Tvps

test for visual perceptual skills

1. Test for visual perceptual skills;it’s Assessment and Therapies Shrawan paudel Sankara eye hospital

2. What is visual perception? Visual perception refers to the brains ability to make the sense of what eye see. This is not the same as visual acuity which refers to how clearly a person sees (for example “20/20 vision”). A person can have 20/20 vision and still have problems with visual perceptual processing.

3. How it works ? It occurs through visual processes

4. Visual processing within the CNS RETINA : RODS AND CONES , BIPOLAR CELLS , GANGLION CELLS FROM OPTIC CHAISMA FROM OPTIC TRACT TO LATERAL GENICULATE NUCLEUS VIA GENICULO CALCARINE TRACTS TO VISUAL CORTEX

5. Why these skills are required?  They are important for many every day skills such as- Reading Writing Completing puzzles Cutting Drawing Completing math problems Dressing as well as many other skills . All the above mentioned skills are an important part of academic skills.

6. Signs of impaired visual perception skills: Has trouble completing puzzles or dot to dots. Has difficulty planning actions in relation to objects around him/her. Has difficulty with spatial concepts such as "in, out, on, under, next to, up, down, in front of." Has difficulty differentiating between "b, d, p, q;" Reversal of numbers or letters when writing. Looses place on a page when reading or writing. Has difficulty remembering left and right. Has difficulty sequencing letters or numbers in words or math problems . Had trouble remembering the alphabet in sequence , Has difficulty coping from one place to another (e.g. from board, from book, from one side of the paper to the other). Has problems in dressing (i.e. matching shoes or socks). Has trouble discriminating between size of letters and objects. Has trouble remembering sight words. Has difficulty completing partially drawn pictures or stencils. Has difficulty attending to a word on a printed page .

7. COMPONENTS OF VISUAL PERCEPTUAL PROCESSING Visual Discrimination Visual Form Constancy Visual Figure Ground Visual Spatial Relations Visual Closure Visual Sequencing Visual Memory

8. Form Constancy ability to  recognize and label objects  even when they are  viewed from a different angle  or in a  different environment . A simple example would be that you can recognize that a dog is a dog whether you see it in a photo, in your garden or in the park, and whether it is sitting, lying down or running.

9. Visual Discrimination  the ability to recognize details in visual images. It allows students to identify and recognize the likeness and differences of shapes/forms, colors and position of objects, people, and printed materials.

10. Visual Closure the ability to  correctly perceive an object or word, even when it is partly hidden . This ability helps you to quickly make sense of what you see, even if it is not all visible to you, which means you do not have to see every little detail in order to recognize something. 

11. Figure-Ground Perception   The ability to  focus on one specific  piece of information in a  busy background .

12. Visual Sequential Memory T he ability to remember visual details in the  correct sequence . This is essential for spelling and reading, where your child needs to remember the sequence of letters in order to spell the word correctly.

13. Stroke Intracranial compressing masses Neurosurgical procedures Demyelinating disorders Neurodevelopmental conditions ( eg , autism) Neurodegenerative disease Schizophrenia and depression. Disorders of visual perception are found in :-

14. Purpose of the assessment To identify the limitation in activity or occupation. To link that limitation to presence of a visual impairment To develop an appropriate intervention plan based on the results of the assessment .

15. Assesment :- Visual acuity Visual field:-confrontation testing Occulomotor functions

16. Assessment of specific visual perceptual impairments Visual Agnosia : caused due to lesion to the right occipital lobe . In this the person is unable to recognize and identify an item using visual means. Assessment is performed by asking the individual to identify five common objects by sight. Color agnosia : Refers to inability to remember and recognize the specific colors for common objects in the environment. Assessment : present the client with two common objects that are accurately colored and two objects that are not accurately colored . Ask the patient to pick the object that are not accurately colored. Color Anomia : refers to the client’s inability to name the color of the object. while the client understand the differences between the different colors of objects, they are unable to name the color of the object accurately .

