Skip to Main Content
Table 2.

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 
Close Modal

or Create an Account

Close Modal
Close Modal