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ACVREP Quizzes > Domain 7: Mobility Skills > Flashcards

Domain 7: Mobility Skills Flashcards

(78 cards)

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1
Q

Where should the instructor be positioned during stair travel?

A

descending: 2-3 steps in front of the traveler while walking backwards

ascending: behind the traveler walking forward

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2
Q

where should the instructor be positioned during escalator travel?

A

descending: 2-3 steps in front of traveler

ascending: behind traveler with feet on separate steps

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3
Q

Kinesiology

A

study of movement

provides structure for understanding sensorimotor skills

allows O&M to analyze performance of mobility and other motor skills

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4
Q

proprioception

A

awareness of position of the body

contributes to laterality, directionality, and spatial awareness

connected with muscle tone and balance

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5
Q

muscle tone

A

readiness for movement

children w/ VI lack stable posture

can alter or limit movement

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6
Q

predictability

A

personal: hypersensitivity to touch and tactile stimulation
O&M must inform student what what they are doing before doing it

environmental: modifications to the world around a VI person
(contrast tape on steps, lighting fixtures)

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7
Q

sequencing

A

motor development

coms must insure proper learning of sensorimotor skills in order to move to higher levels

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8
Q

active movement

A

purposeful, self-initiated, confident movement

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9
Q

quality of movement

A

child must crawl before walking to build muscles

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10
Q

timing of movement

A

VI infants who skip crawling have poor posture, poor gait, low muscle tone

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11
Q

vision loss and sensorimotor function

A

affects balance, posture, gait, muscle tone, coordination, stability and movement

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12
Q

static balance

A

maintaining posture while sitting or standing

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13
Q

dynamic balance

A

maintaining posture while moving

uses several sensory systems

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14
Q

upper hand and forearm

A

protect the learner from head-chest level obstacles

bending down

unexplored space

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15
Q

lower hand and forearm

A

protect learner from waist level obstacles

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16
Q

examples of protective technique use during daily travel

A

bending down to grab something

getting in and out of vehicles

classrooms or other crowded environments

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17
Q

TRAILING

A

useful to maintain a straight line of travel

learner is positioned parallel

palm slightly cupped with fingers and thumb relaxed, fingers pointing downward

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18
Q

squaring off

A

perpendicular surface alignment

enables learner to cross hallway or other open spaces

learner aligns back and shoulders and heels against a straight surface

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19
Q

parallel alignment

A

enables learner to use parallel surface to establish a straight line of travel

learner uses 1 arm or shoulder to position themself on a parallel surface

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20
Q

basic human guide

A

enables learner to participate while walking with a guide

guide verbally offers an arm and makes contact with the learners lower arm with the back of their hand

learner grasps guides arm above the elbow by trailing with their own arm

learners upper and lower arm is bent at 90 degrees

the learner remains 1/2 step behind the guide as they walk together

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21
Q

narrow spaces

A

guide moves their arm behind and toward their back

learner extends their arm and moves directly behind the guide

guide returns arm to side signaling the end of the narrow passage, learner returns to original position

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22
Q

transferring sides

A

enables learner to switch sides from one of the guide to the other

guide or learner indicates want to switch sides

learner releases initial grasp of guide and with the back of that hand, trails the guides back to find the other side

once contact is made with guide’s opposite arm the learner releases grasp from original arm and brings hand over to grasp new arm

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23
Q

reversing directions

A

enables learner to make a 180 degree turn in a limited space

guide indicates need to reverse directions

guide and learner turn 90 degrees towards each other

guide initiates contact with his free hand for the learner to grasp the guide’s free arm then releases initial grasp

guide and learner complete the remaining 180 degree turn until they are facing the opposite direction