17. Assesment - ask the client to name the color of various objects in their environment . Metamorphopsia : refers to visual distortion of objects, such as the physical properties of size and weight .Assessment includes presenting the client with various objects of different weights and sizes. Prosopagnosia : refers to an inability to recognize and identify familiar faces caused due to lesion of the right posterior hemisphere . Non standardized test : to identify the names of the people in photographs, with family members

18. Simultanognosia : refers to the inability to recognize and interpret a visual array as a whole and is caused by lesion to the right hemisphere of the brain . The person is able to identify the individuals components of a visual scene , but are unable to recognize and interpret the gestalt of the scene . Assessment : presenting the client a photograph of a detailed visual array .

19. Right – left discrimination : It is the inability to identify the right and left sides of one’s own body or of that of the examiner . The person with right and left discrimination cannot tell the therapist which is the right arm and which is the left . It is caused due to lesion at the parietal lobe of either hemisphere Testing : ask the person to point to body part on command, such as : right ear, left foot, right arm.

20. Depth perception In this the person experiences inaccurate judgment of direction, distance, and depth. Caused due to lesion in the posterior right hemisphere in the superior visual association cortices. To test the person is asked to fill a glass of water.

21. Position in space It is inability to perceive and to interpret spatial concepts such as up, down, under, over, in, out, in front of, and behind. Testing : to test function, two objects are used, such as a shoe and a shoebox. The patient is asked to place the shoe in different position in relation to shoebox; for example, in the box, on top of box or next to box.

22. It Assess to determine the visual perceptual strengths and weaknesses of students. Items are presented in a multiple-choice format, and responses can be made vocally (by letter of the response choice) or by pointing to the answer choice. This format can be used with students who may have impairments in motor, speech, hearing, neurological and cognitive functions. It is untimed and takes about 25 minutes. Scoring is quick and uncomplicated. Raw scores are reported as scaled scores and percentile ranks for each subtest; the overall total score is reported as a standard score and percentile rank. Age-equivalents are also provided for the subtest and overall scores.

23. What can be done to improve visual perceptual skills ? Visual cues:  For example, use a coloured dot or sticker to show what side of the page to start writing on or reading from, or place a text mark on stick on the inside of the child’s shoes so they know which foot to put them on (dots face inwards). Directional arrows:  To help with direction or starting position (e.g. for letter formation). Graph paper:  To help with word spacing and sizing. Highlight the line:  To encourage correct line alignment. Paper copies:  Provide the child work that is to be copied on a piece of paper to put on their desk, rather than asking  them to copy it from the board. Alphabet strip:  Place on the child’s table that they can refer to for correct letter formation. Eliminate clutter:  Encourage the child to keep their desk clear of distractions and clutter. Position desk away from distractions:  Sit the child’s desk in an area closer to the front to avoid the distractions of other students. Eliminate visual distractions:  Remove as much of the visually stimulating classroom wall decorations as possible, especially near the child’s desk.

24. What activities can help improve visual perception? Hidden pictures games  in books such as “Where’s pot?”. Picture drawing:  Practice completing partially drawn pictures. Dot-to-dot  worksheets or puzzles. Review work:  Encourage your child to identify mistakes in written material. Memory games:  Playing games such as Memory. Sensory activities:  Use bendable things such as pipe cleaners to form letters and shapes (because feeling a shape can help them visualize the shape). The letters can then be glued onto index cards, and later the child can touch them to “feel” the shape of the letter. Construction-type activities   :wooden blocks games Flash cards  with a correct letter on one side and an incorrectly formed letter on the other side. Have the child try to draw the letter correctly, then turn over the card to see if it is right. (Have them write in sand or with finger paint to make it more fun). Word search puzzles   that require you to look for a series of letter . Identify objects by touch:  Place plastic letters into a bag, and have the child identify the letter by “feel”. Develop fine motor skills.  

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