Psychosocial: COMS TEST: Domain 9: Additional Disabilities

Memory deficits impact O&M instruction in the loss of rote memorization of techniques

Use encoding techniques to ensure long-term schemas; create materials that give frequent reminders, i.e. memory aids, limited use of aids with few prompts, then familiar without aids or prompts. Chaining skills, tape record speech about landmarks on route, route shapes.

Field loss, reduced acuity, double vision, field anomalies, CVI, LV or total blindness

Additional preparation made by the instructor for a HI learner include cue cards, representative models, tactile shapes, drawing maps on learner’s backs/hands

Interpretors, TTY (outdated), text apps on mobile phones, telecommunication

Support canes, walkers, wheel chairs, AMDs, crutches, braces, scooter

Limitations include shorter sessions in specific weather conditions, side effects of medication; benefits include motor movement and action, independence & self-confidence

Adaptations to O&M curriculum for cognitive disabilities include short, repetitive tasks in simplified, mneumonic patterns of hands-on lessons. Task analysis, sequence, choice-making

Common behaviors associated with autism spectrum include perseveration on idea or repeated body movement; heightened frustration levels, difficulty with transition, impulse control issues.

1. time considerations: scheduling for most beneficial time of day, program duration, and frequency

2. task analysis: breaking down whole skills into component parts; number of steps is individually determined

3. forward chaining: progressive sequence of steps of a route

4. backward chaining: teaching the last section of a route first

5. sequenced instruction: short term goals are taught to achieve long term goals; narrow in scope

6. prompting: providing an additional cue or directive to achieve desired behavior

7. interdisciplinary collaboration: working with other professionals to communicate the global needs of the learner.

Relevant environments teach about the real world

Precursor for future skill integration or alternative when cane skills are too difficult; two-handed vs. one-hand

Discussion of events in environment; calendar boxes, tactile manipulatives/models, draw shapes on back, telecommunications

Cue cards, cell phone text window, interpretor, guestures, recorded voice prompts

Clear pathway, even surfaces, contrast, maintained equipment, weather conditions; negotiate ramps & buildings; overhanging obstacles

1. wheelchairs and scooters: human guide adaptations, trailing for orientation & in safe environments; ETAs, use of long cane

2. walkers: use of long cane adapted; reverse human guide

3. crutches or canes: Sweep then step.

A team approach is an effective O&M instructional strategy for learners with multiple disabilities with VI because coordination between professionals leads to more benefit for the learner.

Planning & record-keeping, time consideration, task analysis, sequenced instruction, environment, motivation & prompting, coice making

It is important for the O&M specialist to know the names & side effects of medications being taken by a learner in order to determine causes for abnormal behavior or influences on performance

Dizziness, sun sensitivity, endurance, vertigo, sun downing, numbness, skin conditions

1. emotional disturbance: condition in which a child’s educational performance is adversely affected by an inability to develop or exhibit interpersonal relationships.

2. learning disabilities: a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken/written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Can include perceptual disabilities, but not related to others such as VI.

3. autism spectrum disorder: often described as being asocial, have a tendency to perseverate on an idea, or engage in repetitive behaviors, and may excel at visual-spatial skills but perform poorly on verbal, generalizationa, memory, and conceptual tasks.

Instructional strategies for behavior skills in O&M include appropriately timed, accurately planned, intensive intervention; increase learner control over and participation in daily travel needs.