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VRT Exam > VRT EXAM > Flashcards

VRT EXAM Flashcards

1
Q

Charles Bonnet Syndrome

A

Hallucination, not delusion

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2
Q

Stroke resulting in injury to left side of brain

A

Speech and language deficits

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3
Q

Amsler Grid

A

used to assess central 10 degrees of vision

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4
Q

recommended length of kitchen training lesson

A

120 minutes

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5
Q

Focal distance

A

Lower the power, further you hold away

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6
Q

Rehabilitation Act of ‘73 Section 504

A

Reasonable accommodation

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7
Q

4 eye conditions that are primary cause of legal blindness in elderly

A

Cataracts, diabetic retinopathy, ARMD, Glaucoma

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8
Q

Cornea

A

provides most refractice power to convergence of light

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9
Q

Convergence

A

Ability to search for and locate items, such as words on a page

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10
Q

Typoscope

A

Reading guide with cutout window to assist in maintaining orientation to line of print; also assists with glare

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11
Q

3 variables that enhace visibility for consumers with low vision

A

Size, color, illumination

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12
Q

Percent of information received through the eyes

A

80

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13
Q

As magnificaiton increases, one may experience…

A

…decreased field of view; increased speed of movement of objects; difficulty in control of device

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14
Q

benefit of a stand magnifier

A

alleviates the need to guess focal distance

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15
Q

Normal visual field

A

160-180 degreess horizontally, 120 degrees vertically when eyes are fixated ahead

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16
Q

Most common eye condition for someone of African descent

A

Glaucoma

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17
Q

Most common eye disease in children

A

Stargardts

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18
Q

Braille sequence of instruction

A

Dot pattern orientation, letters, tracking across line, tracking from line to line

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19
Q

Procedure for instruction in use of device/skill (outline):

A

A. General information & possible uses; B. Orientation to device; C. Setup of device/task; D. Use of device (practical applications)

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20
Q

Labeling playing cards

A

first value, then suit

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21
Q

AMD & Reading

A

It may be hard for consumer to see top of print letters; move fixation below line to view whole line of text

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22
Q

Behavioral objective components

A

Behavior, condition, criteria

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23
Q

Tuttle & Tuttle 7 Stages of Vision Loss

A

Trauma, physical or social; Shock & Denial; Mourning & Withdrawal; Succumbing & Depression; Reassessment aand reaffirmation; Coping and mobilization; Self-acceptance & Self-esteem

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24
Q

Livneh - 5 Stages of Adjustment to Blindness

A

Initial impact; defense mobilization (I don’t need); initial realization (I can’t); Retaliation (I won’t); reintegration (I can)

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25
Q

Lovinger - Stages of development

A
  1. Inability to distinguish oneself from others; 2. Wanting to conform & be like others (conformity); 3. Wanting to be recognized as an individual; 4. Understanding the value of others; 5. knowing one’s inner self
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26
Q

How do Lovinger’s stages of development affect attitude toward learning?

A

“1. People in conformant stage believe that others are the source of knowledge and that instructor is an authority
2. Later stages believe that the source of knowledge is own life experience, instructor is a role model or evaluator, and learner has responsibility for his or her own learning”

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27
Q

6 Assumptions of andragogical approach

A
  1. Self concept (individual can direct their own learning as opposed to depending on authority figure); 2. Experience (adults have reservoir of experience that is resource for continued learning); 3. Need to Know: Adults need to know why they are learning something/practical application; 4. Problem centered focus (Problem solving as avenue for learning); 5. Internal motivation (adult’s motivation is internal/self-directed); 6. Adults need to know why they should learn
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28
Q

4 Principles of androgogy

A
  1. Adults should have ownership of content/process of learning; 2. Learning should build on previous knowledge; 3. Learning content should focus on relevant, practical tasks related to life; 4. Focus on solving problems rather than memorizing content
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29
Q

Ponchilla’s strategies for instruction/communication with people with VI

A

”* Use analogies
* Using scale models
* Use learner’s descriptions, engage them to participate
* Hand-over-hand is the LAST resort (could use hand under
hand instead)”

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30
Q

Memory strategies for older adults

A

distraction free environment; mnemonics; chunking/classification of info; organization; repitition and practice; take breaks for processing informaiton; accommodate fatigue; simple language; identify oneself and your agency

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31
Q

Tips for working with individuals with hearing loss:

A

Face person when speaking; avoid backlighting; keep hands away from mouth when talking; turn off distracting noises; talking a normal voice (don’t shout); reword phrases the learner has difficulty understanding; lipstick can increase contrast between lips and face, beards/mustaches impede understanding

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32
Q

Communication strategies for visually impaired learners

A

use precise language; use analogies and metaphors; use auditory cues; give learner more descriptive responsibility; use tacile modeling or demonstration; present tactile or highly visible scale models; manipulating learner movements

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33
Q

Low vision

A

A degree of vision that is functional but limited enough to interfere with the ability to perform everyday activities and that cannot be corrected with standard eyeglasses or contact lenses

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34
Q

Visual field

A

The area that is visible without shifting gaze

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35
Q

Stage 1 Initial Impact/Trauma, Shock

A

VRT Response: Not many VRTs observe this stage

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36
Q

Stage 2: Defense Mobilization, Denial

A

Denial can be hopeful; intellectualization is common; VRT Response: Focus on painful losses and build lesson around this; VRT should preserve working relationship

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37
Q

Stage 3: Initial Realization, Mourning/Withdrawal, Succumbing/Depression

A

Denial/depression cycle can occur; VRT response: Monitor for suicidal ideations, try again and again until a lesson is accepted

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38
Q

Stage 4: Retaliation/Rebellion, Succumbing Depression

A

Hostility/projection stage; VRT response: avoid confrontation, sustain therapeutic relationship

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39
Q

Stage 5: Reintegration of reorganization/Reassessment & Reaffirmation

A

Behavioral adaptation and reintegration into society; VRT response: engage client more fully, client-centered care

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40
Q

4 major sources for assessment

A

case file, personal interview, performance-based assessment, direct observation

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41
Q

Assessment interview (Benjamin 1981):

A

4 sequential steps: prepartion, opening, body, closing

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42
Q

SMART Goals

A

Specific, Measurable, Attainable/Achievable?Action-Oriented, Realistic/Relevant, Timely/Time-bound

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43
Q

VRT Lesson Plan process

A

7 parts: 1. Objective (specific behavioral objective to be reached during lesson); 2. Materials; 3. Assessment (Questions/activities designed to measure adequacy of skills taught); 4. Procedure (description of sequential steps to be taught in the lesson); 5.Memoranda (Notes); 6. Evaluation (behaviors to be observed and measured at end of lesson); 7. Assignment (Practice)

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44
Q

VRT Lesson Plan Procedure Section

A

Core section on VRT Lesson Plan; 1. Perform taks analysis and prepare outline of major steps; 2. Perform Activity yourself; Write the outline to be a generic plan for average learner and modify for each students’ individual needs

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45
Q

SEER method use when determining adaptive techniques and devices

A

Safe: will not pose threat or danger when used consistently; Effective: adaptation works well and produces the intended results; efficient: assists learner in doing things using reasonable and acceptable amt of time/energy; reliable: adaptation/technique is dependable and consistent in what it does

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46
Q

Least restrictive adaptation theory (Jones 2004)

A

Category 1: Sense-shifting (changing approach to task); Category 2: altering the environment (making task easier or movement within environment easier); category 3: utilizing familiar devices (performing task with common tools/readily available items); Category 4: using a specialty product (using tool/device from a specialty company designed for particular task).

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47
Q

Cognitive Learning Theory (Neisser 1976)

A

Acquiring information and processing it internally leads to understanding & retention; strong emphasis on memory; chunking information; linking new content to previous knowledge; using real world examples; repetition; time to process activities; mnemonics to remember information

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48
Q

Social Learning Theory (Bandura 1977)

A

People learn from one another in social context through observation, imitation, modeling; group learning can lead to motivation, incidental learning and acquiring knowledge;

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49
Q

Medications that affect visual functioning

A

NSAIDs (photosensitivity); galucoma eye drops (blurring); ointments and lubricators; meds for diabetes, heart problems, arthritis, congestion can cause edema, dry eye, blurring, irritation, pupil dilation/constriction

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50
Q

Factors that affect low vision and ease of visibility

A

Illumination, contrast, color, distance, size

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51
Q

Illuminaton

A

”- amount of light reflected from the surface of viewed object into the eye
- as degree of illumination is increased, so is visibility

”

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52
Q
  • glare
A
  • when reflected light strikes eye at an angle or is too bright
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53
Q

4 categories of magnification

A

relative distance; relative size; angular magnification, electronic magnification

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54
Q

Lighting

A

”- quality of lighting (rather than amt of illumination) is critical
- different types of illumination can increase contrast, enhance color, increase visual comfort
- optimal visual performance - lighting that is glare free and Color Rendering Index close to 100”

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55
Q

Correlated Color Temperature (CCT)

A

”- measured by kelvin, refers to warmth or coolness.
- lower numbers indicate warmer colors
- incandescent and halogen - warmer colors
- higher numbers indicate whiter, bluer light
- flourescent - cooler colors (make objects more blue or green hued)
- LED - available across color spectrum
- rec. lights in range of 2700-3500K”

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56
Q

Color Rendering Index (CRI)

A

”- how accurate color appears under specific light
- rec. CRI of 80 for most people
- halogen - glare free light, can increase contrast”

