Jennifer Tom

Occupational Profile
1. Client name: Walter Tran
2. Age: 29 years old
3. Sex: Male
Briefly discuss each of the following:
4. Who is the client?
Mr. Walter Tran is a 29 year-old Vietnamese American living independently. He is
5 feet 5 inches and weighs approximately 145 pounds. Mr. Tran is a practicing
physical therapist and is currently working 50 to 55 hours a week at two
outpatient rehabilitation center. He keeps an active lifestyle by playing
badminton, basketball and hiking. In his free time, he also enjoys playing
computer games and going to the gym to work out with his friends.
5. Why is the client seeking services and/or what are the clients concerns
relative to engaging in occupations and in daily life activities?
Mr. Walter Tran is seeking services because he is experiencing difficulty in
planning and pacing his eating habits. Due to his busy schedule from work and
engagement in his leisure activities, he sacrifices proper eating habits such as
skipping meals and eating too quickly causing frequent indigestion. From a pain
scale of 0-10, his indigestion is sometimes at a level of 5 and would take overthe-counter medicine to relief his stomach discomfort.
6. In what occupations does the client feel successful and what barriers
are affecting his or her success?
Mr. Walter Tran finds the occupation in pacing his eating successful when he
wakes up earlier in the morning to allow more time for breakfast and when he is
not busy running errands. Some barriers that affects his success is his long hours
at work and spending long hours at the gym that gives him less time to sit down
to eat his meal properly and in a timely manner.
7. What aspects of his or her environments or contexts does the client see
as supporting engagement in desired occupations and what aspects are
inhibiting engagement?
Mr. Walter Tran is most successful in pacing his eating when he wakes up earlier
in the morning to eat his breakfast. He explains that he wakes up just enough
time to get ready for work and has to start driving to arrive to work on time.
Therefore, he skips his breakfast meal, and when he finds time to eat, he would
often eat too quickly and overstuff because of prolonged hunger. Aspects that
inhibits his proper eating habit is when his schedule becomes too busy from
work, running errands, going to the gym and when his nephews are around
because they frequently want him to play with them. Eating after his long hours
in the gym also inhibits timely pacing.

8. What is the clients occupational history?

Prior to being a practicing physical therapist, he was attending graduate school
at St. Augustine for his Doctorate in Physical Therapy. In the first two years of
his graduate studies, he also worked at a coffee shop during the weekends.
9. What are the clients values and interests?
He values his work, spending time with his family and his friends. He believes in
living an active lifestyle that includes participating in activities such as
badminton, basketball, hiking and going to the gym.
10.
What are the clients daily life roles?
Mr. Walter Tran is a practicing physical therapist and goes to work 5 to 6 days a
week working between 50 to 55 hours. His roles as a health care practitioner
include providing evaluation and treatment plans and advising patients and
family members about treatment goals. Other life roles include his obligation as
a son by visiting his parents three to four times a week and financially
supporting them.
11.
What are the clients patterns of engagement in occupations
Mr. Walter Tran wakes up at 8am to get ready for work and often skips breakfast
because it takes him 30 minutes to drive to work. He sometimes eats with his
coworkers during his lunch break. When he has errands to run, he will buy fastfood instead. He visits his family three to four times a week after work for an
hour to eat dinner with them and to play with his niece and nephews. Around
7:30pm, he meets up with his friends at the badminton or basketball gym to play
for one to two hours before heading to the work-out gym for another hour.
12.
What are the clients priorities and desired targeted outcomes
related to occupational performance?
Mr. Walter Trans targeted outcomes related to occupational performance is to
learn strategies in pacing and learning healthy eating habits to reduce
incidences of indigestion and stomach pains.
Occupational Analysis
1. Occupation: Client eating his lunch which includes a six-inch sandwich and a
cup of water
2. Categorization of occupation for the client:
Subcategory:
1. Activities of daily living
Swallowing/eating
2. Instrumental activities of daily living
3. Education
4. Work
5. Play
6. Leisure
7. Social participation

