<p> Intervention Summary Task Analysis, Activity Analysis, & Modification (TAAAM) – Short Form</p><p>Name of activity: Caramel Apples</p><p>Type of modality: Culinary</p><p>Type of play Solitary Interaction pattern Extra-individual # of participants required 1 Equipment/supplies Apples Popsicle sticks Caramel Examples of Possible Toppings (optional) M&Ms Peanuts Sprinkles Facilities required/environment Empty space to set up toppings and ingredients. Facility must contain a microwave and fridge. Precautions Since this is a culinary activity it is important to pay attention to the dietary needs/allergies of the client. AROM of the upper extremity may knock over ingredients. Ingredients can fall on the floor (safety precaution)</p><p>Activity Instructions (what the therapist needs to do to facilitate the activity) 1. Obtain equipment such as: apples, caramels, toppings, sticks and bowl</p><p>2. Find appropriate location and time to complete activity</p><p>3. Ask client if they are interested in making caramel apples</p><p>4. Review overall instructions for the culinary activity </p><p>5. Instruct client to wash hands </p><p>6. Instruct client to wear apron if desired </p><p>7. Instruct client to wash and dry apples </p><p>8. Instruct client to place wax paper on plate </p><p>9. Instruct client to place popsicle sticks in the apples</p><p>10. Instruct client to open caramels</p><p>11. Explain to the client the option of placing the apples in other toppings as well</p><p>1 12. Instruct client to prepare other toppings for dipping</p><p>13. Instruct client to place caramels in a bowl and heat in microwave until melted</p><p>14. Instruct client to place caramel apples in melted caramel and toppings</p><p>15. Instruct client to place finished apples on plate </p><p>16. Instruct client to place apples in fridge</p><p>17. Instruct client to wash hands Task Analysis (what the client needs to do to perform the activity) 1. Put on apron if desired</p><p>2. Wash hands </p><p>3. Bring apples on the plate to the sink</p><p>4. Turn on sink to warm water </p><p>5. Pick up apples</p><p>6. Wash apples under water </p><p>7. Place clean apples back on the plate </p><p>8. Unwrap each caramel from wrapper </p><p>9. Place unwrapped caramels into a microwave safe bowl</p><p>10. Open additional toppings </p><p>11. . Place each topping on a plate so that each topping has a separate plate of its own</p><p>12. Gather popsicle sticks </p><p>13. Pull the stem off of each apple</p><p>14. Place one popsicle stick in the middle of each apple </p><p>15. Press down on popsicle stick until it is halfway through the apple </p><p>16. Grab bowl with unwrapped caramels and bring it to the microwave</p><p>17. Open microwave</p><p>18. Place bowl inside the microwave</p><p>19. Close microwave 2 20. Set time for microwave (1 min and 20 seconds)</p><p>21. Press start and wait until the timer goes off</p><p>22. Open microwave</p><p>23. Grab bowl and place it on the table next to the apples </p><p>24. Grab stick in the apple and place each apple into the melted caramel until completely covered </p><p>25. Dip apple into any additional toppings </p><p>26. Place apple on plate</p><p>27. Repeat steps 21-23 until all apples are complete</p><p>28. Open the fridge</p><p>29. Place apples in the fridge when finished applying the toppings </p><p>30. Keep apples in fridge for at least 1 hour and 30 minutes until they are ready to eat</p><p>31. Wash hands once complete culinary activity Activity Analysis (inherent skills within the activity) Category Skills Primary body position sitting Parts of the body required Neck (turn head while preparing ingredients) Upper extremities (to combine ingredients, place caramels in the microwave/fridge) Lower extremities (walking to sink & microwave) Directionality Person/apples, Person/popsicle sticks, Person/ingredients Physical skills Active range of motion of the neck/head, upper extremities, trunk, lower extremities. Dynamic sitting, dynamic standing, static sitting, static standing, bending, bilateral integration, carrying in the hands, crossing midline, fine motor coordination, palmar grasp, scissor grasp, radial- digital grasp, 3-jaw chuck grasp, pincer grasp, gross motor coordination, lifting, manipulating, motor control, moving around obstacles, muscle strength, picking up, pushing with upper extremities, putting down objects, reaching, releasing, walking short distances, turning or twisting hands or arms, visual-motor integration Cognitive skills Arousal/alertness, focused attention, selective attention, sustaining attention, categorization, concentration, simple decision making, initiation, judgement, long term memory, short term memory, orientation: person , orientation: place, 3 orientation: time, orientation: topographical, organization and planning, simple problem solving, reading, recognition, sequencing, spatial operations, concrete thinking Sensory abilities Gustatory, olfactory, tactile, visual Communication/language skills Reception to spoken language, reception of written language Social and interpersonal skills Starting a conversation, sustaining a conversation, ending a conversation, handling criticism, heterogeneity, homogeneity, interpersonal interactions, maintaining social space, relating with equals, relating with persons in authority, relating with subordinates, regulating behavior, forming relationships, terminating relationships, self- expression, social conduct, social cues, showing respect & warmth, showing tolerance Self-care skills Caring for skin, teeth, hair, nails, dressing, eating, hygiene (kempt hair, clean clothes, clean body smell), toileting, washing/drying one’s self Psychological/emotional (possible) Growth and development, hope/optimism, inner strength, joy, positive emotions of escalation, positive emotions of de-escalation, positive emotions of well-being, sense of competence/mastery, sense of connection and belonging, sense of freedom/autonomy, sense of identity, Anger, fear, frustration Modification (to meet the therapeutic needs of the client) How could you simplify the activity? 1. Decrease number of apples the client has to complete in order to ease the use of physical skills (carrying in hands, reaching. lifting) and cognitive skills (short/long term memory) 2. Therapist can prepare ingredients ahead of time (melt caramel, set up toppings, place sticks in apples) in order to solely focus on the client's cognitive skills (organization and planning, long- term memory and physical skills (grasping and reaching) when placing the apples in the toppings 3. Therapist can provide a copy of the task analysis for the client to read in order to decrease the need to use long-term memory 4. The therapist can dip the apples into the caramel ahead of time so that the client only has to dip the apples in the toppings in order to ease mobility 5. Therapist can set up all the ingredients near the appliances required (fridge and microwave) so there are less obstacles to negotiate around and decrease the amount of lifting 6. Dip marshmallows in toppings instead of apples to decrease the amount of weight being lifted 7. Increase size/shape of stick in apple to aid with grasping 8. Therapist can place apples in fridge and caramel in 4 the microwave to eliminate the need to use bilateral lifting. 9. Client uses stovetop to melt caramels while preparing the apples to improve attention skills (alternating attention How could you make the activity more complex? 1. Therapist sets a fixed number of apples the client must complete to improve physical skills (lifting, reaching, grasping) and cognitive skills (long/short term memory, organization and planning) 2. Therapist sets a fixed number of toppings the client must use to increase mobility demands, improve lifting 3. Therapist sets up ingredients further from the apples so that the client’s grasping and lifting is challenged 4. Have client work in a group setting to challenge attention skills and improve social and interpersonal skills (sustaining a conversation) 5. Ask client to communicate what task they are completing in order to work on cognitive skills (sequencing) and communication skills (expression of spoken language) 6. Ask client to read each task before performing it in order increase the client’s need to read Any Additional Comments</p><p>5</p>