Clinical pathway
Executive function
The student loses materials, misses steps, and cannot organize a multi-step visual task even when each step is known.
Step 1
Occupational performance problem
The student loses materials, misses steps, and cannot organize a multi-step visual task even when each step is known.
Step 2
Clinical reasoning
- Ask whether the breakdown is planning or visual retrieval — a cluttered desk failure is not the same as a sequencing failure.
- When visual work is expensive, executive resources get spent on seeing rather than on organizing.
Step 3
Likely limiting level
Level 5: Functional Integration
Visual effort competes with organization and planning.
Level 3: Visual Processing
Spatial organization of materials and pages.
Step 4
Intervention options
Nothing tagged for this step yet.
See all matching resourcesStep 5
Movement-based options
Nothing tagged for this step yet.
Step 6
Teacher strategies
- Visual checklists placed where the task happens, not in a binder.
- One consistent place for each material; reduce the number of visual decisions.
Step 7
Parent carryover
- Same launch pad for backpack and materials every day.
- Photograph the finished setup as the visual model.
Step 8
Progress monitoring
- Steps completed independently on a routine checklist.
- Materials-ready rate at the start of class.
Step 9
Reassessment
Re-screen the limiting level after 6–8 weeks of consistent intervention. If the occupational problem has not changed while the contributing level has, look upstream for a different limiting factor. If neither has changed, or symptoms are worsening, refer out rather than continuing to treat.