Domain 2 Module: Relevant Medical Information (10 test questions)

Question 1

the globe
- Collects and absorbs; light rays so they can form a clear image on the retina
- Outer layer
o Conjunctive
o Sclera
o Cornea
- Inner layer
o Anterior chamber
o Posterior chamber
o vitreous

Answer 1

Orbit

Question 2

thin, transparent membrane; lines the inside of the eyes/sclera; does not cover cornea
- Protective barrier (alerts for foreign bodies)
- Lubricates front of eye
- Indicates ocular/physical health

Answer 2

Conjunctiva

Question 3

White part of the eye; dense; provides protection
- Maintains shape of globe
- Provides protection to inner structures
- Provides attachment points for extraocular muscles

Answer 3

Sclera

Question 4

Highly organized group of cells and proteins; contains no blood vessels; receives nourishment from tears
- Refract and transmit light
- Provides most of the eye’s optical power
- If cornea loses elasticity or is damaged, it won’t be able to function properly and blurred images will be transmitted to the retina

Answer 4

Cornea

Question 5

Space in front of cornea, but behind the iris; contains iris, trabecular meshwork, canal of schlemm

Answer 5

Anterior Chamber

Question 6

Small space between back of iris and lens

Answer 6

Posterior Chamber

Question 7

Clear fluid inside anterior and posterior chamber; provides nourishment and support

Answer 7

Aqueous Humor

Question 8

Composed of ciliary muscle
- Involved in controlling lens accommodation and IOP

Answer 8

Ciliary Body

Question 9

Colored part of the eye
- Regulates light entering the eye

Answer 9

Iris

Question 10

Hole in the middle of the iris
- Constricts in bright light (becomes smaller)
- Dilates in dim light (becomes larger)

Answer 10

Pupil

Question 11

Extends where iris meets the cornea
- Drains/filters the eye

Answer 11

Trabecular Meshwork

Question 12

Located between the retina and sclera
- Nourishes retina
- Removes waste
- Contains many blood vessels and capillaries

Answer 12

Choroid

Question 13

Refracts and focuses light
- Helps create a sharp image on retina
- Can change shape

Answer 13

Lens

Question 14

Light sensitive nerve tissue
- Breaks down images into brightness, position, color, and movement
- Converts images into electrical signals and sends those signals to the brain

Answer 14

Retina

Question 15

Peripheral retina; active in low light
- Responsible for night vision
- Poor perception of color and detail

Answer 15

Rods

Question 16

Light receptor cells
- Active in high light and color
- Detects color and detail

Answer 16

Cones

Question 17

Central part of the retina
- Responsible for detecting color and fine detail
- Clear visual acuity

Answer 17

Macula

Question 18

Visual pathway; no photoreceptor cells; cannot process light

Answer 18

Optic Nerve

Question 19

a. carries impulses for sight from the retina to the brain
b. each nerve fiber corresponds to specific parts of the retina
c. once information gets to the optic nerve, it gets sent to the brain via the Visual Pathway
d. damage in this area: loss of vision in affected eye

Answer 19

optic nerve/ optic pathway

Question 20

a. where nasal fibers of each optic nerve cross
b. separates information from the right visual field and the left visual field
c. right half of the visual field goes to the left side of the brain
d. left half of the visual field goes to the right side of the brain
e. images projected on the retina are inverted
f. damage in this area: hemianopia: loss of half the visual field (temporal loss)
g. damage AFTER chiasm: temporal loss in one eye, nasal loss in the other

Answer 20

optic chiasm

Question 21

a. contains visual cortex
b. info from each part of the retina is combined and interpreted
c. organized into layers and columns
d. responsible for vision and visual perceptions
e. damage in this area: temporal loss in one eye, nasal loss in the other
f. “macular sparring”: when the macula is left in tact

