OCCUPATIONAL THERAPY

Treatment Session Plan

Clients Name: Sean Supervising Therapist: Heidi Woolley

Student Therapist: Krystle Mitchell, OTS
Date of session: 10/18/16 Time: 4:00
Clients Goals:

1. Within 6 months, Sean will independently write 1 sentence composed of at least 6 words with 80% formation
and 80% line adherence on 4/5 opportunities as measured by writing samples in order to improve handwriting
for increased participation in school occupations.
2. Within 6 months, Sean will attend to and complete a non-preferred, therapist-directed task for at least 8
minutes, with no more than 3 verbal prompts, on 4/5 opportunities as measured by clinical observation in order
to improve participation in home and school occupations.
3. Within 6 months, Sean will independently complete his morning routine with no more than 1 verbal prompt
for thoroughness, on 4/5 opportunities as reported by parent to improve independence with self-care tasks.
4. Within 6 months, Sean will tie his shoes with Min A on 4/5 opportunities as reported by parent or therapist in
order to improve participation in dressing.
5. Within 6 months, Sean will independently utilize strategies to improve visual perception and visual motor
performance in order to complete activities of daily living on 4/5 opportunities as reported by parent, teacher, or
therapist.

Clients Occupations to be treated include: (check all that apply)

ADLs/Self Care: (bathing, showering, toileting & hygiene, swallowing/eating, feeding, Personal device care & managing personal belongings,
personal organization functional mobility, personal hygiene and grooming)
Instrumental ADLS & Graphic Communication: (Care of others, Care of pets, child rearing, Communication management, driving & community
mobility, financial management, health management & maintenance, home establishment & management, meal prep & cleanup, religious/spiritual
activities & expression, safety & emergency maintenance/awareness, & shopping & Handwriting, Keyboarding, Drawing, Coloring, Art, etc).
Rest & Sleep: (Rest, sleep preparation, sleep participation)
Education: Formal Education- Participating in academic (e.g., math, reading, degree coursework), nonacademic (e.g.,recess, lunchroom, hallway),
extracurricular (e.g., sports, band, cheerleading, dances), and vocational (prevocational and vocational) educational activities.
Informal Education- (beyond formal education e.g. Identifying topics and methods for obtaining topic-related information or skills).
Informal personal education participation- Participating in informal classes, programs, and activities that provide instruction or training in identified areas of
interest.
Work: (Employment interests & pursuits, Employment seeking & acquisition, job performance, retirement preparation and adjustment, volunteer
exploration & participation).
Play & Social Participation: (Social Awareness, Building/Maintaining Relationships, Turn-taking, imaginative play, sharing materials, exploring
new play ideas/opportunities, play exploration, social participation in community, family and with peers)
Leisure: (Leisure exploration & participation)
Client Factors & Performance Skills/Patterns addressed: (check all that apply)
Motor/Muscle/Movement Skills Sensory Skills Social Skills
Core Stability Manipulation Temperature Pressure Engages/Approaches Others
Endurance Coordination Hearing Taste Concludes/Transitions/Takes turns
Position/Aligns Motor Planning Vestibular Smell Communicates (verbal/non-verbal)
Joint Mobility Reaching/grasp Tactile Pain Looks/Turns (Makes eye-contact)
Joint Stability Reflexes Proprioceptive Visual Emotional Expression
Tone & Strength Controlled Discrimination Modulation Physical behavior (regulates movement, position,
Movement touch)
Other: Other: Other:
Processing/Cognitive/Mental functions: Visual Perceptual/Visual Motor Skills
Attends Experience of self & time Oculomotor Skills Object Perception
Memory Emotional regulation Visual Attention Eye-hand Coordination
Sequences Tasks Energy & drive Visual Discrimination Copying Shapes
Executive Functions Notices/responds to cues Visual Motor Speed Spatial Relations
Chooses/Uses materials Pacing of activities Visual Memory Form Constancy
Locates/Gathers materials Organizes Materials Depth Perception Visual Acuity
Adjusts/Accommodates Navigates Environment Visual Closure Sequential Memory
Initiates/Continues/Terminates Orientation to self, other, Figure Ground Visual Closure
Tasks/Activities time & place
Other: Other:

