Activity Analysis

addresses the typical demands of an activity, the range of skills involved in its performance, and the various cultural meanings that might influence it

OT Process

Evaluation

Intervention

Outcomes

Occupatioan-Based Activity Analysis

analysis of activity that takes into account a particular person's interests, goals, abilities, and contexts; identifies person's performance patterns and the environment and contexts that support/hinder participation

Activity Analysis Process

1. Determine what is being analyzed (activity analysis vs occupationa-based activity analysis)

2. Determine the relevenace and importance to the client

3. Determine the sequence and timing

4. Determine object, space, and social demands

5. Determine required body functions

6. Determine required body structures

7. Determine required actions and performance skills

8. Analyzing for therapeutic intervention

Mastery

when client receives a sense of control in the environment

accomplishment

_______ often results in something the client can either see or feel

generalization

ability to apply meaningful activity to other occupations; allows client to go farther and longer towards goals

feedback

sensory input from physical and social environment (can be positive or negative)

(8) Areas of Occupation

1. ADLs
2. IADLs
3. Rest and Sleep
4. Work
5. Education
6. Leisure
7. Play
8. Social Participation

(9) ADLs (BADLs, PADLs)

(Activities of Daily Living, Basic Activities of Daily Living, Personal Activities of Daily Living)

1. Bathing/Showering

2. Toileting/Toilet Hygiene

3. Dressing (donning, doffing)

4. Swallowing/Eating

5. Feeding

6. Functional Mobility

7. Personal Device Care

8. Personal Hygiene/Grooming

9. Sexual Activity

 (12) IADLs

(Instrumental Acitivities of Daily Living)

1. Care of others

2. Child Rearing

3. Care of Pets

4. Communication Management

5. Driving and Community Mobility

6. Financial Managment

7. Health Management and Maintenance

8. Home Establishment and Management

9. Meal Preparation and Cleanup

10. Religious and Spiritual Activities and Expression

11. Safety and Emergency Maintenance

12. Shopping

Rest and Sleep

Rest

Sleep Preparation (mind, body, and environment)

Sleep Participation

Education

formal educational participation

informal personal education/interest exploration

informal personal education participation

(6) Work

1. Employment interests and pursuits

2. Employment seeking and acquisition

3. Job performance

4. Retirement preparation and adjustment

5. Volunteer Exploration

6. Volunteer Participation

(2) types of Play

engagement of activity that results in intrinsic rewards(happiness, excitement) and is spontaneous

1. Play Exploration (Piaget theory)

2. Play Participation

Leisure

engagement in non-obligatory activity during free-time (adults)

Leisure exploration

Leisure participation

Social Participation

engagement with community, family, peers, and friends

Sensorimotor Play/ Practice Play

infant- 2 yrs

exploring sensation and how body body moves, cognitive development

Exploratory Play

play consisting of understanding environment and sensory experiences (why does it feel this way?)

Symbolic Play

1-5 years

understanding the meaning and use of objects or meaning of interacting with others

Constructive Play/Creative Play

4-7 yrs

utilizing objects to buid and create

Pretend Play

2-7 yrs

imitating or mimicking actions that may or may not occur in the real world

games with rules

7-12 years

following rules to complete tasks

Values

acquired beliefes and commitments derived from culture about what is good right and important to do; influences meaning of occupation

Beliefs

cognitive content held as true to the client

Occupational Profile

part of the evaluation process, but occurs throughout the entire OT process

conducted through an interview of the client and family, caregivers, and other significant people in his/her life

purpose is to document client factors (interests, values, needs, occupational history, patterns, priorities)

Environment

social and physical elements around client

Contexts

aspects surrounding and within client that influences performance:

Cultural

Personal

Temporal

Virtual

Physical Environment

includes nonhuman objects and space

can influence demand for performance skills and body functions

Social Environment

presences, relationships with, and expectation of persons, groups, or populations in contact

Cultural Context

customs, behavior standards, activity patterms, and beliefs

Personal Context

personal identifiers such as age, gender, educational level, socioeconomic status

Temporal Context

time defined by stages of life, duration of actual time, time of day, rhythm of activity, time of year

refers to occupations occurring within space in time

Virtual Context

communication occuring through airways or computers in the absence of physical contact

