Domain #8 -Use of Senses Flashcards
What are the components of visual efficiency training without optical devices?
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.
What are the components of visual efficiency training with optical devices?
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.
Describe the following skills used with telescopes:
- localization and stabilization
- focusing
- scanning
- tracing
- tracking
- 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.
- focusing: instructor should focus before student use. turn dial quarter turn to establish clarity.
- scanning: systematic pattern of search, based on location & characteristics of object.
- tracing: view through telescope while moving head to trace outlines of object.
- 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.
List one corresponding instructional strategy for each of the above.
Localization and stabilization
- localization and stabilization: Have the learner rest the viewing arm on a stable surface or use both hands whi.e observing an object.
List one corresponding instructional strategy for each of the above.
Focusing:
- focusing: instructor focuses device prror to learner use
List one corresponding instructional strategy for each of the above.
scanning
scanning: move device in opposite orientation of object characteristics
List one corresponding instructional strategy for each of the above.
tracing
tracing: Teach a systematic pattern of exploration, i.e. clockwise, left-right, etc.
List one corresponding instructional strategy for each of the above.
tracking
tracking: Begin with following people at a distance, increasing speed gradually
Describe the following visual motor skills:
- eccentric viewing
- scanning
- tracking
- tracing
- eccentric viewing: use of off-center or paramacular area of vision for a clearer view.
- scanning: using eye muscles to move visual focus across a stationary field.
- tracking: using eye muscles and head movement to maintain visual focus on a moving object.
- tracing: using eyes muscles to follow a stationary line.
List one corresponding instructional strategy for each of the above.
- eccentric viewing
- scanning
- tracking
- tracing
- eccentric viewing: ask learner to look directly at instructor’s face and describe detail, shifting eyes in all four directions for each description.
- scanning: learner should be taught to scan for a specific object, using both head & eye.
- 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
- tracing: follow baseboards to break for locating appropriate door.
Provide examples of tactile information that can be used for O&M related tasks.
truncated domes, surface changes (horizontal & vertical)
List instructional strategies for the examples you provided.
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
Describe how a learner can use time-distance estimations to maximize O&M skills.
A learner can use time-distance estimations to determine approximate location of destination.
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.
Describe how a learner can use kinesthetic and proprioceptive information from slopes to maximize O&M skills.
Describe how a learner can use kinesthetic and proprioceptive information from slopes to maximize O&M skills.
Define the term echolocation.
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.
Explain the difference between active and passive echolocation?
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.
What are the factors affecting echolocation?
The factors affecting echolocation include degree & type of hearing loss, ambient auditory distractors
What are some strategies for helping children develop echolocation?
Strategies for helping to develop echolocation include exposure to echoes, explore variety of sounds at different distances
What environmental factors create source sounds?
Environmental factors that create source sounds include traffic, weather,and urban canyons
What behaviors initiated by the learner create source sounds?
cane technique, footsteps, fingersnaps, clickers
A. Define the following terms:
- sound shadow
- sound masking
- Doppler Effect
- sound shadow: created by objects between learner and attending source of sound
- sound masking: loud sound that can mask the presence of other auditory information in the environment
- Doppler Effect: The increase of frequency of sound produced by compression of sound waves & shortening of wavelengths as distance decreases between sound source & object
B. Describe an environment situation which creates:
- sound shadow
- sound masking
- Doppler Effect
- sound shadow: learner next to traffic control that may be shadowing parallel traffic
- sound masking: jack haffmer may mask sound of traffic
- Doppler Effect: Sound from 18-wheeler freight trucks
