Domain 8 Module: Use of Senses (8 test questions)

Question 1

Visually following a stationary line (visually trailing); maintains orientation

Answer 1

Tracing

Question 2

Visually following a moving target; used for maintaining orientation and locating targets

Answer 2

Tracking

Question 3

Systematic movement of using head and eye movement to search for targets; used for locating targets, establishing and reestablishing line of travel, finding landmarks

Answer 3

Scanning

Question 4

Using peripheral vision for a clear view of targets, tilting of head, or looking to the side to “look around” the blind spot

Answer 4

Eccentric Viewing

Question 5

student should be able to identify parts of device

Answer 5

Familiarization

Question 6

alignment with eye, device, and object, maintain steady balance and constant grip

Answer 6

Localization/stabilization –

Question 7

Making sure the object is clear in the device by turning the knob lift or tight

Answer 7

Focusing

Question 8

Using systematic techniques to locate a target

Answer 8

Scanning

Question 9

Following stationary lines in an environment

Answer 9

Tracing

Question 10

Maintaining constant alignment of the eye, the device, and the object being viewed while the object is moving

Answer 10

Tracking

Question 11

Describe the following skills used with telescopes:

Answer 11

• localization and stabilization
  o teach importance of localizing before using device
  o magnified image will restrict field
  o have student estimate the relative location of object before looking through device
  o place device in front of eye for positive and clearer identification
  o make sure body is balanced and grip is tight
• focusing
  o instructor should focus the device before handing it to the student
  o teach student motor skill required to focus
  o student can adjust by turning the dial to the left or right as needed
  o student taught that identification of best focus is achieved by turning the focusing mechanism in one direction will improve the image
  o student is taught that objects far away are viewed through a shorter scope, and objects that are closer need a linger length to attain the sharpest image
• scanning
  o must be systematic
  o must develop and select different scanning patterns based on location and orientation of the target
   horizontal target: must scan vertically
   vertical target – must scan horizontally
• tracing
  o use device while moving head to trace alone lines in the environment
• tracking
  o maintain consistent alignment of eye, device, and object being viewed while object is moving
  o easiest when looking at objects far away due to limited field of view in device
  o start while student is seated ad following slow moving objects

Question 12

List one corresponding instructional strategy for each of the above.

Answer 12

• localization and stabilization
  o use a light to make the object more visible
  o rest viewing arm on a stable surface
  o use both hands to hold device
• focusing
  o instructor focuses first
  o use concept of analog radio to explain focusing
• scanning
  o perimeter
  o zig zag pattern
  o horizontal scanning for vertical objects
  o vertical scanning for horizontal objects
• tracing
  o trace outlines of objects first
• tracking
  o begin seated following slow moving targets
  o gradually increase speed of targets

Question 13

Describe the following visual motor skills:

Answer 13

• eccentric viewing
  o “looking around” a blind spot
• Tracing
  o Ability to follow a line
   Horizontally, vertically, diagonally
  o Instruction should go from simple to complex
  o Example: To locate a street sign
   Tract bottom of bushes to the end
   Trace the bust up to the sign
• Tracking
  o Following a moving target
   Horizontally, vertically, diagonally
   Instruction should be simple to complex
   A person who has difficulty maintaining fixation may have difficulty tracking, especially if target is moving quickly
• Scanning
  o Highest level of visual skill
  o Requires use of a specific pattern of movement to gather information effectively
  o Horizontally, vertically
  o Near to far
  o If you need to locate an object positioned vertically (pole) horizontal scanning patterns are best
  o If you need to locate an object positioned horizontally, vertical scanning patterns are best

Question 14

List one corresponding instructional strategy for each of the above.

Answer 14

• Tracing
  o Placing objects at the end of short lines made of bright colored yarn, then gradually increasing the distance of the target to be traced
  o Tracing the outline of a garden in the backyard
• Tracking
  o Follow the shoulder of someone walking in front of them to see if there is a change in level coming up
  o Tracking cars through busy intersections
  o Have student start following slow moving objects (people) while seated, then gradually increase complexity to having the student follow people while walking
• Scanning
  o Scan for a series of visual landmarks along a route
  o Develop a record of landmarks and their positional location
  o Scan for vehicles and pedestrians in a crosswalk to help locate the curb
• Eccentric viewing
  o Have student look directly at instructors nose and describe what they see in detail. Repeat while student looks at four corners of instructors head

Question 15

Provide examples of tactile information that can be used for O&M related tasks.

