Terms in this set (66)
Receiving and differentiating sensory stimuli
Interpreting sensory stimuli
Interpreting light touch, pressure, temperature, pain, and vibration through skin contact/receptors.
Interpreting stimuli originating in muscles, joints, and other internal tissues that give information about the position of one body part in relation to another.
Interpreting stimuli from the inner ear receptors regarding head position and movement.
Interpreting stimuli through the eyes, including peripheral vision and acuity, and awareness of color and pattern.
Interpreting and localizing sounds, and discriminating background sounds.
Organizing sensory input into meaningful patterns.
Identifying objects through proprioception, cognition, and the sense of touch.
Interpreting noxious stimuli.
Acquiring an internal awareness of the body and the relationship of body parts to each other.
Differentiating one side from the other.
Recognizing forms and objects as the same in various environments, positions, and sizes.
Determining the spatial relationship of figures and objects to self or other forms and objects.
Position in Space
Identifying forms or objects from incomplete presentations.
Differentiating between foreground and background forms and objects.
Determining the relative distance between objects, figures, or landmarks and the observer, and changes in planes of surfaces.
Determining the position of objects relative to each other.
Determining the location of objects and settings and the route to the location.
Eliciting an involuntary muscle response by sensory input.
Moving body parts through an arc.
Range of Motion
Demonstrating a degree of tension or resistance in a muscle at rest and in response to stretch.
Demonstrating a degree of muscle power when movement is resisted, as with objects or gravity.
Identifying the excursion and direction of joint movement.
The ability to receive input, process information, and produce output.
Sustaining cardiac, pulmonary, and musculoskeletal exertion over time.
Using righting and equilibrium adjustments to maintain balance during functional movements.
Maintaining biomechanical integrity among body parts.
Maintaining anatomical and physiological condition of interstitial tissue and skin.
Soft Tissue Integrity
Using large muscle groups for controlled, goal-directed movements.
Moving limbs and eyes across the midsagittal plane of the body.
Crossing the Midline
Using a preferred unilateral body part for activities requiring a high level of skill.
Coordinating both body sides during activity.
Using the body in functional and versatile movement patterns.
Conceiving and planning a new motor act in response to an environmental demand.
Using small muscle groups for controlled movements, particularly in object manipulation.
Coordinating the interaction of information from the eyes with body movement during activity.
Coordinating oropharyngeal musculature for controlled movements.
The ability to use higher brain functions.
Cognitive Integration and Cognitive Components
Demonstrating alertness and responsiveness to environmental stimuli.
Level of Arousal
Identifying person, place, time, and situation.
Identifying familiar faces, objects, and other previously presented materials.
Focusing on a task over time.
Starting a physical or mental activity.
Initiation of Activity
Stopping an activity at an appropriate time.
Termination of Activity
Recalling information after a brief or long periods of time.
Placing information, concepts, and actions in order.
Identifying similarities of and differences among pieces of environmental information.
Organizing a variety of information to form thoughts and ideas.
Mentally manipulating the position of objects in various relationships.
Recognizing a problem, defining a problem, identifying alternative plans, selecting a plan, organizing steps in a plan, implementing a plan, and evaluating the outcome.
Acquiring new concepts and behaviors.
Applying previously learned concepts and behaviors to a variety of new situations.
The ability to interact in society and to process emotions.
Psychosocial Skills and Psychological Components
Identifying ideas or beliefs that are important to self and others.
Identifying mental or physical activities that create pleasure and maintain attention.
Developing the value of the physical, emotional, and sexual self.
Identifying, maintaining, and balancing functions one assumes or acquires in society (e.g., worker, student, parent, friend, religious participant).
Interacting by using manners, personal space, eye contact, gestures, active listening, and self-expression appropriate to one's environment.
Using verbal and nonverbal communication to interact in a variety of settings.
Using a variety of styles and skills to express thoughts, feelings, and needs.
Identifying and managing stress and related factors.
Planning and participating in a balance of self-care, work, leisure, and rest activities to promote satisfaction and health.
Modifying ones own behavior in response to environmental needs, demands, constraints, personal aspirations, and feedback from others.
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