3. Values, beliefs, spirituality associated with participation:

Values: Mr. Walter Tran explains that he does not see his family as often as he
use to because he spends most of his day at work and is living on his own so he
values the time he spends with them which is usually during a meal time when
they can all sit down to eat together.
Beliefs: Mr. Walter Tran believes that eating allows people to get together to
bond and to engage in social interaction such as when he eats with his family
where they can talk to each other about their day, if anything new has occurred
in their life and talking through problems together.
Spirituality: Mr. Walter Tran feels a sense of connectedness to his family and
friends when they are eating together. This is because they are all physically in a
common space and shares the food that is on the table because in the Chinese
culture, he explains that everyone shares the entrees instead of being served
individualized dishes.
4. Contexts:
Context
Physical/space
demands

Supports
Physical demand that
supports clients pacing is
when the table is clear of
clutter, he is sitting
comfortably at an eating
surface and the food is
neatly laid out.

Social

Social context that

supports clients pace is
when he is eating with his
family, relatives and
friends during a social
gathering because he
does not want to finish his
meal much earlier than
the other members. Client
explains that when he is
eating with others, he is
usually engaged in

Inhibits
Physical demands that
inhibits clients pacing is
when he is eating in his car
while driving to run his
errands. Client explains
that eating in his car is
convenient when he has
other priorities he has to
do but it is uncomfortable,
does not have a proper
eating surface and he does
not want to make a mess
in the car so he tends to
finish his meal quickly in
that environment.
Social context that inhibits
clients pacing is when his
niece and nephews are
around because they want
him to play with them.
Client explains that his
nephews are constantly
asking him to help them on
their advancement in a
video game when they see
him.

Cultural

Personal

Temporal

Virtual

conversations with them

which helps him slow
down his eating.
Cultural contexts that
support clients
performance is when he is
eating cultural holiday
meals with his family and
relatives such as during
Chinese New Year dinner.
Client explains that he
eats slower during these
cultural meals because he
is also engaging in social
interaction with family
members that he has not
seen for a long time.
This does not apply.

Temporal context that

supports clients pace is
when he wakes up earlier
in the morning. This
allows him time to eat
breakfast so he does not
eat too quickly during
lunch time from hunger
because of exerting high
level of energy during
work earlier in the day
and from skipping
breakfast.
This does not apply.

This does not apply

Client has a busy work

schedule because he is a
full time physical therapist
working from 50 to 55
hours a week.
Temporal context that
inhibits clients success in
pacing his eating is when
he eats after going to the
gym or after skipping
breakfast because he
tends to feel very hungry
during these time.
Therefore, client explains
that it is harder for him to
control his pacing.

This does not apply.

5. Objects and their properties used:

Tools: Clients hands
Materials: Napkins, sandwich wrapper, one six-inch long sandwich, three packets
of hot sauce, one cup of water
Equipment: Flat surfaced, circular table
6. Social demands:
-Wash hands before eating
-Avoid chewing with mouth open
-Avoid talking with food in mouth

-Avoid slurping and chewing too loudly

-Avoid picking teeth while eating
-Avoid overstuffing ones mouth
-Avoid fidgeting while eating
-Avoid reaching over others
-Avoid eating before others have started eating
-Avoid playing with food or utensils
-Avoid eating too quickly

7. Sequence and timing:

1. Client unwraps the sandwich with both hands
2. Client lays the sandwich wrapper on the table
3. Client lifts the sandwich from the table using one hand
4. Client rips the sandwich in half using both hands
5. Client puts half of the sandwich down on the table
6. Client brings the other half of the sandwich to his mouth
7. Client opens his mouth
8. Client put the sandwich in his mouth
9. Client takes one bite from the sandwich using his teeth
10. Client closes his mouth
11.Client chews five to seven times
12. Client swallows the pieces of sandwich that are in his mouth
13. Client lowers his hand to place the sandwich down on the table
14. Client lifts the packet of hot sauce from the table with one hand
15. Client opens the hot sauce package by tearing the corner using both hands
16. Client lifts the sandwich up from the table with one hand
17. Client squeezes the hot sauce onto the sandwich by pressing on the packet
with his fingers
18. Client brings the sandwich to this mouth
19. Client takes a bite using his teeth
20. Client squeezes some hot sauce onto a napkin by pressing on the packet
with his fingers
21. Client lowers his hand to put the hot sauce packet down
22. Client rips off a piece from the sandwich using the hand that is not holding
the sandwich
23. Client holds the piece of sandwich
24. Client dips the piece of sandwich into the hot sauce on the napkin
25. Client brings the piece of sandwich closer to his mouth
26. Client opens his mouth
27.
Client put the piece of sandwich inside his mouth
28. Client chews the piece of sandwich five to seven times
29. Client repeats steps 3 to 28 until the sandwich is gone
30. Client extends his hand to the cup of water that is on the table
31. Client closes his hand to grip onto the cup of water
32. Client flexes his hand to bring the cup of water to his lips
33. Client tilts his head

