TRANSCRIPT - TSBVI Coffee Hour: Step-By-Step: An Interactive Guide to Mobility Techniques Ð 11-15-21


>> Sandra: Thank you and hello to everyone. And it's nice to see so many folks, especially from all over the U.S. So what we're going to do today, I'm really happy to be able to share with you the product called Step-By-Step. It's sort of a labor of love that I've been doing for many years. This is actually the second edition. Some of you may have seen the first edition. It was something that I originally came up with in the early '90s and you will hear more about that as time goes on. And I'll tell you about what it is, how it was developed and how you can use it, whether you are an O&M specialist, a TVI, work at a university, whatever. So I'm going to start off by just opening up a PowerPoint to give you a little background. And then I would like to show you the program itself and we'll try a few activities within it. Give you a feel for it. Feel free to ask questions at any time. So, okay, let me open up the PowerPoint. It will take me just a second. We will put it in a view that everyone can see most easily. Okay. Here we go. It's named Step-By-Step, it's an interactive guide computer program essentially to mobility techniques. And it's an instructional computer program. For those of you that are not familiar with it, it combines text, video, stop-action video, where you can see the skills either step-by-step, piece-by-piece to learn the components or see the whole gestalt, your choice. Photographs, everything that we could think of. When this product was first envisioned, the only textbook out there, for those of you who have been around long enough can remember, Helen Ponder, the blue book, no pictures, just texts. So this is hopefully designed to provide the visuals. And it demonstrates and describes all the basic, intermediate and advanced mobility skills. So it's an interactive product because the idea is that it helps the user learn the techniques, test their understanding of the components, identify errors made by new learners that they are working with, just learning to travel, all of the things that you would do as a mobility specialist. And then once you identify that something is wrong, figuring out how to correct it. So that's what this program is for. It's to mimic real life how you teach O&M. So, like I said, originally, it was designed for university programs, although it has use for many other populations. For the university programs, the idea is that the students can preview the content prior to learning the techniques in class. I remember I was in the O&M program and we learned how to cross a street by standing on a busy street corner, [ Chuckling ], and hearing all of the traffic of the six-lane road zooming in front of us and trying to listen to the teacher. And when I got to teach at the university level myself, I saw the glasssy eyed, deer in the headlight look on my students eyes that really started the ball for this project. Students can now learn the steps of the skills, the mechanical components before they are ever standing on that street corner. Then in class, we are spending our time not learning how to do the mechanics of the skills, as much as having more time to learn how to teach it. That's just been a real benefit and nice change in the program. So the idea is that faculty can either have students preview it or they can use the -- the program to show techniques in class together. As a group. Have students practice their analysis skills, have meaningful discussions. Some universities are using it the second way. It's equally effective both ways, we've found. For the students, they can review the modules after class, in preparation for a skills test in their program. Or once they are out of school, just refresh their memory of the skill components and analysis. It's great for folks who have been away from O&M for a while and just want that refresher. Or for brand new graduates who suddenly find themselves having to teach oh, something like stairs with a cane and they are thinking, okay, I learned that a long time ago, I want a refresher before I see my students in internship or my brand new student now that I'm on the job. For those universities doing distance ed, it's a perfect supplement. You can't be there physically every minute to show techniques to folks. You can use this as a bridge between what you do when you're together and what they can do on their own. But in addition to the university group, Step by Step has also been found- much to my delight- to be of interest to a lot of other populations. This was sort of my hope when I designed it, and it turned out to be very true. We field tested it way back when with all sorts of populations, and we found tremendous interest in use by teachers of the visually impaired vision rehab therapists, O&M assistants and all sorts of professionals returning to the field after an extended absence. We've also found parts are of interest to regular and special ed teachers outside of visual impairment. Rehabilitation professionals, health care professionals. Especially like nursing home staff and health care volunteers