Performance Patterns

habits

routines

rituals

roles

influencing participation in occupations

Habits

acquired tendencies to respond/perform in certain situations/environment

automatic behaviors/actions

useful

daily

Dominating Habits

habits that limit functioning (i.e. repeatedly washing hands)

Impoverished Habits

not fully developed habit

lacking in consistency

not yet embedded in client's daily routines

Routines

occurs regularly

provides structure for flow of daily activities

observable/repetitive

sequenced

can be satisfying, promoting, or damaging

satisfying or promoting routines

make life easier and require less mental effort in regard to planning each activity (i.e. preparing for sleep)

Rituals

actions that have cultural, spiritual, or social meaning

part of person's identity, value systems, and beliefs

Roles

behaviors/actions expected by social and cultural contexts

Essential Steps

what steps of an activity are absolutely required in order to successfully complete a task, activity, or occupation

(5) Methods of determining Essential Steps

1. mentally process the steps

2. engage in the activity yourself

3. talk to your client

4. talk to someone who perform this activity

5. watch someone perform the activity

What are the pros and cons of engaging in the activity yourself?

allows profound understanding of activities that are not easily observable but felt (i.e. flying a kite)

limited by time, cost, safety, knowledge, physical environment, and access to tools/equipment

What is the advantage of talking to your client in determining essential steps?

often the quickest/easiest way to gather info regarding all aspects of activity 

What is Procedural Task Analysis used for?

to help determine sequence and timing of steps for an activity

Algorithm

for more complex tasks/activities where the outcome of an action implies what the next action should be

if/then statements

What are the (5) components of a step when writing out the procedural task analysis?

Each step should include

1. an action verb

2. how the action takes place

3. objects used or interacted with

4. time elemets (if needed)

5. amounts of material used (if needed)

When writing a procedural task analysis, what are some (9) considerations and aspects that should/should not be included?

1. break down larger activities/occupations into smaller ones 

2. include steps for preparatory and clean-up ONLY if absolutely necessary

3. list the steps in corrct sequence as they normally occur. if steps recurs, state which steps to repeat and for how long

4. keep steps simple and concise

5. avoid multiple instructions in one step (do not use "and" linking 2 actions)

6. do not indicate to use right or left limbs UNLESS absolutely necessary

7. do not list physical or mental requirements of task

8.include precautions/warning for certain steps in parentheses

9. do not include proper nouns/specifics in regard to objects or properties UNLESS absolutely necessary

Co-Occupations

occupations involving more than one person

rely on another person's actions

(i.e. leisure time with children, activities in which children engage in depends on what children choose)

Nested Occupations

up to several occupations that occur together or separate occupations conducted at the same time

(i.e. listening to music and surfing the web)

Tool

something that helps you complete activity

objects that are not disposable and are reusable

often manipulated/used by hand to assist in a task

Supplies

objects needed to make or do something, becomes depleted during the process of the activity

equipment

instruments or appliances that serve to equip someone to complete an activity

larger than tools, may be a machine

Property

essential quality or distinctive trait of a physical object (color, weight, texture, industrial strength)

Space Demands

size, arrangement of objects in space, surface, lighting, temperature, humidit, noise, ventilation

type of physical environment typically needed in order to perform the activity

Social Demands

social rules and expectations required in social environments, virtual environments, and cultural contexts

Social Rules

typical norms and expectations of how one should act ad communicate during the activity

(8) Categories of Body Functions

1. mental functions

2. sensory functions

3. neuromusculoskeletal/movement-related functions

4. muscle functions

5. movement functions

6. cardiovascular, hematological, immunilogical, respiratory systems functions

7. voice and speech, digestive, metabolic, endocrine system, genitourinary, reproductive systems functions

8. skin and related structures function

What are the (2) categories of mental functions

1. Specific Mental Functions

2. Global Mental Functions

What are the (8) specific mental functions?

1.higher-level cognition

2. attention

3. memory

4. perception

5. thought

6. sequencing complex movement

7. emotional

8. experience of self and time

Higher-Level Cognitive Functions

allows humans to adapt to situations, think abstractly, and plan for future 

What are the (7) higher-level cognitive functions?