34. Client slightly tilts the cup of water

35. Client takes a gulp of water
36. Client extends his hand to bring the cup of water away from his mouth
37. Client lowers his hand to the surface of the table with the cup of water still in
his hand
38. Client gently places the cup of water onto the table surface
39. Client extends his fingers to release his grasp on the cup of water
40. Client lifts the napkin from the table to his mouth
41. Client wipes his mouth with his napkin
42. Client put the napkin down onto the table
43. Mr. Walter Tran finishes eating a six-inch long sandwich in 5 minutes 24
seconds

8. Body functions required:

Function

How It Is Used

Judgment

Client judges the most efficient

and cleanliest way to eat his
sandwich by ripping it in half
with his hands for easier
handling and laying the
sandwich wrapper on the table
so the crumbs from the bread
will be collected on the wrapper
instead of the table surface.
This is not required for clients
performance.
This is not required for clients
performance.
Clients sandwich is not cut in
half for him so cognitive
flexibility is used in the activity
by using his hands to rip the
sandwich in half for easier
handling while eating.
Client is aware and has insight
of the pace he is eating and
understands that he eats too
quickly causing unhealthy eating
habits, indigestion and stomach
discomfort
Client sustains attention during
the activity enabling him to

Concept
formation
Metacognition
Cognitive
flexibility

Insight/awareness

Concentration

None

Minimall
y
Challeng
ed

X
X
X

Greatly
Challeng
ed

Sustained
attention

Selective
attention

Divided attention

Short-term
memory
Working memory
Long-term
memory

Discrimination of
senses: Auditory
Discrimination of
senses: Tactile

Discrimination of
senses: Visual

Discrimination of
senses: Olfactory

Discrimination of
senses:
Vestibular-

successfully pour the hot sauce

onto the sandwich to prevent
putting more than desired or
spilling onto the table surface.
Client is able to sustain
attention long enough to finish
eating his sandwich in one
sitting.
Client is able to focus on eating
his sandwich despite the
background noises made by his
nephews as they are running
and stomping in the room.
Client uses divided attention
during the activity because he is
eating his sandwich and also
had the television on.
This is not required for clients
performance.
This is not required for clients
performance.
Client is eating a customized
sandwich from a sandwich store
that he commonly goes to so he
recalls eating the sandwich
before.
This is not required for clients
performance.
Client is able to discriminate the
feel between the texture of the
sandwich, the paper sandwich
wrapper and the hot sauce
packets.
Client is able to visually
discriminate the food supplies
on the table such as the
sandwich wrapper, the
sandwich, the hot sauce packets
and the napkins.
Client is able to discriminate the
different aroma such as the
bread, the sandwich meat,
vegetables, and the spiciness of
the hot sauce.
Client is able to maintain an
upright body position as he is
sitting while he eats his

