Domain 6 Module: Orientation Strategies and Skills (21 test questions)

Question 1

What environmental features can be used for orientation?

Answer 1

Self-to-object
Object-to-object
Traffic sounds
Shoreline
The sun
Surface changes
Wind
Traffic controls

Question 2

When teaching the use of the sun as an orientation environmental features, what related concept must the learner know?

Answer 2

Where the sun rises and sets
Compass directions
Self-to-object: where student is in relation of the sun

Question 2

A learner veers when crossing a street. What environmental feature might assist the learner in maintaining a straight line of travel?

Answer 2

The sound of parallel traffic
The apex of the road

Question 3

familiar sound, object, odor, temperature, tactile or visual cue that is permanent and provided specific information about location in the environment. Must have at least one unique characteristic

Ex – golden arches of McDonalds, a particular set of stairs leading up to a house, the different pattern of client’s walkway compared to others

Answer 3

Landmark

Question 4

– landmark that is steadily encountered in travel

Example – fire hydrant next to an APS signal at an intersection

Answer 4

primary information point

Question 5

landmark that is sometimes missed

Example– the manhole cover on the way to the intersection with the fire hydrant and APS signal

Answer 5

secondary information point

Question 6

• critical objects or sounds emitted from those objects that trigger instant recognition of one’s location

Example – the ding of an elevator in a lobby

Answer 6

cue

Question 7

perceived sensory stimulus that the student can pair with other information to determine location. Needs to be paired with additional information

Example– a photocopy machine next to the watercooler in an office that you know is near that bathroom

Answer 7

clue

Question 8

– the ability to develop a mental image of a physical space, specific location, geographic area, or travel route. Can be used to provide context for sensory information, provide spatial layouts for similar areas, assist with traveling and planning routes, give directions to others

Strategy – making a tactile map of an area; after teaching layout of a building, place student in center of open space, disclose which way she is facing, then ask her to find a location in the building

Answer 8

cognitive map

Question 9

Ability to keep track of one’s current location and of chances in the distance and direction in relation to objects and things while moving

Strategy – as the student moves about a room, ask student to point to a specific object (door) as her orientation changes

Answer 9

spatial updating

Question 10

Egocentric frame of reference; location of objects in the environment and how they relate to the traveler as he or she moves along a route.

Strategy – tactile map of route, ask student to point out upcoming landmarks or landmarks they may have missed

Answer 10

route level cognitive map

Question 11

Allocentric frame of reference; location of objects in the environment and how they relate to one another that increases orientation across a larger geographic span and makes it easier to plan routes

Strategy – ask the student to get from one part of the school building to another part without intervening

Answer 11

survey level cognitive map

Question 12

What are the four travel patterns that are used in the instruction of route travel?

Answer 12

1. I
2. L
   3.U
3. Z

Question 13

straight line. No turns are made.

Answer 13

I

Question 14

One 90* turn is made either left or right

Answer 14

L

Question 15

Two turns are made. Both turns are the same direction (two left turns, or two right turns). Student will be facing toward the direction they started from

Answer 15

U

Question 16

two turns are made, one left and one right. Student will still be heading the same direction they started in

Answer 16

Z

Question 17

What are sources of information for a learner when planning a route?

Answer 17

Tactile map
Back/Back of hand
Tactile Town
GPS/mobility Apps
Audible map

Question 18

What specific concepts and skills are required of the learner to read maps?

Answer 18

• A symbol on a map represents a real object, and its shape on the map is similar to the shape of the real object
• Location on the map represents the actual location in the environment
• A map represents a view as seen from above
• Directional references on the map correspond to those in the environment

Question 19

Why are compass directions an efficient tool in planning and executing a route?

Answer 19

Compass directions are constant and transferrable from one environment to another.

Question 20

List four strategies used to teach compass directions.

Answer 20

Mnemonics: Never Eat Soggy Wheaties
Beanbag toss using cardinal directions
Scavenger hunts
Compass
Relate compass directions to clock face

Question 21

Identify the steps in the problem-solving process.

Answer 21

• Identifying the problem exists
• Identifying alternate strategies for solving the problem
• Selecting hypothesis from the available alternatives
• Evaluating the effectiveness of the selected hypothesis

Question 22

Describe the application of the problem-solving process utilized by a learner who has lost his orientation while traveling in a familiar area.