1. Judgement

2. Concept Formation

3. Metacognition

4. Executive Functions

5. Praxis

6. Cognitive Flexibility

7. Insight

Judgement

mentally examiing aspects of different options and discriminating the variation in order to form an opinion or belief

Concept Formation (aka Ideation)

ability to organize information and develop ideas based on the common qualities of objects or situations; forming a concept from common objects/situations

Metacognition

having awareness of own's cognitive processes and ability to manipulate/control one'es own thought

"thinking about thinking"

Executive Functions

reliant on frontal lobe

goal-directed ability to make decisions, abstract thinking, planning, carrying out plans, mental flexibility, and deciding which actions are appropriate in certain circumstances

Praxis

ability to carry out sequential movements with correct timing and transition between one movement to another

"motor planning"

Cognitive Flexibility

ability to change strategies in confronting a problem or changing a set of thoughts

Insight

 self-awareness and having an understanding on one's own strengths and weaknesses

What are the (3) types of insight awareness?

1. Intellectual awarenes

2. Emergent awareness

3. Anticipatory awareness 

Intellectual Awareness

type of insight, ability to understand what abilities and weaknesses are present before engaging in activity; ability to verbalize any deficitis that he or she may have

Emergent Awareness

type of insight, ability to recognize limitations or strengths while they are occuring 

Anticipatory Awareness

ability to predict or accept that a deficit will inhibit success or cause a problem

What are the (4) categories of Attention?

1. Sustained Attention

2. Selective Attention

3. Divided Attention

Sustained Attention

ability to maintaing concentration on one activity or stimulus for a long period of time

Selective Attention

ability to focus in on one or more stimuli while ignoring all other stimuli or information in the environment

Divided Attetion

ability to focus on two or more stimuli at one time

Shifting Attention

ability to focus and refocus on multiple stimuli one at a time

Memory 

Recalling ability linked to cognitive and sensory processing

What are the (3) categories of Memory? 

1. Short-Term Memory

2. Working Memory

3. Long-Term Memory

Short-Term Memory 

 memory that stores information temporarily, for about 30 seconds; allows to recall small amounts of information for immediate use

Working Memory

retains information during a task; allows manipulation of information

Long-Term Memory

information from past experiences stored for long periods of time; retained from a few hours to years

Perception

discrimination of sensations

What are the (7) categories of Perception?

1. Auditory 

2. Tactile 

3. Visual 

4. Olfactory 

5. Gustatory 

6. Vestibular 

7. Proprioceptive 

Auditory Perception

sound discrimination; ability to mentally distinguish between different sounds, tones, and pitches

Tactile Perception

tactile discrimination, ability to mentally distinguish between different textures by touch

Visual Perception

visual discrimination, ability to mentally distinguish and interpret different visual information such as shape, size, and colors

Olfactory Perception

smell discrimination, ability to mentally distinguish between different smells

Gustatory Perception

tasting discrimination, ability to mentally distinguish between different tastes: sweet, salty, spicy, sour, or bitter

Vestibular Perception

balancing discrimination, ability to mentally process the positioning signals sent from the inner ear that indicate position of head in space

Proprioceptive Perception

body movement discrimination, ability to mentally detect muscle movement and what speed/direction body part is moving

What are the (3) categories of Thought?

1. Control and Content of Thought

2. Awareness of Reality

3. Logical and Coherent Thought 

Control and Content of Thought

ability to keep a stream of thoughts (content) related to the activity

Awareness of Reality

ability to distinguish between what is truly occuring and what is internally thought

Logical and Coherent Thought

ability to use factual information and understanding how it relates to a problem or situation

Sequencing Complex Movement

regulating speed, response, quality, and time of motor production

Regulation and Range of Emotion

ability to demonstrate (Affect) and control feelings such as sadness, happiness, love, fear, anger, hate, tension, anxiety, joy, and sorrow

Appropriateness of Emotion

ability to demonstrate emotions in interactive situations that are socially accepted 

Affect

physical display of emotions, usually in facial expressions

Body Image

awareness of they physical image of own body; understanding of own body parts and shape

Self-Concept

understanding of self, awareness of own roles and position in the environment

What are the (5) categories of Global Mental Functions?

