Copied to clipboard!
Occupational Therapy -> Executive Function -> Task Initiation
Task initiation refers to an individual's ability to begin an activity or task. In order to begin a task, the individual must understand what is required, what materials will need to be used, and the first step of the task. This often requires a motor skill as well, for example, reaching for a bowl to initiate preparing breakfast. Occupational therapists can assist individuals who struggle with task initiation through modifying and adapting tasks, providing direct teaching of specific skills required to initiate important tasks and/or providing opportunities to practice the skill with motivating and preferred activities.
Interventions Within the Scope of Occupational Therapy Practice to Improve Motor Performance For Children Ages 0–5 Years: A Systematic Review 2Author: Tanner, Schmidt, Martin, & Bassi - Themes: Early intervention for children younger than age 3 yr, interventions for preschool children ages 3–5 yr, and interventions for children with or at risk for cerebral palsy. Occupational therapy practitioners may consider using NIDCAP, home-based parent coaching, massage, home programming, and CareToy for children younger than age 3 yr; video games, preschool programs, and movement breaks for children ages 3–5 yr; and EI, CIMT, and BIT or child- and context-focused interventions for children with CP ages 3–5 yr. Interventions for children younger than age 3 yr should actively include parents during interventions and in home program development. For children with CP, interventions should use components of motor learning, specifically emphasizing goal-oriented, activity-based therapy and frequent task practice. Citation: Kelly Tanner, Elizabeth Schmidt, Kristen Martin, Margaret Bassi; Interventions Within the Scope of Occupational Therapy Practice to Improve Motor Performance for Children Ages 0–5 Years: A Systematic Review. Am J Occup Ther March/April 2020, Vol. 74(2), 7402180060p1–7402180060p40. doi: https://doi.org/10.5014/ajot.2020.039644
Occupation- and Activity-Based Interventions to Improve Performance of Activities of Daily Living, Play, and Leisure For Children and Youth Ages 5 to 21: A Systematic Review 2Author: Laverdure and Beisbier - Strong evidence indicates that engagement in occupations and activities, practice within and across environments, and coaching and feedback improve participation and performance in ADLs and functional mobility. Moderate evidence supports the use of collaborative goal setting, modeling, and guided participation in play and leisure. Moderate evidence also supports technological interventions for ADL, play, and leisure performance. Collaborating with clients and caregivers on the development of goals and intervention plans Providing caregiver training in the implementation, carryover, and transfer of occupation- and activity-based interventions in meaningful contexts Providing training and feedback to support client initiation of and engagement in occupational tasks and routines Embedding occupation- and activity-based interventions in natural routines, contexts, and environments and with naturally occurring social partners (e.g., caregivers, peers) Guiding and structuring occupation- and activity-based intervention and considering the use of technology (e.g., video modeling, virtual reality, and video game training interventions) to support and reinforce occupational participation and performance Instructing caregivers in the structured practice and provision of coaching and feedback on ADL skills in home and community settings. Citation: Patricia Laverdure, Stephanie Beisbier; Occupation- and Activity-Based Interventions to Improve Performance of Activities of Daily Living, Play, and Leisure for Children and Youth Ages 5 to 21: A Systematic Review. Am J Occup Ther January/February 2021, Vol. 75(1), 7501205050p1–7501205050p24. doi: https://doi.org/10.5014/ajot.2021.039560
Visual Schedule Cards
- Given visual timer, Orlando will end preferred task and transition to therapist selected task without negative behaviors 4 out of 5 trials across 3 sessions as measured by clinician observation and data collection to increase pragmatic and executive functioning skills. 2
- Given supervision, Ramiro will follow 5 steps 5 of 10 steps in a recipe to make a simple recipe to demonstrate executive function skills such as planning, problem-solving, and task initiation over 3 therapy sessions. 1
- Given visual and verbal cues, Aleisha will terminate one activity and transition to a second activity with modeling and communication opportunities to increase behavioral independence in and out of the therapy setting on 3 out of 4 attempts with 80% accuracy as measured by observation and data collection. 2
- Conner will complete shoe donning with Minimal assist and 80% verbal cue, 5 times a week, for increased functional independence when changing shoes in the class. 1
Restaurant Ordering Food Resources. Daily Living. Occupational therapy. Handwriting Resource. The holiday breakfast menu features an assortment of breakfast foods and prices to create your own brea...Includes activity list