Division of Occupational Therapys LIFE SKILLS CLINIC

540 Arapeen Drive Suite 200
Main Clinic Number 801-585-6837FAX 801-585-6813www.LifeSkillsClinic@utah.edu
 OCCUPATIONAL THERAPY
Treatment Session Plan

Materials: jump rope, q-tips, paint, picture sheets, obstacle course items (stepping stones, chairs, jump
ropes/yarn, scooter board, pom poms) yarn, plates, google eyes, hole puncher, scissors, glue, etc. bed bugs
game, Yoga poses.

Intervention Description & Time Approach: Type: Practice Goal(s)

-Accurately described & analyzed CORRELATE with stated Create/Promote Occupations/ Model: addressed:
Practice model(s) Establish, Activities
-Described step by step in enough detail so that if another therapist Restore Preparatory/ Sensory ALL
had to take over the session they would know what to do (remediation) methods & tasks Processing;
- Describe what SKILLED adaptations to make for that individual Maintain Education/ Sensory Motor
client to each activity). HINT: if done well you can copy/ paste into Modify training
(adaptation, Group
Based
SOAP note, make minor adjustments to actually reflect what Intervention,
compensation) Intervention
happened in the session and this will save you A LOT of time!) Prevent Motor
control/motor
learning, bio-
mechanical
Warm up (5-10 Minutes): Activity Demands: Purpose & Targeted Skill
Gross/Sensory Motor Activity: (OTPF table 7) Development:
Relevance: Fun and engaging (This NEEDS to correlate with the stated
Obstacle Course x5 - Client will spider walk Objects: handled bouncy ball, Practice model)
(supine on hand and legs) to weave around 4 sensory box with small objects,
stepping stones to othe side of room. Client will container with opening no bigger Client will warm up body through
spin a web by weaving jump rope between two than 6, stepping stones gross motor, sensory,
poles (table/chair/other). Client will ride on Space demands: large room proprioceptive, fine motor, and
scooter board in prone weaving again through Social demands: Interaction with vestibular system to increase
stepping stones. Client will retrieve fly (pom pom therapist and following rules participation in therapy session.
ball) with pinch grasp and step on stones to place Sequencing/Timing: sequence
pom pom through the net. of tasks
Skills: sensory motor, balance,
Skilled Intervention: motor planning and control,
Facilitate proprioceptive, vestibular sensory motor attention, sequencing, endurance,
input promoting motor planning with smooth and coordination
sequential movements. Challenges postural Body Function/Structures:
reactions and balance. Utilize tripod grasp to mobility of joints, cognitive level to
manipulate item and focus on task while follow directions, listen and
performing smooth and coordinated movements. respond
Utilize visual peceptual skills to aim for target cup.

Activity 1 (15-20 minutes): Approach: Type: Practice Goal(s)

Fine motor activity: Create/Promote Occupations/ Model: addressed:
Establish, Activities
Restore Preparatory/ Biomechanical, 2, 3, 4, and 5
Build a Spider and his web Fine Motor Activity: (remediation) methods & tasks Motor control,
Client will create a spider and web craft using Maintain Education/ and Sensory
paper, glue, string, scissors, paper plate, and Modify training
Processing,
other craft materials. (adaptation, Group
compensation) Intervention visual
Prevent perceptual
Hole punch a paper plate around the edge. Tie model, 4
one side of the string to hold place and allow Quadrant
client to thread yarn back and forth to create a learning
web. Use pipe cleaner to twist and form a spider. (following
directions &
Skilled Intervention: sequencing)

