Domain 3: O&M Assessment

Question 1

Identify the components/ sections of an O&M assessment.

Answer 1

Hearing assessment, vision assessment, motor assessment, olfactory assessment, interviews (parents, clients and other colleges), medical record review, background information, mobility skills, conceptual understanding, social skills (los 5 - case history, mobility, sensory skills, orientation, concepts)

Question 2

Identify the components of assessment by age groups:

adults and older children

Answer 2

Adults & Older Children: less comprehensive & less formal, observation, request permission before contacting medical providers (HIPPA) to gain trust

Question 3

Identify the components of assessment by age groups:

preschoolers

Answer 3

Preschoolers: Sensori-motor assessment, interviews, medical record review; Dynamic assessment as interacting during play, rapport building, multiple observations of day-to-day functioning, direct sessions should be short interactions;

Question 4

Identify the components of assessment by age groups:

infants and toddlers

Answer 4

Infants & Toddlers: Rapport building via structured & unstructured means; Info from others as primary source; observation of day-to-day functioning; inference of O&M skills via observation; testing session length determined by family routine; request for info thru on-the-fly unstructured activity, content centers around family needs not typical of O&M; object permanence, clarity of non-verbal communication, etc. Tools & checklists: family describes activities, environmental assessment

Question 5

Vision assessment:

Identify the components of a functional vision assessment.

Answer 5

Functional vision assessment: current medical report & visible etiology, interviews with client & family/community, environmental assessment, acuity, periphery, functioning, prior evaluation results-
review of the info
Interview
Ass of functional vision
Ass of mobility in various environments
Ass in travel environments

Question 6

Vision assessment:

Give examples of ways to assess near and distance vision as it relates to O&M.

Answer 6

2. Static: have client fixate on distant object & describe what is seen in periphery; Preferred field: client walks & tells what is seen to determine regular pattern of viewing (primarily left, top, etc.); Constriction/early warning: static positioned client fixated on distant object while O&M walks parallel to line of sight, client announces recognition of movement (both sides)

Question 7

Identify the components of the following assessments:

mobility skill assessment.

Answer 7

Mobility skills assessment components are (p.215, v.2) human guide skills, trailing, aligning & squaring off, long cane techniques, negotiating doors/stairs, street crossings, mall/stores, transportation

Question 8

Identify the components of the following assessments:

orientation skill assessment.

Answer 8

Orientation skills assessment components are landmarking, route travel, strategies, aids

Question 9

Identify the components of the following assessments:

conceptual development assessment.

Answer 9

Conceptual Development assessment components are environmental, spatial/directional, numbering systems, traffic concepts

Question 10

Identify the components of the following assessments:

auditory functioning assessment.

Answer 10

Auditory Functioning assessment components are location sound sources, identify/discriminate, use reflective sounds for travel, create sound source for echolocation

Question 11

Identify the common mobility issues for persons with low vision.

Answer 11

The issues commonly experienced by people with low vision include over-confidence, fluctuating illumination due to shadows, glare, contrast, depth perception, light adaptation, terrain changes, need more time for exploration

Question 12

Describe the types of mobility devices and systems that are available.

Answer 12

monoculars, tinted lenses, prism glasses, cane/human guide, GPS/navigation, bioptics, dog guides, ETAs

Question 13

OT (Occupational Therapist)

Answer 13

OTs can provide O&M-related assessment information such as fine motor control capabiliy

Question 14

PT (Pathologist/ speech therapist)

Answer 14

PTs can provide O&M-related assessment information such as gross motor control, muscle tone, balance

Question 15

low vision specialist

Answer 15

LV specialists can provide O&M-related assessment information such as functional lighting adaptations

Question 16

optometrist

Answer 16

optometrists can provide O&M-related assessment information such as pathology, refractive errors

Question 17

vision rehabilitation therapist

Answer 17

vision rehabilitation therapists can provide O&M-related assessment information such as career goals and travel location possibilities, program options

Question 18

classroom teacher

Answer 18

classroom teachers can provide O&M-related assessment information such as visual functioning in an educational setting

Question 19

ophthalmologists

Answer 19

ophthalmologists can provide O&M-related assessment information such as an in-depth medical ocular history

Question 20

audiologists

Answer 20

audiologists can provide O&M-related assessment information such as hearing threshholds and distractors for each ear

Question 21

Describe what is meant by “role-release” and practicing within your profession scope of practice.

Answer 21

The O&M professional can “role-release” to develop strategies that will be used in O&M instruction; this is accomplished in 4 teaming roles: supportive, facilitative, informative, & prescriptive.

Question 22

What are the components of an ongoing assessment?

Answer 22

The components of an ongoing O&M assessment include checklist of skills, observation of behaviors, records review

Question 23

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

Answer 23

An example of when an objective should be changed is when the learner has achieved the original intent or needs a more in-depth focus on component skills.

Termination of the O&M instructional program is appropriate when it is no longer appropriate to the the learner OR the learner is reluctant to independently use the skills taught.