at hospitals or clinics. Now are all parts of interest to all these groups? No, but what we've done is we organized it by group. So as I'll be telling you more later, we developed it into two flash drives. The first flash drive are the components that are more general interest. For example, it's guiding. So these groups that really only need to know how to guide someone will have what they need to know on flash drive one. Groups that work with visually impaired and may want to do more, such as teachers of the visually impaired or vision rehab therapist who want be able to teach things like finding dropped objects. Searching for a lost item or an item on a tabletop. That type of thing. Protective arm techniques. Those are all in flash drive one. The more advanced skills that are normally taught just by a mobility professional are on flash drive two. So you'll get to see that as I go on. OK. Other people, as I said, public service people could be everything from people who work at the local park system, recreation programs to just anyone who's interested. And these are normally people who just want to learn how to be guides. You know, why did I develop a computer program? Well, at the time there was only one book, no visuals. But the computer assisted design was just coming out in the 90s, really big in related fields like P.E. and nursing and that type of thing. And it was a perfect fit for mobility. It lends itself to individual use. Every student can have a flash drive and they can go through the items themselves, or they can work small groups and learn together. And the advantage of this design is that students can do things at their own pace. They can review the material as often as they want. It's not like you say at once in class and hope you get it all before you have to go do it. You take your time, be comfortable. You can stop the world step outside of the simulation process to review the material better understand it, it's your pace. It's very individualized breaking instruction into manageable chunks. By sub topics, you'll see how we do that or you can do an entire skill in one sitting. So, in a real quick nutshell, that is sort of been why I developed it. But the next step was okay, how, how is this going to happen. It started off as a single University effort at San Francisco State. I just taken a job they're on their faculty, when I started working on this idea. And notice to the deer in the headlight look of my students. And originally I was going to just develop this first students, but I wanted to get input from my colleagues and other, but winning programs and other universities, on the quality, what should be included, that type of thing. Well, we all agree there should be some way, some visual tool for folks to use the design of the program, outside of class time to learn review and practice skills, but boy was I surprised. And so we're all my other colleagues across the country. something we never expected. Every one of us taught skills differently. Some universities taught people to hold long cane differently than the rest of them some schools had people hold on to the arm and guiding technique differently. They were all good valid techniques, but we didn't all agree and how things should be done. And here we all thought we were on the same page across the country. But we weren't surprised. So, We bit the bullet. We held a symposium at San Francisco State University and I brought in one faculty member, or from every program in the country. And we all got together in one room parked our guns at the doors. I locked the door so no one could escape for a very long weekend. And what we did as a university group with national representation is we went through every single skill and every university showed how they taught it. So we looked at many different ways of doing things, and found out there were hundreds of different things that were different and are the same or little tweaks. So we decided as a group, representative group to organize the techniques by what we're standard things we all agreed on. And what we're a little modifications, little tweaks. And so step by step shows as much as we can. So it's all the standard versions. It shows all the standard versions that almost everyone agreed on or everyone agreed on, either way, and when we had room, we've also put in some of these little adaptations, modifications. So that was the way it went. Can we include all of them? No. But we did get the ones that were generally endorsed by this group. One technique we could ptd do because there was no environment in San Francisco where we could do it was the railroad tracks. What you'll hear about later is how we took care of that through written materials. I'll be showing it all to you. I'm giving you a really, really quick overview of the project. Why it was developed, how it was developed, and a little bit about what's in it. But what I'd like to do now is actually have a -- talk more about what's in it and how do you use it, and I think that will give a better feel for how all these other pieces that I've really quickly talked about, how they all fall into place. So here we go... 

