Occupational Profile

1. Client name: Daycee Wallace

2. Age: 10 years-old
3. Sex: Female
Briefly discuss each of the following:
4. Who is the client?
The client, Daycee, is a 10 year old girl. She is currently in the fifth grade, and
her major occupation is elementary school student. Daycee was born and
raised in Washington, Utah. Daycees family recently moved from Utah to
Nevada, so her father could attend the occupational therapy program at
Touro University Nevada. Daycee has three sisters and one brother, and she
is the second oldest in her family. Her family moved from a home to an
apartment complex, which has severely limited her leisure occupations. Her
parents have noticed a decrease in her self-confidence since the move to
Nevada. However, Daycee recently started baking cookies and cakes for her
family, and she has discovered that she genuinely enjoys baking.
5. Why is the client seeking services and/or what are the clients concerns relative
to engaging in occupations and in daily life activities?
Daycee is fairly new to baking, but baking gives her a sense of purpose. She
likes that her efforts have an end product, and she likes to make others
happy through baking. Daycee is seeking services to increase her
independence in the occupation of baking, which has quickly become one of
her favorite leisure occupations. More specifically, she wants to increase her
confidence in measuring various recipe ingredients. Daycee has been asking
her parents and older sister to double check her measurements, especially
when doubling a recipe size, so she wants to increase her confidence in
completing measurement tasks. She believes that her lack of confidence in
these tasks keep her from exploring more complex recipes, so she is
motivated to increase her performance in these tasks.
6. In what occupations does the client feel successful and what barriers are
affecting his or her success?
Daycee feels successful in many of the tasks and activities involved in her
occupation of baking. She loves that she can read a recipe and follow
directions to make a delicious treat for the entire family to enjoy. She feels
confident in her abilities to read, follow directions, and problem solve. The
most significant barrier affecting her occupational performance is her lack of
confidence in performing measurement tasks. She believes that increasing
her abilities in measurement tasks will help her be more independent in her
leisure activity of baking. Daycee has frequently been asking her parents and

older sister to double check her ingredient measures, and she asks her
mother to measure the ingredients for her when she wants to double a
recipe. Daycee believes that her lack of independence in measurement tasks
keeps her from exploring more complex recipes.
7. What apsects of his or her environments or contexts does the client see as
supporting engagement in desired occupations and what aspects are inhibiting
engagement?
Daycees mother has a lot of professional experience in baking and cake
decorating, so she can offer Daycee valuable informal education. Daycees
family loves having her bake treats for them, and she enjoys making us
happy. Her play and leisure activities have changed drastically in the past
four months because her family moved from Utah to Nevada and from a
house to an apartment complex. Because the physical and social
environment has changed so much, she does not engage in as many leisure
occupations. Baking is new for her, but is a great leisure occupation for her,
considering the change in environment.
8. What is the clients occupational history?
For the past five years, Daycees major occupation has been school student,
and her complete occupational history has been comprised of play, leisure,
and education. Outside of school, Daycees favorite occupations are drawing,
playing with her toy horses, and baking. However, she was very active before
moving to Nevada. Her leisure activities, before the move, consisted of
hiking, biking, soccer, and dance. Daycee reports that she doesnt really have
a place to go and play outdoors, and her parents are very busy and have a
tight budget, so they dont really have the time or money to put her in dance
and soccer anymore. Daycee now finds great enjoyment in baking.
9. What are the clients values and interests?
Daycee holds many traditional values for her culture, like kindness, honesty,
and hard work. She values work, but she likes to see an end product. Daycee
experiences a feeling of accomplishment when she bakes. Because of her
value of kindness, she feels good when she shares her treats with others. She
has displayed her generosity many times by taking cookies to neighbors and
friends. Daycee values art and creativity, and baking and cake decorating
may become an occupation that aligns with all of her values. Daycees family
values education, kindness, honesty and hard work. All forms of education
are valued within her nuclear family, including informal education. Her family
encourages her to pursue her interests through books, internet, and
community education.
10. What are the clients daily life roles?

Daycee is an elementary school student, sister, and daughter. Her role as fifth
grade student occupies most of her time right now, and she has an hour of
homework to complete every day too. She likes to read to her younger
brother and sister, and she fulfils her role as sister by playing with her
siblings too. As a daughter, she has daily and weekly house chores to
complete, like sweeping and mopping the kitchen floor. She is a genially
happy child and she likes playing creatively, often building her own toys and
play materials. She is an active member of her church organization, and she
attends enrichment activities and Sunday school.

