Domain 6 Module: Orientation Strategies and Skills (21 test questions) Flashcards Preview

Orientation and Mobility Exam Study guide > Domain 6 Module: Orientation Strategies and Skills (21 test questions) > Flashcards

Flashcards in Domain 6 Module: Orientation Strategies and Skills (21 test questions) Deck (38)
Loading flashcards...
1
Q

What environmental features can be used for orientation?

A
Self-to-object
Object-to-object
Traffic sounds
Shoreline
The sun
Surface changes
Wind
Traffic controls
2
Q

When teaching the use of the sun as an orientation environmental features, what related concept must the learner know?

A

Where the sun rises and sets
Compass directions
Self-to-object: where student is in relation of the sun

3
Q

A learner veers when crossing a street. What environmental feature might assist the learner in maintaining a straight line of travel?

A

The sound of parallel traffic

The apex of the road

4
Q

familiar sound, object, odor, temperature, tactile or visual cue that is permanent and provided specific information about location in the environment. Must have at least one unique characteristic (Example: golden arches of McDonalds, a particular set of stairs leading up to a house, the different pattern of client’s walkway compared to others)

A

landmark

5
Q

landmark that is steadily encountered in travel (example – fire hydrant next to an APS signal at an intersection)

A

primary information point

6
Q

landmark that is sometimes missed (example – the manhole cover on the way to the intersection with the fire hydrant and APS signal)

A

secondary information point

7
Q

critical objects or sounds emitted from those objects that trigger instant recognition of one’s location (example – the ding of an elevator in a lobby)

A

cue

8
Q

and perceived sensory stimulus that the student can pair with other information to determine location. Needs to be paired with additional information (example – a photocopy machine next to the watercooler in an office that you know is near that bathroom)

A

clue

9
Q

the ability to develop a mental image of a physical space, specific location, geographic area, or travel route. Can be used to provide context for sensory information, provide spatial layouts for similar areas, assist with traveling and planning routes, give directions to others

Example of give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation:
making a tactile map of an area; after teaching layout of a building, place student in center of open space, disclose which way she is facing, then ask her to find a location in the building

A

cognitive map

10
Q

ability to keep track of one’s current location and of chances in the distance and direction in relation to objects and things while moving

Example of give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation:
as the student moves about a room, ask student to point to a specific object (door) as her orientation changes

A

spatial updating

11
Q

egocentric frame of reference; location of objects in the environment and how they relate to the traveler as he or she moves along a route.

Example of give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation:
– tactile map of route, ask student to point out upcoming landmarks or landmarks they may have missed

A

route level cognitive map

12
Q

allocentric frame of reference; location of objects in the environment and how they relate to one another that increases orientation across a larger geographic span and makes it easier to plan routes

Example of give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation:
– ask the student to get from one part of the school building to another part without intervening

A

survey level cognitive map

13
Q

What are the four travel patterns that are used in the instruction of route travel?

A
  1. I
  2. L
  3. U
  4. Z
14
Q

Describe a I route

A

straight line. No turns are made.

15
Q

Describe a L route

A

One 90* turn is made either left or right

16
Q

Describe a U route

A

Two turns are made. Both turns are the same direction (two left turns, or two right turns). Student will be facing toward the direction they started from

17
Q

Describe a Z route

A

two turns are made, one left and one right. Student will still be heading the same direction they started in

18
Q

What are sources of information for a learner when planning a route?

A
Tactile map
Back/Back of hand
Tactile Town
GPS/mobility Apps
Audible map
19
Q

What specific concepts and skills are required of the learner to read maps?

A
  • A symbol on a map represents a real object, and its shape on the map is similar to the shape of the real object
  • Location on the map represents the actual location in the environment
  • A map represents a view as seen from above
  • Directional references on the map correspond to those in the environment
20
Q

Why are compass directions an efficient tool in planning and executing a route?

A

Compass directions are constant and transferrable from one environment to another. They allow the learner to relate to the distant environment, and allow the learner to relate the environment to environmental concepts in a more positive and definitive manner. It can be used for travel and for determining sides of streets/corners.

21
Q

List four strategies used to teach compass directions.

A

Mnemonics: Never Eat Soggy Wheaties
Beanbag toss using cardinal directions
Scavenger hunts
Compass
Relate compass directions to clock face

22
Q

Identify the steps in the problem-solving process.

