Sydney Carnevale

Due: October 1, 2014

Occupational Profile
1. Client name: Gabby
2. Age: 24
3. Sex: Female
Briefly discuss each of the following:
4. Who is the client?
The client is a 24-year-old female who is currently enrolled in a Masters of Education program in
Virginia. She is heavily involved in her school community as well as serving as an intern within the
Admissions and Development Programs department. Gabby is required to dress professionally and
appropriately each day to attend both class and work. During her leisure time, Gabby enjoys going hiking
and going to the beach with her cohort. She enjoys walking her roommates dog daily after class and
often ends her day with a run around her apartment complex. Regarding her responsibilities at home,
Gabby prepares her own meals, does her laundry and cleans the house at varying times of the week.
5. Why is the client seeking services and/or what are the clients concerns relative to engaging in
occupations and in daily life activities?
Gabby has some concerns with her ability to braid her hair efficiently and effectively so that it looks
professional and is practical. She often experiences moderate levels of fatigue in her shoulders and
upper back while she is braiding and is now looking for better methods to braid her hair. The muscle
fatigue she experiences affects her ability to participate fully in some occupations including walking the
dog and working out. She also finds that she has difficulty finishing the braids because her shoulders get
too fatigued, and she has to release her grip on the sections of hair, in turn undoing most of the braid.

6. In what occupations does the client feel successful and what barriers are affecting his or her
success?
She feels very confident in her ability to complete a simple braid or a French braid on herself and
others, especially when there is no limit on time. Gabby can follow directions carefully and accurately
regarding the steps to different braids from online sources. She has effective fine motor skills and can
grasp and pull each section of hair with the necessary amount of force to complete the braid.
A major barrier to her success is the thickness and length of her hair as it causes her to engage in the
braiding process for a long period. Gabby has explicitly stated that she would be unwilling to cut her hair
to a shorter length at this time. While she is managing her hair, she has to keep her arms elevated above
her head which requires moderate to maximum muscle endurance and strength. The lack of strength in
her shoulders makes finishing complex braids difficult, and she often will give up and resort to simple
braids.

7. What aspects of his or her environments or contexts does the client see as supporting engagement
in desired occupations and what aspects are inhibiting engagement?
One aspect that supports Gabbys engagement in her occupation is the access to all the necessary
tools she needs to braid her hair. Her hairbrush and hair-ties are in a place that she can easily reach
before and during the act of braiding, making the process more efficient. Within a personal context, her
ability to read and comprehend directions allows her to understand the necessary procedures and tools
required to complete the desired braid. The use of technology allows Gabby to find novel ideas and
different forms of directions that best suit her needs.
An inhibiting aspect to her morning routine is the short time span she has to complete all necessary
hygiene and grooming needs. Gabby stated that she has approximately thirty minutes in the morning to
put on an outfit, put on makeup and fix her hair. Specifically, she finds that she only has about five
minutes to braid her hair each morning. Another inhibiting aspect of her environment is the setup of her
mirrors in her bathroom that do not allow her to watch the progression of her braid properly. The setup
causes her to uncomfortably twist around to view the progress of her work which in turns keeps her
arms above her head for even longer than anticipated.

8. What is the clients occupational history?

Gabby was able to braid her hair quickly and easily throughout her entire undergraduate career
because her hair was short and easier to manage. However, as her hair grew longer, she found this
occupation to be more trying. Gabbys reasoning to complete this occupation has also changed from
general self-care to a more focused view on professionalism and practicality. This shift in perspective is
what compelled her to re-evaluate her technique and effectiveness.

9. What are the clients values and interests?

As a student teacher, Gabby prides herself on being a role-model for her students. She values
professionalism and ability to be relatable. She feels as though her appearance is vital to the interaction
between herself, her students and her professors. Gabby also gives presentations in front of groups
consisting of a wide array of individuals within the field of education, and she finds it important to
appear put together and qualified during these lectures. She is also focused on developing a more
efficient routine in the morning in order to feel less stressed and better prepared for her day.