11. What are the clients patterns of engagement in occupations?

Daycee generally engages in the occupation of education as fifth grade
student. She typically wakes up by 7:00 am every morning, and she engages
in personal hygiene by herself. She prepares her own breakfast, and she
generally helps her younger brother and sister get ready for school too. She
sometimes watches TV or plays on her tablet until it is time to go to school.
Daycees mom, Brittany, takes her and her two younger siblings to school.
After school, Daycee spends an hour doing her homework and then spends
another 30 minutes doing her daily chores, sweeping, cleaning the kitchen
table, and picking up her room. She generally watches an hour episode of
ever after, a TV series she has been watching with her family. After dinner,
she either plays in her room, attends enrichment activities at the church, or
bakes. Every night her family reads scriptures and says a family prayer. On
Saturdays, her family will go swimming or play at the park for a few hours,
and on Sunday, her family goes to church for three hours. She has more
chores on Saturday, which takes her about an hour, and she spends the rest
of the day playing or engaging in leisure participation.

12. What are the clients priorities and desired targeted outcomes related to
occupational performance?
Daycee would like to be able to complete baking activities with as much
independence as possible. She would like to increase her confidence in
measurement tasks in order to be more independent. She expressed a desire to
work on different measurement tasks and activities, including math worksheets with
conversion and fraction problems. Completing math worksheets may help her better
understand measurements. She also suggested several measurement activities
using measuring cups and spoon. She said several times that she wants to feel
more confident in her ability to measure ingredients.

Occupational Analysis
1. Occupation:
Categorization of occupation for the client:
1. Activities of daily living
2. Instrumental activities of daily living
3. Education
4. Work
5. Play
6. Leisure
(Baking Toll House Cookies)
7. Social participation

Subcategory:

Leisure Participation

2. Values, beliefs, spirituality associated with participation:

Daycees values kindness, and hard work, and she likes to give to others. Baking
allows her to share her creations with others. Daycee can see an end product
when she bakes. Daycee believes that baking is a worthwhile activity with many
perks. She experiences a sens of self and purpose when she creates a perfect
tasting product. Daycee is very creative and she values her creativity, so baking
and decorating the baked goods may allow her to express her creativity as she
progresses. Baking is considered to be a worthwhile activity in American culture,
so Daycees beliefs and values seem to be in alignment to the cultural norm, and
many Holidays can be celebrated with baked treats.

3. Contexts:
Context
Physical/space
demands

Social

Cultural

Supports
A clutter free kitchen area
that allows for safe
movement and
appropriate lighting.
Her Father and older
sister support Daycee by
providing scaffolding
(helping her with
measurements and other
questions).
Daycee can bake items
for holidays observed by
our culture, like
Halloween cookies,
Thanksgiving pumpkin pie
or pumpkin cookies,
Christmas cookies, etc.
Baking is recognized as a

Inhibits
Counter tops and oven
controls are not designed
for the height of young
children.
Her siblings often play and
watch TV loudly in the
adjacent room, which can
be a distraction.

Our cultural norms inhibit

the types of recipes
Daycee may explore;
however, the internet
makes different cultural
recipes available too.

Personal

Temporal

Virtual

worthwhile activity in
American culture, and its
supported by many recipe
books, TV shows, and
internet sites.
Daycee is a 10 year-old
girl, and she is constantly
developing new skills.

Engaging in baking
activities in the evening
or on the weekend would
allow Daycee more
scaffolding because her
father and older sibling
would be home. She
would also have more
time and not be pressured
to finish.
Daycee can text or email
her mother,
grandmothers, and older
sister for recipes, support,
and to purchase
ingredients. Daycee uses
the computer to find new
recipes.

4. Objects and their properties used:

Tools:
1 large Bosh mixing bowl
1 small bowl (approximately 1 quart).
Measuring cups
One 4-cup
One 1-cup
Measuring spoons
One tbsp.
One tsp.
2 large baking sheets
1 rubber spatula
2 oven mitts
Materials:
Cookie dough Materials (Makes about 30 cookies):
2 1/4 cups all-purpose flour

Parents, friends and family

may not give a young
child, like Daycee,
independent baking
privileges.
Baking in the morning
would severely limit her
time and may cause her to
be late to school. Baking
right after school would
hinder performance too
because her younger
siblings are the most
rambunctious at these
times.
Answering texts messages
while baking interrupts her
sequencing and working
memory, which may hinder
occupational performance.

