Domain 3 Module: O&M Assessment (16 test questions)

Question 1

PROCESS
Referral
Review records
Interview
observation

COMPONENTS
Background information
- medical/visual history
- personal/social information
Assessment of mobility skills
Assessment of orientation skills
Assessment of present conceptual development
Functional Vision Assessment
Auditory functioning assessment
Communication skills
Independent living skills
Social skills and behaviors

Answer 1

components of an O&M assessment

Question 2

o rapport building
 short interview
o information gathered from others
 direct or support more structure
o observe day to day functioning
 complete specific routes to demonstrate a skill
o length of lesson
 an hour or more
o method of requesting skill related information
 verbal answer or demonstration of behavior
o content
 typical O&M sequence from indoor to downtown travel
o tools/checklists
 mobility instructor made

Answer 2

adults and older children

Question 3

Approach varies from child to child
No two students will be the same
Most information is obtained through unstructured, incidental observation
Most successful in naturally occurring situation over multiple days
Include family and teachers report
Instructor should understand:
 development at various ages
 lessons broken down
 lessons include play and flexibility
 how to choose appropriate assessment tool
 how to introduce and explore a concept before teaching it
 difference between receptive/expressive learning
 difference between reinforcement and punishment
 soothing strategies for child
 likes/dislikes
o rapport building
o must be patient
o takes several sessions in various contexts before lessons begin
o child must become familiar with COMS
o information gathered from others
o parents/teachers
o planned inclusion of parent
o involve teacher
o observe day to day functioning
o body image/ motor skills, concepts
o use of skills should be observed
o length of lesson
o many assessment/observations over a period of time, no more than 10 minutes each time
o method of requesting skill related information
o child can verbally answer but may need to be more playful in approach
o content
o range of behaviors may be observed
o more typical o7m behaviors as the child gets older
o tools/checklists
o assessment tools

Answer 3

preschoolers

Question 4

o Rapport building
o With family members
o Child likely to respond to parents
o Information gathered from others
o Primary source of information
o Observation of day to day functioning
o Done while observing as the child plays and using skills seen as they relate to mobility
o length of lesson
o dictated by infant/family routines
o method of requesting skill related information
o requests for behavior through playful activities
o content
o centers around needs of the family
o may include behaviors such as
 object permanence, cause and effect, bringing hands to midline, strength of attachment to caregivers, clarity of nonverbal communication
o tools/checklists
o routine based
 ask parent about routines to gather info on needs and skills
 environmental assessment

Answer 4

infants and toddlers

Question 5

History
Natural Environment
Eye Structure/Reflexes
Functional visual acuity
o static
o dynamic
o preferred
functional visual fields
o static
o dynamic
o preferred
- color, contrast perception and preferences
Ocular Motility/use of visual skills
o localization/targeting
o visual tracing
o scanning
o tracking
Color perception
use of visual aids for mobility
o optical (monocular, telescope)
o nonoptical (tints for glare control)
- vision related movement and trace problems
o for example: difficulty with
 adapting to various lighting conditions
 glare assessment
 detecting changes in drop-offs and terrains
 obstacle detection/avoidance
 street crossings (unable to see pedestrian Walk light)
 maintaining orientation (establishing visual landmarks)
Recommendations

Answer 5

functional vision assessment

Question 6

Preferred reading distance
Using real objects
Measure size of object and the distance at which its identified
Awareness/identification acuity

Answer 6

ways to assess near and distance vision

Question 7

• prior training
  previous skills taught
  o environments prior training took place
  o present level independence
• movement
  o posture
  o pace
  o gait
  o balance
  o stamina
• mobility techniques
  o human guide
  o protective techniques
  o cane skills/other mobility devices
• Environments in which mobility techniques are used
  o Indoors – home, classroom, hallways
  o School campus or work setting
  o Community

Answer 7

mobility skill assessment

Question 8

• Description of which areas student is oriented
• Cognitive mapping skills
• Ability to follow route directions
  o Landmarks/information points
  o Use of left/right
  o Use of compass directions
  o Use of address and numbering systems
  o Use of sun
• Spatial understanding and time/distance estimation
• Use of problem solving strategies when disoriented
• Comparison of orientation skills in familiar and unfamiliar environments
• Use of orientation aids

Answer 8

orientation skill assessment

Question 9

• Body image awareness
  o Body parts
  o Body planes (top, front, side)
  o Body movements
  o Gestures and pointing
• Spatial concepts
  o Directional (R/L)
  o Positional (on, in front of)
  o Degrees
  o Clock face
  o Use of sun to establish direction
• Environmental concepts
  o Indoor concepts (textures, doors, floor, room, hallways, building shapes, indoor numbering systems, stairs, elevators, escalators)
  o Residential area concepts (block, sidewalk, driveway, street, intersection shapes and controls, grid pattern)
  o Business area concepts (street furniture, complex intersections, address systems, shopping malls, grocery stores)
• other travel related concepts
  o temporal concepts
   tell time
   plan time for scheduling
  o money concepts
   identify coins
   count money
   make change
  o telephone use concept
   phone numbers, prefixes, area codes
   emergency numbers
   calling information
   types of phones
   types of calls

Answer 9

conceptual development assessment.

Question 10

• Hearing aids/amplification devices used
• communication modes
  o receptive
  o expressive
• ability to localize sounds
• ability to identify and discriminate environmental sounds
  o indoors
  o outdoors
• ability to track sounds
  o indoors (people)
  o outdoors (pedestrians, cars)
• ability to adjust body position in relationship to sounds
  o ability to face, square off, and align with stationary sounds
  o ability to physically align body with parallel traffic sounds
  o ability to physically square off with perpendicular traffic sounds
• use of echolocation
  o detect and avoid obstacles
  o trail walls and building lines
  o locate recessed areas or openings of doorways, hallways, alleys

Answer 10

auditory functioning assessment.

Question 11

Glare sensitivity, inability to discriminate, field loss, lack of depth perception, light adaptation, changes in terrain, unwanted contact, crossing streets

Answer 11

common mobility issues for persons with low vision.

Question 12

Canes, assisted mobility devices, dog guides, human guides, navigation apps, electronic travel aids, optical and nonoptical devices

Answer 12

the types of mobility devices and systems that are available.

Question 13

fine motor skills

Answer 13

OT

Question 14

gross motor skills

Answer 14

PT

Question 15

clinical vision

Answer 15

low vision specialist

Question 16

independent living skills

Answer 16

vision rehabilitation therapist

Question 17

eye report

Answer 17

optometrist

Question 18

educational concerns

Answer 18

classroom teacher

Question 19

information/prognosis of eye condition

Answer 19

ophthalmologists

Question 20

audiological information/hearing assessment

Answer 20

audiologists

Question 21

.a COMS ability to teach the skills that meet the students’ goals with other professionals and teaching them how to facilitate items to be learned later in O&M instruction. The COMS works with other adults to develop strategies to incorporate consistent terminology and routines, along with monitoring the student and providing feedback to the COMS
o Provide opportunities for experience a wide variety of travel environments (even if they are not needed for current travel)

Answer 21

“role-release”

Question 22

See how well student travels in unfamiliar environments; continually gather information on how the individual is using functional vision; utilize variety of settings and lighting conditions; note change in vision or change in performance; and the overall effectiveness of various instructional approaches

Answer 22

The components of an ongoing assessment

Question 23

The learner has achieved the original intent or needs a more in-depth focus on component skills. It is no longer appropriate to the learner OR the learner is reluctant to independently use the skills taught.

Answer 23

when an objective should be changed or when termination of the O&M instructional program is appropriate.