Orientation and Mobility Practice Test with Complete Solutions.docx

Orientation and Mobility Practice Test with Complete S When teaching the use of sun as orientation environmental features, what concept must the learner know. - Answer-compass directions, where sun is located in relation to person, where the sun sets and rises, and is most of the day What environmental features can be used for orientation - Answer-sun wind temperature landmarks compass directions A learner veers when crossing a street, what environmental features might assist the learner in maintaining a straight line of travel. - Answer-the apex (crown) of the road, proprioceptive sense, walking with the traffic, sound of the traffic to find parallel road, where the curb is in relation to body Given a scenario, identify the environmenal features that can be used as landmarks - Answer-any familiar object, sound, odor, temperature or tactal clue that is easily recognized, is constant and that has a known, permanet location. Fixed and identifiable objects (visually, auditorily, or tactically) group of objects that are unique to the area that help student become oriented to the environment. Primary information point - Answer-Traveler can locate themselves relative to their surroundings. Primary landmarks usually always there and you will come into contact with on that route. Secondary information point - Answer-This is similar to the primary information point, however it is possible to miss this. Secondary landmarks temporary things that are usually there are permanent items or objects that you may or may not come into contact with. cue - Answer-critical objects or sounds emitted from those objects that trigger instant recognition of one's location. Environmental cue - Answer-signals instant recognition of ones location. Sound of a particular machine, people talking, etc may cue student to particular location. Clue - Answer-any auditory, olfactory tactile (including temperature) Kenesthetic, or visual stimulus affecting the senses which can be readily converted to give the student information necessary to determine his position or line of direction. Generally added to other pieces of information to arrive at a general conclusion. Must decipher to lead to a deduction to one's relative location. Piece of the puzzle you put together to see where you are. Landmark - Answer-distinctive shapes (McDonalds arches) elevators soda machine, rest rooms and stairwells Primary information point examples - Answer-parking meter adjacent to fire hydrant where these items are together are the only examples on the route where the fire hydrant and parking meter are adjacent to one another. Stairs, fences when shorelining Secondary information point example - Answer-rug in front of door, stop sign cue example - Answer-someone drinking from a water fountain on the hall where the classroom is located on (fountains on the campus that sound different, smells of food in the food court. clue - Answer-Several water fountains on the hall but the class is located next to the water fountain next to the nurse's office ( a corner where there is a rock, a retaining wall, and a fire hydrant. congnitive map - Answer-a mental representation of the layout of one's environment. A person's knowledge of the layout of a specific place. Spatial updating - Answer-ability to keep track of spacial relationships while moving to know the location of objects in the environment and accurately monitor the changing relationships. Route level cognitive map - Answer-this is the cognitive map that relies on rote routes egocentric frame of reference Survey level congnitive map - Answer-here the student is not relying on a specific rote route. Here the child understands the location of objects or places as related to one another (birds eye view) When traveling around a room no longer needs to learn specific routes to get around. cognitive map example how O&M would develp learner spacial orientation - Answer- making a mental map of a classroom, going from classroom door to closet (start point) then teachers desk she passes (landmark) updates student on progress then lastly to coat closet where there is a hook with her name in braille next to it (end point) Starting point, Landmark Ending point Spacial updating example how O&M would develp learner spacial orientation - Answer- room orientation skills, developing a cognitive map which is updated as the student travels a route by exploring objects along the way and dialogue with O&M instructor. Route level cognitve map example how O&M would develp learner spacial orientation - Answer-rote route tactile book of landmarks passed along the route survey level cognitive map example how O&M would develp learner spacial orientation - Answer-tactile or large print map of an area traveled, for example school floor plan, with all the landmarks and rooms pertinent on a map What are the 4 travel patterns - Answer-I, L, U, Z I route - Answer-straight line N/S E/W and the reverse L route - Answer-an I route which then turns left or right so that the student my begin traveling N or S then turn W or E U route - Answer-the student travels a L route but after traveling N, then E, the traveler goes S z route - Answer-here the travler will travel N then turn Left and go W then turn R and go N. Think of a braille cell start at 6 -5 then 5-2 then 2-1 What are the sources of information for a learner when planning a route - Answer--route descriptions-narrative maps in audio, people. -models 3D-tactile town -tactile, large print or both maps -Digital images-GPS What specific concepts and skills are required of the learner to read maps - Answer-- symbols on a map represent real objects and its shape on the map are representative of the shapes of areas or objects in the environment. -the location on the map represents a view as seen from above or a birds eye view -Directional references on the map correspond to those in the environment -the location of symbols on a map represent the location of the objects in the mapped space. Why are compass directions an effcient tool in planning and excuting a route - Answer-- provides orientation information that can be readily converted for use from multiple locations - cardinal/compass directions are clear because they have constant reference point and remain the same regardless of the direction List four strategies used to teach compass directions - Answer--relate compass directions to clock face -Mnemonic for cardnal directions: Never Eat Soggy Worms -Braille or regular audio compass -Use the sun to help instruct in cardinal directions Identify problem solving skills related to establishing and maintaining orientation while traveling - Answer-re-orientation, planning alternative routes, hypothesis testing, soliciting assistance Identify the steps in the problem solving process - Answer--identify that a problem exists -identify alternative strategies for solving problems -select a hypothesis from available alternatives -evaluate the effectiveness of the selected hypothesis Describe the application of the problem solving process used by a learner who has lost his orientation while traveling in a familiar area - Answer-identify that a problem exists and then pick an alternative strategy to solve the problem, evaluate the selection. For example a person who travels the same route everyday is not paying attention while traveling, and becomes dioriented. They then realize there are 4 alternate routes to get to there destination, traveler thinks about the 4 choices and selects one, perhaps that one he chose was not the best choice and so he evaluates other choices though his choice brought him to his destination but in a longer route what strategies should a learner use when veering up a driveway or veer off sidewalk onto grass - Answer--initiate 3 point touch to check in front, 45 degrees to left, and 45 degrees to right -if sidewalk is not found the travler turns toward the parallel street and trails the contact surface until the sidewalk is intercepted -if the street is located rather than the intersecting sidewalk the travler would turn 180 degrees placing the street at his back and trail until the sidewalk is intercepted. While indoors, what strategies should a learner use to establish a line of travel - Answer--perpendicular line-square off against a wall -parallel line travler positions himself so that he is faceing a line parallel to that of an object or path of travel of the source of the sound used Under what conditions would an O&M specialist plan a drop-off lesson - Answer-if the student is proficient in all orientation and mobility skills up through residential travels and the student has a thorough understanding of the geographic area in which the drop- off will take place. This understanding should include: traffic directionally of the street. Also this would come before a solo lesson on when an O&M specialist meets them at the end of the route. Why is a drop off lesson a productive instructional strategy - Answer-A drop off lesson will reinforce for the students benefit that the O&M skills previously taught, if properly applied will allow for almost complete independence. Describe the following frame of reference Object to Object - Answer-understanding the location of objects or places related to one another independent of the travelers location in space (allocentric) Describe the following frame of reference self to object - Answer-the spatial relationship between the traveler and objects in the surroundings that change periodically with the individual's movements (egocentric) Egocentric - Answer-understanding of locations and objects or places in the environment as related to an individuals own body, using such terms as: right, left, in front of and behind also called body to object relationship. (the store is on my right hand side) Topocentric - Answer-an individual's ability to relate his position and the position of other aspects of the environment to an identifiable landmark (I am between my desk and the teachers desk) Landmarks unique environmental features cartographic - Answer-systematic spatial arrangement of places in an environment in a recognizable pattern resembling geometric figures, such as street grid patterns, think of floor plans, grid patterns, address system (think map or number system) Polarcentric - Answer-the use of compass direction (the grocery store is on the east side of the street, one block north of the railroad tracks) compass and cardinal directions Self-familiarization technique (Perimeter) - Answer-establish a reference point, go along the outside of the rooms checking out all the objects and wall along the room to establish landmarks and clues. Self-familiarization technique (grid line) - Answer-this is done to explore the center of he room where the person travels the perimeter, then zig zags across the room to explore the center of the room techniques for outdoor self-familiarization (structured solicitation) - Answer-the traveler finds one or two objects as needed and then expands upon that building on his knowledge (storefront familiarization) techniques for outdoor self-familiarization ( solicitation of information) - Answer-the traveler can ask specific questions about a destination or route from someone who works at the destination -what is the building number -on what side of the street/block is the building -how many doors is the destination from the nearest intersection -what is the name of the nearest intersection technology to assist in self-familiarization - Answer-GPS- Trekker, iphone, digital maps, geographic information systems What is the process when orienting dog guide users to unfamiliar environments. - Answer-OCS (orientation, coaching, and solo process)