Answer 21

occipital lobes

Question 22

a. the area at the side of each cerebral hemisphere
b. contains major portions of optic radiations
c. complex visual analysis
i. allows for categorization of objects; “memory library” of images
5. posterior parietal lobes
a. upper mid part of each cerebral hemisphere
b. responsible for body sensations
c. responsible for spatial information
i. right parietal lobe – understanding spatial aspects of the world, recognizes shapes, being aware of ones body in space

Answer 22

temporal lobes

Question 23

What it is:
- Progressive, degenerative damage to the central part of the retina
- Affects the cones
- Wet: abnormal blood vessel grow and leak under the macula
- Dry: degeneration of retina
Causes:
- Age
- Genetics
Functional implications
- Central acuity loss
- Blind spot
- Photophobia
- Pool color vision
- Normal peripheral vision
Adaptations:
- Eccentric viewing
- Magnification
- Large print
- Diffused less intense light
- Direct light
- Telescopes
- Tinted lenses
- CCVT
- Adjustable lighting
- Reduce/eliminate glare
- High contrast
Treatments:
- Wet: shots in the eye to stop the bleeding

Considerations for older adults with ARMD:
- Rehab interventions can affect coping mechanisms related to psychological adjustment
- Age related visual impairment can be linked to functional impairments, specifically in instrumental activities in daily living (getting dressed, eating, appearance)
- Successful adaptations to visual impairments may affect perception of older adults’ functional disabilities

functional implications
o Central acuity loss
o Blind spot
o Photophobia
o Pool color vision
o Normal peripheral vision

Answer 23

ARMD

Question 24

What it is:
- Progressive: night blindness peripheral loss tunnel vision complete blindness
- Degeneration of rods (light sensitive cells in retinal periphery)
- Can be found in: Ushers and Lebers
Causes:
- Genetics
Risk Factors:
- Age (teens/young adults)
- Gender (more common in males)
Functional implications
- Loss of peripheral vision
- Night blindness
- Tunnel vision
- Decreased acuity and depth perception
- Retinal scarring (causes spotty vision)
- Cataracts possible
- May be accompanied with myopia, cataracts, keratoconus
Adaptations:
- High illumination
- Reduce glare
- Absorptive lenses
- Prism glasses
- CCVT
- High contrast
- Teach organized search patterns
Treatments:
- None – take precautions to prevent retinal detachment

Functional implications:
o Loss of peripheral vision
o Night blindness
o Tunnel vision
o Decreased acuity and depth perception
o Retinal scarring (causes spotty vision)
o Cataracts possible
o May be accompanied with myopia, cataracts, keratoconus

Answer 24

RP

Question 25

What it is:
- Decrease in retinal blood vessel development in preemie babies
- Leads to bleeding, scarring, and detachment
- Can range from minimal damage to complete blindness
Causes:
- Low birthweight
- Born before 31 weeks
- High duration and administration of oxygen
Risk Factors:
- Low birthweight
- Born before 31 weeks
- Overall health of infant
Functional implications
- Decreased visual acuity
- Severe myopia
- Possible retinal detachment
- Spotty vision
- Strabismus
- Retinal scarring
- Field loss
- Possible glaucoma
o Decreased visual acuity
o Severe myopia
o Possible retinal detachment
o Spotty vision
o Strabismus
o Retinal scarring
o Field loss
o Possible glaucoma
Adaptations
- high illumination
- magnification
- telescopes
- CCTV
Treatments:
- Vitamin E therapy
- Cryotherapy
- Vitrectomy
- Some cases resolve themselves

