Domain 9: Additional Disabilities

Question 1

Describe the impact that memory deficits have on O&M instruction?

Answer 1

Memory deficits impact O&M instruction in the loss of rote memorization of techniques

Question 2

What instructional strategies would you identify in your O&M lesson plan?

Answer 2

Use encoding techniques to ensure long-term schemas; create materials that give frequent reminders, i.e. memory aids, limited use of aids with few prompts, then familiar without aids or prompts. Chaining skills, tape record speech about landmarks on route, route shapes.

Question 3

What are some common visual disorders found in learners with traumatic brain injury?

Answer 3

Field loss, reduced acuity, double vision, field anomalies, CVI, LV or total blindness

Question 4

When providing instruction to a learner with hearing disabilities, what might be some additional preparation made by the O&M specialist.

Answer 4

Additional preparation made by the instructor for a HI learner include cue cards, representative models, tactile shapes, drawing maps on learner’s backs/hands

Question 5

What community resources for communication are available to a learner with hearing disabilities?

Answer 5

Interpretors, TTY (outdated), text apps on mobile phones, telecommunication

Question 6

What are the basic types of ambulatory aids used by learners with physical impairments?

Answer 6

Support canes, walkers, wheel chairs, AMDs, crutches, braces, scooter

Question 7

Describe the benefits and potential limitations of O&M instruction for persons with chronic health impairments.

Answer 7

Limitations include shorter sessions in specific weather conditions, side effects of medication; benefits include motor movement and action, independence & self-confidence

Question 8

What adaptations can be made to the O&M curriculum that would be important when instructing a learner with cognitive disabilities?

Answer 8

Adaptations to O&M curriculum for cognitive disabilities include short, repetitive tasks in simplified, mneumonic patterns of hands-on lessons. Task analysis, sequence, choice-making

Question 9

Describe some common behaviors that are associated with an individual who has been diagnosed with an autism spectrum disorder.

Answer 9

Common behaviors associated with autism spectrum include perseveration on idea or repeated body movement; heightened frustration levels, difficulty with transition, impulse control issues.

Question 10

Describe the following instructional strategies:

1. time considerations
2. task analysis
3. forward chaining
4. backward chaining
5. sequenced instruction
6. prompting
7. interdisciplinary collaboration

Answer 10

1. time considerations: scheduling for most beneficial time of day, program duration, and frequency
2. task analysis: breaking down whole skills into component parts; number of steps is individually determined
3. forward chaining: progressive sequence of steps of a route
4. backward chaining: teaching the last section of a route first
5. sequenced instruction: short term goals are taught to achieve long term goals; narrow in scope
6. prompting: providing an additional cue or directive to achieve desired behavior
7. interdisciplinary collaboration: working with other professionals to communicate the global needs of the learner.

Question 11

When providing O&M instruction to a learner with cognitive disabilities, describe the benefit of teaching functional skills in the natural environment during the learner’s daily routines.

Answer 11

Relevant environments teach about the real world

Question 12

When might it be appropriate for an O&M specialist to provide instruction in the use of an adapted mobility device (AMD) for a learner with cognitive disabilities?

Answer 12

Precursor for future skill integration or alternative when cane skills are too difficult; two-handed vs. one-hand

Question 13

List specific O&M instructional strategies for a learner who has a hearing disability with visual impairment.

Answer 13

Discussion of events in environment; calendar boxes, tactile manipulatives/models, draw shapes on back, telecommunications

Question 14

What are techniques a learner with hearing disabilities with visual impairment uses to communicate with the public while traveling in the community?

Answer 14

Cue cards, cell phone text window, interpretor, guestures, recorded voice prompts

Question 15

What are some safe travel concerns for a wheelchair user with visual impairment?

Answer 15

Clear pathway, even surfaces, contrast, maintained equipment, weather conditions; negotiate ramps & buildings; overhanging obstacles

Question 16

Identify instruction strategies for the use of the following ambulatory aids when providing O&M instruction:

1. wheelchairs and scooters
2. walkers
3. crutches or canes

Answer 16

1. wheelchairs and scooters: human guide adaptations, trailing for orientation & in safe environments; ETAs, use of long cane
2. walkers: use of long cane adapted; reverse human guide
3. crutches or canes: Sweep then step.

Question 17

Why is a team approach an effective O&M instructional strategy for learners with multiple disabilities with visual impairment?

Answer 17

A team approach is an effective O&M instructional strategy for learners with multiple disabilities with VI because coordination between professionals leads to more benefit for the learner.

Question 18

What other strategies are effective when providing O&M instruction to learners with multiple disabilities with visual impairment?

Answer 18

Planning & record-keeping, time consideration, task analysis, sequenced instruction, environment, motivation & prompting, coice making

Question 19

Why is it important for the O&M specialist to know the names and side effects on medications being taken by the learner to whom they are providing O&M instruction?

Answer 19

It is important for the O&M specialist to know the names & side effects of medications being taken by a learner in order to determine causes for abnormal behavior or influences on performance

Question 20

What are some common side effects of medications that would impact O&M instruction?

Answer 20

Dizziness, sun sensitivity, endurance, vertigo, sun downing, numbness, skin conditions

Question 21

Define the following:

1. emotional disturbance
2. learning disabilities
3. autism spectrum disorder

Answer 21

1. emotional disturbance: condition in which a child’s educational performance is adversely affected by an inability to develop or exhibit interpersonal relationships.
2. learning disabilities: a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken/written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Can include perceptual disabilities, but not related to others such as VI.
3. autism spectrum disorder: often described as being asocial, have a tendency to perseverate on an idea, or engage in repetitive behaviors, and may excel at visual-spatial skills but perform poorly on verbal, generalizationa, memory, and conceptual tasks.

Question 22

Describe instructional strategies for teaching behavior skills as it relates to O&M instruction.

Answer 22

Instructional strategies for behavior skills in O&M include appropriately timed, accurately planned, intensive intervention; increase learner control over and participation in daily travel needs.