Vision Processing

VISION PROCESSING

VISUAL PROCESSING ASSESSMENT

WHAT IS A VISUAL PROCESSING ASSESSMENT?

A visual processing assessment is a series of standardised tests will probe how well your child has developed the appropriate Visual Motor and Visual Perceptual skills for their age and grade.

WHAT DOES THE VIP ASSESSMENT INCLUDE?

  • Reading Eye Movement Abilities: This test assesses the level of the development of a special type of eye movement called a Reading Eye Movement (REM). These develop with age and practice and are required to develop fluent reading without losing your place.
  • Visual Spatial Abilities: This battery of tests assesses the level of development of Bilateral Integration and Laterality and Directionality Awareness. These are required for correct letter and number orientation (b,d and 5,9 etc) and good sequential organisation on the page. This helps to establish the basis of word and form analysis.
  • Visual Analysis Skills: This battery of tests assesses the individual’s ability to visually analyse and discriminate the distinctive features of visual forms. Visual attention span (how much detail can be taken in with each look) and duration of each fixation affect visual processing efficiency. This is not an eyesight ability but a visual perception skill and is essential in the development of good reading and spelling skills (word attack and word recognition skills).
  • The Developmental Test of Visual Perception (Beery): This test gives a general assessment on the level of development of Visual Perceptual processing with no motor (i.e. writing) involvement. This gives an age percentile score on how well the individual perceives just noticeable visual differences (JND’s) essential for good reading, maths and spelling abilities.
  • The Developmental Test of Visual Motor Integration (Beery): This assesses the level of Visual Motor Integration. This ability to integrate visual-spatial skills with fine motor movements is essential when learning to write and for copying from the board.
  • Finer Motor Skills: This battery of tests assesses the level of development of fine Eye-Hand Coordination which is required with writing and manual manipulation.
  • Gross Motor Skills and Auditory perceptual Skills: The VIP assessment will also include a number of screening protocols to determine if your child has any significant general motor and/or Auditory Perceptual problems that need to be addressed. If so, we will refer them to the appropriate professional.

HOW LONG WILL THE VIP ASSESSMENT TAKE?

  • Will take between 60 – 90 mins with our Vision Therapist.
  • You will then have an appointment with your optometrist to review the results and discuss treatment options if required.
  • If possible do not to have other children with you at the time of the VIP assessment.
  • If your child requires referral to another professional for further assessment (eg Occupational Therapist, Speech Therapist, or Paediatrician etc) a full report will be provided.

HOW MUCH WILL A VIP ASSESSMENT COST?

The Optometric Consultation is covered by Medicare.

VIP Assessment Fee: $120
This fee covers the Visual Therapist’s time for the VIP assessment and for all the reports required for Parents, Teacher or other Professionals.
This Fee is not claimable through Medicare or your Health Fund.

INTUITIVE COLORIMETRY

WHAT IS COLORIMETRY?

Visual Stress (also known as “Meares-Irlen” syndrome) is a condition that refers to specific reading difficulties due to light sensitivity when exposed to disturbing visual patterns. The Intuitive Colorimeter enables us to independently change the hue, saturation and brightness of colour to sequentially explore an individual’s “colour space” rather than just using a subjective experience of coloured overlays. A final colour is only prescribed when it clearly demonstrates a reduction in visual stress or improvement in visual processing. These tints have been found to be effective in approximately 5% of the population who suffer from Visual Stress and approximately 40% of patients who suffer from visually – induced migraines.

HOW MUCH WILL A INTUITIVE COLORIMETRY ASSESSMENT COST?

  • Screening Assessment (within the VIP assessment) – No cost.
If the screening assessment indicates coloured lenses may be beneficial, a comprehensive colorimetry assessment is required and a second appointment will be made that can take up to 30-40 minutes.
  • Full Colorimetry Assessment – $ 90
This Fee is not claimable through Medicare or your Health Fund.
Assessment fees are payable on the day of consultation.
Visual Therapy

VISUAL THERAPY

Visual Therapy is an individualised vision training program designed to correct visual-motor and/or perceptual-cognitive deficiencies.