X
X
X

X
X

proprioception
Multisensory
processing

Sensory Memory

Spatial
relationships

Temporal
relationships
Recognition

Categorization

Generalization
Awareness of

sandwich.
Client integrates different
sensory information
simultaneously such as using
visual discrimination to see
where the sandwich is in relation
to other materials on the table,
using sense of touch to hold the
sandwich and sense of taste as
he is eating the sandwich.
Client remembers the taste of
the different sandwich
ingredients such as the ham, the
lettuce, and the hot sauce after
eating it.
Client understands where the
sandwich is placed in relation to
other supplies on the table such
as the sandwich being placed
closer to him and the hot sauce
packets and napkins are placed
slightly further on the table
because he does not undershoot
or overshoot as he reaches for
the supplies.
Client knows that it takes him
less than ten minutes to finish
his six-inch sandwich.
Client have eaten a sandwich in
the past so he recognizes the
sandwich as a food item and it is
edible and safe for consumption.
Client also recognizes the other
supplies on the table such as the
napkin is used to wipe his hands
and after eating and the cup of
water is for drinking.
Client categorizes items on the
table as edible food materials
such as the sandwich and hot
sauce from nonfood materials
such as the napkins and
sandwich wrapper.
This is not required for clients
performance.
This is not required for clients

X
X

reality

performance.

Logical/coherent
thought
Appropriate
thought content

This is not required for clients

performance.
Clients thoughts pertain to
eating. He is thinking about the
taste of the sandwich and has
positive thoughts because he is
satisfying his hunger.
Client uses proper motor
planning to produce controlled
movements such as cognitively
planning to extend his hands to
lift the sandwich from the table
and flexing his hands to bring
the sandwich to his mouth,
opening his mouth, taking a bite
and chewing the sandwich into
smaller pieces.
Client does not get frustrated
that his niece and nephews are
playing in the living room and
running around him as he is
eating his sandwich.
Client demonstrates appropriate
emotions because he feels
satisfied and content as he eats
his sandwich.
This is not required for clients
performance.
Client behaves socially
appropriately when he is eating
his sandwich such as not
chewing with his mouth open
and eating calmly.
Client is aware of his physical
appearance and is trying to eat
healthier alternatives such as
eating the six-inch sandwich
instead of a hamburger.
This is not required for clients
performance.
This is not required for clients
performance.
Client is alert as he is eating his
sandwich to prevent the
sandwich from slipping from his

Mental functions
of sequencing
complex
movement

Regulation and
range of emotion

Appropriateness
of emotion

Coping
Behavioral
regulation

Body image

Self-concept
Self-esteem
Arousal

X
X

X
X

X
X
X

Consciousness

Orientation to self
Orientation to
place
Orientation to
time
Orientation to
others

Energy level

hands and accidentally biting his

lips while chewing.
Client is aware that he is eating
a sandwich in his living room
table and is alert at the time of
consumption.
This is not required for clients
performance.
Client is aware that he is eating
his sandwich in his living room.
Client is aware that he is eating
the sandwich on a Saturday
afternoon.
Client is aware that his niece
and nephews are in the living
room with him as he is eating
his sandwich.
Client maintains moderate to
low energy level because big
body movements are not
required to successfully eat his
sandwich.

Function

How It Is Used

Motivation

Client did not eat breakfast that

day and has been running
errands so he is motivated to
eat the sandwich because he
was hungry from skipping a
meal and from walking all
morning.
Client controls his impulses to
burp out loud.
Client has a big appetite
because of prolonged hunger
from not eating breakfast and
from walking around earlier that
day.
This is not required for clients
performance.
Client is able to visually detect
and cognitively register the
ingredients in his sandwich that
he is eating for lunch.
Client is able to distinguish

Impulse control
Appetite

Sleep
Detection/registra
tion

Visual modulation

X
X
X

None

Minimall
y
Challeng
ed

X
X

X
X

Greatly
Challeng
ed

Integration of
senses

Awareness at
distances

Tolerance of
ambient sounds

Location and
distance of
sounds
Moving against
gravity

Taste

Smell
Body in space

between the sandwich and other

objects on the table such as the
hot sauce packets and the
napkins that are also lying on
the table.
Client has visual input when he
sees the sandwich on the table.
He has tactile input when he
feels the paper wrapper
crumbling in his grip and feels
the different textures of the
sandwich ingredients in his
mouth.
Client is aware that the
sandwich is placed closer on the
table to him compared to the
hot sauce packets and napkins
requiring him to bend his trunk
and hands to reach further for it.
Client is able to eat his sandwich
despite the loud noises that his
grade school nephews are
making in the background.
This is not required for clients
performance.
Client is able to maintain
balance and postural control
allowing him to stay upright. He
is able to move his hand against
gravity as he lifts the sandwich
from the coffee table to his
mouth.
Client is able to discriminate the
taste of the ingredients in the
sandwich such as the sweetness
of the bread, the saltiness of the
meat and the spiciness of the
hot sauce. Client fanned his
mouth when he took a bite of
the sandwich that had too much
hot sauce on it making it too
spicy for his taste.
Client smells the aroma of the
sandwich before consumption.
Client is aware of where his

