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Occupational Therapy Intervention Plan
Name: Matt____ DOB: ___ Age: _8 year 7 months___
11/14/13___________
Gender: M F
Date of Report
Primary diagnosis/condition: Autism
Other diagnoses/concerns: Multiple food allergies and yeast overgrowth.
Precautions/Contraindications: Food allergies
Reason for referral: Parents concerned about development, attention, activity level, and ability to
develop socially appropriate skills and behaviors. Parents and teacher also concerned about
performance in school. Teacher and parent expressed desire for him to be happier and not get so
frustrated over things.
Therapist: Ruth Walton, OTS
FINDINGS
Occupational Profile:
Matt is an 8 year 7 month boy in a regular third grade classroom with a diagnosis of autism. Matt has
multiple food allergies and yeast overgrowth. He is on a gluten and casein free diet with supplements.
He typically met most motor milestones. He has mild language delay.
It is reported that Matt was a good baby but was unresponsive to his name and did not fuss to be held,
but did not like stranger’s faces. He did not like being moved between the car and house or car and
store.
Matt receives one-on-one instruction in his classroom for two hours per day and speech and language
therapy twice weekly for 30 minute sessions. He is better than average in math and reading. He is
skilled and interested in the computer. He shows good mastery of material if there are no time
constraints, but he fails timed tests.
Matt’s mother reported that he likes to scratch his mattress in the morning before getting up. He eats
three bowls of cereal in the morning and his mother says that the cereal has to be the right temperature
and the sugar cannot have any “bumps” in order for him to eat the cereal. His mother reported that
wearing shoes and socks used to be a challenge, but he now wears very tight shoes which enabled him
to wear his shoes and socks. His mother also reported that he wears long pants and long sleeves
always.
His mother reported that he pushes kids that are waiting in line to swing before school. She also
reported that if she picked him up at school with a bike trailer he would hit her even with other kids
around. He gets frustrated with kids playing in the front of his house and hits them.
His mother reported that he gets frustrated when doing his homework and scribbles on the paper,
punching holes in the paper and the table with the pencil. She reported that he takes a week to do
homework that should be done in two days.
Intervention Format Adapted from Sames, J. M. (2005). Documenting occupational therapy practice (pg. 104). Upper
Saddle River, NJ: Pearson/Prentice Hall.
1
His mother reported that he is able to ride a bike, but prefers to ride a bike that is lower to the ground
(12” rather than a 16” that fits him). He likes to swing and dig in the sand. He likes to take a bath. He
wraps himself in blankets and covers his head when he goes to bed.
His teacher reported that Matt is a bright child but homework seems difficult for him. His teacher also
reported that she does not feel that he is living up to his potential. She reported that his is disruptive to
children around him and that she wished that he could be happier and not get so upset at little things.
Matt’s mother requested an occupational therapy evaluation to determine if occupational therapy could
bring about better performance in school and to assess his development. She is also concerned about
his attention, activity level, and ability to develop socially appropriate skills and behaviors.
Analysis of Occupational Performance:
After analyzing evaluation data from records, interview with mother, and assessments given, it was concluded
that Matt has decreased tactile discrimination and tactile defensiveness as well as motor deficits that include
balance deficits in standing and walking, bilateral coordination deficits, sequencing and oral praxis deficits,
kinesthesia deficit and motor accuracy deficit as determined by Sensory Integration and Praxis Tests. His visual
perception as test by the Motor-Free Visual Perception test was above average and space visualization, design
copying, and figure ground were WNL as tested by the SIPT.
Matt is a bright child with good memory and high cognitive skills. Matt’s strengths are math and reading. Matt
is able to participate in a regular third grade classroom with an instructional aid. Matt demonstrates difficulties
in paying attention and difficulties in activity level. These could contribute to behaviors that are not socially
appropriate in the classroom, at home, and on the playground which make children not want to be by him
because he is disruptive. The lack of social communication with peers could be contributing to his depression,
sadness, frustration, and anger.
Matt presents with behaviors that are consistent with sensory processing. Scratching his mattress in the
morning, wrapping blankets tightly around his body and head, disliking wearing shoes and socks, only wearing
long pants and long sleeve shirts throughout the year, and wearing shoes that are very tight indicate that he has
difficulties in organizing sensations that are being input to his body. These behaviors are adaptations in trying
to organize his sensory information.
