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Peds Visual Function
OTA Exam - Instrumental Activities of Daily Living
| Oculomotor Skills | multiple coordinated eye movements produced by the eye muscles | difficulty in finding and holding the correct head position interferes with maintaining a stable visual field which provides the base of support for the eye movements | examples include reading, writing, and finding keys on a keyboard | interventions include having the child ride a scooter board in prone while reaching for toys |
| Visual Field | the entire area that can be seen while the eye is fixing or gazing steadily at a target in the direct line of vision | strong neck muscles are needed for a stable visual field | ||
| Visual Fixation | sustained eye gaze | in the direction of a target is necessary for adls and iadls | children who have limited convergence, or "simultaneous turning of the eyes inward," are unable to bring their eyes together well enough to see objects close their face | interventions include encouraging child to watch an appealing object move slowly toward their nose |
| Head-Eye Dissociation | the ability to move the eyes independently without moving the head | the inability to separate head and eye movements interferes with writing and finding symbols on a communication board | children who have poor visual tracking skills (following moving targets with smooth eye movements) often lose focus while trying to follow or find an object | interventions include moving a toy in vertical, horizontal, and circular movements while the child watches. playing with cars, bubbles, and balloons also helps |
| Quick Localization | pinpointing items with the eyes | required to find the next line of text while reading | interventions include connect-the-dot, mazes, cards games, shape matching activities (chose activities that require moving eyes quickly between targets) | |
| Oculomotor Interfering Factors | weakness of neck and eye muscles, poor discrimination or interpretation of proprioceptive feedback in the neck and eyes, nystagmus (involuntary jerking of eyes) | interventions include strengtheing exercises for neck flexion and extension | ||
| Visual Perception | the ability to interpret and use what is seen. the capacity to interpret sensory input, recognize similarities and differences, and assign meaning to what is seen | the ability to discern edges, shapes, light and dark, figure-ground discrimination, visual closure, and spatial orientation and relations | it requires cognitive analysis and perception through sight | |
| Object Perception | visual identification of objects by color, texture, shape, and size: what things are | |||
| Form Constancy | the recognition of forms and objects as the same various environments, positions, and sizes | allows children to recognize a letter as the same whether it is lowercase, uppercase, cursive, or italic | interventions include having the child compare the details of various pictures or shapes to determine whether the forms are the same | |
| Figure-ground Discrimination | the ability to distinguish important foreground features from background objects | examples include finding a pencil on a cluttered desk | interventions include worksheets such as "Where's Waldo" and "Find What's Different." these worksheets are available in bookstores and equipment catalogs | |
| Spacial Perception | visual location of objects in space: where things are. provides the awareness of an object's position in relation to the observer or the perception of the direction in which it is turned | provides basis for concepts: in, out, off, on, beside behind. usually begins to develop around 30 months of age | examples include deciphering one word as separate from another while reading and to space letters evenly while writing | interventions include using directional terms during their actions, provide obstacle courses and playground activities in which the child must use spacial concepts |
| Visuomotor Skills | require coordination of the eyes with the hands or feet such that the eyes guide complex, precise limb movements | also referred to as eye-hand/eye-foot skills | examples include following dot-to-dot patterns, drawing, writing, using a computer, cutting with scissors, moving through an obstacle course | |
| Visual Acuity | the capacity to discriminate the fine details of objects in the visual field. a descriptive means of expressing the sharpness, clearness, and distinctness of vision | |||
| Referral is recommended when... | the child brings objects close to eyes, squints, appears uable to see obstacles and people, unable to see writing on blackboard | the COTA should watch for asymmetry in the eyes, how the eyes and head moves, skipping words or lines when reading, difficulty finding symbols or pictures on a communication board | ||
| Gaze Shift | accurately moving the eyes from one target to another | required to find the next line of text while reading | interventions include connect-the-dot, mazes, cards games, shape matching activities (chose activities that require moving eyes quickly between targets) |
Created by:
serugh
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