>>Kaycee: Dr. Rosen, we've had a question come in, about how to access this, is it's through APH or how people can get ahold of it? 

>>Sandra: Yes, it's through APH. It's total of $15. At the end of my screen, you'll have all the information so you'll have it right there. 

>>Kaycee: Perfect. Thank you. 

>>Sandra: You bet. Okay. So on the two flash drives, there are seven modules. There are three that are designed on flash drive 1 for nonO & M professionals, and then four modules on flash drive 2 that are strictly for the O & Mer's. So let me take a look at you at what those are. And each module has techniques that relate either to a specific method of travel, like bus travel or subway travel or travel in specific environments where you might use a certain cane technique if you're in a very narrow space or trying to follow a wall or something like that. So here we go. Flash drive 1, for the nonO & M professionals, the vision teachers, the others. There's a module on guide techniques both with and without a cane, and that will include everything from regular guide technique to going through doors, downstairs, narrow passageways, reversing direction, changing sides, the whole bit. The second module on flash drive 1 is noncane technique, so it's directional, squaring off, crossing open spaces, following a wall, that type of thing, trailing. And self-protective, the upper hand and forearm, the lower hand and for arm, that type of thing. There's a section on special techniques, exploration, things such as finding an object on a table. That translates to living skills, wiping down a table in a grid pattern if you're doing living skills, finding dropped objects, clearing off a seat before you sit down on a bus, and also handling unsolicited assistance. You're on a street corner and Joe public comes up and wants to help you across the street. You don't want the help. How do you handle it. You hold your ground, you don't lose your orientation and you don't get carried across the street. Flash drive 2 is for the O & M professional, and it has the long cane techniques, detection and shorelining, touch technique, using constant contact or doing shorelining, touch and drag and things like that, all the detection techniques. Doors and stairs with a cane, negotiating obstacles in the path, whether it's a car parked across your travel path or whether it's just a pole in your way. Street crossings, approaching and aligning at the curb, timing, how do you analyze traffic patterns to know when to step off the curb. How do you execute the crossing, and that's everything from at a regular plus-shaped intersection to an angled intersection, you name it. And lastly, signaling drivers, you're ready to cross the driver thing at least but you're not ready. You want the driver out of the way. He's sitting there at the corner, he's waiting for you, you're waiting for him. But as a traveler, you don't know. Is he really waiting for you. Is he really looking at a map or lighting a cigarette? You know, so what do you do in that situation? So the program tries to cover not just how do you tap a cane, but all the elements in travel that go along with it. Flash drive 2 also talks about transportation. How do you get in an automobile and position your cane? How do you make sure you clear before you step out of the car as a traveler, so that you aren't stepping into a manhole or tripping over a parking block or something. Buses, how do you get up the stairs, pay the fare, find a seat, get off at the right stop, subway, same type of thing. There's a section on environment-specific, here's where we really had fun. Escalators, revolving doors, gas stations, or in rural areas, areas where there are no sidewalks, how do you cross the street, how do you make sure you're following the edge of the grass versus the street, that type of thing. So we've covered pretty much everything except for railroad crossings, and just because we didn't have any in San Francisco, but we included them later on in a book that I'll tell you about that goes with the flash drives. So any questions at this point before I carry on to show you the program? 

>>Kaycee: We have had one come in that asks how the program aligns with ACVARP testing? 

>>Sandra: Great question. The program is designed to talk about mobility techniques. It's not the orientation. It's not traffic pattern analysis or other things, it's the mechanics of mobility. So in terms of knowing the elements of a mobility technique, whether it's guiding, whether it's touch technique or whatever, it's right along those lines. The ACVREP standards also include things that are orientation and concept development and that type of thing. We left those for other products. This one is strictly on the mobility techniques. I hope that answered it. No other questions? 

>>Kaycee: Nothing else at this time. Thank you. 

