Melody Klatt

Occupational Analysis & Intervention Plan

OCCT 506
10/1/14
Occupational Profile
1. Client name: Tiffany
2. Age: 19
3. Sex: F
Briefly discuss each of the following:
4. Who is the client?
-

Tiffany is a 19-year-old young woman who lives with her three older sisters in
a 3-bedroom apartment. She works as a hostess at a caf in Henderson,
Nevada, and has lived in Nevada for the past year. Before that she lived in
Wisconsin with her father and three younger sisters, and within the last year
she graduated from high school.

5. Why is the client seeking services and/or what are the clients concerns
relative to engaging in occupations and in daily life activities?
-

Tiffany feels that she cannot cook a complex meal without making a
significant mistake. She has difficulty with successfully completing complex
cooking activities, and has expressed that she believes that she cannot cook
anything that requires more than a few steps without making a grave error in
the process.

6. In what occupations does the client feel successful and what barriers
are affecting his or her success?
-

Tiffany feels successful in participating in other occupations that are

important to her, such as playing video games and grooming, but she
believes that she lacks a certain degree of understanding about cooking,
which affects her performance in the activity.

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?
-

Tiffany expressed that having access to a kitchen and the support of her
sisters helps her engage in cooking activities, but she believes that her own
limitations in her understanding of general cooking procedures inhibits her
ability to engage in the activity.

8. What is the clients occupational history?

Tiffany recently graduated from high school and left the occupation of being a
student, and currently spends a great deal of her time working at a caf as a
hostess. She has enjoyed playing video games, drawing, and caring for pets
for most of her life, and actively participates in these activities every day. She
also considers grooming, hygiene, and driving activities to be an important
part of her daily occupations.

9. What are the clients values and interests?

-

10.

Tiffany values being able to function independently and participate in

activities that are meaningful to her. Her interests lie in performing tasks that
she believes to be important, such as participating in leisure activities that
she enjoys and earning money by going to work. She values living with her
family and supporting herself as much as possible.
What are the clients daily life roles?

Tiffanys daily life roles include going to work (sometimes driving, other times
being driven there by her sisters), helping to care for the four puppies that she
and her sisters live with, caring for herself by grooming and feeding herself, and
participating in leisure activities.
11.
-

What are the clients patterns of engagement in occupations?

Tiffanys typical pattern for engagement is occupations follow her routine for
the day. She wakes up in the morning and proceeds with her grooming
activities, and then leaves to go to work. After work she comes home and
makes herself something to eat, and then proceeds to participate in her
leisure activities before she takes a shower and then prepares to go to bed.

12.
What are the clients priorities and desired targeted outcomes
related to occupational performance?
-

Tiffanys priority and desired outcome for her occupational performance is in

relation to cooking; she wants to be able to make a complex meal for herself
without making a mistake that makes the food unappetizing to her. She has
identified a complex meal as being a meal that requires a multi-step recipe,
such as spaghetti, soup, or grilled cheese.

Occupational Analysis
1. Occupation: Cooking Spaghetti
Categorization of occupation for the client:
Subcategory:
1. Activities of daily living
2. Instrumental activities of daily living Cooking (Meal Preparation)
3. Education
4. Work
5. Play
6. Leisure
7. Social participation
2. Values, beliefs, spirituality associated with participation:
-

Tiffany values the ability to successfully prepare a meal by herself. She will
often eat nothing more than a Hot Pocket for dinner or will purchase fast food
because she does not feel comfortable with preparing a more complex meal
on her own. She believes that being able to make herself a meal like this,
without help from her older sisters, is a skill that she should have as an
emerging adult.

3. Contexts:
Context
Physical/space
demands

Supports
Kitchen environment;
appliances, utensils, and
tools available to
complete the activity.

Social

Tiffany sometimes cooks

in the presence of her
older sisters, and they are
able to offer her
assistance at times when
she needs it.
Coming from a German
family has instilled a
desire for independence
in Tiffany, which will
encourage her to
complete the cooking
activity by herself.
Tiffanys youth
contributes to the fact
that she has a great

Cultural

Personal

Inhibits
There are no
physical/space demands
that specifically inhibit
Tiffanys ability to
successfully participate in
the cooking activity.
Sometimes Tiffanys sisters
tease her about not being
able to cook, and she
sometimes finds that to be
discouraging.
There are no cultural
contexts that specifically
inhibit Tiffanys ability to
successfully participate in
the cooking activity.

Tiffanys age also means

that she has not had a
great deal of experience

capacity for learning and

improvement in motor
skill.

Temporal

Tiffany has several hours

after work that are open
to allow her to complete a
cooking activity.

Virtual

Tiffany has the ability to

look up recipes and
cooking tips using a
computer and the
internet, and that can
help her complete a
cooking activity
successfully.

4. Objects and their properties used:

Equipment:
-

Counter surfaces
Stove
Sink
Refrigerator

Tools:
-

Cooking pot
Strainer
Plate
Fork
Stirring spoon
Hot pads

Materials:
-

Water, about 2 quarts

1/2 of a 16 oz box of spaghetti noodles
Spaghetti sauce, about 1 cup
Salt, about 3 tablespoons
Olive oil, about 2 teaspoons

with cooking
independently, and this
inhibits some of her
understanding of basic
cooking procedures.
Tiffany cannot spend more
than a few hours cooking,
or else she may impact her
sisters ability to complete
their own cooking
activities, and she must
have time to complete
other activities in the
evening before she has to
go to bed.
Tiffany keeps her mobile
phone with her at all times,
and if she receives a call or
a text message during a
cooking activity, she may
become distracted from
the activity.

