Teaching Street-Crossing Concepts and Skills Remotely
By Dona Sauerburger, COMS

Improving Ability to Hear Approaching Vehicles with Remote Instruction

In the Fall of 2020, a university O&M student and I were approached by a young man who I'll call "Sam." Sam was born completely blind and had O&M training throughout his school years, and now wanted to improve his street-crossing skills. We did some of his training remotely, as I had done with Jeremy, and for some lessons he took the train from another state to meet us in person for lessons where we stayed 6 feet apart.

During the in-person lessons, we realized that Sam was not able to hear the approaching vehicles until several seconds after we had heard them. Before sending him to an audiologist to check his hearing, we decided to use the APH program remotely to help him learn to hear the vehicles sooner.

We went through the exercise in the same manner that I had done with Jeremy. In the beginning, he was unable to hear the approaching vehicle presented by the APH program until it was very close, We asked him to identify and describe the sound that he eventually heard, and he said it was a kind of a humming sound. So we asked him to listen for that humming sound and see if he could identify it sooner, and he did. We continued this exercise with the recordings of different vehicle approaches, and his improvement was noticeable.

During our next in-person lesson, using the skill that he had learned through the remote instruction, Sam was able to hear all the vehicles as soon as we were able to hear them, which greatly increased the warning time he had for approaching vehicles.

This kind of training can be done without the computer program by taking the student to streets that are appropriate for training. However it is very time-consuming because it's not possible to recreate sounds and allow students to observe what they missed the first time, nor is it easy to objectively measure whether they are improving.

Examples of Remote Instruction

The descriptions and videos of some of the lessons with Jeremy are below. All but the last lesson took place during two consecutive afternoons (to prepare for a webinar highlighting the remote training), and the last lesson took place a few weeks later. Enjoy!

Understanding Situations of Uncertainty and how they can be recognized

The APH "Crossings with no Traffic Control" program has text and videos that can be used for teaching these basic concepts, but I chose to go over the concepts with him myself. If you would like to see a video showing some of that discussion, contact me.

Equipment needed to teach this remotely:
• telephone
• my notes
  

Develop an intuitive understanding of crossing time

Again, the APH program has a module that can be used to help students develop an intuitive understanding of their crossing time, but I am very comfortable teaching it, so I chose to do it myself, using a stopwatch.

One video to the right (titled "SHORT") shows 4 minutes of the training, and the other ("LONG") shows segments lasting about 14 minutes and includes audio description.

The equipment I used to teach this remotely was:
• Phone connection
• Stopwatch
• Picture of his crossing (shared with him using TeamViewer on our computers via internet)
  

Comparing warning times of approaching vehicles with crossing time, and recognize Situations of Uncertainty

I used the APH Street-crossing program to help Jeremy learn to compare the warning times of approaching vehicles with his crossing time, and then use that skill to listen to multiple vehicles approaching and assess whether they would present a Situation of Uncertainty.

For these exercises, it was important to have accurate timing when Jeremy pushed the buttons, because he needed to press the space bar as soon as he heard an approaching vehicle and then compare the time from his detection of that vehicle to its arrival ("warning time") with his crossing time. Since he didn't hear the vehicles until a half-second after they were played on my computer, the computer would assume he detected it a half-second later than he did, which would mean that the detection-to-arrival time would be a half-second longer than he thought it was. Thus we decided to add a second to the crossing time that is recorded in his APH program (it was not possible to add a half-second).

Here are two videos showing segments of this part of the training -- the one titled "short" is about 3 minutes, the other is about 16 minutes and includes audio description.

Equipment needed to teach this remotely:
• Computers and internet for Jeremy and me
• TeamViewer
• APH program – Chapter 3
    Module A5 to calibrate Jeremy's button press
    Module A7 for comparing warning time of approaching vehicles with his crossing time
    Module A8 for identifying Situations of Uncertainty
• Phone connection (or some way to communicate with Jeremy and observe his key press)
  

Analyzing risk of crossing in Situations of Uncertainty

To help Jeremy learn what factors to consider when analyzing the risks of crossing in Situations of Uncertainty, I invited him to view the APH program's videos of two independent travelers, Carlo and Cecilia, as they discussed the risks of crossing in three different crossings with Situations of Uncertainty. They used a checklist of factors that research has indicated can affect the risk of being seriously injured or killed when crossing in these situations.

After talking about the videos, we watched a 3-minute video of Jeremy's crossing while I described the traffic movement, and then together we went through the checklist to analyze that situation. I tried to make sure Jeremy realized that this was just to practice analyzing risk, not actually analyzing his crossing situation; that situations can change, so he has to analyze it whenever he crosses.