>>Rosen: All right. Well, let's go on and let's take a look. Let me show you a couple samples of how the program works. Here we go. Sample technique, and at this point, I'm going to get out of the PowerPoint and pull up the program. So let me do that. And I'm pulling up the program now. I'm going to pull up a skill from flash drive 1, 1st of all, and then I'll do one from flash drive 2. So let me share my screen so you can all see what's going on. Okay. Here we go. This is the first thing you'll see when you open up the program, and it's what they call a splash screen. Basically, it is just a picture of all the different modules, everything from guiding, long cane, techniques, all the ones I talked about. And all the instructions are on the screen. Click arrow to start. Yes, there is a written user's guide that will share all this with you as well, so you have two ways of doing it. You can learn how to use the program by going through the instructions in a book form, step by step. Sorry for the pun. You can also just follow the instructions on the screen. So here we go. We're going to click the arrow. Okay. Flash drive 1, remember there were three modules, guiding, noncane and special techniques, like search patterns. Those are the three. And we're going to -- you can pick any one of them. I'm just going to pick guiding. And some of the modules are big, like long cane and guiding where we actually had to subdivide the skills into subcategories because there are so many. So in guiding, we divided them into when the traveler is not carrying a cane and when the traveler is carrying a cane. Okay. I'm just going to grab one, when the traveler's not carrying a cane. And before we do that, let me show you, the buttons for everything. If you want to go back to a previous screen, I can. Okay. If I want to return to the beginning of the program and start from scratch, I can. If I want to quit the program and put in another flash drive, I can. Or I can just click the category, which is what I'm going to do. Okay. Within guiding module, when the traveler is not carrying a cane, we have many different skills. There are six to be exact. And we have everything from basic guiding, narrow spaces, going through doors, stairs, reversing direction, transferring sides. Let's pick one. Let's take stairs. Okay. Within stairs, this is an example of where that nationally represented group had different opinions of how to do stairs, for example. Some universities taught that you have both people come to the beginning of the ascending stairs, pause and then the guide steps up after the pause and the traveler follows. Other universities had the guide step up and then pause. And all universities agreed that after a while with really advanced travelers, you may not need to pause. Some universities say if you've got an astute traveler, you might just slow a hair and just hike your shoulder to let them know it's time to step up. So these are the variations that we put in. Descending stairs, we all agreed, there was only one way to do it. So here we go. Let's try descending stairs, since we're here. Okay. Again, you get a splash screen. And there's one for every technique and every skill within a technique because it's just the way the program organizes. So, again, we just click the arrow to start this one little technique. All right. Now on this first screen for every technique, here's how it works. It tells you the module you're in and the submodule, it tells you the technique and the skill within the technique. Okay? Then on the screen itself, you've verified you are where you want to be, there is the title of the skill and the purpose. So this was really helpful for our new university students or whoever to be able to tell their traveler in really clear terms why they have to learn the technique. Do you have ever have a student say why? And you come back and say because. This is what learning this technique will enable them to do. Okay. The instructions, again, are on the bottom. To see the skill performed correctly, we can click "Study." Once we learn how to do that and we want to see common mistakes the students make, we click "Challenge." And when we're done with this module, if we want a new module, we can do that or we can quick. Let's try one out. Let's go to "Study" and see how to descend stairs. Okay. And if any of you have questions, if this seems too fast, let me know and we can go back any time. Clicking study. All right. Once you've done that, you'll see a key pad. And you can see how to go downstairs with a guide, one step at a time, one component. Approach the edge, pull the student up to the edge so their toes are close, that type of thing. Or you can see it in gestalt, the whole thing beginning to end. Again, you've got instructions. The overview button or a numbered button. Let's try a numbered button. We'll just start with 1. It tells you what to do. Guide and traveler approach the stairs perpendicularly using the basic guiding technique. Everything in capital letters is a prerequisite skill, something they've already learned, it's also a module. Click here to see a video. Now, these are going to come pretty quick, because they're very small elements in time. Some are longer. Click here and it was really quick. So I'm going to do it again and you can replay as often as you want. They're just approaching perpendicularly. That's all it is. If I want to see half speed, some of the techniques half speed comes in handy. Here we go. So it's your choice for some of the techniques where you have to see, how did they move the cane when they corrected their being instep or whatever, it happened so fast, you can go slower and see it or you can see it at regular time, real life. Okay. So we've seen step 1. Step 2, the guide stops at the edge of the top step and pulls the student forward. Okay. And any little extra things are put in bullets. If the traveler wants, she can locate the handrail. In this video, the traveler's a little too far, and I acknowledge that. But it gives you another element that you can teach, depending on the environment and your preference. Click here. Now, that's -- okay. Let's try that in half speed because it's hard to see in full speed. See how he sudly pulls his arm forward to bring her right to the edge. And the joy of this you can go over it as often as you want. Okay. Step 3, they're just walking down the stairs. She's one step behind. If I missed the text, I want to see it again, I can go right back any time. Step 4, they're at the end, at the landing, the guide either gives an arm pull or pauses ad then continues. And that was one thing where the country was equally divided. Half the university says the guide has to pause. I think two said the arm pull's more efficient. So we talk about them both. And here's the video. He paused and then kept moving. That little pause told the traveler she had one more step and she was there. Overview. So step by step. You've got one step at a time with written text and video. If you want to see the overview, click "Overview" you've got all the text repeated for you. Same text as you saw before. Step 1's text, step 2's text, step 3, step 4, it's all there. Okay. And if you do the video, you get the whole thing. And the joy of the program is you can go back as often as you want, look at every step as often as you want, the whole thing, whatever you like. So now that you've learned the skill, the mechanics of it, the pieces, let's test your knowledge. It's one thing to know how to teach someone what to do, but can you identify mistakes that new learners make and correct them? So here's where you get to challenge yourself. We're going to go to challenge. And, again, the title of the skill, the same purpose, and we've got three challenges. They start off easy, obvious. And they get a little trickier, a little more subtle so the higher the number, the more involved and little more demanding the challenge is to see what went wrong. So we're going to start with number one, we'll do something quick and easy. Okay. Here's how the challenge works. In the video that you're about to see, one of three things will be wrong. It will be their approach to the stairs, the traveler's left arm, how she's holding onto the guide, or her position, her body position relative to the guide, is she behind him too far, is she too far -- too close to him, is she too much on his side, that type of thing. So here's -- the challenge will come quick but we can do half speed if you want. Here we go. Coming down one set of stairs, turns at a landing and getting another set of stairs. Okay. Especially for those that aren't O and M, this is a little quick. Let's try it in half speed. See if that gives you a chance to see it more easily. Did you see the mistake? All right. Any guesses? No one's putting in the chat. Do I need to wait some more? 

