OCCUPATIONAL THERAPY STUDENT PERFORMANCE ASSESSMENT

INTERVENTION PLAN FOR EACH GOAL-CANVAS

Shawnee Burnett
Long-Term Goal/Objective (LTG/LTO) # 1
This goal is taken from the Plan
section of your OTSPA note

Short-Term Goal/Objective (STG/STO) # 1 and 2

OCCUPATIONAL
PERFORMANCE PROBLEM
Identify the area of occupation
AND performance skill and/or
barrier to occupational
performance that is being
addressed by this goal
Dressing
Left hemiplegia (GM and FM
weakness and limited ROM)
addressed primarily by
compensatory strategies
Attention to task
Poor problem solving
Left inattention

OPM and CPM

AND RATIONALE
Identify your OPM and one CPM
that best addresses the
performance problem and write a
rationale for your choice
PEO: This model focuses on
changing the environment or the
occupation to ensure that the client
can participate in desired
occupations. This client has some
barriers in her home that are
impacting her ability to complete
occupational tasks that need to be
addressed. For this specific
occupation, her bedroom would
need to be assessed. The
occupation will need to be modified
to compensate for poor LUE
strength and ROM using hemidressing techniques.
DIM: This model focuses on using a
hierarchy of cuing to improve a
persons ability to problem solve
and complete tasks appropriately.
The client responds well to cues

WHAT WILL YOU DO?

Provide details of how you would set
up the activity and how your
intervention addresses the
performance problem

Client will retrieve button up shirt and

slacks from left side of closet.
Client will be educated on hemidressing techniques for preferred
clothing (dress clothes).
She will don the shirt using hemidressing techniques (left arm
through first). She will be cued to use
LUE as stabilizer for buttoning shirt.
Client will don slacks while in
wheelchair, using hemi-dressing
techniques and following safety
procedures (not standing up without
a walker for support).

HOW WOULD YOU GRADE UP

BY ONE STEP?
HOW WOULD YOU GRADE
DOWN BY ONE STEP?
Make sure your grading matches
the areas being addressed
Grade up: use shirt with smaller
buttons and more buttons to
challenge fine motor skills, tighter fit
shirt to challenge strength, tighter
slacks to challenge strength and
balance, therapist sits in left visual
field.
Grade down: use shirt with bigger
buttons, less buttons, looser shirt
and slacks.

and requires them to attend to the

task and problem solve difficult
situations. She has the strength
required to dress, if she can
problem solve appropriately.

OCCUPATIONAL THERAPY STUDENT PERFORMANCE ASSESSMENT

INTERVENTION PLAN FOR EACH GOAL-CANVAS
Long-Term Goal/Objective (LTG/LTO) #2
This goal is taken from the Plan
section of your OTSPA note

Short-Term Goal/Objective (STG/STO) # 1 and 2

OCCUPATIONAL
PERFORMANCE PROBLEM
Identify the area of occupation
AND performance skill and/or
barrier to occupational
performance that is being
addressed by this goal
Medication management
Attention
Orientation
Fine motor strength (LUE)

OPM and CPM

AND RATIONALE
Identify your OPM and one CPM
that best addresses the
performance problem and write a
rationale for your choice
PEO: This model focuses on
changing the environment or the
occupation to ensure that the client
can participate in desired
occupations. This client has some
barriers in her home that are
impacting her ability to complete
occupational tasks that need to be
addressed. For this specific
occupation the client struggles to
keep track of when to take
medication. She may need to adapt

WHAT WILL YOU DO?

Provide details of how you would set
up the activity and how your
intervention addresses the
performance problem
Client retrieves medication needed
Educate client on uses medication
charts/boxes to keep track of
medication times. Educate on other
strategies (alarms)
Educate on bottle opening
strategies.
Have client place pills in correct
boxes according to directions
Have client open pill bottles using
left hand to stabilize or stabilize
between legs.

HOW WOULD YOU GRADE UP

BY ONE STEP?
HOW WOULD YOU GRADE
DOWN BY ONE STEP?
Make sure your grading matches
the areas being addressed
Grade up: use only child proof
bottles, have some visual
distractions present (other items on
counter)
Grade down: have cell phone on
with date and time visible, limit all
external distractions, and only give
one pill bottle at a time.

the environment to cue her as to

when to take the pill and the day
and time to do so.
DIM: This model focuses on using a
hierarchy of cuing to improve a
persons ability to problem solve
and complete tasks appropriately.
The client responds well to cues
and requires them to attend to the
task and problem solve difficult
situations. She requires cues to
orient herself to the day and time.
She requires cues to problem solve
opening bottles.