Matt’s deficits in sensory processing, motor, and praxis deficits most likely influence his inability to cope with
his environment. His deficits interfere with his occupational performance in social participation and play skills.
Child presents with following strengths (bulleted list)
 Good memory
 High cognitive abilities
 Better than average skills in reading and math
 Skilled and interested in computer
 Able to master material when given untimed tests
 Rides a bike
 Likes to swing and dig in the sand
 Bright child
 Receives one-on-one instruction in 3rd grade classroom
 Likes to bathe
 Has developed coping mechanisms such as wearing tight shoes and wrapping in blankets
Child Presents with following problems: (Bulleted list)
Intervention Format Adapted from Sames, J. M. (2005). Documenting occupational therapy practice (pg. 104). Upper
Saddle River, NJ: Pearson/Prentice Hall.
2



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





Unable to independently structure time or interaction with others
Poor coping skills with social and temporal demands
Aware of his limitations with causes him to feel depressed, sad, frustrated, and angry
Fails timed tests
Mildly delayed language
Gets overwhelmed and may get aggressive if routine disrupted
Hits and pushes other kids at times
Gets frustrated with homework
Disruptive in classroom
Rides a bike that is smaller than appropriate for his size
Problems prioritized: #1 _Difficulty in maintaining activity and attention level_____
#2 _Difficulty with developing socially appropriate skills and behaviors.
#3 _Difficulty in completing homework and school work_______
Supports and Barriers
Personal
Bright child
Good memory and high
cognitive abilities
Able to ride a bike
Likes to swing and dig in the
sand
Gets along well with brother
Likes to bathe
Has developed coping
mechanisms
Rides a bike that is smaller
than appropriate for his size
Unable to independently
structure time or interaction
with others
Poor coping skills with
social and temporal demands
Hits and pushes other kids at
times
Aware of his limitations
with causes him to feel
depressed, sad, frustrated,
and angry
Supports
Barriers
Environmental (context)
Supportive mother
Supportive teacher
Aid at school
Occupation
Able to master material with
given untimed tests
Better than average skills in
math and reading
Skilled and interested in
computer
Gets overwhelmed and may
get aggressive if routine
disrupted
Disruptive in classroom
Fails timed tests
Mildly delayed language
Gets frustrated with
homework
Areas of occupation to be addressed: (highlight or bold those that apply)



Activities of daily living
Education
Leisure/play



Instrumental activities of daily living
Work (voc or prevoc)
Social participation
Intervention Format Adapted from Sames, J. M. (2005). Documenting occupational therapy practice (pg. 104). Upper
Saddle River, NJ: Pearson/Prentice Hall.
3
Long-term goal: #1 _Within six months Matt will complete school work and homework tasks with minimal
assistance as needed per parent and teacher report._
#2 _Within six months Matt will engage in socially appropriate behavior at home and at
school with minimal verbal cues by parent or teacher report. __
Short-term objectives for Problem #1
Intervention approach (es)/practice model with rationale
Within 3 months Matt will complete 4/5
homework tasks per week for three
consecutive weeks with minimal assistance
per parent report.
Practice model/Frame of Reference: Sensory integration –
increase ability to organize oneself, increase ability to
participate in activities, deal with sensory processing and
motor planning difficulties
Acquisitional frame of reference – through positive
reinforcement, a behavior or a skill can be learned,
reinforcement at both school and home will likely bring about
better results
Intervention Type: Therapeutic use of self (I would use my
experience as a mother to help Matt design a card that would
be useful and motivating to him); Purposeful activity (Filling
out a card will help Matt to develop his occupational
performance of doing homework)
Intervention Approach: Establish (The card reminder
system would help Matt establish good patterns of completing
homework at home)
Intervention Activity: Matt and his parents would be
provided with a reminder card on which Matt can keep track
of assignments that have been completed. The card can be
filled in by stickers of Matt’s choice. As each week is filled
up, Matt would be able to pick an activity such as extra
computer time to celebrate his accomplishment. Having
similar activities at school would help to positively reinforce
the behavior.
