Evaluation Findings
| Assessment Tool | Results |
| Occupational Profile (American Occupational Therapy Association, 2021) | Supports engagement: exploring environments, expressing emotions, showing preferences, making choices, and following transitions with adult support Inhibits engagement: difficulty initiating and performing activities of daily living, following and maintaining sleep routines, sustaining peer interactions Client’s priorities: Jacob’s priorities are to feel more comfortable playing with other children and to dress without his grandmother’s assistance. |
| Children’s Sleep Habits Questionnaire (Owens et al., 2000) | Strengths: unafraid of the dark, unafraid of sleeping alone, no presence of parasomnias (e.g., grinding teeth, sleep walking, or night terrors) Barriers to occupational performance and participation: amount of time to fall asleep, amount of sleep per night, restless sleep, and tired upon awakening |
| Sleep record completed by father for 7 consecutive days | Results: >90 min time to sleep 5 of 7 days. 60–75 min time to sleep 2 of 7 days. Sleep duration 4–5 consecutive hours of sleep 7 of 7 days. |
| Waisman Activities of Daily Living Scale (Maenner et al., 2013) | Strengths: independent with toileting, eating, drinking, bathing, putting away toys, preparing a cold snack, and clearing table after dinner Barriers to occupational performance and participation: inconsistent and below-age expectations for performance with brushing teeth and hair, dressing, and nose blowing because of limited motor and process skills |
| Test of Playfulness (Skard & Bundy, 2008) | Strengths: appears to feel safe during play and is beginning to incorporate people into play. Two incidences of peer social engagement (responded to peer’s question) after parent prompt; one incident of cooperative play on playground equipment with parent directive and ongoing support Barriers to occupational performance and participation: limited communication and interaction skills for cooperative play, responding to other’s facial or body cues, and engaging in challenges. Does not independently initiate peer play in 30 min in familiar setting with familiar peers; 2 additional attempts for cooperative play on playground with parent directive failed. Demonstrates onlooker play behaviors. Does not try to overcome obstacles or barriers to play. |
| Assessment Tool | Results |
| Occupational Profile (American Occupational Therapy Association, 2021) | Supports engagement: exploring environments, expressing emotions, showing preferences, making choices, and following transitions with adult support Inhibits engagement: difficulty initiating and performing activities of daily living, following and maintaining sleep routines, sustaining peer interactions Client’s priorities: Jacob’s priorities are to feel more comfortable playing with other children and to dress without his grandmother’s assistance. |
| Children’s Sleep Habits Questionnaire (Owens et al., 2000) | Strengths: unafraid of the dark, unafraid of sleeping alone, no presence of parasomnias (e.g., grinding teeth, sleep walking, or night terrors) Barriers to occupational performance and participation: amount of time to fall asleep, amount of sleep per night, restless sleep, and tired upon awakening |
| Sleep record completed by father for 7 consecutive days | Results: >90 min time to sleep 5 of 7 days. 60–75 min time to sleep 2 of 7 days. Sleep duration 4–5 consecutive hours of sleep 7 of 7 days. |
| Waisman Activities of Daily Living Scale (Maenner et al., 2013) | Strengths: independent with toileting, eating, drinking, bathing, putting away toys, preparing a cold snack, and clearing table after dinner Barriers to occupational performance and participation: inconsistent and below-age expectations for performance with brushing teeth and hair, dressing, and nose blowing because of limited motor and process skills |
| Test of Playfulness (Skard & Bundy, 2008) | Strengths: appears to feel safe during play and is beginning to incorporate people into play. Two incidences of peer social engagement (responded to peer’s question) after parent prompt; one incident of cooperative play on playground equipment with parent directive and ongoing support Barriers to occupational performance and participation: limited communication and interaction skills for cooperative play, responding to other’s facial or body cues, and engaging in challenges. Does not independently initiate peer play in 30 min in familiar setting with familiar peers; 2 additional attempts for cooperative play on playground with parent directive failed. Demonstrates onlooker play behaviors. Does not try to overcome obstacles or barriers to play. |