Answer 25

ROP

Question 26

What it is:
• Collection of Eye disease that causes increased pressure in the eye because of blockage in the normal flow of fluid in the aqueous humor
• Damages optic nerve
Caused by:
• Changes in the uveal tract
• Trauma
• Medication reaction
• Surgery
• Genetics
Risk factors:
• 55+
• family history
• diabetes
• Race (higher prevalence in African American or native American)
Functional Implications:
• Fluctuating vision – can lead to stress and fatigue
• Tunnel vision
• Peripheral field loss
• Poor night vision
• Photophobia
• Difficulty seeing large objects in close range
• Decreased sensitivity to contrast
• Pain/headaches
• Eye redness
• Hazy cornea
• Wide open pupil
• Degeneration of optic disc
• Poor spatial awareness
o Fluctuating vision – can lead to stress and fatigue
o Tunnel vision
o Peripheral field loss
o Poor night vision
o Photophobia
o Difficulty seeing large objects in close range
o Decreased sensitivity to contrast
o Pain/headaches
o Eye redness
o Hazy cornea
o Wide open pupil
o Degeneration of optic disc
o Poor spatial awareness
Adaptations:
• Sunglasses, eye shades
• Lamps with adjustable lighting
• Reduce glare
• Increase contrast
• Magnifiers
• CCVT
Treatment:
• Eye drops
• Surgery
o Trabeculectomy – removing portion of trabecular meshwork to improve drainage
o Iridotomy – laser creates hole in iris

Answer 26

Glaucoma

Question 27

What it is:
- Diabetes can cause changes in blood vessels of the retina
- Causes hemorrhaging in the retina and vitreous
- Neuropathy in feet and hands
- Retinal detachment and full blindness possible
- Proliferative: formation of new blood vessels
- Non-proliferative: beginning stages, blood vessels become weak
Caused by:
- Diabetes
- Genetics
- Retinal hemorrhage
- Glaucoma
- Cataracts
- Optic neuropathy
Functional Implications:
- Sensitive to glare
- Double vision
- Lack of accommodation
- Fluctuating acuity
- Diminished color vision
- Defective visual fields
- Floaters
- Retinal detachment
- Neuropathy – unable to tactilely discriminate
Adaptations:
- Good lighting
- Good contrast
- Magnification
- Reduce glare
- Pay attention to diet
- Tinted lenses
- Take care of feet to prevent infections
- Wear comfortable well-fitting shoes at all times
- Avoid bending, lifting, straining, rapid movement – can affect DR
Treatment:
- Diet
- Insulin
- Surgery

Answer 27

Diabetic Retinopathy

Question 28

abnormal/leaky blood vessels sealed/destroyed by light

Answer 28

Vascular photocoagulation

Question 29

laser used to destroy oxygen starved area of retina creating regressing of abnormal/weak blood vessel growth

Answer 29

Retinal photocoagulation

Question 30

What it is:
- Damage to the visual cortex (in the brain)
o Problem with how information is transmitted from the eye to the brain and how the brain interprets that information
- Ocular structures remain in tact
- Disorders associated with CVI: CP, epilepsy, hydrocephalus, learning disabilities, deafness
- Common with CVI: optic nerve atrophy, optic nerve hypoplasia, retinal abnormalities
Causes:
- Lack of oxygen (anoxia) at birth
- Head injury
- Infections that affect nervous system
Functional implications (depends on type of CVI)
- Fluctuation in visual functioning
- Loss of ability to understand information the eye is giving you
- Visual neglect
- Eye may look normal
- Inattention to visual stimuli
- Preference of touch over vision
- Difficult with visual clutter or when things are too close together
- Difficult discriminating figure-ground
- May have more central vision, peripheral vision
- Light gazing
- Photophobia
- Slower processing/response time
- May easily become overwhelmed
- Inability to coordinate visual information with other senses
- Visual Midline Shift Syndrome- shift in concept of midline following stroke or TBI
Adaptations:
- High illumination – spotlighting/indirect lighting sources are beneficial for clarity
- Eliminate visual clutter
- Eliminate glare
- Routines
- Repetition
- Bright contrast
- Consistent visual cues
- Combination of reading media
- Determine which sensory system works best
- Prevent visual overload
- Provide simple images and tasks
- Encourage tactile exploration
- Demonstrate via hand-over-hand
- Eliminate distractions
- Yoked Prisms
Treatments:
- None

Answer 30

CVI

Question 31

optic disc is small, sometimes surrounded with a halo; vision may or may not be reduce

Answer 31

congenital abnormality

Question 32

Usually results in low visual acuity. Additional cognitive disabilities often present. Frequent in children.

