screen. The administrator will walk
around the room to encourage active participation. This will follow the next activity in which
each participant shares what their favorite songs are and any details regarding the song and artist.
The administrator will check all participants moods and how they feel between each activity.
The intervention session will end by one participant choosing the opening song for the following
meeting.
I ntervention Approach. The approach to the intervention was selected based on the idea of
establish and restore. This intervention approach is designed to help Ken remediate anxiety
levels and restore his affect. By establishing the routine of music therapy classes, Ken can
remediate his anxiety levels during the group session and generalize to other contexts such as
those involving activities of daily living. Once he achieves more optimal levels, Ken can
maintain a more balanced mood and affect (AOTA, 2014).
Outcome. Since music is something Ken enjoys, this already serves as buy-in for him. The
outcome of this intervention encourages Ken to remediate his high levels of anxiety that affects
his blood pressure. Once, his anxiety levels are restored, he can work to maintain a good optimal
balance of mood and affect. Since anxiety affects much of his occupational performance, this can
also be restored (AOTA, 2014).
Evidence. Sung, Chang, and Lee (2009) reported anxiety as one of the most prevalent health
problems among older adults, especially those with dementia. Music listening has shown positive
effects in decreasing anxiety in various populations but there has not been much study regarding
this and the population of dementia, thus the author conducted a study aimed to find a correlation
between the two. The results showed that the participants in the study who received music

listening intervention had significantly lower anxiety scores at the end of the intervention than
those who did not receive the intervention. The researchers concluded that effective care for
managing anxiety of older adults with dementia is important since there is an increasing
prevalence of dementia (Sung, Chang, & Lee, 2009).
Short-term goal 2. The client will regulate negative affect SPV & 50% VC within 1
month by attending gardening activities.
I ntervention. Ken will attend one 60-minute gardening small group class per week. The class
will start with introductions and a reminder of the date, time, and breakdown of what the session
will entail. The first activity will be to name what plants and flowers are present in the garden
and share any details regarding their knowledge on those plants. Then, the clients will water the
plants and flowers. After, the clients are encouraged to cut at a few flowers and leaves to add to
the vases to decorate the facility. The last activity will be to choose the flower or plant of their
choice and then planted in a jar or cup that they can take home to continue to care for. The
clients mood levels and affect will be checked on by the administrators throughout each activity.
I ntervention Approach. The approach to the intervention was selected based on the idea of
establish and restore. This intervention approach is designed to help Ken restore negative affect
and mood levels to become more positive. By addressing these psychosocial factors, it could
help Ken enhance other impacted occupational performance areas. Since he loves to build and
make things, gardening can be easily adopted. Creating a routine of weekly gardening can allow
him to remediate his affect both during the group session and during activities of daily living
(AOTA, 2014).

Outcome. Ken enjoys anything he can work on with his hands, thus the activity of gardening
serves as motivation for active participation. The outcome of this intervention encourages the
Ken to remediate his negative affect and mood. Once, these factors are restored, he can work to
maintain a more balanced mood and affect level, helping to enhance other occupational
performance areas (AOTA, 2014).
Evidence. Wang and MacMillan (2013) share the many benefits of gardening with older
adults and especially with the population of dementia. Gardening facilitates a mind-body-spirit
connection (Wang & MacMillan, 2013). For older adults with dementia, the study suggested that
gardening promotes reminiscence, improves affect, increases engagement and activity
participation. Thus, gardening has demonstrated that it has great positive effects on older adults
in many domains of their lives and can be used a powerful intervention with older adults,
especially with dementia (Wang & MacMillan, 2013).
Long-term Goal 2 The client will address self-awareness & self-identity 25% VC in 2 months
during group activities.
Short-term goal 1. The client will address self-awareness through storytelling 50% VC
within 1 month.
I ntervention. Ken will attend two 75-minute storytelling small group classes per week. The
class will start with introductions and a reminder of the date, time, and breakdown of what the
session will entail. The first activity has a volunteer pick out a word out of the bag such as the
word friends or trips. Then the clients will volunteer one by one to share stories related to
those words. The administrator can help evoke participation by asking who their best friends are
or where their favorite trips have been. The second activity will have volunteers pick out an item
from a box such as a baseball or dog collar. The clients will share anything that comes to mind

