8 Functional Object Retrieval Activities With Verbal Instructions for Occupational Therapy

Retrieving an object from another room may appear simple, but the task often requires a person to use several cognitive and motor skills at the same time. The participant must listen to the instruction, identify the important details, hold the information in working memory, move safely through the environment, visually locate the correct object, and return it to the intended destination.

A person may walk safely and identify objects accurately when each task is completed separately. Difficulty may emerge when they must remember what to retrieve while navigating the environment. Functional object-retrieval activities can help occupational therapy practitioners examine how cognition, mobility, vision, motor planning, and environmental demands interact during everyday occupations.

The activities below are adapted from activities I use in clinic to address auditory memory, direction-following, calendar, functional ambulation, visual scanning, obstacle-course, carrying, reaching, and household-management.

Why Object Retrieval Is a Functional Cognition Activity

Object retrieval requires more than finding an item.

Depending on the task, the participant may need to:

• attend to a verbal instruction
• retain one or more details
• remember the destination
• sequence several actions
• scan a visually complex environment
• distinguish between similar objects
• move around obstacles
• reach at different heights
• carry an object safely
• recognize and correct an error

These demands are common during:

• meal preparation
• dressing
• grooming
• medication management
• household organization
• laundry
• work tasks
• shopping
• community mobility
• appointment preparation

You can modify the number of objects, length of the instruction, environmental complexity, mobility demand, and amount of support to identify the participant’s just-right challenge.

1. Retrieve One Object From a Visible Location

Begin with a simple one-step instruction.

For example:

Please bring me the blue cup from the table.

The object should be visible and located within a safe walking distance.

This activity allows the therapist to observe whether the participant can:

• attend to the instruction
• retain the object name
• recognize the correct item
• move safely to the location
• retrieve and return the object

Grade the activity down

• position the item nearby
• reduce visual clutter
• use a highly familiar object
• point toward the general location
• repeat the instruction
• provide a picture of the target

Grade the activity up

• increase the distance
• include several similar objects
• specify a color, size, or other feature
• delay task initiation
• require a particular destination
• place the item at a different height

What to observe

Document whether the participant:

• begins without prompting
• remembers the complete instruction
• selects the correct object
• searches systematically
• asks for repetition
• becomes distracted
• returns to the correct destination

This simple version can serve as a baseline before introducing multistep instructions.

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2. Retrieve Two Objects in a Specific Order

Provide a two-item instruction.

For example:

Bring me the towel first, and then bring the hairbrush.

The objects may be placed in the same area or in separate locations.

Requiring a specific order adds working-memory and sequencing demands.

Functional examples

• retrieve a plate and then a cup
• bring a shirt before retrieving the pants
• collect the medication organizer and then a glass of water
• retrieve the cleaning cloth before the spray bottle

Grade the task

To simplify:

• keep both objects visible
• place them close together
• allow the participant to repeat the instruction aloud
• use familiar object pairs

To increase complexity:

• place the objects in different areas
• include competing items
• add a short delay
• require the participant to return the first object before retrieving the second
• ask for three objects instead of two

What to document

Record:

• number of objects correctly retrieved
• adherence to order
• repeated or omitted items
• cueing required
• search time
• whether the participant used rehearsal
• whether performance changed when the objects were separated

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3. Retrieve Objects for a Functional Routine

Instead of naming unrelated items, ask the participant to gather objects needed for an everyday activity.

For example:

Please gather everything you would need to brush your teeth.

Other routines may include:

• preparing a simple snack
• getting dressed
• washing the face
• making coffee
• taking medication
• writing a letter
• packing for an appointment

This adds planning and semantic knowledge because the participant must determine which objects are relevant.

Two ways to present the task

You may provide a direct list:

Bring me the toothbrush, toothpaste, and cup.

Or provide only the occupational goal:

Gather what you would need to brush your teeth.

The second version places greater demands on planning, object selection, and task knowledge.

Add distractor objects

Place unrelated items near the target objects.

For example, the grooming area might contain a toothbrush, comb, lotion, spoon, and toothpaste.

Observe whether the participant selects only the objects needed for the routine.

What this activity may reveal

The participant may:

• understand the routine but forget an item
• retrieve extra objects
• recognize objects but fail to organize the task
• gather everything but not know what to do next
• require environmental cues to locate supplies

These patterns may guide intervention toward memory support, environmental organization, sequencing, or task simplification.

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4. Retrieve Objects From Verbal Location Descriptions

Give an instruction that includes both the object and its location.

For example:

Bring me the red folder from the second shelf beside the window.

This activity combines auditory comprehension, spatial language, visual scanning, working memory, and mobility.

