American Action Fund for Blind Children and Adults
Future Reflections Special Issue: The Individualized Education Plan (IEP) PREPARATION AND PLANNING
The Orientation and Mobility Goal Bank
by Merry-Noel Chamberlain
From the Editor: Perhaps you are unclear about when your blind child should begin to receive instruction in orientation and mobility (O&M). Perhaps O&M instruction is included in your child's IEP, but you are unsure which goals will be appropriate. Merry-Noel Chamberlain has compiled a bank of O&M goals for children and teens. By reviewing these suggested goals, you may get a clearer idea of what your child needs to learn on the journey toward independence. Merry-Noel Chamberlain is a teacher of the visually impaired (TVI) and O&M instructor in Omaha, Nebraska.
Sometimes it can be difficult to get an orientation and mobility goal onto the Individual Family Service Plan (IFSP) or IEP for a young blind child. Most school districts require an assessment by a qualified O&M instructor. Often this person will first look at the child's eye condition, visual acuity, and/or field of vision. Then he or she will conduct an evaluation. The instructor will evaluate the child's ability to know where he or she is within familiar and, perhaps, unfamiliar locations. The instructor will also assess the child's ability to maneuver from one location to another, with or without using alternative skills of blindness. Focus will be placed on the child's skills and ability to maneuver. For example, does he bump into door frames, furniture, or people? Does he step on toys and other items on the floor? For babies and toddlers, only an ophthalmologist's report is necessary to determine eligibility.
Some O&M instructors are unsure where to begin when they work with toddlers or non-walkers. In fact, some O&M instructors choose not to work with toddlers or with children who have not learned to walk yet. However, some toddlers do not walk because of...well, it is uncertain what their reasons are. Let me tell you a couple of stories about former students of mine.
The first story happened several years ago when I worked with a three-year-old called Laura. One day Laura, her two-year-old sister, and her mother took a tour of the Iowa Department for the Blind. The girls rode in a double stroller at the beginning of the tour. Soon the little sister wanted out, but Laura was quite content to ride around, pushed by her mother.
Somewhere in the middle of the tour, we visited the Aids and Devices Department. Laura was lifted out of the stroller so she could be measured for her own long white cane. As little Laura stood with her cane, she began tapping items around her. She found my feet, her mother's feet, the cupboard, the table legs, and so forth. Afterward, Laura did not want to go back into the stroller. Her mother returned the stroller to the car and both girls walked for the remainder of the tour.
The second story happened at the Virginia School for the Deaf and the Blind. I had an eight-year-old there who did not want to walk anywhere. He had been carried or pushed in a stroller whenever his family needed to go anywhere. At school, however, he could not ride in the stroller, and we could not carry him. Sometimes he simply sat in the hallway or on the sidewalk until he was ready to take a step or two. This little guy was nonverbal, so he did not have a way to communicate what troubled him.
Soon after he arrived at the school, I gave this boy a cane to try. I showed him the basic way to arc the cane in front of his body as he moved forward. Thereafter, this little guy could not be held down. He walked proudly all over campus, his head up and his cane in front of his body.
In 2011 I began to create an O&M Goal Bank. In the bank I captured some ideas I could use when considering goals for my students. Every goal must be measurable, and it must have an end date. By no means is this Goal Bank a complete list of possible O&M goals, but I hope that it will give you some helpful ideas.
As you read through the list, remember that it is only a selection of the countless goals that can be used for any particular student. Keep in mind that not all students are the same. Not all students work at the same pace or have the same O&M needs.
Baby and Toddler Goals
Note: Substitute the # sign for the date.
By #, child will hold a small long white cane for 30 seconds 50 percent of observed opportunities.
By #, child will open hand to grip or reach for a small long white cane 7 out of 10 opportunities (70 percent) when the cane is presented or placed on her palm.
By #, child will carry own cane around the house during seven opportunities within seven days (100 percent).
By #, child will carry own cane, even when he/she is being carried, 7 out of 10 opportunities.
By #, child will tap the cane tip (with assistance) on different textures within the home environment 7 out of 10 opportunities while standing or sitting.