Division of Occupational Therapys LIFE SKILLS CLINIC

540 Arapeen Drive Suite 200
Main Clinic Number 801-585-6837FAX 801-585-6813www.LifeSkillsClinic@utah.edu
 OCCUPATIONAL THERAPY
Treatment Session Plan

1. Facilitate fine motor strength and coordination Activity Demands:
to create craft (thread string, place small eyes) (OTPF table 7)
2. Facilitate hand eye coordination and visual Relevance: visually stimulating,
perception to accurately find and place paint, fun, educational, practical
glue, and craft pieces. application
3. Facilitate the ability to sequence correct steps Objects: glue, paper, hat, string,
to create craft googly eyes
4. Facilitate bilateral coordination skills to thread Space demands: Kitchen and
monster tail with string along the edge of the table
monster craft Social demands: following
5. Facilitate opportunity to handle and tie string directions, communicating,
possible sharing, taking care of
shared space
Sequencing/Timing: follow
specific order of steps and
directions
Skills: pinching the food coloring,
aim for correct spot in tin, gripping
pencil,
Body Function/Structures:
postural stability, fine motor
manipulation, visual motor
application
Activity 2 (15 minutes): Approach: Type:
Create/Promote Occupations/
Play bed bug game: Establish, Activities
Restore Preparatory/
Client will use tweezers to grab specific colored (remediation) methods & tasks
bugs as identified by therapist from the game set Maintain Education/
and place in a straight line on table. (depending Modify training
on how the activity goes, can turn on or off the (adaptation, Group
compensation) Intervention
bed bug game)
Prevent
Skilled Intervention:
1. Facilitate hand-eye coordination
2. Facilitate postural stability and core balance Activity Demands:
(OTPF table 7)
3. Provide increase awareness of visual stimuli
Relevance: Fun, engaging, fine
and strategies for scanning. Work on visual
motor application, scanning
perceptual skills.
activity
Objects: Bed bug game
Space demands: medium room
Social demands: taking turns,
communicating with multiple
people, following directions
Sequencing/Timing: Following
instructions
Skills: Gripping multiple card,
visually scanning, seeing like
pictures
Body Function/Structures:
cognitive, visual
Purpose & Targeted Skill
Development:
(This NEEDS to correlate with the stated
Practice model(s)
Client will increase hand and
finger coordination,
manipulation, and strength
through the use of small craft
pieces and threading string &
repetitive movements
Client will increase visual
perceptual skills and hand-eye
coordination through correct
location and placement of
monster details
Client will increase continual
attention through appropriate
sensory supports.
Practice Goal(s)
Model: addressed:
Biomechanical, 1, 2, and 5
Sensory
Integration,
Visual
perceptual
model, motor
control/motor
learning
Purpose & Targeted Skill
Development:
(This NEEDS to correlate with the stated
Practice model(s)
Client will increase scanning
and visual perceptual skills to
identify appropriate game pieces
and accurately gather items.
Client will increase attention to
instructed tasks and continue
focus on directions given.
Client will increase fine motor
accuracy and strength through
manipulation of game tools

Activity 3 (10-15 minutes): Approach: Type: Practice Goal(s)

Create/Promote Occupations/ Model: addressed:
Paint dot activity Establish, Activities
Restore Preparatory/ Biomechanical, 1, 2, 4, and 5
Division of Occupational Therapys LIFE SKILLS CLINIC
540 Arapeen Drive Suite 200
Main Clinic Number 801-585-6837FAX 801-585-6813www.LifeSkillsClinic@utah.edu
 OCCUPATIONAL THERAPY
Treatment Session Plan

