Video Observation and Analysis: School-Based Occupational Therapy Intervention for a Child with ADHD

Teacher Guidelines
Student Learning Objectives
Role Simulated Participant

📄 You can download the full simulation scenario in your preferred language below:

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🧩 Simulation Overview

This simulation-based learning scenario aims to enhance students’ skills in observing, analyzing, and critically evaluating occupational therapy (OT) interventions for children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) within a therapy room setting. Students will observe a pre-recorded video of an OT conducting a one-on-one session with a child in a culturally relevant pediatric therapy environment. The video demonstrates developmentally appropriate and contextually grounded strategies designed to improve the child’s attention, support emotional regulation, and manage hyperactive behaviors. Learners are expected to engage in critical reflection on both the therapeutic techniques used and the environmental and socio-cultural factors that influence occupational performance.

Modality: Digital Student roles:

Student roles	Number of students	Extra information
Occupational therapist	–	Not played by students – appears in the video
Participant	–	The child receiving OT in the video
Other simulated participant Please specify in extra information	–	None
Observer	~10 per session	All students act as observers; they watch the video and participate in structured reflection

Learning outcomes:

Learning outcomes (simOT Framework)

Domain A: Knowledge and attitudes supporting OT competence	Students develop foundational understanding of ADHD and its impact on occupational performance; demonstrate appreciation for individual-centered and evidence-informed OT approaches
Domain B: Managing and conducting OT process	Students apply clinical reasoning skills to analyze observed interventions and evaluate their effectiveness in a pediatric OT setting
Domain C: Developing and maintaining professional relationships and partnerships	Students reflect on the therapist–child interaction and discuss how therapeutic rapport supports occupational engagement
Domain D: Professional autonomy and continuous professional development	Students engage in structured self-assessment and group reflection to enhance their competence in observation and analysis

🛠️ Preparation for the Simulation

Prerequisites:

Competencies	Specific description of prior knowledge, attitudes and skills
A.1 – Knowledge about Occupation and Humans as Occupational Beings	Understanding of how ADHD symptoms (inattention, hyperactivity, impulsivity) impact children’s daily functioning and participation in meaningful occupations
B.1 – Professional Reasoning During the OT Process	Ability to critically observe and analyze intervention sessions, identify strengths and weaknesses in therapeutic approaches, and relate these to occupational goals
A.4 – Attitudes about the Value of People and Their Environments	Respect for the individuality of each child, belief in tailoring interventions to specific needs, and commitment to culturally sensitive, client-centered care
B.2.2 – Goal Setting and Intervention Planning	Familiarity with how OT goals are set in pediatric contexts; basic knowledge of models/theories such as MOHO, PEOP, and Sensory Integration used to inform planning

📦 Actions and Materials

Action	Materials
Prepare the simulation space (quiet environment for video viewing)	Computer or projector setup, speakers or headphones
Upload and test the ADHD intervention video	Pre-recorded video file, internet connection if streamed
Provide clear verbal instructions on purpose, expectations and observation focus	–
Distribute observation guidelines and note-taking templates to students	Observation form or checklist
Prepare for group debriefing after video observation	Flipchart or whiteboard (optional), debriefing questions/prompts

Learning objectives (observable behaviour)

Domain A	Observe and document 5 key features of the intervention; explain at least 2 relevant OT models used in ADHD practice
Domain B	Identify 3 strengths and 3 areas for improvement; evaluate alignment with client needs and OT goals
Domain C	Describe how the therapist builds trust and engagement with the child; reflect on communication strategies
Domain D	Participate actively in debriefing; provide constructive peer feedback using observation notes

Name	Not disclosed (fictional client in video)
Age	7 years
Sex	Male
Personal factors	Energetic and expressive; shows low frustration tolerance; quick to disengage when not interested
Ethnicity and cultural context	Turkish; lives with family in urban setting; attends mainstream school
Reason the participant is seeking OT service and concerns related to engagement in occupations	The child was referred due to difficulty focusing, completing tasks, and managing behavior in both classroom and home settings. Concerns include reduced participation in structured activities and emotional dysregulation during transitions.