By #, child will tap the cane tip (without assistance) on different textures within the home environment 7 out of 10 opportunities while standing or sitting.
By #, child will carry own cane for at least 3 minutes outside the home environment on 7 out of 10 occasions even while being carried.
By #, child will reach for own cane with less than 3 prompts when exiting the home environment 7 out of 10 opportunities.
By #, child will retrieve own cane with no prompts when exiting the home environment 7 out of 10 opportunities.
By #, child will tap the cane tip (with assistance) on different textures outside the home environment 7 out of 10 opportunities.
By #, child will tap the cane tip (without assistance) on different textures outside the home environment 7 out of 10 opportunities.
By #, child will walk three steps (with assistance) holding the small long white cane 7 out of 10 opportunities.
By #, child will walk three steps (without assistance), holding the small long white cane 7 out of 10 opportunities.
Basic Goals for Toddlers
In addition to the goals listed above:
By #, child will walk forward at least five feet, holding the cane in front of his/her body 7 out of 10 observations.
By #, child will walk forward at least five feet while moving the cane left and right in front of his/her body 7 out of 10 observations.
By #, child will walk forward at least five feet, tapping the cane left and right in front of his/her body 7 out of 10 observations.
Goals for Older Children
By #, child will develop sensory concepts within her environment related to orientation and mobility, including recognizing specific sounds and tactual information, with 90 percent accuracy on 9 of 10 occasions.
By #, child will develop sensory concepts within her environment related to orientation and mobility with 75 percent accuracy on 6 of 7 occasions.
By #, child will demonstrate the ability to travel independently to a specific location on 15 occasions with 90 percent accuracy and less than 5 prompts to continue her route.
By #, child will detect textural changes, subtle drop-off, and blended areas using the touch and slide cane technique with 85 percent accuracy in 3 out of 5 trials.
By #, child will locate the desired sidewalk in a safe, efficient, and systematic manner using the two and three touch cane technique with 85 percent accuracy in 3 out of 5 trials.
By #, child will walk in step and hold the cane correctly (in the center of his body with open palm) to a designated location with less than 5 prompts to "walk in step."
By #, child will keep the cane upright when not in motion (i.e., when standing in the hallway not walking) in 7 out of 10 opportunities outside of class.
By #, child will maintain her long white cane in a forward position as she travels and will demonstrate correct trailing skills, with 75 percent accuracy, on 4 out of 5 trials, over 5 consecutive sessions.
By #, child will demonstrate cane skills most appropriate to the travel demands indoors and outdoors with 75 percent accuracy in 3 out of 5 trials.
By #, child will demonstrate accurate shore-lining technique, maintaining the desired line of travel to specific destinations with 85 percent accuracy in 3 out of 5 trials.
By #, child will demonstrate correct hand and arm position for the two point touch cane technique with two verbal prompts and one physical prompt (touch of the elbow) for four consecutive opportunities.
By #, child will pivot his wrist from the body midline position and move the cane laterally to shoulder width arcs with two verbal prompts and one physical prompt for four consecutive days.
By #, child will adjust his line of travel when his cane contacts obstacles in the pathway with two verbal prompts and one physical prompt for four consecutive days.
By #, child will travel safely in indoor and outdoor environments, both familiar and unfamiliar, with 80 percent accuracy.
By #, child will develop and use proper cane techniques, including the open-palm grip, walking in step, a proper touch technique, and holding the cane correctly on the stairs 90 percent (9 out of 10 observations).
By #, child will demonstrate an understanding of beginning cane skill concepts such as the two-point touch, walk in step, and tap slide with 80 percent accuracy on 3 of 4 trials.
By #, child will travel safely (arcing his cane the width of his shoulders) in indoor and outdoor environments, with less than two prompts, for five consecutive times.
By #, child will use the long white cane correctly in 8 out of 10 observations outside of orientation and mobility class. This consists of holding the cane in front center of his body with his palm upward, arcing the cane from the left to the right as wide as his shoulders, and walking in step with his cane.