The video here shows just a few minutes of the lesson -- if you want to see longer segments, please contact me.

Equipment needed to teach this remotely:
• Computers and internet for Jeremy and me
• TeamViewer
• APH program – Chapter 5
    Module AV16 for videos showing Carlo and Cecilia analyzing risks of 3 situations
• Phone connection
• Risk Analysis Checklist
• Video of Jeremy’s street
  

Maximizing ability to hear approaching vehicles, and understand about masking sounds

In this lesson, Jeremy improved how well he could hear approaching vehicles, and both of us gained some insight as to how to notice the sound sooner (almost 8 minutes of video). Then he noticed masking sounds and how they can affect his ability to hear the vehicles (video shows about 4 minutes of that training), followed by a discussion of the lesson, and planning next steps (the last 2 minutes of the video).

Equipment needed to do this remotely:
• Computers and internet for Jeremy and me
• TeamViewer
• APH program – Chapter 3
    Module A5 for recordings of approaching vehicles
    Module A9 for exercises with masking sounds
• Phone connection
  
  

WEBINAR - April 15, 2020

Dr. Amy Parker, Coordinator of the O&M Program at Portland State University, organized and moderated a webinar to present this material, and Leanne Grillot and the folks at APH made it happen! The panelists can be seen in the screenshot to the right (top row from left: Leanne Grillot, Laura Zierer, Stephanie Carmichael; bottom row Dona Sauerburger, Amy Parker, Jeremy Cerafatti).

The entire webinar can be seen in two videos below:


Part 1 (one hour):
Teaching skills for uncontrolled crossings, and APH program:

Laura Zierer (Independent Living Project Leader at APH) and I presented the basic concepts and skills our students need to learn to deal with uncontrolled crossings, and how the APH program "Crossings with no Traffic Control" can be used to help teach them.


Part 2 (90 minutes):
Case Study - Student with anxiety (20 minutes): Stephanie Carmichael, COMS presented a case study using the APH program with a student who had high anxiety;
Teaching street-crossing skills remotely (40 minutes): I explained how I used the APH program to teach some street-crossing concepts and skills remotely, and Jeremy Cefaratti shared his perspective as a student learning these skills remotely;
Discussion (36 minutes): Dr. Amy Parker and Leanne Grillot moderated a discussion with the panelists and Q and A.

Frequently Asked Questions

• RESOURCES: Can you please send us links to the Risk Analysis Checklist and other resources discussed during the webinar!
  • Self-Study Guide: Preparing Visually Impaired Students for Uncontrolled Crossings
  • Risk Analysis Checklist
  • APH's software program "Crossings with no Traffic Control
    
    
• REMOTE / SIMULATED INSTRUCTION -- RELIABILITY / LIABILITY: "I still worry about the liability for the O&M instructor;" "Do we yet have any evidence, anecdotal or otherwise, that shows that a new learner can apply the skills gained in the program when confronting real crossing situations?" "Should this product be suplemented with in-person one-on-one instruction?"
  Remote / simulated instruction can be an effective tool to AUGMENT or ACCELERATE learning, but it should never stand alone -- it is essential that the O&M specialist assess the student in real situations to ensure that whatever was learned during remote / simulated instruction can be applied effectively to real situations. I would consider failing to do so as negligence.
  
  
• APH STREET-CROSSING SOFTWARE PROGRAM: Is this program something we could give parents to download on their computer - while students are working from home?
  The program was developed merely as a tool to help the O&M instructor to teach these skills. It is not intended to be used by students by themselves or with their parents.
  
  
• QUIET CARS AND FAST VEHICLES: What about the speed of drivers? What about electric cars that are very quiet?
  To our amazement, Dr. Rob Wall-Emerson and I found in our research that the speed and loudness of the vehicles has little or nothing to do with how much time there is from when we first hear them till when they arrive! Electric and hybrid vehicles are a problem when traveling slower than about 20 mph, such as waiting at traffic signals or moving in parking lots. But traffic at uncontrolled crossings is usually going faster than 20 mph and at that speed, hybrid/electric cars sound like other cars.
  
  
• NEW TEACHING PARADIGM? Maybe what I learned in school is outdated now...but that is what I've always done! In grad school we learned specific requirements for crossing an uncontrolled street: 25 mph or less, 2 lanes wide, good visibility, and the street must be low-moderately busy. This new program is very interesting and I would love to try it
  I'm so glad to see that your mind is open! Indeed, the way we were taught has become outmoded and we need to update our instruction to avoid any more tragedies. The O&M Division developed a position paper Teaching street crossing at streets and lanes where there is no traffic control which updates what needs to be taught.
  
