D3 Assessment Flashcards
Assessment Aims and Testing Areas
The majority of O&M assessments utilise a performance-based approach with O&M assessments typically relying on observation and assessment of student’s skills in performing everyday tasks in a variety of indoor and outdoor settings.
The three main purposes of orientation and mobility assessment are:
Determine the need for services and present level of functioning to inform goals.
Determine achievement of goals.
Determine effectiveness of teaching methods.
Orientation and mobility assessment will determine the learner’s needs to make recommendations for services, mobility devices, or additional assessments.
9 areas for assessment.
Mobility skills.
Orientation skills.
Conceptual development (replace taste for 7 senses)
Visual functioning.
Auditory functioning.
Olfactory functioning.
Tactile functioning.
Proprioceptive functioning.
Vestibular functioning.
Sight (Vision) Hearing (Auditory) Smell (Olfactory) Taste (Gustatory) Touch (Tactile) Vestibular (Movement): the movement and balance sense, which gives us information about where our head and body are in space. Helps us stay upright when we sit, stand, and walk. Proprioception (Body Position): the body awareness sense, which tells us where our body parts are relative to each other. It also gives us information about how much force to use, allowing us to do something like crack an egg while not crushing the egg in our hands.
Proprioceptive functioning refers to sense movement, action or location. It helps us move without thinking about taking our next step. It helps us know that we’re standing on soft grass or hard cement without looking.
Vestibular functioning refers to the link between inner ear and brain that helps us keep balance.
Not the same but both inferring movement, position, where your body is in space.
If pitch black in room, would you be able to walk. If nothing got in your way you’d be fine. You know your left foot in front of right and visa versa.
Proprioception – position of body and includes balance, it is more subconscious and under the surface. Sensing where body is in space. Originates from spindle sensors throughout our body sensitive to stretching is telling brain if muscle is stretched out and activated.
Kinesthesia – movement of body and does not include balance, it is more behavioural with conscious thought (e.g. learning and improving your golf swing). body detecting how it’s moving and what that movement is).
Kinesthesis, also referred to as kinesthesia or kinesthetic sense, is the perception of body movements.
Four problems consistently identified by practitioner experience, and supported by research findings, include:
Managing light (too much/too little, and problems with light adaption).
Detecting changes in terrain and elevation (stairs, curbs).
Reducing unwanted contact with obstacles.
Negotiating street crossings.
Age Appropriate Assessment
Rapport.
Location.
Concepts and Language.
Frequency and Length session.
Formal (activity) or informal (games).
Adult and Older Children
Less comprehensive, less formal, request permission before interviewing family, get medical records, etc., determine critical needs and routes desires.
Direct teaching, more structured testing
Rapport through short interview
Pre-School
Join for multiple times to become familiar
Give teacher list of behaviours to reinforce
dynamic assessment as interacting during play and formal test
rapport building with client and family via structure and unstructured mean
direct lessons should be short interactions
concept development
Centre lessons around family routines
Infants / Toddlers
As above plus
Join with parents for family person rapport building, skill reinforcement
Inference of O&M skills via observation
Information from others as primary sources
body image/ awareness of own body
body image/ awareness of others bodies
Motor milestones, (rolling, crawling, cruising)
Gross motor/ balance reaction and indicators of balance reaction and using trunk muscles to maintain balance
Vision Component
Static and Dynamic.
Check VA and PV.
Indoors and Outdoors.
Familiar and Unfamiliar.
Tracing, Tracking, Scanning, Localisation.
Visual targeting - basically anticipating what’s coming up.
Talk to the client to understand colour and contrast perception and preferences. For example, dark cars identified. Get the learner to describe what he or she is seeing and to complete different activities using their vision in different lighting situations, indoors and outdoors. Get the client to use their visual acuity and peripheral vision looking at something static and moving with visual tracing, scanning and tracking. .
Visual Tracing. The act of following a line with the eyes, although a seemingly simple task, requires several skills and the application of different cognitive functions. This task was formerly called visual tracing, in contrast to visual tracking, which refers to the detection of a target in motion.
Visual scanning is the ability to use vision to search in a systematic manner, such as top to bottom and left to right. A child needs to use visual scanning to avoid obstacles when navigating their environment. Smooth visual scanning is required for reading.
Visual tracking is defined as efficiently focusing on an object as it moves across a person’s visual field. This skill is important for daily activities, including reading, writing, drawing, and playing. Visual tracking is typically defined as the ability to efficiently move the eyes from left to right (or right to left, up and down, and circular motions) OR focusing on an object as it moves across a person’s visual field.
Visual localization is a way to determine location from visual information. Robots and self-driving cars to estimate their position. It’s also used in augmented reality applications to interact with the physical world both indoors and out in the open.
Visual targeting is the act of surveying the path in front of you and understanding objects or situations you may come across as you move forward (like signs, curbs and other people.)
Use any of the learner’s visual aids for mobility such as a monocular or telescope, prisms, bioptics, binocular and non optical devices such as UV shields.
