Natasha Arastehmanesh

Occt 506
Occupational Profile
1. Client name: Parvin Nikfarjam
2. Age: 81
3. Sex: Female
Briefly discuss each of the following:
4. Who is the client?
Parvin is an 81-year-old Iranian American women who lives in Los Angeles, California
with her husband. She was born in Iran and moved to California 17 years ago. Together the
couple has four children and 11 grandchildren. In her free time, she enjoys taking English
classes, going to her local senior center, sewing and knitting clothing, and cooking for her
husband and family. She is an observant Jewish woman and attends services at the local
synagogue in her community on Saturday mornings as well as high-holidays. Her family is of
the utmost importance to her, which complements her cultures values.
5. Why is the client seeking services and/or what is are the clients concerns relative to
engaging in occupations and in daily life activities?
Parvin was diagnosed with Parkinsons disease and dysphasia one year ago. Parvin
experiences mild tremors in her bilateral upper extremities however she is able to eat, walk,
and participate in social family gatherings and events. Parvins concerns are related to
engaging in activities that involve cooking gourmet meals that take hours to prepare and
cook. She is concerned about fulfilling her roles and meeting the expectations of her culture
as a woman and housewife.
6. In what occupations does the client feel successful and what barriers are affecting his or her
success?
Parvin feels successful in independently completing self-care skills, although feeding can
be negatively impacted by her medications and emotional state. Occasionally Parvin uses a
forward-wheeled-walker for mobility and transportation of objects. Parvin is successful in
completing all instrumental activities of daily living (IADLs) except care of others, meal
preparation and cleanup, and shopping. Parvin no longer feels successful in cooking for her
family and husband. She now is unable to complete shopping and complex meal preparation
and cleanup that requires an extended amount of energy, and fine motor skills because of her
tremors and the affects from her medication. Her lack of strength, endurance and range of
motion also affect her stamina in activities such as stirring, mixing and standing on her feet
for a long time. Her diagnosis of Parkinsons has shifted her role to prioritize her needs first

before attending to others. Taking care of her husband is important to her and now she does
not feel that she fulfills her role as a wife.
7. What aspects of her environments or contexts does the client see as supporting engagement
in desired occupations and what aspects are inhibiting engagement?
There are many aspects in Parvins environment that inhibit and promote engagement in
her desired occupations. Parvin views the help she gets from family, friends, and neighbors in
her environment as support in her desired occupation of shopping and meal preparation. An
example of how her family assists her is by providing transportation to the supermarket
instead of her usual routine of taking the public bus or walking. This supports her
engagement in shopping, because it saves her time and energy from having to take the public
bus. Her physical environment is inhibiting engagement in functional mobility because she
lives on the third floor of an apartment building that has no elevator. Her social environment
is inhibited by the fact that her only daughter lives in Iran, and the two have not been able to
see each other in 17 years. She has stated that this aspect inhibits her engagement because if
her daughter was able to visit her, she would help Parvin with her meal preparation and any
activities related to the task. Her personal context is inhibitory due to her socio-economic
status. She can afford to only use the public bus which is energy and time consuming. Her
cultural context both supports and inhibits her engagement in occupations. The fact that her
culture expects her to provide care for family members adds pressure to her performance as a
house wife, mother, and grandmother. However, she enjoys spending time with her family
and contributing to their well-being and prides herself in doing so.
8. What is the clients occupational history?
Parvin was born in Iran and her occupational performances derives from her culture and
customs. She was raised to believe that she must grow up to be the perfect housewife. She
was taught to cook, clean, and to respect her husband as head of household. She fulfilled that
role and has strived to be the perfect housewife. One of her primary duties included preparing
and cooking grandiose meals for holidays and family gatherings. It was also her duty to pass
on her cooking skills and knowledge to her children and grandchildren so that one day they
could learn to continue family traditions. She does not have a full time job outside of her
home and states that she feels her job is to care and provide for her family.
9. What are the clients values and interests?
Parvin values spending time with her family. This involves having family and friends
over Friday nights to celebrate the tradition of Shabbat, Sunday brunches and other high holy
holidays. Her interests are discovering new recipes she finds in magazines and
experimenting with them. She does this by modifying recipes so that they can have a unique
taste and flavor. She also enjoys continuing her education in learning languages, especially
English. She attends English class at least once a week and completes assignments pertaining