>>Kaycee: We have one person say her position. Approach another person said. 

>>Rosen: I love both those answers. Yeah, let's take a look at it. Yeah, right on the money, guys. Here's what's going to happen next. After you see the challenge, the video will cut off right before the consequence. The whole idea is that you identify the error, like you would in real life, and you stop them before they get in trouble. If they're going to step off the step the wrong way and fall. You stop them. If they're going to step off the curb at the wrong moment, you stop them. And that's what O & M is really like. You watch if they do things correctly, you let them go. If they're going to get in trouble and a safety issue arises, you stop them. So that's what we just did. We stopped her. The video cut off. But now as a teacher, okay, what did she to wrong? Let's view our error choices. Same three we saw, was it the approach to the stairs, traveler's left arm or the traveler's position relative to the guide. Okay. So thinking about this, and you can go back to the study text at any time to look at what did it say in that step? It's also written in a textbook for you if you want to have it by your side and not have to toggle back and forth between screens, it's available both ways. Okay. So I'm going to say traveler's position relative to the guide, usually that is something like is the shoulders align, is she too close, is she too far? That's all written out in the text. But let's check it and see. Oh, sorry. Good try, though. That's not it. And here's where you get a chance to see something called the consequence video. And I'm sorry to say how sadistic our O & M students have been in recent years, they love the consequence videos. You'll see why. It gives O & Ms a bad rap, but here we go. You can go here to replay the challenge video and try again or you can see what happens if you don't correct the error that really exists. I'm happy to say that no students were harmed in the making of this project. We had an amazing video director. I hired a professional film crew to do the video for us, and we had a director who was amazing at co Choreographing things, you'll see she stepped down with 1 foot, pointed her other foot toes down, threw her arm up in the air and leaned forward. So it looks like she's falling. Let's try it again. So that's what happens if you don't approach perpendicularly. You corrected an error, pretend. Pretending that's what happened that wasn't quite right, and for the people that said that was the error they thought happened, kudos, because you're so close and it may seem that, well, it could be either one, but we're looking for the error that is most precisely describing what happened. And that's where going back to the text and the study part will give you the answer. Okay. So we've seen that. Let's go back to the error choices again. We know it's not three. Let's try one. Yeah. You've found the real error. Was it a lucky guess or do you know how it needs to be corrected? Okay. So either the guide and traveler should approach the stairs perpendicularly or they should approach the stairs with the traveler close to the handrail. For the sake of time. I'm just going to pick the first one. And it shows, yes, and why that was correct. It ensures the guide and traveler are aligned to proceed down the stairs. Okay. If I had picked the wrong one, you'd actually would get the same -- the same kind of an answer, it will -- let you see the consequence video. But you go back to the correct one and why. All right. So I'm going to quit out of this one and show you real quick in a real quick overview one more skill out of touch technique on slide 2, so let me do that. 

>>Kaycee: While you're navigating, we have a couple of questions. 

>>Rosen: You bet. 

>>Kaycee: Do you recommend using this for folks who are working with small children? 

>>Rosen: The techniques are designed, standard techniques like you learned in your university program. You know, they're good for all ages. For little small children who are learning these techniques, age appropriate, which ones you're going to teach. They do work. And in the study guide that I'll be telling you about, it shows you modification for, say, the toddler who can't hold the guide's arm. And it has the things such as they can hold the wrist, they can hold two fingers. And it talks about that, and I'm going to show you that real quick after I show you this next skill. So I'm going to real quick go into the program, the arrow, I'm going to just pick one, long cane. Let's go detection has four diagonal touch, touch and slide, congested area. Touch technique, I'm just going to pick it. 

