Elizabeth Hares

Intervention Plan & Occupational Analysis

Touro University Nevada
OCCT 506












2

Occupational Profile
Client name: Judith Hares
Age: 55
Sex: Female

1. Who is the client?
The client is a 55 year old female who lives with her husband. She has two children aged 22 and
26 and currently lives with her husband of 34 years in a two story home, but predominately stays
downstairs where the master bedroom resides. The client works full time at Target as a guest
services manager and ambulates for approximately 9 hours while at work.

2. Why is the client seeking services and/or what are the clients concerns relative to
engaging in occupations and in daily life activities?
The client is seeking services to make meal prep easier after her 9 hour days at work on her feet
and legs. She currently cooks for her husband and frequently for her son, her sons girlfriend,
and their two children. She also cooks for a large group of friends and extended family during
the holidays and some weekends as well. Finding ways to make meal prep easier after long days
at work is a goal the client hopes to reach.
3. What areas of occupation are successful and what areas are causing problems or risks?
The clients key problems occur within the instrumental activities of daily living. Meal
preparation is giving the client the most difficulty specifically chopping the food that is going to
be cooked while standing. Another concern is standing to prepare and cook the food, which
proves to be difficult and painful for the client. The client has knee problems after tearing her
ACL three years ago and has foot pain after work. Completions of ADLs are not difficult for the
client and standing does not affect clients areas of occupation.
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4. What contexts and environments support or inhibit participation and engagement in
desired occupations?
The clients kitchen is very large and spread out, requiring ambulation to move from the stove, to
the counter space, to the pantry and refrigerator. The client lives in a two story house, but does
not need to ambulate up and downstairs frequently. Her bedroom and area where she completes
her ADLs is on the first floor, and there are not any steps or stairs to reach her bedroom.
5. What is the clients occupational history?
The clients occupations include walking around the neighborhood with friends, going out to eat
with co-workers, swimming in the backyard with her children and grandchildren, and going to
art galleries in the downtown area. She enjoys cooking for her husband, children and
grandchildren especially during the holidays when she prepares three-course meals for family
members. The client works full-time at a local retail store and enjoys attending work events with
co-workers and family. The client frequently plays racquetball with her husband during the
week after dinner time for about 30 minutes.
6. What are the clients priorities and desired outcomes?
The clients desired outcomes are ways to adapt or to ease the process of meal prep, specifically
standing while she peels, chops and cooks potatoes to make mashed potatoes. After working on
her feet for 9 hours, the client tires easily when preparing meals for her family and finds it
difficult to stay focused on cooking and making the meal properly. The client also feels very
stressed at the end of the day especially after work and meal prep.



4

Occupational Analysis

1. Occupation:
Area(s) of occupation for the client: Subcategory:
1. Activities of daily living
2. Instrumental activities of daily living X Meal preparation (cleaning,
pealing and mashing potatoes)
3. Education
4. Work
5. Play
6. Leisure
7. Social participation


2. Values, beliefs, spirituality associated with participation:

The client values family and caring for her loved ones, she finds cooking an
important part of keeping her family well-nourished and fed with healthy food.
The client beliefs include a family that eats together, stays together; the client
believes eating together is valuable family time which incorporates communication,
chore sharing, and unity.
The client feels that feeding her family gives them that good start to the day and will
have more success.

3. Contexts:
Context Supports Inhibits
Physical/space
demands
Electric can opener
Materials are accessible above
counter space, does not
require a lot of bending
Moderate counter space for
materials and tools
The kitchen is large, and
requires more than 5 steps
to reach materials for meal
prep
The kitchen is an odd
shape, does not meet the
kitchen triangle to reach
materials easily
Social Help from family, if client
plans ahead to ask members
to assist in meal prep and
serving
Client at times has family
members bring prepared food
items to big meals during the
holidays or if friends come
over for dinner.
During holidays, client
takes on the role of
cooking for large parties
Meal prep is much longer
during the holidays due to
increased demand
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Cultural It is English tradition for
family members to bring
appetizers and desserts to
meals, which decreases some
demands of the activity.
In the English culture, friends
and family trade off each
year, alternating who has
Christmas dinner and
thanksgiving at the household.
English holiday meals
require many dishes and
appetizers, requiring the
client to get up and down
throughout the day to
check on items and prepare
food.
The client uses expensive
china for English meals
that require proper cleaning
and warming up before
serving, another added step
to meal prep that tires the
client during specific
holidays and events.
Personal The client feels
accomplishment and
excitement when serving the
finished product of a meal to
family members and friends.
This supports the activity of
meal prep and cooking for the
client.
Large dinners stress the
client out, especially if the
client has to work before
preparing meals, not
having adequate time to
relax and rest in between
meal prep.