to her class. Another interest of hers is sewing and knitting, she likes to buy different fabrics
to make clothing for her grandchildren.
10. What are the clients daily life roles?
Parvins daily life roles include being a house wife. This entails shopping, preparing
meals, hosting family gatherings, and completing daily chores. She takes care of the
financial responsibilities including using monetary resources and planning long and short
term goals of their expenses. She takes care of her husband on a daily basis, making sure he
is fed, has clean clothing, and is taking all his medications on time.
11. What are the clients patterns of engagement in occupations.
Parvin wakes up at 6:00 a.m. every morning. This has been a habit of hers for many
years. As soon as she wakes up she follows a similar routine each day. She stretches every
morning for about 15 minutes, takes a shower, then starts to prepare breakfast. After this she
walks to the local supermarket where she shops for groceries for herself and her husband.
When she comes home she puts away the groceries and starts preparing meals for that day.
She makes enough so that there are leftovers for her children and grandchildren to come eat
in case they have not been able to make something for themselves. Depending on the day of
the week she will either go to local senior center care or attend an English class. Sometimes
when she does not feel that she wants to go to either, she will go to her sisters house or to
her childrens home.
12. What are the clients priorities and desired targeted outcomes related to occupational
performance?
Parvins main concern is to ensure her families well-being and health are met on a daily
basis. Being able to cook and clean independently is a day-to-day priority related to her
occupational performance as a housewife. She wants to be able to host family gatherings and
provide meals without any barriers and wants to have full control of her occupational
performance without assistant.

Occupational Analysis
1. Occupation: Making an omelet
Categorization of occupation for the client:
1. Activities of daily living
2. Instrumental activities of daily living
3. Education
4. Work
5. Play
6. Leisure

Subcategory:
Meal preparation

7. Social participation
2. Values, beliefs, spirituality associated with participation:
Values- She values generosity with what she has with her family and friends. She values respect
and displaying compassion to those in need. She gives this through her love and compassion of
cooking and providing for her family.
Beliefs-She believes that being family oriented is important in preserving a good relationship
between family members. As the role of the housewife, it is her duty to ensure that the family is
taken care of and their needs are met. A part of this includes having family over and creating big
meals to fulfill this belief.
Spirituality-In Judaism, which is Parvins religion, it is important to be with family and friends
during high holidays and every Friday night for the Shabbat. This entails having the host provide
a large meal that requires a lot of time and energy. During these gathering electronics are
forbidden to be used so that the concentration and focus is on enjoying time with family and
friends and taking in the holiness of the Shabbat.
Roles that women have, culture, taking care of husband
3. Contexts:
Context
Physical/space
demands

Social

Cultural

Personal

Supports
All her appliances work and
she has all the tools and
equipment in her home that
she needs in order to
complete the task.
Neighbors and friends help
her out by carrying her
groceries up to her apartment.
Her culture emphasizes
family time and supports her
desire to cook for others.

Educational courses related to

cooking.

Inhibits
Her small kitchen is a
physical/space demand
hindrance to making an omelet.

Husband distracts her by

talking to her while she is
cooking.
In her culture, her role as a
grandma emphasizes her
responsibility for always
hosting family traditions which
can be tiring for her during the
seasons where there are many
holidays.
Being a housewife, her role
expects her to cook meals for
her family. This is inhibiting
considering her age and the
fact that she has to take on that
role on a daily basis.

Temporal

She is not obligated to a full

time job, she has the
availability to cook for herself
and others.

