Intervention Plan
Based on the results of your Sensory Profile (SP), you will be developing an intervention plan to support two areas of occupation. You will use the sensory integration framework to design your intervention plan. Your intervention plan will include the following:
1) A brief synopsis of the Sensory Profileand your SP results.
2) A minimum of 2 identified areas of occupational performanceto support through intervention. You should have elements of your occupational history in this section to demonstrate a need to address these areas of occupational performance.
*Items 1 and 2 will be in paragraph format. The remainder of the prompts require you to use the table.*
3) Two goals for each area of occupational performance. Use your preferred format. The goals should be clear and measurable. You will have four total goals.
4) Two activities for each goal. The activities should have a brief explanation so the reader has a clear understanding of how to complete the activities. You will have eight total activities.
5) Rationale for each activity. Why does this activity support the goal? Remember to connect your rationale with the SP results. You will have eight total rationales.
6) Grade each activity to make simpler/more challenging (use the table). Some examples of making activities simpler include preparing for activities in advance and using fewer steps. Some examples of making activities more challenging include adding additional steps or repetitions.
7) Grade the sensory stimuli in each activity (use the table). Information from the Sensory Profile will be key – how do different sensory stimuli affect you? To grade up (make the activity more challenging), you will want to add in noxious sensory stimuli. To grade down (make the activity simpler), you will want to add regulating sensory stimuli.
8) In-text citations and references required in APA format.
Intervention Plan
| Area of Occupational Performance #1:
| ||||
| Goal | Activity | Rationale | Grade Up (task becomes more difficult) | Grade Down (task becomes less difficult) |
| 1.
| 1a. | 1a. | 1a Sensory:
| 1a Sensory: |
| 1a Activity:
| 1a Activity: | |||
| 1b.
| 1b. | 1b Sensory:
| 1b Sensory:
| |
| 1b Activity:
| 1b Activity:
| |||
| 2.
| 2a. | 2a. | 2a Sensory:
| 2a Sensory:
|
| 2a Activity:
| 2a Activity:
| |||
| 2b. | 2b. | 2b Sensory:
| 2b Sensory:
| |
| 2b Activity:
| 2b Activity:
| |||
| Area of Occupational Performance #2:
| ||||
| Goal | Activity | Rationale | Grade Up (task becomes more difficult) | Grade Down (task becomes less difficult) |
| 1.
| 1a. | 1a. | 1a Sensory:
| 1a Sensory: |
| 1a Activity:
| 1a Activity: | |||
| 1b.
| 1b. | 1b Sensory:
| 1b Sensory:
| |
| 1b Activity:
| 1b Activity:
| |||
| 2.
| 2a. | 2a. | 2a Sensory:
| 2a Sensory:
|
| 2a Activity:
| 2a Activity:
| |||
| 2b. | 2b. | 2b Sensory:
| 2b Sensory:
| |
| 2b Activity:
| 2b Activity:
| |||