1 teaspoon baking soda

1 teaspoon salt
1 cup (2 sticks, 1/2 pound) of softened butter
3/4 cup granulated (white) sugar
1 teaspoon vanilla extract
2 eggs
2 cups (a 12-ounce package) of NESTLE TOLL HOUSE Semi-Sweet
Chocolate Morsels
1 cup of chopped walnuts
Equipment:
Bosh mixer (with a 2 beater attachment)
Oven
Timer
5. Social demands:
Baking is generally an individual activity; however, if baking in a group setting,
one would be expected to behave appropriately in the kitchen area. Expected
social demands during baking may include: effective communication with the
others, sharing materials and supplies with others, being aware of your body
movements in the shared space, and being aware of your surroundings and
others,
6. Sequence and timing:
1. Daycee removed 2 sticks of butter ( pound sticks) from refrigerator 30
minutes before the following steps, to allow them to soften.
2. She acquired 2 baking sheets, Bosh mixing bowl, Bosh bowl lid, Bosh bowl
mixing attachment, and a small bowl (approximately 1 quart).
3. She set the baking sheets and a small bowl to the side.
4. She removed the wrapper from the 2 sticks of butter (1 pound) and placed
them into Bosh bowl.
5. She placed the Bosh bowl off to the side.
6. She preheated the oven to 375 degrees (Fahrenheit).
7. She acquired the all-purpose flour, baking soda, and salt from the cabinet,
and placed it on the counter top.
8. She asked for help choosing the measuring equipment needed.
9. With assistance, she acquired the necessary measuring cups and measuring
spoons.
10.With assistance, she poured the all-purpose flour into a 4 cup measuring cup
until she reached the 2 1/4 cups measure.
11.She poured the measured flour into the small bowl.
12.She removed the lid to the baking soda.
13.With visual and verbal cuing, she used a 1 teaspoon measuring spoon and
scooped it into baking soda can.
14.She leveled off the baking soda in the teaspoon.
15.She poured the level teaspoon full of baking soda into the small bowl.

16.Using the same teaspoon, she picked up the salt and poured it into the
teaspoon.
17.She poured the measured teaspoon of salt into the small bowl.
18.After setting the small bowl aside, she picked up the large Bosh mixing bowl
and brought it into her working space.
19.She opened the top cabinet door above her and reached for the sugar
containers, setting them on the countertop, and she closed the cabinet after
retrieving the sugar containers.
20.She took the lid off the white sugar container by lifting it up, holding the
container tightly as it unsnaps.
21.She picked up the 1 cup measuring cup, and asked for help determining the
3/4 cup line.
22.She then poured granulated white sugar until she reached the 3/4 line.
23.She poured the 3/4 cup of white sugar into the large Bosh bowl.
24.She opened the container of brown sugar by lifting it up.
25.Using the same 1 cup measuring cup, she poured brown sugar into the
measuring cup until she reached the 3/4 cup line.
26.She poured the measured brown sugar into the large Bosh bowl.
27.Daycee turned and walked to refrigerator removed an egg carton from the
refrigerator, turned and walked back to the countertop with the Bosh bowl,
and placed the egg carton on the counter.
28.She removed two large eggs from the carton, and cracked them against the
side of the large Bosh bowl.
29.She placed the egg shells into the trash can.
30.She opened the top cabinet again and removed the vanilla extract bottle,
closing the cabinet afterward.
31.She removed the vanilla extract lid by twisting the cap to open.
32.She reached for the measuring spoon and poured vanilla extract into
teaspoon.
33.She poured the 1 teaspoon of vanilla extract into the Bosh bowl.
34.She placed the Bosh bowl onto the Bosh mixer, which was on the same
countertop.
35.She placed the mixer attachment onto shaft and placed the lid on the Bosh
bowl.
36.She mixed the ingredients on medium speed for 2 minutes.
37.She turned off Bosh mixer, took off the lid to bowl, and checked the contents.
38.She repeated steps 37 and 38 until she thought the ingredients were well
mixed.
39.With the mixer off, she opened the lid to the Bosh bowl and poured in a
quarter of the dry contents from the small bowl.
40.She replaced the lid and turned the Bosh mixer back on.
41.She ran the mixer on medium speed again, for about 1 minute.
42.She repeated steps 39-41 three more times until all the dry contents from
small bowl were transferred.
43.She ran the machine for another 2 minutes.
44.She turned machine off, and removed the lid and mixer attachment.
45.She placed attachment and lid into the sink.
46.She reached for the tablespoon measuring spoon and a cookie sheet.
47.She scooped a big rounded tablespoon full of cookie dough and placed it on
the sheet.