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57
Q

Task lighting placement

A

”- Should be placed to reduce both glare and shadow
- client should not be able to see bulb directly when working on task
- positioned opposite writing hand “
- Should come from behind and not be near eyes

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58
Q

relative distance magnification

A

bring object closer to eye; ex. sitting closer to stage or whiteboard

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59
Q

relative size magnification

A

changing object size and keeping distance constant; ex large print

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60
Q

angular magnificaition

A

using lenses to change angle of light

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61
Q

electronic video magnifier

A

variable magnification, enhanced contrast, wider field for viewing ; do not require individual to hold material close to face for viewing

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62
Q

Magnification power

A

Expressed in terms of X; 2X is 2 times actual size; 3X is 3 times, etc.; affects working distance of the device

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63
Q

diopters

A

4 diopters = 1X power

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64
Q

Calculate diopter (dioptic power) of a lens (D)

A

100 cm (constant value) divided by focal distance (F) of lens in cm; D = 100cm/Fcm

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65
Q

calculate focal distance (F) of a lens

A

F = 100/D

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66
Q

Training for reading with low vision w/optical devices

A

Training should be systematic and progress measurable; should begin with higher magnification level and progress to reader’s actual magnification level; begin with single letter recognition and progress to multiple letters; letters or wpm should be documented; individuals with low vision must gain tolerance for reading w/magnification and may encounter eye strain, headache, nausea

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67
Q

documentation for reading training w/ optical devices

A

Should include device used, distance material wasa read, lighting conditions, eccentric viewing angle, reading duration

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68
Q

Low vision & employment: Framework for structuring services

A

environmental analysis of jobsite; ecological considerations (task analysis of job duties); functional low vision assessment; refer to CATIS if necessary; meet with employer; visual ergonomics assessment

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69
Q

Visual ergonomics in workplace for low vision

A

lighting (need quality illumination free from glare); reduce eye strain/fatigue; knees bent at 90 degress; monitor 16-30 inches from users eyes; top of monitor slightly below horizontal level; center of monitor 10-20 degrees below eyes.

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70
Q

Universal design principles

A

equitable; flexible; simple & intuitive; perceptible (maps, signage, signals, web page in accessible format); low physical effort; size and shape (any body type/mobility needs can comfortably utilize space)

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71
Q

Inverse square rule of light

A

The inverse square law states that every time you double your distance from the light to your subject, you lose 75 percent of the light. Losing 75 percent of your light from three feet to six feet is a very drastic change.

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72
Q

Teaching handwriting w adaptations- considerations

A

Seating; surface (contrast, ex matts or other large sheets of paper); lighting; use of low vision devices; workplace organization; instruction;

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73
Q

Assessment for braille

A

“is there a functional need for braille as a strategy for increased independence? Is the client emotionally ready and motivated? Is the client physically and cognitively able to learn braille?

  1. functional need for braille: determine level of usable vision; determine client’s current use of vision in daily tasks; determine long term goals of client
  2. determine if client is emotionally ready: does client have motivation? Current stage in vision loss processing?
  3. Determine if client is physically and cognitively able to learn braille: clients need to have good tactile sensitivity and ability to remember braille code; Assess tectile readiness and fine motor skills”
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74
Q

efficient braille reading & braille mechanics

A

“use two hands to track braille; index fingers sie by side; fingers slightly curled; no scrubbing
run fingers under warm water to increase sensitivity; begin lessons with tracking exercises; do not introduce new information until proper mechanics have been demonstrated”

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75
Q

pace of braille instruction

A

alternate between reading, writing, and other activities; fingers can only tolerate short periods of reading at the beginning; include writing, swing cell, contractions, or other activities in addition

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76
Q

Teaching word processing with speech output: instructional secquence

A

“1. keyboarding skills
- cursor movement by character, word, lilne, page
- basic editing commands - insert & delete by character, word, line
- basic system commands - save/open docs, print, etc
- advanced features - select blocks of text, copy/paste, underline/text attributes, spellchecl, search function, working b/w 2+ open docs
2. screen reader commands
- set speech parameters - voice, pitch, rate, volume, verbosity
- orientation to numpad
- basic speech commands - review by character, word, line, sentence, paragraph, entire doc
3. advanced system commands
- describe computer desktop elements/layout
- navigate and access to destop elements (icons, start menu, quick launch bar, system tray)
- file explorer to manage/organize files”

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77
Q

Screen reader features/teaching considerations

A

Speech parameter; JAWS cursor; “review” feature utilizing insert+numpad (ex. speak character, speak line, etc); spellcheck (alt+shift+L)

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78
Q

Keyboarding considerations when teaching zoom programs

A

Utilize built-in keyboard commands in screen reader AND zoom programs; always teach on a full-sized keyboard; determine if tactile markings or large print overlays are necessary; utilize mnemonic strategies iin teaching 6 key layout;

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79
Q

Assessment process for communications/information gathering instruction

A

“1. Where has the client been? - past experience
2. Where is the client now? - current performance
3. Where is the client going? - barriers and goals “

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80
Q

teaching considerations for recording devices

A

”- discuss uses for device
- teach device and components
- principles of recording/recording best practices
- organization - make sure files are titled/dated, unnecessary files are deleted etc.
- system for transferring recorded information to permanent place
- use to record training material “

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81
Q

Digital Book/reading programs

A

NLS BARD, Learning Ally, BookShare, LibriVox/Project Gutenburg, Audible, Kindle

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82
Q

areas of stovetop instruction

A

centering pot/pan on burner; setting appropriate temp; monitoring food in pot or pan; stirring/adding/turning foods while cooking; determining doneness of food; safe transfer to serving dishh

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83
Q

Centering pan on hot burner (not cold)

A

grasp handle with mitten hand to feel if it is sitting correctly; use wooden spoon; feel for center of heat and judge

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84
Q

Strategies for determinng temperature on stove

A

pre determined temp settings on burner control; tactile markings on stove surface/burner controls; clockface method; extend hand at chest height to determine center of heat

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85
Q

Turning Foods

A

wear long-arm gloves to prevent burns from splatters; place items in a pattern; need for ability to rotate wrist to flip item in pan; model with cold pan/foods; rotate wrist toward center of pan. Instructional sequence: use systematic search to locate food in pan; slide item to seif of pan to stabilize and slip spatula underneath; once food is in spatula (singe or double), slide spatula to 12 oclock position and flip toward body

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86
Q

Determining doneness

A

method for determining if something is done; soft sizzle sound; peak smell; touch with fork or finger to feel texture; adaptive. thermometer; visual check (not too close to pan); color of food

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87
Q

Oven instruction…

A

…for all learners, should begin with comprehensive orientation to parts when it is cold.

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88
Q

Functional Vision Assessment Components

A

History (medical, ocular, education/rehab history); interview; environmental assessment; ocular structure and reflexes; visual acuities (near, distance); visual fields (central, peripheral); ocular motility/visual skills (convergence, fixation, tracing, tracking, saccades, scanning), color screening

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89
Q

Hair care considerations

A

contrast (ex. towel behind head), lighting, magnification (lighted magnifying mirror), tactile landmarks, collaborate with hair stylist

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90
Q

Shaving

A

break face into sections; overlapping strokes; tactile check; use free finger as a guide

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91
Q

makeup

A

label makeup products; stabilize hand on cheek for eye makeup; utilize small sample size brushs; count number of strokes; use facial landmarks; use tray; use creams rather than liquids; wash hands between steps; wear apron or towel;

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92
Q

guidelines for VRT & insulin

A

work as part of teamwith physician, diabetes educator, nurse; set goal for accuracy within one unit; document cleint progress and performance levels; have client demonstrate consistency to friend, family, or medical professional

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93
Q

Insulin options for low vision

A

pre-filled syringes, insulin pump, insulin pen

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94
Q

ironing

A

“-placement of iron hot plate is away from body and cord is facing body and hanging over edge of board; trace along board until cord is located and trace cord to iron handle
-place iron on heat resistant pad
-attach cord holder to ironing board to stop cord from interfering with iron
-utilize contrast, lighting
-practice with cold iron”

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95
Q

eating considerations (simple to complex)

A

locating items in place setting; locating and identifying foos items on a plate; cutting meat and other food; spreading butter and condiemnts; using condiments; securing food onto eaing utensils; bringing food to mouth; keeping food on plate

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96
Q

location technique

A

position hands on edge of table with palms facing down; hands in c position; maintain constant contact with the table surface; move hands in a systematic pattern making note of locations of items

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97
Q

Most important part of managing a caseload

A

Documentation

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98
Q

Retinitis pigmentosa

A

“Destroys rods, causes retina to atrophy;
A progressive disorder that causes degeneration primarily of the light sensitive cells in the periphery of the retina.
Loss of peripheral vision, night blindness, tunnel vision, decreased acuity and depth perception, spotty vision because of retinal scarring, and photophobia.
Students may need to sit far away from target to increase visual field”

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99
Q

Macular degeneration

A

“Leading cause of legal blindness over age 60
Progressive or degenerat- ing damage to the central part of the retinal cones. Can be juvenile (occurring before the age of seven) or senile.
Affects central vision, photophobia, poor color vision, normal peripheral vision.
Eccentric viewing using peripheral vision, magnifi- cation to enlarge the image beyond the scotoma, diffused less intense light may permit the eyes to enlarge the pupil so more area can be viewed, telescopes for distance vision, reversed polarity on screens, adjustable lighting without glare.”

