Term
| Identify components of an O&M assessment |
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Definition
| Hearing, vision, motor, olfactory, interviews, medical record review, background information, mobility skills, conceptual understanding |
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Term
| Components of an assessment for adults and older children |
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Definition
| less comprehensive & less formal, observation, request permission before contacting medical providers (HIPPA) to gain trust |
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Term
| Components of an assessment for preschoolers |
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Definition
| Sensori-motor assessment, interviews, medical record review; Dynamic assessment as interacting during play, rapport building, multiple observations of day-to-day functioning, direct sessions should be short interactions; |
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Term
| Components of an assessment for Infants and Toddlers |
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Definition
| Rapport building via structured & unstructured means; Info from others as primary source; observation of day-to-day functioning; inference of O&M skills via observation; testing session length determined by family routine; request for info thru on-the-fly unstructured activity, content centers around family needs not typical of O&M; object permanence, clarity of non-verbal communication, etc. Tools & checklists: family describes activities, environmental assessmen |
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Term
| Identify components of a functional vision assessment |
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Definition
| current medical report & visible etiology, interviews with client & family/community, environmental assessment, acuity, periphery, functioning, prior evaluation results |
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Term
| Give examples of ways to assess near and distance vision as it relates to O&M |
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Definition
Static: have client fixate on distant object & describe what is seen in periphery;
Preferred field: client walks & tells what is seen to determine regular pattern of viewing (primarily left, top, etc.);
Constriction/early warning: static positioned client fixated on distant object while O&M walks parallel to line of sight, client announces recognition of movement (both sides) |
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Term
| Identify components of a mobility skill assessment |
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Definition
| human guide skills, trailing, aligning & squaring off, long cane techniques, negotiating doors/stairs, street crossings, mall/stores, transportation |
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Term
| Identify components of an orientation skill assessment |
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Definition
| landmarking, route travel, strategies, aids |
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Term
| Identify components of a conceptual developmental assessment |
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Definition
| environmental, spatial/directional, numbering systems, traffic concepts |
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Term
| Identify components of an auditory functioning assessment |
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Definition
| location sound sources, identify/discriminate, use reflective sounds for travel, create sound source for echolocation |
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Term
| Identify common mobility issues for persons with low vision |
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Definition
| over-confidence, fluctuating illumination due to shadows, glare, contrast, depth perception, light adaptation, terrain changes, need more time for exploration |
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Term
| Describe the types of mobility devices and systems that are available. |
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Definition
| monoculars, tinted lenses, prism glasses, cane/human guide, GPS/navigation, bioptics, dog guides, ETAs |
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Term
| Describe assessment information provided by an OT |
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Definition
| fine motor control capabiliy |
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Term
| Describe assessment information provided by a PT |
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Definition
| gross motor control, muscle tone, balance |
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Term
| Describe assessment information provided by a low vision specialist |
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Definition
| functional lighting adaptations |
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Term
| Describe assessment information provided by a vision rehabilitation therapist |
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Definition
| career goals and travel location possibilities, program options |
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Term
| Describe assessment information provided by an optometrist |
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Definition
| pathology, refractive errors |
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Term
| Describe assessment information provided by a classroom teacher |
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Definition
| visual functioning in an educational setting |
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Term
| Describe assessment information provided by an ophthalmologist |
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Definition
| in-depth medical ocular history |
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Term
| Describe assessment information provided by an audiologist |
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Definition
| hearing threshholds and distractors for each ear |
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Term
| Describe ‘role release’ and practicing within your profession scope of practice |
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Definition
| A process in which team members support each other and share responsibilities to reinforce therapy and instructional interventions. |
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Term
| What are the components of an ongoing assessment? |
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Definition
| The components of an ongoing O&M assessment include checklist of skills, observation of behaviors, records review |
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Term
| Provide an example of when an objective should be changed or when termination of the O&M instructional program is appropriate. |
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Definition
An example of when an objective should be changed is when the learner has achieved the original intent or needs a more in-depth focus on component skills.
Termination of the O&M instructional program is appropriate when it is no longer appropriate to the the learner OR the learner is reluctant to independently use the skills taught. |
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