Location concepts may include

• above
• below
• beside
• behind
• inside
• underneath
• on the left
• on the right
• first, second, or third shelf
• near a specific landmark

Grade the task down

• use one location concept
• position the object in plain sight
• provide a visual marker
• keep the route short
• repeat the location phrase

Grade the task up

• include multiple spatial details
• use similar storage areas
• place competing objects nearby
• require a sequence of locations
• remove direct line of sight
• ask the participant to explain where the object was found

Clinical considerations

An incorrect retrieval may reflect difficulty with:

• auditory comprehension
• spatial terminology
• working memory
• visual scanning
• left-right discrimination
• environmental familiarity

The therapist should avoid assuming that every error is caused by memory.

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5. Retrieve Objects and Place Them at Specific Destinations

The participant retrieves an object and then carries it to a designated location.

For example:

Pick up the folded towel from the chair and place it in the bathroom basket.

This requires the participant to retain both the object and the destination.

Functional variations

• move groceries to the appropriate cabinet
• place clothing in the correct drawer
• bring dishes to the table
• carry cleaning supplies to the bathroom
• put office materials into the correct storage area
• return grooming supplies after use

Grade the activity

Change:

• the number of objects
• distance between locations
• similarity of destinations
• object size and weight
• number of turns
• need to open a cabinet or drawer
• amount of visual clutter

Observe

• whether the correct object is selected
• whether the destination is remembered
• path safety
• object-handling ability
• placement accuracy
• whether the participant checks their work
• ability to recognize a misplaced item

This version more closely resembles household organization than simply bringing items back to the therapist.

_______________________________________________________________

6. Object Retrieval Through an Obstacle Course

Place target objects at stations along a safe mobility route.

The participant may need to:

• step around cones
• pass through a narrow space
• turn around furniture
• step over a low obstacle
• stop at designated stations
• retrieve an item and continue walking

For example:

Walk around the chair, step over the blue line, pick up the grocery bag, and bring it to the counter.

The original treatment guide includes obstacle navigation, functional ambulation, hurdle negotiation, object carrying, and household-style movement activities that can be combined with verbal instructions.

Keep the route purposeful

The obstacle course should represent a relevant environmental demand, such as:

• moving around furniture
• navigating a cluttered home
• stepping over a threshold
• carrying objects through a kitchen
• moving through a store
• approaching a storage area

Grade the task down

• shorten the route
• remove obstacles
• use one target object
• provide visual markers
• allow the participant to stop and rehearse
• use a familiar path

Grade the task up

• include more than one destination
• add turns
• require route choices
• introduce similar objects
• change the destination midway
• add a second verbal instruction

Safety comes first

Do not add cognitive complexity when the participant cannot safely complete the mobility component alone.

The therapist may first establish single-task walking performance and then gradually introduce object-retrieval demands.

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7. Retrieve Objects After a Delay or Interference Task

Give the participant an instruction and then introduce a brief delay before they begin.

For example:

In a few minutes, bring me the calendar and the black pen from the desk.

During the delay, the participant may complete:

• a brief conversation
• simple calculations
• seated exercises
• a sorting activity
• another functional task

Then ask the participant to carry out the original instruction.

The source guide frequently uses delayed recall and interference to examine whether information can be retained after attention is redirected.

Why this matters

Daily instructions are not always acted on immediately.

A person may be told to:

• bring an item after finishing breakfast
• move laundry when the timer sounds
• take documents before leaving
• return a phone call after an appointment
• retrieve medication before bedtime

The person must maintain the intention while engaged in another activity.

Grade the task

Adjust:

• length of the delay
• complexity of the interference
• number of objects
• specificity of the destination
• availability of written support
• whether the participant may use rehearsal

Observe strategy use

Does the participant:

• repeat the instruction aloud?
• write it down?
• place a visual cue?
• ask for clarification?
• forget the task entirely?
• remember the object but not the destination?
• recall the instruction after a general prompt?

These observations can help identify whether prospective-memory strategies are needed.

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8. Retrieve Objects When the Plan Changes

Begin with one instruction and then introduce a realistic change.

For example:

Bring the coffee mug from the kitchen and place it on the table.

After the participant begins, add:

The table is being cleaned. Place the mug on the counter instead.

Other changes might include:

• the requested item is unavailable
• the destination has changed
• a different object is now needed
• the usual route is blocked
• one item must be substituted
• the original task must be paused

This activity adds cognitive flexibility, problem solving, working-memory updating, and error monitoring.

Functional examples

• a grocery item is out of stock
• a preferred shirt is in the laundry
• the usual cabinet is inaccessible
• the appointment location has changed
• a meal ingredient is unavailable
• the normal walking route is blocked

What to observe

Does the participant:

• continue following the original instruction?
• recognize that the plan has changed?
• become confused or frustrated?
• ask for repetition?
• generate an alternative?
• remember both the original goal and the new information?
• abandon the task?

Grade the activity carefully

Begin with one simple change.

Multiple rapid changes may overwhelm the participant and make it difficult to determine which demand caused the breakdown.

