Domain 9 Module: Additional Disabilities (10 test questions)

Question 1

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

Answer 1

Trouble remembering what was seen, heard, shown
Trouble remembering sequence of directions or instructions
May have to only focus on rote memorization
May impact problem solving skills
TBI also results in orthopedic impairments

Question 2

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

Answer 2

Task analysis – goals broken down into step by step manner
Scaffolding and chaining – building on what the student has learned
Setting attainable goals – will increase confidence
Prompting
Voice recorded directions
Materials that give frequent reminders (memory aids)

Question 3

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

Answer 3

Field loss (Hemianopia)
Reduced acuity
Double vision
CVI
Total blindness
Blind spots

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

Securing an interpreter
Meet in a quiet environment
Communication cards
Tactile maps
Using client’s body to draw routes
Learning ASL
Allowing more time for lessons and frequent breaks
Speak with an audiologist
Present skills: describe, experiment, review
Keep instruction simple
Understand severity of hearing loss
Make sure student is able to understand instructions, memorize landmarks, and understand spatial layouts

Question 5

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

Answer 5

VRS
Interpreters
SSPs
TTY
Text apps
Telecommunication

Question 6

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

Answer 6

Adapted mobility devices
Support canes
Walkers
Wheel chairs
Crutches
Braces
Scooters

Question 7

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

Answer 7

Benefits:
Ability to travel independently
Self confidence
Physical exercise

Limitations:
Shorter sessions in inclement weather
Side effects of medications
Difficulty walking long distances
Need frequent breaks
Trouble detecting tactile information
Fatigue
Aggravation of condition
Shorter lessons
Inability to do cane techniques, even with modification

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

Short, repetitive tasks
Simplified patterns
Mnemonics
Hands on lessons
Task analysis
Sequencing
Choice making
Collaborate with other professionals

Take into consideration
Learner may have problems distinguishing differences between sounds and localizing a sound, easily disoriented
Confused basic positional concepts
Memory deficit
Reading difficulties
Exhibit extreme sensitivity to sensory input: lighting, being touched by others, odors
Problems with impulse control

Question 9

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

Answer 9

Learner may have problems distinguishing  differences between sounds and localizing a  sound, easily disoriented 
 Confused basic positional concepts 
Memory deficit 
Reading difficulties 
Exhibit extreme sensitivity to sensory input:  lighting, being touched by others, odors  
Problems with impulse control
Perseveration on an idea
Stereotypic behaviors
Heightened frustration
Routine based
Difficulty transitioning

Question 10

scheduling most beneficial time of day; best and worst times of day/week to work with student; how long your lesson should last; length of direct vs. indirect instruction

Answer 10

time considerations

Question 11

Division of task into smaller, attainable segments that can eventually be combined into the end goal; breaking down whole skills into component parts, number of steps to be determined on an individual basis.

Answer 11

Task Analysis

Question 12

progressive sequence of steps in a route; starting from the beginning; the first step of a sequence is mastered, then the second is introduced and so on until the end goal is met

Answer 12

Forward Chaining

Question 13

An approach that starts with the last part of the route and then works backward.

Answer 13

Backward Chaining

Question 14

short term goals are taught to achieve long term goals

Answer 14

sequenced instruction

Question 15

Natural cues found in nature; providing an additional cue or directive to achieve desired behavior.

Answer 15

prompting

Question 16

Working with professionals to communicate the global needs of the learner; supporting other professionals’ goals as they support yours

Answer 16

Interdisciplinary collaboration

Question 17

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 17

Assures the student receives sufficient repetition and meaningful opportunities to apply concepts to purposeful movements

Leads to a higher chance of student reaching the highest level of independence

Allows student to gain real-world concepts and knowledge

The child is open and comfortable in their daily routine/environment

Fitting routines into everyday life will work best for teaching functional skills

No need for transfer of skills to other environments

Question 18

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 18

Students who demonstrate difficulties in motor skills using the long cane
Processing delays
Age (younger students will benefit)
As a tool to prepare a student for the future use of a long cane
When a student is demonstrating unsafe travel behaviors

