1. Workshop for O&Mers NMSBVI Orientation & Mobility Inventory

2. NMSBVI Orientation & Mobility Inventory
The basic structure for the NMSBVI O&M Inventory was drawn from:
Hill & Ponder, Finding Wheels, Dona Sauerburger
TAPS had an influence, but not referenced
Other O&M skills Checklists
O&M’s have been creating assessment tools for years
Previous work of O&M’s have contributed to NMSBVI task analysis
NMSBVI is the first tool to quantify data
Designed by
Ron Later,

3. HIGHLIGHTS Free Easy to use Excel Worksheet “Numbers” app on IPAD
Quantifies data
Produce Task Analysis from the Domain
Measures progress over time
Ability to forward to the next COMS
Students have the ability to rate themselves
Ability to compare scores of: age, grade, vision ability, etc.
Ability to rate COMS progress

4. O&M Assessment O&M needs an Assessment Tool O&M as a profession
Evidence Based Practice
Standard Measure
Valid
Reliable
O&M as a profession
Efficacy of O&M

5. GETTING ORGANIZED
Download into a folder: NMSBVI Orientation & Mobility Inventory, Version Excel Document NMSBVI Orientation & Mobility (M) Inventory - Excel Document Download the Inventory Assessment Checklist - Word Document Download the Inventory Eval. Shell - Word Document
Make a new student folder to include:
(Save and rename the Inventory per student)
*”Student Name” NM O&M Inventory
*”Student Name” PLAAFP
*”Student Name” Task Analysis
*”Student Name” Data
* ”Student Name” NM 3-yr

6. RATING SCALE
0 = 00%- Student not capable of demonstrating skill or does not need skill
1 = 20%- Student does not demonstrate skill but may/will learn skill
2 = 40%- Student only demonstrates skill with verbal and/or physical prompting
3 = 60%- Student sometimes demonstrates skill without verbal and/or physical prompting
4 = 80%- Student demonstrates skill and verbal and/or physical prompting are rarely needed
5 = 100%- Student has totally mastered skill and does not require verbal and/or physical prompting
Please note that the percentages that appear are not letter grades. Rather, they indicate the percent of the curriculum (or domain within the curriculum) that the student has mastered.
Bring the percentage back to the level of prompts when relaying student performance!

7. FRONT PAGE Goal 1 Student: Date Percent Concepts 0.0 Movement
Percent
Concepts
0.0
Movement
Single Room O&M
Indoor O&M
Self Protection
Guided Travel
Cane Skills
Sidewalk Travel
Street Crossings
Orientation Skills & GPS
Public Transportation
Atypical O&M
Rural Travel
Vision Specific O&M Skills
Community
Totals
Goal 1
Progress To Goal

8. FRONT PAGE Includes the 15 domains covered in the Inventory
Each blue and yellow column represents one assessment
Can be completed quarterly, if goals are made from Inventory percentages
1 front page = 3 years of progress
Can be completed yearly, if goals are referencing Inventory
1 front page = 12 years of progress
Enter student name and date of assessment
ONLY PRINT THE FRONT PAGE!!
Entire inventory prints about 250 pages

9. DATA ENTRY
SELF PROTECTION (1st Data Set--First 4 Columns On Front Page)
month
year
Date
month year
Input Data
Auto Score
1. Upper Hand Protective Technique
a. arm held just above shoulder level, parallel to ground
b. elbow bent about 120 degrees away from body
c. hand turned out and fingers relaxed
d. identify times when upper hand might be needed
e. wear hat with 3" brim when walking in areas with low hanging
branches
2. Lower Forearm Protective Technique
a. arm held at midline, elbow straight but not locked
b. arm held about a foot in front of body, hand relaxed
c. identify times when lower forearm protective technique
might be needed
raw score for section
average score for section
percentage score for section
RATING SCALE
0 = Student not capable of demonstrating skill or does not need skill
1 = Student does not demonstrate skill but may/will learn skill
2 = Student only demonstrates skill with verbal and/or physical prompting
3 = Student sometimes demonstrates skill without verbal and/or physical prompting
4 = Student demonstrates skill and verbal and/or physical prompting are rarely needed
5 = Student has totally mastered skill and does not require verbal and/or physical prompting
SELF PROTECTION (2nd Data Set--Middle 4 Columns On Front Page)

