OTH 530

Activity Analysis
IADL chosen: Folding Clothes

Relevance, meaning, Relevance

purpose, perceived utility The relevance of folding clothes falls within a life skill such
(assume for family) as an instrumental activity of daily living(IADL). Experience
skills gained during this activity are responsibility,
independence, and fine motor skills.
Meaning
The meaning of folding clothes allows the opportunity to
learn life lessons by having a modified routine. This new
routine will provide Sam with experience in working on his
patience/attention to detail during his chore of folding
clothes.
Purpose
Sam can gain an understanding of how folding clothes in
an environment where family bonding can happen through
a shared activity. Family bonding can provide Sam with a
safe environment to practice modeling the behaviors of his
mom and dad in teamwork and organization skills.
Perceived Utility
Sam will also have an opportunity to understand the
perceived utility of folding clothes by seeing the practicality
of saving time in the morning with not having to find clothes
when getting ready for school. A sense of accomplishment
will stem from Sam seeing he has folded clothes ready in
the morning from his effort the night before. Folding the
clothes for Sam will provide an opportunity for him to learn
the skill of self-initiation.
Objects used: tools, Folding laundry requires: A basket of clothes, flip fold jr.
supplies, equipment

, a clean space, and himself

Space demand: physical Space demand: A flat surface for folding (bed, table,
environment requirements couch). Lighting will help Sam visually see wrinkles and fold
of the activity lines. Safety considerations for making sure there are no
sharp areas or hazardous materials. Using the flip fold jr. is
considered in the OTPF that Sam is using products or
technology to modify the way he folds clothes.
Sequence and timing Temporal Process
demands: temporal Using the visual schedule to help process steps that consist
process of carrying out in folding clothes.
task, including specific Specific Steps
steps, sequencing, timing Breaking down the process of folding clothes step-by-step:
requirements gathering clothes, setting up a clean work surface, sorting
clothes by type, smoothing out wrinkles before using the flip
fold jr., and lastly having clothes put away.
Sequencing
The sequencing process in folding clothes starts with Sam
gathering, sorting, folding, stacking, or rolling clothes, and
putting the clothes away.
Time requirements
Discussing the timing required to complete clothes folding
will prepare Sam for the duration of the chore. Having two
breaks or one 5min break can be effective for Sam's well-
being and give him a chance to process the amount of time
spent on the task. Breaks will also provide him an
opportunity to develop his capacity for self-control.
Providing verbal cues on the amount of time left would be
counteractive in Sam's ability to develop a capacity for self-
control.
Required actions and Performance skills
performance skills: Motor, Being able to bend, reach, and carry the laundry basket to
social and process skills a clean folding surface helps Sam process skills of
required. gathering required items to initiate the task. Sam's typical
home routine will be modified by introducing him to a visual
schedule of completing folding clothes first before starting
homework and having dinner. Completing the chore will
allow a healthy break from learning by doing something
physical with his body.
Motor skills
During this chore, Sam will have to work in different
positions when he reaches, bend, grip, and manipulate
clothes depending on his position when folding the clothes.
Sam will have to walk, lift, coordinate the basket, and have
a flow with his arms when folding the clothes.
Process skills
Sam will have to focus on pacing himself to help with his
ability to increase his self-awareness and emerging
consciousness of his emotional response to not finishing
quickly or when he makes a mistake during the transition of
 moving a folded clothing piece to a pile and the pile falls
over unfolding his previous work. During this chore
process, Sam will have to attend and pace himself to heed
his chore of folding clothes. Also, this process may require
Sam to adjust to the new schedule and different locations to
be the most effective and efficient when folding his clothes.
Required body functions: Physiological functions
physiological functions of Mental functions
the body including Sam will have to use higher level cognitive abilities and
psychological functions mental functions of sequencing complex movements to
work on his development of his capacity for self-control and
increasing self-awareness and emerging consciousness of
own emotional responses to not meeting his own ability to
completing his chores before it is homework time.
Sam’s emotions will be affected from the release of
cortisol because of Sams potential perception of doing
chores. Sams temperament and personality may rise
initially as Sam gains practice folding his clothes when he
arrives home before starting schoolwork.
Motor functions
Sam’s chore of folding the clothes will require movement
related functions such as, joint mobility/stability when
folding the clothes, muscle endurance will be required
during the chore, and control of voluntary movements.
Systems at work during Sams’s chore will be,
cardiovascular system, respiratory system, and additional
functions and sensations of both previous stated systems
such as physical endurance, stamina, and fatiguability.
Required body structures: Starting superiorly Sam’s body structures at work are brain
anatomical parts of the for memory in the technique to folding clothes and spatial
body such as sensory awareness when keeping attention and concentration on
organs, limbs required to the fabric and how it folds. Next Sam’s sensory organs
carry out this chore involved in folding clothes are the system of touch and
proprioception when manipulating the fabric. Third Sam’s
eyes will help him with depth perception of how far to reach
when folding before letting go of the clothes and this chore
will increase Sam’s ability to visually attend to the chore.
Sam’s 5th body system involved is body posture and core
muscles as these contribute to Sam’s stability when
kneeling or bending over to grab clothes.
Lastly, Sam’s upper extremity parts consist of shoulders,
arms, hands, and fingers will be involved in fine motor skills
and dexterity.
From American Occupational Therapy Association. (2020).
Occupational therapy practice framework: Domain and process
(4th ed.) American Journal of Occupational Therapy, 74(Suppl. 2).
S1-587, https//doi.org/10.5014/ajot.2020.74S2001.