By #, child will demonstrate the skills to use her cane efficiently on the stairs, ascending and descending, with 80 percent efficiency on 3 out of every 5 observed occasions.
By #, child will take his cane with him to a designated location outside his comfort zone on 8 out of 10 opportunities.
By #, child will demonstrate the skills to independently navigate a simple route in a business area on 3 out of 5 opportunities with 80 percent accuracy.
By #, child will walk in step and hold the cane correctly (in the center of her body with open palm) from one designated location to another with less than 5 prompts to "walk in step" five consecutive times.
By #, child will demonstrate the skills to use her cane efficiently with the "extended grip" and "pencil grip," keeping the cane in front of her and moving it to the left and right in an arc as wide as her shoulders, on 5 out of every 10 observed occasions.
By #, child will successfully walk in step with her cane in 7 out of 10 observations. This includes holding the cane correctly.
By #, child will demonstrate the skills to use her long white cane efficiently, including using the proper touch and walking in step techniques, with 80 percent efficiency without being reminded 7 out of every 10 observed occasions.
By #, child will demonstrate efficiency with basic cane techniques with 70 percent accuracy on 4 out of every 5 trials.
By #, child will demonstrate the skills to use her cane efficiently, including keeping it in front of her and moving it to the left and right as wide as her shoulders on 3 out of every 5 observed occasions.
By #, child will arc the cane to the right and left as wide as her shoulders, with the cane on or very near the ground or floor in 8 consecutive observations with no reminders.
By #, child will demonstrate the skills to use his long white cane efficiently, including using the proper touch and walking in step techniques, with 80 percent efficiency, without being reminded 3 out of every 5 observed occasions.
By #, when standing at the curb and given the question, "Do you hear any traffic?" child will answer correctly 7 out of 10 opportunities.
By #, when standing at the curb and given the question, "Do you think it is safe to cross the street?" child will answer correctly 7 out of 10 opportunities with 100 percent accuracy.
By #, child will demonstrate safe street crossing skills by independently determining safe moments to cross at 9 of 10 controlled or uncontrolled intersections.
By #, child will demonstrate the skills needed to cross a variety of streets at controlled and uncontrolled intersections using traffic cues with 100 percent efficiency on 9 out of 10 trials.
By #, child will demonstrate beginning orientation and mobility concepts by remembering directions on simple residential routes that involve one or two turns with 80 percent accuracy on 9 out of 10 opportunities.
By #, child will arc the cane as wide as her shoulders in 8 out of 10 observations outside of orientation and mobility class.
By #, child will keep her cane in front of her body going up and down stairs in 8 out of 10 observations outside of orientation and mobility class.
By #, child will demonstrate the ability to gather nonvisual information in order to independently complete 3 of 5 basic 2- and 3-turn routes in a residential setting with 80 percent accuracy.
By #, child will demonstrate the skills to use her cane efficiently, including using the proper touch and walking in step techniques, with 80 percent efficiency without being reminded 3 out of every 5 observed occasions.
By #, child will demonstrate cane skills most appropriate to the travel demands indoors and outdoors with 75 percent accuracy in 3 out of 5 trials.
By #, child will move his cane to the left and right (the width of his shoulders) with 75 percent accuracy in 3 out of 5 trials as he travels both inside and outside.
By #, child will independently place his cane in the proper designated storage location when requested 8 out 10 times (80 percent).
By #, child will demonstrate the skills to use her cane efficiently, including keeping it in front of her and moving it to the left and right as wide as her shoulders on 3 out of every 5 observed occasions.
More Advanced Goals
By #, student will demonstrate the ability to independently navigate school or campus, using proper cane technique with 80 percent accuracy, going to and from the cafeteria, the infirmary, classroom building, and the dorm on 4 out of every 5 trials (while wearing sleep-shades).
By #, when student is brought to a particular location, he/she will be able to successfully travel to a specified location using problem-solving techniques in five consecutive occasions with less than two requests for assistance from the public.