(remediation) methods & tasks Handwriting,

Maintain Education/
Have client use q-tip or end of pencil to Modify training
Motor Control,
accurately place paint dots in the spaces of the (adaptation, Group Sensory-
Halloween worksheet. compensation) Intervention Based, 4
Prevent quadrant model
Skilled Intervention: (sequencing)
1. Facilitate tripod grasp of a small writing utensil Activity Demands: Purpose & Targeted Skill
2. Facilitate hand eye coordination and visual (OTPF table 7) Development:
perception to accurately aim for the correct spot Relevance: visually stimulating, (This NEEDS to correlate with the stated
3. Facilitate the ability to sequence and sustain fun and engaging, Practice model(s)
attention through a task. Objects: paint, q-tip or pencil, or
paintbrush, print out Client will increase hand and
Space demands: medium room finger coordination,
and table manipulation, and strength
Social demands: following through the use of small painting
directions, communications, utensil
sharing
Sequencing/Timing: Following Client will increase visual
appropriate steps perceptual skills and hand-eye
Skills: grasping paint utensil coordination through correct
Body Function/Structures: location and placement of paint.
postural stability, fine motor,
manipulation Client will increase continual
attention through appropriate
sensory supports.
Cool Down (5 minutes): Approach: Type: Practice Goal(s)
Create/Promote Occupations/ Model(s): addressed:
Client will do 5 Halloween yoga poses Establish, Activities
Sensory Motor ALL
Restore Preparatory/
1. Pumpkin (curl up in a ball, hug legs) (remediation) methods & tasks Based
2. Bat (lay on tummy and spread out wings) Maintain Education/ Intervention,
3. Frankenstein (Sit on bottom and stick Modify training
Biomechanical,
arms out straight to touch toes or legs) (adaptation, Group
compensation) Intervention and motor
4. Creepy Tree ( Stand on one leg with Prevent control
hands out to side, hands drooped)
5. Zombie (lay on back with arms up and do Activity Demands: Purpose & Targeted Skill
a sit up) (OTPF table 7) Development:
Relevance: Fun, relaxing, and (This NEEDS to correlate with the stated
1. Facilitate sensory input to provide a calming calming Practice model(s)
transition to the end of the session Objects:
2. Facilitate continual gross motor coordination Space demands: medium room Client will cool down body
and core strength Social demands: following through gross motor, sensory,
instructions and copy movement proprioceptive, and vestibular
of therapist system input cool down and
Sequencing/Timing: Correct transition from participation in
smooth sequence of body therapy session.
movement
Skills: sensory motor,
proprioceptive, balance,
coordination
Body Function/Structures:
Hands, feet, eyes
Home Program/Homework:

Division of Occupational Therapys LIFE SKILLS CLINIC

540 Arapeen Drive Suite 200
Main Clinic Number 801-585-6837FAX 801-585-6813www.LifeSkillsClinic@utah.edu
 OCCUPATIONAL THERAPY
Treatment Session Plan

Educational Materials (as applicable AT LEAST MONTHLY):

Student Therapist Signature: Date:

Supervising Therapist Signature: Date:

Visual Schedule:

Division of Occupational Therapys LIFE SKILLS CLINIC

540 Arapeen Drive Suite 200
Main Clinic Number 801-585-6837FAX 801-585-6813www.LifeSkillsClinic@utah.edu
 OCCUPATIONAL THERAPY
Treatment Session Plan

Division of Occupational Therapys LIFE SKILLS CLINIC

540 Arapeen Drive Suite 200
Main Clinic Number 801-585-6837FAX 801-585-6813www.LifeSkillsClinic@utah.edu
 OCCUPATIONAL THERAPY
Treatment Session Plan

Division of Occupational Therapys LIFE SKILLS CLINIC

540 Arapeen Drive Suite 200
Main Clinic Number 801-585-6837FAX 801-585-6813www.LifeSkillsClinic@utah.edu
 OCCUPATIONAL THERAPY
Treatment Session Plan

Division of Occupational Therapys LIFE SKILLS CLINIC

540 Arapeen Drive Suite 200
Main Clinic Number 801-585-6837FAX 801-585-6813www.LifeSkillsClinic@utah.edu