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 3

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

Answer 3

The sound of parallel traffic
The apex of the road

Question 4

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

Answer 4

landmark

Question 5

landmark that is steadily encountered in travel

Answer 5

primary information point

Question 6

land mark that is sometimes missed

Answer 6

secondary information point

Question 7

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

Answer 7

Cue

Question 8

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

Answer 8

Clue

Question 9

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 9

landmark

Question 10

fire hydrant next to an APS signal at an intersection

Answer 10

primary information point

Question 11

the manhole cover on the way to the intersection with the fire hydrant and APS signa

Answer 11

secondary information point

Question 12

the ding of an elevator in a lobby

Answer 12

cue

Question 13

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

Answer 13

Clue

Question 14

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

Answer 14

cognitive map

Question 15

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

Answer 15

spatial updating

Question 16

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.

Answer 16

route level cognitive map

Question 17

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

Answer 17

Survey level cognitive map

Question 18

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 18

cognitive map

Question 19

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

Answer 19

spatial updating

Question 20

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

Answer 20

route level cognitive map

Question 21

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

Answer 21

survey level cognitive map

Question 22

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

Answer 22

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

Question 23

Describe a route for each of the four travel patterns

Answer 23

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

Question 24

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

Answer 24

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

Question 25

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

Answer 25

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 26

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

Answer 26

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.

Question 27

List four strategies used to teach compass directions.

Answer 27

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

Question 28

Identify the steps in the problem-solving process.

Answer 28

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 29

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

Answer 29

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 30

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

Answer 30

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 31

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

Answer 31

Squaring off Trailing Diagonal cane technique

Question 32

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

Answer 32

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 33

Why is a drop off lesson a productive instructional strategy?

Answer 33

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 34

Describe the following frames of reference:

Answer 34

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

Question 35

relation of self to one’s surroundings

Answer 35

egocentric

Question 36

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 36

topocentric

Question 37

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

Answer 37

cartographic

Question 38

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

Answer 38

polarcentric

Question 39

Identify and describe techniques for self-familiarization to a room

Answer 39

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 40

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

Answer 40

GPS Electronic travel aids solicitation of information

Question 41

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

Answer 41

orienting a dog guide traveler

Question 42

COACHING Follow behind traveler’s right shoulder Let handler walk her dog Reminders as needed Intervene to prevent mistakes/in danger

Answer 42

Coaching a dog guide traveler

Question 43

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

Answer 43

Dog guide traveler

Question 44

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

Answer 44

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