Question 19

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

Answer 19

Orientation: enable the student to use sensory information to move through the environment purposefully using environmental cues (smells, feel) to provide info about current location
Guided travel, self-protective skills
Sensory development – tactile, olfactory, kinesthetic and residual hearing/vision so they can interpret information gathered in the environment to improve purposeful movement
Discuss events in the environment
Tactile maps/models
Drawing on back
telecommunications

Question 20

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

Answer 20

Communication cards
Gestures
Text box
Notebook and pen

Question 21

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

Answer 21

Drop off detection
Changes in terrain that could lead to tipping
Rolling backward
Nowhere to place cane
Narrow spaces
Curbs in the street
Inaccessible buildings
Weather conditions
Low hanging obstacles
Equipment maintenance
Now having warning of obstacles, drop offs, or hazards
Delayed reaction time

Question 22

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

1. decrease speed
2. contrasting color before drop offs
3. lap tray to detect obstacles
4. flexible curb feelers
5. constant contact
6. longer cane with rollerball tip
7. have guide push the wheelchair
8. rigid canes ideal
9. attach red bicycle flag to make individual more visible

Answer 22

wheelchairs and scooters

Question 23

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

1. obstacle detection difficult for rear facing walker, put PVC across front to help
2. constant contact with pencil grip and roller ball tip
3. use front facing walker to detect curbs and stairs

Answer 23

Walkers

Question 24

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

1. hold cane in opposite hand of support cane, depending on which side needs more support
2. sweep then step with support cane
3. make sure sweep wide enough to clear cane and feet
4. ETA may help detect obstacles
5. Use crutches to trail
6. Use handrail to ascend steps
7. spotting is even more necessary which is where an O&M carefully positions herself next to a student, watches for signs indicating that the student is about to lose balance, and responds instantly in order to provide physical support to break the fall

Answer 24

crutches or support cane

Question 25

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

Answer 25

Maintains consistency and continuity to promote learning and retention of skills
Consistent terminology and practice skills learned by all professionals
Teaching aids can be shared with all those who are working with the student
Shared responsibility for learner’s education
Everybody can help reinforce each other and present the same information to the student

Question 26

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

Answer 26

Teach in natural routines and environment
Emphasize “over learning” a skill
Find skills that are meaningful for the student to learn
Create anticipation, which enables the student to be more motivated to move and explore
Task analysis to determine specific mini skills to complete an activity
General strategies such as backward chaining
Be consistent when presenting information to VI/cognitively disabled
Planning and good record keeping
Time consideration
Sequenced instruction
Environmental considerations
Motivation and prompting
Choice making
Keep the whole child in mind, rather than focusing solely on the instruction for the VI

Question 27

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 27

To know what to expect during a lesson
To look for potential side effects and note when they occur
So, the lesson can be adjusted accordingly
To determine causes for abnormal behavior or influences on performance

Question 28

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

Answer 28

Generally:
•	dizziness
•	sun sensitivity
•	endurance issues
•	vertigo
•	numbness
•	skin conditions
•	photosensitivity
•	blurred vision

Prednisone (a steroid): can cause cataracts/ increased ocular pressure

Valium: can cause blurry vision

Dilantin: can cause nystagmus

Acne meds: can cause photosensitivity

Noises that trigger seizures

Diabetics: need to stay properly healthy certain times of days’ work better depending on condition

Seizure meds: can cause a student to become sleepy

temperature control problems resulting in poor tactile discrimination

Question 29

A condition in which a child’s educational performance is adversely affected by an inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Exhibits inappropriate types of behavior or feelings under normal circumstances.

Answer 29

Emotional disturbance

Question 30

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 like VI.

Answer 30

Learning disabilities

Question 31

A condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder also includes limited and repetitive patterns of behavior

Answer 31

Autism spectrum disorder

Question 32

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

Answer 32

Review behavioral expectations prior to lesson, develop behavior contracts, focus on praise, structured breaks, predictable lesson sequence, tangible schedule, students make choices on reinforcements and the reinforcement schedule
appropriately timed, accurately planned, intensive intervention; increase learner control over and participation in daily travel needs.