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24
Q

doorways

A

enables guide team to safely negotiate through doorways

guide approaches doorway where doors open on the same side as the learner

guide opens door with a push or pull motion, learner places free hand in upper protective technique with palm facing out towards the door

doors that open on the opposite side of learner: guide opens door with push or pull motion, learner extends arm, moves behind the guide and grasps guides arm with freehand to switch hands before placing free hand in upper protective technique

learner passes through the door

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25
ascending/descending stairs
guide approaches edge of stairs and aligns perpendicularly guide pauses at the stairs allowing the learner to align alongside the guide guide takes first step and continues to ascend or descend with learner one step behind guide will verbally communicate with learner when they are on the last step
26
seating
guide team approaches desired seat guide team describes type of seat and position guide places hand on the back of the seat and learner releases grasp learner repositions to face the seat and uses upper protective technique bending at the waist learner clears the seat and places the back of the legs against the seat and sits down
27
accepting/declining assistance
learner relaxes arm that is grasped and raises it towards opposite shoulder, keeping her feet stationary with free hand, learner grasps the person's wrist while stating her intentions to accept or refuse assistance
28
responsibilities of learner when using human guide
learn techniques interpret guide's movements when navigating remain oriented and aware of the environment communicate with guide about pace
29
small children human guide
grasp wrist or finger instead of elbow
30
advantages of human guide
speed and efficiency more information about environment someone available for questions
31
disadvantages of human guide
dependent on someone to receive info may be tempted to ignore landmarks and environemntal info
32
advantages of using a long cane
lightweight, durable, cheap visibility to others detect all obstacles below the waist
33
disadvantages of the long cane
no overhead protection not efficient for travel training time for use will need to be replaced
34
advantages of dog guide
speed and efficiency learn routes companionship
35
disadvantages of dog guide
upkeep and cost training dog will die responsibility
36
advantages of ETAs
can detect obstacles on both vertical and horizontal planes some can detect drop offs greater independence and travel confidence
37
disadvantages of ETAs
cannot detect traffic gaps need to be used in addition to a cane high cost not commercially available
38
advantages of AMDs
gait improvement provides full coverage across body bridges gap between basic skills and cane skills cheap to make
39
disadvantages of AMDs
large not weight bearing should not be used in unfamiliar environments
40
what is residual vision?
remaining vision someone has after they have become VI
41
environmental factor that can impact residual vision
glare color lighting contrast visual clutter depth perception
42
qualities that a learner needs to be considered for a dog guide
responsibility age physical ability cognitive ability hearing level of vision needs and travel needs orientation skills
43
qualities that determine use of an AMD
age need physical/cognitive ability social appropriateness
44
qualities that determine use of a long cane
level of vision loss travel needs/independence physical/cognitive ability
45
basic diagonal technique
hand is positioned on grip so that index finger is extended along flat edge of grip, thumb is up and remaining fingers are flexed around grip so that cane rests comfortably in hand upper arm and forearm slightly extended with grip of hand positioned 10-12 inches in front of hip, hand positioned waist high cane lightly rests on the ground across the body so that it is 1-2 inches beyond the width of the opposite shoulder 2.5 feet in front of the learner
46
trailing with diagonal technique
enables learner to verify a location, establish a straight line of travel or locate a desired destination cane is held using diagonal technique in the hand opposite the surface being trailed cane tip lightly contacts the point where the floor and wall meet learner moves forward while maintaining body position parallel and close to trailed surface
47
2 point touch
hand is positioned so that cane grip rests in the middle of the palm with back of the hand facing to the side away from the learner's midline (same position as a handshake) index finger is extended downward along the flat side of the grip with remaining fingers flexed 1 inch above the ground and covers the width of the learners body
48
constant contact
hand is positioned like a handshake cane is centered at midline with the arm extended forward wrist is flexed and extended out cane in an arc from side to side
49
3 point touch
while standing on the lower surface the learner is positioned parallel to the vertically raised surface 3 taps of the cane fits into one complete two step stride sequence learner moves the cane from just beyond shoulder to cover vertical surface
50
touch and drag