X
X

Comfort with
touch

Localizing pain
Thermal
awareness

Joint mobility

Joint
stability/alignmen
t

Muscle power

Muscle tone

Muscle endurance

hands are moving as he extends

his elbow to reach for the
sandwich.
Client is comfortable touching
the creased paper sandwich
wrapper and the different
texture of the sandwich in his
mouth such as the wet texture
of the sauce and the fluffy
texture of the bread.
This is not required for clients
performance.
Client is aware that the
temperature of the toasted
sandwich is warm and
consumption would not burn his
mouth from being too hot.
Client has appropriate joint
range of motion that enables
him to extend his hand to reach
for the sandwich and digit joints
can comfortably and easily
extend and flex allowing him to
hold the sandwich.
Client has proper joint stability
that enables him to hold the
sandwich and manipulate the
sandwich into smaller pieces to
dip into the hot sauce.
Client has adequate muscle
power in his back to maintain
posture as he eats. He also has
enough muscle power in his
arms and hands to lift the
sandwich and other food
supplies such as the hot sauce
packets, napkins and cup of
water up and put it back down
onto the table in a vertical plane
going against gravity.
Client has normal muscle tone
allowing synergistic movements
as he extends his hands to lift
the sandwich up and bringing it
to his mouth.
Client has muscle endurance to

X
X

Stretch reflex
ATNR
STNR
Righting and
supporting reflex
Eye-hand
coordination

Bilateral
coordination

Crossing midline

Fine motor
control
Gross motor
control

Occulomotor
control
Gait patterns

Blood pressure
Heart rate
Respiratory rate
Respiratory

hold his posture upright when he

was sitting to eat his sandwich.
This is not required for clients
performance.
This is not required for clients
performance.
This is not required for clients
performance.
This is not required for clients
performance.
Client uses eye-hand
coordination to visually perceive
the location of the sandwich on
the table and controls how far
and where his hand should
reach on the table for successful
grasping of the sandwich.
Client uses bilateral coordination
during the activity by holding
the sandwich in one hand and
using the other hand to rip
smaller pieces off of the
sandwich to dip in the hot sauce
before consumption.
Client crosses his midline to
reach for the hot sauce packets
on the table.
Client uses fine motor control in
the activity to tear the corner of
the hot sauce packets.
Client uses gross motor control
when he reaches for the
sandwich and brings it closer to
his mouth.
Client uses oculomotor control
to visually detect where his
sandwich is on the table.
This is not required for clients
performance because he was
seated while eating.
Clients blood pressure is within
normal range.
Clients heart rate is within
normal range.
Clients respiratory rate is within
normal range.
Clients respiratory rhythm is

X
X
X
X
X

X
X
X
X

rhythm
Respiratory depth
Physical
endurance,
aerobic capacity

Voice functions
Voice rhythm and
fluency
Alternative
vocalization
Digestive system

Metabolic system

Endocrine system

within normal range.

Clients respiratory depth is
within normal range.
Client demonstrates appropriate
amount of physical endurance
because he is able to finish his
meal without evidence of
fatigue.
This is not required for clients
performance.
This is not required for clients
performance.
This is not required for clients
performance.
Clients digestive system is
activated to breakdown the
sandwich that he is eating.
Clients metabolic system is
working to breakdown the
sandwich he is eating and
converting it into energy units.
This is not required for clients
performance.

Function

How It Is Used

Urinary functions

Clients body will eliminate

waste from the food he is
consuming which requires the
proper functioning of the urinary
system.
This is not required for clients
performance.

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

X
X

X
X
X
X

X
None

Minimall
y
Challeng
ed

This is not required for clients

performance.

This is not required for clients

performance.

