Professional Documents
Culture Documents
Photographs
Photographs
2. Sources for your activity and for your adaptations (APA citations)
Alzheimer's Society. (2021). What equipment can improve the home of a person with
https://www.alzheimers.org.uk/get-support/staying-independent/what-equipment-i
mprove-adapt-home-person-dementia
Mizen, M. (January 2004). Scrapbook photo albums are therapeutic for Alzheimer's
_Scrapbook_photo_albums_are_therapeutic_for_Alzheimer's_patients
National Institutes of Health. (May 18, 2017). Adapting Activities for People With
activities-people-alzheimers-disease
3. Equipment needed
4. Activity Description
a. Make sure all the participants have their photo album in order to be
c. Reflect on the chosen pictures; why they chose this particular picture and
Rules:
a. The chosen social interaction pattern for participating in this activity would
finding a picture that reminds them of the topic that was given. The
6. Adaptation:
one; writing lists and reminders to help with memory and remember
always remember who people are but when looking at a photo album, it
can take them back to the past and recall old memories to help them
reminisce about joyful times in their lives. They might not be able to
remember but there is a chance they are able to recognize their loved
Page 1 of 4
ACTIVITY ANALYSIS FORM
NA
Page 2 of 4
ACTIVITY ANALYSIS FORM
Page 3 of 4
ACTIVITY ANALYSIS FORM
Photo Album
From:
Peterson, C. A., & Stumbo, N. J. (2009). Therapeutic recreation program design: Principles and
procedures (5th ed.). San Francisco, CA: Pearson Benjamin Cummings.
Page 4 of 4
FUNCTIONAL SKILLS ASSESSMENT / ANALYSIS
Type of play
Unoccupied: Watching and responding to things in the environment that catches one’s
a en on, such as sounds, colors, movements, and sensa ons
Onlooker: Occupying oneself by purposeful observa on of the ac vi es of others with
objects, toys, materials, or games, but not joining in their ac vi es
Solitary: Occupying oneself in purposeful, sustained engagement in ac vi es with objects,
toys, materials, or games
Parallel: Engaging in purposeful, sustained ac vi es with objects, toys, materials, or games
in the presence of other persons also engaged in play, but not joining in their ac vi es
Associa ve: Engaging in ac vity and play next others who are doing the same ac vity, and
takes, lends, and borrows objects, toys, materials, or games from others
Shared Coopera ve: Joining others in sustained engagement in ac vi es with objects, toys, X
materials, or games with a shared goal or purpose
Imagina ve Play: Also referred to as pretend play. Role playing and ac ng out experiences
of something of interest. May be with or without others, and within the context of other
types of play.
Interaction pattern
Intra-individual: Ac on taking place within the mind or ac on involving the mind and a
part of the body; requires no contact with another person or external object
Extra-individual: Ac on directed by a person toward an object; requires no contact with
another person
Aggregate: Ac on directed by a person toward an object while in the company of other
persons who are also direc ng ac on towards objects; ac on is not directed toward each
other; no interac on between par cipants is required or necessary
Inter-individual: Ac on of a compe ve nature directed by one person toward another
person
Unilateral: Ac on of a compe ve nature among three or more person, one of whom is an
antagonist or “it”; interac on is in simultaneous compe ve rela onship
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Mul lateral: Ac on of a compe ve nature among three or more persons with no one
person as an antagonist
Intra-group: Ac on of a coopera ve nature by two or more persons intent upon reaching a X
mutual goal; ac on requires posi ve verbal or nonverbal interac on
Inter-group: Ac on of a compe ve nature between two or more intra-groups
Le /right X
Up/down X
Around
Over/under
Person/object X
Person/person
Object/object
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Bilateral integra on (using both le & right
side of body together at the same me – e.g.,
holding cards in right hand and picking them
with le hand)
Cardiovascular endurance (the act, quality, or
power of withstanding stress on the
cardiovascular system)
Carrying in the arms
Carrying in the hands X
Carrying on the head
Carrying on shoulders, hip, and/or back
Catching
Climbing
Crawling
Crossing midline (moving body part across
the middle of the body – e.g., moving right
arm across the body to the le side)
Fine motor coordina on (using small muscle
groups for controlled movement, par cularly
in object manipula on)
