ISP: HOW TO PERFORM PERFORMANCE SKILLS Flashcards
are the group of performance skills that represent small, observable actions related to moving oneself or moving and interacting with tangible task objects in the context of performing a personally and ecologically relevant daily life task
Motor skills
Moves through task environment and interacts with task objects without momentary propping or loss of balance
Stabilizes
Interacts with task objects without evidence of persistent propping or leaning
Aligns
Positions self an effective distance from task objects and without evidence of awkward arm or body positions
Positions
Effectively extends arm and, when appropriate, bends trunk to ef- fectively grasp or place task objects that are out of reach
reaches
Flexes or rotates trunk as ap- propriate when sitting down or when bending to grasp or place task objects that are out of reach
Bends
Effectively pinches or grasps task objects such that the objects do not slip (e.g., from between fingers, from be- tween teeth, from between hand and supporting surface)
Grips
Uses dexterous finger movements, without evidence of fum- bling, when manipulating task objects
manipulates
Uses two or more body parts together to manipulate and hold task objects without evidence of fumbling or task objects slipping from the grasp
Coordinates
Effectively pushes or pulls task objects along a supporting surface, pulls to open or pushes to close doors and drawers, or pushes on wheels to propel a wheelchair
Moves
Effectively raises or lifts task objects without evidence of excessive physical effort
Lifts
During task performance, ambulates on level surfaces without shuffling feet, becoming unstable, propping, or using assistive devices
Walks
Carries task objects from one place to another while walking or moving in a wheelchair
Transports
Uses movements of appropriate force, speed, or extent when interacting with task objects (e.g., does not crush task objects, pushes a door with enough force to close it without a bang)
Calibrates
Uses smooth and fluid arm and wrist movements when interacting with task objects
flows
Persists and completes the task without demonstrating physical fatigue, pausing to rest, or stopping to catch breath
endures
Maintains a consistent and efffective rate or tempo of performance throughout the entire task performance
Paces
Does not look away from task performance, maintaining the ongoing task progression
Attends
Carries out and completes the task originally agreed on or specified by another person
Heeds
Applying knowledge: Selects necessary and appropriate type and number of objects for the task, including the task objects that one chooses or is directed to use (e.g., by a teacher)
Chooses
Applying Knowledge: Applies task objects as they are intended (e.g., using a pencil sharpener to sharpen a pencil but not a crayon) and in a hygienic fashion
Uses
Supports or stabilizes task objects appropriately, protecting them from being damaged, slipping, moving, or falling
Handles
Seeks needed verbal or written information by asking questions or reading directions or labels and (2) does not ask for information when fully oriented to the task and environment and recently aware of the answer
Inquires
Organizing Timing: Starts or begins the next task action or task step without any hesitation
Initiates
Performs single actions or steps without any interruptions so that once an action or task step is initiated, performance continues without pauses or delays until the action or step is completed
Continues
Performs steps in an effective or logical order and with an absence of randomness in the ordering or in- appropriate repetition of steps
Sequences
Brings to completion single actions or single steps without inappropriate persistence or premature cessation
Terminates
Looks for and locates task objects in a logical manner
Searches/locates
Collects related task objects into the same work space and regathers task objects that have spilled, fallen, or been misplaced
Gathers
Logically positions or spatially arranges task objects in an orderly fashion within a single work space or between multiple appropriate work spaces such that the work space is not too spread out or too crowded
Organizes
Puts away task objects in ap- propriate places and ensures that the immediate work space is restored to its original condition
Restores
Moves body or wheelchair without bumping into obstacles when moving through the task environment or interacting with task objects
Navigates
Responds appropriately to (1) nonverbal task-related cues (e.g., heat, movement), (2) the spatial arrangement and alignment of task objects to one another, and (3) cup- board doors or drawers that have been left open during task performance
Notices/responds
Overcomes problems with on- going task performance effectively by (1) going to a new workspace; (2) moving task objects out of the current workspace; or (3) adjusting knobs, di- als, switches, or water taps
Adjusts
Prevents ineffective performance of all other motor and process skills and asks for assistance only when appropriate or needed
Accommodates
Prevents ineffective performance of all other motor and process skills from recurring or persisting
Benefits
Starts interaction with the social partner in a manner that is socially appropriate
Approaches/starts
Effectively terminates the conversation or social inter- action, brings to closure the topic under discussion, and disengages or says goodbye
Concludes/disengages
Produces spoken, signed, or augmentative (i.e., com- puter-generated) messages that are audible and clearly articulated
Produces speech
Uses socially appropriate gestures to communicate or support a message
Gesticulates
Speaks in a fluent and continuous manner, with an even pace (not too fast, not too slow) and without pauses or delays, while sending a message
Speaks fluently
Actively positions or turns body and face toward the social partner or the person who is speaking
Turns toward
Makes eye contact with the social partner
Looks
Positions self at an appro- priate distance from the social partner
Places self
Responds to and uses touch or bodily contact with the social partner in a socially appropriate manner
Touches
Does not demonstrate irrelevant, repetitive, or impulsive behaviors during social interaction
Regulates
Requests relevant facts and information and asks questions that support the intended purpose of the social interaction
Questions
Keeps conversation going by replying appropriately to suggestions, opinions, questions, and comments
Replies
Reveals opinions, feelings, and private information about self or others in a socially appropriate manner
Discloses
Displays affect and emotions in a socially appropriate manner
Expresses emotions
Expresses differences of opinion in a socially appropriate manner
Disagrees
Uses appropriate words and gestures to acknowledge receipt of services, gifts, or compliments
Thanks
Handles transitions in the conversation or changes the topic without disrupting the ongoing conversation
Transitions
Replies to social messages without delay or hesitation and without interrupting the social partner
Times response
Speaks for a reasonable length of time given the complexity of the message
Times duration
Speaks in turn and gives the social partner the freedom to take their turn
Takes turns
Uses a tone of voice, dialect, and level of language that are so- cially appropriate and matched to the social partner’s abilities and level of understanding
Matches language
Responds to gestures or verbal messages from the social partner sig- naling that the social partner does not comprehend or understand a message and ensures that the social partner is following the conversation
Clarifies
Acknowledges receipt of messages, encourages the social partner to con- tinue the social interaction, and en- courages all social partners to participate in the interaction
Acknowledges and encourages
Expresses a supportive at- titude toward the social partner by agreeing with, empathizing with, or expressing understanding of the social partner’s feelings and experiences
Empathizes
Uses goal-directed social inter- actions focused on carrying out and completing the intended purpose of the social interaction
Heeds
Prevents ineffective or
socially inappropriate social interaction
Accommodates
Prevents problems with ineffective or socially inappropriate social interaction from recurring or persisting
Benefits