learner is aligned parallel to surface learner taps can tip to the opposite side of the surface to be followed and drags the tip of the cane until it reaches surface to be trailed maintaining the same rhythm
51
cane on stairs
cane positioned vertically allowing the learner to walk toward the stairs base of steps in vertical, learner lowers grasp on shaft and moves cane left and right along the base of the stairs learner lifts cane until the tip moves over the edge of first step and pushes the cane forward so that the cane tip moves across step arm extended and cane in pencil grasp, learner lifts cane slightly so tip rests on next step when tip no longer contacts base of step, learner prepares for landing by clearing landing with cane prior to taking last step
52
procedure when detecting drop offs with cane
maintain orientation use protective techniques discuss possible dangers on sidewalk clear area with cane cane should remain anchored against object at dropoff cane held vertically in front of body for protection explore with cane on ground horizontally
53
concepts used to analyze intersections
spatial layout: number of lanes which direction cars are traveling in sensory information traffic controls risk involved
54
common risks when crossing an intersection
cars speeding quiet cars veering complicated intersections
55
how can the O&M prepare the learners to make informed decisions
effective crossing strategies and making sure there is autonomy risk determination alternative routes when needed solicit for assistance
56
2 way stop
one way has constant traffic and traffic is controlled by stop sign in another direction if parallel traffic is surging through intersections, begin crossing when traffic reaches half way point if no parallel traffic, cross when perpendicular traffic is stopped can cross when all quiet
57
4 way stop
traffic stopped in all directions wait for surge of parallel traffic and begin crossing when traffic is halfway through the intersection can cross on all quiet
58
T shaped intersection with one way stop
begin crossing after determining all clear use visual or auditory scanning when crossing the crossbar of the T, student initiates crossing when car begins to turn into the intersection- this is safer than waiting because the car should see the student wanting to cross
59
simple traffic light
student stops at the beginning of the cross and anchors cane tip diagonally maintains alignment while moving up 2-6 inches from curb analyzes parallel and perpendicular traffic, and light cycle prepares to cross while maintaining straight line of travel cross with parallel traffic surge
60
where are the most yield signs present
roundabouts channelized turn lanes
61
what strategies should the O&M teach for situations of uncertainty
have students determine street width and crossing time have student judge whether they can hear traffic well enough to cross
62
technique for crossing at uncontrolled crossing using visual strategies
check for obstructions look for cars before stepping into the street
63
auditory strategies?
listen for cars cross with the least amount of background noise possible
64
stop sign- visual strategies
look for cars check crosswalk for visible danger begin crossing
65
what strategies should be used when teaching a learner APS
learner listens for tone or speech WALK indication learner searches for push button using s systematic pattern learners holds push button as traffic on the perpendicular street begins to move, learner pushes button again
66
describe a tactile method of alignment at street crossings
parallel alignment with grassline perpendicular alignment with curb or truncated domes
67
describe auditory method for alignment of street crossings
align shoulders with parallel traffic use perpendicular traffic to align shoulders at the loudest point
68
how can a learner obtain new information when planning a trip using public transportation
call customer service websites maps, route description, large print maps talking signs
69
what is paratransit and how does a learner become eligible to use it?
drivers that work for a service for people with disabilities
70
what techniques should be used in the snow?
touch and drag touch and slide ice gripper shoes (yak tracks) walk slower
71
rain techniques
umbrella sounds of traffic may be exaggerated should stay farther away from curbs and edges due to puddles
72
excessive heat conditions
sunburn heat exhaustion heat stroke
73
characteristics in a rural environment
no sidewalks increased distance between intersections few landmarks few traffic
74
what procedure is used for travel without sidewalks
learner faces oncoming parallel traffic on the side of the road constant contact or touch and drag learner stops when vehicles approach and resume when they pass
75
what procedure and cane techniques should be used when crossing without sidewalks
follow curve until it is straight square off with shoreline cross in straight line
76
strategies for traveling a grocery store
become familiar with the perimeter of the store and the aisles travel to check out using auditory cues ask for assistance
77
gas station travel
towards the parallel street using touch and slide use shoreline as well/touch and drag
78
recovering from shopping mall parking lots
ask for assistance work towards nearest traffic trail as closely to cars as possible

ACVREP Quizzes (12 decks)

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