10. What are the clients daily life roles?

Gabbys primary role is that of a student and a student teacher. She is expected to arrive at school in
a timely manner and be well prepared. She must bring appropriate materials as well as be ready to pass
out necessary materials to her students. Gabby acts as both a teacher and an advisor to many of the
freshman undergraduates within the Education program. These roles require her to be professional,
approachable, and prepared.

11. What are the clients patterns of engagement in occupations?

Gabby braids her hair at least five days a week and completes this activity in her bathroom each
morning before work or school. She engages in the same morning routine which includes taking a
shower, drying her hair, braiding her hair and applying her makeup. Her entire morning routine takes
approximately thirty minutes and must remain within that time span in order to arrive to work or school
on time. Gabbys morning routine is different on the weekends as she does not shower or apply makeup
before going to the gym in the morning. However, she still completes the activity of brushing and
braiding her hair before leaving the house.
12. What are the clients priorities and desired targeted outcomes related to occupational
performance?
Gabby hopes to become more efficient and effective in her braiding technique. While she can
manage to complete simple and French braids before class, she would like to decrease her arm fatigue
as well as create a more timely schedule for her morning routine. Gabby would like to be able to
complete complex braiding patterns without fatigue and the implementation of too many attempts. She
also would like input on creating an environment that is more conducive to her needs. The setup of her
bathroom and mirrors is awkward and puts her at a mechanical disadvantage when trying to view her
progress.

Occupational Analysis
1. Occupation: Morning hair routine (dry, brush, and braid)
Categorization of occupation for the client:
Subcategory:
1. Activities of daily living
Personal Hygiene and Grooming
2. Instrumental activities of daily living
3. Education
4. Work
5. Play
6. Leisure
7. Social participation

2. Values, beliefs, spirituality associated with participation:

Values
- Gabby values looking presentable and professional for both school and work, which in turn
motivates her to engage in her morning routine despite time constraints.

Gabby values being on time for work and school, which puts limits on the amount of time she can
spend in the morning getting ready.
Gabby values creativity and the freedom and ability to attempt new hairstyles.

Beliefs
- Gabby believes that is she physically presents herself in a manner that is professional, she will be
taken seriously in the role she is portraying.
- Gabby believes that by being on time each morning, she is presenting herself in a way that is
desirable by her peers, professors and students.
Spirituality
- n/a

3. Contexts:
Context
Physical/space demands
Social
Cultural
Personal
Temporal
Virtual

Supports

Inhibits
X

X
X
X
X
X

4. Objects and their properties used:

Tools:
-

Elastic hair-ties of her choosing (thickness and diameter dependent on type of braid)
Hairbrush
Blow dryer (if her hair is wet before she begins the braiding process)
Metal bobby pins (if necessary)

Materials:
-

Any written directions or diagrams for braid techniques

Equipment:
-

A clean mirror large enough to see her entire head

Laptop or computer device to research different braiding patterns (if necessary)
A computer printer to print out directions or diagrams (if necessary)

5. Space Demands:
- An inside area with at least one mirror
- An area with a counter or table top to place materials and tools
- An area with enough lighting to read directions and look into a mirror
- A dry area with an electrical source in order to plug in hair dryer

6. Social demands:
-

Gabby must look clean and presentable for class; this includes her hair.
Her hair must be washed and not have any offensive odor.
Her hair must be pushed away from her face and not serve as a distraction to herself or others
Gabby must not be compelled to touch her hair the entire time she is presenting in front of her
class or speaking with a professor.
Gabby must have an appropriate and conservative hair style in order to maintain professional
standards.