Practice model/Frame of Reference: Sensory integration –
increase ability to organize oneself, increase ability to
participate in activities, deal with sensory processing and
motor planning difficulties
Acquisitional frame of reference – through positive
reinforcement, a behavior or a skill can be learned,
reinforcement at both school and home will likely bring about
better results
Intervention Type: Therapeutic use of self (I would use my
experience as a mother to help Matt design a card that would
be useful and motivating to him); Purposeful activity (Filling
out a reminder card help Matt to develop his occupational
performance in school tasks)
Intervention Approach: Establish (the use of a card
reminder system would help Matt to establish good patterns of
doing school tasks)
Intervention Activity: Matt and his teacher would be
provided with a reminder card on which Matt can keep track
of school tasks that he completes per the teacher’s guidelines.
When a certain number of tasks have been completed, as
agreed upon by Matt and his teacher, Matt would be able to
Within 3 months Matt will complete 4/5
school work tasks per week for three
consecutive weeks with minimal assistance
per teacher report.
Intervention Format Adapted from Sames, J. M. (2005). Documenting occupational therapy practice (pg. 104). Upper
Saddle River, NJ: Pearson/Prentice Hall.
4
Short-term objectives for Problem #2
Within 3 months Matt will play with peers
at school for 10 minutes with no behavioral
eruptions with minimal verbal cues from
teacher in 3/5 days for three consecutive
weeks.
Within 3 months Matt will interact with
children in a home or community setting
for 10 minutes with no behavioral
eruptions with minimal verbal cues from
parent or adult in 3/5 opportunities for
three consecutive weeks..
pick a treat such as free time in the class room. Having
similar activities at home would help to positively reinforce
behavior.
Intervention approach (es)/practice model with rationale
Practice model/Frame of Reference: Sensory integration –
increase ability to organize oneself, increase ability to
participate in activities, deal with sensory processing and
motor planning difficulties
Social participation model – increase social participation,
increase self-regulation
Intervention Type: Therapeutic use of self (I would use my
experience as a mother and my judgment to help Matt create a
social story); Purposeful activity (the use of a social story
would enable Matt to practice skills to interact with other
children before interacting with them to increase his
occupational performance of social interaction)
Intervention Approach: Establish (the use of a social story
would help to establish social skills for Matt in interacting
with others)
Intervention Activity: Matt would create, with help from
therapist and teacher, a social story about playing with
children at school. The social story would include what would
happen if Matt pushed children he was playing with and what
would happen if Matt was nice to the children. Matt would
read the social story before interacting with children to remind
him of proper behavior in the situation. Having a similar
activity to use at home would help to generalize the behavior.
Practice model/Frame of Reference: Sensory integration –
increase ability to organize oneself, increase ability to
participate in activities, deal with sensory processing and
motor planning difficulties
Social participation model – increase social participation,
increase self-regulation
Intervention Type: Therapeutic use of self (I would use my
experience as a mother and my judgment to help Matt create a
social story); Purposeful activity (the use of a social story
would enable Matt to practice skills to interact with other
children before interacting with them to increase his
occupational performance of social interaction)
Intervention Approach: Establish (the use of a social story
would help to establish social skills for Matt in interacting
with others)
Intervention Activity: Matt would create, with help from
therapist and mother, a social story about playing with kids in
the neighborhood. The social story would include what would
happen if Matt hit kids that made him frustrated and what Matt
could do instead of hitting the kids and come up with a
socially acceptable way of interacting with the children in the
social story. Matt would read the story to his mother before
playing with children to remind him of proper behavior.
Having a similar activity to use at school would help him to
generalize the behavior.
Intervention Format Adapted from Sames, J. M. (2005). Documenting occupational therapy practice (pg. 104). Upper
Saddle River, NJ: Pearson/Prentice Hall.
5
Service delivery mechanisms:
Service provider (s): Ruth Walton, OTS
Location: School and home
weekly
Frequency and duration of services: 45 minutes,
Plan for discharge (criteria and follow-up): Goals will be evaluated monthly. Matt will be discharged upon
satisfactory completion of goals or of demonstrating progress of therapeutic goals.
Outcome measures (highlight or bold those that apply)
1. adaptation
2. client satisfaction
3. health and wellness
4. occupational performance
5. prevention
6. quality of life
7. role competence
Name and position of person(s) developing plan: Ruth Walton, OTS
Date plan developed: 11/15/13_____________ Date plan modified or reviewed: _________________
Intervention Format Adapted from Sames, J. M. (2005). Documenting occupational therapy practice (pg. 104). Upper
Saddle River, NJ: Pearson/Prentice Hall.
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