Vision And Visual Perceptual Skills Flashcards
1
Q
Children with a variety of disabilities have a high prevalence of vision disorders
A
- Autism
- Cerebral palsy
- Down syndrome
- Intellectual disability
- Spinal bífida
- Low birth weight
- Sensory integrative dysfunction
- Learning disabilities
2
Q
The myth of 20/20 vision
A
- most vision problems go undetected because most people think 20/20 = perfect vision
- the typical vision screening only identifies 5% of vision problems in children
3
Q
One component of model vision
A
- only assesses visual integrity (acuity refraction and eye health)
4
Q
Specialists related to vision
A
- optician = make and fit glasses
- optometrist = trained to evaluate how we use vision in everyday life related to occupations (how to improve acuity)
- ophthalmologist= MD, specialization in diseases and surgery of the eye; most focused on the structure of the eye
- developmental optometrist = specialty with diagnosis and treatment of vision problems that interfere with reading, learning, sports, and everyday life (would likely follow the 3 component model of vision)
5
Q
Considerations around vision
A
- vision disorders are a frequent condition that hinder learning
- 18 million children will not have an examination by an eye doctor before they enter school
- over 60% of children with difficulty learning have undiagnosed vision problems
- children with convergence insufficiency are 3x more likely to have ADHD
6
Q
3 component model of vision
A
- visual integrity
- visual efficiency
- visual information (processing skills)
7
Q
Visual integrity
A
- the ability to see clearly at all distances
- visual acuity = resolving power of the eye (20/20)
Refractive disorders:
- nearsightedness = person can see near but has trouble seeing far
- farsightedness = person can see far, but has trouble seeing near
- eye health disorders = diseases of eye: relatively rare in children (retinopathy of prematurity, cortical vision impairments, and congenital cataracts)
8
Q
Visual efficiency
A
- clearly, efficiently gather input from the environment
- accommodation (focusing disorder) = the ability to change the focus of the eye so objects at different distances can be seen
- binocular vision disorders (eye teaming) = ability of the visual system to combine the information from both eyes into one image
- strabismus (eye turn) = condition in which both eyes do not look in the same place at the same time generally due to poor muscle control; eyes appear misaligned or point in different directions (most common in infants and young children)
- convergence insufficiency = condition when the eyes drift outward when being used for near work such as reading/writing (leading cause of eye strain and discomfort); common vision problems that interfere post-concussion
9
Q
Eye movements to observe
A
- child’s position of body/head in related to task
- separation of eye movement from head movement
- pursuit movement = child’s ability to smoothly track moving items (reading, sports, ball activities)
- saccades eye movements = child’s ability to looks from one stationary item to another (loss of place when reading, copying from the board)
10
Q
Clinical observations of the eye movements
A
- pursuit
- saccade
11
Q
Pursuit (clinical observation)
A
- the ability to smoothly track a moving object
- move the pencil from left to right, right to left
- up/down
- diagonal
- is your partner able to separate their eye movements from head movements?
- is your partner able to visually track cross midline?
12
Q
Saccade (clinical observation)
A
- child is able to look from one stationary object to another
- put the pencils to the left and right visual fields and have them look at one object, then the other
- put the pencils at different distances away, have them look from one to the other
13
Q
Clinical application
A
- what occupations may be difficult for a child with decreased ocular pursuit?
- what occupations may be difficult for a child with decreased saccade eye movements?
14
Q
Visual information processing skills (visual cognitive skills)
A
- visual spatial skills
- visual analysis skills
- visual motor skills
15
Q
Visual spatial skills
A
- location of objects in visual space in relationship to other objects
- laterality = left, right, front, back, up, and down
- directionality = ability to project this awareness into the world
16
Q
Visual analysis skills
A
- analyze and discriminate visually presented information
- visual discrimination = ability to detect differences in and ability to classify objects, symbols, and shapes
- visual figure ground = the recognition of figures embedded within a general sensory background
- visual closure = ability to visualize a complex whole when given incomplete information or a partial picture
- visual memory = ability to see the environment, organize what one sees, interpret the data, and encode in a retrievable memory
17
Q
Visual motor skills
A
- integrate visual information processing with fine motor movement
18
Q
Visual motor integration
A
- ability to combine the processing of visual information with fine and gross motor movement for functional use
- visual information comes in, is processed, and a meaningful motor output occurs
19
Q
Occupational profile problems that may indicate vision problems
A
- skips words when reading
- rereads lines or phrases
- reads slowly
- uses finger to guide eyes
- reverses words/letters
- fatigue or restlessness after visual concentration
- complains of letters running together or jumping around
- moves head while reading
- difficulty with right/left discrimination
- difficulties with spatial aspects of handwriting (line adherence, spacing, size)
- difficulty catching balls
- avoidance of games or toys with a visual perceptual component
20
Q
Occupational therapy evaluation of visual perceptual skills
A
- occupational profile = any indicators from parents/teachers of difficulties with visual perceptual skills (ball skills, fasteners, reading, writing, and toy play)
- observation of class work
- skilled observation during assessment = when looking at handwriting/drawing difficulties with line adherence, spacing, near point copying and far point copying
- observation of saccade and pursuit eye movements (can the child visually focus on items near and far and visually track?)
- standardized assessment
- assessment by eye doctor has been completed to rule out vision problems/visual acuity deficits
21
Q
You can use the VMI as a screener to gather more information
A
- can be used with a group of children as a screening or for individual assessment purposes for children or adults
- standardized on ages 2-100
- easy to administer and score
- takes a short time to administer
- weaknesses on the Beery VMI can indicate further testing in other areas
22
Q
Visual perceptual weakness (intervention planning)
A
- consider a more comprehensive assessment of motor free perception
- Test of Visual Perceptual Skills (TVPS-4) or Motor Free Visual Perceptual Test (MVPT)
- intervention activities should be focused upon improving visual perception
23
Q
Motor control weakness (intervention planning)
A
- further motor testing should be considered (the Bruininks-Osertsky Test of Motor Proficiency)
- activities should be focused around improving motor control
24
Q
Goals of intervention planning
A
- related to occupation = NOT improvement of test scores
- interventions will have a top-down and bottom-up approaches
25
Top-down approach
- addresses the occupation = cognitive skills related to handwriting, handwriting program, adapted paper, and shoe tying
26
Bottom-up approach
- activities to promote increased visual spatial skills = puzzles, games and seek and finds
27
Top-down treatment approaches (addressing the occupation directly)
- cognitive FOR strategies = teach the specific skill (ex: bump in lines in handwriting, one fine space between words when writing)
- modify (OTPF approach) = modify the environment or activity (ex: alternate handwriting paper, alternative strategies to tie shoes)
28
Bottom-up interventions (developmental FOR)
- puzzles
- seek and finds
- Let’s go Fishing game
- memory game
- step by step drawing
- Rush House game
- card games
- scavenger hunts
- dot to dot/maze
