Domain 9: Additional Disabilities

Question 1

impact of memory deficits on O&M instruction

Answer 1

trouble remembering directions
remembering routes or landmarks
spatial memory

Question 2

strategies to identify as an O&M for memory deficits

Answer 2

task analysis into small steps
sequenced instruction with short term objectives
prompting and questioning

Question 3

visual disorders found in learners with a TBI

Answer 3

CVI
field loss
reduced visual acuity
total blindness
Charge

Question 4

instruction for hearing impaired

Answer 4

length of lesson may vary
skills broken down into simple tasks
review often
provide info from lesson in different medium

Question 5

resources available for deaf/blind

Answer 5

American association for the deaf-blind
Helen Keller national center
Perkins
VRS

Question 6

basic ambulatory aides used for physical impairments

Answer 6

wheelchairs
scooters
walkers
crutches
support cane
AMD

Question 7

benefits of O&M for chronic health impaired

Answer 7

independence
self confidence
self efficiency
exercise
mental stimulation
community

Question 8

limitations of O&M for chronic health impaired

Answer 8

fatigue
pain
inability to complete lessons

Question 9

O&M adaptations for cognitively impaired learners

Answer 9

trouble distinguishing sounds
basic positional concepts
memory deficits
reading difficulties
sensitivity to sensory input
impulse control and attention

Question 10

instructional strategies dealing with TBI/cognitively impaired students

Answer 10

time considerations
task analysis

forward chaining (begin with one task, finish in small steps)

backward chaining (start with big task, work backwards)

sequenced instruction
prompting

Question 11

benefit of teaching functional skills in natural environment during learner’s daily routine

Answer 11

more opportunities for observation
learner is familiar and comfortable
less orientation
less generalization of skills

Question 12

when should an o&m provide instruction in the use of AMDs for a cognitive learner

Answer 12

students with processing delays, struggle with holding a cane, may be too young for a cane

tool to prepare student for future long cane use

Question 13

O&M instructional strategies of deaf blind

Answer 13

sensory information to move purposefully in the environment by using environmental cues

guided travel
self protective skills
self advocacy skills
sensory developmental skills

Question 14

techniques for deaf blind learner to communicate in the community

Answer 14

gestures
sounds
sign language
notes, cards

Question 15

travel concerns for a wheelchair user with a visual impairment

Answer 15

tipping the chair
rolling backwards
use of long can with wheelchair
takes up space
getting into and out of vehicles
elevation changes

Question 16

using a wheelchair/scooter with a cane

Answer 16

constant contact
long cane with roller ball
wide arc
cane in non dominant hand
account for extra time

Question 17

using a walker with a cane

Answer 17

constant contact with roller ball
use AMD instead of can

Question 18

crutches/canes with a long cane

Answer 18

ETA may help detect obstacles
hold cane in non dominant hand

Question 19

O&M team approach for working with multiply disabled students

Answer 19

consistency and retention of skills across disciplines
consistent terminology
inform and teach aides in the classroom
teach in natural environments
task analysis

Question 20

importance of O&M knowing about student’s medication

Answer 20

emergencies
impact on instruction
lesson can be adjusted
if COMS needs to carry anything specific

Question 21

common side effects of medication that could impact instruction

Answer 21

fatigue
blurry vision
headaches
light sensitivity
pain

Question 22

emotional disturbance

Answer 22

student is unable to build or maintain interpersonal relationships with peers or teachers and displays inappropriate behaviors

Question 23

learning disabilities

Answer 23

one or more psychological process is involved in understanding or using language: inability to listen, think, write, read, spell or do math (unrelated to VI)

Question 24

autism spectrum disorder

Answer 24

complex disorders of the brain
varying degrees of social interaction, verbal and non verbal communication, repetitive behaviors

Question 25

teaching behavior strategies as it relates to O&M

Answer 25

review behavioral expectations
develop behavior contracts
focus on praise
structured breaks
predictable lesson sequence
tangible schedule