9. Muscular analysis of movements required:

Muscle
Shoulder flexion
Shoulder extension
Shoulder abduction

Not used

Minimally
challenged
X
X
X

Greatly
challenged

Greatly
Challeng
ed

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

10.

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

Performance skills required:

Skill- Motor

How It Is Used

Aligns

Client aligns himself to

the sandwich to more
conveniently grasp and
handle his food.
Client is able to stabilize
his hands as he holds the
sandwich preventing it
from slipping from his
hands. Clients trunk is
also stabilized while
sitting in front of the
table. He did not lose
balance throughout the
entire occupation
performance.
Client appropriately
positions the sandwich at
a close distance to his
mouth in order to
effectively take a bite
from it.
Client effectively extends

Stabilizes

Positions

Reaches

Non
e

Minimally
Challenged

Greatly
Challenged

Bends

Grips

Manipulates

Coordinates

Moves

Lifts

Walks
Transports
Calibrates

Flows

his arms and bends his

trunks to reach for the
sandwich on the table.
Client bends his trunk in
order to reach for the
napkins that are further
from the table.
Client effectively grasps
the sandwich between
his hands so that it does
not slip away.
Client manipulates the
food with his hands by
ripping it into pieces.
Client coordinates the
movements of his hands
so that he is able to
securely stabilize the
sandwich with one hand
and the other hand is
used to squeeze the hot
sauce onto his sandwich.
Client moves other
objects on the table by
pushing it onto one side
of the table to make
room for him to lay his
sandwich, napkins, and
hot sauce packets onto
the table.
Client lifts the sandwich
from the table to bring it
closer to his mouth.
This is not required for
clients performance.
This is not required for
clients performance.
Client calibrates his force
to gently squeeze the hot
sauce onto his sandwich
to prevent squirting onto
other surfaces.
Client demonstrates
smooth and fluid arm and
wrist movements as he
squeezes the hot sauce
onto the desired area of

X
X
X

Endures

Paces

his sandwich.
Client successfully eats
the entire sandwich
without showing signs of
fatigue.
Client eats his sandwich
in a fast pace, chewing
consistently five to seven
times in each bite.

Skill- Process

How It Is Used

Paces

This is not required for

clients performance.
Client attends to his
sandwich without being
distracted from his niece
and nephews running
around him as he is
eating.
This is not required for
clients performance.
Client chooses the same
sandwich he normally
orders from the sandwich
store that he frequently
goes to.
Client uses the napkins
to wipe his mouth after
he finishes his sandwich.
Client handles the
sandwich by holding it
securely in his hands
preventing it from
slipping as he takes a
bite from it.
This is not required for
clients performance
Client takes the next bite
after the previous bite is
swallowed.
Client continues eating
the sandwich by taking
another bite after he
finishes chewing and
swallowing the pieces of
sandwich that is in his
mouth until the sandwich

Attends

Heeds
Chooses

Uses

Handles

Inquires
Initiates

Continues

Non
e

Minimally
Challenged

X
X

X
X

X
X

Greatly
Challenged

Sequences

Terminates

Searches/locat
es
Gathers

Organizes
Restores

Navigates

Notices/respo
nds

Adjusts

Accommodate

is gone.
Client eats his sandwich
by putting the hot sauce
on and then taking a bite.
Client stops eating and
chewing when he finishes
the entire sandwich.
Client locates the napkins
on the table.
Client gathers the
sandwich wrapper, used
napkins, hot sauce
package and sandwich
ingredients that have
fallen on the table.
This is not required for
clients performance
Client throws away the
sandwich wrapper, used
napkins, hot sauce
package and wipes down
the table to restore the
space into its original
condition.
Client is able to
successfully move his
arms around the table to
grab the supplies he
needs such as the
napkins and hot sauce
packets without bumping
in other task objects.
Client responds to the
arrangement of the
newspaper
advertisements on the
table by moving it to the
one side of the table to
make space for his
sandwich and other food
materials.
Client adjusts the table
by moving newspaper
advertisements to the
side of the table to make
room for him to eat.
Client had some trouble

X
X

X
X

Benefits

opening the hot sauce

packets because of his
slippery hands from
having sandwich dressing
on his fingers so he wipes
his hands with the napkin
before trying to open the
hot sauce packets again.
Client is seeking services
so he can prevent his
indigestion from
recurring and persisting
from eating too quickly.

