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Study 2023 > Domain 8 Module: Use of Senses (8 test questions) > Flashcards

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

1
Q

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

A

tracing

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2
Q

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

A

Tracking

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3
Q

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

A

Scanning

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4
Q

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

A

Eccentric Viewing

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5
Q

student should be able to identify parts of device.

A

Familiarization

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6
Q

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

A

Localization/stabilization

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7
Q

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

A

Focusing

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8
Q

using systematic techniques to locate a target

A

Scanning

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9
Q

following stationary lines in an environment

A

Tracing

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10
Q

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

A

Tracking

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11
Q

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

A

localization and stabilization

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12
Q

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

A

Focusing

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13
Q

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

A

Scanning

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14
Q

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

A

Tracing

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15
Q

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

A

Tracking

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16
Q

use a light to make the object more visible

rest viewing arm on a stable surface

use both hands to hold device

A

localization and stabilization

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17
Q

instructor focuses first

use concept of analog radio to explain focusing

A

Focusing

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18
Q

perimeter

zig zag pattern

horizontal scanning for vertical objects

vertical scanning for horizontal objects

A

Scanning

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19
Q

trace outlines of objects first

A

Tracing

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20
Q

begin seated following slow moving targets

gradually increase speed of targets

A

Tracking

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21
Q

looking around” a blind spot

A

eccentric viewing

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22
Q

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

A

Tracing

23
Q

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

A

Tracking

24
Q

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

A

Scanning

25
Q

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

A

Tracing

26
Q

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

A

Tracking

27
Q

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

A

Scanning

28
Q

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

A

Eccentric Viewing

29
Q

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

A

Discrimination

30
Q

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

A

Tolerance

31
Q

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

A

Texture of ground

32
Q

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

A

truncated Domes

33
Q

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

A

Grass line/Concrete

34
Q

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

A

Crosswalks

35
Q

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

A

Ice/Rain on path

36
Q

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

A

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.

37
Q

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

A

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.

38
Q

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

A

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.

39
Q

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

A

Echolocation

40
Q

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

A

Active Echolocation

41
Q

the interpretation of reflected sounds in the environment

Ex: a door closing in the hallway

A

Passive Echolocation

42
Q

What are the factors affecting echolocation?

A

Quality of hearing
Ability to concentrate
Background noise
Surface reflectivity

43
Q

What are some strategies for helping children develop echolocation?

A

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.

44
Q

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

A

Observation

45
Q

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.

A

Locating large objects

46
Q

What environmental factors create source sounds?

A

Traffic
Weather
Buildings
Alleys

47
Q

What behaviors initiated by the learner create source sounds?

A

Cane taps
Feet shuffling
Snapping
Tongue clicking

48
Q

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

A

Sound Shadow

49
Q

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

A

Sound Masking

50
Q

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

A

Doppler Effect

51
Q

a blind curve in the road before crossing a street

A

Sound Shadow

52
Q

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

A

Sound Masking

53
Q

sound of a truck or a bus passing by quickly

A

Doppler Effect

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