Environmental Analysis – includes gathering and application of information related to: layout of room/building, numbering systems, traffic patterns, safety, depth cues, lighting/contrast, tactile discrimination of surfaces, selecting appropriate techniques, transition to new spaces, etc. PAGE for Direct Column PAGE TOTAL for Educational Team Support Column Type of O&M Service Direct Instruction from O&M Specialist Educational Team Support/Collaborative Consultation 0=no need at this time 0=no need at this time 1=low need-occasional support and maintenance of skills 1=low need-teacher(s)/family needs infrequent support for established routines/ IEP goals & objectives/ modeling/curriculum 4=medium need-needs skills but lower priority; generalization and fluency development 4=medium need-teacher(s)/family needs some support for development and maintenance of routines/ IEP goals & objectives/ modeling/ curriculum 7=high need-priority; complete mastery of introduced skills 7=high need-teacher(s)/family needs ongoing support for established routines/ implementation of IEP goals & objectives/ modeling/ use of curriculum 10=intense need-priority; acquisition of new skills 10=intense need-teacher(s)/family needs ongoing support to establish new routines/ implement IEP goals & objectives/ modeling/ use of curriculum O&M Area Critical Thinking/Problem-Solving (cont) Street Crossings - synthesizing necessary skills and strategies to execute safe street crossings. SENSORY EFFICIENCY Visual – includes training without and with optical devices in a variety of lighting conditions in the use of: lighting, glare management strategies, scanning, tracing, tracking, identification/spotting, environmental signage and landmarks, etc. Auditory – includes training in: the use of sound awareness/detection, discrimination, identification, localization, directionality,
distance and speed, echolocation, auditory alignment, sound shadows and masking, cochlear implants and hearing aids, etc. PAGE for Direct Column PAGE TOTAL for Educational Team Support Column Type of O&M Service Direct Instruction from O&M Specialist Educational Team Support/Collaborative Consultation 0=no need at this time 0=no need at this time 1=low need-occasional support and maintenance of skills 1=low need-teacher(s)/family infrequent support for established routines/ IEP goals & objectives/ modeling/curriculum 4=medium need-needs skills but lower priority; generalization and fluency development 4=medium need-teacher(s)/family needs some support for development and maintenance of routines/ IEP goals & objectives/ modeling/ curriculum 7=high need-priority; complete mastery of introduced skills 7=high need-teacher(s)/family needs ongoing support for established routines/ implementation of IEP goals & objectives/ modeling/ curriculum 10=intense need-priority; acquisition of new skills 10=intense need-teacher(s)/family needs ongoing support to establish new routines/ implement IEP goals & objectives/ modeling/ use of curriculum O&M Skill Area SENSORY EFFICIENCY (cont) Tactile – includes training in: tactile sensitivity reduction; haptic perception; discrimination of shapes, textures, dot patterns, same/different; awareness of tactile warning systems and terrain changes; effective use of signage and numbering systems (braille, symbols, raised print), etc. Additional Sensory Systems - Use of proprioceptive, vestibular, kinesthetic, olfactory, and gustatory systems TRANSPORTATION Familiarization and Planning - includes familiarization and safety concerns related
turn-taking; personal boundaries; identifying social cues, customs, and communication; soliciting assistance; selective self-disclosure; phone etiquette; table etiquette; interacting with people in a variety of settings (e.g. social, business, information-gathering, commercial/transactional); etc. PAGE TOTAL for Direct Column PAGE TOTAL for Educational Team Support Column Type of O&M Service Direct Instruction from O&M Educational Team Support/Collaboration 0=no need at this time 0=no need at this time 1=low need-occasional support and maintenance of skills 1=low need-teacher(s)/family needs infrequent support for established routines/ IEP goals & objectives/ modeling/curriculum 4=medium need-needs skills but lower priority; generalization and fluency development 4=medium need-teacher(s)/family some support for development and maintenance of routines/ IEP goals & objectives/ modeling/ curriculum 7=high need-priority; complete mastery of introduced skills 7=high need-teacher(s)/family needs ongoing support for established routines/ implementation of IEP goals & objectives/ modeling/ curriculum 10=intense need-priority; acquisition of new skills 10=intense need-teacher(s)/family needs ongoing support to establish new routines/ implement IEP goals & objectives/ modeling/ use of curriculum O&M Skill Area RELATED ECC (cont) Self-Determination Skills – includes self-advocacy, assertiveness, goal-setting, etc. Independent Living Skills – includes management, personal information and identification, personal hygiene, dressing appropriately for the weather, organization skills, time management, accessing agency support, shopping, laundry, choosing residence, etc.