Skill- Social
interaction

How It Is Used

Approaches/st
arts

Client initiates
conversation with his
younger nephew to ask
him to get him a cup of
water from the kitchen.
Client is able to
effectively produce
speech to communicate
to his nephew.
Client shows his nephew
where his cup is by
pointing to it.
Client is able to speak
fluently when he asks for
water.
Client turns his body and
faces his nephew when
he asks him to get him a
cup of water.
Client makes eye contact
with his nephew.
This is not applicable in
clients social interaction.
This is not applicable in
clients social interaction.
Client did not get
frustrated when his
nephew did not know
where to find his cup.
Client asks his nephew if
he is able to find his cup.

Produces
speech

Gesticulates

Speaks fluently

Turns Toward

Looks
Places self
Touches
Regulates

Questions

Non
e

Minimally
Challenged

X
X
X
X

Greatly
Challenged

Replies

Discloses

Expresses
emotion

Disagrees
Thanks

Transitions

Times
response

Times
duration
Takes turns

Matches
language

Clarifies

Acknowledges
and
encourages
Empathizes
Heeds

Client replies to his

nephew when asked
where his cup is.
Client discloses to his
nephew that his cup is in
the kitchen cabinet.
Client expresses
thankfulness to his
nephew for getting him
his cup of water.
This is not applicable in
clients social interaction.
Client thanks his nephew
for getting him his cup of
water.
This is not applicable
during clients social
interaction.
Client responds to his
nephew in a timely
manner when asked
where his cup is.
This is not applicable in
clients social interaction
Client and his nephew
took turns during the
conversation such as
when client asks his
nephew to get him a cup
of water and he gives his
nephew a turn to respond
to the question.
Clients nephew is in
grade school so client
changes his vocabulary
and language to match
his nephews.
Client clarifies to his
nephew that his cup is in
the kitchen cabinet and
is green.
Client acknowledges his
nephews question by
answering him.
This is not application in
clients social interaction
Client effectively

X
X

X
X

X
X

Accommodate
s

Benefits

11.

communicate to his
nephew to locate his cup.
Client alters his
vocabulary and tone to
accommodate his
nephews age.
This is not application in
clients social interaction.

Performance patterns:

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

Pattern
Useful habit

Dominating
habit

Routine

Ritual

Role

Describe
Client has a habit of drinking water while he is eating to help
the food go down more smoothly.
Client has a dominating habit of skipping breakfast, eating
too quickly, sometimes overstuffing his mouth, takes big
bites and does not chew thoroughly before swallowing.
Client wipes down the table before eating, sits at specific
spots depending on whether he eats at his home or at his
parents, eats his meal, throws away the trash, put the bowls
and utensils in the sink and wipes the table down.
This does not apply to clients performance in this
occupation.
This does not apply to clients performance in this
occupation.

Intervention Plan
1. Identify 1 objective and measurable goal of the intervention:
Client will take at least 30 minutes to eat each of his meals independently in
order to prevent indigestion in one month.
a. According to OTPF what type of outcome is this?
According to OTPF, this type of outcome is categorized under
occupational performance, specifically improvement because a
performance limitation is present. Client is having difficulties in pacing
his eating causing indigestion and stomach pains. Therefore, the
intervention will be to decrease incidences of indigestion and stomach
discomfort as a result of eating too quickly and overstuffing at times.

2. Intervention approach:

Approach
Create/promot
e
Establish/resto
re
Maintain

Describe

Modify

The intervention plan will be to modify the clients eating

habits by changing his eating schedule, the number of times
he chews his food, the types of utensils the client uses and
the way the food is prepared before eating. The client will
implement these strategies in his meal consumption to
promote reducing the speed at which the client is eating.
This will help address clients chief complaints of indigestion
and stomach discomfort after eating his meals.

