Domain 9 Module: Additional Disabilities (10 test questions) Flashcards
Describe the impact that memory deficits have on O&M instruction?
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
What instructional strategies would you identify in your O&M lesson plan?
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)
What are some common visual disorders found in learners with traumatic brain injury?
Field loss (Hemianopia) Reduced acuity Double vision CVI Total blindness Blind spots
When providing instruction to a learner with hearing disabilities, what might be
some additional preparation made by the O&M specialist.
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
What community resources for communication are available to a learner with hearing disabilities?
VRS Interpreters SSPs TTY Text apps Telecommunication
What are the basic types of ambulatory aids used by learners with physical impairments?
Adapted mobility devices Support canes Walkers Wheel chairs Crutches Braces Scooters
Describe the benefits and potential limitations of O&M instruction for persons with chronic health impairments.
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
What adaptations can be made to the O&M curriculum that would be important when instructing a learner with cognitive disabilities?
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
Describe some common behaviors that are associated with an individual who has been diagnosed with an autism spectrum disorder.
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
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
time considerations
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.
Task Analysis
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
Forward Chaining
An approach that starts with the last part of the route and then works backward.
Backward Chaining
short term goals are taught to achieve long term goals
sequenced instruction
Natural cues found in nature; providing an additional cue or directive to achieve desired behavior.
prompting
Working with professionals to communicate the global needs of the learner; supporting other professionals’ goals as they support yours
Interdisciplinary collaboration
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.
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
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?
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
List specific O&M instructional strategies for a learner who has a hearing disability with visual impairment.
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
What are techniques a learner with hearing disabilities with visual impairment uses to communicate with the public while traveling in the community?
Communication cards
Gestures
Text box
Notebook and pen
What are some safe travel concerns for a wheelchair user with visual impairment?
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
Identify instruction strategies for the use of the following ambulatory aids when providing O&M instruction
- decrease speed
- contrasting color before drop offs
- lap tray to detect obstacles
- flexible curb feelers
- constant contact
- longer cane with rollerball tip
- have guide push the wheelchair
- rigid canes ideal
- attach red bicycle flag to make individual more visible
wheelchairs and scooters
Identify instruction strategies for the use of the following ambulatory aids when providing O&M instruction:
- obstacle detection difficult for rear facing walker, put PVC across front to help
- constant contact with pencil grip and roller ball tip
- use front facing walker to detect curbs and stairs
Walkers
Identify instruction strategies for the use of the following ambulatory aids when providing O&M instruction:
- hold cane in opposite hand of support cane, depending on which side needs more support
- sweep then step with support cane
- make sure sweep wide enough to clear cane and feet
- ETA may help detect obstacles
- Use crutches to trail
- Use handrail to ascend steps
- 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
crutches or support cane