  
• BLOCKER CARS: Why did you say that it's dangerous to use "blocker cars" or cars from the stop sign in the parallel street to cross at uncontrolled crossings?
  This strategy of crossing uncontrolled streets with a vehicle coming from the stop sign on the street beside you is extremely unreliable and therefore dangerous. It is all explained here.
  
  
• RISK ASSESSMENT - USEFUL? Most of my students are frightened and underconfident. But sometimes I have a student who is overconfident and does not adequately assess or accept risk. Do you find that this program makes that population more realistic?
  YES, teaching these skills is especially helpful with students who have an unrealistic understanding of the level of risk (be it over- or underconfident)! Teaching these students to evaluate crossing situations and assess risks objectively is the only thing that lets me sleep at night!
  What I find especially helpful is respecting the student's values and level of risk acceptance, as long as I am assured that they they have a thorough and realistic understanding of what the risks are. I've written more about this here.
  
  
• DEAFBLIND: How/when can Deafblind students (with very reduced vision and hearing) be taught and use these risk assessment strategies? Or do they not get to?
  Yes indeed, these strategies are even more essential for people who are Deafblind than they are for others! Their limited hearing and vision means that they encounter Situations of Uncertainty (situations where they can't be certain whether it is clear to cross) more often than other people, so it is even more important that they be able to recognize these situations, assess the risk of crossing in them, consider whether the risk is acceptable, and be prepared for alternatives when it's not.
  
  I explain how I thought of considering risks for crossings of DeafBlind people, as well as examples of their decisions, here, and an article explaining in detail the process of analyzing risks for crossing of a DeafBlind student at Gallaudet is here.
  
  
• VISUAL SCANNING: Is there any way to introduce the glancing from side to side at uncontrolled intersections remotely via virtual platform?
  None that I know of! I do have some exercises to help students learn some of the beginning skills, and some fun simulation that I do with instructors to help them understand what to teach (see Training to Scan and Glance with Restricted Visual Fields or Central Scotoma and Reduced Acuity), but I think the actual training has to take place at the street. The training at the street usually doesn't take more than an hour, so I have not been motivated to develop simulation exercises to shorten that time.
  
  

Skills needed for uncontrolled crossings (skills that were taught remotely are indicated with bold italics and an asterisk) [From the Self-Study Guide: Preparing Visually Impaired Students for Uncontrolled Crossings] After they complete our O&M program, our students will realize that Situations of Uncertainty exist,* know how they can be recognized.* To recognize Situations of Uncertainty, students do not use any formal method of assessment or timing of vehicles. Instead, they do everything by intuition, on a "gut level." They have an intuitive understanding of their crossing time for streets of various widths;* If the crossing is unfamiliar, students who rely on hearing can determine the probable width of the street by listening to the traffic; and Students can judge whether it is a Situation of Uncertainty by observing the traffic for a short time (listening or watching) and; compare warning times of approaching vehicles with their crossing time;* and notice whether the shortest warning times of approaching vehicles is so much longer than their crossing time that it is extremely unlikely that a vehicle can get close enough to reach them without being detected. If that's the case, it's a Situation of Confidence. the shortest warning time in the sample of observations is close to or less than crossing time, or if no approaching vehicles were detected when quiet / clear during the assessment. If that's the case, it's a Situation of Uncertainty.* They know that the situation can change from day to day and sometimes even minute to minute;* therefore Situations of Uncertainty can exist at a given crossing at some times and not at others.* As a result, whenever they reach a crossing with no traffic signal or stop sign, whether the crossing is familiar or not, they take a moment to observe and judge whether it is a Situation of Uncertainty at that time. When they find themselves in Situations of Uncertainty, they can efficiently analyze the level of risk, * and decide if the risk is acceptable:* where the risk is acceptable, they reduce the risks as much as possible and go ahead and cross, and where the risk is not acceptable (or not preferable), they implement alternatives.* When they find themselves in Situations of Confidence, they can efficiently and reliably determine when it is clear to cross, including maximizing the use of their hearing * / vision to detect approaching vehicles; (when using hearing) recognizing the effects of masking sounds; * (when using vision) knowing how to look left and right efficiently to detect approaching vehicles. Students who have both functional hearing and vision will use only one at a time (their hearing or their vision) for street crossings to maximize efficiency; * realize that the process of using hearing to cross streets is vastly different from the process of using vision, and that each has its advantages and disadvantages; and be able to determine in any given situation whether the vision or the hearing would be best to use to cross in that situation. * These are the skills that were addressed or practiced remotely. Later, during in-person training at actual crossings, these skills will need to be confirmed / reinforced, and the other skills will also need to be taught.