By #, student will demonstrate the ability to independently and safely cross a four-lane road at a controlled intersection with 100 percent accuracy on 4 out of 5 trials.
By #, when student is in a particular location, she will be able to successfully travel to a specified location using problem-solving techniques on seven consecutive occasions, with less than two requests for assistance.
By #, student will demonstrate the confidence and skill necessary to independently and safely cross a street at a controlled intersection with 100 percent efficiency on 6 out of 7 trials.
By #, student will demonstrate the ability to maintain orientation while independently completing one residential route with 3 direction changes and one business route with 4 direction changes with 80 percent accuracy.
By #, student will demonstrate problem-solving skills by successfully locating 10 particular landmarks, requesting assistance from the general public fewer than 3 times per quest.
By #, student will voluntarily use his cane properly when traveling both on and off campus on 7 out of every 10 observed occasions.
By #, student will demonstrate an understanding of basic orientation concepts at school and in the community using cardinal directions, self-monitoring and mental mapping techniques, and various sound/tactile cues to complete 4 independent routes.
By #, student will demonstrate safe maneuvering at school, including ascending and descending stairs using cane and/or handrail without cues for technique or speed with 90 percent accuracy (9 out of 10 observations).
By #, student will demonstrate safe maneuvering at school building, including ascending and descending stairs using cane and/or handrail without cues for technique or speed in 6 out of 10 observations outside of class.
By #, student will exhibit the necessary skills to cross streets safely and accurately at intersections, using nonvisual techniques that will be independently demonstrated on 9 of 10 crossings with 100 percent accuracy.
By #, student will voluntarily use his cane properly when traveling both on and off campus on 5 out of every 8 observed occasions with 90 percent accuracy.
By #, student shall be able to travel about the designated area by creating travel routes that require him to negotiate residential and business travel situations (including intersections) on 4 out of 5 lessons.
By #, student shall be able to utilize the local bus system to enhance his travel ability and range 100 percent of the time as desired.
By #, student will be able to make 10 basic stop light crossings independently with 100 percent accuracy.
By #, student will demonstrate the skills to negotiate 8 of 10 complex controlled intersections independently within the community with 100 percent efficiency.
By #, student will demonstrate the ability to travel independently to a specific location by following a predetermined route on 3 of 5 occasions with 90 percent accuracy.
By #, student will demonstrate an understanding of basic addressing systems by locating 4 of 5 businesses in the local community independently with 100 percent accuracy.
By #, student will be able to name north/southbound streets, etc. and name east/westbound streets, etc., on request with 100 percent accuracy on 5 consecutive quizzes.
By #, student will be able to recognize particular downtown streets by defining characteristics, such as: the direction-bound, one-way/two-way, residential/business/semi-business, busy/slow/steady, changes or dead-ends at any point, and other landmarks or characteristics on request with 100 percent accuracy on 5 consecutive quizzes.
By #, student will be able to document an understanding of (city/town's name) addressing system. Typically each block contains 1-99, 100-199, 200-299, etc. Typically odd-numbered addresses are found on one side of the street and even-numbered addresses on the other side. The student will demonstrate this knowledge with 100 percent accuracy on 5 consecutive quizzes.
By #, student will be able to respond to verbal scenarios (Ex. Steady traffic on perpendicular, choppy traffic on parallel, how do you know when the light changes?) on request with 100 percent accuracy on 5 consecutive quizzes.
By #, student will be able to locate 5 downtown destinations (2 addresses, 2 named businesses, and 1 personal) with 100 percent accuracy with less than three requests for assistance from the public.
By #, student will be able to successfully complete two drop-routes with less than three requests for assistance from the public.
By #, student will be able to successfully travel to 10 addresses located downtown (city/town name) or in surrounding community using problem-solving techniques with less than three requests for assistance from the public.
By #, student will demonstrate the skills necessary to travel within and make multiple purchases at a store in the local community with 90 percent accuracy on 3 out of 4 opportunities.
In order to build confidence in regarding the cane as a tool symbolizing independence, student will have (number) opportunities to use the long white cane outside his/her comfort area by #, 2017.
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