Domain 4 Module: O&M Instruction Program (12 test questions) Flashcards
where the COMS goes to the individual’s home or place or work, and train individuals in their home, everyday environments and neighborhoods. Careful planning and scheduling is required
Advantages: real world application, reduced need for transfer of learning, lessons can be designed specifically for destinations, and routes that a person will travel daily will be taught
Disadvantages: driving long distances between clients, inclement weather, gas prices, vehicle breakdowns, carrying all teaching supplies and paperwork, students can experience challenges later when generalizing skills to new and unfamiliar environments, planning different lessons for different settings/students, size of caseload and area to be covered
itinerant service delivery mode
Provided in center-based adult rehabilitation programs and specialized schools for blind children.
Advantages: students in one location, providing ready access, more instructional time, driving time alleviated, enhancing learning by seeing students more often, group lessons, peer support of clients, no need for extra transportation, support, guidance, and encouragement from colleagues
Disadvantages: limited training in home communities
center-based service delivery model
based on medical model
instruction/evaluation provided by a variety of
specialists at different times
separate written reports
Results in a fragmented program
Multi-disciplinary
collaborative
instruction/therapy incorporated throughout the day
team composition depends on needs of the child
collaborative approach to assessment
“role release” is central with direct care provided by designated professional
requires staff development, participation by professionals
Trans-disciplinary
specialists function as a “team” or “group”
assessment occurs in isolation
attention of student functioning with shared assessment data
instructional objectives developed together
reduced program fragmentation, can exclude teachers/parents
inter-disciplinary
MOBILITY SKILLS
Basic skills
human guide
demonstrates protective techniques
demonstrates trailing techniques
align and square off in indoor environments
Long Cane
demonstrates diagonal cane technique
demonstrates constant contact and two-point touch
demonstrates touch and drag
uses cane to negotiate doors and stairs
identify cane parts, fold, unfold, and store
Street Crossings
cross street with guide
identify timing of crossing streets (residential)
identify basic residential intersection shapes and traffic controls
cross residential streets with supervision
Mall, stores, etc.
use human guide travel in markets and local stores
Use of transportation
use seatbelt independently
K-3rd Grade
ORIENTATION SKILLS
Landmarking
describe characteristics of landmarks, cues, and clues
ID appropriate home, school, and residential landmarks
Route travel
Maintain orientation for simple route shapes (I, L) in home and school
Follow and give simple route directions (left/right)
Maintain orientation for simple route reversals
Orientation strategies
Use sun to aid direction of travel
Describe spatial layout (assessing cognitive mapping skills) of familiar environments
Use problem solving strategies when disoriented in familiar environments
Orientation aids
Use and construct simple tactile, auditory, visual maps
K-3rd Grade
CONCEPTS
Environmental
Identify/describe common textures/terrain features
Identify basic indoor features
Identify basic outdoor features
Identify basic residential block concepts
Spatial
Identify self-object relationships
Identify left/right – self/others, objects, and turns
Identify basic positional concepts
Identify clock face points
Identify object-object relationships
Identify basic compass points
Numbering systems
Count to 100 and above
Identify odd and even numbers
Determine greater than and less than 100
Traffic concepts
Describe basic pedestrian safety rules
Identify basic traffic controls
Identify intersection shapes
Identify parts/functions of cars, busses, other vehicles
K-3rd Grade
SENSORY SKILLS
Visual
Process/analyze sensory information
Trace a stationary line
Use appropriate scanning patterns to locate people/objects while stationary
View objects eccentrically
Auditory
Localize sound source
Identify/discriminate sound source
Use basic reflected sounds for travel
Create sound source for echolocation
Optical/nonoptical
Use low power optical devices in familiar areas
Wear protective eyewear
Label parts of monocular or other device
Understanding pathology
Offer simple explanation of how eyes do/don’t work
Identify eye pathology
K-3rd Grade
MOBILITY SKILLS
Basic skills
correct improper human guide techniques
anticipate need for protective techniques and trailing in familiar environments
demonstrate alignment and squaring off in residential outdoor environments
Long Cane
demonstrate three-point touch technique
use various cane techniques in indoor and outdoor environments
bring cane to and from school
demonstrate cane skills to negotiate escalators and elevators
Street Crossings
complete semi-independent residential street crossings
demonstrate basic elements of intersection analysis
Mall, stores, etc.
travel with supervision in markets and local stores
make simple purchases
Use of transportation
locate bus stop
ride bus with others
4th-6th Grade
ORIENTATION SKILLS
Landmarking
ID residential landmarks in residential blocks and routes
Anticipate sequential landmarks during route travel in familiar areas
Route travel
Use street names, directions route shape, and landmarks to maintain orientation
Maintain orientation during complex routes (U, Z) in home, school and residential blocks
Maintain orientation for more complex route reversals
Plan routes and route alternatives for destinations in familiar environments
Orientation strategies
Use sun ad time of day to ID cardinal directions
Use self-orientation for room orientation
Use spatial updating and time-distance estimation during route travel in familiar areas
Employ effective recovery strategies after veering
Problem solve using task analysis and hypothesis testing
Orientation aids
Use compass to establish directions
use and construct detailed tactile, visual, or auditory maps to assist orientation in semifamiliar areas
4th-6th Grade
CONCEPTS
Environmental
identify/describe advanced and atypical residential block/grid features (hedges, storm drains, etc.)
identify and describe complex indoor features (elevators)
Spatial
reverse right/left on return routes
parallel and perpendicular
apply compass points in route travel
90, 180, 360 degree turns
identify clockwise and counterclockwise directions
Numbering systems
identify characteristics of indoor numbering systems
identify characteristics or outdoor numbering systems
use indoor numbering system to determine side of hallway of a destination
use outdoor numbering systems to determine proximity of a destination
Traffic concepts
describe relevant road markings and elements
identify parallel and perpendicular traffic flows
identify near/far lanes of traffic
describe basic traffic patterns
describe pedestrian/traffic timing at basic traffic light controls
describe basic driver rules, estimate volume, speed, acceleration of traffic
4th-6th Grade
SENSORY SKILLS
Visual
systematically scan the environment while moving
track familiar moving objects
Auditory
align/square off to sound sources
use reflected sound to identify interior/exterior corners and recesses
track a moving sound source
Optical/nonoptical
use optical devices independently for O&M activities
Understanding pathology
identify/describe eye pathology in simple terms
identify/describe visual functioning
4th-6th Grade
MOBILITY SKILLS
Basic skills
teach human guide to others
anticipate need to use protective techniques and trailing in unfamiliar environments
demonstrate alignment and squaring off in light business environments
Long Cane
anticipate need for various cane techniques in unfamiliar indoor and outdoor environments
Street Crossings
complete independent residential street crossings
complete supervised light business crossings
analyze residential and simple light business intersections
complete crossing at railroad crossing
Mall, stores, etc.
travel with supervision in malls and department stores
travel independently in small stores
make complex purchases
Use of transportation
use public bus with supervision
obtain public transportation schedule from a variety of sources
for 7th-9th grade
ORIENTATION SKILLS
Landmarking
use effective questioning strategies to elicit landmark or destination information from others
Route travel
plan alternative routes/detours within familiar light business environments
Orientation strategies
apply use of sun, compass, and landmarks to orient self when dropped off in familiar residential area
use effective questioning to elicit route ad destination information from others
locate destinations using indoor numbering and outdoor address systems
Orientation aids
use detailed tactile, visual, or audio to orient self to shopping malls and outdoor areas
use available/accessible business directories
use commercially available or internet map tools
for 7th-9th grade