Optometric visual therapy is done to improve poorly developed visual information processing skills, or to further enhance present visual skills to a higher level of efficiency and stamina. These abilities can directly or indirectly affect your child’s classroom performance or your child’s sporting abilities. This is not to say that this may be the only reason why your child is having difficulties in the classroom or in sport. Visual therapy will make it easier for your child to learn visually. Visual therapy solves visual problems. It is not reading therapy. They may still need classroom intervention to catch up in those areas they have been academically behind in.

THINGS YOU NEED TO KNOW BEFORE YOU START

  • VT does not ‘do things’ to your child to make them better. The child does VT to make themselves better.
  • You are presenting your child with a series of selected visual tasks or problems and asking him/her to work out how to do them.
  • In solving these problems your child undergoes neurological change. i.e. Learning.
  • The strategies that your child learnt to solve that particular problem will then be applicable to other learning situations.
  • The particular VT activities we have given you are not important in themselves.
  • There are many different activities we could have given your child in order to teach them the same visual skills.
  • It is far more important that you understand the skill that the VT activity is trying to develop.
  • In this way you can modify or vary the particular VT activity so that it does not become boring and remains a challenge for your child hence continues to ‘learn’.
  • We will monitor your child’s progress and update the activities as your child progresses.
  • Visual therapy for certain types of visual problems can be completed with home based activities, while others will require in office monitoring on a regular basis.

HINTS ON HOW TO DO VT

Changing roles from a parent to a visual therapist is not always easy. As a parent we tell our children what to do and expect them to do it without questioning why. As a therapist we have to explain what they have to do and let them work out how to do it. They must ‘self-evaluate’ and ‘correct themselves’ rather than you telling them when they are doing it wrong.
  • Read the activity sheet so that you understand what is expected of your child. In particular pay attention to the Aspects to be emphasised, at the end of the activity sheet. These are the things that we want your child to develop during that particular activity.
  • Once you understand what the activity is about, then your first role as therapist is to explain that to your child. You can do this by demonstrating the activity or verbally explaining it. Before the child is to commence the activity have them repeat back to you what is expected. (What are they trying to do?).
  • The child does the activity and talks to you while they are doing it. (explaining what they are doing and what is happening).
  • When the child has completed the activity have them now tell you how they went and if their performance was as per expectations. If it was different – how was it different? If they are not aware what they did was not as per the instruction, have them do it again, only this time emphasising the thing that they did wrong.
  • Do not change your home life to fit therapy in. Rather, change the therapy to suit your home life. In this way you will get your 30 minutes of therapy done each day but it may be broken up into lots of little bits (5-10 mins sessions). EG: you may do an activity at the dinner table after eating, while another one could be done front of the television during the advertisements etc. In this way VT will not become boring and tedious and therapy time a chore.
  • For any learning experience for a child to truly be worthwhile and motivating, it must be fun. If you are tired or your child is tired, do not even attempt therapy. Far better to do it another time when the child is most able to learn rather than forcing them to do it.
  • We will do regular in-office reviews to monitor how your child is going. You will need to bring your Visual Therapy program in with you. We will need your child’s recorded observation sheets. In this way we can review how your child went and identify those areas that presented more difficulty and then look at designing further therapy if needed.
  • Often a child will perform better for someone else than they do for their parents. If that is the case consider asking grandparents, relatives or a friend to come in and be your child’s visual therapist.
  • If it is a constant struggle to get your child to do the therapy or you are not able to get therapy done each night, please let us know. Together you can plan different strategies or approaches to solve the child’s visual problems.
  • You are not alone. Remember we are only a phone call away if you need help or your child needs encouragement.

VISUAL GUIDANCE

WHAT IS VISUAL GUIDANCE?

Visual Guidelines are what you should expect from your child’s vision.
We offer a range of visual guidance from birth to childhood.
  • 0-18 Months
  • 18 Months to 3 years
  • 3-5 years
Visual Guidance

CHILDREN 0-18 MONTHS

BIRTH TO 4 MONTHS

GENERAL MOTOR AND BINOCULAR DEVELOPMENT

  • Playfully move baby’s arms and legs, at first each part separately, then together.
  • Raise and lower baby while you look into each other’s eyes.
  • Bounce baby gently on the bed or on your knee.
  • Gently and playfully massage baby’s body with baby lotion or powder.