10. DATA ENTRY Enter 0-5 in the column under “Input Data”
Each page contains 12 different assessment periods, which go from left to right and from top to bottom
This transfers nicely to the front page left to right
The shaded areas contain the formulas that do all of the computation work for the user
Formulas then compile all of the information on the Front Page automatically
Data entry can be copied and pasted as needed

11. IEP GOALS Instead of crafting goals such as:
Student name will improve his crossings as demonstrated by consistently identifying parallel traffic in the near lane by pointing to the parallel traffic in the near lane 80% of trials/8 of ten trials by the end of the 2012 school year.
The user has the option of writing a goal such as:
Student name will improve from 69.9% on the street crossing domain of the NMSBVI O&M Inventory to 75% by the end of the 2012 school year. Or
Student name will improve from 83.3% to 88.5% on the NMSBVI O&M Inventory by the end of the 2012 school year.

12. PLAAFP
According to the NMSBVI O&M Inventory, STUDENT scored well in the domains of concepts, movement, single room O&M, orientation and community skills. STUDENT needed to improve in the domains of street crossings, public transportation, atypical O&M, and vision specific O&M skills. He had already improved his skills in the area of rural travel. STUDENT was eager to learn and wanted to improve his skills. Street crossings would be one of the primary areas of focus and he had already begun to work at an even wider variety of intersections.

13. KEEP IN MIND…
It is unlikely that many students will score 100% on the NMSBVI O&M Inventory.
The Inventory is designed to show progress over time in common areas of O&M instruction, not serve as a letter grade.
The Inventory is primarily designed for O&M students who are already in school as well as adults in rehab settings.
Users will notice that the Concepts and Movement areas are not as thorough as other O&M tools designed for much younger children.
Goal to have a 0-6 Inventory in the future
The NMSBVI O&M (M)Inventory was created specifically for students with multiple impairments.
The NMSBVI O&M Inventory and (M)Inventory are tools that O&Ms can use to assist in organizing instruction. They are not intended to replace the training and judgment of Certified Orientation & Mobility Specialists. O&Ms will cover topics not found in the Inventory and (M)Inventory and may not cover some topics in the Inventory and (M)Inventory.

14. FROM EXPERIENCE… Schedule ample time! 30-45 minutes
Assess through student, parent interview, team interview, video, etc
If an area cannot be assessed, explain to the team. May impact comparison to others, but not their own score. Additional comments can be made within your report.
The NMSBVI O&M (M)Inventory Vs “The NMSBVI O&M Alternative (M)Inventory”
Needs to be identified to the team that it is the (M)Inventory
O’s = Student not capable of demonstrating skill or does not need skill
A “0” does not count against the score if:
An entire domain is zeroed out
An entire sub-domain is zeroed out
Once you enter a score of 1-5 in a domain/sub-domain, a “0” will count against the score

15. FROM EXPERIENCE… A task analysis can be created from the sub-domains
Copy and past to Word or IEP page
Add/delete steps as needed
PRINT ONLY THE FRONT PAGE!
Make sure you have the 3.0 version saved

16. Q&A…
Q. If an entire domain is not needed to be assessed (ex Cane Skill for a non-cane user)...Should we leave the entire domain blank or enter zeroes? A. Enter 0’s because it documents that you looked at the domain and that it was not overlooked. Q. If a section of a domain (ex Y intersections on the street crossing domain) is not applicable, again, leave blank or enter zeroes? A. Enter 0’s because it documents that you looked at the sub-domain and that it was not overlooked. You can copy and paste in re-evals. Q. If a skill is higher than what would be measured (ex pub trans for an elementary age student), would you enter zeroes or enter 1's as in will be able to learn, but way down the line? A. Enter a 1 because it will draw attention to the team. The skill can be re-addressed at a later date. Although the 1 will lower the overall score, a “0” may get overlooked. Q. What if you are not able to rate a domain/sub-domain (ex Moving sidewalks on the indoors domain)? A. Parent/student interview, video, etc. The rating you choose can be explained to the parent/team the reason.