when they see the particular object. If needed, the administrator can prompt more interaction to
the clients individually or as a group by asking questions such as what sports have you played
in, have you watched any sports games, or have you ever had a pet. The session will end
with pictures of the clients that were either shared by the caregivers or taken at the facility. The
client in the picture would be asked to share their recollection and experiences pertaining to that
picture. Every class, one or two clients will get opportunity to share their story pertaining to the
picture at the end of the session. Thus, the clients are stimulated to tell their life stories so that
team members at the facility can learn from the stories to provide more personalized care. The
clients are encouraged to share their experiences in life and how they feel throughout each
activity. This will help the clients gain more self-awareness and self-efficacy.
I ntervention Approach. The approach to intervention focuses on the idea to maintain the
clients sense of identity. The maintenance approach helps to provide the support that Ken needs
to preserve as much of the self-awareness and self-identity skills that he has regained. This, in
turn, would help him further meet more occupational needs. It can be assumed that if he does
not continue to maintain his identity, then more his occupational needs would not be met,
causing a decrease in health and overall quality of life (AOTA, 2014).
Outcome. Through this intervention, he will maintain self-awareness and self-identity which
will allow him to better engage in his occupational performance such as being a husband to his
wife or a business owner who enjoys construction and building projects. In addition to
maintaining his social and personal identity, he will improve his health and wellness and
promote self-sufficiency and self-esteem (AOTA, 2014).
Evidence. Van den Brandt-Van Heek (2010) discussed in her book the importance of telling
ones personal story. The clients well-being can depend on how they are stimulated to tell who

they are. Learning about how the clients feel about their life choices provides meaningful
information on both their identity and their preferences. It is common for those with dementia to
lose their sense of identity since other people tend to make decisions for them. Many times, these
individuals see the world and themselves from a totally different perspective, thus it is important
to listen carefully to them and connect to the world as they experience it. To further enhance
their well-being, their shortcomings should not be confronted and instead, the focus should be on
their strengths and sharing their wisdom based on life experiences. Knowing someones life story
enables caregivers the opportunity to understand them better and aid in the process of them
expressing their own identity (Van den Brandt-Van Heek, 2010).
Short-term goal 2. The client will address self-identity through discussing old & new roles
during group activity 50% VC within 1 month.
I ntervention. Ken will attend one 60-minute role-identification activity group consisting of
around four to five clients per class per week. The class will start with introductions and a
reminder of the date, time, and breakdown of what the session will entail. Each week, different
themes for roles will be planned, such as "professional, family, leisure activities, and
personal achievements. Information regarding such roles can be found through chart review as
well as through caregiver questionnaire or interview to help for prompting during sessions if
needed. The intervention will be based on one client and one theme per week. For example, if the
theme was professional and the client of the week was a chef, then cooking items can be
brought in. In the case of Ken, since he was a builder and enjoyed creating items with his hands,
the administrator can bring in arts and craft supplies to build a bird house. Once the bird houses
are built, then Ken or the focused client of the week would discuss their roles and past

