Psychosocial: COMS TEST: Domain 10: Human Development & Diversity

The traditional sequence of O&M instruction is human guide, self protection, 5-point travel system, trailing, crossing open spaces, squaring off & aligning, searching patterns, numbering systems, long white cane, outdoor skills, residential, urban travel.

The family’s role in instruction for young children is for practice and encouragement;emphasis on strengths, promotion of choice, mutually respectful collaboration, holistic view of family and relationship

The focus of O&M instruction for adults and older adults is maintaining independence.

The role of the family in O&M instruction for adults & older adults is support and reinforcement of training.

Preconceptions of potential vary with cultural backgrounds.

Cultural beliefs may blame the learner, ostracizing her/him socially;

• -Preschool age: body awareness, basic skills, and school orientation

• -Elementary age: residential environmental concepts and related travel skills

• -Teenagers: independent travel in light business areas, the independent use of public transportatiory and the use of good interpersonal skills in asking for assistance in shopping and business areas

• -Adults with acquired vision loss: the entire O&M curriculum in sequence or selected areas based on critical needs e

• -Elderly people: travel in the home neighborhood, the use of public transportation and paratransit options, and critical skills necessary to remain independent or semi-independent in the home.

AMD are used before introducing the long cane.

1. protective device for children and seniors because is easy to learn. (Later can be transfer to use the long cane)

2. Also used as permanent mobility device for individuals with multiple impairment (limited strength, diminish coordination, limited cognitive abilities, impair proprioceptive and kinesthetic abilities.

1. prepare the student with successful strategies to communicate with the public.
   community characteristics, , general business hours, location that are likely to have pedestrian traffic, how safe the or dangerous the area is, communities that need to be avoided

Crossing Streets & driveways
teach the students the following situations:
*Strategies 4 X the street using available sensory info.
*Risk of crossing in a given situation
* strategies to reduce those risk
* weather risks are aceptable
Alternatives when the risk of crossing alone are not acceptable
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alignment- skills to localize traffic sounds if able to differentiate the sources- practice to ID where each surge is coming from

Use devices to gain info
APS Accesible ped signals (vibrotactile output)
Use ETAs to augment awareness of traffic movement and position

Gestures: tapping the cane or appearing to look around for help
Sounds, such as spoken voice, recorded messages or a whistle.
Notes, Cards, or sign held where others can see them. Needs to be legible, held up fo others to see,

When is cards is important to:

1: The assistance being requested
2. How others can offer assistance
3. the travelers VI and hearing I

Great challenge is the quick avoidance of obstacles, hazards, drop-offs or reaction time to stop wheelchair safely - potential injury.

Wheelchair:
Sighted guide technique
-Guide pushes chair providing environmental info
-Guide walks beside providing verbal info - traveler independent
Walkers
Sighted guide- 3 ways sighted guide backwards guides hand on travelers elbow, guide hand on travelers shoulder blades, and guide place his hands on top of te students hand as they walk and give gentle prearranged tactile signals for stopping, starting or turning.

crutches or canes
Are less physical support than walkers but more support than canes. Two basic type of crutches- underarm and lofstrand. Clients may need one or two depending on their need of physical support.
Sighted guide
use traditional technique- if person use just one crutch use free hand to hold guides arm
- if uses both crutches, person can hold one of the crutched and hold guides arm or may ask guide to hold it

Team approach is also know as interdisciplinary collaboration, enables professionals to coordinate effort and involve the family
- The goal is to enhance each student’s daily travel experiences
(Like the IEP- all the professionals ST OT, PT O&M, TVI)

Communication strategies: ID if is a verbal or non verbal student ; spoken words, sign language, symbolic system, tactile system, written communication, augmentative communication devices.
AT specialist and Speech Therapist can assist O&Mers

• Task Analysis: break down whole skills… number of steps, sequence, parts
  _ Motivation - reward-base-system

medications for seizures disease can cause the student to be sleepy
blood pressure medication (if not taker correctly) can cause rise to high ot drop to low
- nitroglycerin tablets - cardiac emergency
- anticancer, antihistamines, diuretics, antidepressant, acne med. can make students photosensitive- 4 these student sunscreen is a must.
-antianxiety medications- valium: cause blurred vision in some students
- dilatin- cardiac and circulatory disorder can cause nystagmus
-prednisone (a steroid used to treat conditions such as come cases of asthma) can cause cataracts or increase ocular preassure.

feel dizzy (sit down for a minute)
photosensitive- wear sun glasses, visor
- its possible to minimize side effects by scheduling lessons for a time of day when the side effects tend to be less noticeable