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100
Q

Diabetic retinopathy

A

“Neovascularization of the retina.
Both juvenile onset and maturity onset diabetes can cause changes in the blood vessels of the retina, causing hemorrhaging in the retina and vitreous, sensory loss in the feet and hands, and possible retinal detachment and blindness. Sensitivity to glare, double vision, fluctuating acuity, diminished color vision, defective visual fields, floating obstructions in the vitreous, retinal detach- ment. Hemorrhages recur, vision may fluctuate
Good lighting and contrast, magnification, closed circuit television.
Stress and pressure to perform can negatively affect stabilization of blood glucose.
“

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101
Q

MS & Vision Loss

A

Functional: Color distiction; fluctuating acuities; intermittent vision loss

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102
Q

Achromotopsia

A

Cone malformation, macular challenges; inability to see colors and detail; photofobia; need sunglasses, high contrast, adaptations for colors

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103
Q

Albanism

A

Total or partial lack of pigment causing abnormal optic nerve development, may or may not affect the skin color. Can be com- plete or partial albinism or ocular albinism. May be sensitive to exposure to the sun; decreased acuity; strabismus; nystagmus; photophobia

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104
Q

Amblyopia

A

“Lazy eye; Reduced visual function-
ing in one eye which
causes the student to use only one eye instead of both; need good contrast and glare reduction”
Most common vision impairment in children

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105
Q

Anophthalmia

A

Absence of the eye

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106
Q

Buphthalmos

A

Infantile Glaucoma; blindness occurs if left untreated

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107
Q

Cataract

A

Opacity or cloudiness of the lens which restricts the passage of light, Reduced visual acuity, blurred vision, poor color vision, photophobia, and sometimes nystagmus; surgical removal is recommended for mature cataracts
Most common cause of blindness worldwide

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108
Q

NFB (Nat. Fed. for the Blind)

A

Consumer organization; Provices braille and literacy resources; publishes Braille Monitor, future reflections, voice of the diabetic; support groups; legislative activism

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109
Q

American Foundation for the Blind (AFB)

A

Not a consumer organizaton; Publishes Journal of Blindness & Visual Impairment; Publishes resource directory of services for Blind and Visually Impaired; research; statistics

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110
Q

American Printing House for the Blind (APH)

A

Publishing house; shop with blindness/low vision products; textbooks; educational resources; research & development; Connect Center;

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111
Q

American Council of the Blind (ACB)

A

Advocacy organization; consumer organization; national chapters; information resource

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112
Q

Father Carroll & Adjusting to Vision Loss

A

Individual must “die” as a sighted person and self esteem be reorganized; acceptance of disability required before rehabilitation can begin
20 Losses with VI: Loss of ….physical integrity; confidence in remaining senses; reality contract with environment; visual background; light security; mobility; techniques of daily living; ease of written communication; spoken communication; informational progress; visual perception of pleasurable; visual perception of beautiful; recreation; career/vocational/job opportunity; financial security; personal independence; social adequacy; obscurity; self-esteem; personality organization

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113
Q

Assessment interview (Benjamin 1981):

A

4 sequential steps: prepartion, opening, body, closing

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114
Q

Assessment Interview: Preparation

A

Cornerstone of interview process; utilize motivational interviewing techniques (empathy, active listening, support self-efficacy); be aware of cultural and perceptual considerations

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115
Q

Assessment interiview: Opening

A

Establish initial contact, build rapport, formal process that demonstrates respect. usually takes place over the phone. State name and agency affiliation.

116
Q

Assessment Interview: Body

A

When assessment itself is carried out; can be standardized interview or general conversation; utilize motivational interviewing techniques (open ended questions, affirming, reflective listening, summarizing); assessment in primary service areas; introduction to simple tasks

117
Q

Assessment Interview: Closing

A

Final part of assessment interview; important to close interview in a timely manner; share/set expectations for next lesson and set up time for next appointment/provide contact information.

118
Q

Figure Ground discrimination

A

Ability to discern object from background

119
Q

Convergence/Divergence

A

Ability to maintain fixation on oncoming/retreating object. Ability to search for and locate items, such as words on a page

120
Q

Fixation

A

“The ability to establish and maintain one’s gaze on a visual target” Foundational skill for all ocularmotor behaviors

121
Q

Tracking

A

Ability to visually follow moving object

122
Q

Scanning

A

“Shifting gaze from one object to another in a visual search pattern ”

123
Q

Tracing

A

Ability to visually follow a stationary line (ex. sidewalk)

124
Q

Saccades

A

Shifting visual attention between two objects (ex. lecture notes and whiteboard)

125
Q

Focal distance

A

distance from bottom side of lens (lens farthest from face; objective lens) to object/page; Lower the power, further you hold away

126
Q

magnification: Lens characteristics

A

working distance decreasees as power of eyewear increases & focal distance becomes shorter; increase in x power means decrease in feild of view and reading speed

127
Q

Order of tech instruction

A

set voice/zoom/color/mouse etc.; basic commands; word processing; file management; internet browsing ??

128
Q

Cortical Vision Impairment

A

Damage to the visual cortext or posterior visual pathways; caused by anoxia at birth; neurological impairment; visual fluctuation; preference for color; light gazing behaviors; photophobia; can resolve over time; high contrast and dimplification of material can be beneficial

129
Q

Diabetic retinopathy

A

“Both juvenile onset and maturity onset diabetes can cause changes in the blood vessels of the retina, causing hemorrhaging in the retina and vitreous, sensory loss in the feet and hands, and possible retinal detachment and blindness. Sensitivity to glare, double vision, fluctuating acuity, diminished color vision, defective visual fields, floating obstructions in the vitreous, retinal detach- ment. Hemorrhages recur, vision may fluctuate
Good lighting and contrast, magnification, closed circuit television.
Stress and pressure to perform can negatively affect stabilization of blood glucose.
“

130
Q

Diplopia

A

“A defect in the muscles restricting the eyes’ ability to work together causing double vision.
Close work may result in loss of place, eye fatigue, blurring of print, poor concentration, and headaches. Frequent rest periods may be needed when doing close work. “

131
Q

Glaucoma

A

” increased pres- sure in the eye because of blockage in the normal flow of the fluid in the aqueous humor
fluctuating visual functioning, peripheral field loss, poor night vision, photophobia, difficulty
reading or seeing large objects at close range, decreased sensitivity to contrast, pain or head- aches, eye redness,
hazy comea, wide open pupil. Can lead to degeneration of the optic disc and blindness if untreated.
good contrast necessary; sunglasses/lighting that is glare free”

Hispanic Latino/African American populations at higher risk

132
Q

Hemianopia

A

“Blindness or impaired vision in one half of the visual field.
Reading speed issignificantly reduced and students have difficulty finding information on a page.”

133
Q

Keratoconus

A

“The cornea becomes cone shaped. found with retinitis pigmentosa, Down’s syndrome, Marfan’s syndrome, and aniridia. congenital and bilateral. onset in young adulthood. Corneal transplants often necessary.
Decreased distance vision, astigmatism, sensitivity to glare, distortion of entire visual field, possible corneal rupture, and can lead to blindness.”

134
Q

Leber’s Congenital Amourosis

A

“form of retinitis pigmentosa casuing degeneration of macula; congenital/genetic; progressive loss; loss of color vision/nystagmus/central/peripheral loss; diffused less intense [light may permit the eyes “to enlarge the pupil so
more area can be viewed, low glare lighting “

135
Q

Nystagmus

A

“Involuntary eye movements which can be horizontal, vertical, circular or mixed. Can be elicited when someone watches certain kind of moving objects.
Inability to maintain steady fixation, reduced visual acuity, fatigue, vertigo.
Shifting gaze or head tilting may help to find the null point which slows the
nystagmus.”

136
Q

Optic Atrophy

A

“Dysfunction of the optic nerve resulting in the inability to conduct electrical impulses to the brain causing loss of vision. Loss of pupillary reaction.
Fluctuating visual performance, blurred vision, color vision and night vision may be impaired, visual percep- tion may be impaired; may be photophobic.”

137
Q

Presbyopia

A

“Gradual hardening ofthe lens which increases with age.
Reduced abilityto accommodate.”

138
Q

Ptosis

A

“Drooping of the eyelid, may be unilateral or bilateral, constant or intermittent.
Reduced visual field may cause amblyopia.”

139
Q

Retinopathy of Prematurity

A

Dysfunction of lood vessel development leading to retinal damage; may occur along with developmental disabilities; can cause a variety of vision loss; Early intervention & and sensory stimulation are important.

140
Q

Strabismus

A

“The inability of both eyes to look directly at an object at the same time, a muscle imbalance, often secondary to other visual impairments; affects binocular vision;exotropia/esotropia/hypertropia/hypotropia
lose work may result in loss of place, eyestrain, blurring of print, poor concentration. Frequent rest periods may be needed when doing close work.”

141
Q

VRT Scope of Practice

A

“Compensatory skill areas such as:
* Use of residual vision for enhanced functioning
* Independent Living: Personal and home management and safety skills
* Adaptive communications
* Braille
* Access/Assistive technologies
* Recreation and Leisure
* Indoor orientation and basic mobility techniques and safety
* Jobsite accommodations
* Environmental modifications that will aid in the prevention of falls
Does NOT include use of white cane
“

142
Q

VRT Core Domain Body of Knowledge Areas

A

knowledge of blindness system; medical aspects of VI; professionalism and practice methods; personal management; home management; communication systems; braille & tactual systems; access/assistive technology; recreation & leisure; aging & vision loss; deaf-blindness; teaching/learning strategies;psychosocial aspects of vision loss; multiple disabilities; research; basic O&M; employment related skills

143
Q

VRT Code of Ethics

A

Commitment to Learner; commitment to community; commitment to profession; commitment to other professionals/colleagues; commitment to professional employment practices

144
Q

Contraindication

A

Condition that serves as a reason not to take/perform certain medical treatment due to harm it would cause patient.