VISUAL FOCUSING

  • Place a picture of a face 20-30 cm from the baby’s eyes. The face should be about 25 cm in diameter and the eyes 3 cm in diameter. Place the face on one side of the crib, but change sides regularly until about 2 months, then hang it from the middle of the crib.
  • Hang a patterned piece of material on the crib with a bell attached.
  • Provide a multi-coloured object for baby to look at. Place objects in various positions within view. Give opportunities to look in different directions.
  • Make sure baby does not face one side of the crib or a wall, using one eye all the time. Change baby’s position, or the crib, occasionally.
  • Hold baby on opposite sides of your body while feeding so baby gets a chance to use each eye.

SPORTS SOLUTIONS

Depending on your sport, your visual requirements will determine which eyewear you will need for maximum performance. Whether it be; sunglasses, protective eyewear, contact lenses, etc.

VISUAL TRACKING

  • With your face 20 to 30 cm in front of baby, talk and sing to them while you slowly move to one side of his/her body then the other. This gives the baby opportunities to follow you with his/her eyes, to the right, left, upward toward the head and downwards to the toes.
  • Take a large patterned object (eg. a doll or balloon) with a bell attached, then move it in front of baby’s face, about 20 to 25 cm from in front of eyes.
  • Make a bridge between the two sides of the crib, and attach a multi-coloured object on it that can be made to swing.

VISUAL AUDITORY CO-ORDINATION

  • Place noisy rattles with different textures in baby’s hands so they can be shaken and put into the mouth.
  • Put squeaky rubber toys in their hands 3. Speak to your baby, no matter where you are in the room.

EYE-HAND CO-ORDINATION

  • Make a bridge across the two sides of the crib and hang objects there that will invite swatting. Make sure the objects change pattern or make a noise as they move.
  • Hang a mobile of a smiling face over the crib.

4-8 MONTHS

GENERAL MOTOR AND BILATERAL DEVELOPMENT

  • Holding your baby’s hands, gently lift them from the crib, and then slowly lower them.
  • Place baby’s face down across a large round cushion. Gently roll them over until their hands touch the ground, then roll them back until knees touch the ground.
  • Place a kickable mobile at the end of the crib.
  • Place small objects in baby’s reach so they can practise their grasping and holding abilities.

VISUAL FOCUSING

  • Place a plastic mirror (without sharp edges) in a place where the baby will catch a view of itself.
  • Place stuffed toys of different sizes and colours around the room for baby to look at.
  • Roll a patterned ball toward baby as they sit on the floor.
  • Play peekaboo with baby.
  • Allow baby time everyday on their stomach with their field of view unobstructed so they can watch the comings and goings of objects in their field. Make sure there are interesting things to see at the ¾ to 1 metre distance.

VISUAL TRACKING

  • Call baby’s attention to you as you crawl behind a piece of furniture, and then emerge from the other side.
  • Walk in front of your baby, pulling a desirable toy such as an animal on a string.
  • Jiggle a set of keys approximately 30 cm from baby’s eyes to stimulate eye following abilities. Do this from left to right and back, then up and down, then towards and away.
  • Roll objects down an incline in front of baby so they can watch what they do.

EYE-HAND CO-ORDINATION

  • While lying on his/her back, provide an eye-hand gym for baby to reach out and explore. It should have objects that can be pulled and controlled. Some days place it so it can be explored with feet.
  • Provide baby with objects of different textures, sizes and weights to explore eg. nesting toys, pots and pans, bang-able objects such as a drum, especially large ones.
  • Tie objects onto the side of the highchair so baby can throw them to the floor, and you can retrieve them more easily. Make sure they make different sounds when they reach the end of the string.

TWO EYE TEAMING

  • Attach toys to strings so baby can pull them toward him/herself.
  • When bathing baby provide toys that can float towards and away from them.
  • Play a choo-choo game with baby’s food as it goes into the mouth. Have him/her watch the food as it goes into the mouth.
  • Have baby sit on the floor with legs apart and gently roll a ball towards him/her.

VISUAL/AUDITORY INTERACTION

  • Label by verbally naming any object the baby plays with and ask them to find it by calling its name.