Prevent

3. Activity selection
a. Activity selection: Identify 1 example of each for the
intervention plan

Activity
Occupation
Activity
Preparatory
method
Preparatory
task

Describe
Client will wake up thirty minutes earlier in the day to make
time to eat breakfast in the morning.
Client will chew twenty times in each bite and mentally count
the number of times he chews his food.
The occupational therapy practitioner will provide client with
smaller utensils such as smaller spoons and forks.
Client will cut his food into smaller pieces.

b. Discuss how activity selection relates back to occupational

profile and occupational analysis
The recommended occupational activity is for client to wake up thirty
minutes earlier in the day to make time to eat breakfast in the
morning. Client explains that he often skips breakfast so he gets very
hungry when lunch time comes which is a contributing factor to why
eats too quickly during lunchtime. Therefore, by encouraging client to

eat breakfast, he is not waiting until lunchtime for his first meal of the
day.
The recommended activity is for client to chew twenty times in each
bite and mentally count the number of times he chews his food. During
the occupational analysis, it is observed that he chews about five to
seven times before swallowing. The activity will help the client be more
aware of his eating pace and will slow down his eating because he is
increasing the number of times he chews his food. This will also help
reduce clients complaint of indigestion and stomach discomfort
because by chewing more, he is breaking down the food into even
smaller pieces making it easier for the digestive system to break down.
The preparatory method is that the occupational therapy practitioner
will provide client with smaller utensils such as smaller spoons and
forks so client is confined to consuming smaller portions in each bite.
The recommended preparatory task is for client to cut his food into
smaller pieces. Client explains that he has a habit of overstuffing so by
cutting the food into smaller parts, he will be more restricted from
taking big bites and makes chewing easier.

c. Discuss how activity selection will support achievement of

client identified goals and goal of the intervention plan
The activities selection addresses multiple factors that hinder clients
success in eating at a proper speed. He explains that his meal
consumptions are designed around his busy schedule of working
between 50-55 hours a week, exceeding the average 40 hour work
week, and engaging in his leisure activities. Therefore, by
implementing the client to wake up earlier in the day to enforce the
concept of eating breakfast will help prioritize healthy eating habits
and the client will not wait until he feels extremely hungry before
eating, thus enforcing clients identified goal of promoting healthier
eating.
Changing the type of utensils the client uses, cutting the food into
smaller pieces helps the client in pacing his eating because he is
consuming less in each bite and helps with digestion. Monitoring the
number of times the client chews helps the client be more aware of
how fast he is eating and actively controls his own pace. All of these
activity selection is to help slow down the clients eating speed and to
support the goal of the intervention plan that the client will take at
least 30 minutes to eat his meals, therefore reducing incidences of
indigestion and stomach discomforts.

4. Describe how intervention can be graded or adapted and why

The intervention can be graded by increasing the number of times the client
chews in each bite which will slow down his pace even more. The intervention
can be adapted by changing the environmental context in which the client

eats. He explains that when his nephews are around, he tends to eat faster
because they want him to play with them. Therefore, the intervention would
be to recommend the client to eat before or after he sees his nephews so he
will not be rushed when he is eating. Another way to adapt the intervention is
creating an eating schedule with the client to map out when he will snack and
eat his meals. This will be helpful in pacing the clients eating and promotes
healthy eating because the client will create a more consistent eating routine.
5. Discuss any safety concerns and/or precautions
If intervention is not successful, client may continue to experience indigestion
and stomach discomfort from eating too quickly.
6. Discuss the role of the occupational therapy practitioner during the
intervention
The role of the occupational therapy practitioner during the intervention is to
facilitate healthy eating habits and encourage the client to comply with the
intervention by maintaining a therapeutic rapport and use therapeutic use of
self. The occupational therapy practitioner will do follow up and write
progress notes to document if the intervention is helpful. The practitioner will
keep an open communication system with the client to modify the
intervention as needed for clients success.
7. Discuss what is expected of the client during the intervention
Expectations of the client during the intervention is that client will take at
least 30 minutes to eat each of his meals independently in order to prevent
indigestion in one month. It is expected that he complies with the
recommended strategies in the intervention to promote desired outcomes.
Client is encouraged to voice his opinions and concerns if the strategies are
not working so the practitioner and the client can further discuss why the
intervention is not working and modify it accordingly to promote clients
success.