Temporal On the clients days off, she
has more time to space out
meal prep and relax in
between each step of meal
prep.
The client works long days
and varying hours, and
therefore does not have a
lot of time at night to relax
before prepping dinner for
the family.

Virtual The client uses electronic
devices to search for recipes.


4. Objects and their properties used:
Equipment: Gas Stove, Refrigerator
Tools: Drainer, chopping knife, boiling pot, potato masher, glass serving bowl, large mixing
bowl, chopping board, water strainer.
Materials: milk, butter, pepper, salt, potatoes.



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5. Social demands:
The client has to take into consideration the needs of the family and adapt the ingredients to the
wants and needs of the family members. Also, she must work around family member schedules
to for meal prep, with further consideration towards the amount of food she must prepare in
relation to who is attending.
6. Sequence and timing: Preparing potatoes for mashed potatoes
1. Retrieve chopping board from cabinet
2. Place chopping board on counter top
3. Retrieve potato bag from pantry
4. Un-tie knot off potato bag
5. Select potatoes and place on chopping board
6. Retrieve potato peeler from utensil drawer
7. Grasp a single potato
8. Use peeler to peel a single potato over the chopping board (repeat this for each
potato client uses: 6-7 in a pot)
9. Retrieve saucepan from cabinets
10. Fill saucepan with water from sink
11. Place saucepan over stove
12. Retrieve chopping knife
13. Chop peeled potatoes into quarters over chopping board
14. Place chopped potatoes into water filled saucepan
15. Pick up chopping board and slide hand over left over peels into trash
16. Place stove on medium heat until water boils
17. Once potatoes are finished, turn heat off
18. Retrieve water strainer from cabinets
19. Place strainer in the sink
20. Empty the contents of the saucepan into the strainer
21. Empty the strained potatoes into large mixing bowl
22. With potato masher, begin mashing potatoes until mashed completely
23. With spoon, mix in butter, milk, pepper, and salt. (amounts vary according to
clients wants and how many people client is serving)
24. Pour finished mashed potatoes into serving bowl
25. Place serving bowl on table for people to eat




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Body functions required:
Function How I t I s Used None Minimally
Challenged
Greatly
Challenged
Judgment The client must know when
and where to slice the
potatoes and how to cut them
X
Concept formation The client will form a concept
of how the potatoes will come
out and how she wants them
to taste
X
Metacognition The client must reflect on
how she likes her mashed
potatoes done and how to get
there
X
Cognitive flexibility The client must be able to
work around kitchen barriers
if something is out of place
when engaging in meal prep
X
Insight/awareness The client must be aware of
where she is, when dinner
time is, and how to peel and
slice the appropriate food
X
Sustained attention The client must sustain
enough attention to finish
peeling and cutting the
potatoes safely
X
Selective attention The client must be able to
block out background noise of
television, kids, or other
family members talking
X
Divided attention The client must be able to
communicate with others
while engaging in the meal
prep
X
Short-term memory The client must use STM to
remember which step she just
finished and what is next
X
Working memory The client must use working
memory to remember what
step she is currently on and
what materials she may need
X
Long-term memory The client must use the LTM
to remember the recipe for the
mashed potatoes or how to
peel or chop the potatoes
X







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Discrimination of senses:
Auditory
Be able to discriminate
between the sounds of people
talking and the sounds of the
water boiling on the stove
X
Discrimination of senses:
Tactile
Be able to discriminate the
feeling between expired or
rotten potatoes or if the
potatoes are not fully cooked
X
Discrimination of senses:
Visual
Be able to discriminate
between potatoes and other
vegetables when gathering
materials
X
Discrimination of senses:
Olfactory
Be able to discriminate
specific smells, if the potatoes
are burning or if the stove is
on fire etc.
X
Discrimination of senses:
Vestibular-proprioception
Proprioception of where the
body is when chopping and
peeling potatoes at the counter
top
X
Multisensory processing Be able to process seeing if
the potatoes are peeled,
feeling if they too soft, and
smelling if they are finished
or not
X
Sensory Memory Remembering how cooked
potatoes smell, feel, and how
finished mashed potatoes taste
X
Spatial relationships The client must be aware of
where the materials are during
meal prep and how far away
her body is from the materials
X
Temporal relationships The client must understand
what time of day it is, what
day it is, what month it is,
especially if cooking for
others
X
Recognition The client must recognize the
materials and equipment and
their properties for proper use
X
Categorization The client must be able to
categorize the materials,
knowing which materials go
in which steps and the
difference between butter and
milk, or potatoes and carrots.
X

