Occupational Therapy Planning for Alejandro’s School-Based Intervention
| Area of Concern | Intervention Methods | Desired Outcomes | Intervention Context |
| Self-regulation | • Targeted Social Stories • Daily yoga and exercise • Video modeling • Instruction in self-management • Reinforcement for effective self-regulation • Education for Alejandro’s teacher about Social Stories | Able to: • Calm self • Ask for help when needed • Remain seated and engaged in learning activities • Remain at lunchroom table when nonpreferred foods are present • Refrain from risky behavior | Classroom Playground Lunchroom |
| Fine motor skills | • Preparatory activities such as squeezing a stress ball or stretching bands before fine motor activities • Instruction in letter formation • Provision of graded fine motor activities • Reinforcement | Able to: • Write capital letters • Complete written worksheet without tearing paper • Use scissors to cut paper without tearing | Classroom |
| Social skills | • Social Stories describing desired behaviors for greeting another student, moving past students on the playground, asking a peer to join a game, and encountering a nonpreferred item such as another student’s food • Scaffolded engagement during social skills group activities with other students on playground equipment • Structured computer work with a peer | Able to: • Interact successfully with peers during lunch, playground, and classroom activities | Classroom Playground Lunchroom |
| Area of Concern | Intervention Methods | Desired Outcomes | Intervention Context |
| Self-regulation | • Targeted Social Stories • Daily yoga and exercise • Video modeling • Instruction in self-management • Reinforcement for effective self-regulation • Education for Alejandro’s teacher about Social Stories | Able to: • Calm self • Ask for help when needed • Remain seated and engaged in learning activities • Remain at lunchroom table when nonpreferred foods are present • Refrain from risky behavior | Classroom Playground Lunchroom |
| Fine motor skills | • Preparatory activities such as squeezing a stress ball or stretching bands before fine motor activities • Instruction in letter formation • Provision of graded fine motor activities • Reinforcement | Able to: • Write capital letters • Complete written worksheet without tearing paper • Use scissors to cut paper without tearing | Classroom |
| Social skills | • Social Stories describing desired behaviors for greeting another student, moving past students on the playground, asking a peer to join a game, and encountering a nonpreferred item such as another student’s food • Scaffolded engagement during social skills group activities with other students on playground equipment • Structured computer work with a peer | Able to: • Interact successfully with peers during lunch, playground, and classroom activities | Classroom Playground Lunchroom |