A
  • Identifying the problem exists
  • Identifying alternate strategies for solving the problem
  • Selecting hypothesis from the available alternatives
  • Evaluating the effectiveness of the selected hypothesis
23
Q

Describe the application of the problem-solving process utilized by a learner who has lost his orientation while traveling in a familiar area.

A

a person who travels the same route every day is not paying attention while traveling, and becomes disoriented.

24
Q

What strategies should a learner use to recover from a veer up a driveway or a veer off the sidewalk onto the grass?

A
  • Stop and remain aware of your intended line of travel
  • Check ground on both side of body with full cane extension
  • If sidewalk is not located, determine parallel street though available clues and walk toward the street
  • If sidewalk is not located before street, make 180 degree turn away from street, following edge of driveway if possible looking for the sidewalk
25
Q

While indoors, what strategies should a learner use to establish a line of travel?

A
  • Squaring off
  • Trailing
  • Diagonal cane technique
26
Q

Under what conditions would an O&M specialist plan and implement a drop-off lesson?

A
  • The student has mastered all O&M skills both indoors and outdoors
  • The student has excellent orientation skills
  • The student has a good cognitive map of an area
  • The student has demonstrated positive problem solving skills and coping strategies
27
Q

Why is a drop off lesson a productive instructional strategy?

A

The drop off lesson is a good means of proving to students that when applied, orientation and mobility is key to independent travel. It will prove that the student can successfully navigate unfamiliar and unfamiliar areas independently

28
Q

allocentric; student related objects in the environment to one another

A

object-to-object

29
Q

egocentric; information is perceived, remembered and acted on from the perspective of the individual’s current location

A

self-to-object

30
Q

relation of self to one’s surroundings

A

egocentric

31
Q

positional concepts that include use of prepositions to define location in relation to oneself. The position of objects in the environment in relation to one another. Ex: landmarks, unique environmental features

A

topocentric

32
Q

organizational patterns , such as floor plans, grid patterns, and the address systems; patterns and shapes

A

cartographic

33
Q

relative positions in space or routes according to cardinal directions and use of compass directions

A

polarcentric

34
Q

Identify and describe techniques for self-familiarization to a room

A
  • start with a small room with a few pieces of furniture
  • Perimeter:
    * Use the door as home base
    * Determine true compass directions
    * Trail one wall and then back to home base, making note of anything along the wall
    * Begin trailing the other walls, always returning to home base
    * Start at home base and travel around the room using all four walls
    * Point to objects on walls from reference point to show understanding
  • Grid:
    * To explore rooms interior
    * Square off at home base
    * Cross from south wall to north wall using self-protective techniques
    * Square off on north wall and take a few steps to the side
    * Cross back over to the south wall using protective techniques
    * Do this until entire width of room is finished
    * Optional: do the same thing going from the east wall to the west wall
35
Q

Identify and describe techniques for self-familiarization to an outdoor environment.

A
  • After learning landmarks for one block at an intersection, cross the street to the next block and familiarize yourself in detail about the new block
  • Walk routes to and from landmarks on the new block and the original block
  • Continue with the other two blocks of that intersection.
  • Plan routes that encompass the rest of the neighborhood
  • structured solicitation- her the traveler finds one or two objects as needed and then expands upon that building on his knowledge
  • solicitation of information- the traveler can ask specific questions about a destination or route from someone who works at the destination: a) what is the building number b) on what side of the street/block is the building on c) how many doors is the destination from the nearest intersection d) what is the name of the nearest intersection
36
Q

Describe available technology that a traveler might use to assist in self-familiarization.

A

GPS
Electronic travel aids
solicitation of information

37
Q

Describe the OCS process when orienting a dog guide traveler. (Orientation/Coaching/Solo)

A

ORIENTATION
• give traveler overview of environment
• help traveler help dog become familiar with possible objectives and routes
• Use Human Guide
• Explain the environment/route
- Physical, auditory, time/distance clues
- Traveler “heels” dog
- Traveler will praise important parts of the route
- Repeat as necessary
o If dog gets it wrong 2x, take a break or try something different

COACHING
• Follow behind traveler’s right shoulder
• Let handler walk her dog
• Reminders as needed
• Intervene to prevent mistakes/in danger

SOLO
•	Traveler does route herself
•	If possible, observe from out of dog’s sight
•	Monitor safely
•	Intervene calmly
38
Q

Where is the best place to stand when orienting a dog guide traveler?

A

During orientation – use human guide
During coaching – behind traveler’s right shoulder
During Solo – out of dog’s sight entirely