Virtual

N/A

Aging and being in a later

stage of life is an inhibiting
factor; her body does not
function the same way it used
to. Parkinsons disease is also
an inhibiting factor.
N/A

4. Objects and their properties used:

Tools-one large plastic mixing bowl, one plastic spatula, one pan, one metal fork, one large
cutting board, one sharp knife, and one round plate.
Materials- Four eggs, a handful of mushrooms, a handful of bell peppers, and oil.
Equipment- Gas stove.
Properties- smooth granite counter top. (Properties for each tool is listed in the description of
tools)
5. Social demands:
There are social expectations to not drop the food on the floor and to make sure Parvin
washes her hands before she starts cooking. There is also an expectation to not use the same fork
she used to taste the omelet back into the omelet when she is sharing the meal with others. Once
she starts to eat the meal with others, it is considered rude to speak while having ones mouth
full. In Parvins culture it is expected that the older adults take their portion of food first and then
the younger adults can take after. She is expected to complete all the tasks related to preparing
and cooking the meal on her own however the social demands of her family expect each family
to bring a small gift in exchange for her hard work and tenacity in making the meal.
6. Sequence and timing:
1. Open cabinet.
2. Collect a pan.
3. Grasp the cutting board.
4. Pick up a large plastic mixing bowl.
5. Place them all on the countertop next to the stove.
6. Open the drawer.
7. Collect spatula.
8. Collect fork.
9. Collect knife.
10. Place them on the countertop.
11. Walk over to refrigerator.
12. Open the refrigerator.
13. Open the bottom drawer.
14. Grasp a box of mushrooms.
15. Grasp a handful of bell peppers from bottom drawer.

16. Grasp 4 eggs.

17. Place all supplies on countertop.
18. Walk over to the pantry.
19. Grasp the olive oil.
20. Place it on the countertop.
21. Take a handful of mushrooms from the carton.
22. Turn on water faucet.
23. Hold the mushrooms under the water for 10 seconds.
24. Turn off faucet (has difficulty in doing so).
25. Place washed mushrooms on cutting board.
26. Grasp knife from countertop.
27. Start slicing mushrooms.
28. Grasp the bell peppers.
29. Repeat steps 22-27 with bell peppers.
30. Walk over to the gas stove.
31. Pick up pan by grasping the handle of the pan with one hand.
32. Place pan on stove.
33. Turn on burner of stove by turning the burner knob to the right slowly until a clicking
sound is heard.
34. Pick up oil.
35. Pour appropriate amount of oil on pan.
36. Put oil down on countertop.
37. Pick up the cutting board.
38. Pour vegetables into the pan.
39. Walk over to sink.
40. Place cutting board in sink
41. Allow vegetables to fry for five minutes
42. Take a five minute break at this point
43. After five minutes, grasp an egg with one hand
44. Tap the egg against the edge of the counter until a crack is formed.
45. Bring the egg above the bowl quickly.
46. Place thumb into crack.
47. Pull shell apart bilaterally.
48. Let the egg fall into the bowl.
49. Repeat steps 44-48 with for the second, third, and fourth egg.
50. Walk over to the trashcan.
51. Throw away egg shells in the trashcan.
52. Walk back over to the counter.
53. Pick up the fork with her right hand.
54. Place fork into bowl and moved fork in a fast circular motion.
55. Set fork down on counter
56. Pick up bowl with beated eggs.
57. Pour eggs into pan carefully.
58. Grasp handle of pan with left hand.
59. Pick up spatula with right hand.
60. Place spatula into the pan.
61. Stir the eggs and vegetables slowly with the tip of the scapula
62. Watch for egg to evenly spread on the vegetables.

63. Place lid ono top of pan.

64. Let it cook for about five to seven minutes.
65. Parvin ignored the phone ringing.
66. Turn knob of stove to the off position until the flame goes out.
67. Take the lid off of the pan.
68. Walk over to cabinet.
69. Take a plate from the cabinet.
70. Place it on countertop.
71. Pick up pan by grasping the handle with her right hand.
72. Tilt the pan over the plate.
73. Pick up spatula.
74. Scrape the eggs out of the pan using the spatula.
75. Walk over to the sink.
76. Place pan in sink.
77. Walk back over to the counter where the plate with the eggs are.
78. Pick up the plate.
79. Walk over to dining room.
80. Placed plate on dining room table.
7. Body functions required:
Function
Judgment

