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GRCC-OTA-100: Performance Skills

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