5. Space demands:
Size: A large enough space to accommodate the counter space and appliances
that Tiffany would need to cook the spaghetti; at least the size of a standard
apartment kitchen.
Arrangement: Specific arrangement of the tools and materials was not required
for the completion of the cooking activity, though Tiffany benefited from having
the tools and materials in close proximity while she was cooking. This allowed
her to use them more quickly and efficiently.
Surface: Tiffany utilized countertops, a stovetop, and the basin of a sink while
participating in the activity.
Lighting: Tiffany had all lights on in the kitchen so that she would have enough
lighting to visualize what she was doing.
Temperature: The temperature in the kitchen was warm, which was ideal for
Tiffany to be able to perform the activity effectively. Having cold hands or feeling
fatigued from too much heat may have hindered Tiffanys ability to complete the
activity effectively.
Humidity: This did not play a significant role in Tiffanys ability to complete the
activity.
Noise: Having minimal noise going on in other areas of the apartment allowed
Tiffany to concentrate more easily on the activity.
Ventilation: Proper ventilation was required during the activity, as steam from
the boiling water would have quickly overheated the kitchen otherwise.

6. Social demands:
Social Environment: There are not any specific demands from a social
environment that are involved with preparing a meal of spaghetti, especially
when Tiffany is only intending to feed herself.
Cultural and virtual contexts: There were no cultural contexts that
specifically applied for Tiffany in this activity. Virtual contexts were taken into
consideration, however, due to the fact that Tiffany felt the need to utilize her
phone several times during the activity.
Rules and Norms: It is a rule among Tiffany and her roommates that Tiffany
must be conscious of safety concerns while using the kitchen, and she must also
clean up after herself after preparing a meal. Otherwise, there were no specific
social demands in relation to rules and norms that influenced Tiffany as she
participated in the activity.
7. Sequence and timing:
1. Tiffany walked to lower kitchen cupboard to the right of the stove and
opened it.
2. She looked for the cooking pot, but failed to find it there.
3. She closed the cupboard and moved over to the lower kitchen
cupboard to the left of the stove.

4. She opened the cupboard.

She retrieved the cooking pot.
She closed the kitchen cupboard.
She carried the cooking pot to the sink and placed it in the right basin.
5. She moved the water faucet so that it was positioned over the pot.
6. She turned on the water faucet and allowed the water to run until the
pot was about halfway full.
She turned off the water faucet.
She carried the pot over to the stove and placed it over a large burner.
7. She turned the stovetop dial that corresponded with the chosen burner
until it was set on High heat.
8. She retrieved the container of salt from the counter beside the stove
and shook salt into the water, approximately three tablespoons.
9. A notification on her phone went off, and Tiffany retrieved her phone
from the counter beside the stove.
10.She retrieved a stirring spoon from the counter beside the stove and
stirred the salt into the water while checking the notification on her
phone.
11.She replaced the stirring spoon on the counter.
12.She allowed the water to heat on the stove for about 10 minutes while
she played a game on her phone, until she heard the water begin to
boil.
13.When the water began to boil, Tiffany placed her phone back down on
the counter.
14.She picked up the box of noodles from the counter beside the stove
and opened the tabs on the top.
15.She poured about half of the box of noodles into the boiling water.
16.She placed the box of remaining noodles back on the counter.
17.She proceeded to allow the noodles to boil in the water and retrieved
her phone from the counter again.
18.About two minutes into the boiling process Tiffany realized that she
had forgotten to add olive oil to the water, and placed her phone back
on the counter.
19.She retrieved the bottle of olive oil from the counter beside the stove.
20.She opened the bottle of olive oil.
21.She poured olive oil into the pot, about two teaspoons worth.
22.She replaced the bottle of olive oil on the counter.
23.She continued to allow the noodles to boil and retrieved her phone
from the counter again. Tiffany continued to utilize her phone for over
10 minutes before she remembered to check on the noodles.
24.She placed her phone back down on the counter.
25.She retrieved a fork from the counter beside the stove and use it to
scoop a noodle out of the pot.
26.She allowed several seconds for the noodle to cool on the fork, blowing
air on it to help in the cooling process, and then ate it to determine if
the noodle was soft or still crunchy.
27.She determined that the noodle was very soft and had possibly cooked
too long, but realized that she could not remove the noodles from the
stove until she placed a strainer in the sink.

28.She opened the kitchen cupboard where she had found the cooking
pot.
29.She retrieved the strainer.
30.She carried the strainer to the sink and placed it in the right basin.
31.She retrieved two hot pads from the counter beside the stove.
32.She grasped the handles of the cooking pot with the hot pads resting
directly against the handles, and lifted the pot off of the stovetop.
33.She carried the pot over to the sink.
34.She poured the contents of the pot into the strainer and allowed the
hot water to run down the drain.
35.She walked back to the stove and placed the pot on a cool burner on
the stovetop.
36.She walked back to the sink and opened the kitchen cupboard beside
the sink.
37.She retrieved a plate.
38.She closed the kitchen cupboard.
39.She placed the plate on the counter beside the sink.
40.She walked back to the stove and retrieved a pair of tongs from the
counter beside the stove.
41.She walked back to the sink and used the tongs to transport noodles
from the strainer to the plate, until the plate was about half full.
42.She walked to the refrigerator and opened it.
43.She retrieved the jar of spaghetti sauce.
44.She closed the refrigerator.
45.She walked back to the plate.
46.She removed the lid from the jar of spaghetti sauce.
47.She poured desired amount of sauce over the noodles on the plate.
48.She replaced the lid on the jar of spaghetti sauce and set it on the
counter.
8. Body functions required:
Function