Concept formation

Metacognition

How It Is
Used
Parvin would
weigh out her
options to
determine if
the vegetables
were edible
(i.e. if there
was mold
present).
Understandin
g that the
same
ingredients
can form
similar types
of dishes.
If the omelet
began to burn,
Parvin would
have to
strategize

None

Minimally
Challenged
x

Greatly
Challenged

Cognitive flexibility

Insight/awareness

Concentration

what the
safest practice
would be.
After adding
the vegetables
to the oil, the
vegetables
may have
burned so she
would quickly
have to
change her
plan to make
sure the final
product
comes out as
intended.
Parvin may
display
emergent
awareness if
she is able to
recognize that
she has
forgotten the
steps to
making an
omelet.
Parvin
sustained
attention on
the task at
hand to be
able to
complete the
activity. For
example this
included
concentrating
on pouring
the right
amount of oil
into the pan.

Sustained attention

Selective attention

Divided attention

Short-term memory

Working memory

Parvin had the

capacity to
sustain
attention on
each step of
the task
before
continuing to
the next step.
Parvin
ignored
external
stimuli such
as the phone
ringing and
only focused
on the
activity.
Parvin kept an
eye on the
stove while
she was
putting away
tools and
materials.
Parvin
recalled what
ingredient she
had just added
and what
ingredients
she has
already added
to the pan.
Parvin
recalled the
next step that
needed to be
taken to make
the omelet.
For example
remembering
that she

Long-term memory

Discrimination of senses:
Auditory
Discrimination of senses: Tactile

Discrimination of senses: Visual

needed to add
mushrooms to
the omelet.
Then walking
over to the
refrigerator
and recalling
that she
wanted to
grasp the box
of
mushrooms.
Parvin used
her long-term
memory to
recall the
steps in
making an
omelet.
N/A
Parvin made
sure the pan
has oil in it
before she put
the vegetables
on it to cook.
She also
needed to
discriminate
between the
textures of the
vegetablessoft and
mushy or
firm.
Parvin was
able to see the
ingredients
and utensils
and recognize
what
ingredients

x
x

Discrimination of senses:
Olfactory

Discrimination of senses:
Vestibular-proprioception

Multisensory processing

had been
added to the
pan vs. what
ingredients
had not been
added to the
pan.
Parvin was
able to use her
sense of smell
to identify the
burnt scent of
the omelet
coming from
the stove.
Parvin was
able to
position
herself and
maintain
balance while
standing over
the counter to
make the
omelet. Her
proprioceptio
n sense
allowed her to
be aware of
flexing and
extending her
limbs as she
was reaching
for
ingredients
and materials.
During the
activity of
making an
omelet,
Parvin
utilized her
sense of touch

Sensory Memory

Spatial relationships

Temporal relationships

to determine
that the
vegetables
were firm,
fresh, and
ready to be
cut, and she
used visual
discrimination
to recognize
whether the
omelet had
been cooked
or not.
Parvin felt for
the texture of
the vegetables
before she
washed and
cut them.
This tactile
sensation
allowed her to
make a
decision on
what step to
take next.
The distance
and position
of ingredients
and utensils
on the
countertop in
relation to
each other
and Parvin.
Knowledge of
how long
Parvin should
wait for the
vegetables to
fry in the pan
before adding

Recognition

Categorization

Generalization

Awareness of reality
Logical/coherent thought

the eggs.
Recognition
of different
ingredients
and utensils
used to make
the omelet.
Parvins
knowledge
that
vegetables
and
mushrooms
will make the
omelet savory
whereas
having eggs
alone will
make the
omelet plain.
Parvins
capability to
generalize
skills related
to cooking,
which were
previously
acquired and
can now be
utilized to this
new activity.
N/A
When Parvin
started to
collect her
utensils and
cooking
materials she
thought about
the most
efficient way
of working
without

x
x

Appropriate thought content

Mental functions of sequencing

complex movement

Regulation and range of emotion

having to go
back and forth
between
tasks.
When
preparing the
materials for
making the
omelet,
Parvin was
able to think
about what
ingredients
were missing
and what
ingredients
need to be
shopped for.
When Parvin
was engaging
in making the
omelet,
mental and
motor plans
were utilized
in chopping
the
ingredients,
adding them
to the pan,
and turning
the stove on
and off
successfully.
Parvin dealt
with vexation
when
vegetables
were not fresh
and firm.
Emotions
ranged from
therapeutic

