Empowering Individuals with ADHD through Client-Centered Cooking Interventions

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1. Empowering Individuals with ADHD through Client-Centered Cooking Interventions Jasmine Gabriel, OTD-S OTD 8142: Occupational & Contextual Analysis December 4, 2024
2. Occupational Profile (Client: Male, 28 years old) Occupations, Interests, and Values • Web developer (remote work, in-office monthly) • Lead singer, guitarist, and producer in his band • Enjoys 3D printing, video gaming, and creative activities • Values creativity, self-expression, and relationships Occupational History and Performance Patterns • Balances work, music, and hobbies • ADHD, anxiety, and depression impact focus and time management Environment and Context • Lives in Jacksonville, FL with fiancée • Remote work environment • Relies on technology for work and leisure Cultural, Social, and Temporal Contexts • Values art and music for self-expression • Strong support system from family and friends • Struggles with time management and organization due to ADHD Client Priorities • Improve focus and time management • Better manage ADHD, anxiety, and depression • Achieve a balanced lifestyle between work and personal life
3. Analysis of Occupational Performance (Based on the AA Form) Category Enablers Barriers Context The kitchen is equipped with necessary tools and space to prepare meals. Distractions in the kitchen (too many items on the counter, noise, etc.) make it difficult to focus on cooking tasks. Body Functions Good cognitive abilities help with problem-solving and adapting while cooking. ADHD affects focus, task sequencing, and time management (Ex. timing cooking, multi-tasking). Muscle/Movement Strong motor skills enable handling kitchen tools and managing tasks like flipping or stirring. n/a Performance Skills Creativity and adaptability help client enjoy cooking, and his technical skills support task precision. Impulsivity and distractibility lead to incomplete tasks (e.g., forgetting to stir/check food).
4. Possible Environmental/Contextual Modifications Kitchen setup provides necessary tools but may be cluttered or distracted. Cooking Space/ Organization Reorganize the refrigerator so that frequently used foods and those with sooner expiration dates are at the front of the shelves. Client enjoys cooking with his fiancée, providing support and social interaction. Support Continue collaborative cooking, but establish clear roles to minimize distractions and improve efficiency. Difficulty following multi-step recipes or timing multiple tasks at once. Task Management Use visual cues/checklists or a timer for step-by-step reminders and manage cooking time effectively. Home distractions (Ex. family, noise) interfere with concentration during cooking. Distractions Use noise-canceling headphones or a quieter area of the kitchen to reduce distractions. Cooking tasks can feel overwhelming due to lack of structure and planning. Routine/Planning Simplify meal prep (Ex. meal kits) and set reminders or schedules to help with sequencing tasks.
5. Environmental/Contextual Modification Plan Cooking Space/ Organization Modification: - Create a designated, organized cooking space to reduce distractions. Rationale: - A clutter-free environment helps minimize distractions, allowing the client to focus on cooking tasks more effectively. Implementation: - Set up a clear and organized cooking station in future sessions to improve focus and efficiency. Managing Distractions Modification: - Use noise-canceling headphones or cook in a quieter space. Rationale: - Reducing environmental distractions, such as noise from the home, will help the client maintain attention and stay on task. Implementation: - Encourage client to use headphones or find a quiet space during cooking to minimize distractions. Task Management Support Routine & Planning Modification: - Use timers or visual cues for task sequencing. Rationale: - ADHD affects the client’s ability to manage time and follow multi-step tasks. Timers and visual reminders will help him stay on track and reduce overwhelm. Implementation: - Introduce timers and step-by-step reminders in future sessions to help Trenton stay on track and manage cooking tasks. Modification: - Simplify meal prep (e.g., meal kits) and use reminder systems. Rationale: - Simplifying meal prep reduces cognitive load, making it easier for the client to follow through without becoming overwhelmed. Implementation: - Suggest using meal kits or prepping ingredients in advance, along with setting digital reminders to help the client follow a clear routine. Modification: - Assign clear roles when cooking with his fiancée to minimize distractions. Rationale: - Having clear roles helps reduce confusion and distractions, enabling the client to focus on his tasks while maintaining a collaborative cooking experience. Implementation: - Guide client and his fiancée in setting clear roles during cooking to enhance efficiency and focus.
6. Divergence from Activity Analysis Time Management - Divergence: Timers and visual cues not implemented initially. - Reflection: These tools should have been introduced at the start to reduce overwhelm and improve task completion. Environmental Modifications - Divergence: Decreasing visual distractions not implemented initially. - Reflection: Implementing the "cleaning as you go" strategy early on would have reduced visual distractions and improved his focus on the task at hand.
7. References Adamou, M., Asherson, P., Arif, M., et al. (2021). Recommendations for occupational therapy interventions for adults with ADHD: A consensus statement from the UK adult ADHD network. BMC Psychiatry, 21(72). https://doi.org/10.1186/s12888-021-03070-z Bonder, B. (2015). Anxiety disorders. In Psychopathology and function (pp. 185–191). Slack Incorporated. Bonder, B. (2015). Depressive disorders. In Psychopathology and function (pp. 146–152). Slack Incorporated. Bonder, B. (2015). Neurodevelopmental disorders. In Psychopathology and function (pp. 69–72). Slack Incorporated. Fleming, M. H. (1991). The therapist with the three-track mind. American Journal of Occupational Therapy, 45(11), 1007–1014. https://doi.org/10.5014/ajot.45.11.1007 Gemmell, P. A. L., & Bailliard, A. (2024). An occupational perspective on navigating food-related occupations for adults with attention deficit hyperactivity disorder. American Journal of Occupational Therapy, 78(Suppl. 2), 7811500116p1. https://doi.org/10.5014/ajot.2024.78S2-PO116 Pendleton, H. M., & Schultz-Krohn, W. (2018). Chapter 7: Teaching activities in occupational therapy. In Pedretti’s occupational therapy: Practice skills for physical dysfunction (8th ed., pp. 224–256). Elsevier. Kelsch, K. L., & Miller, K. L. (2016). Occupational therapy interventions for ADHD: A systematic review. Occupational Therapy Capstones, 107. University of North Dakota. https://commons.und.edu/ot-grad/107