2. ORIENTATION & MOBILITY Intersection Analysis Tools for the O&M Instructor And Program Accountability Kevin A. Stewart, Ed.D. April 24, 2008 Denver

3. Today’s Agenda Program Accountability Program Accountability FVA O&M / Ecological Inventory FVA O&M / Ecological Inventory Central Skills in Street Crossings Central Skills in Street Crossings Perceptual Learning applied Perceptual Learning applied Video Analysis Video Analysis LUNCH LUNCH Walkabout “Your Turn” Walkabout “Your Turn” Data Analysis Data Analysis Jeopardy: “What do you Know?” Jeopardy: “What do you Know?”

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

5. IEP Goals & Expectations Follow logically from assessment of present levels of functioning Follow logically from assessment of present levels of functioning Address functional priorities of the educational team Address functional priorities of the educational team Provides accountability to our instructional practice Provides accountability to our instructional practice

6. Accountability Establishing goals and collecting data helps guide our daily instruction Establishing goals and collecting data helps guide our daily instruction Provides a means to measure student learning Provides a means to measure student learning Provides a means to evaluate our instructional practises Provides a means to evaluate our instructional practises

7. Top-Down Approach Based on interviews with student, family, team members Based on interviews with student, family, team members Ecological Assessment Ecological Assessment –Task Analysis –Discrepancy Analysis Determine Adaptive Skills to teach Determine Adaptive Skills to teach Write observable, measurable and obtainable short-term goals Write observable, measurable and obtainable short-term goals DESIRED GOAL Identify Skills Obstacles Strengths Strategies to Improve Performance & bypass obstacles Expectations and Strategies

8. Example: Desired Goal Identified To be able to independently travel safely and efficiently to/from home and the neighbourhood convenience store (Max Milk). To be able to independently travel safely and efficiently to/from home and the neighbourhood convenience store (Max Milk).

9. Identify Skills: Ecological Inventory Involve observing and identifying the skills in a given environment. Ensures that the skills will be: Involve observing and identifying the skills in a given environment. Ensures that the skills will be: –Functional –Age-appropriate –naturally occurring (Falvey, 1989; Snell, 1992) (Falvey, 1989; Snell, 1992)

10. Identify the environment Identify the environment Identify Activities that occur Identify Activities that occur Identify specific skills required to participate in the selected activity Identify specific skills required to participate in the selected activity

11. Task Analysis Discrepancy Analysis Ecological Inventory

12. Measurable Long Term (Annual) Goal: WHO: Student WHO: Student ACTION: will be able to independently travel to Max Milk Convenience store, ACTION: will be able to independently travel to Max Milk Convenience store, CONDITION: within his residential area during daylight conditions, CONDITION: within his residential area during daylight conditions, PERFORMANCE CRITERIA: 1/1 times/ session with a 100% accuracy on ten tasks, PERFORMANCE CRITERIA: 1/1 times/ session with a 100% accuracy on ten tasks, LENGTH OF TIME: over 5 consecutive opportunities. LENGTH OF TIME: over 5 consecutive opportunities.

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

15. Central Skills in Street Crossings 1.Detecting the street (a detection task)(a detection task) 2.Aligning the body (a localization task)(a localization task) 3.Initiating a crossing (a detection task)(a detection task) 4.Walking a straight path across the street (a localization task)(a localization task)

16. Perceptual Learning

17. Sources of Input Looking Looking Listening Listening Touching Touching Walking Walking –Kinesthetic –Vestibular Wind, Temperature, Odors Wind, Temperature, Odors

18. Looking Movement of the eyes, head and body Movement of the eyes, head and body Visual Field of 180 degrees Visual Field of 180 degrees –Form and shape –Motion –Over-all spatial layout –Adaptation to dim illumination (night vision) Visual Acuity Visual Acuity –Contrast –Colour –Fine detail –Figure ground

