ORIENTATION & MOBILITYORIENTATION & MOBILITYIntersection AnalysisIntersection Analysis

Tools for the O&M Instructor Tools for the O&M Instructor

And Program AccountabilityAnd Program Accountability

Kevin A. Stewart, Ed.D.Kevin A. Stewart, Ed.D.

April 24, 2008April 24, 2008

DenverDenver

Today’s AgendaToday’s Agenda

Program AccountabilityProgram Accountability FVA O&M / Ecological InventoryFVA O&M / Ecological Inventory Central Skills in Street CrossingsCentral Skills in Street Crossings Perceptual Learning appliedPerceptual Learning applied Video AnalysisVideo Analysis LUNCHLUNCH Walkabout “Your Turn”Walkabout “Your Turn” Data AnalysisData Analysis Jeopardy: “What do you Know?”Jeopardy: “What do you Know?”

Heart of InstructionHeart of Instruction

As teachers our goal is to ensure As teachers our goal is to ensure that the instruction we design and that the instruction we design and the strategies we use will provide the strategies we use will provide opportunities that will lead to opportunities that will lead to positive changes in learning on positive changes in learning on the part of the student.the part of the student.

IEP Goals & IEP Goals & ExpectationsExpectations

Follow logically from assessment Follow logically from assessment of present levels of functioningof present levels of functioning

Address functional priorities of Address functional priorities of the educational teamthe educational team

Provides accountability to our Provides accountability to our instructional practiceinstructional practice

AccountabilityAccountability

Establishing goals and collecting Establishing goals and collecting data helps guide our daily data helps guide our daily instructioninstruction

Provides a means to measure Provides a means to measure student learningstudent learning

Provides a means to evaluate our Provides a means to evaluate our instructional practisesinstructional practises

Top-Down ApproachTop-Down Approach

Based on interviews with Based on interviews with student, family, team membersstudent, family, team members

Ecological AssessmentEcological Assessment– Task AnalysisTask Analysis– Discrepancy AnalysisDiscrepancy Analysis

Determine Adaptive Skills to Determine Adaptive Skills to teachteach

Write observable, measurable Write observable, measurable and obtainable short-term and obtainable short-term goalsgoals

DESIRED GOAL

Identify Skills

Obstacles Strengths

Strategies to Improve Performance &

bypass obstacles

Expectations and Strategies

Example: Desired Goal Example: Desired Goal IdentifiedIdentified

To be able to independently travel To be able to independently travel safely and efficiently to/from safely and efficiently to/from home and the neighbourhood home and the neighbourhood convenience store (Max Milk).convenience store (Max Milk).

Identify Skills:Identify Skills:Ecological InventoryEcological Inventory

Involve observing and identifying Involve observing and identifying the skills in a given environment. the skills in a given environment. Ensures that the skills will be:Ensures that the skills will be:– FunctionalFunctional– Age-appropriateAge-appropriate– naturally occurringnaturally occurring

(Falvey, 1989; Snell, (Falvey, 1989; Snell, 1992)1992)

E co log ica l In ven to ry

E n viron m en t

S k ill

S k ill

S k ill

S k ill

S k ill A rea

A c tivity

Identify the Identify the environmentenvironment

Identify Activities that Identify Activities that occuroccur

Identify specific skills Identify specific skills required to participate required to participate in the selected activityin the selected activity

Task AnalysisTask Analysis

Discrepancy Discrepancy AnalysisAnalysis

Ecological Ecological InventoryInventory

Measurable Measurable Long Term (Annual) Goal: Long Term (Annual) Goal:

WHO: WHO: StudentStudent ACTION: ACTION: will be able to independently will be able to independently

travel to Max Milk Convenience store,travel to Max Milk Convenience store, CONDITION: CONDITION: within his residential area within his residential area

during daylight conditions,during daylight conditions, PERFORMANCE CRITERIA: 1/1 PERFORMANCE CRITERIA: 1/1

times/ session times/ session with a 100% accuracy with a 100% accuracy on ten tasks, on ten tasks,

LENGTH OF TIME: LENGTH OF TIME: over 5 over 5 consecutive opportunities.consecutive opportunities.