Appropriateness of emotion
Coping
Behavioral regulation

Body image
Self-concept
Self-esteem

and calming
to irritating.
Neutral affect.
N/A
x
Parvin dealt
with the
frustration of
the omelet not
coming out as
intended. She
regulated her
emotions for
example
being
disappointed
and angry
when the
omelet did not
turn out as
planned.
N/A
x
N/A
x
Parvin had the
self- esteem
to make
decisions
when faced
with
challenges
during the
activity. In
addition, she
displayed
confidence
when being
creative in
making
decisions on
how to fix the
omelet if it
did not come
out as
intended.

x
x

Arousal

Consciousness

Orientation to self
Orientation to place
Orientation to time
Orientation to others
Energy level

Function
Motivation

A certain
level of
arousal was
needed to be
sustained
while the
omelet was
cooking on
the stove to
ensure that
Parvin would
turn off the
stove at an
appropriate
time.
A level of
consciousness
was
maintained
throughout
the activity to
follow the
procedure
accordingly
and to
complete the
activity of
making and
omelet.
N/A
N/A
N/A
N/A
Energy and
alertness was
required to
successfully
chop the
vegetables.
How It Is
Used
Intrinsic
motivation

x
x
x
x
x

None

Minimally
Challenged
x

Greatly
Challenged

Impulse control

Appetite

Sleep
Detection/registration

Visual modulation

drove Parvin
to complete
cooking the
omelet so that
it could be
served to her
family and be
eaten.
Parvin had to
resist the
temptation to
take more
than a fair
share of the
omelet.
Appetite
drove Parvin
towards
making the
omelet to
satisfy a
craving or
need.
N/A
When Parvin
cut the
vegetables,
she was
visually
detecting to
make sure the
desired shape
was obtained.
She was able
to recognize
the
ingredients
needed to
make the
omelet from
the other

x
x

Integration of senses

Awareness at distances

Tolerance of ambient sounds

Location and distance of sounds
Moving against gravity

kitchen
appliances
that were on
the
countertop.
As Parvin
waited for the
vegetables to
fry in the pan,
she used
olfactory, and
visual cues to
smell and see
when the
vegetables
were done
frying so that
she could add
the eggs to the
pan.
Parvin
identified that
her pantry is
farther from
the countertop
of the kitchen
from a spatula
drawer that is
closer in
distance to the
countertop
and to herself.
N/A
x
N/A
x
Parvin was
moving
against
gravity when
she was
standing close
to the
countertop,
walking from

Taste

Smell

Body in space

Comfort with touch

the pantry to
the kitchen,
and using her
arms to hold
the spatula
while mixing
the combined
ingredients in
the pan.
Parvin tasted
the omelet to
ensure that it
was fully
cooked and
not raw and
indigestible.
Parvin
utilized her
sense of smell
in detecting
certain odors
in order to
determine if
the omelet
was cooking.
Parvin was
aware of
where her
limbs were as
she was
reaching for
ingredients or
supplies in
and out of her
sight.
The sensation
of touch was
utilized when
Parvin picked
up the
vegetables
from her
refrigerator to

Localizing pain

Thermal awareness

Joint mobility

check to see if
they were
firm and fresh
in order to eat
and not
mushy, rotten,
or molded.
As Parvin
took the lid
off of the pan,
she may
potentially
feel pain from
her fingers
because the
lid may be hot
and cause a
burning
sensation.
Detection of
pain would
trigger her to
pull away and
use mittens.
When Parvin
went to take
the omelet out
of the pan, the
heat signaled
her to use
gloves so that
she did not
burn herself.
When Parvin
beated the
eggs, her
range of
motion in her
hands and
upper
extremities
were utilized
in order to