9-18 MONTHS

GENERAL MOTOR AND BILATERAL DEVELOPMENT

  • Allow baby to crawl through, around, over and under objects and furniture.
  • Hold baby’s hands and encourage jumping off a small step.
  • Play nursery games like Pat a Cake.
  • Play games of identifying body parts.
  • Label body parts as you dress baby.
  • Allow baby to play with a toy car they can drive around an obstacle course.
  • Provide baby with pull toys that make sounds.
  • Allow baby to climb a safe set of stairs.

VISUAL FOCUSING

  • Identify objects in large baby picture books.
  • Make up a two-piece puzzle with a circle and square cut out. Identify each shape.
  • Provide miniature toys of different shapes and design, and label each one verbally.
  • Sort pictures of different family members. Ask baby to identify each picture.

VISUAL TRACKING

  • Provide a basket of different coloured clothes pegs to find.
  • Provide water toys that float in different directions.
  • Play ball on the floor. Occasionally use balls that have unpredictable movements.
  • Provide a toy merry go round. Place toys on it and watch them go around and fall off.

EYE-HAND CO-ORDINATION

  • Provide an opportunity to stack objects eg blocks, plastic cups etc.
  • Blocks and pegs.
  • Picture puzzles.
  • Squirting toys for the bath.
  • Fillable objects and pouring toys.
  • Toy xylophone or toy telephone.
  • Fat crayons and paper to scribble on.

BINOCULAR VISION

  • When baby is on a swing, stay in front and maintain eye contact.
  • Have baby use a large plastic hammer and pegs.
  • Have baby pour water into a container. As skill improves, let them use containers with smaller openings.
  • Have baby throw a ball or a beanbag onto an area on the floor or into a basket.
  • Try balloon catches.

SIZE, SHAPE AND SPATIAL CONCEPTS

  • Try having baby put things in order by size or length.
  • Have baby put different objects in a line, then describe their position: one, two, three.
  • Have baby place object together that belong together: spoons, plates, cars etc.
  • Hide an object, and have baby find it.
  • Place objects in their correct containers.
  • Scramble a stack of blocks, and then ask baby to find one.
  • Scramble a stack of blocks, and then ask baby to find one particular type of block, eg. blue or round ones.
  • Give baby a small magnet attached to a stick and provide small metal objects they can fish for with the magnet.

CHILDREN 18 MONTHS – 3 YEARS

GENERAL MOTOR AND BILATERAL DEVELOPMENT

  • Using large pillows and cardboard boxes make steps to climb or descend, or slides to roll down.
  • Make a bridge to walk across, as skill improves, make the bridge narrower.
  • Provide a small wagon to push or pull.
  • Play in a car that is large enough to sit in and push with feet.
  • Play wheelbarrow. Hold the child’s legs while they walk on their hands.
  • Have your child kick a ball towards you.
  • Place a ladder on the ground, and then have your child walk between the rungs.
  • Jump on a trampoline.
  • Let your child use a mixing bowl, with one hand holding the bowl, and the other hand mixing.

VISUAL FOCUSING

  • Find objects in a picture book, or a toy catalogue.
  • Shape puzzles with geometric shapes, animals’ etc.
  • Match large picture cards. Hold card 1.5 metres away from your child, and have them find the same one from an array in front of them.
  • On a trip to the supermarket, let your child find the objects you are looking for. Make sure they have a narrow field of search.

VISUAL TRACKING

  • Provide large assorted wooden beads for stringing. Let them create their own design or copy yours.
  • Sort three different shapes. Place three cups in a horizontal row in front of the child. Ask your child to place buttons in the first, marbles in the second, pegs in the third etc.
  • Line up the pegs in a horizontal row before the child, from left to right.
  • Roll a large ball slowly across the child’s view. Roll another ball and have them try to hit it.
  • Roll a ball to knock down milk cartons.

VISUAL/MOTOR CO-ORDINATION, EYES WITH HAND, FOOT OR BODY

  • Provide large Lego blocks and a set of large wooden nuts and bolts.
  • Let him/her cut out pictures to make his/her own book of familiar people and objects.
  • Ride a tricycle.
  • Slap a floating balloon, trying to stop it from hitting the ground.
  • Provide jigsaw puzzles, consisting at first of three or four pieces then more pieces or smaller pieces as skill improves.
  • Make a maze to navigate with a toy car or wagon.
  • Provide paint and paper for finger painting. Also crayons and plenty of paper for drawing. A chalkboard and chalk is also very good.
  • Provide modelling clay. At times let the child’s imagination run free, at other times suggest a design.
  • Have your child copy a circle, then make it into a face or a balloon.