Example: Short - Term Example: Short - Term goalgoal

_________, will be able to cross a _________, will be able to cross a standard 4-way light controlled standard 4-way light controlled intersection (Green Lane & intersection (Green Lane & Willowbrook) during daylight Willowbrook) during daylight conditions, 4 out of 4 times per session conditions, 4 out of 4 times per session with a 100% accuracy on 10 specified with a 100% accuracy on 10 specified procedures , over 5 consecutive procedures , over 5 consecutive opportunities.opportunities.

Central Skills in Street Central Skills in Street CrossingsCrossings

1.1. Detecting the street Detecting the street • (a detection task)(a detection task)

2.2. Aligning the body Aligning the body • (a localization task)(a localization task)

3.3. Initiating a crossing Initiating a crossing • (a detection task)(a detection task)

4.4. Walking a straight path across the Walking a straight path across the street street

• (a localization task)(a localization task)

Perceptual LearningPerceptual Learning

Sources of InputSources of Input

LookingLooking ListeningListening TouchingTouching WalkingWalking

– KinestheticKinesthetic– VestibularVestibular

Wind, Temperature, OdorsWind, Temperature, Odors

LookingLooking

Movement of the eyes, head and bodyMovement of the eyes, head and body Visual Field of 180 degreesVisual Field of 180 degrees

– Form and shapeForm and shape– MotionMotion– Over-all spatial layoutOver-all spatial layout– Adaptation to dim illumination (night vision)Adaptation to dim illumination (night vision)

Visual AcuityVisual Acuity– ContrastContrast– ColourColour– Fine detailFine detail– Figure ground Figure ground

ListeningListening

Assist in identifying Assist in identifying – Objects that emit soundObjects that emit sound

traffictraffic pedestrians pedestrians

– Objects that modulate soundObjects that modulate sound scrapping sounds (surface texture)scrapping sounds (surface texture) Impact sounds (surface hardness)Impact sounds (surface hardness) Manipulating (pouring into containers)Manipulating (pouring into containers)

– Type of environmentType of environment

Assist in localization – Distance SenseAssist in localization – Distance Sense– Information about sound –directional sourceInformation about sound –directional source

Spatial position (familiar intensity)Spatial position (familiar intensity) Time-of-arrival (familiar intensity)Time-of-arrival (familiar intensity) Maintaining line of directionMaintaining line of direction

– Information through reflection - echolocationInformation through reflection - echolocation Presence and position of objectsPresence and position of objects Object sizeObject size Maintaining line of directionMaintaining line of direction

– Information through attenuation - sound Information through attenuation - sound shadowsshadows

Presence and position of objects Presence and position of objects Object sizeObject size Maintaining line of directionMaintaining line of direction

TouchingTouching

Assist in identifying object propertiesAssist in identifying object properties– Skin (neural end-organs)Skin (neural end-organs)

pressure vs. lateral motionpressure vs. lateral motion vibrationvibration temperaturetemperature painpain

Assists in detecting position / body movementsAssists in detecting position / body movements– Proprioception Proprioception

receptors in skin, receptors in skin, muscles and tendonsmuscles and tendons

– Kinesthesis Kinesthesis position of joints, position of joints, body partsbody parts

Assist in perceiving proximal / distal Assist in perceiving proximal / distal stimulistimuli– Proximal (sensation at receptor organ)Proximal (sensation at receptor organ)

proprioceptive input through skinproprioceptive input through skin Pattern of pressure / deformation of hand gripPattern of pressure / deformation of hand grip

– Distal (exploration of object / environment)Distal (exploration of object / environment) mobility toolsmobility tools materials, slopes, elevationsmaterials, slopes, elevations location and dimension of obstacles / location and dimension of obstacles /

openingsopenings

WalkingWalking

Perceptual input and motor actionPerceptual input and motor action– Coordinating input with planning movementCoordinating input with planning movement

Assist in keeping track of locomotion pathAssist in keeping track of locomotion path– Sequence of motor control commands to muscles Sequence of motor control commands to muscles