>>Kaycee: Dr. Rosen, can you share your screen? 

>>Rosen: Oh, thank you. Let me go back. Let me go back here. Got to talking and forgot all about it. So let me try here. That's what happens when you're talking one thing and your mind is ahead to 12 different steps. There we go. Okay. Here we go. Splash screen again. The arrow, I'm in long cane, detection, there are four skills in detection. I'm just going to pick touch technique. And there's standard, there's constant contact, there's turning a corner, correcting, if you're out of step, how do you get your situation corrected. And I'm just going to try -- oh, I'm not sure, let's try constant contact. Let's see if this is the one. It has a challenge. Let's go right to the challenge. There are no challenges for this skill. See not every skill has a challenge, and let me show you why. I'm going to go back an earlier point, long cane, detection, touch technique, but standard. The same errors that you'll find in standard, you're also going to have the same errors, like being out of step or too wide in constant contact, so rather than repeating all those errors again, they'll be in the first one. So here we have standard touch technique, let's try challenge. Just pick one. I'm going to pick three. So in this video, it will be how the traveler's holding the cane, grasp on the cane, how they're holding the handle, arc height, remember this is regular touch technique or are they in-step. Here we go, gang, let the O and M detectives begin their work. Okay. He's out of step. I'm kind of -- because time is getting short, I'm kind of zooming through the punch. We could go back through the whole thing but we know he needs to fix his in-step. Pretend we'd gotten it wrong, let's play the consequence video, because I know that's what happens, what folks like, so let me do that again. Here's the consequence. Drives the message home, especially to anyone who says why do I have to be so precise? Okay. Let me go back to the error choices, we've picked the correct one and we have to correct it. The cane tip touches down when the opposite foot is in the air or when the opposite heel contacts the ground. Nope. It's not in the air, it's when it contacts the ground. Here it is. The traveler should touch the cane tip down when his opposite heel contacts the ground. Why? This allows the cane tip to contact the ground two steps ahead of each foot. Ensuring the cane will detect obstacles in sufficient time for him to react. Every skill, every challenge has this whole process and whole procedure. Okay. I'm going to quit here, because there's some other elements in the program I'd like to share with you still, so let me go back to my PowerPoint. Are there any questions while I'm loading this up? 

>>Kaycee: We do have one more, can modules be taught out of sequence? 