145
Q

blocking & chaining

A

Forward chaining: teach first step in task analysis and support through following steps; once individual has mastered first steps, they complete them themselves and begin to learn other steps. Backward chaining: guide through entire process except final step; teach final step and work backward

146
Q

scaffolding

A

Present learning in chunks and provide support/structure for learning until skill has been mastered

147
Q

Kubler Ross Theory of Grief

A

Denial; Anger; Bargaining; Depression; Acceptance

148
Q

Stargardts

A

Stargardt - Behr disease
An autosomal recessive disease causing pigmentary
change in the macula resulting in a large scotoma in the central field of vision and nystagmus which usually occurs between the ages of six and twenty.
Most common eye disease in children

149
Q

Leading cause of global irreversible blindness

A

Glaucoma

150
Q

CVA in right brain may cause…

A

…hemispatial neglect on contralesional side

151
Q

VRT - O&M areas

A

Human guide; self-protective techniques; systematic search patterns; trailing; indoor direction taking; room familiarization/orientation to familiar indoor environments

152
Q

VRT Case management/administrative tasks

A

Assessing clients; planning services; making referrals; keeping records; managing time/materials

153
Q

Legal blindness

A

20/200 or less in better eye with best correction or visual feild 20 degrees or less in better eye

154
Q

Lowenfield - Stages of blindness throughout history

A

separation, ward status, self-emancipation, integration

155
Q

AER

A

International membership organization for professionals who work with people with VI

156
Q

Two psychosocial aspects of Vision Loss

A

Adjustment: process of adjusting to new vision loss
Predjudice: phenomena of discrimination against people with vision imairment and other disabilities

157
Q

Freud’s premise

A

Id: primitive part of psyche, drives us to seek basic biological needs
Ego: if basic needs not met, ego is threatened and reacts strongly to obtain them
Superego: part of psyche that makes moral/ethical decisions

158
Q

Maslow’s Hierarchy of needs

A

Biological/physiological (food, drink); Safety (shelter, laws); Social (love. belonging); esteem(self-respect, respect from others); Cognitive (to know, to understand); Aesthetic (beauty, art); self-actualization (reach one’s potential, to be good); trancendant (beyond self, care for others, nature)

159
Q

Clark - Psychological Defense Mechanisms

A

subconscious protective reaction to unaccepted reality. Ex. denial, withdrawal, regression, intellectualization, repression, projection, rationalization, substitution, compensation

160
Q

Sources of predjudice

A

Salience (individual becomes his disability); inferred emotional consequence of disability (pitying of those w. disability); fear of acquiring disability; handicapism (different treatment due to disability); spread (overgeneralization of effects of diability); economic cost (predjudice based on belief that those w. disabilities are financial burden on society)

161
Q

Lesson Planning

A

Lesson plans result from assessment of learner’s needs within instructional area AND are specific outliens of the individual lessons to be provided

162
Q

Lesson Plan components

A

Objectives; materials; assessment; procedure; memoranda/notes; evaluation; assignment

163
Q

learning theory: behaviorism (Watson)

A

Knowledge: behavioral responses to environmental stimuli; Learning: passive absorption of knowledge though repitition and positive reinforcement; motivation is extrinsic;behavioral responses transmitted by instructor, absobed by students

164
Q

Learning Theory: Cognitive Constructivist

A

Knowledge: Comes from cognitive structures created by learners based on pre-existing cognitive structions; Learning: Learner actively acquires new information and adds to existing cognitive structures; motivation is intrinsic

165
Q

Learning Theory: Social Constructivist

A

Knowledge: Constructed within social contexts thru interactions with knowledge community; Learning: Comes from collaborative assimilation and new information; Motivation is intrisic and extrinsic; group work/learning facilitated by instructor

166
Q

Problem-based learning/structured discovery (Barrows)

A

Learner presented with open-ended problem to be solved; guided with resources to solve problem.

167
Q

Transformative Learning (Mezirow)

A

Actively engaged learners can transform previous ideas/misconceptions about a concept to redefine what they think about it; 3 components of “perspective transformation” - psychological (personal changes), convictional (idea/belief changes) behavioral (lifestyle changes).

168
Q

DR FIRM instructional method

A

Demonstration; Rehearse content/skill; Feedback/correction; Independent Practice; Review; Motivate to preserve skill/continued practice

169
Q

Low Vision Adaptations: Photophobia

A

control glare by adjusting agnle of light source/using glare free surface; control reflected light with UV shirld or tint; hat, visor, sunglasses; indoor shades or curtains; dimmer switches; use of smart bulbs; LED light may not be benenficial (too white)

170
Q

Basic needs for writing (Why handwriting is important)

A

Signature; FIlling a form; taking notes/messages; making lists; personal messages

171
Q

Efficient braille reading skills`

A

4-8 fingers on line; index fingers side by side; fingres slightly curled; no scrubbing; split hand technique; don’t rest hands/forearms on page

172
Q

Braille lessons

A

Each lesson builds on previous lesson; routine throughout lesson; emphasize good braille habits (posture, etc)don’t begin new material until student has demonstrated skills from previous lesson; variation between reading, exercises, writing, etc…

173
Q

Wordsign

A

Contraction that represents an entire word; may only be used as such if standing alone

174
Q

Groupsign

A

Contraction that represents two or more letters that are part of a word

175
Q

Standing alone rule

A

A word or letters sequence considered standing alone if it is preceded and followed by a space, a hyphen or a dash; some specific symbols/indicators can be adjacent to standing alone sequence including quotes, capital indicator, parentheses, etc.

176
Q

Alphabetic wordsign

A

word represented by single letter of the alphabet

177
Q

Strong contration

A

and, for, of, the, with

178
Q

Strong wordsigns & Strong groupsigns

A

Wordsigns: child, shall, this, which, out, still (when standing alone)
Groupsigns: ch, sh, th, wh, ou, st (when part of a word)
Strong groupsigns con’t: ar, ed, er, gh, ow, ing (standing alone or part of a word)

179
Q

Lower wordsigns & lower groupsigns

A

wordsigns: in, enough, be, his, was, were
lower wordsigns cannot be used in contact with lower punctuation
groupsigns: in, en, be, con, dis
wordsigns in, enough and be same as groupsigns in, en, be
be, con, dis are leader contractions (only used at beginning of word)

180
Q

Lower groupsigns

A

Sandwitch contractions: bb,cc,ff,gg,ea
Only used when they occur between letters in a word

181
Q

Lower sign rule

A

Any number of lower groupsigns can follow one another w/out a space provided that one of them is in contact with character with dot 1 or 4 (“chaperone” rule)

182
Q

Initial letter contractions

A

Formed by letter preceded by dot 5, dots 45 or dots 456
Used as both wordsigns and groupsigns

Only use the initial-letter contractions for “upon”, “these”, “those”, “whose” or “there” as groupsigns when its meaning as a whole word is retained.

183
Q

Final letter contractions

A

-ound, -ance, -sion, -less, -ount, -ence, -ong, -ful, -tion, -ness, -ment, -ity
Groupsigns only

184
Q

Shortforms

A

75 shortforms used in braille
abbreviations of braille letters/contractions that have a full-word meaning ex. ab - about, m(st) - must

185
Q

Which visual impairment would you commonly find diagnosed in your clients over the age of 50?
A.
Usher’s syndrome
B.
cortical visual impairment
C.
macular degeneration
D.
retinopathy of prematurity

A

C

186
Q

You are working with a 54 year old, newly referred male client who is reporting a significant decrease in visual acuity. As an African-American, statistically based on the his ethnic background, which visual impairments best represent conditions the he may be experiencing?
A.
macular degeneration and cataracts
B.
cataracts and glaucoma
C.
glaucoma and retinitis pigmentosa
D.
diabetic retinopathy and macular degeneration

A

B

187
Q

Which part of the eye located in the macula provides the clearest vision?
A.
cones
B.
fovea
C.
lens
D.
cornea

A

B

188
Q

Which statement best describes keratoconus?
A.
disruption along the neuro-pathways in the visual cortex
B.
broken blood vessels located near the conjunctiva
C.
the cornea thinning and bulging into a cone-like shape
D.
blood leakage and abnormal new retinal vessels

A

C

189
Q

Which of the following best describes a functional implication of bilateral cataracts?
A.
central vision loss
B.
peripheral vision loss
C.
no light perception
D.
reduced visual acuity

A

D

190
Q

What eye condition would be addressed by remediation of the trabecular meshwork?
A.
macular degeneration
B.
glaucoma
C.
cataracts
D.
retinitis pigmentosa

A

B

191
Q

Which THREE of the following are possible contraindications to the removal of congenital cataracts?
Choose 3 answers
A.
retinal detachment
B.
glaucoma
C.
rod-cone distrophy
D.
presbyopia

A

ABC

192
Q

A 75 year old client had a stroke. Which two of the following ocular implications might occur as a result of this condition?
Choose 2 answers
A.
cataracts
B.
diplopia
C.
hemianopsia
D.
aniridia

A

BC

193
Q

A 40 year old woman with macular degeneration and severe photophobia, has difficulty locating personal items on the countertops of her bathroom which is predominately white in color. Which THREE strategies would most likely assist her to locate the items?
Choose 3 answers
A.
utilize window coverings
B.
utilize items of contrasting color
C.
utilize a tactual labeling system
D.
utilize a dimmer switch