Select a travel route that allows the learner to move and solve problems with lighting changes, changes in surfaces such as drop offs, detect and avoid obstacles, cross streets and maintain orientation.
Visual acuity is the ability of the eye to perceive details and can be described as either static or dynamic:
Static visual acuity: the common measure of visual acuity, is defined as the smallest detail that can be distinguished in a stationary, high contrast target (e.g. an eye chart with black letters on a white background). The orientation and mobility specialist may have clients fixate on distant objects and describe what is seen in the periphery.
Dynamic visual acuity is the ability to discriminate and identify objects when a person is stationary and targets are moving. Or preferred field is where a client walks and tells what is seen to determine the regular pattern of viewing such as primarily top left field of vision. For example Ask student to identify when they can visually identify a street sign of any type when travelling in the community.
orientation and mobility specialist may also use activities such having client in static position fixated on distant object while orientation and mobility specialist walks parallel to line of sight, client announces recognition of movement for both sides. Or the activity that Judy set up.
Mobility Component
posture, pace, gait, balance, protective techniques, trailing, human guide, cane techniques and other mobility devices. Indoors, urban and natural outdoors, stairs, open spaces. Not teaching skills student finds difficult.
Prior training (previous skills taught, environments, present level of independence in skills and travel)
Movement (posture, pace, gait, balance and stamina)
Mobility techniques (human Guide, protective techniques, cane skill or use of other mobility devices)
Environments in which mobility techniques are used (indoors, school/ work, community, residential/business)
Orientation Component
detect and use landmarks, cognitive mapping, spatial updating, plan and run alternative routes, problem solve, route shapes I, L, U, Z. simple to complex. Give time to solve but also know when to stop.
Description of current areas in which student orientated.
Cognitive mapping skills.
Ability to follow route directions (i.e. landmarks & information points, left/right, compass, address/numbering systems, sun).
Spatial updating skills and time-distance estimation.
Use of problem-solving strategies when disorientated.
Comparison of orientation skills in familiar and unfamiliar environments.
Use of orientation aids (e.g. compass, map, GPS).
Conceptual Component
Spatial Positioning and Mapping.
Traffic Systems.
Environmental Features.
Environments.
intersections, student label parts of tactile map,
Body image and awareness: body parts, body planes (top, back, front), body movements and gestures.
Spatial concepts: directional concepts (left/right, compass directions), positional concepts (next to, between, towards, forward), degrees (90, 180, 360), clock face positional concepts, and use of the sun to establish direction.
Environmental concepts: Indoor concepts (textures, doors, floor surfaces, rooms, hallways, building shapes, indoor numbering systems, stairs, elevators, escalators);
Residential area concepts (block, sidewalk, driveway, street, intersection shapes and controls, and grid patterns;
Business area concepts (street “furniture,” complex intersections, address system, shopping malls, and grocery stores).
Other travel-related concepts (temporal concepts: phones, telling time, money, emergency numbers, planning time).
Hearing Component
Identify.
Localize.
Track.
Align and Square off.
Echolocation.
localise and identify sound sources, track sounds, align and square off with traffic sound, ATS, natural and man made sounds,
Hearing aids or amplification devices used.
Communication modes (receptive / expressive).
Ability to localise sounds.
Ability to identify and discriminate environmental sounds (indoors/outdoors).
Ability to track sounds: indoors (for example, people) and outdoors (for example, pedestrians, automobiles).
Ability to adjust body position in relationship to sounds (ability to face, square off, and align with stationary sounds, ability to physically align body with parallel traffic sounds, and ability to physically square off with perpendicular traffic sounds).
Use of echolocation (detect/avoid obstacles, trail walls and building lines, locate recessed areas or openings of doorways, hallways, and alleys).
Ongoing Assessment
SMART Goal still relevant?
SMART Goal on track?
Components of ongoing assessment to monitor progress (data collection and analysis) to determine if the objectives and goals were achieved, if there is a need for change, or termination of the O&M instructional program. List below doesn’t make a lot of sense. I would say regular checkin, mini goals and achievements and SMART goal over arching the program.
Checklist of skills, observation of behaviours, records review
Record keeping /checklist of skills/present levels
Observation of behaviours
Medical record review for ongoing medical care
Home/ Living environment
Campus environment
Residential environment
Commercial Environment
Public Transportation
Ambulatory devices (if needed)
When objective or goal should be changed or terminated:
Achieved goal
Needs more depth focus on component skills
Learner is reluctant to use the skill or refuses service
Skill is no longer appropriate
Maybe mark this one straight up?
Mobility Devices
Primary - LC, HG, GD.
Secondary - ETA.
Supportive - AMD, T Cane
Human guide, long canes, dog guides, Adaptive Mobility Devices (A.M.D.), Electronic Travel Aids (E.T.A.)
Canes… Folding, rigid and telescopic cane. Materials and Types.
Tips… Pencil, marshmallow, ball, roller, ceramic, freewheeling, metal, mushroom, teardrop, lighted etc.
