Life Skills - Treatment Plan
Life Skills - Treatment Plan
Life Skills - Treatment Plan
Treatment Plan
Reflect upon your last treatment session and answer the following questions:
1) What went well: Client was cooperative and engaged in therapeutic activities. He only required
minimal cueing and redirects
2) What did not go as planned: Client needed the food therapy activity to be graded down. He would not
initate handling non-preferred foods until they were placed on the cutting board for him.
3) What will you change this week, based upon what you learned last week? Next session I will give
client direct commands instead of asking him if he wants to do an activity
Areas of occupation to be addressed:
☒ ADL/Self Care
☒ IADLs and/or Graphic Communication
☐ Education
☐ Rest and Sleep
☐ Work and Employment
☒ Play & Social Participation
Intervention Overview
List 1 Overarching FOR or Practice Model you will PEO- This model guides therapy through the lens of
use this week and why. understanding how the client interacts with his
occupation in the context of his environment.
STUDENT OCCUPATIONAL THERAPY
Treatment Plan
List 1-2 additional FORs you will use this week to 1. Sensory Integration Model- This model
guide your practice and why. incorporates sensory integration into therapy.
With the client being sensory seeking, the
therapist will incorporate sensory regulation
into activities to increase the level of
participation of the client.
2. Social Participation Model- This model uses
therapeutic play to guide client to acquire age-
appropriate social participation skills into
therapy.
Intervention Plan
Materials Grade the Grade the What Describe how
Activity & and activity Up activity UNDERLYING this activity
# of Minutes Equipment down SKILLS are addresses the
Needed you addressing client’s goals
with this
activity?
Obstacle Crash Two large Increase time Decrease time Sensory seeking This addresses
Course Activity (15- Bean Bags and amount of and amount needs via sensory seeking
minutes) and 10 feet pressure of pressure proprioceptive needs of the
of runway in applied from applied from input client, and
Client will run and the main the bag the bag increases
jump into the large room emotional
bean bags. Then regulation
therapist and/or during
parent folds the bag remaining
into client, giving minutes of
him pressure to his therapy
joints and muscles
Evidence Based Practice Support: Below, list 1-2 research articles you found which support one or more of
your intervention approaches from this week. You will want to be very clear how you used this information to
support your clinical reasoning. Please use APA 7th edition reference list citations when listing your articles.
Article Reference (APA, 7th edition) How does this article support your intervention approach,
activities, and clinical reasoning for the development of this
treatment session?
Barnhill, K., Tami, A., Schutte, C., During the feeding therapy, client was not interested in eating
Hewitson, L., & Olive, M. L. (2016). the puree foods (mashed potatoes, and yogurt) or the chicken
STUDENT OCCUPATIONAL THERAPY
Treatment Plan
Targeted Nutritional and Behavioral nuggets. Taking the approach of making sure the child is hungry
Feeding Intervention for a Child with enough to participate in therapy is important to achieving his
Autism Spectrum Disorder. Case goals. Educating the parents on scheduling meals with an
reports in psychiatry, 2016, 1420549. apporpriate amount of time before therapy to facilitate his
https://doi.org/10.1155/2016/1420549 participation, but not so hungry that client becomes grumpy or
unwilling to cooperate.