BINOCULAR VISION

  • Place coins in a coin box or piggy bank.
  • Line up rows of objects.
  • Roll a ball towards your child. Have them try to trap the ball in a large box.
  • Help feed Dad, putting food in Dad’s mouth.

SIZE, SHAPE AND SPATIAL CONCEPTS

  • Put possessions away in their correct places.
  • Use picture books depicting things they have seen in various sizes and shapes.
  • String beads according to size and shape.

CHILDREN 3-5 YEARS

3-4 YEARS

From this age, most games stimulate combinations of the necessary developing motor and visual skills. The following toys and games are examples:
  • Balancing, Rolling, Tumbling, Hopping
  • Riding a Scooter or Tricycle
  • Using simple garden tools
  • Seesaw, Slides and Swings at a park
  • Bouncing Board or Trampoline 
  • Rocking Horse 
  • Wagons and Wheelbarrows
  • Blocks of all shapes and sizes
  • Blunt scissors for cutting out
  • Toys with large nuts and bolts
  • Large crayons, paint for finger painting, chalk
  • Blowing Bubbles
  • Plasticine or Playdough
  • Hand Puppets
  • Interlocking toys (eg trains)
  • Lego Blocks
  • Puzzles
  • Beads on a string
  • Pouring and Measuring Toys
  • Matching Games
  • Water and Sand Play
Now is also the time to aid in development of visual memory. Toys and games for this purpose include:
  • Match photographs to a previous vacation or place that was visited.
  • Hide an object; explain where it is, then have your child find it. 
  • Take an object, hide part of it and ask your child to identify it. As he/she improves, hide more and more of this object. 
  • Play games of hide and describe. At first, put two or three toys on a table, then hide them behind a screen. Ask your child to describe what he/she remembers. Then uncover the toys so they can check. As skills improve, use pictures and designs. 
  • Build a simple pattern with blocks. Hide it and then see if he can build one like it. 
  • Continue to describe all objects in your child’s environment. Talk about sizes, weights, relative positions, time sequences etc. 
  • Read to your child, having them point to the pictures to show you what you are reading about. 
  • Cultivate imagination and creativity – let your child draw, finger paint or model with clay. Have your child act out a story you have read to them – allow plenty of freedom of expression.

4-5 YEARS

The following toys and games are recommended at this age:
  • Trapeze and Swinging Rings 
  • Bicycle with Training Wheels 
  • Roller Skates
  • Small beanbags and different sized balls
  • Skipping Rope
  • Blocks, including parquetry blocks
  • Construction Toys eg Lego
  • Easel and Paint, or Chalk and Chalkboard 
  • Ring Toss-Quoits
  • Musical Instruments – bells, drums, castanets
  • Hand Puppets
  • Cutting and Pasting Material
  • Garden Tools
  • Puzzles
  • Matching Numbers and Letters
  • Connecting Dots
  • Colouring Books
  • Frisbee Tossing
  • Totem Tennis
Other activities are as follows:
  • Foster visualisation with dress up and role-playing. The child can see and feel as if he or she was another person in another place. Provide play materials and costumes. Also allow painting, drawing and sculpting. Provide plenty of materials, such as cardboard boxes and cartons to play store or castle etc.
  • Take trips around the community. Take instant pictures of interesting landmarks. When you get home, have your child describe the trip, then use the pictures to tell the story. Help them organise their thoughts and the sequence of events.
  • Read fables to your child and later act out the story, or else use finger-paints to make a picture about the story. 
  • Try the “Create a Story” game. One person starts the story; the other continues or finishes the story. 
  • Single card games or board games help develop eye-hand co-ordination as well as planning and visualisation. 
  • Give your child responsibility to complete a task around the house. Give short simple instruction, the tools needed and the sequence in which to use them. 
  • A regular time to read to your child will provide benefits for years to come.
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