Domain 3 Module: O&M Assessment (16 test questions) Flashcards
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
the components of an O&M assessment.
rapport building
short interview
information gathered from others
direct or support more structure
observe day to day functioning
complete specific routes to demonstrate a skill
length of lesson
an hour or more
method of requesting skill related information
verbal answer or demonstration of behavior
content
typical O&M sequence from indoor to downtown travel
tools/checklists
mobility instructor made
adults and older children
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
rapport building
must be patient
takes several sessions in various contexts before lessons begin
child must become familiar with COMS
information gathered from others
parents/teachers
planned inclusion of parent
involve teacher
observe day to day functioning
body image/ motor skills, concepts
use of skills should be observed
length of lesson
many assessment/observations over a period of time, no more than 10 minutes each time
method of requesting skill related information
child can verbally answer but may need to be more playful in approach
content
range of behaviors may be observed
more typical o7m behaviors as the child gets older
tools/checklists
assessment tools
preschoolers
Rapport building
With family members
Child likely to respond to parents
Information gathered from others
Primary source of information
Observation of day to day functioning
Done while observing as the child plays and using skills seen as they relate to mobility
length of lesson
dictated by infant/family routines
method of requesting skill related information
requests for behavior through playful activities
content
centers around needs of the family
may include behaviors such as
object permanence, cause and effect, bringing hands to midline, strength of attachment to caregivers, clarity of nonverbal communication
tools/checklists
routine based
ask parent about routines to gather info on needs and skills
environmental assessment
infants and toddlers
History
Natural Environment
Eye Structure/Reflexes
Functional visual acuity
static
dynamic
preferred
functional visual fields
static
dynamic
preferred
color, contrast perception and preferences
Ocular Motility/use of visual skills
localization/targeting
visual tracing
scanning
tracking
Color perception
use of visual aids for mobility
optical (monocular, telescope)
nonoptical (tints for glare control)
vision related movement and trace problems
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
the components of a functional vision assessment
Preferred reading distance
Using real objects
Measure size of object and the distance at which its identified
Awareness/identification acuity
ways to assess near and distance vision as it relates to O&M.
prior training
previous skills taught
environments prior training took place
present level independence
movement
posture
pace
gait
balance
stamina
mobility techniques
human guide
protective techniques
cane skills/other mobility devices
Environments in which mobility techniques are used
Indoors – home, classroom, hallways
School campus or work setting
Community
Mobility Skill Assessment
Description of which areas student is oriented
Cognitive mapping skills
Ability to follow route directions
Landmarks/information points
Use of left/right
Use of compass directions
Use of address and numbering systems
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
orientation skill assessment.
Body image awareness
Body parts
Body planes (top, front, side)
Body movements
Gestures and pointing
Spatial concepts
Directional (R/L)
Positional (on, in front of)
Degrees
Clock face
Use of sun to establish direction
Environmental concepts
Indoor concepts (textures, doors, floor, room, hallways, building shapes, indoor numbering systems, stairs, elevators, escalators)
Residential area concepts (block, sidewalk, driveway, street, intersection shapes and controls, grid pattern)
Business area concepts (street furniture, complex intersections, address systems, shopping malls, grocery stores)
other travel related concepts
temporal concepts
tell time
plan time for scheduling
money concepts
identify coins
count money
make change
telephone use concept
phone numbers, prefixes, area codes
emergency numbers
calling information
types of phones
types of calls
conceptual development assessment.
Hearing aids/amplification devices used
communication modes
receptive
expressive
ability to localize sounds
ability to identify and discriminate environmental sounds
indoors
outdoors
ability to track sounds
indoors (people)
outdoors (pedestrians, cars)
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
ability to physically square off with perpendicular traffic sounds
use of echolocation
detect and avoid obstacles
trail walls and building lines
locate recessed areas or openings of doorways, hallways, alley
auditory functioning assessment.
Glare sensitivity, inability to discriminate, field loss, lack of depth perception, light adaptation, changes in terrain, unwanted contact, crossing streets
common mobility issues for persons with low vision
Canes, assisted mobility devices, dog guides, human guides, navigation apps, electronic travel aids, optical and nonoptical devices
the types of mobility devices and systems that are available
fine motor skills
OT
gross motor skills
PT
Clinical Vision
Low vision Specialist