19. Listening Assist in identifying Assist in identifying –Objects that emit sound traffic traffic pedestrians pedestrians –Objects 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 environment

20. Assist in localization – Distance Sense Assist in localization – Distance Sense –Information 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 direction Maintaining line of direction –Information through reflection - echolocation Presence and position of objects Presence and position of objects Object size Object size Maintaining line of direction Maintaining line of direction –Information through attenuation - sound shadows Presence and position of objects Presence and position of objects Object size Object size Maintaining line of direction Maintaining line of direction

21. Touching Assist in identifying object properties Assist in identifying object properties –Skin (neural end-organs) pressure vs. lateral motion pressure vs. lateral motion vibration vibration temperature temperature pain pain Assists in detecting position / body movements Assists in detecting position / body movements –Proprioception receptors in skin, receptors in skin, muscles and tendons muscles and tendons –Kinesthesis position of joints, position of joints, body parts body parts

22. Assist in perceiving proximal / distal stimuli Assist in perceiving proximal / distal stimuli –Proximal (sensation at receptor organ) proprioceptive input through skin proprioceptive input through skin Pattern of pressure / deformation of hand grip Pattern of pressure / deformation of hand grip –Distal (exploration of object / environment) mobility tools mobility tools materials, slopes, elevations materials, slopes, elevations location and dimension of obstacles / openings location and dimension of obstacles / openings

23. Walking Perceptual input and motor action Perceptual input and motor action –Coordinating input with planning movement Assist in keeping track of locomotion path Assist in keeping track of locomotion path –Sequence of motor control commands to muscles (efference) –Feedback from body about movement from brain commands (afference) proprioceptive proprioceptive vestibular vestibular –involves the hairs in semicircular canals –used to determine direction and extent of turns

24. Assists in skillful orientation Assists in skillful orientation –“ Environmental Flow” changes in distance and directions to objects changes in distance and directions to objects turning in place vs. walking straight ahead turning in place vs. walking straight ahead vertical and horizontal planes vertical and horizontal planes relies on looking and listening relies on looking and listening

25. Wind, Temperature, Odors Feeling wind Feeling wind –Mechanical stimulation of skin –Movements of hair and clothing –Building wind flow –Wind for determining facing direction Feeling Temperature Feeling Temperature –Open doors of air-conditioned bus –“Hot spot” from sun Smelling odors Smelling odors –Fat-soluble vapors –General directional information

26. Perceptual Learning Development and education of attention (Gibson, 1968) and filtering sensory information for the purpose of safe and efficient travel. A Key ingredient within every O&M lesson.

27. Three Principles of Perception 1. Single vs. Multi-Task Unskillful: requires much attention and concentration between mobility/orientation tasks. Skillful: less attention, easily combined with other tasks.

28. 2. Irrelevant vs. Relevant Features Unskilled: notices both relevant and irrelevant sensory features Skilled: Narrow focus to relevant features and understand them.

29. 3. Proximal vs. Distal Stimuli Unskilled: attention to proximal stimulus Skilled: attention to distal stimulus

30. Classification of Perceptual input and movement Procedural Procedural –Coordinated Motor sequence –Degrees of freedom –When to apply the motor act Specific Specific –Places and event (locations/hazards) –Increases efficiency of travel Conceptual Conceptual –General patterns –Typical intersections –Cardinal directions

31. Spatial Structure Egocentric Egocentric –“Lateral: to my right or left.” Topocentric Topocentric –“Between... Beside... Under etc.” Cartographic Cartographic –Pattern of streets, number systems –“Max Milk is on the NE corner” Polarcentric Polarcentric –Compass directions Self - Object Object - Object

33. Data Analysis Baseline Baseline Graphing Data Graphing Data Aim Line Aim Line Trend Line Trend Line Decision Making Decision Making Remedial Strategies Remedial Strategies

35. Mapping Materials

36. Street Models

37. 3 – D Models

40. ORIENTATION & MOBILITY: JEOPORDYGAME