A

ABD

194
Q

When conducting a functional vision assessment, which three elements would you include as part of your report?
Choose 3 answers
A.
light dark adaptation assessment
B.
early warning assessment
C.
near visual acuity assessment
D.
visual field assessment

A

ACD

195
Q

Following a functional visual assessment, a client was prescribed a 12x hand held magnifier to read the newspaper but reports having difficulty with maintaining the appropriate focal distance. Which TWO interventions would best support the client’s goal of reading the newspaper?
Choose 2 answers
A.
introduce the use of video magnification
B.
introduce the use of a full page magnifier
C.
introduce a 12x optical stand magnifier
D.
introduce the use of a 12 inch bar magnifier

A

AC

196
Q

A 62 year old woman with advanced macular degeneration is learning how to read using a video magnifier, but complains that words continue to disappear while reading. Which THREE strategies would enable her to read more efficiently?
Choose 3 answers
A.
keeping the eyes steady while moving the text across the screen
B.
identifying the best visual field in which to view visual targets
C.
keeping the eyes steady and increasing the magnification
D.
changing contrast settings to enhance the image and reduce glare

A

ABD

197
Q

A client with a visual impairment who is home-bound is prescribed a 6x hand held monocular telescope for bird watching. She reports having difficulty identifying the birds on the feeder outside her window due to poor figure ground discrimination. Which strategy would the CVRT use to instruct the client to locate the bird feeder?
A.
tracing the trunk of the tree and limbs
B.
painting the feeder a contrasting color
C.
using sun lenses to eliminate glare
D.
tracking the birds flying into the feeder

A

B

198
Q

A 24 year old man has cortical visual impairment due to a blast injury. Which THREE strategies are MOST likely to positively impact the performance of visual activities?
Choose 3 answers
A.
schedule training in the morning before his eyes become tired
B.
space visual information to be viewed in manageable units
C.
provide structure and sameness in each presentation of tasks
D.
maximize the use of indirect lighting for visual tasks

A

BCD

199
Q

A 36 year old man with nystagmus is learning to maximize his functional vision for print reading. Which TWO techniques would be MOST likely to help him read?
Choose 2 answers
A.
identifying the client’s null point
B.
using magnification for near viewing
C.
using text to speech software
D.
using refreshible braille display

A

AB

200
Q

A client with low vision reports not having adequate lighting in the room where she does her sewing. How can the CVRT incorporate the inverse square rule of lighting to enhance her vision when working on sewing projects in this room?
A.
increase the distance between the light source and task
B.
increase the wattage of all bulbs in the room
C.
reduce the distance between the light source and the task
D.
reduce the number of light sources in the room

A

C

201
Q

A 63 year old female client with advanced diabetic retinopathy complained that she kept losing the image and things “would go dark” when using her prescribed 4x monocular. Which strategy would MOST likely help her use her monocular more effectively?
A.
begin training with a 6x monocular to make objects appear larger on the retina
B.
begin training by locating objects at eye level and then generalize to different locations in the visual field
C.
begin training without the device and introduce the device after visual efficiency is demonstrated
D.
begin training with high-contrast targets progressing to targets of various contrast levels

A

C

202
Q

A 52 year old man with albinism received a clinical low vision exam. It was determined that he was severely photophobic, In what THREE ways might this information be addressed in the client’s work place?
Choose 3 answers
A.
adjusting window coverings
B.
installing desktop task lighting
C.
raising or lowering his chair
D.
changing computer displays

A

ABD

203
Q

A 65 year old woman with retinoblastoma recently acquired a second prosthetic eye. Which THREE organizations offer services that could help her continue to access print through audio, braille and/or electronic text?
Choose 3 answers
A.
a national library service
B.
American Printing House for the Blind
C.
National Federation of the Blind
D.
American Foundation for the Blind

A

ABC

204
Q

You have just been hired to provide vision rehabilitation services for a private, nonprofit agency in a center based setting. Identify TWO practices that may be included n the CVRT’s case management responsibilities.
Choose 2 answers
A.
recruiting and training volunteers
B.
identifying and writing grants
C.
managing the teaching environment
D.
interviewing prospective employees

A

AC

205
Q

You are a new CVRT who has been given a caseload of 60 clients. Which THREE strategies would assist you in effectively managing time when providing service delivery?
Choose 3 answers
A.
prioritize time among client needs
B.
schedule clients according to geographic proximity
C.
plan a route and estimate travel times
D.
schedule fewer clients on a given day

A

ABC

206
Q

Two CVRTs are discussing a client’s progress while standing in the hallway of the agency. This is a violation of standards of conduct. In which TWO documents can these standards be found?
Choose 2 answers
A.
CVRT Handbook
B.
CVRT Body of Knowledge
C.
CVRT Code of Ethics
D.
CVRT Clinical Competencies

A

AC

207
Q

A client enjoyed baking prior to losing vision. Instruction is given in adaptations for using the oven so the client can continue to bake cookies. One of the initial objectives is to set the oven at 350 degrees. What is an appropriate, measurable outcome for this skill?
A.
setting the temperature accurately 9 out of 10 times
B.
setting the temperature without getting burned most of the time
C.
setting the temperature without assistance most of the time
D.
setting the temperature after setting the timer for baking time

A

A

208
Q

A client recently experienced a decrease in vision due to retinitis pigmentosa and is most concerned that he cannot maintain a close and even shave. Which adaptation is MOST appropriate?
A.
lowering the temperature of the water used when shaving for increased sensitivity
B.
repeating coverage at a 90 degree angle from the first set of strokes
C.
using a lighted magnifying mirror while shaving for greater illumination
D.
using a shaving gel instead of shaving cream for a closer shave

A

B

209
Q

An 18 year old college freshman is away from home living in the dorm. After the first few weeks he begins to skip meals. You determine that he is unsure of his eating skills in public. What is the MOST appropriate sequence for teaching these skills?
A.
locating food on the plate, using condiments, spreading butter
B.
locating the table, putting the fork on the left, using condiments
C.
cutting meat and other foods, pouring water, using condiments
D.
using condiments, getting the food on the fork, folding the napkin

A

A

210
Q

When designing an instructional plan for the use of laundry products, which THREE measuring techniques are safest?
Choose 3 answers
A.
use pre-measured product
B.
use graduated measuring cups
C.
use fingers to measure product
D.
use measuring cup in package

A

ABD

211
Q

An older client who lives alone and has some visual impairment wishes to manage his medicine independently. The client takes several medicines each day. According to Duffy, which is the best technique to allow him to complete this task?
A.
using colored labels to indicate when the medicine is taken
B.
using a pill box with compartments for each day and time
C.
using the shapes and size of the pill to identify it
D.
using rubber bands to mark the night time medication bottles

A

B

212
Q

Your female client was diagnosed with Type 1 diabetes and has been insulin dependent for more than 10 years. Until a recent vision loss, she was able to manager the disease independently. Now she has trouble seeing if she has applied an adequate blood sample to the test strip when monitoring her glucose level. Which TWO techniques would be MOST appropriate to help ensure she has properly placed enough blood on the test strip?
Choose 2 answers
A.
milking the finger to obtain the blood sample
B.
keeping the hand above the heart to improve circulation
C.
running her hand under warm water before testing
D.
pricking her finger far from the meter to avoid bumping it

A

AC

213
Q

A 72 year old woman with vision loss due to rod-cone dystrophy is having trouble safely accessing her oven. Which TWO are the most appropriate teaching strategies for this client?
Choose 2 answers
A.
turning off the oven before opening
B.
using white glass baking dishes
C.
standing beside the oven when opening
D.
setting a time for the baking time

A

AC

214
Q

You are working with a 78 year old woman with macular degeneration who does not feel safe preparing meals, cooking and working with electrical appliances. Changing which THREE items would best help make these and other kitchen activities safer?
Choose 3 answers
A.
lighting
B.
color
C.
texture
D.
contrast

A

ABD

215
Q

A client with vision loss due to glaucoma is having difficulty safely cutting food when preparing meals for her family. Which instructional sequence would be MOST appropriate for teaching this client cutting skills?
A.
positioning of the knife, motion of the knife, storage of the knife
B.
positioning of the hands, motion of the knife, cleaning of the knife
C.
positioning of the hands, positioning of the knife, motion of the knife
D.
positioning of the knife, positioning of the hands, motion of the knife

A

C

216
Q

A 16 year old client with low vision wishes to manage his money independently. Which THREE techniques are appropriate options for performing this skill?
Choose 3 answers
A.
identifying coins by size and texture
B.
folding paper money for later use
C.
identifying paper money by texture
D.
using an electronic money identifier

A

ABD

217
Q

A client with low vision is interested in replacing damaged outlet covers in his home. Which THREE types of adaptations are appropriate when teaching this home maintenance skill?
Choose 3 answers
A.
labeling fastener storage containers
B.
measuring outlet openings
C.
wearing a carpenter’s apron
D.
using contrasting tape on the tool handles

A

ACD

218
Q

A client with advanced glaucoma is finding it difficult to clean her home. Which THREE are the most appropriate techniques to assist her?
Choose 3 answers
A.
using a systematic pattern when cleaning
B.
practicing preventative cleaning
C.
cleaning every two weeks
D.
labelling cleaning supplies

A

ABD

219
Q

The CVRT has been assigned to complete a reading media assessment with a new client. Which TWO areas are included in the reading media assessment?
Choose 2 answers
A.
retention of information
B.
visually scanning documents
C.
resources for reading materials
D.
visual-motor coordination