Flexibility (ease of bending)
Grasp: Palmar Grasp (adducted thumb)
Grasp: Scissor Grasp (object held b/t side of
nger & thumb)
Grasp: Radial-Digital Grasp (object held b/t
thumb & ngers so that it is not touching the
palm)
Grasp: 3-Jaw Chuck Grasp (holding object b/t
thumb & 2 ngers)
Grasp: Pincer Grasp (holding object b/t index
nger & thumb)
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Gross muscle coordina on (using large
muscle groups for controlled, goal-oriented
movements)
Hi ng
Hopping
Jumping
Li ing
Manipula ng
Motor control (conceiving & planning a new
motor act in response to an environmental
demand)
Moving around obstacles
Moving on di erent surfaces
Moving around using equipment
Muscle strength (muscle power, force)
Picking up
Pulling
Punching
Pushing with upper extremi es
Pushing with lower extremi es
Pu ng down objects
Reaching
Releasing
Running
Skipping
Speed (quickness of movement)
Standing
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Stretching
Swimming
Throwing
Turning or twis ng hands or arms
Visual-motor integra on (coordina ng the
interac on of informa on from the eyes with
body movement during ac vity)
Walking long distances (> 250’, community
distances)
Walking short distances (< 250’, household
distances)
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A en on: Sustaining A en on (vigilance;
maintaining a en on for a long me)
Calcula on (ability to do math)
Categoriza on (iden fying similari es of &
di erences among pieces of environmental
informa on)
Cogni ve exibility (mental func ons of
changing strategies, or shi ing mental sets,
especially as involved in problem-solving)
Concept forma on (organizing a variety of
informa on to form thoughts and ideas)
Concentra on (ability to do mental work X
while a ending, the process of ac ve
encoding in working memory)
Decision Making: Complex (making a
complex choice among op ons,
implemen ng the choice, & evalua ng the
e ects of the choice, such as purchasing
concert ckets)
Decision Making: Simple (making a simple
choice among op ons, implemen ng the
choice, & evalua ng the e ects of the choice,
such as deciding which card to choose in a
card game)
Ini a on (star ng a physical or mental
ac vity)
Insight (awareness and understanding of X
oneself & one’s behavior)
Intellectual Knowledge (academic
knowledge)
Judgment (discrimina ng between &
evalua ng di erent op ons, such as those
involved in forming an opinion)
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Memory: Long Term (long-term storage of X
informa on from short-term memory)
Memory: Short Term (temporary memory X
store of around 30 seconds dura on from
which informa on is lost if not consolidated
into long-term memory)
Orienta on: Person (awareness of one’s own
iden ty & of individuals in the immediate
environment)
Orienta on: Place (awareness of one’s
loca on, such as one’s immediate
surroundings, one’s town or county)
Orienta on: Time (awareness of day, date,
month, & year)
Orienta on: Topographical (determining the
loca on of objects & se ngs & the route to
the loca on)
Organiza on and Planning (coordina ng
parts into a whole, of systema zing;
developing a method of proceeding or
ac ng)
Problem Solving: Complex ( nding solu ons
to a complex problem involving mul ple &
interrelated issues, or several related
problems, by iden fying and analyzing the
issue, developing solu ons, evalua ng the
poten al e ects of the solu ons & execu ng
a chosen solu on.)
Problem Solving: Simple ( nding solu ons to
a simple problem involving a single issue or
ques on, by iden fying and analyzing the
issue, developing solu ons, evalua ng the
poten al e ects of the solu ons & execu ng
a chosen solu on)
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Reading (ability to read)
Recogni on: Number (ability to recognize
numbers - e.g., on cards, clock, score card)
Recogni on: Size (ability to recognize sizes -
e.g., small, big)
Recogni on: Shape/Form (ability to recognize
shapes/forms - e.g., square)
Sequencing (placing informa on, concepts,
and ac ons in order)
Spa al opera ons (mentally manipula ng
the posi on of objects in various
rela onships)
Spelling (ability to spell words)
Strategy (mental func ons to make a plan,
method, or series of maneuvers for obtaining
a speci c goal or result)
Thought: Abstract Thought (thinking X
characterized by the ability to use concepts &
to make & understand generaliza ons, such
as of the proper es or pa ern shared by a
variety of speci c items or events)
Thought: Concrete Thought (thinking
characterized by a predominance of actual
objects & events and the absence of
concepts & generaliza ons.)
