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COMS TEST > Domain #8 -Use of Senses > Flashcards

Domain #8 -Use of Senses Flashcards

1
Q

What are the components of visual efficiency training without optical devices?

A

tracing (visually following a stationary line), scanning (systematic eye movement to search for a stationary object) & tracking (visually following a moving object)
. The O&M specialist can provide lessons geared towawrd maximizing visual efficiency, in conjunction with instruction in other sensory training and mobility tools, like: long canes and ETA’s, and travel technique which maximize safety and efficiency of movement. A discussion with student about the functional implications of his/her visual impairment.

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2
Q

What are the components of visual efficiency training with optical devices?

A

Tracing, scanning, & tracking with a device; reduced visual field & possible eye strain
Make sure to have a discussion with student about his/her optical device, discuss most effficient use and proper care for the device.

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3
Q

Describe the following skills used with telescopes:

  1. localization and stabilization
  2. focusing
  3. scanning
  4. tracing
  5. tracking
A
  1. localization and stabilization: alignment with the eye, device & object. Localize w/o device then w/ device; stabilization difficult for balance (esp. motor impaired). Reduced power to attempt larger field and lead to proper use.
  2. focusing: instructor should focus before student use. turn dial quarter turn to establish clarity.
  3. scanning: systematic pattern of search, based on location & characteristics of object.
  4. tracing: view through telescope while moving head to trace outlines of object.
  5. tracking: maintaining constant alignment of eye, device and object while it is in motion. Easiest when object is at a far distance because relationship between visual field & object.
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4
Q

List one corresponding instructional strategy for each of the above.
Localization and stabilization

A
  1. localization and stabilization: Have the learner rest the viewing arm on a stable surface or use both hands whi.e observing an object.
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5
Q

List one corresponding instructional strategy for each of the above.
Focusing:

A
  1. focusing: instructor focuses device prror to learner use
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6
Q

List one corresponding instructional strategy for each of the above.
scanning

A

scanning: move device in opposite orientation of object characteristics

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7
Q

List one corresponding instructional strategy for each of the above.
tracing

A

tracing: Teach a systematic pattern of exploration, i.e. clockwise, left-right, etc.

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8
Q

List one corresponding instructional strategy for each of the above.
tracking

A

tracking: Begin with following people at a distance, increasing speed gradually

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9
Q

Describe the following visual motor skills:

  1. eccentric viewing
  2. scanning
  3. tracking
  4. tracing
A
  1. eccentric viewing: use of off-center or paramacular area of vision for a clearer view.
  2. scanning: using eye muscles to move visual focus across a stationary field.
  3. tracking: using eye muscles and head movement to maintain visual focus on a moving object.
  4. tracing: using eyes muscles to follow a stationary line.
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10
Q

List one corresponding instructional strategy for each of the above.

  1. eccentric viewing
  2. scanning
  3. tracking
  4. tracing
A
  1. eccentric viewing: ask learner to look directly at instructor’s face and describe detail, shifting eyes in all four directions for each description.
  2. scanning: learner should be taught to scan for a specific object, using both head & eye.
  3. tracking: follow the shoulder of the person in front of them & watch for the rising or lowering to indicate ramps or stairs. Street crossings; watch cars at an intersection
  4. tracing: follow baseboards to break for locating appropriate door.
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11
Q

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

A

truncated domes, surface changes (horizontal & vertical)

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12
Q

List instructional strategies for the examples you provided.

A

Truncated domes identified with constant contact (cane or foot) or touch-&-drag for location & size. Surface changes can be used with any cane technique, foot/hand exploration

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13
Q

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

A

A learner can use time-distance estimations to determine approximate location of destination.

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14
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.

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15
Q

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

A

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

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16
Q

Define the term echolocation.

A

Echolocation is defined as the use of reflected sounds to detect the presence of objects such as walls, buildings, doors and openings. Sometimes reffered to as obstacle perception.

17
Q

Explain the difference between active and passive echolocation?

A

Active echolocation is creating a sound with the intention of recognizing its auditory reflection.
while passive echolocation is the recognition of reflected sounds from objects in the environment.

18
Q

What are the factors affecting echolocation?

A

The factors affecting echolocation include degree & type of hearing loss, ambient auditory distractors

19
Q

What are some strategies for helping children develop echolocation?

A

Strategies for helping to develop echolocation include exposure to echoes, explore variety of sounds at different distances

20
Q

What environmental factors create source sounds?

A

Environmental factors that create source sounds include traffic, weather,and urban canyons

21
Q

What behaviors initiated by the learner create source sounds?

A

cane technique, footsteps, fingersnaps, clickers

22
Q

A. Define the following terms:

  1. sound shadow
  2. sound masking
  3. Doppler Effect
A
  1. sound shadow: created by objects between learner and attending source of sound
  2. sound masking: loud sound that can mask the presence of other auditory information in the environment
  3. Doppler Effect: The increase of frequency of sound produced by compression of sound waves & shortening of wavelengths as distance decreases between sound source & object
23
Q

B. Describe an environment situation which creates:

  1. sound shadow
  2. sound masking
  3. Doppler Effect
A
  1. sound shadow: learner next to traffic control that may be shadowing parallel traffic
  2. sound masking: jack haffmer may mask sound of traffic
  3. Doppler Effect: Sound from 18-wheeler freight trucks

COMS TEST (13 decks)

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