Answer 32

Small optic cup

Question 33

progressive retinal degeneration in both eyes; night blindness in childhood followed by loss of peripheral vision to finally blindness; hereditary

Answer 33

Rod/Cone

Question 34

degeneration of retinal receptors results in loss of color and central vision, followed by loss of night vision

Answer 34

Cone/Rod:

Question 35

malignant Intraocular tumor that develops from retinal & visual cells; hereditary; vision loss can be total or scotomic

Answer 35

Retinoblastoma

Question 36

Hyperopia
Myopia -
Astigmatism

Answer 36

Refractive Errors

Question 37

farsightedness

Answer 37

Hyperopia

Question 38

nearsightedness

Answer 38

Myopia

Question 39

uneven focus of light between both eyes

Answer 39

Astigmatism

Question 40

What it is:
- Gradual hardening of the lens elasticity
Causes:
- Age
Functional implications
- Reduced ability to accommodate
Adaptations
- Good lighting
- High contrast

Answer 40

Presbyopia

Question 41

Both eyes together

Answer 41

OU

Question 42

Right eye

Answer 42

OD

Question 43

Left eye

Answer 43

OS

Question 44

shows the quietest sounds you can just hear. The red circles represent the right ear and the blue crosses represent the left ear. Across the top, there is a measure of frequency (pitch) from the lower pitched sounds on the left going to higher pitched sounds on the right. These sounds are measured in Hertz.

Down the side, there is a measure of loudness. At the top of the graph are the very quiet sounds, going down to moderate, and then very loud sounds. This loudness is measured in a scale called decibels (dB). Any points that are heard at 20dB or quieter are considered to be within the normal range

Answer 44

Audiogram

Question 45

a. strength of sound
b. amplitude
c. measured in decibels
d. measure of sound pressure level
e. relative strength of sound waves (transmitted vibrations), which we perceive as loudness or volume

Answer 45

intensity:

Question 46

a. pitch
b. the rate of particle vibration measured in cycles per second
c. measured in Hertz
d. For sound, this means the number of pressure waves per second that would move past a fixed point. It is also the same as the number of vibrations per second the particles are making as they transmit the sound.

Answer 46

Frequency

Question 47

portion of a particle in its vibrating cycle

Answer 47

phase:

Question 48

a. sensation of frequency
b. high pitch = high frequency
c. Pitch relates to the frequency, or how many times a second the particles vibrate. The distance between one wave and the next gives the wavelength. For sounds all travelling at the same speed, high-frequency (high-pitched) sounds have waves very close together. Low-frequency sounds have a greater distance between each wave.

Answer 48

pitch:

Question 49

a. unit used to measure the intensity of a sound or power level of electrical signal by comparing it with a given level on a logarithmic scale
b. not linear

Answer 49

Decibel:

Question 50

Air conduction test unmasked left ear

Answer 50

The symbol “X”

Question 51

Air conduction test unmasked right ear

Answer 51

the symbol “O”

Question 52

Bone conduction test right ear

Answer 52

the symbol “<”:

Question 53

Bone conduction test left ear

Answer 53

the symbol “>”:

Question 54

Affecting both sides

Answer 54

bilateral

Question 55

o dysfunction of the outer/middle ear
o usually treated with medication/surgery
o loudness deficit
o functional implications
 soft speaking voice (they hear their voice louder than normal)
 excellent speech discrimination when speech is loud enough
 lower frequencies tend to be affected
 temporary

Answer 55

conductive hearing loss:

