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O&M Specialist:


Grade:       DOB:

Read each statement below.  Score each statement with a "Yes" or "No".  If your student answers "Yes" to more than 5 of these statements, refer to the recommendations.

  1. Mom reports the child often turns the TV or radio up to a louder volume than her other children.
  2. This student is more distractible than others of the same age?
  3. This student often seems confused by your directions?
  4. The student can repeat a two-direction command..
  5. The student can comprehend and complete a two-direction command.
  6. The student can generate a two-step direction.
  7. The student can understand categorization, time, and quantities.
  8. The student uses language concepts like categorization, time, or quantity.
  9. The student understands information the first time you give it.
  10. The student does not ask you to repeat your directions.  He does not say "huh" or "what" more than 5 times in a lesson.
  11. Mom reports the student has allergies, frequent infections or past middle ear infections.
  12. The child uses an amplification system in school.
  13. The student has tubes in his ears.
  14. The student can summarize and predict situations.
  15. The student has a nasal discharge.

Recommendations for the O&M Specialist

  1. When speaking or giving directions always face the child.
  2. Be careful of ambient noise.  In noisy situations comprehension will be poor.
  3. Go to a quiet area to demonstrate directions. Have the student demonstrate techniques in this quiet area before going into a noisy or distracting environment.
  4. Check comprehension by having the child complete the task before going into noisy situations, i.e. cafeteria or outdoor travel
  5. Test in isolation any environmental noise that will probably incorporated in your O&M lessons. Use a tape recorder.
  6. Test the student"s comprehension from a distance of 3 feet, 5 feet and 10 feet. Test comprehension of directions in a noisy cafeteria before doing outdoor travel.
  7. Use a "carrier phrase" when giving directions, i.e. "I want you to------".  Use the same vocabulary and word order.
  8. Practice and perfect this concept. Teach an "emergency" word before putting distance between you and your student.  The emergency word, i.e. Stop, will be used at anytime during the lesson.  When the student hears this word, he immediately  "freezes".  Make a game out of this.
  9. Hearing Aid Check:  Look at the earmold.  Make sure it is clean. 
    Check battery making sure it has a full charge and is correctly placed in the positive/negative charges.
    Switch should be turned to the "M" position
    Listen for these five sounds:  /u/ =  moo,   /a/ = not,   /s/ =  say,  /sh/ = shoe,  /ee/ =  knee.  All sounds should be clear.  If the hearing aid is not functioning properly remove it. Inform the parent/guardian and be sure to be extra careful the student understands your directions.
  10. Balance:   Note * Some students with vision losses associated hearing losses also have poor balance.  Be careful to check your student"s balance thoroughly.

Developed by Penni Telleck []