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ACVREP Quizzes > Domain 7: Mobility Skills > Flashcards

Domain 7: Mobility Skills Flashcards

1
Q

Where should the instructor be positioned during stair travel?

A

descending: 2-3 steps in front of the traveler while walking backwards

ascending: behind the traveler walking forward

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2
Q

where should the instructor be positioned during escalator travel?

A

descending: 2-3 steps in front of traveler

ascending: behind traveler with feet on separate steps

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3
Q

Kinesiology

A

study of movement

provides structure for understanding sensorimotor skills

allows O&M to analyze performance of mobility and other motor skills

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4
Q

proprioception

A

awareness of position of the body

contributes to laterality, directionality, and spatial awareness

connected with muscle tone and balance

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5
Q

muscle tone

A

readiness for movement

children w/ VI lack stable posture

can alter or limit movement

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6
Q

predictability

A

personal: hypersensitivity to touch and tactile stimulation
O&M must inform student what what they are doing before doing it

environmental: modifications to the world around a VI person
(contrast tape on steps, lighting fixtures)

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7
Q

sequencing

A

motor development

coms must insure proper learning of sensorimotor skills in order to move to higher levels

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8
Q

active movement

A

purposeful, self-initiated, confident movement

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9
Q

quality of movement

A

child must crawl before walking to build muscles

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10
Q

timing of movement

A

VI infants who skip crawling have poor posture, poor gait, low muscle tone

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11
Q

vision loss and sensorimotor function

A

affects balance, posture, gait, muscle tone, coordination, stability and movement

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12
Q

static balance

A

maintaining posture while sitting or standing

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13
Q

dynamic balance

A

maintaining posture while moving

uses several sensory systems

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14
Q

upper hand and forearm

A

protect the learner from head-chest level obstacles

bending down

unexplored space

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15
Q

lower hand and forearm

A

protect learner from waist level obstacles

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16
Q

examples of protective technique use during daily travel

A

bending down to grab something

getting in and out of vehicles

classrooms or other crowded environments

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17
Q

TRAILING

A

useful to maintain a straight line of travel

learner is positioned parallel

palm slightly cupped with fingers and thumb relaxed, fingers pointing downward

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18
Q

squaring off

A

perpendicular surface alignment

enables learner to cross hallway or other open spaces

learner aligns back and shoulders and heels against a straight surface

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19
Q

parallel alignment

A

enables learner to use parallel surface to establish a straight line of travel

learner uses 1 arm or shoulder to position themself on a parallel surface

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20
Q

basic human guide

A

enables learner to participate while walking with a guide

guide verbally offers an arm and makes contact with the learners lower arm with the back of their hand

learner grasps guides arm above the elbow by trailing with their own arm

learners upper and lower arm is bent at 90 degrees

the learner remains 1/2 step behind the guide as they walk together

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21
Q

narrow spaces

A

guide moves their arm behind and toward their back

learner extends their arm and moves directly behind the guide

guide returns arm to side signaling the end of the narrow passage, learner returns to original position

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22
Q

transferring sides

A

enables learner to switch sides from one of the guide to the other

guide or learner indicates want to switch sides

learner releases initial grasp of guide and with the back of that hand, trails the guides back to find the other side

once contact is made with guide’s opposite arm the learner releases grasp from original arm and brings hand over to grasp new arm

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23
Q

reversing directions

A

enables learner to make a 180 degree turn in a limited space

guide indicates need to reverse directions

guide and learner turn 90 degrees towards each other

guide initiates contact with his free hand for the learner to grasp the guide’s free arm then releases initial grasp

guide and learner complete the remaining 180 degree turn until they are facing the opposite direction

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24
Q

doorways

A

enables guide team to safely negotiate through doorways

guide approaches doorway where doors open on the same side as the learner

guide opens door with a push or pull motion, learner places free hand in upper protective technique with palm facing out towards the door

doors that open on the opposite side of learner: guide opens door with push or pull motion, learner extends arm, moves behind the guide and grasps guides arm with freehand to switch hands before placing free hand in upper protective technique

learner passes through the door

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25
Q

ascending/descending stairs

A

guide approaches edge of stairs and aligns perpendicularly

guide pauses at the stairs allowing the learner to align alongside the guide

guide takes first step and continues to ascend or descend with learner one step behind

guide will verbally communicate with learner when they are on the last step

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26
Q

seating

A

guide team approaches desired seat

guide team describes type of seat and position

guide places hand on the back of the seat and learner releases grasp

learner repositions to face the seat and uses upper protective technique

bending at the waist learner clears the seat and places the back of the legs against the seat and sits down

