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?

Client was able to I use the checklist for completing the task of drying laundry. Treatment went as planned, although having the client’s mom present was both
a help and a hinderance. She wanted to be involved in the treatment session and often spoke about off-topic subjects. Student therapist Tricia took on the role
of speaking with her, while I treated the client. She was able to provide information about tasks she wants the client to perform at home. The next treatment will
involve task steps for laundry that dictated by the client’s mother, but his mother won’t be present. Client will be provided with a clear explanation/reminder of
the purpose of the checklist and steps in completing the checklist.

Long-Term Goal: In 4 weeks, client will perform IADL tasks using a check list strategy with min VC.

Short-Term Goal: In 3 weeks, client will complete cleaning task by checking off task steps with min VC.

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.
Client demonstrates deficits in
sustained attention, alternating
attention, and working memory.
These deficits impact is ability to I
initiate and terminate task steps.
Client lacks insight into the effects
of his deficits on his performance
and believes that he is capable of
being I in his desired occupations.
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: Addresses the relationship
between client’s perceived roles, an
occupation’s ability to meet intrinsic
needs, and the dynamic and
influential aspects of the
environment in which the P-O
relationship takes place. Client has
a desire to complete IADL tasks
independently and contribute to his
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.
Client will be provided with two
written checklists, one with
instructions for washing dark and a
second for washing light clothing in a
washing machine. Task steps will
have one action step on each line.
Instructions will be laminated and a
dry erase marker, for checking
completed steps, will be provided.
Student therapist will review the
steps of effectively using a checklist
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: Alternating
attention/ Task termination
Grading Up: Student therapist
engages the client in conversation
during task steps, encouraging
alternating attention from student
therapist to the checklist/laundry
task.
Grading Down: Client reads the
step out loud before and after
completing the step, to confirm that
he has followed task instructions.
 He frequently becomes distracted
during conversation and while
executing task steps, requiring
mod VC to attend to task. This
behavior may be both due to
cultural norms, as his mom and
sister display similar behavior.
Client’s mother has reported that
the client is “bored” and
“depressed”, lacking motivation to
engage in occupations. Client’s
hands shake during fine motor
activities, which he reports is due a
medication he takes. Client’s sister
reports that the client is still using
alcohol, although client denies use.
household. Client factors such as
working memory and attention
(sustained and alternating) affect
his ability to be independent in IADL
tasks. His mother will perform tasks
that the client is capable of
completing because she becomes
frustrated with the client’s deficits.
Dynamic Interaction Model of
Cognition (DIM): DIM postulates
that modifying the environment and
task demands to provide a “just
right” challenge may promote
learning, effective strategy use, and
generalization of strategy use
through experience. When a multi-
contextual approach is applied
strategies may be practiced across
many activities and situations.
Client will be taught a
compensatory strategy of using a
checklist to complete IADL tasks.
Checklists will have task steps with
a single action, creating a “just
right” challenge for the client. This
compensatory strategy can be
generalized to many occupations
once learned.
(reading step, performing step, He puts a checkmark next to the
crossing off step, continuing to next step to confirm he completed the
step) and the purpose of using a task step.
checklist. Client then will be asked to
wash the light clothing. Client will
choose the correct instructions and
follow task instructions, utilizing the
checklist strategy. Client will be
provided indirect and direct verbal
cues, as needed, for step initiation,
step termination, and safety. After
completing the checklist for washing
the white clothing, client will be
asked to wash the dark clothing.
Client will be given both checklists to
take home and a functional location
to post the checklists near the
washing machine will be discussed.
Student therapist will discuss with
caregiver how the checklist strategy
can be generalized to many
occupations and give guidelines on
how to write effective instructions for
the client.