OTPF-4 Table 7: Performance Skills for Persons

Motor Skills

are the group of performance skills that represent small, observable actions related to moving oneself or moving and interacting with tangible task objects (e.g., tools, utensils, clothing, food or other supplies, digital devices, plant life) in the context of performing a personally and ecologically relevant daily life task"

stablizes

Motor Skills

Positioning the body

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

Person moves through the kitchen without propping or loss of balance.

Aligns

Motor Skills

Positioning the body

Interacts with task objects without evidence of persistent propping or leaning

Person washes dishes without using the counter for support.

Positions

Motor Skills

Positioning the body

Positions self an effective distance from task objects and without evidence of awkward arm or body positions

Person places body or wheelchair at an effective distance for washing dishes

Reaches

Motor Skill

Obtaining and holding objects

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

Person reaches without effort for the game box.

Bends

Motor Skill

Obtaining and holding objects

Flexes or rotates trunk as appropriate when sitting down or when bending to grasp or place task objects that are out of reach

Person bends without effort when reaching for the game box.

Grips

Motor Skill

Obtaining and holding objects

Effectively pinches or grasps task objects such that the objects do not slip (e.g., from between fingers, from between teeth, from between hand and supporting surface)

Person grips the game box and game pieces, and they do not slip from the hand.

Manipulates

Motor Skill

Obtaining and holding objects

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

Person readily manipulates the game pieces with fingers while setting up and playing the game.

Coordinates

-Motor Skill

-Moving self and objects

-Uses two or more body parts together to manipulate and hold task objects without evidence of fumbling or task objects slipping from the grasp

-Person uses both hands to shuffle the game cards without fumbling them, and the cards do not slip from the hands.

Moves

-motor skill

-moving self and objects

-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

-Person moves the broom easily, pushing and pulling it across the floor.

Lifts

-motor skill

-moving self and objects

-Effectively raises or lifts task objects without evidence of excessive physical effort

-Person easily lifts cleaning supplies out of the cart.

Walks

-motor skill

-moving self and objects

-During task performance, ambulates on level surfaces without shuffling feet, becoming unstable, propping, or using assistive devices

-Person walks steadily through the factory.

Transports

-motor skill

-moving self and objects

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

-Person carries cleaning supplies from one factory location to another, either by walking or using a wheelchair, without effort.

Calibrates

-motor skill

-moving self and objects

-Uses movements of appropriate force, speed, or extent when interacting with task objects (e.g., does not crush task objects, pushes a door with enough force to close it without a bang)

-Person uses an appropriate amount of force to squeeze liquid soap onto a cleaning cloth.

Flows

-motor skill

-moving self and objects

-Uses smooth and fluid arm and wrist movements when interacting with task objects

-Person demonstrates fluid arm and wrist movements when wiping tables.

Endures

-Motor Skill

-Sustaining performance

-Persists and completes the task without demonstrating physical fatigue, pausing to rest, or stopping to catch breath

-Person completes bathing of parent without evidence of physical fatigue.

Paces

-Motor Skill

-Sustaining performance

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

-Person uses an appropriate tempo when bathing the parent.

Process Skills

are the group of performance skills that represent small, observable actions related to selecting, interacting with, and using tangible task objects (e.g., tools, utensils, clothing, food or other supplies, digital devices, plant life); carrying out individual actions and steps; and preventing problems of occupational performance from occurring or reoccurring in the context of performing a personally and ecologically relevant daily life task"

Paces

-Process Skill

-Sustaining performance

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

-Person uses a consistent and even tempo when writing sentences.

Attends

-Process skills

-Sustaining performance

-Does not look away from task performance, maintaining the ongoing task progression

-Person maintains gaze on the assignment and continues writing sentences without pause.

Heeds

-Process skills

-Sustaining performance

-Carries out and completes the task originally agreed on or specified by another person

-Person completes the assignment, writing the number of sentences required.

Chooses

-Process skills

-Applying knowledge

-Selects necessary and appropriate type and number of objects for the task, including the task objects that one chooses or is directed to use (e.g., by a teacher)

-Person chooses specified medicine bottles appropriate for the specific timed dose.