Joint stability/alignment

Muscle power

Muscle tone

Muscle endurance

Stretch reflex
ATNR
STNR
Righting and supporting reflex

flex and
extend joints.
Proper
alignment of
joints allowed
Parvin to
reach for
supplies.
Muscle power
was needed to
beat the eggs
in a circular
motion,
having it look
liquefied and
ready to add
to the pan.
Parvin
maintained a
normal level
of tone in her
back when
she bends
down to pick
up the pan
from the
pantry.
Endurance in
Parvins upper
extremity
muscles were
needed to beat
the eggs.
N/A
x
N/A
x
N/A
x
Parvin bent
downward to
pick up the
pan from the
pantry and
then returned
to an erect

Eye-hand coordination

Bilateral coordination

Crossing midline

Fine motor control

upright
position.
Demand for
precise
movement
when cutting
the vegetables
required
Parvin to
utilize eyehand
coordination.
Integrated
when Parvin
used both
hands to cut
the
vegetables.
She used one
hand to hold
the vegetables
while using
another hand
to cut them
with a knife.
When one
side of
Parvins body
reached for
supplies and
ingredients
into the other
sides
territory.
Fine motor
movements
were utilized
when she
stabilized the
mushroom on
the cutting
board with
her left thumb

Gross motor control

Occulomotor control

Gait patterns

Blood pressure
Heart rate
Respiratory rate
Respiratory rhythm

Respiratory depth
Physical endurance, aerobic
capacity
Voice functions
Voice rhythm and fluency
Alternative vocalization
Digestive system

and index
finger.
Utilized when
Parvin walked
from the
countertop to
the stove.
Parvin
scanned the
pantry to find
the
appropriate
ingredients to
make the
omelet.
Used when
Parvin walked
from the
countertop to
the stove.
N/A
N/A
N/A
Tasting the
omelet
required
regulating the
rhythm of
respiration
around
swallowing
the food.
N/A
Endurance
was needed to
beat the eggs.
N/A
N/A
N/A
When Parvin
tasted the
omelet, her
salivary
glands broke

x
x
x
x

x
x

x
x
x
x

Metabolic system

Endocrine system
Function
Urinary functions
Genital and reproductive function
Protective functions of the skin

Repair functions of the skin

down the
challah into
particles.
When Parvin
tasted the
omelet, her
small intestine
absorbed the
nutrients.
N/A
How It Is
Used
N/A
N/A
When Parvin
took the lid
off of the pan,
her epidermis
protected her
dermis in
cases where
she may touch
the hot pan.
N/A

x
None

Minimally
Challenged

x
x
x

8. Muscular analysis of movements required:

Muscle
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

Not used

Minimally
challenged
x
x
x
x
x
x
x
x

Greatly
challenged

x
x
x
x
x
x
x
x

Greatly
Challenged

Trunk flexion
Trunk extension
Trunk rotation
Lower extremities

x
x
x
x

9. Performance skills required:

Skill- Motor
Aligns

Stabilizes

Positions

Reaches

How It Is
Used
While Parvin
stood to add
the vegetables
to the pan,
Parvins body
was aligned
with the
center of
gravity as she
maintained
strong trunk
mobility.
Parvin was
able to
stabilize body
and arms
when adding
the vegetables
to the pan
while
maintaining
balance.
Parvin was
able to
position
herself by the
countertop,
with her feet
grounded on
the floor.
Parvin
abducted her

None

Minimally
Challenged
x

Greatly
Challenged

Bends

Grips

Manipulates

Coordinates

arm when she

reached for
ingredients
from the
pantry or
cabinet.
Parvin flexed
her trunk to
bend over to
pick up a pan
from the
panty.
Parvin used
the pincer
grasp to pinch
onto the
mushroom
with one hand
while the
other hand
was used to
cut the
mushroom.
Parvin
manipulated
the vegetables
by using
dexterous
finger
movements in
order to cut
the
vegetables.
She
coordinated
her upper and
lower
extremity
movements
when
ambulating
around the
kitchen to