7. Sequence and timing:

1. Gabby will search online using her laptop for a braiding pattern that she wants to attempt
2. Gabby will print out a picture off the braid including any directions that may accompany the braid
pattern
3. Gabby will locate the necessary tools and materials required to brush, dry and braid her hair
4. Gabby will go to the bathroom and align herself in front of the mirror to prepare to complete her
hair routine
5. Gabby will gather all necessary tools and materials and place them on the counter within arms
reach
6. Gabby will plug in the hair dryer and place it on the counter away from the sink
7. Gabby will take her hair brush and completely brush out any knots in her hair
8. Gabby will dry her hair using her hair dryer until hair is complete dry
6. Gabby will unplug the hair dryer and put it back where it belongs
7. Gabby will brush her hair in order to ensure there are no knots before she starts braiding
8. Gabby will begin the braid by separating a section of hair at the top of her head by her forehead
9. Gabby will take this section and separate it into three separate sections
10. Gabby will cross each section over itself in this order: right over middle and then left over middle
11. Gabby will then take all of the sections into the left hand while keeping those sections separate
between her fingers
12. She will then gather a small, even section of hair from the right side of the head and add it to the
right section
13. Gabby will bring the section she just added towards the middle of the braid by bringing the
middle section to the right.
14. Gabby will then put all sections into her right hand, keeping the sections separated
15. Gabby will pull a small, even section of hair from the left side of her head and add it to the left
section
15. Gabby will bring the section she just added towards the middle of the braid by bringing the
middle section to the left.
16. Gabby will repeat steps 11-15 until the braid is complete
17. Gabby will hold the braid in her non-dominant hand and take the elastic off her wrist or counter
18. Gabby will wrap the elastic around the bottom of the braid tight enough so the elastic does not
fall off

8. Body functions required:

Function

How It Is Used

Judgment

Gabby quickly made a

judgment regarding the style
of her braid and as to whether
or not it is appropriate for the
activities she will be engaging
in throughout the day.
She used concept formation
to visualize the hairstyle on
herself. Gabby organized
materials by their qualities in
order to complete the braid
more efficiently.
In order to choose a braid
style, she had to think about
different ways to gather
information and the best way
to accomplish that task.
Gabby exhibited successful
cognitive flexibility when she
realizes that the braid in the
picture requires hair longer
than her own. She was able to
change her approach to finish
the style.
Gabby has realistic concepts
of her abilities to braid her
hair. She knew she was
competent enough to
complete simple patterns but
did not feel as confident
completing more complex
patterns.
Concentration was heavily
used throughout the process
as she needed to focus on the
repeating pattern as well as
the directions.
Gabby was able to sustain her
attention while braiding long

Concept formation

Metacognition

Cognitive flexibility

Insight/awareness

Concentration

Sustained attention

None

Minimally
Challenged

Greatly
Challenged

Selective attention

Divided attention

Short-term memory

Working memory

Long-term memory

Discrimination of senses: Auditory

Discrimination of senses: Tactile

Discrimination of senses: Visual

Discrimination of senses: Olfactory

Discrimination of senses: Vestibularproprioception

enough to compete the

pattern.
Gabby was able to
successfully ignore the visual
stimuli surrounding her in
order to focus on both her
progress in the mirror and the
directions next to her.
In order for Gabby to
complete the braid, she
occassionally refers to the
directions while maintaining
her grasp on the sections of
hair.
Gabby shows proficiency in
gathering the necessary
materials, such as a brush or
elastics, in order to complete
her braid.
Working memory is utilized as
she reads the directions from
the internet or from printed
instructions and then
completes the braid
accordingly.
Long term memory provides
Gabby with insight as to how
a braid should look as well as
the basic technique and
pattern that she has become
familiar with over time.
Gabby is able to distinguish
the level of the hair dryer
based on the sound of the
whirring engine.
While Gabby is braiding her
hair, she can determine the
different sections based on
tactile input.
Gabby was able to view the
tools and materials around
her and determine what
would allow her to achieve
the best outcome for each
step.
n/a
She used proprioceptive and
vestibular input to accurately
place each hand over her

