ISP: HOW TO PERFORM PERFORMANCE SKILLS Flashcards
Person moves through the kitchen without propping or loss of balance.
Stabilizes
Person washes dishes without using the counter for support.
Aligns
Person places body or wheelchair at an effective distance for washing dishes.
Positions
Person reaches without effort for the game box.
Reaches
Person bends without effort when reach- ing for the game box.
Bends
Person grips the game box and game pieces, and they do not slip from the hand.
Grips
Person readily manipulates the game pieces with fingers while setting up and playing the game.
Manipulates
Person uses both hands to shuffle the game cards without fumbling them, and the cards do not slip from the hands.
Coordinates
Person moves the broom easily, pushing and pulling it across the floor.
Moves
Person easily lifts cleaning supplies out of the cart.
Lifts
Person walks steadily through the factory.
Walks
Person carries cleaning supplies from one factory location to another, either by walking or using a wheelchair, without effort.
Transports
Person uses an appropriate amount of force to squeeze liquid soap onto a cleaning cloth.
Calibrates
Person demonstrates fluid arm and wrist movements when wiping tables.
Flows
Person completes bathing of parent without evidence of physical fatigue.
Endures
Person uses an appropriate tempo when bathing the parent.
Paces
Person maintains gaze on the assignment and continues writing sentences without pause.
Attends
Person completes the assignment, writing the number of sentences required.
Heeds
Person chooses specified medicine bottles appropriate for the specific timed dose.
Chooses
Person uses a medicine spoon to take a dose of liquid medicine.
Uses
Person supports the medicine bottle, keeping it upright without the bottle tip- ping or falling.
Handles
Person reads the label on the medicine bottle before taking the medication.
Inquires
Person begins each step of ATM use without hesitation.
Initiates
Person completes each step of ATM use without delays.
Continues
Person completes each step of ATM use in logical order.
Sequences
Person completes each step of ATM use in the appropriate length of time.
Terminates
Person readily locates needed office supplies in the assigned work space.
Searches/locates
Person gathers required clerical tools and supplies in the assigned work space.
Gathers
Person organizes required clerical tools and supplies within the work space so all are within reach.
Organizes
Person returns clerical tools and supplies to their original storage location.
Restores
Person moves through the office space without bumping into office furniture or machines.
Navigates
Person notices the carrot rolling off the cutting board and catches it before it rolls onto the floor.
Notices/responds
Person readily adjusts the flow of water from the tap when washing vegetables.
Adjusts
Person prevents problems from occurring during the salad preparation.
Accommodates
Person prevents problems from continu- ing or reoccurring during the salad preparation.
Benefits
Person politely begins interactions with support group members.
Approaches/starts
Person politely ends a conversation with a support group member.
Concludes/disengages
Person produces clear verbal, signed, or augmentative messages to communicate with other children playing in the sandbox.
Produces speech
Person gestures by waving or pointing while communicating with other children playing in the sandbox.
Gesticulates
Person speaks, without pausing, stutter- ing, or hesitating, when engaging with other children playing in the sandbox
Speaks fluently
Person turns body and face toward other residents while interacting during the meal.
Turns toward
Person makes eye contact with other residents while interacting during the meal.
Looks
Person sits an appropriate distance from other residents at the table
Places self
Person touches other residents appropri- ately during the meal.
Touches
Person avoids demonstrating irrelevant, repetitive, or impulsive behaviors while interacting during the meal.
Regulates
Person asks customers for their choice of ice cream flavor.
Questions
Person readily replies with relevant an- swers to customers’ questions about ice cream products.
Replies
Person discloses no personal information about self or others to customers.
Discloses
Person displays socially appropriate emotions when sending messages to customers.
Expresses emotions
Person expresses a difference of opinion about ice cream products in a polite way.
Disagrees
Person thanks the customers for pur- chasing ice cream.
Thanks
Person offers comments or suggestions that relate to the topic of mental health challenges, smoothly moving the topic in a relevant direction.
Transitions
Person replies to another group member’s question about community supports for mental health challenges after briefly considering how best to respond.
Times response
Person sends messages about mental health challenges of an appropriate length.
Times duration
Person engages in back-and-forth conversation with others in the group
Takes turns
Person uses a tone of voice and vocabulary that match those of the Social Security agent.
Matches language
Person rephrases the initial question when the Social Security agent requests clarification.
Clarifies
Person nods to indicate understanding of the information shared by the Social Se- curity agent.
Acknowledges and encourages
Person shows empathy when the Social Security agent expresses frustration with the slow computer system.
Empathizes
Person maintains focus on deciding which restaurant to go to.
Heeds
Person avoids making ineffective responses to others about restaurant choice
Accommodates
Person avoids making reoccurring inef- fective comments during the decision making.
Benefits