Moves

Lifts

Walks

Transports

Calibrates

Flows

make the
omelet.
Parvin moved
ingredients
towards self
on the
countertop.
Parvin lifted
the cutting
board which
had the cut up
vegetables on
it so that she
could place
them in the
pan.
Parvin walked
from the
countertop to
the stove.
Parvin carried
the pan from
the pantry to
the stove.
Parvin applied
enough force
to crack the
egg so that
she could
pour it into
the bowl
making sure
the egg shells
did not spill
over into the
bowl.
Parvin tried to
utilize fluid
arm and wrist
movements in
a synergistic
fashion when
cutting the

Endures

Paces

Skill- Process
Paces

vegetables on
the cutting
board.
Beating the
eggs is a
tedious task
that required
endurance.
Parvin tried to
make the
omelet
maintaining a
consistent and
effective
tempo but got
tired
throughout
the process.
How It Is
None
Used
Parvin tried to
maintain a
constant pace
throughout
the activity to
ensure
completion of
the task in a
timely manner
but was aware
that some
parts of the
process such
as washing
and cutting up
vegetables
took longer
than pouring
oil into the
pan. (she
often took
brakes
between

Minimally
Challenged

Greatly
Challenged
x

Attends

Heeds

Chooses

Uses

Handles

tasks)
Parvin needed
to fully attend
to the task
(i.e. time it
takes for
vegetables to
fry) in order
to
successfully
complete the
activity.
Parvin heeded
to the given
measurements
of the
ingredients
needed to
make the
omelet.
Parvin choose
the
appropriate
materials,
such as a
spatula and a
bowl, which
were
necessary
components
in making an
omelet.
Parvin used a
pan as
intended to
cook the
omelet.
Parvin
supported and
stabilized the
pan if it was
hot with
mittens when

Inquires

Initiates

Continues

Sequences

Terminates

removing the
omelet from
it.
Parvin may
look back at
directions in
her cook book
to clarify the
exact
measurements
in the
instructions.
Once the
vegetables
were done
frying, Parvin
initiated the
next step by
preparing to
crack the eggs
into the bowl
without
hesitation.
Parvin
continuously
beated the
eggs without
interruptions
until it was
ready to be
poured into
the pan.
This task was
performed in
an effective
and logical
order. For
example she
washed the
vegetables
first before
cutting them.
Parvin waited

Searches/locates

Gathers

Organizes

until the
vegetables
were done
frying in the
pan without
inappropriate
persistence or
prematurely
terminating.
Before Parvin
set up her
work station,
she searched
the pantry,
cabinets, and
refrigerator
for all the
required
ingredients
and tools
needed to
make the
omelet.
Parvin
gathered all
the required
ingredients
and tools and
placed them
on the
counter. After
the task was
completed,
the
ingredients
and tools
were
regathered
and placed in
their
appropriate
locations.
Parvin placed

Restores

Navigates

ingredients
logically in
order from
what she
would utilize
first to what
she would
utilize last in
a single work
space. Work
space was not
overly
crowded and
not overly
spread out
either; it was
an appropriate
space to work
in to complete
the task.
After
completion of
the activity,
tools and
materials
were placed
in their
appropriate
location and
the immediate
workspace
was returned
to its original
condition.
Parvin moved
her arm and
body
throughout
the kitchen,
without
bumping into
the

Notices/responds

Adjusts

Accommodates

Benefits

countertop.
When Parvin
noticed smoke
coming from
the stove, she
responded by
immediately
by turning off
the stove.
The work
place was
adjusted as
materials
were utilized
throughout
the task.
Ineffective
task
performance
was prevented
by bringing
all tools and
ingredients to
the workspace
so that Parvin
did not have
to go back
and forth to
the panty
while she was
completing
the task.
If Parvin
noticed that
she was
running low
on an
ingredient, it
would be
useful to go to
the grocery
store before
starting the

Skill- Social interaction- this

activity does not inherently
utilize social interaction skills.
This activity is typically done by
oneself.
Approaches/starts
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
Accommodates
Benefits

task. This
would be
beneficial
because she
would not
have to stop
half-way
through the
task and risk
the omelet not
coming out as
planned.
How It Is
Used

None

x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x

Minimally
Challenged

Greatly
Challenged

10. Performance patterns:

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

Pattern
Useful habit

Describe
Parvin always checked her vegetables to make sure they are fresh
and firm before she utilized them in making her omelet.

