The article describes studies of effectiveness of a secondary task as a measure of the blind mobility information processing workload. Secondary task performance is shown to be a useful index of effects of preview and route difficulty, as well as perceptual and cognitive demands of different mobility aids. (Author/CL)

This study evaluated effects of hand position when the long cane is used to assist travel for individuals with severe visual impairments. Subjects were 15 mobility instructors. The study found that the style with which one holds the cane when using the touch technique does affect detection distance for both surface and object preview. (DB)

Measurement of stress in nonvisual travel was attempted with both an electromyograph and a galvonic skin response unit in four travel situations. Results revealed significantly greater stress response when unexpected contact with objects was made than with expected contacts and street crossings. Instructors' intervention also increased stress.…

This article reviews research on the biomechanical elements related to the most commonly used long cane technique, the two-point touch, by individuals with blindness or low vision. The use of several natural biomechanical tendencies supports the contention that the technique is inherently efficient. (Contains references.) (Author/DB)

The article describes a case study of a 14-year-old deaf/blind girl who was taught to use a modified cane. With the use of the cane, the S learned to walk more swiftly and with more confidence and was able to travel without the frustration she had previously felt. (PHR)

Semistructured telephone interviews with 10 visually impaired adult cane users found that early negative attitudes of stigma were usually replaced by more positive attitudes and that there was a mean of 1 3/4 years between the onset of severe visual impairment and commencement of orientation and mobility training. (Author/DB)

This case study discusses how a teacher of three elementary students with congenital blindness motivated her students to increase their mobility. The children were asked to pull a child-sized suitcase with wheels behind them in the hand that was not holding a cane. The successes of the strategy are described. (Contains two references.) (CR)

Twenty-six children (ages 6-11) with visual impairments were given tactile maps and asked to locate themselves on the map as they walked a short route. On 75% of the trials the children indicated their positions accurately, and on 81% they identified the routes they had traveled. (CR)

A survey of 120 orientation and mobility instructors found that 75% have taught their students to use alternative mobility devices. The type of device taught most often was a two-shafted device (such as the Connecticut precane). Other devices included riding toys, upright push toys, and probing devices. (Author/CR)

This study assessed the possibility of guiding a person with blindness and intellectual disability during indoor travel with fewer auditory cues. Results indicated that infrequent presentation of the cues and the provision of extra cues in case of errors maintained high levels of independent moves, albeit of increased duration. (Author/CR)

A survey of 69 people investigated their response to individuals with deaf-blindness holding cards soliciting aid for crossing the street. Results found travelers should stand at the curb facing the street, hold the card up at the shoulder, and the card should first state the desire to cross the street. (CR)

This study compared the effectiveness of a long cane and a precane device as initial protective devices for preschool children with blindness. The precane device was found to be easier for the children to use, and it protected the children from body contact with travel obstacles better than did the long cane. (Author/DB)

Thirty-eight people with visual impairments learned a 483-meter novel route through a university campus in four groups: verbalization, modeling, pointing, and control. The performance of all four groups improved with greater experience of the route, but the modeling group improved more than the control group. (Contains references.) (Author/CR)

This article shows that unexpected gains can happen when teachers develop aggressive, innovative, and adaptive orientation and mobility (O&M) programming for children who are low-functioning. A case study illustrates strategies for using an adaptive mobility device, squaring-up, stepping out, and charting progress. Challenges to a successful O&M…

Owners of laser canes and Sonicguides were surveyed to determine whether these devices were used in employment settings. Of the 94 respondents, 74 were still using their electronic travel aids: 36 percent used the devices to travel to and from work, and 49 percent used them on the job. (SEW)