The ability to attend allows child to engage in tasks long enough to develop skills necessary for functional participation in daily activities.
Using two or more body parts together (i.e. both hands) to manipulate, hold, and/or stabilize task objects without fumbling task objects or letting them slip from one’s grasp (AOTA, 2014, p. S25).
Body awareness allows child to navigate safely through their environment.
Using movements of appropriate force, speed, or extent when interacting with task objects(AOTA, 2014, p. S25).
The muscle strength of the hands and fingers can be classified into two categories: grip strength (whole hand) and pinch strength (the thumb and fingers).
Children who have difficulty with ideation may have difficulty with creating motor plans or navigating their environment with purpose, therefore may wander around aimlessly (Case-Smith & O’Brien, 2015, p. 272).
Using dexterous/skilled finger movements, without evidence of fumbling, when
manipulating/handling task objects (AOTA, 2014, p. S25).
Having proximal stability, such as adequate core or shoulder strength, provides the body parts further away from the core with better mobility and stability.
Self-regulation allows children to attend to tasks, build and sustain relationships, and resist impulses.