Multisensory processing

Sensory Memory

Spatial relationships

Temporal relationships

Recognition

Categorization

Generalization

Awareness of reality
Logical/coherent thought

head and hold her body

upright long enough to
complete the braid. Gabby
was able to determine the
speed and direction she had
to move her hands to grasp
and pull each section of hair.
Gabby successfully integrated
information such as touch,
proprioception, and vestibular
perception to react to
different situations and
complete the braid.
Gabby successfully utilized
sensory memory to determine
whether or not her hair was
dry after blow drying based
on previous experiences.
Gabby understood the spatial
relationship between her
hands, each section of hair,
and the materials she needs.
She could also comprehend
the length of each section of
hair to effectively weave the
next piece around it.
She had a strong idea of time
and the amount of time she
had to spend in the morning.
She recognized that her hair
was dry enough to braid it
based on the comparison of
previous experiences to the
current experience.
Gabby categorized some of
her tools, such as the hair
elastics, that were different in
size or color but still served a
similar purpose.
She took strategies previously
learned and used when
braiding her hair and applied
them to this novel braid
pattern.
n/a
Gabby maintained logical
thought processes and was
able to complete the braid

Appropriate thought content

Mental functions of sequencing

complex movement

Regulation and range of emotion

Appropriateness of emotion
Coping

Behavioral regulation

Body image
Self-concept

Self-esteem

Arousal

based on a repeating pattern

of movements and steps.
When gathering supplies,
Gabby had to think about
what was needed and then
gather the necessary tools
and materials without
interruption.
Gabby successfully
coordinated a series of
movements such as grasping
certain sections of hair while
pulling and gathering other
sections of hair to complete
the braid.
When pieces of the braid fell
out of her grasp, she was able
to calmly re-establish her grip
on the section and continue
with the braid.
n/a
Towards the end of the braid
when she was having difficulty
due to lack of hair length,
Gabby was able to calmly
decide an alternative way to
tie off the end of her braid.
When completed with the
braid, Gabby smiled as she
approved of her work.
n/a
She was aware of the role she
would be partaking in during
the day and chose a braid
style that reflected the social
norms of that role.
Gabby is confident in her
ability to complete a simple or
French braid on herself, which
allows her to be more
confident as she is attempting
to complete a more complex
braiding pattern.
When her brush was pushed
towards the edge of the
counter, Gabby was alert
enough to appropriately
respond to the situation and
remedy the matter.

X
X

Consciousness
Orientation to self
Orientation to place
Orientation to time

Orientation to others
Energy level

Gabby was fully conscious

during her occupation
n/a
n/a
Gabby was fully aware of the
time constraints of her
morning as well as when she
was to arrive at school.
n/a
Gabby exhibited an
appropriate energy level to
set up and complete the
necessary steps to engage in
her occupation.

Function

How It Is Used

Motivation

Gabby expressed a certain

level of motivated in order to
complete a more complex
braid given the limited time
she had to complete her
morning routine.
n/a
n/a
n/a
Effective detection and
registration allowed Gabby to
view her progress in the
mirror and evaluate the
development of the braid
pattern.
While focusing on the braid,
Gabby was able to organize
visual stimuli by ignoring the
other items on her counter
and focus on the printed
directions.
Gabby successfully integrated
visual and tactile input in
order to elicit an appropriate
vestibular and proprioceptive
response.
She could accurately
determine the distance
between her hands as she
wove her hair into the
pattern. This awareness
allowed her to keep the braid

Impulse control
Appetite
Sleep
Detection/registration

Visual modulation

Integration of senses

Awareness of distances

X
X
X

X
X

None

Minimally
Challenged

Greatly
Challenged

X
X
X

Tolerance of ambient sounds

Location and distance of sounds

Moving against gravity

Taste
Smell
Body in space

Comfort with touch

Localizing pain
Thermal awareness

Joint mobility

taut and gather more sections

of hair at the same time.
Gabby could concentrate on
reading and comprehending
the directions despite the
sound of the air vent in her
bathroom.
n/a
Gabby could move her arms
against gravity in order to
complete this occupation. She
was also able to lift the blow
dryer up to the level of her
head when drying her hair.
n/a
n/a
Gabby was aware of the
location and distance of her
arms and hands from her hair
in order to accurately reach
for, grasp and pull the
sections of hair in the braid.
She also understood the
relationship between her
body and the mirror to
accurately view her progress.
She had no issues with the
feeling of her hair being
pulled in multiple directions
nor with the feeling of the
brush over her scalp.
n/a
Gabby was able to determine
the distance the hair dryer
should be from her head
based on the thermal input on
her scalp. When she realized
that her hair was getting too
hot, she changed the setting
on the blow dryer
independently.
Her fingers were highly
mobile as they grasped, held
and pulled on each section of
hair. Gabby exhibited wrist
mobility as she wrapped the
elastic around the bottom of
the braid.