17. Q&A…
Q. If one skill within a sub-domain is not needed (ex Correct for veer on the sidewalk: student may veer but has enough vision to correct visually instead of “without turning, sweep cane in 180 arc to find sidewalk), would you enter a 0 because it is not needed (will impact score) or enter a 5 (as in mastered to not negatively impact the score?
A. Enter a 0 because it is not needed, even if it counts against the score. (A new version is being worked on to fix this…)

18. SPECIFIC SKILL DEFICIT
Example 1…11th grade, LCA, 20/400
PLAAFP
Student has his reduced ADA Paratransit Card. He has been introduced to the new Ventra system. Student is able to utilize all forms of public transportation (ADA Paratransit, CTA/RTA fixed line bus, Metra and L-trains) while being monitored and with multiple prompts and/or modeling. He will benefit from continued opportunities to enhance his independent skills on public transit. Typically developing sighted peers do not require this skill. Some visually impaired peers are developing this skill appropriately. Student demonstrates discrepancies when compared to other visually impaired peers.
According to the NMSBVI O&M Inventory, Student scored well in the domains of indoor O&M (91.3%), guided travel (88.1%), sidewalk travel (91.4%), orientation skills (85.1%) and community (88.5%). Student needs to improve in the domains of self-protection (78.0%), cane skills (81.5%), street crossings (74.6%) and public transportation (79.4%). Public transportation would be one of the primary areas of focus and he has already completed several CTA trips while being monitored and with modeling.
See additional notes pg 4 for the NMSBVI O&M Inventory Task Analysis for Public Transportation.
SPECIFIC SKILL DEFICIT
According to the NMSBVI O&M Inventory, Student scored the following in the domain of Public Transportation: 5/5 for Identify Common Public Transportation Options, 3.4/5 for Intra-City Bus Travel, 3.9/5 Inter-City Bus Travel, 3.8/5 for Taxi Travel, 5/5 for Para Transit, 2.9/5 for Air Travel and 3.6/5 for Subway/Light Rail.
GOAL
By January of 2015, while traveling with an adult and utilizing his “O&M helpers” (cane, maps, etc.), Student will plan and travel a roundtrip lesson on public transportation (ADA Paratransit, CTA/RTA fixed line bus, Metra and L-trains) to a given destination, with no more than one verbal prompt in 2/2 opportunities.

19. Example 2…2nd grade, ROP , Devel. Delays, LP
PLAAFP
Student needs to be monitored at all times when traveling, for safety and for directives with orientation. He does have some remaining vision that can be helpful in a familiar setting; however it is not reliable in an unfamiliar environment. He requires continuous verbal and physical prompts to utilize his cane correctly. At this time, the diagonal technique is reinforced. He has difficulty with feedback from his cane when a change in surface is detected and requires verbal and/or physical prompts. The difficulty that Student demonstrates with balance on irregular and/or changes in surfaces is due to his lack of response to feedback from proper cane use, as well as his impulsive behaviors (jumping, running, tapping of cane, noises, etc.). He typically requires 3+ verbal cues and often needs 2+ physical cues for safety in unfamiliar environments. Typically developing sighted peers do not require this skill. Some visually impaired peers are developing this skill appropriately. Student demonstrates discrepancies when compared to other visually impaired peers.
According to the NMSBVI O&M Alternative (M)Inventory, Student scored well in the domains of movement (64% overall) and guided travel (46.9%). Student needs to improve in the domains of concepts (35.4%), indoor O&M (34.8%) and cane skills (14.9%). Indoor O&M would be one of the primary areas of focus and he has already begun to work on a wider variety of indoor environments.
See additional notes pg 2 for the NMSBVI O&M Alternative (M)Inventory Task Analysis for Indoor Travel.
SPECIFIC SKILL DEFICIT
According to the NMSBVI O&M Alternative (M)Inventory, Student scored the following in the domain of indoor travel: 2.8/5 for hand trailing, 2.9/5 for navigating open spaces, 3/5 for doors, 1.98/5 for ascending stairs, 1.98/5 for descending stairs, 1.4/5 for elevators, 1.54/5 for ascending escalators and 1.54/5 for descending escalators.
GOAL
By March 2015, when traveling with an adult and his O&M tool (long cane, sighted guide or protective techniques), Student will navigate indoor travel (doors, stairs, surface changes) with no more than 2 verbal prompts and 1 physical prompt in 3/4 opportunities.