Adaptive mobility devices (A.M.D.) replace the function for the cane provided full coverage across the width of the body in constant contact with the ground, giving optimum tactile and auditory feedback.
Types of Adaptive Mobility Device’s:
T cane, broom shaped device that includes optional T shaped handles and wheels
Freestanding cane
I-shaped bumper cane with skids
Two shafted specialised mobility device
Bumper cane
Offset pre cane
Connecticut pre cane
Handle cane
Wheel cane
Triangle wheel cane
T bumper with wheels
Hula Hoop
Hoop Cane
PVC cane
Commercially produces walk alone
Commercially produced Push Pal
Commercially produced auto fold
Electronic Travel Aids… ETAs are devices used to transform information about the environment that would normally be perceived through the visual sense into a form that can be perceived through another sense by the person who is blind
Miniguide, Buzzclip, Sunuband
Ultracane,
Other
Monoculars, tinted lenses, prism glasses, GPS/navigation, bioptics,.
Allied Professions and Role Release
OT
A trained professional who specialises in adaptions for everyday living and activities (cooking, cleaning, self-care, socilising)
PT (Physical Therapist).
A specialist who specialises in the development and functioning of gross motor skills . can provide O&M-related assessment information such as gross motor control, muscle tone, balance.
Low Vision Specialist.
Provides previous assessment with low vision devices, low vision training with devices, how the student uses his/her vision best under what circumstances. Lighting, glare, contrast adaptions. can provide O&M-related assessment information such as functional lighting adaptations.
Vision Rehabilitation Therapist.
Teaches adaptive independent living skills to adults who are blind or have low vision. These living skills. Vary from simple to complex and across the wide range of essential daily living activities, also referred to as adaptive daily living skills (ADL) Career Goals transportation options. Can provide O&M-related assessment information such as career goals and travel location possibilities, program options.
Optometrist.
A health care provider who specialises in refractive errors, prescribes eyeglasses or contact lenses, and diagnoses and manages conditions of the eye as regulated by State laws. May also perform low vision examinations. can provide O&M-related assessment information such as pathology, refractive errors.
Classroom teacher.
Provides current academic performance information, states what the student needs to access information if that has been observed, discusses the curriculum and how to possibly adapt for the student, visual functioning in education setting. can provide O&M-related assessment information such as visual functioning in an educational setting.
Ophthalmologists.
A physician who specialises in the medical and surgical care of the eyes and is qualified to prescribe ocular medications and to perform surgery on the eyes. May also perform refractive and low vision work, including eye care examinations and other vision services. can provide O&M-related assessment information such as an in-depth medical ocular history.
Audiologists.
Hearing thresholds and distractions for each ear. Auditory assessment and identification of hearing thresholds, provides management and treatment (amplification problems) . can provide O&M-related assessment information such as hearing thresholds and distractors for each ear. Hearing thresholds and distractions for each ear.
Role Release
Is when the professional may ask another service provider who interacts with the student on a daily basis to monitor or reinforce some basic instructional strategies (eg. monitoring route travel) to individuals who interact with students on a daily basis.
Working with others to facilitate O&M throughout the day. This is accomplished in 4 teaming roles: supportive, facilitative, informative, & prescriptive
Individual Programs
The individualised program for instructional planning is a legal requirement for government-funded programs. The individualised program should be agreed upon by the early intervention, education, or rehabilitation team.
The individualised Family Service Plan (IFSP) is used to design early intervention programs for infants and toddlers.
The individualised Education Plan (IEP) is used to design educational programs for school-age students with vision impairment and other disabilities.
individualised Transition Plans (ITPs) are used for students >16 years to design high school to postsecondary transitions and are developed alongside the IEP.
individualised Plans for Employment (IPEs) and other rehabilitation plans for used to design goals for adults. The IPE reflect employment goals and are written by the rehabilitation counsellor.
O&M specialists write individual program plans to address O&M needs and plans. With the individualised plan as a guide, learning can be enhanced when instruction is * based on present level of ability, * agreed upon by the entire early intervention, education, or rehabilitation team, * presented in a logical and sequential manner, * designed to meet individual goals, * planned to maintain student and client motivation, and * evaluated for effectiveness on a consistent basis.
Students and clients each benefit from different instructional approaches and methods. Today, most programs do not follow a sequential-unit outline and standardised lesson plans (i.e. regimented instructional sequence) because the content and order may not be appropriate, or consistent with, each client’s needs and abilities. O&M specialists must utilise sound unit and lesson plans for their students and clients, while also sequencing lessons to facilitate self-efficacy and motivation. Good lesson plans delineate the instructional objective and lesson setting, and balance learning skills in a sequence with immediate need of student
Lesson Plan
Goals/Objectives
Introduction
Presentation of content (demonstration, discovery learning, explanation, exploration)
Guided Practice (role-play, review route, game, coach while travelling)
Independent Practice with Supervision (route travel, street crossing, complete assignment, evaluate achievement of lesson objectives)
Lesson Conclusion (review strengths and areas for improvement, preview next lesson, assign homework)