Uses

-Process skills

-Applying knowledge

-Applies task objects as they are intended (e.g., using a pencil sharpener to sharpen a pencil but not a crayon) and in a hygienic fashion

-Person uses a medicine spoon to take a dose of liquid medicine.

handles

-Process skills

-Applying knowledge

-Supports or stabilizes task objects appropriately, protecting them from being damaged, slipping, moving, or falling

-Person supports the medicine bottle, keeping it upright without the bottle tipping or falling.

Inquires

-Process skills

-Applying knowledge

-(1) Seeks needed verbal or written information by asking questions or reading directions or labels and (2) does not ask for information when fully oriented to the task and environment and recently aware of the answer

-Person reads the label on the medicine bottle before taking the medication.

Initiates

-Process skills

-Organizing Timing

-Starts or begins the next task action or task step without any hesitation

-Person begins each step of ATM use without hesitation.

Continues

-Process skills

-Organizing Timing

-Performs single actions or steps without any interruptions so that once an action or task step is initiated, performance continues without pauses or delays until the action or step is completed

-Person completes each step of ATM use without delays.

Sequences

-Process skills

-Organizing Timing

-Performs steps in an effective or logical order and with an absence of randomness in the ordering or inappropriate repetition of steps

-Person completes each step of ATM use in logical order.

Terminates

-Process skills

-Organizing Timing

-Brings to completion single actions or single steps without inappropriate persistence or premature cessation

-Person completes each step of ATM use in the appropriate length of time.

Searches/Locates

-Process skills

-Organizing space and objects

-Looks for and locates task objects in a logical manner

-Person readily locates needed office supplies from shelves and drawers.

Gathers

-Process skills

-Organizing space and objects

-Collects related task objects into the same work space and regathers task objects that have spilled, fallen, or been misplaced

-Person gathers required clerical tools and supplies in the assigned work space.

Organizes

-Process skills

-Organizing space and objects

-Logically positions or spatially arranges task objects in an orderly fashion within a single work space or between multiple appropriate work spaces such that the work space is not too spread out or too crowded

-Person organizes required clerical tools and supplies within the work space so all are within reach.

Restores

-Process skills

-Organizing space and objects

-Puts away task objects in appropriate places and ensures that the immediate work space is restored to its original condition

-Person returns clerical tools and supplies to their original storage location.

Navigates

-Process skills

-Organizing space and objects

-Moves body or wheelchair without bumping into obstacles when moving through the task environment or interacting with task objects

-Person moves through the office space without bumping into office furniture or machines.

Notice/responds

-Process skills

-Adapting Performance

-Responds appropriately to (1) nonverbal task-related cues (e.g., heat, movement), (2) the spatial arrangement and alignment of task objects to one another, and (3) cupboard doors or drawers that have been left open during task performance

-Person notices the carrot rolling off the cutting board and catches it before it rolls onto the floor.

Adjusts

-Process skills

-Adapting Performance

-Overcomes problems with ongoing task performance effectively by (1) going to a new workspace; (2) moving task objects out of the current workspace; or (3) adjusting knobs, dials, switches, or water taps

-Person readily adjusts the flow of water from the tap when washing vegetables.

Accommodates

-Process skills

-Adapting Performance

-Prevents ineffective performance of all other motor and process skills and asks for assistance only when appropriate or needed

-Person prevents problems from occurring during the salad preparation.

Benefits

-Process skills

-Adapting Performance

-Prevents ineffective performance of all other motor and process skills from recurring or persisting

-Person prevents problems from continuing or reoccurring during the salad preparation.

Social Interaction Skills

the group of performance skills that represent small, observable actions related to communicating and interacting with others in the context of engaging in a personally and ecologically relevant daily life task performance that involves social interaction with others"

Approaches/Starts

-Social Interaction Skills

-Initiating and terminating social interaction

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

-Person politely begins interactions with support group members.

Concludes/disengages

-Social Interaction Skills

-Initiating and terminating social interaction

-effectively terminates the conversation or social interaction, brings to closure the topic under discussion, and disengages or says goodbye

-Person politely ends a conversation with a support group member.

Produces Speech

-Social Interaction Skills

-producing social interaction

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

-Person produces clear verbal, signed, or augmentative messages to communicate with other children playing in the sandbox.

Gesticulates

-Social Interaction Skills

-producing social interaction

-Uses socially appropriate gestures to communicate or support a message

-Person gestures by waving or pointing while communicating with other children playing in the sandbox.