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Generalization

The client must be able to
generalize that a knife is used
similarly for foods, and a
peeler is used a specific way
for specific foods

X
Awareness of reality Client must be aware of her
surroundings and where she is
X
Logical/coherent thought Client must attain logical
thoughts pertaining to the
activity and what is required
of the activity
X
Appropriate thought content The client must display
emotions appropriate to the
activity
X
Execution of learned
movements
The client uses movements to
engage in meal prep such as
peeling, chopping, and
mashing the potatoes
X
Coping The client must cope if the
recipe does not turn out the
way it should or if a material
or equipment is not working
properly
X
Behavioral regulation The client must behave in a
way that enables the client to
effectively carry out the
activity and not hinder or
delay the activity
X
Body image X
Self-concept The client must be aware of
her role as a mother; this is
one of her main reasons for
cooking for the family
X
Self-esteem The client must believe her in
abilities to make the mashed
potatoes and do it effectively
X
Arousal The client must stay aroused
throughout the activity to
complete it to the best of her
ability
X
Consciousness The client must maintain
consciousness throughout the
activity
X
Orientation to self It is important for the client to
be aware of who she is in
relation to the activity
X
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Orientation to place

It is important for the client to
know where she is and why
she is there


X
Orientation to time It is important for the client to
know the day, month, and
year
X
Orientation to others It is important for the client to
know who she is in relation to
other family members; the
client finds cooking for others
important and embraces the
role of the food provider
X
Emotional stability It is important for the client to
maintain emotional stability
while working with sharp
objects, materials and
equipment
X
Motivation The client must find
importance in the activity to
maintain adequate motivation
to complete the activity
X
Impulse control The client must control
impulses to maintain a safe
work environment
X
Appetite Client must control urges to
eat the food
X
Sleep Client must control urges to
sleep
X



Function How I t I s Used None Minimally
Challenged
Greatly
Challenged
Detection/registration Registration of materials and
their properties for using them
effectively to complete the
activity
X
Visual modulation Be able to sustain focus on the
item at hand and filter out all
other irrelevant stimuli
present in the environment
X
Integration of senses Feel if the potatoes are
mashed enough or if they
need to be mashed more
X
Awareness at distances Awareness of the materials in
relation to the clients body;
the position of clients arms
as she mashes the potatoes
X
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Tolerance of ambient sounds

The client must be able to
handle slight background
noises such as the sound of
boiling water or possible
noises from family members

X

Location and distance of
sounds
Location and distance of
sounds is minimally used
when chopping potatoes to
hear when the knife hits the
chopping board.
X
Moving against gravity The client must have a sense
of direction and upright
position for postural control.
Especially when going from a
sitting position to standing.
X
Taste The client might need to taste
the mashed potatoes to see if
they are made the way she
likes
X
Smell The client does not need
intact smell to complete this
activity
X
Body in space The client needs to be aware
of her body in space when
carrying items and chopping
food
X
Comfort with touch This activity requires the
client to be comfortable with
holding the materials and
objects needed for the activity
X
Localizing pain X
Thermal awareness The client may need to test if
the potatoes are hot and
cooked
X
Joint range of motion Joint range of motion is
required for this activity,
specifically within the wrists
(radial carpal joint)
X
Joint stability/alignment Joint stability is needed within
the wrists and possibly the
thigh and legs if client stands
to do activity
X
Strength Some strength is needed to
effectively mash the potatoes
and peel the vegetables
X
Muscle tone Some muscle tone is required X
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to hold materials while
mixing or mashing, or to
transfer the potatoes from the
chopping board to the cooking
pot
Muscle endurance The client must be able to
stand for the activity which
requires muscle endurance
X
Stretch reflex X
ATNR X
STNR X
Righting and supporting reflex The client must have the
abilities to position the body
correctly if she trips or loses
her balance while standing
X
Eye-hand coordination The client must be able to use
her eye-hand coordination to
chop and peel the potatoes
X
Bilateral coordination The client needs be able to
position one limb while using
the other limb to engage in
meal prep
X
Crossing midline The client must be able to
cross the midline to grab
objects and materials needed
for the activity
X
Fine motor control The client needs some fine
motor control for grasping
materials and tools needed to
engage in the activity
X
Oculomotor control The client needs oculomotor
control to control eye
movements to focus on the
needed objects and materials
for the activity
X
Gait patterns Gait patterns are not needed
to complete this activity,
sitting is optional if materials
are within arms reach
X
Blood pressure Not much endurance is
required there for blood
pressure would not fluctuate if
activity is done sitting.
X
Heart rate Normal heart rate is required
for this activity, if client had
heart condition, sitting would
be a better option
X
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Respiratory rate The client requires normal
respiratory rate to stand and
engage in the activity.
X
Respiratory rhythm The client requires normal
respiratory rhythm to stand
and engage in the activity
safely
X
Respiratory depth The client requires normal
respiratory depth to engage in
the activity safely without
breathing problems
X