How It Is Used

Judgment

Tiffany used this while

determining which
cooking utensils and
ingredients she would
need for the cooking
activity. She also had
moments where her
judgment seemed to be
flawed, such as when she
poured too much salt
into the cooking pot.
Tiffany used this while
implementing steps of
the cooking activity from

Concept formation

Non
e

Minimally
Challeng
ed

Greatly
Challenge
d

Metacognition

Cognitive flexibility

Insight/awareness

memory. She formed the

concepts of the task
requirements in her mind
and then implemented
them accordingly in the
activity.
Tiffany did not seem to
pay any attention to her
own thinking process
throughout the cooking
activity, which may have
contributed to the fact
that she made many of
the same mistakes that
she reportedly made in
past while cooking (e.g.
boiling the noodles for
too long).
Tiffany utilized cognitive
flexibility at various
points throughout the
activity, such as when
she realized that the
cooking pot was not in
the cupboard that she
had originally supposed
it to be in, and had to
look in another cupboard
before finding it.
Tiffany displayed enough
awareness throughout
the activity to minimize
safety concerns and
allow her to complete the
tasks, but she seemed to
lack some awareness
and insight in relation to
what would be
considered the correct
way to perform the
activity. She neglected to
perform certain details of
the activity steps (such
as forgetting to add the
olive oil before the
noodles), and neglected

Concentration

Sustained attention

Selective attention

to be conscious of
temporal requirements at
certain times (such as
when she allowed the
noodles to boil for too
long).
Tiffany was able to
concentrate on the
cooking activity well
enough to complete each
required task
component, but she also
became distracted by her
phone at several points
in time during the
activity.
Tiffany used this to
complete components of
the activity effectively.
Certain steps of the
activity, such as the step
wherein she was filling
up the cooking pot with
water, required sustained
attention so that she
could watch for the
moment when the pot
had enough water in it.
Tiffany used this to be
able to focus on one step
of the activity at a time,
so that she would be able
to be more thorough and
methodical in the task
components. Tiffany also
displayed selective
attention while she was
using her phone, which
sometimes caused her to
forget that she was
waiting for a step in the
cooking activity to be
completed until she was
reminded by something
(e.g. not checking to see
if the water was boiling

Divided attention

Short-term memory

Working memory

Long-term memory

Discrimination of senses:
Auditory

Discrimination of senses:
Tactile

Discrimination of senses:
Visual

until she heard it).

Tiffany displayed divided
attention several times
during the cooking
activity, such as when
she reached for her
phone at the same time
that she was stirring the
cooking pot.
Tiffany used this in order
to recall the fact that she
had completed a step
before moving on to the
next step of the activity.
Tiffany used this when
she would state or think
of a step in the activity
and then remember it
long enough to physically
implement it.
Tiffany used this so that
she could recall where
certain items and
utensils were located in
the kitchen, and she also
used this to remember
the essential steps
required to make a
spaghetti meal (e.g.
knowing that the noodles
had to boil in hot water
to cook).
Tiffany used this when
the water in the cooking
pot began to boil; the
sound of the water
boiling was the first
sensation to alert her to
the fact that the water
was heated.
Tiffany used this to help
her differentiate between
different kitchen utensils
and ingredients.
Tiffany used this to read
the directions,

Discrimination of senses:
Olfactory

Discrimination of senses:
Vestibular-proprioception

Multisensory processing

Sensory Memory

differentiate between
ingredients and utensils,
and observe what was
taking place in the
activity to ensure that
the tasks were being
done correctly and that
there were no safety
concerns.
Tiffany used this while
she was determining
whether the noodles
were cooked or not. She
used both taste and
smell to determine this.
Tiffany used this in order
to maintain her balance
while carrying items
between appliances
(such as from the stove
to the sink), and to be
able to effectively
navigate through the
kitchen without causing
any concern for safety.
Tiffany used this at
various points
throughout the activity,
such as when she used
both taste and smell to
determine whether the
noodles were cooked or
not, and when she used
sight and touch to
differentiate between
kitchen utensils.
Tiffany used this so that
she could rely on senses
like sight and touch to
know which ingredient
she last used. She also
used it for safety
reasons, such as when
she accidentally touched
the part of a spoon that
had been in the boiling

Spatial relationships

Temporal relationships

Recognition

Categorization

Generalization

water and knew not to

touch that part of it
again.
Tiffany used this
awareness to determine
how far she had to reach
to obtain a certain item
or ingredient, and how
close she had to be
situated to an appliance
in order to use it.
Tiffany had some
difficulty with
maintaining an
awareness of temporal
aspects of the cooking
activity. She allowed the
noodles to boil for too
long because she
neglected to watch the
time, and the noodles
became overcooked
because of this.
Tiffany used this ability
to recognize certain
items and ingredients,
and to recognize the
completion of certain
steps, such as when the
water came to a boil or
when the noodles were
cooked through (and
overcooked).
Tiffany used this ability
to know which
ingredients and items
were required for each
step in the cooking
activity.
Tiffany used this ability
to apply some prior
cooking knowledge that
she had to the activity
that she was currently
completing (e.g. knowing
that she would need to

Awareness of reality

Logical/coherent thought

Appropriate thought
content

use a strainer for the

noodles because she had
boiled noodles in the
past).
Tiffany mostly
maintained an awareness
of reality and what she
needed to be doing, but
at times she seemed to
lose awareness of reality
when she would become
distracted by a
notification or message
on her mobile phone. The
notifications often had to
do with a fantasy that
she played, and taking
time to attend to the
notification took her
focus away from
reality.
Tiffany used this to
complete the activity in a
way that made sense
according to the cooking
methods that she was
familiar with. She
displayed coherency as
she attended to each
step of the activity and
did not deviate into any
activity that would
suggest that her
thoughts were incoherent
or illogical.
Tiffanys thought content
seemed to be
appropriate while she
was performing the steps
of the cooking activity,
but when she would
become distracted by her
phone going off, it was
clear that her thought
content shifted away
from the cooking activity.