48.She repeated step 47, placing each spoon full of dough about 1 to 1 inches
apart.
49.She repeated step 46 and then steps 47-48 until all the dough was placed on
sheets, using a spatula to scrap dough off sides when periodically.
50.She picked up a cookie sheet, with the dough on it, and then turned and
walked to the oven.
51.She opened the oven and placed the cookie sheet into oven.
52.She closed the oven and walked back to the countertop, where the other
cookie sheet was.
53.She repeated steps 50-51.
54.She closed the oven again.
55.She turned and reached for the timer.
56.She set the timer for 9 minutes.
57.She walked over to the countertop area, that she was previously working at,
and picked up the measuring cups and spoons and transferred them to the
sink.
58.She walked back to the countertop area and put the lid back on the vanilla
extract and closed the sugar lids.
59.She picked up the two sugar containers and returned them to the cabinet she
retrieved them from.
60.She walked to the kitchen table and sat down until the timer went off.
61.She opened the oven door and looked at her cookies.
62.She decided to wait another minute, so she shut the oven door and set the
timer for 1 minute.
63.When the timer went off, she opened the drawer next to the oven and
removed two oven mitts.
64.She put the oven mitts on and opened the oven door.
65.She removed both cookie sheets, one-by-one, and she placed them on top of
the stove portion of the oven.
66.She turned the oven off.
67.She waited for the cookies to cool, about 5 minutes.
68.The rest of the steps are not necessarily part of the baking activity or
occupation, so the steps will be brief.
69.She shared Toll House cookies with the family and placed the rest in a
container, with lid.
70.She stored the cookie container on the countertop.
71.She rinsed out the Bosh mixing bowl and attachment.
72.Daycee and her older sister put the dirty dishes in the dishwasher.
73.The family really enjoyed the cookies.
7. Body functions required:
Function

How It Is Used

Judgment

Daycee chose the

amount of dough she
needed in order to
make the desired size
of the cookies.

Non
e

Minimally
Challenged

Greatly
Challenged

Concept formation

Metacognition

Cognitive flexibility

Insight/awareness

Concentration

Sustained attention

Daycee needed to
know when the cookie
dough was the correct
consistency while
mixing. Concept
formation is important
to know when to stop
mixing and to get the
correct dough
consistency before
baking.
Daycee displayed
metacognition when
she self-reflected on
her need and desire to
improve her ability to
measure and double
the recipe. She wants
to effectively and
confidently double the
recipe.
She would need
cognitive flexibility to
know when to
substitute materials or
tools.
She was aware of her
own abilities when she
asked for help
measuring.
Daycee sustained
attention throughout
the entire baking
activity, and she
completed each step
sequentially and
precisely. She
maintained ample
concentration when
adding ingredients,
using the Bosh mixer,
and removing cookies
from oven. She
completed the above
tasks safely.
She sustained

Selective attention

Divided attention

Short-term memory

Working memory

Long-term memory

Discrimination of
senses: Auditory

attention on each
individual step or task
throughout the entire
baking process, in
order to make cookies
with the desired
texture and taste.
While Daycee was
performing each step,
she was able to block
out distracting
background noise
(such as her siblings
fighting over the TV
remote in the adjacent
family room, while a
TV program was
blaring too).
Daycee demonstrated
divided attention by
responding to her
siblings questions
while making the balls
of dough and placing
them on the cookie
sheet.
Daycee remembered
the steps required for
the recipe.
Daycee rehearses the
ingredients and
measurements before
and while completing
the measurements,
sometimes rehearsing
the steps out loud. She
remembered the steps
she read long enough
to perform the steps in
each task emember
Daycee things about
her Grandmother while
baking her cookie
recipe.
Daycee was able to
discriminate between