>>Rosen: Absolutely. And I'm about to show you how. Let me share my screen and my PowerPoint and we'll talk about just that as we go on. Okay. Let me go to presenter view, so you can see this more easily, slide view. There we go. Okay. And let me go to the screen I left off on. We just saw our sample technique. Along with the modules on the flash drives, there are a number of written materials that go with it. In the package on the flash drives, you're going to find digital copies of everything. Users manual that provides all the information on how to use the program, how do you turn it on, how do you navigate from one screen to another, everything you want to know. And I will tell you, you'll find it very important read me first article when you open up the package that says the software used to develop this program is Adobe captivate. It doesn't go online, but it does use the browser on your computer. Set your browser to Chrome or Firefox. The Adobe software is a little glitchy on Safari, but it works great on chrome or Firefox. So it tells you all that type of thing. User's manual, there's also a comprehensive study guide for every single module, every single skill, and some skills that we couldn't videotape. It talks about everything from the name of the skill, the purpose, teaching environments, what characteristics of a teaching environment do you want to look for when you're first going to introduce a skill, when you want to practice it, when you want to fine-tune it and polish it. You're teaching guiding narrow spaces, you don't want to start your first introduction going through a narrow doorway because if the student isn't perfect the first time or two, then they get their shoulder whacked in the doorway, they lose a lot of trust in you and in themselves. So we all start guiding narrow passages in an open wide area until they get the performance of the technique right. Then we practice going through doorways and narrow areas. And then we fine-tune it by going through, oh, the cafeteria, weaving through crowds if you have to or stores with very narrow aisles, that type of thing. So it's introduction, practice and refinement for your environments. There's a step-by-step written with more detail than on the flash drive of how to do every skill, every step. A lot more information about the whys and modifications. There's a section on adaptations for people who have different disabilities. For example, the toddlers and the preschoolers on how do you hold the hand if you can't reach the elbow. Guiding, if you don't have good balance, how does the guide hold their arm bent rather than straight so they can support the person. It talks, say, in the transportation module about things from using card readers or cash, all the -- the buses that now don't have stairs going up, but might have a bus lowering, that type of a thing down to the curb. All these things that came out and either could not be videotaped because their -- we had limited room to videotape or because they came out after the mid '90s. As you noticed the videos are old. We did the initial videotaping in the mid '90s, so you'll see, yes, the clothes are old, the cars are old, but the techniques are still there. And the study guide gives you a lot more information than we could put on the flash drives in the computer program. It also has a list of prerequisite and related skills. Prerequisite skills are things, of course, you need to learn first before you can learn guiding someone downstairs, they have to know guiding. So basic guiding is prerequisite to learning how to do guiding downstairs. Now, the flip direction, guiding downstairs is a related skill to human guide, or to basic guiding. For example, if you have a student who's saying, I'm learning how to be guided, what comes next? How will I ever use this? You can talk about, well, related skill for this down the road will be going up and downstairs. So we have prerequisites to a target skill and the related, the things that come later. Kind of gives you the whole Gestalt, the whole picture from beginning to end and how everything interrelates. Okay. We've talked about all this already, and there's also a glossary of terms, mobility techniques and environmental terms like parkways and, oh, rounded corners and roundabouts, the whole bit. And I'm going to show you that prerequisite matrix showing those and related skills in a bit. There's a comprehensive review guide, which I'll tell you about. It's essentially all the things on the video. It's a booklet, and the right-hand column are picture, snapshots of the key points of each step of the skill. And in the left-hand column, it has key phrases or key words, so it's a real quick review without having to read through everything in the study guide. Our students used it to prep last minute before a skills test or right before they saw a student for their internship or new student with new teachers or whatever. It's just quick and dirty review, highlights. And for those of you who are interested in how to order it, this is the order information from APH, American Printing House, along with the catalog numbers. Fifteen dollars for each flash drive, and you can buy them one at a time or buy both, either one. I've gone through this pretty quick because I know we're running short on time, but are there any questions? I'm going to leave this up a minute so folks can write if they want, and then I'll take it down. 

>>Kaycee: There are not any questions in the chat at this time, but I do have a question. 

>>Rosen: Okay. 

>>Kaycee: I was wondering if there are any adaptations or ideas for mobility with individuals who are deaf/blind? 

>>Rosen: Okay. All right. If most folks have this, I'm going to take it down so you can see me as I answer. Okay. What we did in this project is we emphasized sort of the basic generalized format of the techniques. We didn't go into specifics for people who are deaf/blind or who have learning challenges or whatever. We give a few tips here and there in the study guide, but nothing comprehensive. And there are other textbooks that cover that information in more detail. So we held strictly to what we could cover in a way that no one else did, which is the visual video aspect and the related detailed technique descriptions. 

>>Kaycee: Perfect. We have a couple of questions that have come in. 

>>Rosen: Okay. 

>>Kaycee: What are your thoughts about using this tool for training families to support students during remote instruction? An example being role release? 

>>Rosen: Depending on the family and the situation, yeah. We've actually had students do that. I always tell students, graduates or anyone who's doing that, be careful. Because you have to know the family, you have to know what you're teaching. We've had a lot of folks use it, for example, for the guiding techniques, and it's great. For the study part, they see how to do it, step by step, but some families that go to the challenges, and they can handle it. Other parents see someone falling down the stairs and they get really upset and scared and -- so you kind of have to know what you're going to do before you give it out. That's one reason the review guide was developed for families because it only is the correct, it's not the challenges. And it has pictures and it has the text. And I don't know if we have time for me to actually show that to you, but I can show that to you if it would help. What do you think, folks? 

>>Kaycee: We've got two more questions, so up to you. 

>>Rosen: Let's do the questions because I know we're running out of time and then real quick, if I can, I'll show you the review guide. Next question? 

>>Kaycee: Is there information on assessment for students? 

>>Rosen: Assessment in terms of these skills, it's built right in. You're visually observing and you're assessing what they're doing right and what they're doing wrong. And if they're doing something wrong, you're catching it and correcting it. But this project is really limited to the techniques, that's where it focuses. 