A

BD

220
Q

A 35 year old client has identified reading braille books and magazines as a rehabilitation goal. What TWO tasks would be included in the the instruction program?
Choose 2 answers
A.
describing the proper sitting position to use when reading braille
B.
encouraging the client to rub over the dots several times to confirm the letter
C.
having the client describe the dot positions in the braille cell
D.
reinforcing the client work at least 30 minutes before taking a break

A

AC

221
Q

A 60 year old client who immigrated to the US and worked as a brick layer for several years has experienced difficulty accurately identifying words when reading braille. What THREE barriers might be the issue for the client?
Choose 3 answers
A.
lack of focus and concentration
B.
poor classroom illumination
C.
English is not client’s first language
D.
loss of tactual perception

A

ACD

222
Q

A 70 year old client has been prescribed a handheld magnifier for spot reading/viewing. Which TWO practice methods would be included in the CVRT’s instructional plan?
Choose 2 answers
A.
teaching the client to read the oven dials
B.
teaching the client to read a nutritional label
C.
teaching the client to hammer a nail into wood
D.
teaching the client to set a digital thermostat

A

BD

223
Q

The CVRT has been assigned to work with a 17 year old client who is congenitally blind and has no handwriting skills. Which is the most appropriate instructional sequence for signature writing?
A.
present the client with a writing guide, instruct the client to write the signature, teach the client the formations of letters that were incorrect
B.
familiarize the client with letters in the client’s name, instruct the client in how to connect letters to one another, work with the client to decrease the letter size if necessary
C.
have the client select a marker that feels appropriate for writing, provide the client with a rigid page guide for writing the signature, ask the client to write the signature
D.
have the client practice making loops and circles on bold line paper, instruct the client in how to connect the loops and circles, ask the client to write the signature

A

B

224
Q

A 32 year old architect who has no functional vision is interested in learning to use raised-line boards to represent linear graphics. Which TWO rules should be followed to optimally utilize the system?
Choose 2 answers
A.
use his company’s rubber stamps to imprint the design
B.
draw the figure in only two planes to avoid confusion
C.
select only commercially available clear plastic sheets
D.
utilize a writing instrument with a wider head

A

BD

225
Q

A 50 year old client who has lost all functional vision due to diabetic retinopathy is being instructed on the use of an adaptive recording device for recording and retrieving information. Which is an appropriate training sequence?
A.
orientation to parts, description of the uses, recording functions, playback functions
B.
description of uses, playback functions, orientation to parts, recording functions
C.
orientation to parts, recording functions, playback functions, description of uses
D.
description of uses, orientation to parts, playback function, recording function

A

D

226
Q

An 82 year old client with severe cataracts expresses difficulty dialing her phone with her diminished visual acuity. Which THREE strategies would the CVRT introduce to help this client maintain telephone contact with family and friends?
Choose 3 answers
A.
teach the client to use the “home row” method for dialing
B.
help the client obtain a remote emergency alert system
C.
provide information to about how to use directory assistance
D.
show the client how to use memory buttons and speed dials

A

ACD

227
Q

A client with retinitis pigmentosa wants to download audio books from website resources. Which THREE types of assistive technology could this client use?
Choose 3 answers
A.
a digital audio player/voice recorder
B.
a commercially produced MP 3 player
C.
a commercially produced thumb drive
D.
a mainstream preloaded audio book

A

ABC

228
Q

A 45 year old high school teacher with an acuity level of light perception would like to learn the abacus in order to calculate quiz scores for his students. Which sequential instructional program should be followed?
A.
explaining bead values, indirect addition, indirect addition using subtraction, developing proficiency in reading three-digit numbers
B.
developing proficiency in reading two-digit numbers, explaining column values, indirect addition over 4, direct addition
C.
explaining bead values, setting two and three digit-numbers, direct addition, indirect addition over 4
D.
explaining left-to-right addition of multiple-digit numbers, explaining pinching reading action, direct addition, indirect addition using 5

A

C

229
Q

A client who owns a curtain shop is interested in purchasing adapted measuring devices. Which resource could provide her with such a device?
A.
AER - Associate for the Education and Rehabilitation of the Blind and Visually Impaired
B.
AAWB - American Association of Workers for the Blind
C.
NFB - National Federation of the Blind
D.
AFB - American Foundation for the Blind

A

C

230
Q

Which dot combination represents the letter “ f “?
A.
dots 1,4,5
B.
dots 1,2,4
C.
dots 1,2,5
D.
dots 1,4,6

A

B

231
Q

If the first cell in a symbols sequence is dot 6 what type of indicator is this?
A.
boldface
B.
grade 1 mode
C.
italics
D.
capitalization

A

D

232
Q

In UEB which contraction would be used in the word “sweetheart”?
A.
ar
B.
the
C.
th
D.
ea

A

A

233
Q

Which contractions would be used when writing the phrase “helpful suggestion” in UEB?
A.
ful, gg, st
B.
gg, tion
C.
ful, gg, tion
D.
gg, st

A

C

234
Q

When writing the word “dishonest” in UEB what contractions would be used?
A.
dis, one, st
B.
sh, st
C.
dis, st
D.
sh, one, st

A

A

235
Q

What contractions are used when writing the phrase “in-store coupon” in UEB?
A.
in, st, upon
B.
st, ou
C.
st, upon
D.
in, st, on

A

B

236
Q

A client was learning to write braille with a slate and stylus. Which THREE skills will BEST assess the client’s tactile perception skills?
Choose 3 answers
A.
having the client find the grooves within the cell
B.
having the client write braille from right to left
C.
having the client move the stylus from cell to cell
D.
having the client align the paper when inserting it

A

ACD

237
Q

You have a client with neuropathy who is interested in learning braille. What THREE modifications would BEST assess the tactile perception skills of this learner?
Choose 3 answers
A.
using ping pong balls in an egg carton to represent braille symbols
B.
determining the length of cut straws to identify line length
C.
matching buttons of different sizes to tell same from different
D.
identifying single cell versus two-cell configuration

A

BCD

238
Q

Your client, who has albinism, asks you to assess her computer’s display settings to determine the best accessibility features to help her view the screen more comfortably for longer periods of time. In considering her computer display, what four variables are key to address?
A.
contrast, brand, computer output, size
B.
size, contrast, glare and lighting
C.
computer output, glare, location, fonts
D.
brand, location, fonts, contrast

A

B

239
Q

When adapting a computer in a work environment, what four variables are key to address?
A.
contrast, brand, computer output, size
B.
computer output, glare, location, fonts
C.
brand, location, fonts, contrast
D.
size, contrast, glare, lighting

A

D

240
Q

Your client with 20/100 visual acuity, due to a medical incident, experienced a sharp decline in visual acuity. The screen magnification software he previously used no longer allows him to complete his required job functions. Given his current skills, which intervention would MOST effectively help him complete his work?
A.
utilize a refreshable braille interface
B.
utilize an ASL video conferencing system
C.
utilize a screen reading software program
D.
utilize a tactile graphics printer and software

A

C

241
Q

A CVRT is asked to perform a worksite assessment for a client who works in an industrial setting glazing windows. Which TWO sources of data would be utilized when conducting the assessment?
Choose 2 answers
A.
direct observation
B.
peer interviews
C.
personality profile
D.
client interview

A

AD

242
Q

A client with progressive diabetic retinopathy has recently begun to misplace items at her work and trip over furniture. The CVRT performs a worksite assessment to identify possible environmental modifications. According to Duffy, which THREE key factors should be considered before making changes?
Choose 3 answers
A.
the immediate individual surroundings
B.
the time of day that activities are performed
C.
the individual everyday activities
D.
where the client performs these everyday activities

A

ACD

243
Q

The client entering the center was recently in an accident causing vision loss and loss of an arm. He wants to be able to access the computer screen and type proficiently in order to secure employment. Which THREE reflect the role of the CATIS
Choose 3 answers
A.
introducing the client to options related to laptops
B.
placing a referral for further service from an AT specialist
C.
introducing Five Finger Typist and writing lesson plans
D.
ensuring the client is already a proficient touch typist

A

ACD

244
Q

A company put a new bathroom into an existing building. The individual with low vision accesses the bathroom by signage which is well-lit and clear along with high contrast and pictorial/braille gender identity. Which principle of Universal Design is being addressed?
A.
Equitable Use
B.
Tolerance of Error
C.
Low Physical Effort
D.
Perceptible Information

A

D

245
Q

An office building has sliding glass doors allowing for entrance and exit from the building for people coming for appointments. Which TWO principles of Universal Design are being addressed?
Choose 2 answers
A.
Tolerance of Error
B.
Equitable Use
C.
Size and Space
D.
Low Physical Effort

A

BD

246
Q

A new digital recorder for note taking has buttons shaped to identify play, pause, fast forward and rewind. Which TWO principles of Universal Design are being addressed?
Choose 2 answers
A.
Tolerance of Error
B.
Size and Space
C.
Simple and Intuitive Use
D.
Perceptible Information

A

CD

247
Q

A client with severe vision loss is interested in playing board games with his grandchildren, which THREE would the CVRT use when instructing the client in how to adapt a game?
Choose 3 answers
A.
adapt all pieces and parts of the game for accessibility
B.
identify appropriate labelling materials for the board and pieces
C.
substitute pieces with more identifiable objects
D.
adapt the game according to any additional impairments

A

BCD

248
Q

A client who has experienced a significant vision loss wants to continue to participate in her local card playing club using braille cards. Which instructional sequence would be used to teach the client to read the card?
A.
identify numeric cards then face cards
B.
identify value then suit
C.
identify suit then value
D.
identify face cards then numeric cards