Discrimination of
senses: Tactile

Discrimination of
senses: Visual

Discrimination of
senses: Olfactory

Discrimination of
senses: Vestibularproprioception

background noises and

the sound of the mixer.
Also, she was able to
block out noise
unnecessary to the
activity.
Daycee was able to
feel the different
textures of the
ingredients & dough.
She also could tell the
difference between the
dough and the smooth
smoothness of the
cookie sheet, in order
to determine if the
cookie dough has been
flattened too much.
Daycee was able to
visually distinguish
between the different
materials or
ingredients in order to
add the right
ingredients at the right
times. She was also
able to distinguish
between under-baked,
over-baked, and justright cookies.
She can smell the
difference between the
smell of baking
cookies versus the
smell of burnt cookies.
She was able to
complete all the tasks
of the occupation
while maintaining
balance and upright
posture. Also, she
often held a measuring
cup or spoon in one
hand/arm while
pouring in ingredients
and maintaining

Multisensory
processing

Sensory Memory

Spatial
relationships

Temporal
relationships

Recognition

Categorization

Generalization

balance.
She used visual and
olfactory senses to
determine when the
cookies were fully
baked.
She demonstrated
sensory memory when
she visually
recognized the
difference between the
unmixed ingredients
and the properly
mixed dough.
She accurately
reached, grasped, and
moved tools,
materials, and
equipment. She
appropriately
positioned and visually
checked the level of
the ingredients in the
measuring cup.
Daycee knew how long
each step should take
and how long to mix
dough. She was also
aware of how much
time it takes to
complete the baking
activity.
With some assistance,
she recognized the
appropriate size of
measuring cups and
spoons required. She
recognized the baking
ingredients needed.
She was able to use
categorization to
separate ingredients,
like dry vs. wet.
She was able to
generalize, and she
demonstrated this

Awareness of
reality

Logical/coherent
thought
Appropriate
thought content

Mental functions of
sequencing
complex movement

Regulation and
range of emotion

Appropriateness of
emotion

Coping

when she did a

different measurement
independently after
asking for help on
another.
Not necessarily
required for this
activity, but she did
demonstrate because
she knew where she
was, what day it was,
and was aware of the
time of day.
She knew not to touch
the hot cookie sheet
without oven mitts.
She read the directions
and followed them
without thinking about
other things she wants
or needs to do.
She was able to plan
and carry out complex
movements, like
reaching, grasping,
and moving items
(pouring and
measuring
ingredients).
She did not get upset
with her siblings
pestering her
throughout the
activity. She cleaned
up messes with
ingredients with no
signs of frustration.
She felt a sense of
pride and
accomplishment when
she finished baking
the cookies.
Not necessarily
required for this
activity, but she did
seem to cope with

Behavioral
regulation

Body image
Self-concept

Self-esteem

Arousal

Consciousness

Orientation to self
Orientation to place
Orientation to time

Orientation to
others
Energy level

frustrations, and her

emotions seemed well
regulated.
Dealing with
frustrations
appropriately if
cookies burn
Not required for this
activity.
Not required for this
activity, but she knew
she could complete
the activity.
Not necessarily
required, but she knew
she could successfully
bake the cookies, and
Im sure the success
added to her selfesteem and selfconcept too.
She was alert to the
hot oven and the
spinning of the mixer,
and she remained
safe.
She was conscious
enough to follow
directions and carry
out steps.
Not required for this
activity
She knew she was in
the kitchen.
She was aware of the
day of the week, the
time of day, and the
oven timer.
Not required for this
activity
She had enough
physical energy to
carry out each step of
the activity.

Function

How It Is Used

Motivation

She was motivated to

X
X

X
X
X

X
X

Non
e

Minimally
Challenged

Greatly
Challenged

Impulse control

Appetite
Sleep

Detection/registrati
on

Visual modulation

Integration of
senses

Awareness at
distances

Tolerance of
ambient sounds

bake the cookies; it

was her idea and
desire to bake.
She refrained from
eating the cookie
dough and the cookies
fresh from the oven.
Not required for
activity.
Not required for
activity.
She Identified the
appropriate
ingredients and tools,
and equipment for
each step of the
activity.
While Daycee was
measuring the amount
of ingredients, she was
able to limit other
visual stimuli in the
environment to
prevent being
overstimulated.
She used this when
seeing and feeling
cookie dough, spoon,
and cookie sheet, to
place balls of dough on
sheet correctly.
She viewed the
cookies and removed
them from the oven
without getting
burned. She did not
look at each edge of
the oven while
removing them, she
just used her
peripheral vison.
Not letting the sounds
of the oven heating up
or the air conditioner
interrupt ones task