>>Kaycee: And the only other one that's in here right now if they can get the link, the direct link to be able to purchase the flash drives? 

>>Rosen: Okay. Tell you let's do. Let me real quick show the review guide and then I will put up the last flash drive that has all the ordering information from APH. I don't think the link to APH is on this slide, actually, but, no, if you go to APH's website and just, you know, type in either the ISBN number or step by step under the mobility section, it will come up. I actually I would just recommend that, just go to APH.org. 

>>Kaycee: I'll look up that link, Dr. Rosen while you're showing, if you want to go ahead and show. 

>>Rosen: Perfect. Let me go ahead and get out of this PowerPoint and let me pull up -- I'm going to try this. I'm going to screen share right away so you can actually see. When you get the flash drive, it's going to have -- I've got flash drive 2 up and flash drive 1 on my computer. But say flash drive 2 is the user's guide and everything's in accessible format. It has all the textbook, the study guide, street crossings, long cane, et cetera. It has the review guides. It has a prerequisite matrix and an introduction. And what I want to do is show you like the prerequisite matrix real quick that I mentioned. Every technique is listed along the top. Every technique, all the same ones are listed along the side, so the yellow is guiding, the green is noncane techniques. The blue are long cane, that type of thing. And there are three letters, a P, here is the prerequisite technique along the top. Your target skill you're trying to teach along the side. Everything with a P is a prerequisite, so guiding is prerequisite to doors, stairs and everything else. If a skill is not prerequisite but it's maybe useful such as if you're teaching stairs with a guide, it's not required that you have reversing directions as a prerequisite, but it's handy, because if you have to turn around in a narrow landing and go back down to practice up and down, up and down, it's really handy then trying to spin them around in a small landing to go back down. 

>>Kaycee: Dr. Rosen, we're just seeing your -- 

>>Rosen: Did I do this again? 

>>Kaycee: The videos and not the screen. 

>>Rosen: I am so sorry, I thought I shared. 

>>Kaycee: You are shared. It's just we're seeing your finder window for some reason. 

>>Rosen: Okay. Let me try this again, folks. I am so sorry. All right. Try this one. Did this work? 

>>Kaycee: There we go. 

>>Nathan: There we go. 

>>Rosen: Okay. Back real quick, all this techniques along the top and the bottom as I described. You've got different letters, it's hard to see on the screen, but there's a P, there's a U for useful, a P for actual prerequisite, a C for concurrent. You can teach upper and lower hand and forearm at the same time if you had to. You don't have to, but you can. That's a prerequisite matrix that comes with program. And -- can you see my -- you probably can't. Let me screen share again. This is my -- when you open up the flash drive, this is what you see. You see text materials with all the study guides, the review guides. The prerequisite matrix I just showed you. The video. There's the video launch, you just click this one icon and everything launches for you. A review guide would be something like, oh, I'll just pick up -- we'll say long cane. I'm going to open it, you should be able to see it, right? Yes? 

>>Kaycee: We're still seeing your flash drive. 

>>Nathan: Yeah, we're still only seeing your finder window. 

>>Rosen: All right. Let me stop again. For some reason I keep hitting screen share and thinking it would go onto it and it doesn't. Now you should be able to see it. 

>>Kaycee: Still just the finder window. 

>>Nathan: Still just the finder window. Okay. We're going to one more time, kids. 

>>Rosen: All right. Screen share. Now do you see it? 

>>Nathan: yes. 

>>Kaycee: Yes! 

>>Rosen: Okay. Sorry, guys, I'm working on a very old computer and I'm a very old presenter, so it's a little hard. This is long cane techniques, the review guide. Table of contents, so we can go like to diagonal, we'll just pick one. Click on it. It takes you right to it. You don't have to scroll to find page 25 or whatever, it's just automatic. And it has a picture and the key points. She holds her cane hand in line with the shoulder six to 8 inches in front of her near hip. The top of the cane tip extends one to 2 inches beyond her hand to cover that outside shoulder, basically. And it goes on. Here's one, holds the cane die agony across her body. The tip and the grip are each one to 2 inches outside the body. So visually, real quick review, and if you want parents and families to, you know, watch their kid have them practice, this is a way of having them know what to look for in each step without sharing the challenges, unless you want to, then give them the flash drive videos.