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Vision Therapy > Visual Information Processing > Flashcards

Visual Information Processing Flashcards

1
Q

What are the three major subsections of VIP?

A

visual spatial, visual analysis, visual-motor integration

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2
Q

What are two additional areas of VIP?

A

visual-auditory integration AND visual attention and processing speed

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3
Q

What is the main purpose of the visual system?

A

derivation of meaning and the direction of action

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4
Q

What is information collecting?

A

getting info from the environment to the visual cortex and higher processing centers (input)

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5
Q

What visual skills fall under information collecting?

A

acuity, oculomotor, accommodation, vergence

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6
Q

What is information processing?

A

taking the input info and making decisions about it (output)

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7
Q

What visual skills fall under information processing?

A

perception, cognition, conceptualization

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8
Q

VIP=

A

higher level visual skills/visual cognitive skills

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9
Q

What does VIP entail?

A

extracting and organizing visual info from environment, integrating visual info with other senses, incorporating higher cognitive function

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10
Q

What is the use of vision to interact with and to organize the environment?

A

visual spatial skills

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11
Q

What is necessary for good motor coordination, balance, and directional sense?

A

awareness of body concepts (visual spatial skills)

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12
Q

What are three key areas of visual spatial skills?

A

bilateral integration, laterality, directionality

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13
Q

What is bilateral integration?

A

awareness and use of both sides of the body

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14
Q

What is laterality?

A

awareness of right and left on self

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15
Q

What is directionality?

A

awareness of right and left projected into space

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16
Q

What are signs and symptoms of poor visual spatial skills?

A

poor athletic performance, difficulty with/lack of rhythm, poor coordination/balance, clumsy, poor knowledge of left/right, letter/number reversals

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17
Q

What are visual spatial skill tests?

A

angels in the snow, Piaget L/R, Gardner reversal frequency, Jordan L/R

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18
Q

What is angels in the snow?

A

assess movement of body parts one at a time or together, ipsilateral, contralateral, looks for motor overflow (age 3-8)

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19
Q

What is Piaget R/L awareness test?

A

assess ability to understand R/L on self, others, objects in space, 5 sections to test (age 5-11)

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20
Q

What is Gardner Reversal frequency test?

A

assess letter reversals, 3 subtests: execution, recognition, matching

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21
Q

What is execution in the Gardner reversal frequency test?

A

patient writes specific numbers and lower-case letters (age 5-15)

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22
Q

What is recognition in the Gardner reversal frequency test?

A

patient evaluates whether numbers/letters are correct or backwards (age 5-15)

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23
Q

What is matching in the Gardner reversal frequency test?

A

patient chooses which number/letter matches the one shown (age 5-8)

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24
Q

What is the Jordan L-R reversal test?

A

tests for letter, number, and word reversals, subtests, 2 levels

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25
Q

What do the Jordan L-R reversal subtests test for?

A

recognition of reversals of single letters/numbers, reversals of letter placement within words, and reversals of letters in words/entire words within sentences

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26
Q

What is level 1 vs 2 for Jordan L-R reversal?

A

level 1 individual letter/number reversals (age 5-8) and level 2 reversals within words/sentences (age 9-12)

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27
Q

What is spatial relations?

A

the ability to perceive differences in orientation of the features of a form or symbol

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28
Q

What is visual analysis skills?

A

the ability to analyze and to discriminate visually presented information

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29
Q

What are the subcategories of visual analysis skills?

A

discrimination, figure-ground, closure, memory/visualization, form constancy, visual attention/processing speed

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30
Q

Which subcategory of visual analysis skills is not in the TVPS?

A

visual attention/processing speed

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31
Q

What are common signs and symptoms of visual analysis skill difficulties?

A

difficulty learning alphabet/recognizing words, difficulty with math concepts of size/magnitude/position, mistakes words with similar beginnings, poor recognition of letters or simple forms, overgeneralizes when describing visual stimuli, difficulty writing and remembering letters/numbers

32
Q

What tests visual analysis skills?

A

TVPS, MVPT, MFFT, Symbol digit modalities test

33
Q

What is the test of visual perceptual skills TVPS?

A

seven subtests, multiple choice, 16 questions per subtest, no fine motor component (age 4-18 different test book for different age)

34
Q

What are the seven subtests of the TVPS?

A

discrimination, memory, spatial relations, form constancy, sequential memory, figure-ground, closure

35
Q

What is the motor-free visual perception test MVPT?

A

five areas evaluated (not broken into subtests), no fine motor component, fewer questions than TVPS (age 4-95), separate norms for children, adults, and adults with TBI

36
Q

What five areas are evaluated together in the motor-free visual perception test?

A

spatial relationships, closure, discrimination, memory, figure-ground

37
Q

What is TVPS visual discrimination?

A

awareness of the distinct features of an object and ability to identify important features of an object (size, color, shape, orientation

38
Q

What is TVPS visual figure ground?

A

ability to direct attention to a particular feature/form, awareness of form within the background, ability to identify form and ignore extraneous details

39
Q

What is TVPS visual closure?

A

ability to determine the final percept without all details being shown, ability to determine the whole without seeing all of the parts

40
Q

What is TVPS visual memory/visualization?