A

B

249
Q

A client who lost his vision to an injury would like to snow ski again. Which THREE resources would BEST assist the client to ski again?
Choose 3 answers
A.
a national association of blind athletes
B.
a local ski club
C.
Ski for Light
D.
a Para-Olympic training facility

A

ACD

250
Q

A client recently learned about a local goalball team that meets weekly to play. He is interested in playing with the group. According to Ponchillia and Poncillia, which strategies would the CVRT use when assisting the client to successfully integrate into this activity?
A.
assess the client’s ability and demonstrate modified equipment
B.
provide resources and instruction for specific skills
C.
demonstrate modified equipment and teach game rules
D.
provide resources and provide adaptive transportation

A

B

251
Q

A 78 year old client has been referred to a CVRT. Based on the client’s age what sensory losses is the client MOST likely experiencing?
A.
muscle/joint memory
B.
hearing acuity
C.
linguistic intelligence
D.
hypertension

A

B

252
Q

Which THREE factors will affect a visually impaired client’s adjustment to a new living environment in a senior living facility and enable the client to maintain an independent lifestyle and high quality of life?
Choose 3 answers
A.
experience successfully handling life crisis in the past
B.
involvement in social and community affairs prior to vision loss
C.
sufficient financial resources to pay for needed services
D.
participation in a vision rehabilitation program for ADL training

A

ABD

253
Q

A client’s son, who has been her primary caregiver, has moved out of state for his work. Which TWO issues would support the CVRT making a referral for in-home care services for the client?
Choose 2 answers
A.
need for a medically sound exercise program
B.
opportunities for interaction with others
C.
assistance with basic housekeeping chores
D.
delivering or preparing nutritional meals

A

CD

254
Q

When providing training to an 83 year old client on adaptive telephone skills, the client reports hearing distortions on the phone. The client also reports issues with background noise and hearing clearly when the caller speaks too fast. To which of the following TWO professionals would a referral be made?
Choose 2 answers
A.
neurologist
B.
speech language pathologist
C.
occupational therapist
D.
audiologist

A

BD

255
Q

When providing training to a 76 year old client with Diabetic Retinopathy on medication management tasks related to managing his diabetes, the client reports experiencing short-term memory loss and difficulty recalling the instructions for measuring his insulin. To which TWO of the following professionals would the CVRT make a referral to address the client’s concerns?
Choose 2 answers
A.
social worker
B.
occupational therapist
C.
rehabilitation counselor
D.
primary care physician

A

BD

256
Q

You are working with a client who has had a progressive visual impairment for most of her life. she is now beginning to experience severe hearing loss and is concerned that she will not be able to communicate effectively. What THREE alternative communication systems would you explore to meet her need?
Choose 3 answers
A.
speaking in a slow, clear tone
B.
print on palm communication method
C.
tactual American Sign Language
D.
electronic communication devices

A

BCD

257
Q

A client who is profoundly deaf and totally blind has a goal of living independently. Which TWO of the following adaptations will assist the client in reaching this goal?
Choose 2 answers
A.
alerting devices that flash
B.
tactile markings on appliances
C.
phone with braille display
D.
digital talking alarm clock

A

BC

258
Q

A client states “I can learn to use the computer again”. She demonstrates an internal locus of control and believes she can change her life through her own actions. Which learning theory BEST applies to her approach to learning to use a computer again?
A.
transformative learning theory
B.
problem-centered learning theory
C.
cognitive learning theory
D.
social learning theory

A

C

259
Q

A client is not motivated to complete daily living tasks assigned as homework between training sessions. The CVRT decides to offer incentives when homework tasks are completed. Which learning theory is being applied?
A.
social learning
B.
humanism
C.
cognitivism
D.
behaviorism

A

D

260
Q

When meeting with the CVRT, a client new to vision services shares information on his educational background and work history. He then undergoes a low vision assessment and a comprehensive vision rehabilitation assessment to identify his current skills, along with any goals. To develop an effective teaching plan which TWO documents should be used?
Choose 2 answers
A.
CVRT assessment
B.
application for services
C.
visual assessment
D.
letter of recommendation

A

AC

261
Q

During the assessment a client reports wanting to read braille on elevators due to difficulty seeing the elevator buttons in her apartment building. She demonstrated tactual discrimination skills by accurately identifying symbols across five lines as either the same or as different from the first symbol on each line. Which would be the MOST appropriate instructional objective to help her meet her goal?
A.
to read braille number and letters commonly used on elevator controls
B.
to identify all initial-letter braille contractions with 100% accuracy
C.
to identify ten braille numbers with 100% accuracy
D.
to identify differences in texture of the braille symbol and corresponding button

A

C

262
Q

A 45 year old client had an initial goal for assistive technology to learn to use email to communicate with friends. Following three weeks of training at the vision rehabilitation center, he has decided to apply to an online university program to complete his bachelor’s degree. Which TWO goals would now be added to his service plan to BEST prepare him to meet his new educational goal?
Choose 1 answers
A.
organizing digital files and folders
B.
completing a programming class
C.
learning to repair his computer
D.
identifying online resources for study

A

A,D

263
Q

A client who lives by herself is currently receiving training for adaptive food preparation skills at a local vision rehabilitation center. The rehabilitation center uses an electric range for instruction. The client has a gas range at her home. What THREE strategies can be incorporated into her training to ensure transfer of safe and appropriate skills when she returns home?
Choose 3 answers
A.
provide family members with skill training so that they can reinforce utilization of safety skills
B.
stipulate that the client use the microwave instead of the stove top when cooking
C.
network with a community agency that has a gas range so the instruction can be provided
D.
familiarize the client with the differences and similarities of gas and electric cooking

A

ACD

264
Q

An 18 year old client who is congenitally blind has limited food preparation and personal management skills. She receives instruction at a residential vision rehabilitation center to acquire adaptive cooking and other independent living skills to prepare her for living in an apartment with a friend. Which THREE strategies can the CVRT use to help her transfer the skills she has learned at the center to her new living environment?
Choose 3 answers
A.
offering instruction on a variety of appliances
B.
providing training in a simulated apartment within the center
C.
providing opportunities for repetition of newly learned skills
D.
offering training in the client’s actual living environment

A

ABC

265
Q

The initial lesson plans for using a talking calculator begins with tactual exploration and identification of parts. The next lesson requires the client to input numerical digits. Which teaching strategies are used?
A.
scaffolding and chaining
B.
behavioral and splinter
C.
skill mastery and fading
D.
prompting and development

A

A

266
Q

After initially rejecting learning braille, a client is now interested in learning braille to be able to label spices in her kitchen. She is likely in the coping and mobilization phase identified in whose adjustment process theory?
A.
Kubler-Ross
B.
Maslow
C.
Tuttle
D.
Livneh

A

C

267
Q

Your client previously consulted with four low vision specialists and frequently asks for referrals to other eye care professionals because she is convinced that there must be a treatment that the other doctors are not sharing with her which can restore her vision. Which BEST describes where she is in the adjustment process?
A.
Piaget’s succumbing and depression phase
B.
Father Carroll’s trauma and loss phase
C.
Tuttle’s shock and denial phase
D.
Livneh’s retaliation and reintegration phase

A

C

268
Q

A client has stopped going out to dinner with her family because she has difficulty identifying food in a buffet line and doesn’t want to ask for help. Which BEST describes the adjustment stage she is in?
A.
Kubler-Ross’s anger stage
B.
Skinner’s social learning stage
C.
Warren’s unconscious incompetence stage
D.
Tuttle’s mourning and withdrawal stage

A

D

269
Q

A family is encouraging their grandmother to talk to you about vision services. Each time the topic is broached, she tells her family that there is nothing wrong and she will soon be better. Which BEST describes the stage of adjustment she is MOST likely experiencing?
A.
Maslow’s self-actualization stage
B.
Kubler-Ross’s acceptance stage
C.
Livneh’s defense mobilization stage
D.
Tuttle’s reassessment and reaffirmation stage

A

C

270
Q

The following table outlines the findings of a research project which explored factors that resulted in positive or negative vocational rehabilitation outcomes.

Results
Table 2 presents the significant main effects and interaction terms in the logistic regression along with the estimated coefficients, standard errors, degrees of freedom, Wald χ 2 statistics, odds ratios (OR), and associated 95% confidence intervals. If a significant independent variable (p < .05) had a positive estimate and OR > 1, the variable had a significant positive association with losing employment. If a significant variable had a negative estimate and OR < 1, the variable had a significant negative association with losing employment (in other words, a significant positive association with retaining employment).
Being female, presence of a secondary disability, and previously being closed by vocational rehabilitation without an employment outcome were associated with losing employment. Having a bachelor’s degree (or higher), being in a business enterprise program position, and being previously closed by vocational rehabilitation with an employment outcome were associated with retaining employment. The more hours consumers worked at application, the less likely they were to lose employment. For each 10-hour increase in weekly working hours at application, the odds of losing competitive employment decreased by 10.3%. The odds of losing competitive employment were significantly reduced for those who received the following services: on-the-job supports, short-term; diagnosis and treatment of impairments; and rehabilitation technology.