Question 56

o dysfunction of the inner ear/auditory nerve
o usually permanent
o untreatable
o loudness deficit
o distorted hearing – nerve endings in the cochlea/nerve pathways damaged; messages do not effectively reach the brain
o middle ear structures in tact
o functional implications
 inappropriately loud voice
 tinnitus
 frequency loss – high frequency (most common)
 speech sounds distorted
 background noise makes listening more difficult
 hearing aids may help

Answer 56

sensorineural hearing loss

Question 57

notorious for distorting, changing, and generally making sounds unusable for orientation and mobility tasks. Many are designed and set to enhance the human voice for communication, not to retrieve environmental sounds. In fact, they may be intentionally blocking distal environmental input. Also, no can reach far into the environment (such as hearing a car 300 feet away).
 vertigo
 gradual deterioration
 difficulty distinguishing near vs. far (location acuity loss)
 specific sounds seem unnaturally loud
 difficulty understanding speech patterns

Answer 57

Hearing aids, cochlear implants, and other listening devices

Question 58

o combo of conductive and sensorineural hearing loss
o treatment may be available for the conductive loss
o both high and low frequency losses

Answer 58

mixed hearing loss

Question 59

o help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.

Answer 59

augmented communication (def.):

Question 60

a. If the bone conduction hearing thresholds are normal, but there is a loss of hearing for air conduction sounds, this is called a

Answer 60

conductive hearing loss:

Question 61

a. When there is no difference between the air conduction and the bone conduction thresholds it indicates that the hearing loss is due to a problem in the cochlea.

Answer 61

sensorineural hearing loss:

Question 62

a. gap between the air conduction and the bone conduction thresholds, however the bone conduction thresholds still indicate a hearing loss as they are not within normal limits. This would suggest that there is a problem in both the cochlear and the middle ear

Answer 62

mixed hearing loss:

Question 63

-10 to 15 dB HL

Answer 63

normal hearing

Question 64

16 to 25 dB HL

Answer 64

slight hearing loss

Question 65

26 to 40 dB HL

Answer 65

mild hearing loss

Question 66

41 to 55 dB HL

Answer 66

moderate hearing loss

Question 67

56 to 70 dB HL

Answer 67

moderately severe hearing loss

Question 68

71 to 90 dB HL

Answer 68

severe hearing loss

Question 69

> 90

Answer 69

profound hearing loss

Question 70

a. Diabetic Retinopathy
b. Glaucoma
c. Cataracts

Answer 70

Diabetes

Question 71

a. Monitor blood sugar and note instances of low/high
b. Lethargy
c. Neuropathy
i. Hands- make it difficult to get feedback from cane
ii. Feet – make it difficult to detect drop offs
d. Rapid changes in vision likely
i. Bad vision days make indicate low blood sugar
e. Pressure sores common
i. Wear comfortable sneakers
ii. Monitor for pain, swelling, bruising, blistering, tenderness, discoloration of the skin
f. Keep a diabetic information sheet
i. Student name, address, phone number
ii. School/agency name, address phone number
iii. Doctor name and phone number
iv. Emergency contact
v. Type of insulin, amount taken, time of day given
vi. Typical symptoms of student and how student wants to handle them
vii. Time of day likely to have reaction

Answer 71

considerations when developing an O&M instruction program for persons with diabetes?

Question 72

a. CMV (cytomegalovirus):
i. lesions on retina,
ii. varying amount of hemorrhage,
iii. swelling of optic nerve
iv. blurry vision or field loss may occur
b. Kaposi’s sarcoma
i. Vascular tumor
ii. Purple/red growth on eyelid
iii. May block visual field
c. Toxoplasmosis
i. Infection
ii. Retinal inflammation
iii. Retinal destruction due to cysts
d. Cryptococcal meningitis
i. Damages optic nerve and brain
e. Central nervous system infections
i. Second most common cause of blindness
ii. Can lead to diplopia, blurred vision, difficulties in eye movements
f. HIV retinopathy
i. Microvascular disorder
ii. “cotton wool spots”
iii. microanuerysms
iv. retinal hemorrhaging
v. field loss
vi. retinal detachment

Answer 72

eye diseases are associated with AIDS?

