Orientation and Mobility Evaluation

1. Orientation and Mobility Evaluation SPE 442 Learning Activity 5

2. What are we going to talk about today? • Assessment • Strategies and Tools • Observations • Analysis • Teaming • Video • Joselin • Audrey • Emmanuel

3. A Few Familiar Assessments • Oregon Project (0-6) • Growing Up (0-6) • Preschool O&M Screening (younger, delayed or non ambulatory) • O&M Assessment: Early Years of Birth through Three Years • Carolina Curriculum of Infants and Toddlers • Purposeful Movement Checklist (Tanni Anthony) • TAPS (K-12) • AEPS (Assessment, Evaluation, and Programming System for Infants and Children) • Callier-Azusa

4. Developmental Sequences • Age Ranges • Orientation and Mobility/Community-Based Instruction Infusion Scope and Sequence Chart • Foundations of Orientation and Mobility: Birth to Three Years • Milestone Comparison Chart • Comparison of Milestone Acquisition Times for Growing-Up and Prism Data

5. Are These Tools enough? • “Developmental checklists and assessment tools used with other populations are not often sensitive enough to provide usable information to those charged with the instruction of this type of student.” • “Children with profound disabilities may not exhibit the typical range of states” • “Often these children have difficulty achieving and/or maintaining alert states.” • Robbie Blaha (SEE/HEAR, Thoughts on the Assessment of the Student with the Most Profound Disabilities)

6. What Else should be considered? • ANY brain damage/trauma (CP, Stroke, Anoxia, Septo-Optic Dysplasia) • Prior intervention • Home setting/support system • Other service providers • OT • PT • Speech • Nutrition • APE • ECI

7. What should you observe? • Observe child in quiet or controlled setting • Does the child become over-stimulated and what does that look like. • What happens when you introduce sound • Look at hands, legs, muscle tone • Watch processing time needed for motor planning • Watch for awareness of body in space • What is the child’s primary sensory preference? • Auditory, Tactile, Visual, Gustatory, Olfactory, Vestibular or Kinesthetic

8. “The inclination to move is based on how well the sensory information is received and interpreted by the brain.” • “The vestibular system talks to and influences every other system.” • “Body awareness is the foundation of O&M concept development.” (Mary Tellefson, MA, MS, COMS, Spatiotemporal Development Document)

9. According to Robbie Blaha’s article you should also pay attention to: • Bio-behavioral State • Anticipation – indication of memory • Use Routines • Associations- links events • Does the sound, location, position, equipment, link events together? • Habituations – Does the child no longer respond to a previous sensory stimulus

10. Orienting RefleX • Van Dijk (1985) says that the orienting reflex is a critical component in both assessment and instruction. • “The orienting reflex readies the nervous system for further learning.” (Silverrain, 1991)

11. Meet Audrey! • PPCD Classroom Setting • 4 years old • Chromosome 6q deletion • Nystagmus • Strabismus • Dysmorphic Optic Nerve • Not Functionally Blind • Moderate to Severe Auditory Impairment • Current Services, VI, O&M,PT, OT, Speech

12. BE WILLING TO….. • Spend time observing • Work as a team • Just try it!! (equipment/variety) • WAIT for results!

13. REMEMBER! • “FUNCTIONAL for a student with severe impairments are skills that make the student a better consumer of the help provided for him or her” ….borrowed from unknown source.