You have a newly referred client, entering vocational rehabilitation. According to the research above, what TWO steps would increase employment retention?
Choose 2 answers
A.
increase a client’s number of hours worked during application process
B.
increase the number of worksite experiences to at least three before closure
C.
move forward, disregarding previous closures that did not result in employment
D.
encourage more clients to become involved in a business enterprise program

A

AD

271
Q

Table 2 presents the significant main effects and interaction terms in the logistic regression along with the estimated coefficients, standard errors, degrees of freedom, Wald χ 2 statistics, odds ratios (OR), and associated 95% confidence intervals. If a significant independent variable (p < .05) had a positive estimate and OR > 1, the variable had a significant positive association with losing employment. If a significant variable had a negative estimate and OR < 1, the variable had a significant negative association with losing employment (in other words, a significant positive association with retaining employment).
Being female, presence of a secondary disability, and previously being closed by vocational rehabilitation without an employment outcome were associated with losing employment. Having a bachelor’s degree (or higher), being in a business enterprise program position, and being previously closed by vocational rehabilitation with an employment outcome were associated with retaining employment. The more hours consumers worked at application, the less likely they were to lose employment. For each 10-hour increase in weekly working hours at application, the odds of losing competitive employment decreased by 10.3%. The odds of losing competitive employment were significantly reduced for those who received the following services: on-the-job supports, short-term; diagnosis and treatment of impairments; and rehabilitation technology.

Your client wants to maintain their employment status. According to the research above, which TWO factors, may negatively influence their retention?
Choose 2 answers
A.
having additional disabilities
B.
having a bachelor’s degree
C.
identifying as female in gender
D.
running a business enterprise

A

AC

272
Q

All persons in the sample were competitively employed at the time of vocational rehabilitation application. At closure, most individuals (84.2%, n = 3,787) retained competitive employment, but 15.8% (n = 712) lost employment.

Table 1 presents characteristics of the overall sample and each subsample based on employment outcome. On average, competitive employment retainers had weekly earnings of $558.54 (SD = $483.24), worked 33.0 hours (SD = 10.5) per week, and earned an hourly wage of $16.54 (SD = $12.42) at closure. Of those who lost competitive employment, 84.0% (n = 598) exited without an employment outcome, 13.9% (n = 99) exited as homemakers, and 2.1% (n =15) had an employment outcome but were compensated below the federal minimum wage. Reasons for case closure of those without an employment outcome (n = 598) were: no longer interested in receiving services (43.8%, n = 262), unable to locate or contact (30.4%, n = 182), other reasons (21.2%, n = 127), disability too significant to benefit from vocational rehabilitation (2.5%, n = 15), and transferred to another agency (1.7%, n = 10).
You are working with a client interested in being competitively employed. Your client is concerned that 15.8% of those who participated in vocational rehabilitation services lost competitive employment. They want to know why. Which TWO of the following factors does the data indicate contributed to this outcome?
Choose 2 answers
A.
being employed, but earning less than minimum wage
B.
being employed, but through a business enterprise
C.
being over-qualified and under employed with a degree
D.
completing services, but doing so as a homemaker

A

AD

273
Q

All persons in the sample were competitively employed at the time of vocational rehabilitation application. At closure, most individuals (84.2%, n = 3,787) retained competitive employment, but 15.8% (n = 712) lost employment.

Table 1 presents characteristics of the overall sample and each subsample based on employment outcome. On average, competitive employment retainers had weekly earnings of $558.54 (SD = $483.24), worked 33.0 hours (SD = 10.5) per week, and earned an hourly wage of $16.54 (SD = $12.42) at closure. Of those who lost competitive employment, 84.0% (n = 598) exited without an employment outcome, 13.9% (n = 99) exited as homemakers, and 2.1% (n =15) had an employment outcome but were compensated below the federal minimum wage. Reasons for case closure of those without an employment outcome (n = 598) were: no longer interested in receiving services (43.8%, n = 262), unable to locate or contact (30.4%, n = 182), other reasons (21.2%, n = 127), disability too significant to benefit from vocational rehabilitation (2.5%, n = 15), and transferred to another agency (1.7%, n = 10).

Your client is concerned that 59% of the participants exited services without an employment outcome. After studying the research above, you can inform your client that in almost 75% of these cases two factors prevented employment outcomes. Which TWO factors?
Choose 2 answers
A.
some clients transferred to other agencies for services
B.
some clients were no longer interested in services
C.
some clients could not be contacted or located
D.
some clients’ additional disabilities were too significant

A

BC

274
Q

90 of 100.
A four-phase participatory research approach was carried out using mixed methods to stimulate needs-articulation. Eight focus group discussions, seven feedback meetings, and seven interviews were organized, in which 89 consumers were consulted. Surveys to prioritize the topics were developed for both the medical and sociopsychological topics, which were completed by 784 and 631 respondents, respectively. Results: For the medical research agenda, research directly aimed at the cause of the ophthalmological disorders was considered more important than research aimed at improving quality of life. The themes “new and regenerative medicine,” “cause and disease mechanism,” “prevention and diagnosis,” and “improvement of current treatments” were prioritized as high. For the sociopsychological agenda, needs concerning the “improvement of technologies for people with visual impairments” and “navigation, orientation, and accessibility of public space” were considered top priorities.

“The Research Priorities of People with Visual Impairments in the Netherlands” Journal of Visual Impairment & Blindness, May-June 2017

Which information might present an ethical consideration for the research study?
A.
participants had family working for the medical research group
B.
participants were the parents of visually impaired children
C.
participants had participated in a medical research study
D.
participants did not develop their visual impairment before age 65

A

A

275
Q

A four-phase participatory research approach was carried out using mixed methods to stimulate needs-articulation. Eight focus group discussions, seven feedback meetings, and seven interviews were organized, in which 89 consumers were consulted. Surveys to prioritize the topics were developed for both the medical and sociopsychological topics, which were completed by 784 and 631 respondents, respectively. Results: For the medical research agenda, research directly aimed at the cause of the ophthalmological disorders was considered more important than research aimed at improving quality of life. The themes “new and regenerative medicine,” “cause and disease mechanism,” “prevention and diagnosis,” and “improvement of current treatments” were prioritized as high. For the sociopsychological agenda, needs concerning the “improvement of technologies for people with visual impairments” and “navigation, orientation, and accessibility of public space” were considered top priorities.

“The Research Priorities of People with Visual Impairments in the Netherlands” Journal of Visual Impairment & Blindness, May-June 2017

In the study above, which THREE pieces of information might present an ethical consideration for the research study?
Choose 3 answers
A.
any risks or potential adverse effects of participating
B.
how to withdraw from the research, even after starting
C.
literature on any past research done on the same subject
D.
what incentives are offered for participation in the study

A

ABD

276
Q

A client new to your caseload who is visually impaired due to macular degeneration has been diagnosed with hearing loss. Which TWO factors might impact the client’s success in the rehabilitation program?
Choose 2 answers
A.
a reduction in income due to job loss
B.
an increased sense of isolation
C.
increased problems with home safety
D.
increased dependence on medication

A

BC

277
Q

A client who has vision loss due to Multiple Sclerosis was referred for vision rehabilitation services. Which THREE interactive effects could have an impact on training in the area of activities of daily living?
Choose 3 answers
A.
upper extremity limitations
B.
intellectual limitations
C.
hearing limitations
D.
lower extremity limitations

A

ACD

278
Q

When presented with a client who is visually impaired and recently diagnosed with Parkinson’s disease, which adaptation can assist with training in activities of daily living?
A.
removing the shower chair from the bath tub
B.
performing the tasks in a seated position
C.
replacing buttons with Velcro fasteners
D.
using light weight utensils for food preparation

A

B

279
Q

When assigned a client who recently lost his job and is having difficulty paying bills due to limited income, which TWO referrals might you make to assist the client in dealing with the new economic situation?
Choose 2 answers
A.
bereavement counseling
B.
American Red Cross
C.
in-home food delivery program
D.
energy assistance program

A

CD

280
Q

Instructing a client to put her back against the kitchen counter to establish a straight line of travel before crossing the kitchen to the sink is an example of what technique?
A.
over correcting
B.
squaring off
C.
shorelining
D.
changing up

A

B

281
Q

A 30 year old client with Stargardts reports having difficulty performing tasks in her current data entry job due to her vision. After the CVRT performs a job analysis and workplace assessment, what THREE accommodations would help the client to perform her job tasks?
Choose 3 answers
A.
locator dots on the keyboard for specific keys
B.
a workstation designed for sitting and standing
C.
screen magnification and reader software
D.
LED task lighting with different color settings

A

ACD

282
Q

You are assessing a client in her work environment. The client has severe photophobia and reports being visually fatigued. She often has headaches by the end of the workday. Which THREE of the following workplace accommodations could help to reduce the glare and her visual fatigue?
Choose 3 answers
A.
reposition workstation in relation to open windows
B.
utilize a reading stand to adjust the working distance
C.
install screen magnification and or screen reading software
D.
organize all work-related items at waist level or below

A

ABC

283
Q

When working with a client who has trouble locating her keys when she drops them on the floor, which TWO techniques would the CVRT include in instruction to help address this issue?
Choose 2 answers
A.
using a circular search pattern
B.
using trailing techniques
C.
using squaring off
D.
using protective techniques

A

AD

284
Q

A client complains of headaches when using hand-held magnification to perform his job related tasks. Which THREE factors would indicate it would be appropriate to consider video magnification?
Choose 3 answers
A.
optical devices for magnification are insufficient
B.
long periods of reading and writing are necessary
C.
client can afford a percentage of the device cost
D.
contrast/reverse image improves performance

A

ABD

285
Q

Duffy’s Key Aspects of Environmental Assessment

A

Immediate surroundings
Everyday activities
Rooms in which you perform these activities

VRT Exam (1 decks)

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