Intervention Summary

Task Analysis, Activity Analysis, & Modification (TAAAM) – Short Form

Name of activity: Writing a haiku-styled poem

Type of modality: Bibliotherapy

Type of play / Solitary
Interaction pattern / Can be both intra-individual along with extra-individual
# of participants required / 1
Equipment/supplies / paper, writing utensil, table
Facilities required/environment / focused and quiet environment for participant
Precautions / Theme of poem shouldn’t be consisting of more than one category
Activity Instructions
(what the therapist needs to do to facilitate the activity)
1. Therapist needs to initiate the activity among the client.
2. Instruct client to retrieve a piece of paper.
3. Instruct client to retrieve a writing utensil to use on piece of paper.
4. Instruct client to sit down at table.
5. Instruct client as to how a haiku poem is to be formatted (stanzas of 5-7-5 syllables)
6. Instruct to client to write something within poem that has personal meaning or theme to them.
7. Provide plenty of time for client to gather thoughts together and express those thoughts in poem form.
8. Help client organize thoughts by planning a course of direction within their poem by identifying the personal issue.
Task Analysis
(what the client needs to do to perform the activity)
1. Retrieve piece of paper from therapist.
2. Retrieve writing utensil from therapist in order to organize thoughts on piece of paper.
3. Sit down at table.
4. Decide on theme of poem.
5. Begin writing poem by starting with a five syllable phrase or line; example can be something such as “Feeling kind of down”
6. Write next line of haiku poem using a seven syllable phrase which associates with the prior line; example could be “I really don’t want to frown”
7. Write next line below stanza two consisting of five syllables which associates with previous lines; example could be “ Need to make a change”
8. Repeat steps 5-7 to continue the activity in a different “story”
9. Retrieve more paper if needed.
Activity Analysis
(inherent skills within the activity)
Category / Skills
Primary body position / Sitting
Parts of the body required / Hands, Arms
Directionality / Person/object
Physical skills / Active range of motion ( Neck/Head), active range of motion (upper extremities), balance (static sitting), carrying in the hands, fine motor coordination, 3 jaw chuck grasp, motor control, picking up, putting down objects, speed
Cognitive skills / arousal/alertness, sustaining attention, calculation, categorization, cognitive flexibility, concept formation, concentration, decision making, initiation, insight, intellectual knowledge, judgment, memory (short term), orientation (person), organization and planning, problem solving, reading, number recognition, sequencing, spelling, strategy, concrete thought, time management, writing
Sensory abilities / Tactile function, Visual function
Communication/language skills / reception of written language, reception of signs and symbols, expression of written language, producing signs and symbols,
Social and interpersonal skills / handling criticism, regulating behavior, self expression, showing respect and warmth, showing tolerance
Self-care skills / N/A
Psychological/emotional (possible) / growth and development, hope/optimism, inner strength, joy, 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, emotional pain, fear, frustration, guilt
Modification
(to meet the therapeutic needs of the client)
How could you simplify the activity? / This activity could be simplified by creating a freely based haiku poem; in other words if the therapist suggested to the client that his feelings and issues that they might be dealing with could be expressed in poem format but instead of sticking to a “5-7-5” format that is consisted of a haiku, instead they could compose it however form they would like to, as long as it results in the client writing their thoughts in a rhyming way. Technological assistive devices could improve the client’s success in this activity. Allowing extended time could help make things easier and less stressful for client. Taking breaks could also help contribute to the client feeling more at ease about completing the activity. If the therapist brought in an individual who is an expert at writing poems, that might make things easier for the client to gather ideas.
How could you make the activity more complex? / This activity could become more complex if the therapist suggested to the client for him to write the traditional haiku-styled poem of “5-7-5” stanzas in an extended way. An example of this would be if the therapist required the client to write their poem in that sequence continue for 5 consecutive times. Also the format could be changed up , such as if the therapist suggested the client multiply the format by 3 and make it a “15-21-15” syllable stanza. Forming a rhyming scheme aspect such as creating a song could make things more challenging. Could conduct the activity while standing, that would create a challenge. The therapist selecting the topic to write about instead of the client choosing could also increase the level of difficulty.
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