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OD3 (S1&2) > BVP - VIP Skills and Early Academic Achievement - Week 10 > Flashcards

BVP - VIP Skills and Early Academic Achievement - Week 10 Flashcards

1
Q

What is meant by maturation (4) and development (1)?

A

Maturation
-effect of time
-skeletal/muscular
-genetically pre-programmed
-no environmental effects apart from nutrition
Development
-effect of time plus environmental interaction

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2
Q

What is meant by intelligence?

A

Ability across a range of human cognitive functions as defined by standardised testing

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3
Q

What is the most accepted intelligence test? What kind of bias does it have? How many points is the normal, and what is the standard deviation? How many points is special school category and how many points will affect reading?

A

WISC-R
-cutural bias
100 is normal, ±15 SD
<70 is special school category
<80 will affect early reading

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4
Q

What do studies suggest of IQ being an indicator of early reading ability? Does it predict who will or will not respond to reading intervention?

A

Poor predictor
Doesnt predict who will respond to intervention

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5
Q

What percentage of the variance in early reading does IQ account for?

A

15%

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6
Q

What is meant by perception?

A

Ability to extract and see information from the environment

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7
Q

What is meant by learning (2)?

A

Acquiring information through experience and storing this information
Acquired and stored data are compared

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8
Q

What is learning affected by in children (2)?

A

Intelligence and experiences

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9
Q

What is meant by learning difficulty and what is the incidence in western countries? Explain the incidence by the type/cause (3).

A

Difficulty in educational acquisition
Incidence 15%
-2% dyslexic
-3% IQ
-10% other (physical causes, ADD, delayed development with normal IQ)

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10
Q

What percentage of learning difficulties will have VIP delays?

A

30% have VIP delays that contribute to difficulty

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11
Q

What is the most severe type of reading problem?

A

Dyslexia

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12
Q

What is the reading age of a dyslexic individual like compared to their chronological age?

A

At least 2 years behind

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13
Q

What is the incidence of dyslexia?

A

2%

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14
Q

What is involved in the task of ‘learning to read’ (4)?

A

Breaking the code
-phonics
-eidetic recall
Large print type
Short spans of reading

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15
Q

What are the visual requirements for ‘learning to read’ (3)?

A

Visual discrimination/directionality
Visual memory
L>R scan path

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16
Q

What is involved in the task of ‘reading to learn’ (3)?

A

Automatic word analysis
-eidetic recall
Smaller print
Longer spans of reading

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17
Q

What are the visual requirements for ‘learning to read’ (3)?

A

Vergence control
Accommodative control
Oculomotor control

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18
Q

Give an example for the following VIP skills
Spatial analysis
Visual analysis
Visual motor skills
Reading saccades
Visual auditory coding

A

Spatial analysis - is it facing the same way
Visual analysis - does it look the same or different
Visual motor skills - can you plan and steer a pencil around a page
Reading saccades - can you keep place on the page
Visual auditory coding - does it sound like it looks

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19
Q

What is the reading recovery program and how long does it span for? During what grade? What are the outcomes like (3)?

A

Child is given more educational instructions on a 1:1 basis for 1-2 terms in grade 1
-30% have no reading problems after this
-30% get better but still delayed
-30% are no better

20
Q

Is repeating a year level an option for slow development?

A

Yes, but a once only offer

21
Q

What are three visual symptoms of patients with a VIP delay. During what year levels is it generally seen? Give three non-visual symptoms.

A

Prep, 1, and 2
Visual symptoms
-poor letter recognition
-poor letter formation
-reversals
Non-visual symptoms
-poor attention
-disorganised
-speech delay

22
Q

Is there a high or poor correlation between VIP skills and reading performance?

A

High

23
Q

What magnitiude of hyperopia (and higher) is thought to contribute to VIP delay? What is the implication of this in terms of having a case of reading disability? What if there are no visual symptoms?

A

+1.50D
Hyperopia over this amount should be corrected, even when there are no visual symptoms

24
Q

Do children corrected for hyperopia before the age of 4 show better VIP skills vs those corrected after 4 or is the age of patient when corrected negligible?

A

Children corrected before 4 show better VIP skills

25
Q

Compare the predictive ability of developmental delays (such as VIP delay) for early reading to IQ.

A

Developmental delays are better predictors of early reading than IQ

26
Q

Does having a reading disability mean having a low IQ? Explain.

A

No, not necessarily
-a significant IQ deficit will cause reading delay and VIP delay

27
Q

What percentage of variance of reading performance do VIP skills account for at prep, grade 1, and 2 level? What is the remaining percentage accounted by (4)?

A

VIP skills - 50%
Remaining 50%:
Perceptual skills
Verbal IQ
Language and cognitive skills

28
Q

What percentage of variance reading performance do VIP skills account for beyond grade 2?

A

25% or less

29
Q

When is developmental testing most useful? What grades should they be considered for (4)?

A

When investigating pre-reading and early reading
-consider them from prep to grade 3

30
Q

Describe what is meant by the minimum competency model (3).

A

The level of skill is just as important as the delay
If skills are beyond grade 2 level, then law of decreasing returns applies beyond this
VIP skills training less likely to be successful after the end of grade 2

31
Q

Are VIP skills trainable?

A

Yes

32
Q

Is there a strong or weak correlation between VIP and early academic progress?

A

Strong

33
Q

What assumption do schools make of shildren when they begin?

A

Placement is based on chronological age
-assumes a child is ready for the classrom demands only because they are 6 years old

34
Q

What does the rosner test assess?

A

Visual analysis skills

35
Q

Does the rosner test have a high or low correlation with early academic performance? Do retests have high or low reliability?

A

High correlation with early academic performance
High test/retest reliability

36
Q

What is the false positive rate of the rosner test like?

A

Anecdotally very low

37
Q

For what grades is the rosner test typically given?

A

Prep to grade 3

38
Q

Describe the rosner test. Are corrections allowed?

A

A plate is copied with a pencil
-an array of dots with some connected by lines, the pattern is copied onto a blank
Corrections are allowed

39
Q

Is training possible for the rosner test?

A

Yes

40
Q

When do you stop the rosner test?

A

Stop after 2 consecutive fails and score from the last correct plate

41
Q

What is a fail on a developmental test? Give another answer based on percentiles (2).

A

There is no definitive answer
Some use below 30 percentile
General consensus is that below 16 percentile is highly at risk

42
Q

Describe the visual motor integration test of beary.

A

Child copies a range of geometric shapes
Accuracy of the drawings are rated and a score provided

43
Q

List four considerations when giving a visual motor integration test of bleary.

A

Hand used
Working distance
Grip
Use of non-dominant hand to support

44
Q

What three practitioners can administer developmental vision training?

A

Optometrist
Orthoptist
Therapist
*with an appropriate background

45
Q

How long are developmental vision training sessions at home and in office? How many sessions? Does it replace educational intervention?

A

Child attends every week for 30-60 mins
15-30 minutes therapy at home
Compliments educational intervention, not replace

46
Q

Over what timeframe do developmental vision training sessions last?

A

3+ months

OD3 (S1&2) (114 decks)

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