Domain 8 Module: Use of Senses (8 test questions) Flashcards
visually following a stationary line (visually trailing); maintains orientation.
tracing
visually following a moving target; used for maintaining orientation and locating targets
Tracking
systematic movement of using head and eye movement to search for targets; used for locating targets, establishing and reestablishing line of travel, finding landmarks.
Scanning
Using peripheral vision for a clear view of targets, tilting of head, or looking to the side to “look around” the blind spot.
Eccentric Viewing
student should be able to identify parts of device.
Familiarization
alignment with eye, device, and object, maintain steady balance and constant grip.
Localization/stabilization
making sure the object is clear in the device by turning the knob lift or tight
Focusing
using systematic techniques to locate a target
Scanning
following stationary lines in an environment
Tracing
maintaining constant alignment of the eye, the device, and the object being viewed while the object is moving.
Tracking
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
localization and stabilization
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
Focusing
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
Scanning
use device while moving head to trace alone lines in the environment
Tracing
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
Tracking
use a light to make the object more visible
rest viewing arm on a stable surface
use both hands to hold device
localization and stabilization
instructor focuses first
use concept of analog radio to explain focusing
Focusing
perimeter
zig zag pattern
horizontal scanning for vertical objects
vertical scanning for horizontal objects
Scanning
trace outlines of objects first
Tracing
begin seated following slow moving targets
gradually increase speed of targets
Tracking
looking around” a blind spot
eccentric viewing
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
Tracing
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
Tracking
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
Scanning
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
Tracing
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
Tracking
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
Scanning
Have student look directly at instructors nose and describe what they see in detail. Repeat while student looks at four corners of instructors head
Eccentric Viewing
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
Discrimination
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
Tolerance
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
Texture of ground
have student stop when he/she reaches truncated domes, have them explore with cane or feet
truncated Domes
have student use the tough and drag technique or constant contact technique to maintain a straight line of travel using the shoreline
Grass line/Concrete
Have student maintain orientation in the crosswalk without veering by detecting change in surface between the crosswalk and the intersection
Crosswalks
have student identify when the surface feels different due to weather conditions. Discuss how to approach these surface changes together
Ice/Rain on path
Describe how a learner can use time-distance estimations to maximize O&M skills.
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.
Describe how a learner can use kinesthetic and proprioceptive information to make accurate turns.
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.
Describe how a learner can use kinesthetic and proprioceptive information from slopes to maximize O&M skills.
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.
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
Echolocation
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
Active Echolocation
the interpretation of reflected sounds in the environment
Ex: a door closing in the hallway
Passive Echolocation
What are the factors affecting echolocation?
Quality of hearing
Ability to concentrate
Background noise
Surface reflectivity
What are some strategies for helping children develop echolocation?
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.
it is important enough to know what echolocation skills the child is already using.
Observation
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.
Locating large objects
What environmental factors create source sounds?
Traffic
Weather
Buildings
Alleys
What behaviors initiated by the learner create source sounds?
Cane taps
Feet shuffling
Snapping
Tongue clicking
an area of diminished sound created by the blockage of background sounds by a large object positioned between the listener and the sound
Sound Shadow
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
Sound Masking
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
Doppler Effect
a blind curve in the road before crossing a street
Sound Shadow
leaf blowers while trying to listen to a parallel surge and other traffic
Sound Masking
sound of a truck or a bus passing by quickly
Doppler Effect