20. Example 2…3 year Eval ORIENTATION & MOBILITY ASSESSMENT Student:
Date Report Due:
March 2014
Date of Birth:
Evaluator:
, COMS
Assessment Environments:
School, Residential area, Business area, Home area
Placement:
Vision Program,
School
DIAGNOSIS
has
a diagnosis of retinopathy of
prematurity, aphakia, nystagmus and developmental
delays.
has had multiple surgeries on both eyes.
He has glasses for constant wear.
SOURCES OF DATA
The following assessment tools and/or procedures were used to assess the student's
orientation and mobility skill level.
TAPS
NMSBVI O&M
Alternative
(M)
Inventory
Cane
Student Interview
PROCEDURE AND RESULTS:
Please note that the percentages that appear are not letter grades. Rather, they indicate the
percent of the curriculum (or domain within the curriculum) that the student has mastered.
0 = 00% -
Student not capable of demonstrating skill or does not need skill
1 = 20%
Student does not demonstrate skill but may/will learn skill
2 = 40%
Student only demonstrates skill with verbal and/or physical prompting
3 = 60%
Student sometimes demonstrates
skill without verbal and/or physical prompting
4 = 80%
Student demonstrates skill and verbal and/or physical prompting are rarely needed
5 = 100%
Student has totally mastered skill and does not require verbal and/or physical
prompting
NMSBVI O&M INVENTO
RY TOTAL SCORE:
33.43
Concepts: 35.4%
Movement Score:
64%
Single Room O&M Score:
35.9%
Indoor O&M Score:
34.8%
Self Protection Score:
42%
Guided Travel Score:
46.9%
Cane Skills Score:
14.9%
Sidewalk Travel Score:
37.2%
Street Crossings Score:
31.6%
Orientation Skills and GPS Score:
27%
Public Transportation Score:
10%
Atypical O&M Score:
34.9%
Rural Travel Score:
27.1%
Vision Specific O&M Skills Score: 0%
Community Score:
30.6%
SUMMARY
did well in the areas of
movement,
self protection
and guided travel.
needs to be
monitored at all times when traveling, for safety and for directives with orientation.
Throughout
his day, he requires constant verbal prompts as well as physical prompts.
He does have some
remaining vision that ca
n be helpful in a familiar setting; however it is not reliable in an
unfamiliar environment.
He is able to detect some larger obstacles and maneuver around them
appropriately. He does tend to bump into obstacles that are waist high (i.e. desk, table), ev en
within a familiar setting.
responds to “safe hands” and will lift his hands in front of his
wais
t or head with verbal prompts or if he senses a large obstacle in his path.
is able to
travel within his classroom and to necessary rooms wit
hin
Elementary School with verbal
and minimal physical prompts.
responds well to routine and a structured setting. He has
increased his ability to
respond to changes in his routine on O&M lessons.
has increased
his understanding
of various spatial commands (i.e. fast/slow, backwards, side, front/back)
through whole body movement (i.e. run, jump, walk backwards, crawl).
has demonstrated an
increased ability to respond to “wh” questions from a structured routine to respondi
nng and
making
appropriate
requests in various settings (i.e. school, grocery store, Walmart, park, etc.).
will benefit from continued growth in the areas of
concepts, cane skills, orientation and
community.
utilizes a long cane throughout his schoo
l day. He is able to store and
retrieve it independently. He often demonstrates unsafe behaviors with the cane (i.e. tap, swing,
run, etc.).
requires continuous verbal and physical prompts to utilize his cane correctly. At
this time, the diagonal
technique is reinforced. He has difficulty with feedback from his cane
when a change in surface is detected and requires verbal and/or physical prompts. The difficulty
that
demonstrates with balance on irregular and/or changes in surfaces is due
to his lack of
response to feedback from proper cane use, as well as his impulsive behaviors (jumping,
running, tapping of cane, noises, etc.).
Within the building
is monitored or offered sighted
guide. In the community,
utilizes sighted gui
de. He does a nice job of holding onto the
guides wrist, with minimal verbal prompts. Where a shopping cart is appropriate, he is able to,
with minimal verbal prompts, hold onto the handle with two hands while the guide is pulling the
cart from the front
corner.
seems to enjoy his O&M lessons. He will request places of interest as well as request
music (radio Disney, B96 or Kids Bop) when in the van.
His favorite community setting is the
play park, as movement is
a strength
of It is great to see him laughing and enjoying his
activities, while incorporating various techniques through exposure to recreational skills. ,
Certified Orientation and Mobility
Specialist

