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Study materials taken directly from the text: Occupational Therapy Practice FRAMEWORK: Domain & Process, 2nd Ed. ISBN: 978-1-56900-265-0

PERFORMANCE SKILLS

the abilities clients demonstrate in the actions they perform.

Motor Skills

Motor: Actions or behaviors a client uses to move and physically interact with tasks, objects, contexts, and environments.

Includes: planning, sequencing, and executing new and novel
movements.

Praxis Skills

• Skilled purposeful movements.
• Ability to carry out sequential motor acts as part of an overall plan rather than individual acts.
• Ability to carry out learned motor activity, including following through on a verbal command, visual-spatial construction, ocular and oral-motor skills, imitation of a person or an object, and sequencing actions.
• Organization of temporal sequences of actions within the spatial context, which form meaningful occupations

EXAMPLES:
Motor & Praxis Skills

• Bending and reaching for a toy or tool in a storage bin
• Pacing tempo of movements to clean the room
• Coordinating body movements to complete a job task
• Maintaining balance while walking on an uneven surface or while showering
• Anticipating or adjusting posture and body position in response to environmental circumstances, such as obstacles
• Manipulating keys or lock to open the door

Sensory-Perceptual skills

Actions or behaviors a client uses to locate, identify, and respond to sensations and to select, interpret, associate, organize, and remember sensory events based on discriminating experiences through a variety of sensations that include visual, auditory, proprioceptive, tactile, olfactory, gustatory, and vestibular.

EXAMPLES:
Sensory-Perceptual skills

• Positioning the body in the exact location for a safe jump
• Hearing and locating the voice of your child in a crowd
• Visually determining the correct size of a storage container for leftover soup
• Locating keys by touch from many objects in a pocket or purse (i.e., stereognosis)
• Timing the appropriate moment to cross the street safely by determining one's own position and speed relative to the speed of traffic
• Discerning distinct flavors within foods or beverages

Emotional Regulation Skills

Actions or behaviors a client uses to identify, manage, and express feelings while engaging in activities or interacting with others.

EXAMPLES:
Emotional Regulation Skills

• Responding to the feelings of others by acknowledgment or showing support
• Persisting in a task despite frustrations
• Controlling anger toward others and reducing aggressive acts
• Recovering from a hurt or disappointment without lashing out at others
• Displaying the emotions that are appropriate for the situation
• Utilizing relaxation strategies to cope with stressful events

Cognitive Skills

Actions or behaviors a client uses to plan and manage the performance of an activity

EXAMPLES:
Cognitive Skills

• Judging the importance or appropriateness of clothes for the circumstance
• Selecting tools and supplies needed to clean the bathroom
• Sequencing tasks needed for a school project
• Organizing activities within the time required to meet a deadline
• Prioritizing steps and identifying solutions to access transportation
• Creating different activities with friends that are fun, novel, and enjoyable
• Multitasking—doing more than one thing at a time, necessary for tasks such as work, driving, and household management

Communication & Social Skills

Actions or behaviors a person uses to communicate and interact with others in an interactive environment

EXAMPLES:
Communication & Social Skills

• Looking where someone else is pointing or gazing
• Gesturing to emphasize intentions
• Maintaining acceptable physical space during conversation
• Initiating and answering questions with relevant information
• Taking turns during an interchange with another person verbally and physically
• Acknowledging another person's perspective during an interchange

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