1. Consciousness

2. Orientation

3. Temperament and Personality

4. Energy and Drive

5. Sleep 

Consciousness

level of wakefulness, linked to arousal 

state of awareness and alertnes

clarity and continuity of wakeful state

What are the (4) categories of Orientation?

1. Orientation to person and self

2. orientation to place

3. orientation to time

4. orientation to others

Orientation to Person and Self

awareness of own identity: name, birthdate, etc.... 

Orientation to Place

awareness of one's location

Orientation to Time

awareness of current date, month, day of the week, time of the year, etc...

Orientation to Others

awareness of significant people in one's life, identify nae and who he/she is in relation to self

What are the (8) categories of Temperament and Personality?

1. Extroversion, Introversion, Aggreeableness, & Conscientiousness

2. Emotional Stability

3. Openness to Experience

4. Self-Expression

5. Confidence

6. Motivation

7. Self-Control and Impulse Control

8. Appetite

Extroversion, Introversion, Agreeableness, and Conscientiousness

types of personality traits, disposition of a individual to react in a particular way to situations, including the set of mental characteristics that makes the individual distinct from others

Emotional Stability 

personality trait, level of ability to be even-tempered, calm, composed, easygoing

Openness to Experience

personality trait, ability to accept new experiences and activities

Self-Expression

ability to demonstrate feelings and emotions through an activity (i.e. words, art, music, and dance)

Confidence

belief in oneself

Motivation

internal incentive to behave or to take action in a certain

Self-Control and Impulse Control

ability to resist internal urges

Appetite

natural desires that are physiologically driven (i.e. food, drugs, and sex)

Physiological Process of Sleep

physical and mental disgengagement

What are the (8) categories of Sensory Functions?

1. Visual Functions

2. Hearing Functions

3. Vestibular Functions

4. Taste Functions

5. Smell Functions

6. Touch Functions

7. Pain

8. Temperature and Pressure

What are the (4) aspects of Visual Functions?

1. Quality of Vision

2. Visual Acuity

3. Visual Stability

4. Visual Field

Quality of Vision

ability of eyes to physically detect light, contrast, and color among visual stimuli

Visual Acuity

ability of eyes to physically detect properties of objects, physically detect things near and far, and identify people with eyes

Visual Stability

ability of eyes to see things as stable even if eyes are constantly moving (saccades= rapid eye movement), ability of eyes to determine what is moving or not (self or objects in environment)

Visual Field

the range of eyesight: periphery vision, near-sight, far-sight

What are the (2) aspects of Hearing Functions?

1. Sound Detection and Discrimination

2. Awareness of location and Distance of Sounds

Sound Detection and Discrimination

ability to distinguish between different sounds and respond to them

Awareness of Location and Distance of Sounds

ability to locate where sound is coming from and how far away it is (volume determines distance, sound determines location)

What are the (3) aspects of Vestibular Functions?

1. Position

2. Balance

3. Secure movement against gravity 

Position

sensory function of inner ear, helps determine position of body (head)

Balance

ability to maintain an upright position while standing, sitting, or moving

Secure Movement Against Gravity

ability to move body against the forces of gravity

Taste Functions

physiological ability to break down chemicals in taste buds into signals representing bitterness, sourness, saltiness, and sweetness

Smell Functions

physiological ability of the nose to break down chemicals in the air into signals, ability to sense odors and smells

Proprioceptive Functions

physiological ability of sensory receptors (muscle spindles and golgi tendons) to send information about joint movement, muscle lengthening/shortening

What are the (2) aspects of Touch Functions?

1. Feelings og being touched

2. Touching various textures

Feeling of Being Touched 

ability to detect any contact with the skin or mucous membranes

Touching Various Textures

ability to distingish between different textures and tolerate the texture

What are the (2) categories of Pain?

1. Localized Pain

2. Generalized Pain 

Localized Pain

ability to identify which part of the body potential or actual damage may be occurring

Generalized Pain

ability to identify pain in larger, non-specific areas (i.e. pain throughout entire body during flu)

Thermal Awareness

ability to sense heat from cold, safety aspect

Sense of Force Applied to Skin

ability to feel pressure or force against body 

What are the (2) categories of Neuromusculoskeletal and Movement Functions?