Physical endurance, aerobic
capacity

This activity does not require
much physical endurance,
only standing while engaging
in meal prep, and resting
while food cooks

X

Voice functions Voice functions are only
needed if the client needs help
and has to explain the steps of
the activity
X
Voice rhythm and fluency Voice rhythm and fluency are
only required if the client
needs to verbalize help to
others
X
Alternative vocalization Alternative vocalization is not
needed
X
Digestive system An intact digestive system is
need to complete the activity
without multiple disruptions
X
Metabolic system A normal metabolic system is
required to provide adequate
energy for the client to
complete the activity
X
Endocrine system Regulation of hormones are
required for this activity
X
Urinary functions Regulation of urinary
functions is necessary to
complete the activity without
multiple disruptions
X
Genital and reproductive
function
X
Protective functions of the skin This is required for the client to
protect herself from burns,
scrapes etc.
X
Repair functions of the skin This is required if the client gets
hurt during the activity proper
repair will occur to heal the
X
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wound


7. Muscular analysis of movements required:
Muscle Required?
Shoulder flexion X
Shoulder extension X
Shoulder abduction X
Shoulder adduction X
Shoulder internal rotation X
Shoulder external rotation X
Elbow flexion X
Elbow extension X
Wrist supination X
Wrist pronation X
Wrist flexion X
Wrist extension X
Thumb flexion X
Thumb abduction X
Finger flexion X
Finger extension X
Trunk flexion X
Trunk extension X
Trunk rotation X
Lower extremities X


8. Body structures required:


Category

Body Structure
Required?
Check If
Yes
Nervous system Frontal lobe X
Temporal lobe X
Parietal lobe X
Occipital lobe X
Midbrain X
Diencephalon X
Basal ganglia X
Cerebellum X
Brain stem X
Cranial nerves X
Spinal cord X
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Spinal nerves X
Meninges X
Sympathetic nervous system X
Parasympathetic nervous system X
Eyes, ears, and
related
Eyeball: Conjunctiva, cornea, iris, retina, lens, vitreous
body
X
structures Structures around eye: Lachrimal gland, eyelid,
eyebrow, external ocular muscles
X
Structure of external ear X
Structure of middle ear: Tympanic membrane,
Eustachian canal, ossicles
X
Structures of inner ear: Cochlea, vestibular labyrinth,
semicircular canals, internal auditory meatus
X
Voice and speech
structures
Structures of the nose: External nose, nasal septum,
nasal fossae
X
Structure of the mouth: Teeth, gums, hard palate, soft
palate, tongue, lips
X
Structure of pharynx: Nasal pharynx and oral pharynx
Structure of larynx: Vocal folds
Cardiovascular
system
Heart: Atria, ventricles X
Arteries X
Veins X
Capillaries X
Immune system Lymphatic vessels X
Lymphatic nodes X
Thymus X
Spleen X
Bone marrow X
Respiratory system Trachea X
Lungs: Bronchial tree, alveoli X
Thoracic cage
Respiratory system
(continued)
Muscles of respiration: Intercostal muscles, diaphragm X
Digestive, metabolic, Salivary glands X
and endocrine
systems
Esophagus X
Stomach X
Intestines: Small and large X
Pancreas X
Liver X
Gall bladder and ducts X
Endocrine glands: Pituitary, thyroid, parathyroid,
adrenal
X
Genitourinary and Urinary system: Kidneys, ureters, bladder, urethra X
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reproductive
systems
Structure of pelvic floor X
Structure of reproductive system Ovaries, uterus, breast
and nipple, vagina and external genitalia, testes, penis,
prostate
X
Structures related to Bones of cranium X
movement Bones of face X
Bones of neck region X
Joints of head and neck X
Bones of shoulder region X
Joints of shoulder region X
Muscles of shoulder region X
Bones of upper arm X
Ligaments and fascia of upper arm X
Bones of forearm X
Wrist joint X
Muscles of forearm X
Ligaments and fascia of forearm X
Bones of hand X
Joints of hand and fingers X
Muscles of hand X
Ligaments and fascia of hand X
Bones of pelvis region X
Joints of pelvic region X
Muscles of pelvic region X
Ligaments and fascia of pelvic region X
Bones of thigh X
Hip joint X
Muscles of thigh X
Ligaments and fascia of thigh X
Bones of lower leg X
Knee joint X
Muscles of lower leg X
Ligaments and fascia of lower leg X
Bones of ankle and foot X
Ankle, foot, and toe joints X
Muscle of ankle and foot X
Ligaments of fascia of ankle and foot
Structures related to Cervical vertebral column X
movement
(continued)
Lumbar vertebral column X
Sacral vertebral column X
Coccyx X
Muscles of trunk X
Ligaments and fascia of trunk X
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Skin and related
structures
Areas of skin: Head, neck, shoulder, upper extremity,
pelvic region, lower extremities, trunk, and back
X
Structure of skin glands: Sweat and sebaceous X
Structure of nails: Fingernails and toenails
Structure of hair
9. Performance skills required:

Skill Required? How the Skill Is Used

Motor/praxis X A sequence of movements is needed to peel the potatoes
and chop the potatoes.
Sensory (perceptual)
X

Processing of sensory stimuli is necessary for the client
to understand the environment she is working in; to know
whether the potatoes are burning, if they are too soft, or
if the kitchen is smoking or the stove is on fire.
Emotion regulation
X

Regulation of emotions is required for the client to
effectively complete the activity with appropriate
emotions and without letting her emotions get in the way
of completing the activity.
Cognitive
X

Cognition is a large part of this activity, the use of
judgment and memory is necessary to properly and
safely complete the activity and the steps required in the
activity with logic and cognitive flexibility.
Communication/social
X


The client enjoys making the meals and preparing food
for her family, communication with others is necessary if
she requires help or wants to communicate with others by
initiating and answering questions.


10. Performance patterns:

Pattern Describe
X Useful habit Before leaving the house, the client makes sure she has necessary
materials to make dinner for her family.

X Dominating habit Every day she makes sure that dinner is delicious, this puts strain on
the client and at times she spends too much time preparing food and
not enough time relaxing, especially after work.

X Routine The client cooks dinner every day for her family, she automatically
thinks about what she will prepare for her family for that night and
what materials she will need and how long it will take

X Ritual The client uses her grandmothers cook book when trying new recipes
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and when looking up new sauces and gravys to make with dinner.

X Role The client is a mother to two children 23 and 26, and a grandmother to
two grandchildren. She is also a devoted wife, and enjoys providing
meals to her family every night and friends during the holidays.


Intervention Plan
Objective Goal: Have client make dinner for her family after work without being too tired to eat
and spend time with her family during and after dinner.
Measurable Goal: Decrease the time it takes for client to prepare and cook dinner while still
satisfying her familys needs.
Type of Outcome: Adaptation and Quality of life.
Adaptation: Changing the clients normal performance patterns due to the challenge the client is
facing during long meal prep and cook times. Finding ways to work with the occupation the
client has chosen to make the occupation easier on the client. Modify behaviors of the client so
that the occupation is less stressful for the client and easier to handle after a long day of work.
Quality of Life: Active participation in meal prep and cooking while maintain enough energy to
spend time with her family after work, meal prep, and cooking. Possibly asking family members
to help with meal prep more to decrease the level of stress the client experiences during dinner
time, increasing her quality of time with her family after work and dinner.
1. Intervention approach:

Approach Describe
X Create/promote Promote endurance to enable the client to stand longer during meal prep
after a long day at work to cook for her family. Promote effective
handling of stress during meal prep and cooking. Work on enhancing
current performance skills that help meal prep.
Establish/restore
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Maintain

X Modify Modify the clients environment to help with fatigue during meal prep on
days after work. Modify the schedule of meal prep for the client to
include breaks during the meal prep process to allow for rest.
Prevent

2. Activity selection
Activity Describe
Occupation-based
intervention
Work on sitting down and peeling the potatoes all at once instead of
standing to peel each potato and placing a single peeled potato in the
boiling water.