Question 73

a. Decreased functioning of immune system can lead to neurological complications
i. Neuropathy
ii. Can make walking difficult
iii. Brain damage can lead to strokes, dementia, headaches, and behavioral changes
iv. Confusion, seizures, vision loss, and memory and cognitive defects may also be seen
b. Prevent yourself from becoming infected
c. Practice good hygiene
d. Reschedule if you are sick
e. Practice “universal health precautions”
f. Students willingness and ability to participate may vary from day to day or even hour to hour
g. Confirm all meetings several hours before appointment
h. Goals may need to be reassessed and modified as students physical condition changes
i. Because of privacy las, you may not know if a student has HIV/AIDS and it might be difficult to accurately plan lessons and goals
j. Vision impairment comes in the later stages
i. Students may be facing their own mortality
ii. Can greatly impact motivation

Answer 73

the implications of AIDS for O&M instruction?

Question 74

• nature of seizures depends on location and duration
• changes in consciousness, motor activity, sensory phenomena, inappropriate behavior
• internal stimuli
  o stress
  o fatigue
  o lack of sleep
  o fever
  o electrolyte imbalance
  o excess fluid/salt intake
  o not taking medications
• external stimuli
  o bright/flashing lights
  o visual patterns
  o fire alarms
  o vestibular
  o olfactory
  o cognitive, emotional, or decision making tasks
• partial
  o can last several minutes
  o student may experience confusion
  o guide student to safe place
  o stay close until seizure ends and wait until student can respond normally
  o during seizure, student may last out if restrained
• generalized
  o if grand mal
   loosen clothing
   get a pillow
   do not insert anything into mouth
   lay student on side when finished to keep airway open
  o if petite mal
   wait until episode is finished
   eyes may stare ahead or roll back
  • can’t wake them up

Answer 74

seizure disorder

Question 75

• Inflammatory disease that affects joints and surrounding areas
• Can be unpredictable
• Can be a result of wear and tear on body
  Vision implications
• Dry eye
• Scleritis – inflammation/redness of white part of eye
• Uveitis/iritis – can cause severe pain, blurred vision, photophobia
  Adaptations
• Build up diameter of cane grip
• Lightweight cane
• Wrap joints in warm towels for 7-10 minutes to reduce pain
• Avoid overexertion or fatigue
• Symptoms mat increase in cold weather
• Tinted lenses
• Organize home to minimize impact on joints
• Most frequent items at easy reach
• Plan rest breaks during work
• Use tools that eliminate bending (for cooking – microwave, stove)
• Avoid lifting or carrying heavy items
• Use something with wheels to move items from room to room
• Avoid doing labor in the morning when symptoms are worse
• Warm bath/shower can reduce joint pain
  Treatments:
• Medications (prescription/non-prescription)

Answer 75

Arthritis:

Question 76

What it is:
- Involves both heart and blood vessels
- Heart not pumping blood efficiently
Risk Factors:
- High blood pressure
- High cholesterol
- Smoking
- Inactivity
- Diabetes
- stress
Symptoms:
- blood circulation impaired
- fluid may gather in body tissues
- swollen feet and ankles
- shortness of breath
Vision implications:
- Hypertensive retinopathy – changes in retina caused by high blood pressure, can damage optic nerve and cause retinal blood vessels to harden and swell, can range from blurred vision to total blindness
- Retinal artery blockage – “stroke in the eye”
- Retinal vein blockage – bleeding of blood vessels
Adaptations
- Talk with doctor and eye doctor before physical activity
o Some conditions can be affected by bending, lifting, straining, rapid movement
- Simplify everyday tasks to conserve energy
- Plan rest when working