1. Joint Mobility

2. Joint Stability

Joint Mobility

joint range of motion

Joint Stability

proper structure and alignment of joints (poor joint stability =dislocations and sponal scoliosis)

What are the (3) categories of Muscle Functions?

1. Muscle Power

2. Muscle Tone

3. Muscle Endurance

Muscle Power

strength

Muscle Tone

degree of muscle tension at rest

Muscle Endurance

ability to sustain muscle contraction(s) for prolonged periods of time

What are the (4) categories of Movement Functions?

1. Motor Reflexes

2. Involuntary Movement Reactions

3. Control of Voluntary Movement

4. Gait Patterns

Motor Reflexes

involuntary reflexes: involuntary contractions of muscles automatically induced by stretching

Involuntary Movement Reactions

ability to restore body to natural upright position; postural, body adjustment, and supporting reactions

What are the (5) aspects of Control of Voluntary movement 

1. Eye-hand and Eye-foot coordination

2. Bilateral Integration

3. Crossing midline

4. Fine and Gross Motor Control

5. Oculomotor Control

Eye-Hand and Eye-Foot Coordination

ability to contract/control muscle groups and move fluently in response to visual stimuli

Bilateral Integration

ability to use both sides of body, arms, or legs collaboratively to complete a task

Crossing Midline

ability of body or parts of body to cross the imaginary line that runs through the center of the body, dividing it into right ad left halves

Fine Motor Control

movements that utilizes the smaller muscles of the hands, fingers, and thumb; allows for precise movements and manipulation of smaller objects

Gross Motor Control

movement of larger muscles of the body to coordinate larger movements such as throwing, jumping, kicking, walking. 

Oculomotor Control

ability to move eye muscles

What are the (3) types of oculomotor control?

 1. Saccades

2. Pursuits

3. Accomodation

Saccades

rapid eye movements from one aspect in the environment to another, without movement of the head or body

Pursuits

type of oculomotor control in which eyes follow a moving object and keep it in focus

Accomodation (oculomotor control)

type of oculomotor control in which the eye muscles must coordinate to allow for looking at objects near and far or when an object is changing distance from near to far (or vice versa)

Gait Patterns

movements used to walk

cadence (Rate)

shifting body weight

using both legs interchangeably

What are the aspects of the Cardiovascular System?

 1. Blood Pressure

2. Heart Rate and rhythm

Hematological System

blood and the blood-forming tissues of the body, which include bone marrow, and spleen

Immunological System

protects body against infetion and other pathological organisms and actions, compose of bone marrow, thymus, spleen, and lymph tissues

Respiration System

rate (~12-20 breaths per minute in adults), rhythm (cycle of inspiration and expiration of air from the longs), and depth of respiration (volume of air inhaled and exhaled)

Additional functions of the cardiovascular and respiratory systems

physical endurance, stamina, aerobic capacity

Voice and Speech Functions

rhythm and fluency, alternative vocalization functions (yelling, singing, humming, chanting, crying, etc...)

Digestive, Metabolic, and Endocrine Systems Functions

transfer of food or liquids through the body to be absorbed or broken down, utilize food and convert it to energy, regulating hormong levels within body

Genitourinary and Reproductive Systems Functions

to release urine from body, sexual functions, menstruation, procreation, sensations associated ith genital/reproductive functions

Skin and Related Structures Functions

Skin protection, skin repair, hair, and nails

List the (16) types of Motor Skills

1. Aligns

2. Stabilizes

3. Positions

4. Reaches

5. Bends

6. Grips

7. Manipulates

8. Coordinates

9. Moves

10. Lifts

11. Walks

12. Transports

13. Calibrates

14. Flows

15. Endures

16. Paces

Aligns

ability to interact with task objects at rest without evidence of persistent propping or persistent leaning

Stabilizes

ability to move through environment and interact with objects without propping or a loss of balance

Positions

establishing effective distance from task objects and without evidence of awkward body positioning

Reaches

ability to extend limbs in order to interact with objects in the environment

Bends

to flex or rotate trunk to interact with object(s) in environment

Grips

use of fingers, teeth, toes, or other body parts to pinch or hold onto objects not allowing them to slip