((efferenceefference))

– Feedback from body about movement from brain Feedback from body about movement from brain commands (commands (afferenceafference))

proprioceptiveproprioceptive vestibular vestibular

– involves the hairs in semicircular canalsinvolves the hairs in semicircular canals– used to determine direction and extent of turnsused to determine direction and extent of turns

Assists in skillful orientationAssists in skillful orientation– ““Environmental Flow”Environmental Flow”

changes in distance and directions to changes in distance and directions to objectsobjects

turning in place vs. walking straight turning in place vs. walking straight aheadahead

vertical and horizontal planesvertical and horizontal planes relies on looking and listeningrelies on looking and listening

Wind, Temperature, Wind, Temperature, OdorsOdors Feeling windFeeling wind

– Mechanical stimulation of skinMechanical stimulation of skin– Movements of hair and clothingMovements of hair and clothing– Building wind flowBuilding wind flow– Wind for determining facing directionWind for determining facing direction

Feeling TemperatureFeeling Temperature– Open doors of air-conditioned busOpen doors of air-conditioned bus– ““Hot spot” from sunHot spot” from sun

Smelling odorsSmelling odors– Fat-soluble vaporsFat-soluble vapors– General directional informationGeneral directional information

Perceptual LearningPerceptual Learning

Development and education of attention Development and education of attention (Gibson, 1968)(Gibson, 1968) and filtering sensory and filtering sensory information for the purpose of safe and information for the purpose of safe and efficient travel.efficient travel.

A Key ingredient within every O&M A Key ingredient within every O&M lesson.lesson.

Three Principles of Three Principles of PerceptionPerception

1.1. Single vs. Multi-TaskSingle vs. Multi-Task

UnskillfulUnskillful: requires much attention : requires much attention and concentration between and concentration between mobility/orientation tasks.mobility/orientation tasks.

SkillfulSkillful: less attention, easily : less attention, easily combined with other tasks.combined with other tasks.

2.2. Irrelevant vs. Relevant FeaturesIrrelevant vs. Relevant Features

UnskilledUnskilled: notices both relevant : notices both relevant and irrelevant sensory featuresand irrelevant sensory features

SkilledSkilled: Narrow focus to relevant : Narrow focus to relevant features and understand them.features and understand them.

3.3. Proximal vs. Distal StimuliProximal vs. Distal Stimuli

UnskilledUnskilled: attention to proximal : attention to proximal stimulusstimulus

SkilledSkilled: attention to distal stimulus: attention to distal stimulus

Classification of Classification of Perceptual input and Perceptual input and

movementmovement ProceduralProcedural

– Coordinated Motor sequenceCoordinated Motor sequence– Degrees of freedomDegrees of freedom– When to apply the motor actWhen to apply the motor act

Specific Specific – Places and event (locations/hazards)Places and event (locations/hazards)– Increases efficiency of travelIncreases efficiency of travel

ConceptualConceptual– General patternsGeneral patterns– Typical intersectionsTypical intersections– Cardinal directionsCardinal directions

Spatial StructureSpatial Structure

EgocentricEgocentric– ““Lateral: to my right or left.”Lateral: to my right or left.”

TopocentricTopocentric– ““Between . . . Beside . . . Under Between . . . Beside . . . Under

etc.”etc.” CartographicCartographic

– Pattern of streets, number Pattern of streets, number systemssystems

– ““Max Milk is on the NE corner”Max Milk is on the NE corner” PolarcentricPolarcentric

– Compass directionsCompass directions

Self - O

bje

ct

Ob

ject - O

bje

ct

Data AnalysisData Analysis

BaselineBaseline Graphing DataGraphing Data Aim LineAim Line Trend LineTrend Line Decision MakingDecision Making Remedial Remedial

StrategiesStrategies

Mapping MaterialsMapping Materials

Street ModelsStreet Models

3 – D Models3 – D Models

ORIENTATION & ORIENTATION & MOBILITY:MOBILITY:

JEOPORDYJEOPORDY

GAMEGAME