X
X

Location and
distance of sounds
Moving against
gravity

Taste
Smell

Body in space

Comfort with touch

Localizing pain

Thermal awareness

Joint mobility

completion
Not required for this
activity
She used this when
walking throughout
the kitchen and when
moving materials,
tools, and equipment
against gravity.
Not required for this
activity
Used when smelling if
the cookies are
burning. Or enjoying
the smell of the
cookies.
She knew where her
body was in space and
was able to move
accordingly. She had
no problems with over
or undershooting
grasp of objects or
bumping into things in
the kitchen.
She knew when the
cookies where too hot
to eat by touching
them after a couple of
minutes.
Not observed, but she
must be able to
recognize pain in
particular area, if she
was to get burned.
Feeling the heat of the
oven when she opens
the oven door.
Daycee has good
range of motion in all
her extremities, and
she was able to carry
out tasks of activity,
such as extending and
flexing at the elbow,
flexing fingers for

X
X

X
X

grasp, opposition of
thumb and 5th finger,
etc. She needed this
throughout activity.

Joint
stability/alignment

Muscle power

Muscle tone

Muscle endurance

Stretch reflex
ATNR
STNR
Righting and
supporting reflex

Eye-hand
coordination
Bilateral
coordination

She had good joint

stability and
alignment, and she
used her joints to carry
out all steps and tasks
of the activity.
She had adequate
strength to lift
ingredients, tools, and
equipment.
She maintained
normal muscle during
activity.
She had adequate
muscle endurance,
and she needed it for
lower extremities to
maintain standing
position and for upper
extremities to perform
tasks.
Not required for this
activity
Not required for this
activity
Not required for this
activity
Used to maintain
balance while standing
throughout duration of
activity.
Used to accurately
pour and measure
ingredients.
She was able to hold
measuring cup with
one hand while
pouring ingredients

X
X
X
X

Crossing midline

Fine motor control

Gross motor control

Occulomotor
control

Gait patterns
Blood pressure
Heart rate
Respiratory rate
Respiratory rhythm
Respiratory depth
Physical
endurance, aerobic
capacity

Voice functions
Voice rhythm and
fluency
Alternative
vocalization
Digestive system

with the other.

She crossed midline
when reaching over for
ingredients across the
counter.
Used when she
cracking the eggs and
twisted off the vanilla
extract lid. Pretty
much used during all
parts of activity.
She used GMC when
walking and opening
and closing the oven
door. Pretty much used
throughout too.
Used when moving
eyes to scan
surrounding. She had
no problems.
Daycee had normal
gait patterns.
Should stay relatively
close to normal range.
Should stay relatively
close to normal range.
Should stay relatively
close to normal range.
Should stay relatively
close to normal range.
Should stay relatively
close to normal range.
Daycee had enough
endurance and aerobic
capacity to complete
activity. She did not
take a break, other
than waiting for
cookies to bake and
cool down.
Not required for
activity.
Not required for
activity.
Not required for
activity.
Must be working but is

X
X
X
X
X
X
X

X
X
X
X

Metabolic system
Endocrine system

Function

Urinary functions

Genital and
reproductive
function
Protective functions
of the skin
Repair functions of
the skin

not challenged by
activity.
Must be working but is
not challenged activity.
Must be working but is
not challenged by
activity.
Must be working but is
not challenged by
activity.
Must be working but is
not challenged by
activity.
Not required for
activity.
Not required for this
activity.
Not required for this
activity.

X
X

Non
e

Minimally
Challenged

Greatly
Challenged

X
X

8. Muscular analysis of movements required:

Muscle
Shoulder flexion
Shoulder extension
Shoulder abduction
Shoulder adduction
Shoulder internal
rotation
Shoulder external
rotation
Elbow flexion
Elbow extension
Wrist supination
Wrist pronation
Wrist flexion
Wrist extension
Thumb flexion
Thumb abduction
Finger flexion
Finger extension
Trunk flexion
Trunk extension
Trunk rotation
Lower extremities