Time Management (planning & exercising
conscious control over the amount of me
spent on speci c ac vi es, especially to
increase e ec veness, e ciency, or
produc vity)
Wri ng (ability to write)
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Auditory func on X
Gustatory (taste) func on
Olfactory (smell) func on
Tac le (touch) func on X
Visual func on X
Social & interpersonal skills Place an X in the appropriate box – describe if necessary
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Conversa on: Sustaining a conversa on X
(con nuing & shaping a dialogue or
interchange by adding ideas, introducing a
new topic, or retrieving a topic that has been
previously men oned, as well as by taking
turns in speaking or signing)
Conversa on: Ending a conversa on
( nishing a dialogue or interchange with
customary termina on statements or
expressions and by bringing closure to the
topic under discussion)
Handling cri cism (providing & responding to
implicit & explicit di erences of opinion or
disagreement, in a contextually and socially
appropriate manner)
Heterogeneity (interac ng with people who
are di erent from each other - culture, social,
biological, etc.)
Homogeneity (interac ng with people who
are the same - culture, social, biological, etc.)
Interpersonal interac ons (using verbal and
non-verbal communica on to interact with
others)
Maintaining social space (being aware of & X
maintaining a distance between oneself &
others that is contextually, socially, &
culturally appropriate)
Physical contact (making & responding to
bodily contact with others, in a contextually
& socially appropriate manner)
Rela ng with equals (crea ng & maintaining
formal rela ons with people in the same
posi on of authority, rank, or pres ge
rela ve to one’s own social posi on)
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Rela ng with persons in authority (Crea ng
& maintaining formal rela ons with people in
posi ons of power or of a higher rank or
pres ge rela ve to one’s own social posi on,
such as an employer)
Rela ng with subordinates (crea ng &
maintaining formal rela ons with people in
posi ons of lower rank or pres ge rela ve to
one’s own social posi on, such as an
employee or servant)
Regula ng behavior (regula ng emo ons X
and impulses, verbal aggression & physical
aggression in interac ons with others, in a
contextually and socially appropriate
manner)
Rela onships: Forming rela onships X
(beginning & maintaining interac ons with
others for a short or long period of me, in a
contextually & socially appropriate manner,
such as by introducing oneself)
Rela onships: termina ng rela onships
(bringing interac ons to a close in a
contextually & socially appropriate manner,
such as by ending temporary rela onships at
the end of a visit)
Self-expression (using a variety of styles & X
skills to express thoughts, feelings, & needs)
Social conduct (Interac ng using manners, X
personal space, eye contact, gestures,
ac vity listening & self-expression
appropriate to one’s environment
Social cues (giving & reac ng appropriately X
to signs & hints that occur in social
interac ons)
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Showing respect & warmth (showing & X
responding to considera on & esteem, in a
contextually & socially appropriate manner)
Showing tolerance (showing & responding to X
understanding & acceptance of behavior, in a
contextually & socially appropriate manner)
Psychological/emotional outcomes Provide examples of situa ons within the ac vity that could cause this emo on
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Posi ve emo ons of de-escala on (feeling a
sense of inner calmness, peace of mind,
tranquility, serenity, relaxa on)
Posi ve emo ons of well-being X
(rejuvena on, sa sfac on, personal
ful llment, gra ca on)
Sense of competence/mastery
Sense of connec on & belonging (within the X
self, with individuals/groups, with animals/
nature, with higher power/spirit, with one’s
culture/history)
Sense of freedom/autonomy
Sense of iden ty (building, expression, X
transforming)
Nega ve Emo onal Outcomes
Anger: The emo on of feeling resentment,
fury, or rage (e.g., defeated)
Emo onal pain: The emo on of feeling
mental anguish or despair; mental su ering
(e.g., rejected, secluded)
Fear: The emo on of feeling afraid;
threatened; dread; alarm (e.g., fear of
physical injury, social rejec on, not
measuring up to expecta ons)
Frustra on: The emo onal feeling of X
dissa sfac on, o en accompanied by anxiety
or depression, resul ng from un lled needs
or unresolved problems (e.g., abili es don’t
match requirements of task, things beyond
control impact outcomes)
Guilt: The emo on of feeling remorse
whether real or imagined (e.g., le ng
someone down)
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