X
X
X

Joint stability/alignment

Muscle power

Muscle tone

Muscle endurance

Stretch reflex
ATNR
STNR
Righting and supporting reflex

Eye-hand coordination

Bilateral coordination

Gabby has highly stable

shoulder joints in order to
have her arms in a
horizontally abducted position
throughout the entire
braiding process.
She used appropriate muscle
power to hold and lift her
brush and the hair dryer, as
well as being able to
manipulate these items near
her head for a period of time.
She had difficulty maintaining
position during the braiding
process due to fatigue and
took a momentary rest.
Gabby had the necessary tone
to stand in one place for a
lengthy period of time as well
as being able to grasp, lift and
manipulate tools and
materials.
She displayed only moderate
levels of muscle endurance
while she was braiding her
hair. She had difficulty
maintaining a flexed and
internally rotated arm
position throughout the entire
braiding process.
n/a
n/a
n/a
Gabby showed appropriate
righting and supporting
reflexes as she stood and
shifted her weight in order to
better view her progress in
the mirrors.
A significant amount of hand
eye coordinate was used in
order to accurately weave the
braid pattern, reach for items
and successfully complete the
braid.
Gabby successfully showed
coordination between arm
movements throughout the
entire process

X
X
X

Crossing midline

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
Metabolic system
Endocrine system

She could accurately and

efficiently cross midline too
reach for tools and materials
that were on the counter.
Gabby demonstrated
competence of fine motor
control as she quickly wove
the sections of her hair using
lateral pinches, picked up her
elastic, and wrapped it around
the base of the braid.
She showed mastery of gross
motor control as she lifted her
arms above her head and
moved them in order to
successfully place her hands
on the sections of hair.
Gabby was able to glance up
and down from the directions
without moving her entire
head as well as being able to
visually scan her environment
to locate and utilize the
required tools and materials.
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a

Function

How It Is Used

Urinary functions
Genital and reproductive function
Protective functions of the skin

n/a
n/a
Gabbys skin served as an
indicator of pain if she pulled
too tightly on a section of hair
or if a piece of hair got caught
in the elastic.
n/a

Fine motor control

Gross motor control

Occulomotor control

Repair functions of the skin

X
X
X
X
X
X
X
X
X
X
X
X
X
None

Minimally
Challenged

X
X

Greatly
Challenged

9. 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
Trunk flexion
Trunk extension
Trunk rotation
Lower extremities

Not used

Minimally
challenged
X

Greatly challenged

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

10. Performance skills required:

Skill- Motor

How It Is Used

Aligns

Gabby aligned herself in front of the

mirror so that she was better able to
view and monitor her progress.
She stabilized her shoulders so that
her elbows, wrists and fingers had
greater ranges of motion.
She positioned herself close enough
to the bathroom counter to reach the
necessary materials and view the
mirror.
Gabby reached towards the counter
top for the necessary materials,
especially her elastic hair tie when
she is completed with the braid.
Gabby performed minimal amounts
of bending as she flexed her trunk in