Mental functions of
sequencing complex
movement

Regulation and range of

emotion

Appropriateness of
emotion

Coping

Behavioral regulation

Body image

Tiffany used this to be

able to perform complex
movements effectively,
such as when she was
retrieving a noodle from
the pot to taste it, or
when she was opening
the jar of spaghetti
sauce.
Tiffany used this to avoid
becoming frustrated or
nervous during the
cooking activity. There
were times when she
recognized that she had
made a mistake, but she
kept her emotions in
check.
Tiffany displayed
appropriate emotions in
regards to the activity.
She was willing to
perform the activity and
maintained a positive
attitude throughout the
activity.
Tiffany was required to
cope when she realized
that she had made
mistakes throughout the
cooking activity, and she
did this without difficulty.
Tiffany regulated her
behavior while she was
in the kitchen. She did
not behave in any unruly
manner that would put
herself in harms way or
upset any of the food
substances that she was
working with.
Tiffany was not required
to have an awareness of
this or any thoughts
pertaining to it during
the activity.

Self-concept

Self-esteem

Arousal

Consciousness

Orientation to self

Orientation to place

Orientation to time

Tiffany recognized the

fact that she knew some
methods about cooking
and knew that she would
be able to follow through
the activity, and she also
recognized the fact that
she tends to make
mistakes while cooking
complex meals.
Though Tiffany did not
feel positive about the
fact that she had
difficulties with cooking,
her self-esteem was still
high enough to allow her
to follow through with
the cooking activity and
believe that she could
finish it.
Tiffany maintained an
appropriate level of
arousal throughout the
activity, and because of
that she was able to
sustain attention to the
tasks and any safety
risks that were present in
the kitchen.
Tiffany displayed
consciousness
throughout the activity,
which allowed her to be
alert and to engage
actively in the tasks.
Tiffany was required to
have this awareness in
order to effectively
complete the tasks.
Tiffany was required to
have this awareness in
order to effectively
complete the tasks.
Tiffany was required to
have this awareness in
order to effectively

Orientation to others

Energy level

complete the tasks in a

timely manner.
Tiffany was not required
to have this awareness in
order to complete the
activity.
Tiffany displayed a
sufficient energy level
throughout the activity.
She did not have any
issues with completing
the activity due to
fatigue or other issues
that may have come with
low energy.

Function

How It Is Used

Motivation

Tiffany displayed
motivation to complete
the cooking activity. She
wanted to be observed
so that she could identify
potential areas for
improvement in relation
to the activity, and this
motivated her
throughout the process.
Tiffany maintained
control over most
impulses that she may
have experienced during
the cooking activity,
particularly any impulses
that may have had to do
with giving up on the
activity due to the
mistakes she made. She
did not, however, resist
the impulse to check her
phone when it went off.
Tiffany expressed that
she was hungry before
the activity began, and
her appetite was likely
another motivating factor

Impulse control

Appetite

Non
e

Minimally
Challeng
ed

Greatly
Challenge
d

Sleep

Detection/registration

Visual modulation

Integration of senses

Awareness at distances

for her in relation to the

activity.
Tiffany had to have been
properly rested in order
to complete the cooking
activity effectively. If she
had not gotten sufficient
sleep the night before
the activity, she may
have made more
mistakes and may have
fatigued easily.
Tiffany used this ability
to identify the status of
the cooking noodles, and
also to detect and
register safety risks that
arose while she was in
close proximity to
hazardous material
such as the boiling water.
Tiffany used this to
identify ingredients and
items during the activity,
and to visualize each
step of the cooking
activity as she was
working on it. Visual
observation was an
important part of her
ability to complete the
activity with as few
errors as possible.
Tiffany used this
throughout the activity;
she used multiple senses
to identify items or
monitor the status of the
cooking food, and to
maintain an awareness
of her surroundings.
Tiffany used this to
effectively maneuver
around the kitchen and

Tolerance of ambient
sounds

Location and distance of

sounds

Moving against gravity

Taste

place items and

ingredients in
appropriate locations.
Maintaining an
awareness of distances
was an important part of
her ability to maneuver
around objects and
obstacles, and also her
ability to set items in
places where they should
be.
Tiffany used this to
sustain attention and
focus on her work
throughout most of the
activity. However, other
noises successfully
distracted her every now
and then, such as the
sound of her phone going
off.
Tiffany used this ability
to differentiate between
ambient sounds and
relevant sounds that
were coming from the
kitchen due to the
cooking activity. She paid
more attention to sounds
that came from the
kitchen than to sounds
that came from other
rooms in the apartment,
which helped her to
sustain her concentration
for longer periods of
time.
Tiffany was required to
move against gravity in
order to lift items and
ingredients from their
places on counters,
shelves, or appliances.
Tiffany used this sense to
determine the status of

