Week 6 - Visual Perception in Pediatric Practice

Question 1

the total process responsible for the reception and interpretation of visual stimuli

Answer 1

visual perception

Question 2

anatomy in place (development of visual receptive skills)

Answer 2

GA 24

Question 3

retina and visual cortex (development of visual receptive skills)

Answer 3

GA 24-40

Question 4

eye movements due to vestibular influence (development of visual receptive skills)

Answer 4

GA 20

Question 5

some visual fixation, brief reflexive tracking (development of visual receptive skills)

Answer 5

birth

Question 6

accommodation, convergence, oculomotor subsystems (development of visual receptive skills)

Answer 6

2 months

Question 7

VMI - grasping and sight (development of visual receptive skills)

Answer 7

4-5 months

Question 8

smooth, volitional control of eye movements

Answer 8

kindergarten (development of visual receptive skills)

Question 9

coordinates visual and auditory input (development of visual cognitive skills)

Answer 9

infants

Question 10

pattern recognition and form constancy can be present how early?

Answer 10

1 week of age (first learn general shape/appearance then details)

Question 11

the clarity, keenness, or sharpness of vision

Answer 11

acuity

Question 12

the ability of the eye to change its optical power to maintain a clear image on an object as its distance varies.

Answer 12

accommodation

Question 13

the ability to merge the images from the two eyes into a single stereoscopic perception

Answer 13

binocular fusion

Question 14

the coordinated aiming of the eyes while shifting rapidly from one object to another. occurs when visual focus is on a stationary object.

Answer 14

fixation

Question 15

refers to the continued fixation on a moving object

Answer 15

pursuit/tracking

Question 16

the rapid change of fixation from one point in the visual field to another

Answer 16

saccadic eye movements/scanning

Question 17

the turning of the eyes inward toward the medial plane as the object of regard moves toward the observer.

Answer 17

convergence

Question 18

name 6 behaviors that indicate difficulty with visual acuity.

Answer 18

• squinting
• headache
• eye-ache
• inattention
• takes a while to do something
• avoidance

Question 19

a condition in which light rays entering the eyes focus in front of the retina, vision is blurred at a distance, but clear at near

Answer 19

myopia

Question 20

a condition in which vision is blurred and distorted at both distance and near due to oval shape of the eye that cause light rays entering the eye to enter at 2 different points

Answer 20

astigmatism

Question 21

a condition in which light rays entering the eyes focus behind the retina, and the individual must accommodate to see clearly. requires muscular effort - the amount of effort is greater when the individual looks near.

Answer 21

hyperopia

Question 22

acuity less than 20/20 that cannot be attributed to refractive error or eye disease. called lazy eye

Answer 22

amblyopia

Question 23

name 2 behaviors that indicate difficulty with visual fixation.

Answer 23

• difficulty starting at the first word on a page

- inattention

Question 24

name the 4 components of an OT clinical vision assessment.

Answer 24

• observation of child’s behavior during functional activities - head/postural deviations, do they make eye contact? do their eyes wander?
• history and child interview
• formal eval.

Question 25

the space or range within which objects are visible to the immobile eyes at a given time

Answer 25

visual fields

Question 26

describe a test that assesses a child's visual fields.

Answer 26

- have the child look forward to an object - have a moveable target move from the back of the child's head to the front of their face - ask the parents when they can see the objects without moving their eyes or head - test each eye

Question 27

describe the accommodation response test.

Answer 27

- 2 targets are held in front of the child, one target 18 inches from the child's face and the other target at the child's CNP - ask the child to look quickly from one target to other target

Question 28

describe an assessment that tests pursuits.

Answer 28

- the child is asked to follow a moving target that is 12-16 inches from the child's face - assess in horizontal, vertical, and diagonal planes - eyes should be tested separately then together

Question 29

describe an assessment that tests saccades.

Answer 29

- child is asked to look back and forth repeatedly btwn 2 targets (8-10 inches apart). the targets should be approx. 12 inches in front of the child's face. - assess in horizontal, vertical, and diagonal planes

Question 30

what does the saccades assessment test?