Manipulates

ability to use dextrous finger movements without evidence of fumbling when interacting with objects in the environment

Coordinates

use of two or more body parts together to interact with object(s) in the environment; requires synchronization of body parts to work together without fumbling or dropping them

Moves

ability to push or pull objects along a surface

Lifts

to raise or elevate objects without evidence of increased effort

Walks

ambulating on a surface without shuffling the feet, using an assistive device, or becoming unstable

Transports

carrying objects needed for an activity from one place to another while moving and walking or using a wheelchair

Calibrates

to use appropriate force when interacting with an object

Flows

smooth and fluid arm and wrist movement when interacting with task objects

Endures

to persist through a task without obious evidence physical fatigue, pausing to rest, or stopping to catch one's breath

Paces (motor skill)

ability to physically maintain a consisten tempo or rate of movement during the task

What are the (20) Process Skills?

1. Paces

2. Attends

3. Heeds

4. Chooses

5. Uses

6. Handles

7. Inquires

8. Initiates

9. Continues

10. Sequences

11. Terminates

12.  Searches/Locates

13. Gathers

14. Organizes

15. Restores

16. Navigates

17. Notices/Responds

18. Adjusts

19. Accomodates

20. Benefits

Paces (process skill)

ability to mentally maintain a consistent tempo or rate during a task

Attends

to pay direct attention what he/she is doing without looking away or interrupting cotinuous engagement

Heeds

to carry out and complete a task that was agreed upon or specified by another person

Chooses

to select tools, choose the appropriate type and number of tools, and selecting the appropriate type of materials needed for the activity

Uses

to utilize tools and materials appropriately and as intended

Handles 

to support or stablize tools and materials in an appropriate manner, protecting them from being damaged, slipping, moving and falling

Inquires

to seek out and request needed verbal or written information and does not ask infomation when he or she was fully oriented to the task and environment and had immediate prior awareness

Initiates

to start each step or action required of activity witout hesitation

Continues

to perform actions without interruption without pauses or delays until the action is completed

Sequences

to perform steps of a task in a logical and effective order

Terminates

to conclude an activity at the appropriate time and without persistence beyond what is safe or suitable for the activity 

Searches/Locates

to scan the environment, either visually or tactilely, to locate objects and materials

Gathers

assembling all of the needed tools and materials together, cleaning up materials that have spilld or fallen and replacing objects that have bn misplaced

Organizes

to logically arrange or position the objects used during an activity in a way that facilitates engagement and is not too crowded yet not too spread out, must occur in the space or spaces in which the activity takes place

Restores

to put away objects, tools, and materials used during an activity in their appropriate places or to its original state

Navigates

to move through the environment in which the activity takes place and interacting with objects, moving their arms, bodies, or wheechair without bumping into objects or people

Notices/Responds

to react appropriately to cues provided by the task at hand or the spatial arrangement or alignment of objects being used in the activity

Adjusts 

action of moving to a different work area, using different tools or materials, or adjusting objects in the environment to overcome challenges or problems faced during engagement in the activity; changing environment

Accommodates

to change action in order to prevent errors or ineffective performance; to make room for or adapt; to change self action

Benefits

ability to process why problems occur and how to avoid them in the future

What are the (27) Social Interaction Skills?

1. Approaches/Starts

2. Concludes/disengages

3. Produces Speech

4. Gesticulates

5. Speaks fluently

6. Turns toward

7. Looks

8. Places Self

9. Touches

10. Regulates

11. Questions

12. Replies

13. Discloses

14. Expresses emotion

15. Disagrees

16. Thanks

17. Transitions

18. Times Reponse

19. Times duration

20. Takes Turns

21. Matches language

22. Clarifies

23. Acknowledges and encourages

24. Empathizes

25. Heeds

26. Accommodates

27. Benefits

Approaches/Starts

initiating an interaction with another person in a socially appropriate manner

Concludes/Disengages

effectively ending a conversation or social interaction

Produces Speech

using spoken word, sign language, or the use of a computer-generated device; is audible and articulated clearly

Gesticulates

using movement of bodies to demonstrate thoughts and needs; to make gestures in socially appropriate way to communicate