Answer 15

Tactile input provides input about objects and the environment, used in all aspects of daily life.
Texture of the ground
Truncated domes
Grass line where it meets concrete to help with shorelining
Crosswalks that have a different texture
Ice/rain on the path

Question 16

All aspects of touch. Deep touch and haptic awareness, light touch for identifying textures

pick up an object and show it to student, have them describe what it feels like

Answer 16

Discrimination

Question 17

The key here is gradual exposure, as tolerated. Forcing tactile experiences on children can lead to withdrawal and resistance to tactile exploration in some children. Effective ways to encourage tactile exploration without eliciting a protective or withdrawal response in which the student pulls her hand away is to always tell the student where her hand is a about to be directed, using a hand-under-hand approach, the specialist puts hand under students hand to guide to the object of desire, no grasping.

Answer 17

Tolerance

Question 18

Have student use cane or feet to describe what they are walking on and have them let you know when they think the surface has changed and why that is

Answer 18

Texture of ground

Question 19

Have student stop when he/she reaches truncated domes, have them explore with cane or feet

Answer 19

Truncated Domes

Question 20

Have student use the tough and drag technique or constant contact technique to maintain a straight line of travel using the shoreline

Answer 20

Grass line/Concrete

Question 21

Have student maintain orientation in the crosswalk without veering by detecting change in surface between the crosswalk and the intersection

Answer 21

Crosswalks

Question 22

Have student identify when the surface feels different due to weather conditions. Discuss how to approach these surface changes together

Answer 22

ice/Rain on path

Question 23

Describe how a learner can use time-distance estimations to maximize O&M skills.

Answer 23

Learner can determine how far away they are from an intersection by listening to the perpendicular traffic. The quieter the traffic, the further away they are.

Question 24

Describe how a learner can use kinesthetic and proprioceptive information to make accurate turns.

Answer 24

A learner can use kinesthetic & proprioceptive information to make accurate turns by recognizing gaps in stimuli of the surrounding environment. Like hearing or perceiving an opening in a hallway to indicate an intersection of two hallways.

Question 25

Describe how a learner can use kinesthetic and proprioceptive information from slopes to maximize O&M skills.

Answer 25

Learner can determine when there is a slope by noticing the slight change in cane height when using constant contact or two-point touch technique.

Question 26

the use of reflected sounds to detect the presence of objects such as walls, buildings, doors and openings. Sometimes referred to as obstacle perception.
Some people can echolocate by making sonar emissions (e.g., mouth-clicks, finger snaps, feet shuffling, humming, cane tapping, etc.) and listening to the returning echoes

Answer 26

echolocation

Question 27

Explain the difference between active and passive echolocation?

Answer 27

Active: Actively producing sounds (cane click, tongue click, snaps, etc.) to receive localization information
Ex: the sound your cane makes in open space versus in a hallway/ This requires practice to master

Passive: the interpretation of reflected sounds in the environment
Ex: a door closing in the hallway

Question 28

What are the factors affecting echolocation?

Answer 28

Quality of hearing
Ability to concentrate
Background noise
Surface reflectivity

Question 29

help the child notice the presence of strong echoes. Play a sound game in a highly reverberant environment such as restrooms, breezeways, or stairwells. Encouraging singing, repeating words, or clapping.

Answer 29

Noticing strong echo signals

Question 30

It is important enough to know what echolocation skills the child is already using.

Answer 30

Observation

Question 31

A building is a simple object to echolocate because it is large, solid, and freestanding. The click will sound louder as they approach the building. Echolocating and finding large objects allows children to find them at will, avoid them, or use them as landmarks.

Answer 31

Locating large objects

Question 32

What environmental factors create source sounds?

Answer 32

Traffic
Weather
Buildings
Alleys

Question 33

What behaviors initiated by the learner create source sounds?

Answer 33

Cane taps
Feet shuffling
Snapping
Tongue clicking

Question 34

an area of diminished sound created by the blockage of background sounds by a large object positioned between the listener and the sound

environment situation: a blind curve in the road before crossing a street

Answer 34

sound shadow

Question 35

any background noise that impedes travel. Visually impaired people use sounds to navigate. These sound masks could include a bus engine masking a car traveling on the road before a crossing

environment situation: leaf blowers while trying to listen to a parallel surge and other traffic

Answer 35

sound masking

Question 36

The increase in frequency of a sound produced by compression of sound waves and the shortening of wavelengths as distance decreases between a sound source and an object. A sound source becoming a higher pitch and audible means this object is closer to your location

Environmental situation:sound of a truck or a bus passing by quickly

Answer 36

Doppler Effect