Smell

Body in space

Comfort with touch

Localizing pain

the cooking noodles. The

taste and texture of the
noodles told her that the
noodles were overcooked
at the end of the cooking
activity.
Tiffany used this sense
along with her sense of
taste to determine the
cooking status of the
noodles. She was also
using her sense of smell
to make sure that
nothing was burning on
stove throughout the
cooking activity.
Tiffany used this
awareness to effectively
maneuver around the
kitchen, and also to
maintain safety. An
awareness of where her
body was in space
contributed to her ability
to coordinate, judge
distances, retrieve
ingredients, and to avoid
accidentally placing
herself in the path of a
safety risk (such as the
boiling water).
Tiffany had to have a
tolerance for a variety of
textures during the
activity, such as the
texture of cardboard,
metal from the cooking
pot, and the sticky,
squishy texture of the
cooked noodles.
Tiffany used this when
she accidentally touched
the hot part of the
stirring spoon at one
point. She knew that the
pain was in her hand, so

Thermal awareness

Joint mobility

Joint stability/alignment

Muscle power

Muscle tone

Muscle endurance

she knew to remove her

hand from the spoon.
Tiffany used this as she
maintained an awareness
of the fact that she
should not touch the hot
cooking pot on the stove
while the water was
boiling, and she also
displayed thermal
awareness when she
flinched at the sensation
of touching the hot part
of the stirring spoon.
Tiffany used this while
performing the motor
components of the
activity, such as when
she was lifting the
cooking pot or stirring
the water.
Tiffany also used this
while performing motor
components of the
activity, such as when
she was carrying the
heavy cooking pot after it
had been filled with
water, and when she was
pouring salt and oil into
the water.
Tiffany used this
throughout the activity,
particularly while she
was handling and lifting
heavier objects such as
the pot full of water.
Tiffany used this
throughout the activity;
she was required to have
adequate muscle tone in
order to lift objects and
stir the cooking pot, and
to be able to move
around the kitchen.
Tiffany used this

Stretch reflex

ATNR

STNR

Righting and supporting

reflex

Eye-hand coordination

Bilateral coordination

throughout the activity

as well. She had to
remain standing during
the duration of the
activity, and she had to
have adequate muscle
endurance in order to stir
the cooking pot and
transport objects around
the kitchen.
Tiffany was not required
to use this during the
activity.
Tiffany was not required
to use this during the
activity.
Tiffany was not required
to use this during the
activity.
Tiffany used this while
transporting items
around the kitchen,
particularly when she
was transporting the
heavy cooking pot full of
water from the sink to
the stove. Her righting
and supporting reflexes
helped her to keep her
balance despite the
added weight and
motion.
Tiffany used this
throughout the task
components of the
activity. She used manual
and visual coordination
during task components
such as transporting
items, stirring the
cooking pot, and
retrieving a noodle from
the cooking pot to taste.
Tiffany used this
throughout the activity to
effectively perform the

Crossing midline

Fine motor control

Gross motor control

Occulomotor control

tasks. She used it for

tasks such as carrying
the pot (using both
hands on the handles)
and taking a plate down
out of the cupboard.
Tiffany used this ability
while manipulating
objects in the kitchen.
Being able to cross
midline while she
reached for objects
allowed her to have a
greater capacity to reach
for ingredients while
executing the tasks.
Tiffany used this while
manipulating objects
during the activity.
Having fine motor control
allowed her to perform
task components such as
unscrewing the small cap
on the bottle of olive oil
and picking up the
cooked noodle from the
fork when she tasted it.
Tiffany used this to be
able to manipulate
objects during the
activity. Having gross
motor control allowed
her to perform larger
movements effectively,
such as stirring motions
for the pot and pouring
motions while adding salt
and sauce to the pot or
noodles.
Tiffany used this to be
able to visualize what
she was doing during the
activity. She was able to
visually monitor what she
was working on or
manipulating due to her

Gait patterns

Blood pressure

Heart rate

Respiratory rate

Respiratory rhythm

Respiratory depth

Physical endurance,
aerobic capacity

Voice functions

Voice rhythm and fluency

Alternative vocalization

ability to maintain
control of her eye
movement.
Tiffany was required to
have functional gait
patterns in order to
effectively walk between
appliances and
cupboards in the kitchen.
This was required to be
normal in order for
Tiffany to effectively
complete the activity.
This was required to be
normal in order for
Tiffany to effectively
complete the activity.
This was required to be
normal in order for
Tiffany to effectively
complete the activity.
This was required to be
normal in order for
Tiffany to effectively
complete the activity.
This was required to be
normal in order for
Tiffany to effectively
complete the activity.
Tiffany was required to
have adequate physical
endurance and aerobic
capacity in order to
effectively complete the
activity. If she had
fatigued due to a deficit
in these areas, she would
have had difficulty
completing the activity.
Tiffany was not required
to use this to complete
the activity.
Tiffany was not required
to use this to complete
the activity.
Tiffany was not required
to use this to complete

Digestive system

Metabolic system

Endocrine system

the activity.
This system was required
to be functioning
normally in order for
Tiffany to complete the
activity particularly
because she had to
consume a noodle in
order to know that the
noodles were cooked.
This system was required
to be functioning
normally in order for
Tiffany to complete the
activity effectively.
This system was required
to be functioning
normally in order for
Tiffany to complete the
activity effectively.

