Performance Skills Of The Occupational Therapy Practice Framework

Front 1

Motor Skills:

Back 1

occupational performance skills observed as the person interacts with and moves task objects and self around the task environment (e.g. activity of daily living {ADL} motor skills, school motor skills)

Front 2

aligns

Back 2

(motor skill)

interacting with task objects without evidence of persistent propping or persistent leaning.

Front 3

stabilizes

Back 3

(motor skill)

moves through task environment and interacts with task objects without momentary propping or loss of balance

Front 4

positions

Back 4

(motor skill)

positions self an effective distance from task objects and without evidence of awkward body positioning.

Front 5

reaches

Back 5

(motor skill)

effectively extends the arm and when appropriate, bends the trunk to effectively grasp or place task objects that are out of reach

Front 6

Grips

Back 6

(motor skill)

effectively pinches or grasps task objects such that the objects do not slip

(e.g. from fingers or between teeth)

Front 7

manipulates

Back 7

(motor skill)

uses dexterous finger movements, without evidence of fumbling, when manipulating task objects.

(e.g. manipulating buttons when buttoning a shirt)

Front 8

coordinates

Back 8

(motor skill)

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.

Front 9

moves

Back 9

(motor skill)

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.

Front 10

lifts

Back 10

(motor skill)

effectively raises or lifts task objects without evidence of increased effort

Front 11

walks

Back 11

(motor skill)

during task performance, ambulates on level surfaces w/o shuffling the feet, becoming unstable, propping or using assistive devices.

Front 12

transports

Back 12

(motor skill)

carries task objects from one place to another while walking or moving in a wheelchair

Front 13

calibrates

Back 13

(motor skill)

uses movements of appropriate force, speed, or extent when interacting with task objects

(e.g., not crushing objects, pushing a door with enough force that it closes)

Front 14

flows

Back 14

(motor skill)

uses smooth and fluid arm and wrist movements when interacting with task objects.

Front 15

endures

Back 15

(motor skill)

persists and completes the task without showing obvious evidence of physical fatigue, pausing to rest, or stopping to catch one's breath

Front 16

paces

Back 16

(motor skill)

maintains a consistent and effective rate or tempo of performance throughout the entire task

Front 17

Process Skills

Back 17

Occupational performance skills (e.g., ADL process skills, school process skills) observed as a person selects, interacts with and uses task tools and materials, carries out individual actions and steps, and modifies performance when problems are encountered.

Front 18

paces

Back 18

(process skill)

maintains a consistent and effective rate or tempo of performance throughout the entire task.

Front 19

attends

Back 19

(process skill)

does not look away from what he or she is doing, interrupting the ongoing task progression.

Front 20

heeds

Back 20

(process skill)

carries out and completes the task originally agreed on or specified by another

Front 21

chooses

Back 21

(process skill)

selects necessary and appropriate type and # of tools and materials for the task, including the tools and materials that the person was directed to use or specified he or she would use.

Front 22

uses

Back 22

(process skill)

applies tools and materials as they are intended and in a hygienic fashion

Front 23

handles

Back 23

(process skill)

supports or stabilizes tools and materials in an appropriate manner, protecting them from being damaged, slipping, moving, and falling

Front 24

inquires

Back 24

(process skill)

seeks needed verbal/written information by asking questions or reading directions or labels and does not ask for information when he or she is fully oriented to the task and environment an had immediate prior awareness of the answer

Front 25

initiates

Back 25

(process skill)

starts/begins next action or step without hesitation

Front 26

continues

Back 26

(process skill)

performs single actions or steps w/ interruptions such that once an action or task is initiated, the person continues without pauses or delays until the action or step is completed

Front 27

sequences

Back 27

(process skill)

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

Front 28

terminates

Back 28

(process skill)

completes single actions or single steps w/o inappropriate persistence or premature cessation

Front 29

searches/locates

Back 29

(process skill)

looks for and locates tools and materials in a logical manner; both within and beyond the immediate environment

Front 30

gathers

Back 30

(process skill)

collects related tools and material into the same work space and regathers tools or materials that have spilled, fallen, or been misplaced

Front 31

organizes

Back 31

(process skill)

logically positions or spatially arranges tools and materials in an orderly fashion w/i a single work space and between multiple appropriate work spaces such that the work space is not too spread out or too crowded

Front 32

restores

Back 32

(process skill)

puts away tools/materials in appropriate places and ensures that the immediate work space is restored to its original condition

Front 33

navigates

Back 33

(process skill)

moves the arm, body, or wheelchair w/o bumping into obstacles when moving in the task environment or interacting with task objects

Front 34

Notices/Responds

Back 34

(process skill)

responds appropriately to

1. nonverbal task-related cues (heat + movement)

2. the spatial arrangement and alignment of task objects to one another

3. Adjusts knows, dials, or water taps to overcome problems with ongoing task performance

Front 35

Adjusts

Back 35

(process skill)

Effectively

1. goes to new work spaces

2. Moves tools and materials out of the current work space

3. Adjusts knobs, dials or water taps to overcome problems with task performance

Front 36

Benefits

Back 36

(Process Skill)

Prevents problems with task performance from recurring or persisting

Front 37

Social Interaction Skills

Back 37

occupational performance skills observed during the ongoing stream of social exchange

Front 38

Approaches/Starts

Back 38

(social interaction)

Approaches/initiates interaction with the social partner in a manner that is socially appropriate

Front 39

Concludes/Disengages

Back 39

(social interaction)

Effectively terminates the conversation or social interaction, brings to closure the topic under discussion and disengages or says good-bye

Front 40

Produces Speech

Back 40

(social interaction)

Produces spoken, signed, or augmentative (i.e. computer-generated) messages that are audible and clearly articulated

Front 41

Gesticulates

Back 41

(social interaction)

Uses socially appropriate gestures to communicate or support a message

Front 42

Speaks Fluently

Back 42

(social interaction)

speaks in a fluent and continuos manner, with an even pace (not too fast/not too slow) and without pauses or delays during the message being sent.

