Performance Skills

 

Performance skills refer to “goal-directed actions that are observable as small units of engagement in daily life occupations,” such as motor skills, process skills, and social interaction skills (AOTA, 2014, p.S8) Performance skills are produced by the effective use of body functions and structures within the environment. For example, an individual uses strength and range of motion in order to achieve the fine motor coordination necessary to manipulate a pencil when writing a sentence.

 
Peds Fine Motor: Letter Formation

Peds Fine Motor: Letter Formation

a) Motor skills 

Motor skills refer the skilled use of body functions and structures for purposeful movement. Examples include manipulating objects (fine motor coordination), reaching for objects (gross motor coordination), maintaining pace during task, sitting upright, rolling, standing, walking, etc.

 
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Dementia Part 1: Grooming and Hygiene

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b) Process skills 

Process skills refer to the skilled use of body functions and structures to carry out a task. Examples include selecting and interacting with tools and objects, sequencing steps, staying on task, asking questions, and modifying performance when encountering problems. 

 
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Femur Fracture, 5 Weeks Post Surgery: Advanced Practice Skills During IADLs

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c) Social interaction skills  

Social interaction skills refer to the skilled use of body functions and structures to interact appropriately with others in any given social situation. Examples include initiating conversation, communicating verbally and with gestures, responding to touch from others, displaying emotions, inhibiting behavior, taking turns, etc.  

 
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   Questions
 

Ask these questions when watching the related videos.

  1. How do the social interaction skills of one patient differ from another patient? How do social interaction skills affect their overall treatment progress?

  2. How are performance skills affected by one’s values, beliefs, and spirituality?

  3. How are performance skills affected by one’s body functions and structures?

  4. How are performance skills affected by one’s environment and/or social support system?

  5. How are performance skills affected by anxiety, depression, or fear?

  6. How do performance skills become a habit or routine?