Domain 6 Module: Orientation Strategies and Skills (21 test questions) Flashcards
What environmental features can be used for orientation?
Self-to-object
Object-to-object
Traffic sounds
Shoreline
The sun
Surface changes
Wind
Traffic controls
When teaching the use of the sun as an orientation environmental features, what related concept must the learner know?
Where the sun rises and sets
Compass directions
Self-to-object: where student is in relation of the sun
A learner veers when crossing a street. What environmental feature might assist the learner in maintaining a straight line of travel?
The sound of parallel traffic
The apex of the road
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
landmark
landmark that is steadily encountered in travel
primary information point
land mark that is sometimes missed
secondary information point
critical objects or sounds emitted from those objects that trigger instant recognition of one’s location
Cue
and perceived sensory stimulus that the student can pair with other information to determine location. Needs to be paired with additional information
Clue
golden arches of McDonalds, a particular set of stairs leading up to a house, the different pattern of client’s walkway compared to others
landmark
fire hydrant next to an APS signal at an intersection
primary information point
the manhole cover on the way to the intersection with the fire hydrant and APS signa
secondary information point
the ding of an elevator in a lobby
cue
a photocopy machine next to the watercooler in an office that you know is near that bathroom
Clue
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
cognitive map
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
spatial updating
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.
route level cognitive map
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
Survey level cognitive map
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
cognitive map
as the student moves about a room, ask student to point to a specific object (door) as her orientation changes
spatial updating
tactile map of route, ask student to point out upcoming landmarks or landmarks they may have missed
route level cognitive map
ask the student to get from one part of the school building to another part without intervening
survey level cognitive map
What are the four travel patterns that are used in the instruction of route travel?
- I
- L
3.U - Z
Describe a route for each of the four travel patterns
I: straight line. No turns are made.
L: One 90* turn is made either left or right
U: 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
Z: two turns are made, one left and one right. Student will still be heading the same direction they started in
What are sources of information for a learner when planning a route?
Tactile map
Back/Back of hand
Tactile Town
GPS/mobility Apps
Audible map
What specific concepts and skills are required of the learner to read maps?
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
Why are compass directions an efficient tool in planning and executing a route?
Compass directions are constant and transferrable from one environment to another. They allow the learner to relate to the distant environment, and allow the learner to relate the environment to environmental concepts in a more positive and definitive manner. It can be used for travel and for determining sides of streets/corners.
List four strategies used to teach compass directions.
Mnemonics: Never Eat Soggy Wheaties
Beanbag toss using cardinal directions
Scavenger hunts
Compass
Relate compass directions to clock face
Identify the steps in the problem-solving process.
Identifying the problem exists
Identifying alternate strategies for solving the problem
Selecting hypothesis from the available alternatives
Evaluating the effectiveness of the selected hypothesis
Describe the application of the problem-solving process utilized by a learner who has lost his orientation while traveling in a familiar area
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.
What strategies should a learner use to recover from a veer up a driveway or a veer off the sidewalk onto the grass?
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
While indoors, what strategies should a learner use to establish a line of travel?
Squaring off
Trailing
Diagonal cane technique
Under what conditions would an O&M specialist plan and implement a drop-off lesson?
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
Why is a drop off lesson a productive instructional strategy?
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
Describe the following frames of reference:
object-to-object –allocentric; student related objects in the environment to one another
self-to-object – egocentric; information is perceived, remembered and acted on from the perspective of the individual’s current location
relation of self to one’s surroundings
egocentric
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
topocentric
organizational patterns , such as floor plans, grid patterns, and the address systems; patterns and shapes
cartographic
relative positions in space or routes according to cardinal directions and use of compass directions
polarcentric
Identify and describe techniques for self-familiarization to a room
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
Describe available technology that a traveler might use to assist in self-familiarization.
GPS
Electronic travel aids
solicitation of information
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
If dog gets it wrong 2x, take a break or try something different
orienting a dog guide traveler
COACHING
Follow behind traveler’s right shoulder
Let handler walk her dog
Reminders as needed
Intervene to prevent mistakes/in danger
Coaching a dog guide traveler
Solo
Traveler does route herself
If possible, observe from out of dog’s sight
Monitor safely
Intervene calmly
Dog guide traveler
Where is the best place to stand when orienting a dog guide traveler?
During orientation – use human guide
During coaching – behind traveler’s right shoulder
During Solo – out of dog’s sight entirely
