chapter 2 performance skills Flashcards
performance skills
observable, goal-directed actions
motor skills
occupational performance skills are observed as the person interacts with and moves task objects and self around the task environment
stabilizes
moves through task environment and interacts with task objects without momentary propping or loss of balance
aligns
interacts with task objects without evidence of persistent propping or persistent leaning
positions
situates self an effective distance from task objects and without evidence of awkward body positioning
reaches
effectively extends the arms, and when appropriate bends the trunk to effectively grasp or place task objects that are out of reach
bends
flexes or rotates the trunk as appropriate to the task to grasp or place task objects out of reach or when sitting down
grips
effectively using fingers, teeth, toes etc to pinch or hold onto objects, not allowing them to slip
manipulates
uses dexterous finger movements, without evidence of numbing, when manipulating task objects
coordinates
uses two or more body parts together to manipulate, hold, and/or stabilize task objects without evidence of fumbling task objects or slipping from one’s grasp
moves
effectively pushes or pulls task objects along a supporting surface
lifts
effectively raises or lifts task objects without evidence of increased effort
walks
during task performance, ambulates on level surfaces without shuffling the feet, becoming unstable, propping, or using assistive devices
transports
carries task objects from one place to another while walking or moving in a wheelchair
calibrates
uses movements of appropriate force, speed, or extent when interacting with task objects (not crushing objects)
flows
uses smooth and fluid arm and wrist movements when interacting with task objects
endures
persists and completes the task without showing obvious evidence of physical fatigue, pausing to rest, or stopping to catch one’s breath
paces
maintains a consistent and effective rate or tempo of performance throughout the entire task
process skills
occupational performance skills observed as a person selects, interacts with, and uses task tools and materials
carries out individual actions and steps
modifies performance when problems are encountered
paces
maintains a consistent and effective rate or tempo of performance throughout the entire task
attends
does not look away from what he or she is doing, interrupting the ongoing task progression
heeds
carries out and completes the task originally agreed on or specified by another
chooses
selects necessary and appropriate type and number of tools and materials for the task, including the tools and materials that the person was directed to use or specified they would use
uses
applies tool and materials as they are intended and in a hygienic fashion
example of uses
pencil sharpener to sharpen penicil not crayon
handles
supports or stabilizes tools and materials in an appropriate manner, protecting them from being damaged, slipping, moving, and falling
inquires
seeks needed verbal or written information by asking questions or reading directions/labels
does not ask for information when he/she was fully oriented to the task and enviornment and had immediate prior awareness of the answer
initiates
starts or begins the next action or step without hesitation
continues
performs single actions or steps without interruptions such that once an action or task is initiated, the person continues without pauses or delays until the action or step is completed
sequences
performs steps in an effective or logical order and with an absence of randomness or lack of logic in the ordering and inappropriate repetition of steps
terminates
brings to completion single actions or single steps without inappropriate persistence of premature cessation
searches/locates
looks for and locates tool and materials in a logical manner, both within and beyond the immediate environment
gathers
collects related tools and materials into the same work space and regathers tools or materials that have spilled, fallen, or been misplaces
organzies
logically positions or spatially arranges tool and materials in an orderly fashion within a single work space and between multiple appropriate work spaces such that the work space is not too spread out or too crowded
restores
puts away tools and materials in appropriate places and ensures that the immediate work space is restored to its original condition
navigates
moves the arm, body, or wheelchair without bumping into obstacles when moving in the task environment or interacting with task objects
notices/responds
responds appropriately to….
nonverbal task-related cues
the spatial arrangement and alignment of task objects to one another
cupboard doors and drawers that have been left open during task performance
adjusts
effectively..
goes to new work spaces
moves tools and materials out of the current work space
adjusts knobs, dials, to overcome problems with ongoing task performance
accommodates
prevents ineffective task performance
benefits
prevents problems with task performance from recurring or persisting
social interaction skills
occupational performance skills observed during the ongoing stream of social exchange
approaches/starts
initiates interaction with the social partner in a manner that is socially appropriate
concludes/disengage
effectively terminates the conversation or social interaction, brings to closure the topic under discussion, and disengages or says good-bye
produces speech
produces spoken, signed, or augmentative messages that are audible and clearly articulated
geticulates
uses socially appropriate gestures to communicate or support a message
speaks fluently
speaks in a continuous manner, with an even pace and without pauses or delays during the message being sent
turn toward
actively positions or turns the body and face toward the social partner or person who is speaking
looks
makes eye contact with social partner
places self
positions self at an appropriate distance from the social partner during the social interaction
touches
responds to and uses touch or bodily contact with the social partner in a manner that is socially appropriate
regulates
does not demonstrate irrelevant, repetitive, or impulsive behavior that are not part of social interaction
questions
requests relevant facts and information and asks questions that support the intended purpose of the social interaction
replies
keeps conversation going by replying appropriately to questions and comments
discloses
reveals opinion, feelings, and private information about self or others in a manner that is socially appropriate
expresses emotion
displays affect and emotions in a way that is socially appropriate
disagrees
expresses differences of opinion in a socially appropriate manner
thanks
uses appropriate words and gestures to acknowledge receipt of services, gifts, or compliments
transitions
handles transitions in the conversation smoothly or changes the topic without disrupting the ongoing conversation
times response
replies to social messages without delay or hesitation and without interrupting the social partner
times duration
speaks for reasonable periods given the complexity of the message sent
takes turns
takes his or her turn and gives the social partner the freedom to take his of her turn
matches
uses a tone of voice, dialect, and level of language that are socially appropriate and matched to the social partner’s abilities and level of understanding
clarifies
responds to gestures or verbal messages signaling that the social partner does not comprehend or understand a message and ensures that the social partner is following the conversation
acknowledges and encourages
acknowledges receipt of messages, encourages the social partner to continue interaction, and encourages all social partners to participate in social interaction
empathizes
expresses a supportive attitude toward the social partner by agreeing with, or expressing understanding of social partner’s feelings and experiences
heeds
uses goal-directed social interactions focused on carrying out and completing the intended purpose of the social interaction
accommodates
prevents ineffective or socially inappropriate social interaction
benefits
prevents problems with ineffective or socially inappropriate social interaction from recurring or persisting
