OTA Exam - Instrumental Activities of Daily Living
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| 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 | show | interventions include having the child ride a scooter board in prone while reaching for toys
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| 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 | show |
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| 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 | show 🗑
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| 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 | show | interventions include moving a toy in vertical, horizontal, and circular movements while the child watches. playing with cars, bubbles, and balloons also helps
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| show | 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) |
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| Oculomotor Interfering Factors | show | interventions include strengtheing exercises for neck flexion and extension |
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| show | 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 |
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| Object Perception | visual identification of objects by color, texture, shape, and size: what things are | show 🗑
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| show | 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 |
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| show | 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 |
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| 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 | show 🗑
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| Visuomotor Skills | require coordination of the eyes with the hands or feet such that the eyes guide complex, precise limb movements | show | examples include following dot-to-dot patterns, drawing, writing, using a computer, cutting with scissors, moving through an obstacle course |
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| Visual Acuity | show |
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| Referral is recommended when... | show | 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 |
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| Gaze Shift | accurately moving the eyes from one target to another | required to find the next line of text while reading | show |
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