Test 2- visual informaiton processing

Question 1

Visual information processing FoR

Answer 1

• 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.

Question 2

Visual information processing FoR

Answer 2

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.

Question 3

visual acuity

Answer 3

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.

Question 4

Accommodation-

Answer 4

the ability of the eye to compensate for blurred vision.

Question 5

Binocular Fusion

Answer 5

ability to combine two images from both eyes into one image.

Question 6

stereopsis

Answer 6

Binocular depth perception (ability to detect 3 dimensional vision)

Question 7

Convergence/divergence

Answer 7

ability of the eyes to move inward and outward simultaneously.

Question 8

Fixation

Answer 8

ability of the eyes to maintain a focused gaze on an object

Question 9

Smooth pursuit

Answer 9

ability of eyes to maintain a steady fixation of an object in movement across a scan path (tracking)

Question 10

Saccadic Movement

Answer 10

ability of eyes to quickly shift gaze from one point to another.

Question 11

visual information processing model

Answer 11

-cognitive approach to explain the flow of information through human cognitive system.

Question 12

Visual attention

Answer 12

-The thoroughness of the focus to visual information. Requires alertness, selective attention, visual vigilance, and divided or shared attention.

Question 13

visual memory

Answer 13

-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

Question 14

visual discrimination

Answer 14

-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.

Question 15

pattern recognition

Answer 15

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.

Question 16

form constancy

Answer 16

the recognition that forms and objects remain the same in various environments, positions and sizes.

Question 17

visual closure

Answer 17

identification of forms or objects from incomplete representations.

Question 18

figure ground

Answer 18

the ability to perceive a form visually and to find this form hidden in a conglomerated ground or model

Question 19

spatial relations

Answer 19

the analysis of forms and patterns in relation to one own body and space that helps judge distances.

Question 20

visual perceptual development

Answer 20

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.

Question 21

position in space development

Answer 21

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

Question 22

spatial relations development

Answer 22

• reaching: 3-4 months
• basic size: 3 yrs
• Size and time concepts: 7 yrs
• Improves until integrated at 10 yrs.

Question 23

depth perception development

Answer 23

-emerges at 2 mos; developed by 4-8 mos

Question 24

topographical orientation

Answer 24

-improves by 10 yrs of age

Question 25

strabismus/tropia

Answer 25

-misalignment of the eyes when eyes are stable

• esotropia- eye turns in
• exotropia- eye turns out

Question 26

hypertropia

Answer 26

eye turns upward

Question 27

hypotropia

Answer 27

eye turns downward

Question 28

phoria

Answer 28

tendency for the eyes to turn what is controlled at all times with muscular effort

Question 29

common vision problems

Answer 29

• visual field loss due to trauma
• retinopathy of prematurity
• cortical visual impairment- perception not working right.
• visual perceptual deficits

Question 30

screening process

Answer 30

• 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

Question 31

formal assessments

Answer 31

• visual perception assessments

- visual motor integration

Question 32

intervention strategies

Answer 32

can:

• remediate (establish/restore)
• modify/adapt

Question 33

intervention for strabismus

Answer 33

-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.

Question 34

acuity interventions

Answer 34

-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.

Question 35

interventions for visual field loss

Answer 35

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.

Question 36

interventions for saccadic problems

Answer 36

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

Question 37

figure ground interventions

Answer 37

-where’s waldo books
-I spy books
-scavenger hunt in classroom
-

Question 38

visual discrimination

Answer 38

which one is different

Question 39

visual scanning

Answer 39

column/row search for numbers or letters

Question 40

form constancy

Answer 40

find the same shape in the picture worksheets

Question 41

visual sequencing

Answer 41

-sequencing cards- have student place cards in correct order

Question 42

spatial relations

Answer 42

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

Question 43

directionality

Answer 43

-label hands with stickers or place a bracelet on right or left arm to distinguish

Question 44

intervention for visual motor integration

Answer 44

• tracing worksheets
• mazes
• matching objects
• copying designs
• practice writing words on different surfaces

Question 45

conclusion

Answer 45

• 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.