21. Example 3…Preschool, Detached Retinas, NLP
PLAAFP
Student utilizes a long cane throughout his school day. On indoor O&M lessons, he is able to maintain grip when traveling and when the cane encounters an object in his path. At times, Student can become silly and does not utilize his cane properly. Student requires minimal verbal prompts to keep his cane hand midline. He is being introduced to constant contact in a structured routine with verbal and physical prompts utilizing the “cane connector”. Student is beginning to attempt constant contact and explore his surroundings when traveling on his own. Student typically requires 3+ verbal prompts and 1+ physical prompt to stop when his cane contacts an object in his path, identify when the cane has encountered a drop off/curb or identify when the cane encounters a change in terrain. Typically developing sighted peers do not require this skill. Some visually impaired peers are developing this skill appropriately. Student demonstrates discrepancies when compared to other visually impaired peers.
According to the NMSBVI O&M Inventory, Student scored an overall 2.83/5 in the domain of Basic Cane Skills.
0 = 00%- Student not capable of demonstrating skill or does not need skill
1 = 20%- Student does not demonstrate skill but may/will learn skill
2 = 40%- Student only demonstrates skill with verbal and/or physical prompting
3 = 60%- Student sometimes demonstrates skill without verbal and/or physical prompting
4 = 80%- Student demonstrates skill and verbal and/or physical prompting are rarely needed
5 = 100%- Student has totally mastered skill and does not require verbal and/or physical prompting
SPECIFIC SKILL DEFICIT
According to the NMSBVI O&M Inventory, Student scored the following in the domain of Basic Cane Skills: 3.8/5 for grasping cane handle firmly enough to keep from dropping, 3.8/5 for maintaining grip on cane while walking, 3.4/5 for maintaining grip when cane encounters object, 2.8/5 for identifying when cane has contacted object, 2.4/5 for identifying when cane has encountered a drop off or curb and 2.4/5 for identifying when cane has encountered change in terrain.
GOAL
By March 2015, when traveling with his long cane and with an adult, Student will demonstrate Basic Cane Skills (stop when his cane contacts an object in his path, identify when the cane has encountered a drop off/curb or identify when the cane encounters a change in terrain) with no more than 1 verbal cue in 3/4 opportunities.

22. GRADE LEVEL COMPARISONS (Current completed Inventories)
NMSBVI O&M INVENTORY - LOW VISION
Grade K 1 2 3 4 5 6 7 8 9 10 11 12
12+
Scores
42.8
45.1 47
63.6
63.8
67.9
63.4
43.9
62.7
67.5 86
84.5
46.3
# students
Range
Average
44.525
63.15
67.7
77.967
NMSBVI O&M INVENTORY - TOTAL BLIND
39.9
44.7
53.4 66
38.3
39.1

23. GRADE LEVEL COMPARISONS (Current completed Alternative (M)Inventories)
NMSBVI O&M ALTERNATIVE (M)INVENTORY - LOW VISION
Grade K 1 2 3 4 5 6 7 8 9 10 11 12
12+
Scores
31.8
38.1
56.7
39.9
# students
Range
Average 39
NMSBVI O&M ALTERNATIVE (M)INVENTORY - TOTAL BLIND
31.5
35.3

24. GRADE LEVEL COMPARISONS (Current completed Inventories & Alternative (M)Inventories)
NMSBVI O&M INVENTORY - LOW VISION
Grade K 1 2 3 4 5 6 7 8 9 10 11 12
12+
Scores
42.8
45.1 47
63.6
63.8
67.9
63.4
43.9
62.7
67.5 86
84.5
46.3
# students
Average
44.525
63.15
67.7
77.967
NMSBVI O&M INVENTORY - TOTAL BLIND
39.9
44.7
53.4 66
38.3
39.1
NMSBVI O&M ALTERNATIVE (M)INVENTORY - LOW VISION
31.8
38.1
56.7 39
NMSBVI O&M ALTERNATIVE (M)INVENTORY - TOTAL BLIND
31.5
35.3

25. MOVING FORWARD… O&M Specialists begin using this tool
O&M Specialists revise and refine the tool
Importance of standard protocol for
test administration
scoring
reporting
In the near future
Validity testing
Reliability testing
In the distant future
Publications supporting it’s use