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Peds Eval > Week 6 - Visual Perception in Pediatric Practice > Flashcards

Week 6 - Visual Perception in Pediatric Practice Flashcards

1
Q

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

A

visual perception

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2
Q

anatomy in place (development of visual receptive skills)

A

GA 24

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3
Q

retina and visual cortex (development of visual receptive skills)

A

GA 24-40

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4
Q

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

A

GA 20

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5
Q

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

A

birth

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6
Q

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

A

2 months

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7
Q

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

A

4-5 months

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8
Q

smooth, volitional control of eye movements

A

kindergarten (development of visual receptive skills)

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9
Q

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

A

infants

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10
Q

pattern recognition and form constancy can be present how early?

A

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

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11
Q

the clarity, keenness, or sharpness of vision

A

acuity

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12
Q

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

A

accommodation

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13
Q

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

A

binocular fusion

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14
Q

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

A

fixation

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15
Q

refers to the continued fixation on a moving object

A

pursuit/tracking

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16
Q

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

A

saccadic eye movements/scanning

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17
Q

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

A

convergence

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18
Q

name 6 behaviors that indicate difficulty with visual acuity.

A
  • squinting
  • headache
  • eye-ache
  • inattention
  • takes a while to do something
  • avoidance
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19
Q

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

A

myopia

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20
Q

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

A

astigmatism

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21
Q

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.

A

hyperopia

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22
Q

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

A

amblyopia

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23
Q

name 2 behaviors that indicate difficulty with visual fixation.

A
  • difficulty starting at the first word on a page

- inattention

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24
Q

name the 4 components of an OT clinical vision assessment.

A
  • 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.
25
Q

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

A

visual fields

26
Q

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

A
  • 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
27
Q

describe the accommodation response test.

A
  • 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
28
Q

describe an assessment that tests pursuits.

A
  • 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
29
Q

describe an assessment that tests saccades.

A
  • 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
30
Q

what does the saccades assessment test?

A

direct observation for overshooting or undershooting

31
Q

describe an assessment that tests for convergence.

A
  • 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.
32
Q

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

A

normal CNP = 3-4 inches

break off point = 4-6 inches

33
Q

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

A

visual attention

34
Q

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

A

visual memory

35
Q

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)

A

visual discrimination

36
Q

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

A

visual imagery/visualization

37
Q

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

A

recognition

38
Q

the ability to note the similarities among visual stimuli

A

matching

39
Q

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

A

categorization

40
Q

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

A

visual spatial skills

41
Q

left/right

A

laterality

42
Q

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

A

directionality

43
Q

name the 3 aspects of visual analysis skills.

A
  • form constancy
  • visual closure
  • figure ground discrimination
43
Q

name the 3 aspects of visual analysis skills.

A
  • form constancy
  • visual closure
  • figure ground discrimination
43
Q

name the 3 aspects of visual analysis skills.

A
  • form constancy
  • visual closure
  • figure ground discrimination
44
Q

ability to integrate visual information processing skills with fine motor movement

A

visual motor integration skills

45
Q

ability to integrate visual information processing skills with fine motor movement

A

visual motor integration skills

46
Q

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

A

position in space

47
Q

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

A

spatial relations

48
Q
  • 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)
A

depth perception

49
Q
  • 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.
A

topographic orientation

50
Q
  • 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.
A

form constancy

51
Q

the ability to identify forms or objects from incomplete presentations

A

visual closure

52
Q
  • 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
A

figure-ground discrimination

53
Q

what is the objective of the hart chart?

A

to increase the speed and accuracy of saccadic fixation

54
Q

name 3 underlying skill areas that word searches assess.

A
  • figure ground
  • form constancy
  • visual closure
55
Q

name 2 underlying skill areas that mazes assess.

A
  • topographical orientation

- position in space

56
Q

describe eye movements with straws.

A
  • eyes converge when blowing air

- eyes diverge when sucking out air

Peds Eval (22 decks)

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