Function

How It Is Used

Urinary functions

Tiffany was required to

be able to control her
bladder throughout the
activity so that she could
wait to use the bathroom
until after the activity
was complete.
This was required to be
functioning normally in
order for Tiffany
effectively complete the
activity.
This was required so that
Tiffany would be
protected from serious
harm during the activity.
Her skin protected the
vital areas of her body
against steam, coarse
objects, and other
substances that may
have caused damage.
This was not required for
Tiffany to be able to

Genital and reproductive

function

Protective functions of the

skin

Repair functions of the

skin

Non
e

Minimally
Challeng
ed

Greatly
Challenge
d

complete the activity.

9. Muscular analysis of movements required:
Muscle

Not used

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

10.

Minimally
challenged

Greatly
challenged
X
X
X
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

Tiffany used this ability throughout

the activity, particularly when she
was performing a task component in
front of an appliance. Being able to
align her body and align her
movements in accordance with
object placement was very
important.
Tiffany used this ability throughout
the activity, particularly while she
was handling objects that contained
food or liquid substances. For

Stabilizes

None

Minimally
Challenge
d

Greatly
Challen
ged

Positions

Reaches

Bends

Grips

Manipulates

example, she had to stabilize the pot

as she was setting it down on the
stove after filling it with water so that
she would not upset its contents or
drop it.
Tiffany used this ability in order to
properly position herself in front of
appliances while she used them, and
also to properly position objects that
she held in her hands so that they
could be used properly (e.g.
positioning the salt container in such
a way that it dispensed salt into the
cooking pot).
Tiffany used this ability in order to
retrieve objects throughout the
cooking activity. She had to be able
to reach across the counter to
retrieve ingredients and utensils, she
had to be able to reach inside
cupboards to retrieve objects such as
the cooking pot or the plate, and she
had to be able to reach across the
stove to turn the dial for the burner
that she used.
Tiffany used this ability while
retrieving the cooking pot and
strainer from the lower cabinets in
the kitchen.
Tiffany used this ability throughout
the cooking activity so that she
would be able to transport and
manipulate objects, such as the
containers for salt and the noodles,
and cooking utensils. Being able to
grip objects allowed her to properly
execute tasks such as stirring the pot
and pouring olive oil into the pot.
Tiffany manipulated objects
throughout the cooking activity. She
had to manipulate cooking utensils in
order to use them to stir the pot and
retrieve a noodle, and she had to
manipulate containers such as the
salt container, the bottle of olive oil,
and the jar of spaghetti sauce in

Coordinates

Moves

Lifts

Walks

Transports

order to dispense their contents.

Tiffany used this ability throughout
the cooking activity to allow her to
effectively maneuver in the kitchen,
manipulate objects, and maintain her
own safety. Having the ability to
coordinate her movements and body
placement helped to keep her from
upsetting objects or becoming
stopped by obstacles in the kitchen,
and helped to keep her from
accidentally touching hazardous
materials such as the hot pot on the
stove.
Tiffany used this ability throughout
the activity in order to complete each
task component. Her ability to move
her own body and move other
objects allowed her to effectively
interact with her environment and
manipulate the materials and tools
that she needed to utilize during the
activity in order to complete the
meal.
Tiffany used this ability in order to
transport materials and tools around
the kitchen. She used this during task
components such as lifting the
cooking pot out of the sink after it
had been filled with water, or lifting
the container of salt in order to add
salt to the water.
Tiffany used this ability to maneuver
around the kitchen; she had to be
able to walk in order to move from
one appliance to another, and in
order to retrieve the tools and
materials that she needed for the
activity.
Tiffany used this ability to move tools
and materials to the places that she
needed them to be throughout the
activity. She transported kitchen
utensils and ingredients from the
counter over to the pot as she
needed to use them, and she

Calibrates

Flows

Endures

Paces

transported the cooking pot itself to

and from the stove and sink as
needed.
Tiffany used this ability to maintain
control of her movements throughout
the activity. She had to keep from
using too much speed or force while
manipulating objects and ingredients
during task components, otherwise
she may have upset them or possibly
risked burning herself on the hot pot
or stove.
Tiffany used this ability during task
components such as stirring the salt
into the water of the cooking pot.
Being able to use a flowing motion
helped to ensure that the salt would
be well-blended in, and that no water
would be splashed out of the pot.
Tiffany had to have physical
endurance in order to effectively
complete the activity. She had to be
able to stand throughout the duration
of the activity, and she had to be
able to move continuously at times to
be sure that she was adding certain
ingredients in the appropriate
manner (e.g. pouring salt into the pot
and then stirring it to make sure the
salt was blended in). Having low
endurance would have hindered
Tiffanys ability to complete the
activity effectively and in a timely
manner.
Tiffany used this ability throughout
the cooking activity. She recognized
the fact that certain ingredients had
to be added at certain times and that
certain steps in the activity needed
more time to be completed (such as
the time it took to allow the water to
come to a boil). At one point she
allowed for too much time during a
task component (she let the noodles
boil for too long), and she also added
one ingredient a bit late in the

process (she added the olive oil after

she had added the noodles) which
could be seen as errors in pacing.
Overall, however, she worked
continuously and completed task
components in a timely manner.
Skill- Process

How It Is Used

Paces

Tiffany used this ability throughout

the activity to perform certain task
components at the appropriate times.
She knew that certain ingredients
had to be added at particular times,
such as the point when the salt had
to be added to the water in the pot,
and she knew that certain steps in
the process required more time to be
completed than others did (e.g.
waiting for the water to come to a
boil). She did add an ingredient late
in the process at one point (the olive
oil), and she allowed too much time
for one step in the process (the
noodles boiling in the pot), which
could be seen as errors in pacing.
Again, however, she worked
continuously overall and completed
the activity in a timely manner.
Tiffany used this ability during the
activity to allow her to focus on the
task components that she was trying
to complete. She had to focus on her
memory of the steps required to
make a spaghetti meal, and she had
to pay attention to how much of each
ingredient she was adding to the pot.
At one point, Tiffany did have some
trouble with attending to the cooking
activity; she shifted her attention to
her phone while waiting for the
noodles to boil, and because her
focus was taken away from the
cooking activity she ended up
allowing the noodles to boil for too
long.

