Psychosocial: COMS TEST: Domain 6 Orientation Strategies
This flashcard set focuses on environmental features that support orientation during travel, including landmarks, sensory cues, and traffic patterns. It also highlights essential related concepts, such as understanding cardinal directions and using parallel traffic to maintain straight-line travel.
What environmental features can be used for orientation?
Landmarks, clues, cues, sun position, curbs, intersections
Key Terms
What environmental features can be used for orientation?
Landmarks, clues, cues, sun position, curbs, intersections
When teaching the use of the sun as an orientation environmental features, what related concept must the learner know?
Cardinal directions
A learner veers when crossing a street. What environmental feature might assist the learner in maintaining a straight line of travel?
Surge of parallel traffic
landmark
landmark: object, sound, odor, temperature or tactile or visual clues that are easily recognized are constatnt and have discrete permanent location...
primary information point
primary information point: always present, not likely to be missed
secondary information point
secondary information point: may not be encountered by the traveler, i.e. fan on water fountain
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| Term | Definition |
|---|---|
What environmental features can be used for orientation? | Landmarks, clues, cues, sun position, curbs, intersections |
When teaching the use of the sun as an orientation environmental features, what related concept must the learner know? | Cardinal directions |
A learner veers when crossing a street. What environmental feature might assist the learner in maintaining a straight line of travel? | Surge of parallel traffic |
landmark | landmark: object, sound, odor, temperature or tactile or visual clues that are easily recognized are constatnt and have discrete permanent locations in the environment that give a traveler unique specific information about the individuals location in space |
primary information point | primary information point: always present, not likely to be missed |
secondary information point | secondary information point: may not be encountered by the traveler, i.e. fan on water fountain |
cue | cue: critical objects or their sounds that trigger instant recognition of location; slope of railing, contrasting colors, change in elevation |
clue | clue: secondary objects or sound emitted those objects that help a person piece together one’s location |
For each of the above terms, give an example of objects in the environment which meet the definition given. | Generator |
For each of the above terms, give an example of objects in the environment which meet the definition given. Primary information point | primary information point: landmark building |
For each of the above terms, give an example of objects in the environment which meet the definition given. | secondary information point: fan on water fountain |
For each of the above terms, give an example of objects in the environment which meet the definition given. | cue: sound from the fan |
For each of the above terms, give an example of objects in the environment which meet the definition given. | clue: smell of baking bread |
Define the following terms: cognitive map | cognitive map: mental representation of a specific spatial layout which includes object-to-object relationship |
Define the following terms: spatial updating | spatial updating: the ability to keep track of spatial relationships while moving to know the location of objects in the environment and accurately monitor the change in relationship of student of objects in the surrounding area |
route level cognitive map | route level cognitive map: has a beginning, middle & end; uses an egocentric frame of reference |
Define the following terms: survey level cognitive map | survey level cognitive map: using an allocentric frame of reference, direction and distances between all fixed objects in the room. |
For each of the above terms, give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation. | cognitive map: creating a tactile model map |
For each of the above terms, give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation. | spatial updating: exploration of environment and monitor changes in location of objects |
For each of the above terms, give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation. | route level cognitive map: Use a tactile model map prior to actual travel, emphasizing egocentric travel perspective |
For each of the above terms, give a strategy of how the O&M specialist would use maps to develop the learner’s spatial orientation. | survey level cognitive map: measure distances between landmarks on route |
What are the four travel patterns that are used in the instruction of route travel? |
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Describe a route for each of the four travel patterns.
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What are sources of information for a learner when planning a route? | cardinal directions, communication with public departments, interviews of other travelers |
What specific concepts and skills are required of the learner to read maps? | cardinal directions & orientation, directional concepts, positional concepts, symbolism, tactile sensitvity, scale, prepositional directions |
Why are compass directions an efficient tool in planning and executing a route? | Compass directions are an efficient tool in planning and executing a route because they're universal no matter environment; lateral routes are inadequate. Cardinal directions take in information from all four sides. person-to-object relationships |
List four strategies used to teach compass directions. |
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Identify the steps in the problem solving process. | The steps in the problem solving process are: 1.Identifying that a probelm exists 2. Identifying alternative strategies, 3. Selecting a strategy & implimenting it 4. Evaluating the effectiveness of the selected strategy |
Describe the application of the problem solving process utilized by a learner who has lost his orientation while traveling in a familiar area. | A learner who has lost his orientation while traveling in a familiar area will utilize the problem-solving process by evaluate the available information about where they are, where their travel path is, and which way they are facing.
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What strategies should a learner use to recover from a veer up a driveway or a veer off the sidewalk onto the grass? | A learner who veers up a driveway or off the sidewalk onto the grass should recover by analyzing auditory & tactile information (shorelining) then walk toward parallel traffic. |
While indoors, what strategies should a learner use to establish a line of travel?
| perpendicular line: Echolocation, proprioceptiveness, sound localization
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Under what conditions would an O&M specialist plan and implement a drop-off lesson? | When the instructor & student feel the learner has learned all skills necessary to independently travel safely on a route, with alternates. |
Why is a drop off lesson a productive instructional strategy? | It gives the learner confidence in their abilities and problem-solving skills. |
Describe the following frames of reference:
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Define the forms of spatial reference that can be used in independent orientation:
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Identify and describe techniques for self-familiarization to a room | Self-familiarization techniques for a room include perimeter by using door as home base or reference point and uses compass directions to explore door wall & name it, then continue around the perimeter in the same manner always returning to the reference door; grid pattern in which the student squares off on the door wall & crosses to opposite wall, then moving right/left a few steps & returning, exploring landmarks for reference from original door (used to explore center of room). |
Identify and describe techniques for self-familiarization to an outdoor environment. | Self-protective technique and a touch & drag cane technique, echolocation |
Describe available technology that a traveler might use to assist in self-familiarization. | GPS, ETAs, apps oniOS devices |
Describe the OCS process when orienting a dog guide traveler. | The process of Orientation, Coaching, & Solo instructions with a dog guide traveler includes orienting the handler as a sighted guide without the dog, indicating memorable points. Coaching involves the handler's right shoulder and previewing landmark points with distance/time; dog may skip intermediate landmark to achieve visual goal (as approved by handler). Solo concludes when the team has navigated the route successfully, observation of performance without dog noticing. |
Where is the best place to stand when orienting a dog guide traveler? | With the exception of mitigating circumstances, the instructor should be behind the dog, to the right of the traveler. |