Dominating habit

Routine

Ritual

Role

Parvin follows the same procedure and sequence when making an

omelet.
It is a ritual for Parvin to cook for her family every Sunday and for
major holidays.
It is her role to provide for her family which is a norm set by her
culture.

Intervention Plan
1. Identify 1 objective and measurable goal of the intervention:
Parvin will complete simple meal preparation of making an omelet using adaptive equipment
with modified independence within two weeks. For example instead of cutting the mushrooms
and bell peppers, Parvin could purchase pre-chopped vegetables or use a weighted rocker knife
to prevent injury to her fingers and hand due to her tremors. This can be measured through her
increased independence in cooking.
a. According to OTPF what type of outcome is this?
This type of outcome is considered participation and improvement in occupational
performance. Parvin is going to enhance her ability to independently and safely perform the
essential duties of her occupation and increasing her occupational performance when Parkinsons
disease progresses.
2. Intervention approach:

Approach
Create/promote
Establish/restore

Describe

Maintain

Modify

Prevent

This intervention will help maintain her ability to chop vegetables

safely. Using the weighted rocker knife, she will not risk cutting her
fingers when she is chopping vegetables.
This lessens the energy demands of the occupation because she will
be buying pre-chopped vegetables. This cooking modification will
help her safely complete her activity.
This prevents her from integumentary and musculoskeletal injuries
due to unsafe handling of kitchen tools and appliances.

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

Activity
Occupation

Describe
The intervention plan allows her to complete her IADL of meal
preparation and care of others.

Activity

Making an omelet using adaptive equipment.

Preparatory
method

The weighted rocker knife will allow the therapist to educate and train
Parvin to safely engage in her occupation.

Preparatory task

Practicing turning on and off the stovetop to ensure kitchen safety.

Preparing an ingredient list, and if needed shopping for the ingredients
that were missing.

b. Discuss how activity selection relates back to occupational profile and

occupational analysis
Implementing the intervention will permit her to engage in her occupation
safely and also allow her to reengage in activities she enjoys. Now she will be
able to host Sunday brunches or any High Holiday tradition that she enjoyed, and
experiment with different recipes without as much trouble. Most importantly this
will allow her to care for her family the way she believes is most helpful by
feeding them and making sure their well-being is cared for.
c. Discuss how activity selection will support achievement of client identified goals
and goal of the intervention plan
This will allow her to reach her identified goal of providing meals for her
family at family gatherings, and will allow her to do it independently and safely.
This will also support the goal of the intervention plan that whichever adaptive

device or adaptation to her environment that may be implemented, she will still be
able to cook without as much trouble and in a safe manner.
4. Describe how intervention can be graded or adapted and why
The intervention can be graded up by adding more vegetables to cut, or having
her dice the vegetables into smaller pieces. A way of grading down would be to uses
adaptive devices that cut vegetables without her having to cut them or buying eggs that
do not require the individual to crack the egg.
5. Discuss any safety concerns and/or precautions
Safety concerns and precautions related to this activity are the use of sharp objects
and a hot stove which may cause injury. Taking too many items from the refrigerator and
pantry at once while carrying them in her arms to the countertop could be overwhelming
and heavy for the client to endure. Therefore, taking a basket to the refrigerator when
gathering ingredients would be an efficient way to help the client not be overwhelmed
when carrying the items to the counter safely and efficiently.
6. Discuss the role of the occupational therapy practitioner during the intervention
The Occupational therapist (OT) must develop a rapport and trust with the client
during the intervention. The role of the OT is educating, training, implementing and
modifying the clients environment. An example is teaching the client how to utilize
adaptive devices and putting into effect a home exercise plan to implement a new device
so the client will not forget how to use it. In addition the OT can train the client on how to
use the adaptive devices for other food items. The OT should include the client in
decision making and answer any questions they have related to the intervention.
7. Discuss what is expected of the client during the intervention
During the intervention the client is expected to listen, ask questions, participate,
practice, be engaged and on time. The client is also expected to exert effort and try their
best in the therapy session. Lastly the client is expected to respect the OT.