Answer 30

direct observation for overshooting or undershooting

Question 31

describe an assessment that tests for convergence.

Answer 31

- the child is asked to keep looking at a target that is held 18 inches from the eyes - the target is moved slowly toward the eyes - once the eyes break off or double vision occurs, slowly move the target away from the child until the eyes converge again.

Question 32

what is normal CNP? what is the break off point?

Answer 32

normal CNP = 3-4 inches | break off point = 4-6 inches

Question 33

the ability to attend to visual stimuli (alertness, selective attention, vigilance, and divided attention)

Answer 33

visual attention

Question 34

involves integrating visual processing information with past experiences (both long-term and short-term)

Answer 34

visual memory

Question 35

ability to detect distinctive features of a visual stimulus and to distinguish whether the stimulus is different from or the same as others. (object perception and spatial perception)

Answer 35

visual discrimination

Question 36

then necessary visual cognitive component that allows children to picture people, ideas, and objects in their mind's eyes. essential to reading comprehension and in planning, problem-solving, and organizational skills

Answer 36

visual imagery/visualization

Question 37

the ability to note key features of a stimulus and relate them to memory

Answer 37

recognition

Question 38

the ability to note the similarities among visual stimuli

Answer 38

matching

Question 39

the ability mentally to determine a quality or category by which similarities or differences can be noted

Answer 39

categorization

Question 40

necessary to interact with and organize the environment (children's awareness of their body - right/left, up/down, and front/back)

Answer 40

visual spatial skills

Question 41

left/right

Answer 41

laterality

Question 42

the understanding of an external object's position in space in relation to themselves

Answer 42

directionality

Question 43

name the 3 aspects of visual analysis skills.

Answer 43

- form constancy - visual closure - figure ground discrimination

Question 43

name the 3 aspects of visual analysis skills.

Answer 43

- form constancy - visual closure - figure ground discrimination

Question 43

name the 3 aspects of visual analysis skills.

Answer 43

- form constancy - visual closure - figure ground discrimination

Question 44

ability to integrate visual information processing skills with fine motor movement

Answer 44

visual motor integration skills

Question 45

ability to integrate visual information processing skills with fine motor movement

Answer 45

visual motor integration skills

Question 46

the ability to perceive an object's position in space relative to oneself and the direction in which it is turned; discrimination of reversals and the rotations of figure

Answer 46

position in space

Question 47

the ability to perceive the position of two or more objects in relation to the body and in relation to each other; the understanding of directions, such as above/below, right/left, and on/off

Answer 47

spatial relations

Question 48

- the visual ability to perceive the world in three dimensions, enabling determination of the relative distance btwn objects, figures, or landmarks. - awareness of how far away something is - helps to move in space (ex: walking downstairs or catching a ball)

Answer 48

depth perception

Question 49

- the determination and connection of the location of objects and the route to the location - children's ability to find their way depends on a cognitive map of the environment.

Answer 49

topographic orientation

Question 50

- recognition of forms and object as the same in various environments, positions, and sizes. - the ability to see a form and being able to find that form even though the form may be smaller, larger, rotated, reversed, or hidden.

Answer 50

form constancy

Question 51

the ability to identify forms or objects from incomplete presentations

Answer 51

visual closure

Question 52

- the ability to perceive a form visually and to find this form hidden in a conglomerated ground or model. - enables children to differentiate btwn foreground or background forms and objects. - the ability to separate essential data from distracting surrounding information

Answer 52

figure-ground discrimination

Question 53

what is the objective of the hart chart?

Answer 53

to increase the speed and accuracy of saccadic fixation

Question 54

name 3 underlying skill areas that word searches assess.

Answer 54

- figure ground - form constancy - visual closure

Question 55

name 2 underlying skill areas that mazes assess.

Answer 55

- topographical orientation | - position in space

Question 56

describe eye movements with straws.

Answer 56

- eyes converge when blowing air | - eyes diverge when sucking out air