Not used

Minimally
challenged
X
X
X
X
X

Greatly
challenged

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

9. Performance skills required:

Skill- Motor

How It Is Used

Aligns

Daycee had to align

herself in front of the
countertop in order
to complete tasks.
She was able to
perform the tasks
without propping or
leaning on
countertop for
support.
She positioned
herself adequately to
perform tasks.
She had to reach for
the ingredients and
tools.
Daycee had to bend
in order to place
cookie sheets in
oven.
Daycee gripped tools
tightly.
She was able to
manipulate the sugar
container lids and
the flower bag and
container.
Daycee was able to
Hold the measuring
cup with one hand
while pouring the
ingredient with the
other.
She was able to pull
open the kitchen
drawer to oven mitts
out.
Daycee was able to
lift ingredients to
pour into measuring
cup, and she was

Stabilizes

Positions

Reaches

Bends

Grips
Manipulates

Coordinates

Moves

Lifts

Non
e

Minimally
Challenged

Greatly
Challenged

X
X

Walks

Transports

Calibrates

Flows

Endures

Paces

able to lift cookie

sheets to place
cookies into and from
oven.
She effectively
walked across the
kitchen without
becoming unstable.
She was able to
transport materials
and tools, like cookie
sheet to oven.
Daycee was able to
tapping the egg
against the bowl with
enough force to
crack the shell but
not enough force to
make a mess all
over. She also had no
trouble pouring
ingredients at the
correct speed, as to
not make a mess.
She flowed from one
step to the other
with no problem
Daycee completied
all steps of the
activity without
becoming fatigued.
She effectively paced
herself throughout
activity.

Skill- Process

How It Is Used

Paces

She understood how

long each step would
take, and she
complete the activity
within the duration of
time she had
approximated for the
activity.
She maintained
attention to the
individual steps and

Attends

Non
e

Minimally
Challenged

Greatly
Challenged

Heeds

Chooses

Uses

Handles

Inquires

Initiates

Continues

Sequences

Terminates

Searches/locates

Gathers

was able to complete

the activity.
She was able to
follow the recipe
each step.
She was able to
select the
appropriate type of
tools required for the
activity.
She was bale to use
each tool it was
intended to be used.
She handled each
tool with no
problems.
She read the recipe
directions and
completed the
activity.
She was able to
initiate the next step
in the recipe when
she completed the
previous step.
She continued to
carry out the steps
until completed, and
she never needed to
stop.
She followed the
steps in sequence
without skipping
steps.
She removed the
cookies when they
were done, and she
stopped mixing once
the dough was mixed
properly.
She was able to
search and locate
tools, materials, and
equipment needed
for activity.
She was able to
gather all the

Organizes

Restores

Navigates

Notices/responds

Adjusts
Accommodates

Benefits

necessary tools and

materials for the
activity.
She properly
arranged the
materials and tools
on the countertop.
After using a specific
ingredient, returning
it to its place back on
the counter
She was able to
navigate through the
kitchen and
workspace without
knocking over
materials, tools, and
other items.
She noticed that the
oven is hot, and she
responded to the
oven timer when it
went off.
She adjusted the
speed of the mixer.
She set the oven to
the correct
temperature.
Keeping the cookies
from burning to
enjoy good cookies.

X
X

Skill- Social
interaction

How It Is Used

Non
e

Approaches/starts

Social interaction is
not necessarily
required for activity.

Produces speech
Gesticulates

X
X

Speaks fluently

Turns Toward
Looks
Places self
Touches
Regulates
Questions
Replies
Discloses
Expresses emotion

X
X
X
X
X
X
X
X
X

Minimally
Challenged

Greatly
Challenged

Disagrees
Thanks
Transitions
Times response
Times duration
Takes turns
Matches language

Clarifies

Acknowledges and
encourages
Empathizes
Heeds
Accommodates
Benefits

Social interaction is
not required as
baking tends to be
an individual activity
Social interaction is
not required as
baking tends to be
an individual activity

X
X
X
X
X
X
X

Social interaction is
not required as
baking tends to be
an individual activity

X
X
X
X

10.Performance patterns:
Parts of this occupation has elements of which of the following: (check all that
apply)

Pattern
Useful habit

Dominating
habit
Routine

Describe
Its a useful habit for Daycee to preheat the oven and setup
her preparation area ahead of time.

Mixing could become routine if she baked enough.

Ritual
X

Role

N/A
Daycee follows the rules, asks for permission before baking,
and cleans up after herself because of her role as daughter.