Stabilizes

Positions

Reaches

Bends

None

Minimally
Challenged

Greatly
Challenged

Grips

Manipulates

Coordinates

Moves

Lifts

Walks
Transports
Calibrates

Flows

Endures

Paces

order to view the top of her head to

examine the progress of the braid.
She tightly gripped the handle of her
hairbrush while she brushed her hair
as well as the handle of her blow
dryer. She was highly proficient in
gripping each section of hair with
appropriate force.
She utilized controlled finger
movements to weave some sections
of hair while simultaneously holding
others. She also showed effective use
of finger movements when wrapping
the elastic around the bottom of her
braid.
Gabby was able to coordinate the
movement of her hands as one hand
held one or more section of hair and
the other hand grasped more hair,
smoothed hair, or pulled hair tighter.
She was able to move the necessary
materials across the counter surface
without difficulty.
She was able to lift items such as her
hairbrush or the hair dryer when
necessary without difficulty.
n/a
n/a
Gabby was able to accurately
determine the force necessary to
hold and weave each section of hair
tight enough to secure the braid but
loose enough to be comfortable. She
was also proficient in determining
the appropriate pressure required to
brush her hair.
She exhibited smooth arm and hand
movements while completing the
braid. She had some difficult towards
the end of the braid maintaining a
smooth rhythm.
Gabby had a difficult time as she
reaches the end of the braid due to
fatigue. She took momentary breaks
to rest her shoulders and fingers
before re-engaging in the task.
She appropriately paced the activity
so that the braid did not become
unraveled or too messy.

X
X
X

Skill- Process

How It Is Used

Paces

Gabby determined the amount of

time she had to complete her braid
and utilized that information when
pacing her actions.
She actively examined the steps
necessary to complete the braid and
then referred back to the instructions
as she completed each step.
On one occasion, Gabby did not heed
the instructions provided due to time
constraints however she carried out a
simple braid pattern before running
out of time.
Gabby efficiently choose the braid
pattern she wanted to attempt in an
appropriate amount of time.
She used the correct type and
amount of materials that the
instructions called for as well as using
her own tools and equipment
correctly.
Gabby appropriately handled the
hairbrush and the blow dryer and
effectively style her hair before
braiding it.
Gabby often referred back to the
written instructions for confirmation
of the next steps of the braiding
pattern.
She accurately began the braiding
process without difficulty.
Gabby continued the braid in order
to complete the pattern, however
adapted the pattern towards the end
due to fatigue.
She utilized proper sequencing when
preparing for and completing the
braid. She made sure her hair was dry
and untangled and then followed the
ordinal steps given in the
instructions.
Gabby finished the braid and applied
a hair elastic to the end of her hair.
Before beginning the braid, Gabby
located and retrieved all necessary
tools and materials based on the
logical set up of her bathroom.

Attends

Heeds

Chooses

Uses

Handles

Inquires

Initiates
Continues

Sequences

Terminates
Searches/locates

None

Minimally
Challenged

Greatly
Challenged

Gathers

Organizes

Restores

Navigates

Notices/responds

Adjusts

Accommodates

Benefits

Skill- Social interaction

NO SOCIAL INTERACTION SKILLS
USED DURING THIS
OCCUPATION

Approaches/starts
Produces speech
Gesticulates
Speaks fluently

She gathered materials, such as the

written directions, and tools, such as
the hairbrush, that were necessary to
complete the braid without
prompting or assistance.
She logically set up her environment
so that her hairbrush and blow dryer
were within arms reach and her
elastics were already around her
wrist.
Once complete with the braid, Gabby
returned any unused tools and her
equipment back to their respective
places independently.
Gabby moved her arm around while
blow drying and brushing her hair
without hitting any of the walls or
mirrors around her.
While braiding her hair, Gabby
noticed that her brush was going to
fall off the edge of the sink and she
stopped what she was doing in order
to move the brush back towards the
center of the counter.
Gabby adjusted the length of each
segment of hair as she moved down
her head in order to better
accommodate her shoulder mobility.
She also adjusted the tightness of her
hair elastic so that it would not slip
off the end of her braid.
Gabby made sure that she already
had an elastic around her wrist so
that she would not have to search for
one once she was complete with her
braid.
She found that she had some
difficulty looking down at the
directions while braiding so she
leaned the directions against the
mirror so she did not have to bend
her head forward to read.
How It Is Used

None

Minimally
Challenged

Greatly
Challenged

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

11. Performance patterns:

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

Pattern
Useful habit

Describe
Being competent in hair care and grooming allows Gabby to efficiently
complete her routine in the morning in the allotted time she has before
work. Knowing the correct sequence of steps and being able to follow
through with the steps allows Gabby to complete braids quickly and the
tasks often occur automatically.

