Exercise: What are functional skills and behaviors
Exercise: What are functional skills and behaviors?
Answers and Explanations
Look at the list of skills below. Which are examples of isolated skills? Which are examples of functional skills?
|Skill |Functional |Isolated |
|1. Knows how to imitate a gesture when prompted by others -- ‘isolated’ – because knowing| |x |
|how to imitate a gesture does not necessarily mean that a child can gesture spontaneously| | |
|for a specific purpose. A more functional skill would be, for example, ‘uses gestures to| | |
|indicate his preference for toys during play time.’ | | |
|2. Uses finger in pointing motion – ‘isolated’-- because the child’s ability to point | |x |
|does not necessarily indicate that a child can use pointing for a functional purpose, | | |
|such as to communicate wants and needs. | | |
|3. Uses 2-word utterances -- ‘isolated’ because, by itself, the fact that a child can put| |x |
|together two words does not tell you whether the child is using words purposely, such as | | |
|to convey a message. | | |
|4. Watches what a peer says or does and incorporates it into his/her own play -- |x | |
|‘functional’ because it reflects the child’s ability to observe other children and | | |
|imitate their behavior in a meaningful way. | | |
|5. Points to indicate needs or wants – more functional than the skill described in #2, |x | |
|above. In this example, the skill indicates that the child can point for a specific | | |
|purpose. | | |
|6. Engages in back and forth verbal exchanges with caregivers using 2-word utterances -- |x | |
|as opposed to #3, above, this skill is more functional because it describes a meaningful | | |
|use of words. | | |
|7. Uses pincer grasp – isolated. It would be more functional to assess how a child | |x |
|applies the use of a pincer grasp in everyday life. | | |
|8. Can eat dry cereal with fingers-- more functional than #7, above, because it describes|x | |
|the purpose, rather than just the presence or absence, of fine motor skills. | | |
|9. Touches toy or adult’s hand to restart an activity -- also a functional skill, because|x | |
|it emphasizes purposeful movement. | | |
|10. Makes stepping movements -- a child’s ability to make stepping movements, without | |x |
|looking at how he or she uses that ability, is an example of an isolated skill. | | |
|11. Moves toward a ball in order to continue play activity -- – a functional skill |x | |
|because it describes the child’s purpose in moving toward a ball, not just his or her | | |
|ability to do so. | | |
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