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27
Q

accepting/declining assistance

A

learner relaxes arm that is grasped and raises it towards opposite shoulder, keeping her feet stationary

with free hand, learner grasps the person’s wrist while stating her intentions to accept or refuse assistance

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28
Q

responsibilities of learner when using human guide

A

learn techniques

interpret guide’s movements when navigating

remain oriented and aware of the environment

communicate with guide about pace

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29
Q

small children human guide

A

grasp wrist or finger instead of elbow

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30
Q

advantages of human guide

A

speed and efficiency
more information about environment
someone available for questions

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31
Q

disadvantages of human guide

A

dependent on someone to receive info

may be tempted to ignore landmarks and environemntal info

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32
Q

advantages of using a long cane

A

lightweight, durable, cheap
visibility to others
detect all obstacles below the waist

33
Q

disadvantages of the long cane

A

no overhead protection
not efficient for travel
training time for use
will need to be replaced

34
Q

advantages of dog guide

A

speed and efficiency
learn routes
companionship

35
Q

disadvantages of dog guide

A

upkeep and cost
training
dog will die
responsibility

36
Q

advantages of ETAs

A

can detect obstacles on both vertical and horizontal planes

some can detect drop offs

greater independence and travel confidence

37
Q

disadvantages of ETAs

A

cannot detect traffic gaps
need to be used in addition to a cane
high cost
not commercially available

38
Q

advantages of AMDs

A

gait improvement
provides full coverage across body
bridges gap between basic skills and cane skills
cheap to make

39
Q

disadvantages of AMDs

A

large
not weight bearing
should not be used in unfamiliar environments

40
Q

what is residual vision?

A

remaining vision someone has after they have become VI

41
Q

environmental factor that can impact residual vision

A

glare
color
lighting
contrast
visual clutter
depth perception

42
Q

qualities that a learner needs to be considered for a dog guide

A

responsibility
age
physical ability
cognitive ability
hearing
level of vision
needs and travel needs
orientation skills

43
Q

qualities that determine use of an AMD

A

age
need
physical/cognitive ability
social appropriateness

44
Q

qualities that determine use of a long cane

A

level of vision loss
travel needs/independence
physical/cognitive ability

45
Q

basic diagonal technique

A

hand is positioned on grip so that index finger is extended along flat edge of grip, thumb is up and remaining fingers are flexed around grip so that cane rests comfortably in hand

upper arm and forearm slightly extended with grip of hand positioned 10-12 inches in front of hip, hand positioned waist high

cane lightly rests on the ground across the body so that it is 1-2 inches beyond the width of the opposite shoulder 2.5 feet in front of the learner

46
Q

trailing with diagonal technique

A

enables learner to verify a location, establish a straight line of travel or locate a desired destination

cane is held using diagonal technique in the hand opposite the surface being trailed

cane tip lightly contacts the point where the floor and wall meet

learner moves forward while maintaining body position parallel and close to trailed surface

47
Q

2 point touch

A

hand is positioned so that cane grip rests in the middle of the palm with back of the hand facing to the side away from the learner’s midline (same position as a handshake)

index finger is extended downward along the flat side of the grip with remaining fingers flexed

1 inch above the ground and covers the width of the learners body

48
Q

constant contact

A

hand is positioned like a handshake

cane is centered at midline with the arm extended forward

wrist is flexed and extended out

cane in an arc from side to side

49
Q

3 point touch

A

while standing on the lower surface the learner is positioned parallel to the vertically raised surface

3 taps of the cane fits into one complete two step stride sequence

learner moves the cane from just beyond shoulder to cover vertical surface

50
Q

touch and drag

A

learner is aligned parallel to surface

learner taps can tip to the opposite side of the surface to be followed and drags the tip of the cane until it reaches surface to be trailed maintaining the same rhythm

51
Q

cane on stairs

A

cane positioned vertically allowing the learner to walk toward the stairs

base of steps in vertical, learner lowers grasp on shaft and moves cane left and right along the base of the stairs

learner lifts cane until the tip moves over the edge of first step and pushes the cane forward so that the cane tip moves across step

arm extended and cane in pencil grasp, learner lifts cane slightly so tip rests on next step

when tip no longer contacts base of step, learner prepares for landing by clearing landing with cane prior to taking last step