Dominating habit
Routine

Hair care and grooming are part of Gabbys everyday morning routine
that she must accomplish before she goes to work.

Ritual
Role

While braiding does not define her role as a student or student teacher,
the process of her morning routine allows her to more fully portray the
role of a professional.

Intervention Plan
1. Identify 1 objective and measurable goal of the intervention:
Gabby will be able to complete a braid pattern of moderate difficulty without rest within a
week.
a. According to OTPF what type of outcome is this?
Occupational Performance Enhancement

2. Intervention approach:

Approach
Create/promote

Describe
As there is no disability or major impairment, we are looking to improve
her current strategies and enhance her overall performance.

Establish/restore
Maintain
Modify
Prevent

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

Activity

Preparatory method

Preparatory task

Describe
Gabby can practice her entire morning hair routine the night before as to
gauge the amount of time she will need in the morning. She can also use
that time to practice the braiding patterns in advance.
Gabby can work on completing multiple simple braiding patterns in the
morning in order to increase endurance but still have a complete,
appropriate product in order to go to work.
She can give herself a short shoulder massage while in the shower prior to
engaging in her morning routine. The hot water should aid in loosening and
preparing the muscles.
Having a set list of braiding patterns ranked on difficulty compiled by the
occupational therapist and Gabby.

b. Discuss how activity selection relates back to occupational profile and occupational analysis
By working on various braiding patterns, Gabby can choose the best and most efficient style
depending on the activities and roles she will be fulfilling during the day. If she is going to school or to
work, she can pick a more complex pattern that is done more carefully. If she is going to the gym, on a
hike, or walking her roommates dog, she may opt for a more simple braiding pattern that may not be as
neat and put together. Practicing in an environment that is not constrained by time will encourage
Gabby to become more efficient in her technique as well as increase her repertoire of braiding patterns
that she feels comfortable completing.
c. Discuss how activity selection will support achievement of client identified goals and goal of the
intervention plan
The activity will allow Gabby to determine whether or not she can complete a more complex braid
within the given time frame of her morning. She wants to be able to look professional while still being
creative, therefore accomplishing multiple simple braids in preparation for a more complex braid will
enable her to do so. By completing multiple simple braiding patterns, Gabby can work on increasing her
stamina and muscle endurance without having to focus on the actual braiding pattern. She will also be
able to increase her self-esteem by successfully completing multiple braids.

4. Describe how intervention can be graded or adapted and why

Graded Up Intervention:
In order to grade this activity up, the complexity of the braided hairstyle could be changed as
well as Gabbys access to appropriate mirrors. If the braid becomes more complex, Gabby will have to
hold her arms above her head for longer periods of time as well as engage more complex processing
skills and motor skills to complete the occupation.

Graded Down Intervention:

To grade this activity down, Gabby could first put her hair into a pony tail and then rest her arms
and perform some other task of her morning routine. Then she could return to her hair and complete a
braid from the pony tail. If she felt inclined, she could wrap her braid around the elastic and pin the end
up in order to create a bun.

Adaptation
Using a lighter hair dryer prior to braiding could decrease the development of shoulder fatigue.
Also, Gabby could dry her hair at night and then focus solely on the braiding and grooming process in
the morning.

5. Discuss any safety concerns and/or precautions

For Gabby, there are no safety concerns or precautions.

6. Discuss the role of the occupational therapy practitioner during the intervention
The occupational therapy practitioner will help Gabby determine a scale of difficulty for braiding
patterns so that she may better understand the different between a simple, moderate and difficult
pattern. The OT will also provide Gabby with input and feedback based on current performance and
what adjustments can be made. Suggestions for adaptions such as different placement of mirrors or
better lighting will also be under the scope of the OT.

7. Discuss what is expected of the client during the intervention

Gabby will be expected to find appropriate braiding patterns that are congruent with the needs for
her day. She will provide those references to the occupational therapist and compare them to the
graded scale of braided patterns previously agreed upon. The client must then practice the braiding
pattern and attempt to complete the braid without rest. The braid does not have to look perfect and
therefore should be practiced when time and social demands are not of concern.