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

teach importance of localizing before using device

magnified image will restrict field

have student estimate the relative location of object before looking through device

place device in front of eye for positive and clearer identification

make sure body is balanced and grip is tight

Answer 11

localization and stabilization

Question 12

instructor should focus the device before handing it to the student

teach student motor skill required to focus

student can adjust by turning the dial to the left or right as needed

student taught that identification of best focus is achieved by turning the focusing mechanism in one direction will improve the image

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

Answer 12

Focusing

Question 13

must be systematic

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

Answer 13

Scanning

Question 14

use device while moving head to trace alone lines in the environment

Answer 14

Tracing

Question 15

maintain consistent alignment of eye, device, and object being viewed while object is moving

easiest when looking at objects far away due to limited field of view in device

start while student is seated ad following slow moving objects

Answer 15

Tracking

Question 16

use a light to make the object more visible

rest viewing arm on a stable surface

use both hands to hold device

Answer 16

localization and stabilization

Question 17

instructor focuses first

use concept of analog radio to explain focusing

Answer 17

Focusing

Question 18

perimeter

zig zag pattern

horizontal scanning for vertical objects

vertical scanning for horizontal objects

Answer 18

Scanning

Question 19

trace outlines of objects first

Answer 19

Tracing

Question 20

begin seated following slow moving targets

gradually increase speed of targets

Answer 20

Tracking

Question 21

looking around” a blind spot

Answer 21

eccentric viewing

Question 22

Ability to follow a line

Horizontally, vertically, diagonally

Instruction should go from simple to complex

Example: To locate a street sign
Tract bottom of bushes to the end
Trace the bust up to the sign

Answer 22

Tracing

Question 23

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

Answer 23

Tracking

Question 24

Highest level of visual skill

Requires use of a specific pattern of movement to gather information effectively

Horizontally, vertically

Near to far

If you need to locate an object positioned vertically (pole) horizontal scanning patterns are best

If you need to locate an object positioned horizontally, vertical scanning patterns are best

Answer 24

Scanning

Question 25

Placing objects at the end of short lines made of bright colored yarn, then gradually increasing the distance of the target to be traced Tracing the outline of a garden in the backyard

Answer 25

Tracing

Question 26

Follow the shoulder of someone walking in front of them to see if there is a change in level coming up Tracking cars through busy intersections Have student start following slow moving objects (people) while seated, then gradually increase complexity to having the student follow people while walking

Answer 26

Tracking

Question 27

Scan for a series of visual landmarks along a route Develop a record of landmarks and their positional location Scan for vehicles and pedestrians in a crosswalk to help locate the curb

Answer 27

Scanning

Question 28

Have student look directly at instructors nose and describe what they see in detail. Repeat while student looks at four corners of instructors head

Answer 28

Eccentric Viewing

Question 29

all aspects of touch. Deep touch and haptic awareness, light touch for identifying textures. For example: rough, smooth, soft, hard, and awareness of temperature differences. The teacher can incorporate these with games, activities, and involvement in everyday household activities can encourage tactile exploration. Lessons using toys and household objects like washcloths or hairbrushes

Answer 29

Discrimination

Question 30

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. 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

Answer 30

Tolerance

Question 31

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 31

Texture of ground

Question 32

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

Answer 32

truncated Domes

Question 33

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

Answer 33

Grass line/Concrete

Question 34

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

Answer 34

Crosswalks

Question 35

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

Answer 35

Ice/Rain on path

Question 36

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

Answer 36

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 37

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

Answer 37

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 38

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

Answer 38

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 39

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 39

Echolocation

Question 40

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

Answer 40

Active Echolocation

Question 41

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

Answer 41

Passive Echolocation

Question 42

What are the factors affecting echolocation?

Answer 42

Quality of hearing Ability to concentrate Background noise Surface reflectivity

Question 43

What are some strategies for helping children develop echolocation?

Answer 43

Noticing strong echo signals: 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.

Question 44

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

Answer 44

Observation

Question 45

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 45

Locating large objects

Question 46

What environmental factors create source sounds?

Answer 46

Traffic Weather Buildings Alleys

Question 47

What behaviors initiated by the learner create source sounds?

Answer 47

Cane taps Feet shuffling Snapping Tongue clicking

Question 48

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

Answer 48

Sound Shadow

Question 49

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

Answer 49

Sound Masking

Question 50

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

Answer 50

Doppler Effect

Question 51

a blind curve in the road before crossing a street

Answer 51

Sound Shadow

Question 52

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

Answer 52

Sound Masking

Question 53

sound of a truck or a bus passing by quickly

Answer 53

Doppler Effect