_________________________________________________________________________

General Guidelines for Conducting Functional Object Retrieval Activities in Interventions

How to Grade Verbal Instructions

• Number of details: Begin with one object and one destination. Increase the number of objects, descriptors, and steps gradually.
• Instruction length: Use short, direct sentences before moving toward conversational instructions.
• Presentation speed: Speak slowly when establishing the task. Progress toward a natural speaking rate when appropriate.
• Repetition: Compare performance with and without repetition; Document whether the participant independently requests clarification.
• Object familiarity: Familiar objects are usually easier to identify and retrieve than unfamiliar materials.
• Similarity of objects: Selecting a blue cup among unrelated objects is less demanding than choosing between several similar cups.
• Environmental complexity: Visual clutter, noise, movement, and unfamiliar layouts may reduce performance.
• Delay: Immediate action is generally easier than retaining the instruction while completing another task.
• Sequence requirements: Retrieving three objects in any order differs from retrieving them in a prescribed sequence.
• Destination demands: Remembering what to retrieve and where to place it adds another layer of working-memory demand.

Internal and External Strategies

Object-retrieval tasks provide an opportunity to teach strategies that can be used outside therapy.

• Verbal rehearsal: The participant repeats the instruction before beginning. For example, “Towel, basket, bathroom.”
• Chunking:  The participant groups information into meaningful units. For example, “Bathroom items first, kitchen items second.”
• Visualization: The participant mentally pictures the object and destination.
• Written instructions: The participant uses a short checklist or note.
• Environmental labels: Storage areas are labeled with words or pictures.
• Consistent placement: Frequently used objects remain in predictable locations.
• One-step directions: Caregivers or team members provide shorter instructions when multistep directions cause repeated breakdowns.
• Point-of-performance cues: Instructions are positioned where the task occurs rather than given in another room.

Compensation is not a lesser form of intervention. An external strategy may be the most effective way to improve safety and participation.

What Should Occupational Therapy Practitioners Document?

Helpful Resources: 

• Documentation and Billing
• Goals and Objective Measures

A strong note should describe the verbal instruction, motor demand, environmental setup, performance, cueing, and occupational relevance.

Useful variables include:

• number of objects
• number of instruction steps
• delay before initiation
• distance traveled
• environmental complexity
• correct object selection
• correct sequence
• correct destination
• repetitions required
• verbal, visual, or tactile cues
• search organization
• initiation time
• omitted steps
• repeated actions
• self-corrections
• safety awareness
• balance assistance
• strategy use
• change across trials

Avoid writing only:

The participant completed an object-retrieval task to improve functional cognition.

That does not explain the demand or the participant’s response.

Sample Documentation: One-Step Retrieval

The participant completed eight one-step verbal object-retrieval trials involving familiar household items positioned within a 20-foot treatment area. The participant independently retrieved seven of eight correct objects and required one repetition when two visually similar containers were positioned together. The participant initiated each trial within five seconds and returned all items to the designated table without loss of balance.

Sample Documentation: Multistep Retrieval

The participant completed four three-step verbal direction-following trials requiring object identification, functional mobility, and placement at specified destinations. The participant independently completed nine of 12 steps and demonstrated two destination errors and one omitted object. Accuracy improved to 12 of 12 steps when the participant repeated the instruction aloud before initiating movement. No additional cues were required during the final two trials.

Sample Documentation: Delayed Retrieval

The participant received three prospective object-retrieval instructions and completed a two-minute unrelated tabletop activity before initiating each task. The participant independently recalled the target object and destination during one of three trials. With use of a written keyword strategy, the participant completed the remaining two trials accurately without additional verbal cueing. Performance suggests that external recording may improve follow-through with delayed household requests.

Sample Documentation: Object Retrieval During Mobility

The participant completed a household object-retrieval activity involving a 50-foot route, two turns, one low obstacle, and three storage locations. The participant retrieved three of four requested objects independently but omitted one item after pausing to navigate the obstacle. One verbal cue to rehearse the remaining item improved task completion. The participant required supervision for turning while carrying two objects but demonstrated no loss of balance.

Functional Object Retrieval Should Resemble Real Life

Retrieving colored cones can be useful during early task development, but intervention should eventually progress toward the objects, spaces, and instructions the participant encounters outside therapy.

Ask:

• What does the participant forget to retrieve?
• Where are those objects usually stored?
• Are the instructions verbal, written, or self-generated?
• Does difficulty increase when the person is moving?
• Does environmental clutter affect visual search?
• Can the participant retain both the object and destination?
• Would consistent storage or written cues improve performance?
• Is the primary problem memory, comprehension, visual scanning, mobility, initiation, or organization?

The goal is not simply to complete increasingly long directions.

The goal is to help the participant listen, remember, move, locate, transport, and use objects more successfully during everyday occupations.