A

ability to recognize and to recall visually presented information

41
Q

What is TVPS visual form constancy?

A

ability to recognize the significant features that make objects the same when in different orientations or sizes

42
Q

What is visual-motor integration?

A

the integration of VIP and fine motor control “eye hand coordination”

43
Q

What does visual-motor integration performance depend on?

A

fine motor skills and visual analysis

44
Q

What are fine motor skillls?

A

the ability to manipulate small objects

45
Q

What is visual analysis?

A

the ability to identify important aspects of objects

46
Q

What are signs or symptoms of difficulty with visual motor integration?

A

difficulty copying from the board, sloppy handwriting/poor pencil grip, poor spacing, inability to stay on lines when writing, difficulty with completing written assignments on time, difficulty aligning numbers in columns

47
Q

What is testing for visual-motor integration?

A

beery VMI, wold sentence copy, DTVP

48
Q

What is Beery VMI?

A

patient is shown a figure and asked to copy the drawing as closely as possible, incorporates visual perception and visual-motor skills (age 2-99 yr 11 mo)

49
Q

What is DTVP?

A

looks at the patient’s ability to direct their eye-hand coordination, patient is asked to stay within a certain area when drawing lines on various pictures (age 4-10 yr 11 mo)

50
Q

What is wold sentence copy?

A

patient is asked to copy a sentence printed at the top of the page onto preprinted lines below, total time to complete the sentence is recorded, qualitative judgements are made about spacing, letter formation, incorporates reading and visual-motor skills, grade-level norms based on letters per minute

51
Q

What is attention?

A

ability to keep focus on task without being distracted by other stimuli (visual, auditory, tactile)

52
Q

What is processing speed?

A

amount of time needed to analyze and to interpret visually presented information, either impulsive or reflective

53
Q

What is impulsive processing speed?

A

quick to analyze and to make a decision, makes many errors

54
Q

What is reflective processing speed?

A

slow to analyze and to make a decision, makes few errors

55
Q

What are common signs and symptoms of visual attention/processing speed difficulties?

A

slow reading speed, difficulty completing assignments on time, knows material but does poorly on tests, makes careless errors, difficulty keeping attention on task, easily distracted, forgetful, squirms/fidgets in seat

56
Q

What are common signs and symptoms of poor visual-auditory integration?

A

poor ability to follow directions, poor rhythm, poor spelling/phonetics

57
Q

What are tests of visual-auditory integration?

A

auditory visual integration test, test of auditory perceptual skills

58
Q

What is the auditory visual integration test?

A

assess whether patient is able to incorporate what is heard with what is seen, examiner taps a pattern and patient must choose the correct visual representation (age 6+ with different patterns for different ages)

59
Q

What is the test of auditory perceptual skills?

A

evaluates auditory processing, (age 4-18 different questions by age), subtests: auditory number/sentence/word memory, interpretation of directions, word discrimination, auditory processing

60
Q

How do we know when to perform testing?

A

look at CC for indication of VIP issue, mismatch between cognitive ability and classroom performance, high score on COVD-QOL

61
Q

When should VIP testing be administered?

A

generally best results are from a separate evaluation of the patient after comprehensive exam and possible after basic VT eval

62
Q

What tests should be run for VIP testing?

A

individualized based on ability and CC, do most in-depth test first if fatigue is an issue, consider multiple appointments for full VIP assessment

63
Q

T/F you should rotate between motor and non-motor tests during VIP evaluation

A

true, helps with attention

64
Q

What is subjective testing?

A

clinician makes a judgement about the patient’s performance based on experience, use this in moderation

65
Q

What is objective testing?

A

performance evaluation is based on norms and specific testing protocol and scoring procedures, minimizes value judgements from the clinician, better intra-examiner reliability (generally) and repeatability

66
Q

What is behavioral observation?

A

important! certain behaviors may invalidate a test, certain behaviors give insight into progress during therapy

67
Q

What are examples of behavioral observations?

A

motor overflow during visual spatial, tactile/kinesthetic reinforcement during visual analysis, impulsive vs reflective during visual attention/speed, poor posture/pencil grip/working distance during VMI

68
Q

T/F for most VIP tests, scoring is qualitative and quantitative

A

true

69
Q

How do patients receive a raw score?

A

correct, # incorrect or time depending on the test

70
Q

What are raw scores converted to?

A

derived scores for comparisons to norms

71
Q

What are types of derived scores?

A

standard score, z-score, scaled score, percentile rank, perceptual age equivalent

72
Q

What is average based on standard deviation/z-score?

A

-1 to +1, 0 is on the mean

73
Q

What is a scaled score?

A

used to asses the subtests of an overall test battery, average score is 10, standard deviation is 3

74
Q

What is a standard score?

A

compares raw score to what is considered normal for a patient based on age (sometimes gender), average is 100, standard deviation is 15

75
Q

What is percentile ranking?

A

compares raw score to what is considered normal for a patient based on age (sometimes gender), mean is 50th percentile, average is 16-84th percentile

76
Q

What are perceptual age equivalents?

A

raw score is statistically characteristic of a particular age, easily understood by parents, may over or underestimate child’s performance and is less precise than standard scores/percentiles

Vision Therapy (21 decks)

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