experiences related to the activity. Other participants are also encouraged to share their interests
and experiences regarding their profession or to the theme of the week.
Grading up. To grade this intervention up, the client is asked to teach the class rather than to
act solely as a participant. In the case of Ken, he can hold a class to teach other attendees how to
build a keepsake box or how to repair something. If the theme was leisure, he can teach the
class how to do the electric slide since he is an avid dancer. Letting Ken teach the class, allows
him to be fully engage in his role, which in turn, helps to preserve his identity.
Grading down. To grade this activity down, more visual and verbal cues can be given. Thus,
instead of teaching or participating in building an item, the client can simply be shown a wide
variety of already constructed objects pertaining to their roles. In the case of Ken, he would be
shown a wrench, construction vest, construction helmet, nails, and so much more. He would not
be required to build anything, but there will still be plenty of visual input to help him recognize
his roles. If needed, the administrator can also give him verbal cues to help him with role
identification.
I ntervention Approach. The approach to intervention was selected based on the idea of
establish and restore, thus restoring old roles and establishing new ones. This intervention
approach is designed to change client variables, helping to establish new meaningful occupations
and roles. Additionally, it helps to restore those occupations and roles that have been impaired
due to the progression of dementia (AOTA, 2014).
Outcome. The outcome of this intervention encourages the establishment of new roles and
occupations and the remediation and restoration of old ones. Having roles allow an individual to
have a sense of identity and meaning to life. Additionally, occupational performance will be
enhanced and improved through engagement in roles. The ability to regain social and personal

identity through role achievement will prevent further isolation and further enhance quality of
life (AOTA, 2014).
Evidence. Parpura-Gill and Cohen-Mansfield (2010) discussed that despite the loss of
identity that takes place over the progression of dementia, the sense of self can still survive. The
persistence of self-identity may depend on the interaction and allowance of expression with
others. Four domains of role-identity were investigated in a research study by Cohen-Mansfield
that explored professional, family, leisure activities, and personal attributes. They found that
stronger past roles and connections were more likely maintained well into the advanced stages of
dementia. The authors also mentioned that designing an intervention that allows the client to
select their roles and is based on personal preference and the clients sensory and physical
abilities help to increase the interventions success (Parpura-Gill & Cohen-Mansfield, 2010).
Precautions and/or Contraindications
Music therapy, gardening, storytelling, and role identification are generally safe
interventions however there are a few precautions to consider for music therapy and gardening.
For the safest and most helpful results, music therapy should be conducted under a professionally
trained therapist. Musical intervention by untrained administrators can be ineffective or cause
increased stress and discomfort. It is important to tailor the right music to the individual. Some
styles of music can induce depressed moods. Environmental sounds, for example, can be
confusing for people with dementia, and it can even prompt the person to look for the sound.
Thus, for the individuals with severe dementia who are confused and tend to wander, this is an
important factor to account for (Grocke & Wigram, 2006).
Gardening is safe, especially for clients with dementia who are practicing it in a confined
area. However, there are some general safety precautions to consider such as protective dressing

from harmful chemicals, garden pests and insects, sharp equipment, and potentially harmful rays.
If gardening is done as an outdoor activity, individuals who are 65 years of age or older and/ or
take medication can be at a higher risk of heat-related illnesses. Additionally, those with medical
illnesses such as dementia may have impaired reaction time and judgment. Thus, it is important
to follow safety rules especially with this population (Centers for Disease Control and Prevention
[CDC], 2014).
Frequency and Duration
Currently, there are no occupational therapists (OT) on staff at the LVADC. However, if
an OT is present, then the frequency and duration of specialized treatment would be five days a
week for six weeks or until the next interdisciplinary team meeting with the caregiver to discuss
further goals. Each week, there will be a set schedule for interventions. For example, Mondays
and Wednesdays, Ken will attend music therapy for 75 minutes per session. On Tuesdays and
Thursdays, he will participate in storytelling group activity for 75 minutes per session. On
Fridays, Ken will attend a 60 minute session in role identification activity in the morning and
then a 60 minute gardening group activity in the afternoon. The activity coordinator will plan
what intervention occurs on what days every week and the caregiver and client will be notified in
advance with a monthly schedule. In addition to the occupational therapy interventions, Ken can
also participate in other group activities offered at the daycare center such as tai chi, arts and
crafts, exercise classes, and karaoke on his own accord. Ken will also work with other
interdisciplinary team members such as the activities coordinator, social worker, and nurses on
staff at the facility.