Front 43

Turns Toward

Back 43

(social interaction)

Actively positions or turns the body and face toward the social partner or person who is speaking

Front 44

Looks

Back 44

(social interaction)

makes eye contact with social partner

Front 45

Places Self

Back 45

(social interaction)

positions self at an appropriate distance from the social partner during the social interaction

Front 46

Touches

Back 46

(social interaction)

Responds to and uses touch or bodily contact with the social partner or person is speaking

Front 47

Regulates

Back 47

(social interaction)

Does not demonstrate irrelevant, repetitive, or impulsive behaviors that are not part of social interaction

Front 48

Questions

Back 48

(social interaction)

Requests relevant facts and information and asks questions that support the intended purpose of the social interaction

Front 49

Replies

Back 49

(social interaction)

Keeps conversation going by replying appropriately to question and comments

Front 50

Discloses

Back 50

(social interaction)

Reveals opinions, feelings and private information about self or others in a manner that is socially appropriate

Front 51

Expresses Emotion

Back 51

(social interaction)

Displays affect and emotions in a way that is socially appropriate

Front 52

Disagrees

Back 52

(social interaction)

Expresses differences of opinion in a socially appropriate manner

Front 53

Thanks

Back 53

(social interaction)

uses appropriate words and gestures to acknowledge receipt of services, gifts or compliments

Front 54

Transitions

Back 54

(social interaction)

handles transitions in the conversation smoothly or changes the topic without disrupting the ongoing conversation

Front 55

Time Response

Back 55

(social interaction)

Replies to social messages without delay or hesitation and without interrupting the social partner

Front 56

Times Duration

Back 56

(social interaction)

Speaks for reasonable periods

Front 57

Takes turns

Back 57

(social interaction)

takes his or turn and gives the social partner the freedom to take his or her turn

Front 58

Matches Language

Back 58

(social interaction)

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

Front 59

Clarifies

Back 59

(social interaction)

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

Front 60

Acknowledges and Encourages

Back 60

(social interaction)

Acknowledges receipt of messages, encourages the social partner to continue interaction, and encourages all social partners to participate in social interaction

Front 61

Empathizes

Back 61

(social interaction)

expresses a supportive attitude toward the social partner by agreeing with, empathizing with, or expressing understanding of the social partner's feelings and experiences

Front 62

Heeds

Back 62

(social interaction)

Uses goal-directed social interactions focused on carrying out and completing the intended purpose of the social interaction

Front 63

Accommodates

Back 63

(social interaction)

Prevents ineffective or socially inappropriate social interaction

Front 64

Benefits

Back 64

(social interaction)

Prevents problems with ineffective or socially inappropriate social interaction from recurring or persisting

Front 65

Performance Patterns

Back 65

habits, routines, roles and rituals used in the process of engaging in occupations or activities; these patterns can support or hinder occupational performance

Front 66

Habits

Back 66

(performance pattern)

acquired tendencies to respond and perform in certain consistent ways in familiar environments or situations; specific, automatic behaviors performed repeatedly, relatively automatically and with little variation.

Habits can be useful, dominating, or impoverished and can either support or interfere with performance in occupations.

Front 67

What are some examples of habits?

Back 67

- automatically puts car keys in the same place everyday.

- spontaneously looking both ways before crossing the street

- always turns off the stove burner before removing a cooking pot.

- activates the alarm system before leaving the home

Front 68

Routines (person)

Back 68

(performance pattern)

patterns of behavior that are observable, regular, and repetitive and provide structure to daily life. They can be satisfying, promoting, or damaging. Routines require momentary time commitment and are embedded in cultural and ecological contexts.

Front 69

Rituals (person)

Back 69

(performance pattern)

symbolic actions with spiritual, cultural, or social meaning contributing to the client's identity and reinforcing values and beliefs. Rituals have a strong affective component and consist of a collection of events.

Front 70

Roles (person)

Back 70

(performance pattern)

sets of behaviors expected by society and shaped by culture and context that may be further conceptualized and defined by the client.

Front 71

Routines (group or population)

Back 71

patterns of behavior that are observable, regular, and repetitive and that provide structure for daily life. They can be satisfying, promoting, or demanding. Routines require momentary time commitment and are embedded in cultural and ecological contexts

Front 72

Rituals (group or population)

Back 72

shared social actions with traditional, emotional, purposive, and technological meaning contributing to values and beliefs within the group or population

Front 73

Roles (group or population)

Back 73

sets of behaviors by the group or population expected by society and shaped by culture and context that may be further conceptualized and defined by the group or population.

Front 74

What is an example of roles in a group or population?

Back 74

ex: nonprofit civic group providing housing for people with mental illness. Humanitarian group distributing food and clothing donations to refugees.

Student organization in a university educating elementary school children about preventing bullying.

Front 75

What is an example of rituals in a group or population?

Back 75

ex.

holding cultural celebrations,

has parades or demonstrations, shows national affiliations or allegiances. Follows religious, spiritual, and cultural practices, such as touching the mezuzah or using holy water when leaving entering the sanctuary.