Functional Intervention Occupational Therapy Kit Description

Impairme Medication Management

nt Kit
Addresse
s

Itemized 1 plastic container

list of 2 snap, single dose pill containers
contents 1 week pillbox (1 box/day)
in kit 1 AM/PM pillbox
1 snap top pill bottle
3 twist to open pill bottles
1 soft, arthritis cap pill bottle
1 align to snap open pill bottle
500 Pony beads, gallon size zip top bag
4 dry eraser markers (blue, red, black, green)

1 content sheet
1 intervention idea sheet
2 blank sheets for writing medication dosages to be practiced
Pictures
of all
compone
nts of kit

Instructio The medication management kit can be used to prepare patients

ns for use for managing medications at home. The kit is designed to not
of kit only work on medication from a top down approach but also from
bottom up. Interventions for the kit can focus on medication
management as a whole, or tasks within this IADL, such as
 supination/pronation, cognition, and fine motor coordination.

The kit contains everything needed to replicate planning and

sorting medication at home. The pony beads are meant to
mimic pills, and can be sorted by color to denote specific
medications. The pillboxes vary in type and frequency, to work
opening containers as well as short/long term planning. The pill
bottles have varying lids to simulate the different type of
medication bottles, as the kit contains flip top, soft grip, and
standard child-proof lids. The dry erase markers can be used
to write on the blank medication order sheet, or on the bottles,
as they have been affixed with clear tape.
Examples 1. Fine motor coordination activity of opening pill bottles to
of retrieve necessary amount of medication, following actual or
interventi practice medication orders.
on
activities 2. IADL and fine motor activity of placing pills in pillbox to
practice medication management skills needed at home.

3. IADL activity of planning medication as directed by doctor

orders. The patient and therapist could go through actual or
practice medication orders, writing on the sheet which
medications will be taken when. After writing on the sheet, the
patient and therapist could practice filling the pillbox with the
necessary medication.

4. Cognitive activity of sorting/organizing medication using beads

and pillboxes. The therapist could practice actual patient orders,
or create practice orders. For example, the therapist could ask
the patient to gather four blue pills for five morning doses, three
green pills, for Monday evening dose, and five purple pills, one
for each weekday evening.

5. Supination/Pronation activity of turning pill bottles to dispense

desired amount of medication and raising pill bottle to not pour
out entire bottle.
How kit 1. The functional kit can be graded by varying the type of pill
can be bottle. A non-child proof cap could grade down the activity. A flip
graded top could grade up from that. To grade up from a standard
for low prescription bottle, a smaller bottle could be used, increasing the
and high demand for hand strength and coordination.
level
patients 2. Pillboxes can also grade the kit up and down. An AM/PM box for
one day could grade down. Conversely, an AM/PM pillbox for an
entire week could be more difficult. Also, pillboxes with a flip top
would grade down, while those requiring a bubble push would
require more fine motor coordination.

3. The kit can also be graded from a cognitive standpoint.

Planning medication for one day could be easier the planning
medication for one week.

4. The kit allows to plan for multiple medications with the

different color beads. Adding or reducing the number of bead
colors could grade up or down the kit when preforming planning
activities.

5. When working on supination/pronation, the kit can be graded

by varying the weight, through the amount of beads in the bottle,
of the pill bottle. Shaking a full bottle to only dispense one or two
pills would be a grade up from shaking a bottle only half full.
Conversely, to grade down, the bottle could only contain the
desired amount of medication or be nearly empty.