Answer 22

a person who travels the same route every day is not paying attention while traveling, and becomes disoriented. They then realize there are 4 alternate routes to get to destination, traveler thinks about the 4 choices and selects one, perhaps that one he chose was not the best choice and so he evaluates other choices–> though his choice brought him to his destination but in a longer route.

Question 23

What strategies should a learner use to recover from a veer up a driveway or a veer off the sidewalk onto the grass?

Answer 23

• Stop and remain aware of your intended line of travel
• Check ground on both side of body with full cane extension
• If sidewalk is not located, determine parallel street though available clues and walk toward the street
• If sidewalk is not located before street, make 180 degree turn away from street, following edge of driveway if possible looking for the sidewalk

Question 24

While indoors, what strategies should a learner use to establish a line of travel?

Answer 24

• Squaring off
• Trailing
• Diagonal cane technique

Question 25

Under what conditions would an O&M specialist plan and implement a drop-off lesson?

Answer 25

• The student has mastered all O&M skills both indoors and outdoors
• The student has excellent orientation skills
• The student has a good cognitive map of an area
• The student has demonstrated positive problem solving skills and coping strategies

Question 26

Why is a drop off lesson a productive instructional strategy?

Answer 26

The drop off lesson is a good means of proving to students that when applied, orientation and mobility is key to independent travel. It will prove that the student can successfully navigate un familiar and unfamiliar areas independently

Question 27

allocentric; student related objects in the environment to one another

Answer 27

object-to-object

Question 28

egocentric; information is perceived, remembered and acted on from the perspective of the individual’s current location

Answer 28

self-to-object

Question 29

relation of self to one’s surroundings

Answer 29

egocentric

Question 30

positional concepts that include use of prepositions to define location in relation to oneself. The position of objects in the environment in relation to one another. Ex: landmarks, unique environmental features

Answer 30

topocentric

Question 31

organizational patterns , such as floor plans, grid patterns, and the address systems; patterns and shapes

Answer 31

cartographic

Question 32

relative positions in space or routes according to cardinal directions and use of compass directions

Answer 32

polarcentric

Question 33

Identify and describe techniques for self-familiarization to a room

Answer 33

• start with a small room with a few pieces of furniture
• Perimeter:
• Use the door as home base
• Determine true compass directions
• Trail one wall and then back to home base, making note of anything along the wall
• Begin trailing the other walls, always returning to home base
• Start at home base and travel around the room using all four walls
• Point to objects on walls from reference point to show understanding
• Grid:
• To explore rooms interior
• Square off at home base
• Cross from south wall to north wall using self-protective techniques
• Square off on north wall and take a few steps to the side
• Cross back over to the south wall using protective techniques
• Do this until entire width of room is finished
• Optional: do the same thing going from the east wall to the west wall

Question 34

Identify and describe techniques for self-familiarization to an outdoor environment.

Answer 34

• After learning landmarks for one block at an intersection, cross the street to the next block and familiarize yourself in detail about the new block
• Walk routes to and from landmarks on the new block and the original block
• Continue with the other two blocks of that intersection.
• Plan routes that encompass the rest of the neighborhood
• structured solicitation- her the traveler finds one or two objects as needed and then expands upon that building on his knowledge
• solicitation of information- the traveler can ask specific questions about a destination or route from someone who works at the destination: a) what is the building number b) on what side of the street/block is the building on c) how many doors is the destination from the nearest intersection d) what is the name of the nearest intersection

Question 35

Describe available technology that a traveler might use to assist in self-familiarization.

Answer 35

GPS

Question 36

Describe the OCS process when orienting a dog guide traveler. (Orientation/Coaching/Solo)

Answer 36

ORIENTATION
• give traveler overview of environment
• help traveler help dog become familiar with possible objectives and routes
• Use Human Guide
• Explain the environment/route
- Physical, auditory, time/distance clues
- Traveler “heels” dog
- Traveler will praise important parts of the route
- Repeat as necessary
o If dog gets it wrong 2x, take a break or try something different
COACHING
• Follow behind traveler’s right shoulder
• Let handler walk her dog
• Reminders as needed
• Intervene to prevent mistakes/in danger

SOLO
• Traveler does route herself
• If possible, observe from out of dog’s sight
• Monitor safely
• Intervene calmly

Question 37

Where is the best place to stand when orienting a dog guide traveler?

Answer 37

During orientation – use human guide
During coaching – behind traveler’s right shoulder
During Solo – out of dog’s sight entirely