Attends

None

Minimally
Challenge
d

Greatly
Challen
ged

Heeds

Chooses

Uses

Handles

Inquires

Tiffany took heed of her own memory

during the activity; she utilized the
memory of how to make spaghetti in
order to complete the task
components. She also heeded her
agreement with me, meaning that
she completed the activity in its
entirety, as she normally would, while
I watched her.
Tiffany did not necessarily have to
choose between any ingredients or
cooking utensils during the task
components (she only had one option
for the particular objects that she
needed), but she did make choices
throughout the activity. For example,
she chose to temporarily step away
from the cooking activity in order to
check her phone, and she chose to
add the olive oil to the pot later
rather than leaving it out altogether
when she realized shed forgotten it.
Tiffany used this ability throughout
the activity in order to utilize
materials and tools effectively. Each
ingredient, object, utensil, and
appliance during the activity had a
purpose, and she used all of them in
accordance to their purpose.
Tiffany used this ability throughout
the activity. She was required to
handle a variety of objects that came
in a variety of sizes, shapes, and
weights, and she had to be able to
handle them in such a way that it
allowed her to complete the task
components of the activity. For
example, she had to properly handle
the stirring spoon in order to
effectively stir the water in the pot.
She also had to properly handle
items that were potentially hazardous
(e.g. using hot pads to transport the
pot full of boiling water and noodles
to the sink).
Tiffany was not required to use this

Initiates

Continues

Sequences

Terminates

ability during the activity. She was to

complete the activity without
interacting with anyone or any virtual
source of help so that we could
assess how she performed the
activity in a normal context (she
would not normally seek help while
performing this activity).
Tiffany used this ability throughout
the cooking activity. She had to
initiate each sequential step of the
process on her own, and though she
did initiate two of the steps a bit late
(adding the olive oil and removing
the boiling noodles from the stove),
she did not require any assistance.
Tiffany used this ability throughout
the activity. She had to be able to
continue through each task
component without stopping
inappropriately, or else the proper
completion of some of the steps may
have been compromised. For
example, if she had not been able to
continue stirring the pot until the salt
was blended into the water, the salt
may have burned on the bottom of
the pot or may have compromised
the flavor of the noodles.
Tiffany used this ability throughout
the activity. The task components of
the activity had to be completed
sequentially, or else the end result
may have been compromised. Tiffany
seemed to have an awareness of the
order that the task components were
supposed to be completed in, as she
Tiffany used this ability throughout
the activity in order to effectively
complete each task component. She
had to be able to stop working on
one task component in order to be
able to move on to the next one, and
she did this without trouble for the
most part. At two particular points
Tiffany had a little bit of trouble

Searches/locat
es

Gathers

Organizes

Restores

Navigates

terminating steps in the activity, such

as when she added a little too much
salt because she did not stop pouring
it into the pot soon enough, and
when she did not stop the noodles
boiling time soon enough to keep
them from overcooking.
Tiffany used this ability during the
activity to be able to locate
ingredients, utensils, and objects that
she needed to be able to complete
the activity. Her ability to search and
locate objects was particularly
important at the time when she
discovered that the cooking pot was
not in the place that she thought it
was, and had to look elsewhere for it
in the kitchen before she found it.
Tiffany did not specifically have to
collect multiple items at once during
the activity, so this ability was not
necessarily put into practice.
Tiffany did not specifically have to
organize any materials during the
activity, as she mostly recruited only
one or two items at a time, so this
ability was not particularly put into
practice.
Restoring the kitchen to the state
that it was before Tiffany began was
not a specific part of the activity,
though Tiffany did participate in
some minor restoration tasks such as
closing cupboard doors after opening
them (except for one time, after she
retrieved the strainer, where she did
not close the cupboard door after
opening it) and turning off the water
faucet in the sink after using it.
Tiffany used this ability throughout
the activity so that she was able to
effectively maneuver around the
kitchen and retrieve necessary
objects or ingredients. Being able to
navigate allowed her to avoid
obstacles in the kitchen and reach

Notices/respon
ds

Adjusts

Accommodate
s

Benefits

the areas or objects that she needed

to reach during the activity.
Tiffany used this ability at several
points during the activity. In
particular, this ability was displayed
when she noticed that the water was
boiling and responded by adding the
noodles, and when she noticed that
she had lost track of time and
needed to check on the boiling
noodles, and responded by going to
taste one to see if they were done.
She also noticed that she had
forgotten to put a strainer in the sink
after she identified that the noodles
were cooked, and responded by
going to retrieve it before taking the
pot of noodles over to the sink.
Tiffany used this ability during the
activity to make modifications to
objects and appliances that she
interacted with. For example, she
adjusted the position of the dial on
the stovetop to turn on the burner,
and she adjusted the water faucet so
that it was positioned over the pot in
the sink when she was filling it up
with water.
Tiffany used this ability during the
activity, particularly at times when
things did not go as planned. For
example, she accommodated for the
fact that the cooking pot was not in
the cupboard that she originally
assumed it was by looking for it in
another cupboard, and she
accommodated for the fact that she
had forgotten to add the oil with the
salt by adding it at a later time.
Tiffany used this ability during the
activity, particularly at the time when
she accidentally touched the hot part
of the stirring spoon after it had been
in the boiling water. She took care
after that to change the way she held
onto the spoon so that she would not

touch the hot part of it again.