Framework
The Allens Cognitive Disabilities Model has been applied to individuals with dementia,
traumatic brain injuries, and other serious mental health disorders. It can be used with anyone
showing global cognitive functioning problems that affect functional performance of tasks.
Allens theories focus on safety in all occupational performance areas which is very important
for clients with dementia due to lack of safety awareness in the more severe stages. Interventions
utilized are to elicit the clients highest cognitive level and focus on the maintenance of the
highest level of functioning. It is important to note under this model that the therapist cannot
change the clients cognitive functioning, however, the therapist can change the environment and
activity demands to offer the client that just right challenge (Allens Cognitive Network, 2012).
Since Kens cognition is progressively declining, it is important to keep him actively engaged to
maintain as much memory and other cognitive abilities as possible. If Ken needs assistance,
adaptations can be done through environmental changes, adapting the task demands, and even
cueing.
Client Training and Education
Education is a key component when it comes to dementia and caregiver training. The
therapist can educate the caregiver on the expected progression and stages of dementia. It is
important to let the caregiver know the signs and symptoms of dementia and that it can be
physical, psychological, and social. The therapist can help address problem behaviors associated
with the disease and put it into perspective for the caregiver. Caregiver burden is quite common
with the population of dementia, thus the therapist can offer resources such as support groups or
respite services. The therapist can also offer referrals to social workers and other health
disciplines if necessary (Mayo Clinic, 2014).

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 overwhelmed or 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 where this may stem
from. If necessary, other interdisciplinary team members should also be notified. Other factors
that may require focus if the client is not meeting goals include changing the frame of reference
or model, 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 the goals
is vital in helping the client be safe at home, in the facility, and around the community.
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.


References
Allen Cognitive Network. (2012). Brief history of the cognitive disabilities model and
assessments. Retrieved from http://www.allen-cognitive-network.org/
American Occupational Therapy Association. (2014). Occupational therapy practice framework:
Domain and process (3rd ed.). American Journal of Occupational Therapy, 68(Suppl. 1),
S1-S48. Retrieved from http://dx.doi.org/10.5014/ajot.2014.682006
Centers for Disease Control and Prevention. (2014). Gardening health and safety tips [Website].
Retrieved from http://www.cdc.gov/family/gardening/
Grocke, D., & Wigram, T. (2006). Receptive methods in music therapy: Techniques and
applications for music therapy clinicians, educators, and students. Philadelphia: Jessica
Kingsley Publishers
Mayo Clinic. (2014). Dementia. Retrieved from http://www.mayoclinic.org/diseases-
conditions/dementia/basics/definition/con-20034399
Parpura-Gill, A. & Cohen-Mansfield, J. (2006). Utilization of self-identity roles in individualized
activities designed to enhance well-being in persons with dementia. In L. Hyer & R. C.
Intrieri (Eds.), Geropsychological interventions in long-term care (pp. 157-184). New
York, NY: Springer Publishing Company, Inc.
Sung, H., Chang, A. & Lee, W. (2009). A preferred music listening intervention to reduce
anxiety in older adults with dementia in nursing homes. Journal of Clinical Nursing, 19,
1056-1064. doi:10.1111/j.1365-2702.2009.03016.x

Van den Brandt-Van Heek, M. (2010). Asking the right questions: Enabling persons with
dementia to speak for themselves. In G. Kenyon, E. Bohlmeijer, & W. L. Randall (Eds.),
Storying later life: Issues, investigations, and interventions in narrative gerontology (pp.
338-353). New York, NY: Oxford University Press.
Wang, D., & MacMillan, T. (2013). The benefits of gardening for older adults: A systematic
review of the literature. Activities, Adaptation & Aging, 37 (2), 153-181. doi:
10.1080/01924788.2013.784942

Running Head: Occupational Profile & Intervention Plan 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Running Head: Occupational Profile & Intervention Plan 1

Uploaded by

Copyright:

Available Formats

Running head: OCCUPATIONAL PROFILE & INTERVENTION PLAN 1

Occupational Profile and Intervention Plan

You might also like