Speaks fluently

-Social Interaction Skills

-producing social interaction

-speaks in a fluent and continuous manner, with an even pace (not too fast, not too slow) and without pauses or delays, while sending a message

-Person speaks, without pausing, stuttering, or hesitating, when engaging with other children playing in the sandbox.

Turns Toward

-Social Interaction Skills

-Physically supporting social interaction

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

-Person turns body and face toward other residents while interacting during the meal.

Looks

-Social Interaction Skills

-Physically supporting social interaction

-Makes eye contact with the social partner

-Person makes eye contact with other residents while interacting during the meal.

Places self

-Social Interaction Skills

-Physically supporting social interaction

-Positions self at an appropriate distance from the social partner

-Person sits an appropriate distance from other residents at the table.

Touches

-Social Interaction Skills

-Physically supporting social interaction

-Responds to and uses touch or bodily contact with the social partner in a socially appropriate manner

-Person touches other residents appropriately during the meal.

Regulates

-Social Interaction Skills

-Physically supporting social interaction

-Does not demonstrate irrelevant, repetitive, or impulsive behaviors during social interaction

-Person avoids demonstrating irrelevant, repetitive, or impulsive behaviors while interacting during the meal.

Questions

-Social Interaction Skills

-Shaping content of social interaction

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

-Person asks customers for their choice of ice cream flavor.

Replies

-Social Interaction Skills

-Shaping content of social interaction

-Keeps conversation going by replying appropriately to suggestions, opinions, questions, and comments

-Person readily replies with relevant answers to customers' questions about ice cream products.

Discloses

-Social Interaction Skills

-Shaping content of social interaction

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

-Person discloses no personal information about self or others to customers.

Expresses emotions

-Social Interaction Skills

-Shaping content of social interaction

-Displays affect and emotions in a socially appropriate manner

-Person displays socially appropriate emotions when sending messages to customers.

Disagrees

-Social Interaction Skills

-Shaping content of social interaction

-expresses differences of opinion in a socially appropriate manner

-Person expresses a difference of opinion about ice cream products in a polite way.

Thanks

-Social Interaction Skills

-Shaping content of social interaction

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

-Person thanks the customers for purchasing ice cream.

Transitions

-Social Interaction Skills

-Maintaining flow of social interaction

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

-Person offers comments or suggestions that relate to the topic of mental health challenges, smoothly moving the topic in a relevant direction.

Times response

-Social Interaction Skills

-Maintaining flow of social interaction

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

-Person replies to another group member's question about community supports for mental health challenges after briefly considering how best to respond.

Time Duration

-Social Interaction Skills

-Maintaining flow of social interaction

-Speaks for a reasonable length of time given the complexity of the message

-Person sends messages about mental health challenges of an appropriate length.

Takes turns

-Social Interaction Skills

-Maintaining flow of social interaction

-speaks in turn and gives the social partner the freedom to take their turn

-Person engages in back-and-forth conversation with others in the group.

Matches language

-Social Interaction Skills

-verbally supporting social interactions

-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

-Person uses a tone of voice and vocabulary that match those of the Social Security agent.

Clarifies

-Social Interaction Skills

-verbally supporting social interactions

-Responds to gestures or verbal messages from the social partner signaling that the social partner does not comprehend or understand a message and ensures that the social partner is following the conversation

-Person rephrases the initial question when the Social Security agent requests clarification.

Acknowledges and encourages

-Social Interaction Skills

-verbally supporting social interactions

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

-Person nods to indicate understanding of the information shared by the Social Security agent.

Empathizes

-Social Interaction Skills

-verbally supporting social interactions

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

-Person shows empathy when the Social Security agent expresses frustration with the slow computer system.

Heeds

-Social Interaction Skills

-Adapting Social interaction

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

-Person maintains focus on deciding which restaurant to go to.

Accommodates

-Social Interaction Skills

-Adapting Social interaction

-Prevents ineffective or socially inappropriate social interaction

-Person avoids making ineffective responses to others about restaurant choice.

Benefits

-Social Interaction Skills

-Adapting Social interaction

-Prevents problems with ineffective or socially inappropriate social

interaction from recurring or persisting

-Person avoids making reoccurring ineffective comments during the decision making.