Intervention Plan

1. Identify 1 objective and measurable goal of the intervention:

Daycee will demonstrate the ability to independently measure
ingredients with plastic measuring cups and spoons, in order to
complete baking activities without assistance, within 1 month.
a. According to OTPF what type of outcome is this?
Occupational performanceEnhancement
2. Intervention approach:

Approach
Create/promote

Describe

Establish/restore

Because Daycees lack of confidence in measuring tasks

decreases her occupational performance in baking activities,
its recommended that Daycee establish new measuring
skills by performing repetitive measuring tasks with various
measuring devices. Daycee will also perform math
worksheets on fractions, and look over common conversions
and measurements used in baking.

Maintain
Modify
Prevent

3. Activity selection
a. Activity selection: Identify 1 example of each for the intervention plan
Activity
Occupation
Activity
Preparatory
method
Preparatory task

Describe
Daycee bakes a new recipe independently demonstrating her
newly developed ability to measure different ingredients.
Daycee practices measuring different ingredients using
various fractions of measurements, like 3/4 cup.
Provide Daycee with measuring equipment that has large
easily visible markings and labels.
Daycee completes math worksheets on adding and
subtracting fractions to prepare her for doubling recipe size.
Daycee completes conversion tables to understand the
different measurements.

b. Discuss how activity selection relates back to occupational profile and

occupational analysis

Daycee enjoys baking because it gives her a sense of purpose,

and she likes that her efforts have an end product that she can
share with others. Daycees participation in leisure occupations
has decreased sense the move to Nevada, so expanding on
Daycees performance skills and performance patterns through
measurement activities will help her engage more in the leisure
occupation of baking. In addition, Daycee has been learning
how to add and subtract fractions, and she would like to use her
new math skills to modify a recipe size.

c. Discuss how activity selection will support achievement of client

identified goals and goal of the intervention plan.
This activity will support the clients goals by improving
performance skills and patterns and by modifying the
environment. Daycee wants to be more independent in her
leisure occupation of baking, and she knows that she needs to
work on measurement tasks. The use of measuring equipment
with bright or easily distinguishable markings will help Daycee
differentiate the measurement lines. Activities that provide
practice with measuring equipment, will help Daycee become
more proficient with measuring tools. If Daycee performs
repetitive measuring activities knowing that repetition will help
her be more efficient at baking, she will be more motivated to
perform these types of activities. Incorporating school subjects,
like math, will help her with generalization. Daycee likes math,
so having her work on adding and subtracting fractions and
relating that to an activity or occupation that she enjoys will be
very beneficial.
4. Describe how intervention can be graded or adapted and why.
The activity can be adapted by adapting the physical environment, like
the measurement tools. As mentioned above, the use of measuring
equipment with bright or easily distinguishable markings will help
Daycee differentiate the measurement lines.
The intervention can be grade down using the above adaption too. Its
important to create that just right challenge for Daycee, so activity
selection for intervention is very important. The intervention can be
graded up by using more commonly marked measuring tools instead of
the one mentioned above. The intervention can be graded up by
having here complete activities that have improper fractions, like 1
cups. The intervention can be graded down by making the
measurements easier. Like cup.
5. Discuss any safety concerns and/or precautions

Daycee does not have any real impairments, so precautions are

limited. Precautions and safety concerns while baking need to be
addressed though. One safety concern is the oven temperature; she
must be cautious around the oven. Another would be the speed of the
mixer; she should be cautious around these moving parts. She should
not wear loose clothing or put any body parts near the spinning mixer.
Concerns about intervention would just be things like performing the
just-right-challenge, the safety concerns mentioned above, and allergy
precautions.
6. Discuss the role of the occupational therapy practitioner during the
intervention.
The role of the occupational therapy practitioner is to facilitate
occupation and client centered interventions. This is done by collecting
client information, including occupational history, and using it to create
the intervention plan. During the intervention plan, the therapist needs
to constantly access and reevaluate the intervention and the clients
needs in order to create the just-right-challenge. With Daycees
intervention, I would provide minimal assistance, as she needs to gain
confidence in her abilities through actual doing. I would set up the
practice activities and guide her through them, but only provide limited
scaffolding.
7. Discuss what is expected of the client during the intervention
Daycee is expected to interact and engage in the activities. She is
expected to complete the math worksheets. The client should interact
with the therapist throughout the intervention process and let the
therapist know about any concerns, questions, or ideas that can better
guide the intervention process. It is always best if the client can let the
therapist know when the activity is no longer engaging, so the
therapist can grade the activity up or down accordingly.