Speaks Fluently

to speak fluidly, in an articulate and continuous manner, and at an even pace; speaking without inappropriate pauses or lulls throughout

Turns Toward

turning body and face to a position toward the other person who is speaking

Looks

looking at or making eye contact with a social partner

Places Self

to position oneself in an appropriately and proper distance for communication and interaction

Touches (social interaction skill)

ability to accept touch of others as well make bodily contact with others in a socially acceptable manner

Regulates (social interaction skill)

preventing repetitive, impulsive, or irreleveant behaviors that are not part of the message being conveyed

Questions (social interaction skill)

during conversation, ability to question or to ask for information or relevant factos or information related to the topic being discussed

Discloses

during conversation or interaction, reveals feelings, opinions, or private information about self or others

Expresses Emotion

during conversation or interaction, demonstrating a variety of facial expressions and behaviors that convey emotion in a way that is socially appropriate

Disagrees

during conversation, to express differences in opinion in a socially acceptable, approrpiate manner

Thanks

to use socially appropriate words or gestures to acknowledge appreciation

Transitions

during conversation, ability to change or shift from one topic to another smoothly and without causing disruption in conversation

Times Reponse

during interaction with others, ability to time responses appropriately without hesitation or interruptions

Times Duration

to speak for the appropriate and reasonable amount of time, based on the complexity of what needs to be expressed in a conversation

Takes Turn

ability to pause so as to allow others to speak or interact

Matches Language

choosing  a level of language that meets the abilities of social partner

Clarifies

to communicate nonverbally, use gestures, or express verbal messages signaling that that they do or do not understand

Acknowledges and Encourages

to acknowledge when something is expressed and encourage each participation to engage in the conversation

Empathizes

to express supportive attitude toward the social partner by agreeing with or expressing understanding of the social partner's feelings and experiences

Heeds (social interaction skill)

to use goal-directed actions, speech, and behaviors that are focused on the intent of the interaction; stay on topic 

Accomodates (social interaction skill)

preventing socially inappropriate or ineffctive social communication or interactions

Benefits (social interaction skill)

learns from a previous mistake in social interaction and prevents it from occuring again

What are the (8) types of Outcomes?

1. Occupational Performance

2. Health and Wellness

3. Participation

4. Prevention

5. Quality of Life

6. Role Competence

7. Well-Being

8. Occupational Justice

Occupational Performance (outcome)

improved ability to engage in occupations

Health and Wellness (outcome)

to reach state of physical well-being and optimal use of physical abilities and positive mental and social state

Participation (outcome)

engage in occupations meaningful and personally satisfying to them

Prevention (outcome)

thwarting things that might impede a healthy life

Quality of Life (outcome)

improved quality of life, understanding client's perceived satisfaction with life, hope, self-concept, socioeconomic factors, and overrall health and functioning

Role Competence (outcome)

ability to effectively meet demands of roles in which client engages

Well-Being (outcome)

feeling content with his or her own health, secure sense of belonging and self-esteem; content with opportunities they have for self-determination, roles, meaning in their lives, and ability to help others

Occupational Justice (outcome)

having access to and being able to participate in occupations that are meaningful; having access to resources or being allowed inclusion within social contexts

What are the (5) types of Interventions?

1. Create/Promote

2. Establish/Restore

3. Maintain

4. Modify

5. Prevent

Create/Promote (Intervention)

to provide enriched contextual and activity experiences that will enhance performance, uses natural contexts and activities that will improve engagement in occupations that are meaningful to client

Establish/Restore (Intervention)

to change or restore client factors or skills or to help develop those skills that have not yet been established

Maintain (Intervention)

to preserve client's ablities or body functions or their ability to meet their daily occupational needs; used when client is at risk for a decrease in performance, health, or wll-being (i.e. older adults)

Modify (Intervention)

changing or adapting activity demands to allow for greater participation

Prevent (Intervention)

to prevent decline in occupational performance

What are the (3) types of Performance Skills?

Motor Skills

Processing Skills

Social Interaction Skills

Disinhibition

a lack of restraint manifested in disregard of social conventions, impulsivity, and poor risk assessment. It affects motor, instinctual, emotional, cognitive, and perceptual aspects.