52
Q

procedure when detecting drop offs with cane

A

maintain orientation
use protective techniques
discuss possible dangers on sidewalk
clear area with cane
cane should remain anchored against object at dropoff
cane held vertically in front of body for protection
explore with cane on ground horizontally

53
Q

concepts used to analyze intersections

A

spatial layout:
number of lanes
which direction cars are traveling in

sensory information

traffic controls

risk involved

54
Q

common risks when crossing an intersection

A

cars
speeding
quiet cars
veering
complicated intersections

55
Q

how can the O&M prepare the learners to make informed decisions

A

effective crossing strategies and making sure there is autonomy
risk determination
alternative routes when needed
solicit for assistance

56
Q

2 way stop

A

one way has constant traffic and traffic is controlled
by stop sign in another direction

if parallel traffic is surging through intersections, begin crossing when traffic reaches half way point

if no parallel traffic, cross when perpendicular traffic is stopped

can cross when all quiet

57
Q

4 way stop

A

traffic stopped in all directions

wait for surge of parallel traffic and begin crossing when traffic is halfway through the intersection

can cross on all quiet

58
Q

T shaped intersection with one way stop

A

begin crossing after determining all clear

use visual or auditory scanning

when crossing the crossbar of the T, student initiates crossing when car begins to turn into the intersection- this is safer than waiting because the car should see the student wanting to cross

59
Q

simple traffic light

A

student stops at the beginning of the cross and anchors cane tip diagonally

maintains alignment while moving up 2-6 inches from curb

analyzes parallel and perpendicular traffic, and light cycle

prepares to cross while maintaining straight line of travel

cross with parallel traffic surge

60
Q

where are the most yield signs present

A

roundabouts
channelized turn lanes

61
Q

what strategies should the O&M teach for situations of uncertainty

A

have students determine street width and crossing time

have student judge whether they can hear traffic well enough to cross

62
Q

technique for crossing at uncontrolled crossing using visual strategies

A

check for obstructions
look for cars before stepping into the street

63
Q

auditory strategies?

A

listen for cars
cross with the least amount of background noise possible

64
Q

stop sign- visual strategies

A

look for cars
check crosswalk for visible danger
begin crossing

65
Q

what strategies should be used when teaching a learner APS

A

learner listens for tone or speech WALK indication
learner searches for push button using s systematic pattern
learners holds push button
as traffic on the perpendicular street begins to move, learner pushes button again

66
Q

describe a tactile method of alignment at street crossings

A

parallel alignment with grassline
perpendicular alignment with curb or truncated domes

67
Q

describe auditory method for alignment of street crossings

A

align shoulders with parallel traffic

use perpendicular traffic to align shoulders at the loudest point

68
Q

how can a learner obtain new information when planning a trip using public transportation

A

call customer service
websites
maps, route description, large print maps
talking signs

69
Q

what is paratransit and how does a learner become eligible to use it?

A

drivers that work for a service for people with disabilities

70
Q

what techniques should be used in the snow?

A

touch and drag
touch and slide
ice gripper shoes (yak tracks)
walk slower

71
Q

rain techniques

A

umbrella
sounds of traffic may be exaggerated
should stay farther away from curbs and edges due to puddles

72
Q

excessive heat conditions

A

sunburn
heat exhaustion
heat stroke

73
Q

characteristics in a rural environment

A

no sidewalks
increased distance between intersections
few landmarks
few traffic

74
Q

what procedure is used for travel without sidewalks

A

learner faces oncoming parallel traffic on the side of the road
constant contact or touch and drag
learner stops when vehicles approach and resume when they pass

75
Q

what procedure and cane techniques should be used when crossing without sidewalks

A

follow curve until it is straight
square off with shoreline
cross in straight line

76
Q

strategies for traveling a grocery store

A

become familiar with the perimeter of the store
and the aisles
travel to check out using auditory cues
ask for assistance

77
Q

gas station travel

A

towards the parallel street using touch and slide
use shoreline as well/touch and drag

78
Q

recovering from shopping mall parking lots

A

ask for assistance
work towards nearest traffic
trail as closely to cars as possible

ACVREP Quizzes (12 decks)

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