Answer 76

high blood pressure/ Cardiovascular disease

Question 77

o congestive heart failure
 generally, people have poor endurance, shortness of breath, and chest pain
 be alert to signs of stress
 assess exercise tolerance
 keep a list of medications and be aware of side effects and precautions
 minimize stress
 remember
• cardiac status may change from day to day
• extreme hot or cold can affect condition
5. asthma
- factors that can trigger asthma
o inhaled allergens
o dust, wool, feathers
o drastic weather changes
o extreme hot/cold
o strenuous exercise
o respiratory infections
o medications
- when teaching
o minimize potential for triggered attacks
o have the following information available in case of an attack
 brief history of student’s asthma and symptoms of an attack
 factors that make asthma worse
 list of medications
 contact info of doctor and emergency contact
 description of treatment plan, including recommended actions

Answer 77

heart condition

Question 78

low blood sugar (treat with fruit drink or sugar)
o Symptoms: can occur suddenly; inappropriate responses, confusion and inattention, drowsiness, pale complexion, perspiration, headache, crankiness, lack of coordination, loss of judgement, sudden hunger, rapid pulse, nausea, vomiting, dizziness

Answer 78

Hypoglycemia

Question 79

high blood sugar (treat with insulin)
o Symptoms: dry, hot skin, excessive urination, excessive thirst, drowsiness, lethargy, deep/labored breathing, fruity smelling breath, blurry vision

Answer 79

Hyperglycemia:

Question 80

What should an O&M specialist do if a client has a hypoglycemic reaction or a hyperglycemic reaction during an O&M lesson?

Answer 80

Hypoglycemic: give fruit drink/sugar

Hyperglycemic: insulin

Question 81

 be prepared
 obtain as much baseline information as possible
• type of seizure common for student
• description of what it looks like
• typical frequency or duration
• known triggers
• typical behavior following a seizure
 have info on medications and their side effects

Answer 81

seizures

Question 82

• record keeping,
• determine cause if possible,
• administer treatment if given permission & available,
• call EMT for severe reactions

Answer 82

allergic reactions

Question 83

• document any behavioral incidents that occur in an attempt to better anticipate or reduce behaviors
• seek support from behavior specialist
• employ recommended behavioral strategies
• Know the signs of increasing agitation or instability.
• Know effective ways to deflate the situation.
• Know effective behavior management strategies.
• Avoid confrontation.
• Position yourself so that you can watch for cues.
• Use a teamwork situation, remain in good communication with the individual and team, implement good planning, good backup systems, maintain good records, consider time and length of lessons, use task analysis, sequenced instruction, consider environment, use motivation, be aware of prompting, implement choice making.
• Document all behavior incidents.

Answer 83

frequent aggressive behavior

Question 84

 be prepared
 obtain as much baseline information as possible
• type of seizure common for student
• description of what it looks like
• typical frequency or duration
• known triggers
• typical behavior following a seizure
 have info on medications and their side effects
 record a detailed description of seizure
• include: time, length, if aura occurred, if student lost consciousness, student behavior following seizure, injuries, and if first aid was given
 get help if
• seizure lasts more than 5 minutes
• another seizure starts immediately after first one ends
• student can’t be woken up
• student has several seizures in a row and does not regain conscious throughout any of them
• student is pregnant or has another health condition

Answer 84

seizures:

Question 85

o ABCs:
o Assess the faller and the situation (look for danger).
o Begin care measures, stop the bleeding, don’t move potentially injured body parts.
o Call for help (enlist onlookers to provide help)
o Assess the risk for falls.
o Teach the traveler how to respond after a fall (yell for help, listen to environment and orient toward pedestrians, request and allow help to get up or out of the way of danger.

Answer 85

falls

Question 86

o document any behavioral incidents that occur in an attempt to better anticipate or reduce behaviors
o seek support from behavior specialist
o employ recommended behavioral strategies
o avoid confrontation
o know effective ways to deflate the situation

Answer 86

emotional/behavioral incidents:

Question 87

 be aware of student’s allergies
 look for symptoms of an allergic reaction
 administer epi pen in thigh and call 911

Answer 87

allergic reactions