Client’s Initials and Age: E.

age: 18 months Time allotted for session: 30 minutes

Diagnosis and any Precautions: (1) – Chocking hazards. Be aware of body cues since he is non-verbal
Goal/s being addressed: (1) Edric will demonstrate improved joint attention as evidenced by responding to joint attention bids from therapist in
3/5 opportunities, over 2 consecutive sessions, for increased participation in play
Intervention Activities
Describe the activity; be specific
and detailed giving 5-10 steps.
Give estimated time per activity.
Specific Objectives for this
activity
List 2-3 specific objectives per
activity that you plan to measure
during client performance.
Activity Demands (setting,
materials, and equipment)
Prep Activity
Cause and effect (large peg) puzzle /
fishbowl fisherbowl
1. Edrick will sit on low
hanging platform swing.
2. Therapist will gently push
the swing in a linear
motion.
3. Therapist will sing nursey
rhyme while pushing
Edrick.
4. Therapist will verbalize
that there is one more
song before they play a
new game together.
5. Edrick will swing for the
duration of two songs –
taking a break between
songs if needed.
1. Edrick will participate in
swinging activity by
staying on the swing for
at least one song.
2. Edrick will smile three
times during this activity.
- Platform swing hanging
- Cause and effect puzzle
from two points of
- Fisher price Fishbowl toy
suspension
Skill-based activity
Bubble blowing /popping game
1. Edrick picks up piece of
puzzle
2. Edrick looks at puzzle piece
and places it into puzzle
3. Puzzle makes noise
4. Therapist expresses joy and
excitement as puzzle makes
noise
5. Edrick shares joys with
therapist by looking up from
puzzle
6. Repeat for 5 minutes before
switching to the fishbowl toy.
7. Edrick will pick up fish
8. Edrick will look at fish and
push fish into the fish bowl
9. When fish bowl lights up and
makes noise, therapist will
show verbal excitement
10. Edrick will share excitement
with therapist by looking and
smiling.
11. Repeat for 5 minutes
1. Edrick will look from puzzle to
therapist 2x during puzzle play
after cue from therapist
2. Edrick will play with 3 different
puzzle pieces during the play
activity.
Occupation-based activity
1. Therapist will present the
bubbles.
2. Therapist will blow the
bubble and draw additional
attention through verbal
cues
3. Edrick will stand near
therapist, taking interest in
the bubbles.
4. Edrick will watch therapist
as she continues to blow
bubbles.
5. Edrick will watch therapist
as she pops the bubbles.
6. Therapist will say pop and
demonstrate clapping the
bubbles
7. Edrick will imitate the
therapists motion trying to
pop the bubbles.
8. Repeat for 5 minutes.
1. Edrick will stay watch the
therapist blow the bubbles
for 10 seconds.
2. Edrick will imitate the
therapists motion of popping
the bubbles 2x.
- Bubbles
 List the materials that you will - A phone that can play
need and how you will set up the music
environment and activity. The therapist will hang the
platform swing from two points
State 2 ways to grade/adapt the of suspension. This swing
activity or environment. should be pretty low to the
ground given Edrick’s age.
Edrick will sit on the swing with
his legs hanging off the edge or
in criss cross Therapist will be
sitting in front of Edrick, slowly
pushing the swing while singing.
Grade up: Edrick will be
challenged to follow / find
therapist with his eyes as she
moves to different sides of the
swing, rather than simply staying
in front of him.
Grade down: Therapist will sit
on the swing and have Edrick sit
in her lap.
This activity was chosen to build
Clinical Reasoning rapport with the Edrick. Per
mom’s report, Edrick really
Why did you choose this enjoys music. The therapist will
activity? (what approach are you use music to warm Edrick up to
using and/or frame of reference; the idea of playing together.
how does this activity match the Additionally, the swinging will
child’s needs?) help increase Edrick’s current
arousal level. He seems to
function in “low gear”, so using
sensory input will help him
become more alert and engaged
before working on a puzzle
together.
S/OT name: Mackenzie Ackerman
Total: 26 points
Therapist will be sitting with Edrick on
the floor. The therapist will present
one toy at a time, switching the two
toys where Edrick loses attention of
the puzzle.
Grade up: Therapist will not change
tone in voice, but provide more simple
verbal cues.
Grade down: Therapist will clap
hands together and make big
movement with her body to
encourage joint attention, rather than
simply using verbal cues.
This activity was chosen to
encourage joint attention between
Edrick and the therapist. The
therapist will use verbal cues to
encourage Edrick to share in the
experience with her. The therapist is
able to use an animated tone of
voice, as well as her body to draw his
attention away from the activity and
to her, helping him learn how to shift
his attention.
Therapist will stand with Edrick.
Initially she will draw Edrick in
through verbal cues. Therapist will
continue to blow bubbles / pop
bubbles with Edrick, encouraging
him to try.
Grade up: Have Edrick attempt to
blow bubbles with the therapist
Grade down: Therapist provides
hand over hand assistance, as well
as verbal cues when clapping the
bubbles.
This activity was chosen to
encourage social participation.
During the bubble game Edrick is
being encouraged to interact with
the therapist as she is blowing and
clapping the bubbles. Additionally,
this activity is helping Edrick work
on his ability to show joint attention.
He is being challenged to look at
the bubbles, and then back to the
therapist to see is she has blown
more bubbles.