Purposeful
activity
On the clients days off, have the client work on leg and knee endurance
exercises to build up strength in the legs so that when the client needs to
stand during meal prep fatigue does not set in easily. Strengthening the legs
will also help with fatigue during the clients days at work, so the client is
not as tired after a day at work on her legs.

Preparatory
method
Sitting down after work and engaging in activities that promote resting and
healing of sore legs after work before meal prep.


Discuss how activity selection relates back to occupational profile and occupational analysis
Occupation-Based Intervention: The client is a mother to a large family and extended
family where cooking and dinner time is very important to the client. Working on an
intervention that focuses on the clients passion for cooking and working on limitations that
affect the clients functioning during this occupation is a very important intervention to the
client that would provide the most carryover. The occupation chosen by the client does not
require a large amount of endurance, but in the past the client has chosen to stand during the
occupation, in turn increasing the activity demands, specifically: standing, muscle endurance,
and strength. Modifying those specific activity demands will increase the clients
functionality for this occupation.
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Purposeful activity: Have the client work on leg and knee exercises will increase muscle
strength and endurance. Increasing muscle strength and endurance will allow the client to
stand for longer periods of time during the activity (if the client needs to stand) and will also
decrease the amount of stress and fatigue the client experiences during her 9 hour work days
on her legs, making meal prep when she returns home less stressful and decreasing the
amount of stress on the legs during meal prep and cooking. This focuses on the occupation at
hand, making mashed potatoes for her family, and embraces the clients role as a mother and
sole meal provider for her family and friends during the holidays. These exercises work on
the clients limitations within the activity demands (standing, endurance, and muscle
strength), and hope to work on these limitations to enhance her quality of life and decrease
the stress of the activity.
Preparatory activity: This involves having the client participate in activities that allow the
client to rest her legs and feet. Rest may include having the client rest her legs after work by
taking a warm shower to relieve tense muscles within the legs, having the client soak her feet
in warm water to also relieve stress and muscle soreness after work, or having the client lay
on the couch for 30 minutes to elevate the legs. Elevation of the legs allows for adequate
blood flow to the muscles, veins, and arteries decreasing swelling in the muscle
compartments. Resting will decrease the amount of stress and pain the client feels during the
occupation of meal prep and cooking.
Discuss how activity selection will support achievement of client identified goals and goal of
the intervention plan
These activity selections will support the clients goal of decreasing fatigue during meal
prep and cooking by addressing her current limitations of leg and foot fatigue. Fatigue is
addressed by suggesting rest after work and on her days off, having the client engage in
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exercises during her day off to increase muscle strength to use during meal prep and her
long work days, and working on preparing food sitting down to decrease some of the
activity demands that are not necessarily needed during some of the steps of the activity
(peeling the potatoes).

Describe how intervention can be graded or adapted and why
The intervention can be graded down by having the client sit during the process of
peeling the potatoes, have the client request help from other family members to help peel
the potatoes, which will promote socialization and communication among family
members, and having the client place all the materials, tools, and equipment on the table
to avoid the need to sit and stand constantly with each step of the activity. Another way to
grade down the activity would be to use instant potatoes instead of fresh potatoes. The
intervention can be adapted by having the client use an electric potato peeler or an
electric potato masher to decrease the activity demands and required body functions.

Safety concerns and/or precautions
The only safety concern would be possible knee re-injury during purposeful activities.
Exercises given to the client may be done wrong or used repetitively incorrectly and may
cause pain and overuse of the muscles.

Discuss the role of the occupational therapy practitioner during the intervention
The role of the occupational therapy practitioner during the intervention is to provide
ways to increase the quality of life for the client and to suggest ways to relieve stress the
client experiences during the activity (physical and mental stress). The intervention
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outcomes listed were quality of life and modifications; these are two outcomes that
should address the clients problem areas of fatigue and stress of meal prep after work.

Discuss what is expected of the client during the intervention
During intervention, it is expected that the client will be engaged in the occupation-based,
purposeful, and preparatory activities suggested by the practitioner. These activities and
intervention approaches address her limitations for an occupation that is very important to
the client. Working on activities and treatments that are meaningful are a way to keep the
client engaged and maintain motivation for further treatment. Practicing client-centered
treatments increase the likelihood of carryover after treatment.