Test 2- visual informaiton processing Flashcards
Visual information processing FoR
- visual perception is a developmental process
- Visual perception is learned and improves with development, interaction with the environment, experience and practice
- children can learn by observing and interacting with others
- Learning does not always follow a developmental sequence- need to assess where they are at with their visual skills.
- difficulty with visual perception can interfere with daily occupations.
Visual information processing FoR
visual information analysis
- requires cognitive skills
- involved extracting and organizing visual information from the environment
- integrating this information with other sensory modalities, previous experiences and higher cognitive functions.
- integrations of vision and other senses and cognitive analysis influence the child’s ability to interpret and act on what he or she sees.
- this FoR addresses the child who is unable to efficiently process and utilize visual input.
visual acuity
the measure of the resolving power of the eye. Generally we refer to good acuity as being 20/20 vision
-numerator-represents the distance at which a subject recognizes a stimulus
denominator- represents the distance at which the letter being viewed could be identified by a person with normal visual acuity.
-ensures that visual information sent to the CNS is accurate.
Accommodation-
the ability of the eye to compensate for blurred vision.
Binocular Fusion
ability to combine two images from both eyes into one image.
stereopsis
Binocular depth perception (ability to detect 3 dimensional vision)
Convergence/divergence
ability of the eyes to move inward and outward simultaneously.
Fixation
ability of the eyes to maintain a focused gaze on an object
Smooth pursuit
ability of eyes to maintain a steady fixation of an object in movement across a scan path (tracking)
Saccadic Movement
ability of eyes to quickly shift gaze from one point to another.
visual information processing model
-cognitive approach to explain the flow of information through human cognitive system.
Visual attention
-The thoroughness of the focus to visual information. Requires alertness, selective attention, visual vigilance, and divided or shared attention.
visual memory
-The mental manipulation of visual information needed for visual cognition and requires the ability to retain the information in memory for immediate recall or to store for later retrieval
visual discrimination
-ability to detect distinctive features of a visual stimulus and to distinguish whether the stimulus is different from or the same as others. It involves recognition, matching and sorting.
pattern recognition
Ability to store information in memory requiring pattern detection and recognition. This involves the ability to identify salient features of an object including configurable aspects such as shape, contour, general features, and the specific features of an object- details of color, shading, texture.
form constancy
the recognition that forms and objects remain the same in various environments, positions and sizes.
visual closure
identification of forms or objects from incomplete representations.
figure ground
the ability to perceive a form visually and to find this form hidden in a conglomerated ground or model
spatial relations
the analysis of forms and patterns in relation to one own body and space that helps judge distances.
visual perceptual development
perception
- visual attention: independent to complete school assignment by age 11-12 yrs
- Visual memory: emerges 6-7 mos, integrated by 11-12 yrs- expanded long-term recall
Object (form)
- Form constancy: 3yrs- can sort objects on 1 dimension; 6-7 yrs= marked improvement
- Visual closure: emerges at 4 mos
- Figure ground: emerges b/w 3-5 yrs; stabilizes b/w 6-7 yrs.
position in space development
vertical to horizontal- 3-4 yrs oblique/diagonal- 6 yrs distinguish reversals- 6 yrs left vs right- 6-7 yrs Directionality- 8 yrs Mature development- 7-9 yrs
spatial relations development
- reaching: 3-4 months
- basic size: 3 yrs
- Size and time concepts: 7 yrs
- Improves until integrated at 10 yrs.
depth perception development
-emerges at 2 mos; developed by 4-8 mos
topographical orientation
-improves by 10 yrs of age
strabismus/tropia
-misalignment of the eyes when eyes are stable
- esotropia- eye turns in
- exotropia- eye turns out
hypertropia
eye turns upward
hypotropia
eye turns downward
phoria
tendency for the eyes to turn what is controlled at all times with muscular effort
common vision problems
- visual field loss due to trauma
- retinopathy of prematurity
- cortical visual impairment- perception not working right.
- visual perceptual deficits
screening process
- checklist of observable clues to classroom vision problems
- eye appearance
- pain or associated problems when using vision when sitting at desk
- behavioral symptoms of visual problems
formal assessments
- visual perception assessments
- visual motor integration
intervention strategies
can:
- remediate (establish/restore)
- modify/adapt
intervention for strabismus
-consult with optometrist; if patching is recommended put child on pathing routine during school day or at home (patch, eye drops, occlusion techniques
Remediation- place student on side of the classroom that requires that child to use weaker eye visual field.
–eye games (exercises): tracking letters or academic objects in fields that will challenge weak eye muscles
Modification- allow child to sit on side of room for stronger eye.
acuity interventions
-suggest evaluation by developmental or pediatric optometrist
Modify classroom environment
- move child closer to front of classroom if near sighted
- increase the font size for far-sighted children
- provide increased contrast
- reduce visual information presented at once.
interventions for visual field loss
Remediation- work on student having to look to the affected side
- Letter or figure cross out worksheets (can give a highlighted mark as a cue if needed)
- scavenger hunt in classroom for various objects while standing in place and scanning towards affected side.
Modification of environment:
-Begin with work in the middle or on non-affected side. Slowly move work and school items further into the affected visual field.
interventions for saccadic problems
Remediation
- Chalkboard flashlight game. shine a flashlight from one point to another. have student fallow.
- letter or figure chart
- ping pong game at recess
- pin ball game for homework
figure ground interventions
-where’s waldo books
-I spy books
-scavenger hunt in classroom
-
visual discrimination
which one is different
visual scanning
column/row search for numbers or letters
form constancy
find the same shape in the picture worksheets
visual sequencing
-sequencing cards- have student place cards in correct order
spatial relations
remediation
- map worksheets
- scavenger hunt around school/clinic with specific directional cues
- floor map
modification
- labels for doors and drawers
- tape marking common pathways to cafeteria or bathrooms
directionality
-label hands with stickers or place a bracelet on right or left arm to distinguish
intervention for visual motor integration
- tracing worksheets
- mazes
- matching objects
- copying designs
- practice writing words on different surfaces
conclusion
- visual perception involved both sensory reception and cognition to make sense of visual input
- Visual perception consists of many components that affect how an individual uses and adapts to visual stimuli
- the Visual information processing FoR can guide therapists in developing appropriate goals and activities for children with visual perceptual processing difficulties.