Skill- Social
interaction

How It Is Used

None

*Social
interaction was
not required for
this activity;
Tiffany
performed this
activity alone.

Approaches/st
arts
Produces
speech
Gesticulates

Speaks fluently

Turns Toward
Looks
Places self
Touches
Regulates
Questions
Replies
Discloses
Expresses
emotion
Disagrees
Thanks
Transitions
Times
response
Times duration
Takes turns
Matches
language
Clarifies
Acknowledges
and
encourages
Empathizes
Heeds
Accommodate
s
Benefits

X
X
X
X
X
X
X
X
X

11.

Performance patterns:

X
X

X
X
X
X
X
X
X
X
X

X
X
X
X

Minimally
Challenge
d

Greatly
Challen
ged

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

Pattern
Useful habit

Describe
Tiffany has some useful habits in place that pertain to
cooking activities, such as having the habit of turning off
the water faucet after using it.

Dominating
habit

Tiffany has a dominating habit of starting a cooking activity

without being certain that she understands the
requirements for the activity. She also has the habit of
immediately checking her phone after a notification goes
off, even if she is in the middle of another activity. We will
address these issues to help her improve her performance.

Routine

Tiffany has a routine of making herself something to eat

after coming home from work. Meal preparation, therefore,
is part of her daily routine.

Ritual
Role

Tiffany considers preparing meals for herself to be part of

her role at home.

Intervention Plan
1. Identify 1 objective and measurable goal of the intervention:
-

Tiffany will independently complete one spaghetti meal without error, within
one week.
a. According to OTPF what type of outcome is this?

Participation

2. Intervention approach:

Approach
Create/promote

Establish/restor
e
Maintain

Describe

Modify

Modifications will be made within Tiffanys routine while

engaging in the cooking activity so that she will be able to
complete the activity with a greater sense of success. The
routine will begin with Tiffany reviewing printed cooking
directions and a recipe for the activity, as her lack of
understanding regarding certain cooking steps (particularly
having to do with timing and quantity of ingredients) seems
to be an issue for her. Tiffany will also be encouraged to
check the directions and recipe as needed throughout the
cooking activity, and her phone will not be accessible for
the duration of the activity to minimize distractions.

Prevent

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

Activity
Occupation

Describe
The occupation that Tiffany will engage in is meal
preparation.

Activity

Tiffany will be preparing spaghetti for dinner.

Preparatory
method

The environment will be modified by having most of the

necessary ingredients and utensils set out, and directions for
the cooking activity with proper quantities for each
ingredient and timing details listed will be printed out in
large text so that it will be easier for Tiffany to read them.
Tiffany will also be instructed to keep her phone out of the
kitchen so that she will not be distracted by it during the
activity.

Preparatory task

Tiffany will help with setting out necessary utensils and

ingredients for the activity, she will place her phone in a
room outside of the kitchen, and she will completely read
through the directions that have been printed out for her
before the cooking activity will begin.

b. Discuss how activity selection relates back to occupational

profile and occupational analysis

This activity relates directly to Tiffanys self-identified area of concern: The

fact that she has difficulty with completing a complex cooking activity without
making a mistake that causes the food to be unappetizing to her. To help her
improve in this area of concern and expand her knowledge of basic cooking
skills, she will be practicing the very activity that she is having difficulty with,
and distractions will be minimized.
c. Discuss how activity selection will support achievement of
client identified goals and goal of the intervention plan

By practicing a cooking activity and taking measures to ensure that Tiffany

thoroughly adheres to all cooking directions, she will have the means to
improve in her cooking skills and will have more success with her cooking
activities.

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

- The activity could be graded up by adding more complex steps to the
process, such as requiring Tiffany to heat the spaghetti sauce as well, or
requiring her to prepare meatballs to go with the sauce. The activity could be
graded down by having Tiffany assemble less steps of the meal, such as
giving her premade noodles to work with while she is putting the plate of
spaghetti together. Grading up this activity would be done to increase the
challenge for Tiffany if the original activity was not difficult enough, so that
she would be able to advance in her cooking skills. Grading down would be
done if Tiffany could not complete the activity as it was originally presented,
and would need the activity to be less demanding in order for her to be
successful in it.
-

To adapt the activity, Tiffany could be given the instructions in a number of

formats. She could be given verbal instructions if she could not follow the
written instructions, or she could follow along with an instructional video that
could be found online.

5. Discuss any safety concerns and/or precautions

- During the cooking activity, Tiffany will be handling hazardous materials
such as hot water and it will be important for her to maintain awareness of
these safety risks while she is performing the cooking tasks.
6. Discuss the role of the occupational therapy practitioner during the
intervention
- The occupational therapy practitioner will be observing Tiffany as she
performs the cooking activity to assess the progress that she is making, and
will provide guidance and feedback as necessary to promote her learning
experience. The OT will also be monitoring safety concerns to ensure that
Tiffany is safe throughout the cooking activity.
7. Discuss what is expected of the client during the intervention

Tiffany will follow through with each step of the cooking tasks until the
activity is complete, and she will perform as much of the activity
independently as she possibly can. Tiffany will be self-motivated and
conscious of any safety risks throughout the cooking activity, and she will not
stop to use her mobile phone at any point during the activity.