Coordinating movement using the small muscles in the hands and fingers. (i.e. buttoning a shirt)

Coordinating our eyes with our hands to perform various tasks. (i.e. cutting along a line)

Coordinating both sides of the body to complete motor tasks. (i.e. tying shoes)

Exerting adequate force against gravity and other objects to control the body’s positioning, particularly that of the trunk, shoulder girdle, arm, and hand. (i.e. squeezing resistive tongs; sitting upright while sliding down a slide)

Forming legible letters using an efficient grasp and ergonomic seated posture.

The ability to interpret and organize what is seen and give it meaning. (i.e. completing a jigsaw puzzle)

The ability to choose and concentrate on relevant material.

A set of cognitive skills that enable us to plan, recall, monitor, organize, attend, persevere. (i.e. packing a backpack)

The brain’s ability to process and organize sensory input received from our 5 senses in order to participate in everyday activities.

Everyday activities of daily living such as: dressing, feeding, grooming, bathing, and toileting.

The ability to modulate emotions to match the social context. (i.e. controlling an impulse to yell while in a library despite feeling frustrated)

The ability to safely and efficiently navigate the environment in order to participate in activities in a safe and timely manner. (i.e. walking to the local grocery store)

Skills required to enter the workforce and maintain a job. (i.e. time management skills, problem solving skills)

Short-term, intensive instruction designed to teach people with disabilities how to use public transportation safely and independently in order to get between two locations. (i.e. to attend appointments or other recurring activities)

Adapting environments such as schools and homes to allow for increased independence for those with disabilities.