1. Visual perception and learning
کارگاه تخصصی توانبخشی دیداری عصبی
بهار 1396
Dr. faezeh Dehghan
OT. PhD student in neuroscience

2. Visual perception
Visual perception is the process of interpreting and integrating visual information with the other parts of the brain.
it is the connections that are made from the visual cortex to the visual association cortex.
This includes the two commonly defined streams:
One is the dorsal stream aka ambient system, “where” pathway that is responsible for producing our sense of spatial orientation, binocular fusion/depth perception, and the location, movement, movement direction and velocity of objects in space.
The other is the ventral stream aka focal system, “what” pathway that is responsible for recognizing objects and colors, reading text, and learning and remembering visual objects

3. DESCRIPTION OF THE VISUAL PERCEPTUAL PROCESSING AREAS
visual perceptual processing may be considered to have three component areas:
Visual Spatial Skills
Visual Analysis Skills
Visual Integration Skills

4. Visual Spatial Skills
Laterality ● This skill is an internal self-awareness of two body sides, knowing they are different and appropriately naming them as left or right.
Directionality ● This skill represents the ability to project left–right concepts into visual space, that is, the ability to evaluate left–right in a projected sense.
Bilateral integration ● The ability to use the two sides of the body either in unison or separately.

5. Visual Analysis Skills
Figure–ground ● This skill represents the ability to extract a particular piece of information while simultaneously ignoring or disregarding irrelevant information. Visual discrimination ● This is the ability to identify the differences in features and forms such as shape, size, orientation, color, or any other quality. Form constancy ● This skill allows the individual to consistently recognize an object despite changes in some of its properties such as size and orientation. This ability may be considered a subset of visual discrimination. Visual spatial relations ● This skill represents the ability to understand directional concepts that organize visual space. These skills allow an individual to develop spatial concepts, such as right and left, front and back, and up and down, as they relate to their body and to objects in space.

6. Visual Analysis Skills
Visual closure ● Visual closure is the ability to identify an incomplete object. This skill allows an individual to use a limited amount of visual information to determine the identity of a partial hidden or obscured object. Visual spatial memory ● Visual spatial memory involves recalling the spatial location of a previously presented visual stimulus. Visual sequential memory ● The ability to recall a sequence (objects, letters, numbers, or words etc.) in the order in which they were first displayed. Processing speed ● This represents how quickly information is absorbed and utilized. It refers to both the speed of acquisition and the rate at which a simple visual task may be performed. Visualization ● A higher-level skill needed to create a mental image of an object one has seen and then manipulate the image in his mind. In many ways, this skill is the culmination of all of the previously described visual abilities.

9. Visual Integration Skills
This skill represents the ability to coordinate visual input and processing with motor output. This includes both fine and gross motor
Premotor and Primary Motor Cortex Formulate More Specific Motor Plans

10. Visual perception and academic learning
Without accurate visual perceptual processing, a student would have difficulty learning to read, give or follow directions, copy from the whiteboard, visualize objects or past experiences, have good eye-hand coordination, integrate visual information with other senses to do things like ride a bike, play catch, shoot baskets when playing basketball, or hear a sound and visualize where it is coming from (like the siren on a police car).
Writing skill.(visual motor praxis/ object recognition / motion perception)
Reading skill( coding visual stimuli to auditory code and reverse/ object recognition / motion perception)
Reasoning ! (how to improve reasoning?)leading to math ability
ADL
PLAY !

12. Dysgraphia
Dysgraphia is a deficiency in the ability to write, primarily handwriting, but also coherence.
Dysgraphia is a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding (orthography, the storing process of written words and processing the letters in those words), and finger sequencing (the movement of muscles required to write)
dysgraphia is characterized as a learning disability in the category of written expression when one’s writing skills are below those expected given a person’s age measured through intelligence and age-appropriate education
There are at least two stages in the act of writing: the linguistic stage and the motor-expressive-praxis stage.
The linguistic stage involves the encoding of auditory and visual information into symbols for letters and written words.
difficulty with other fine motor skills/ spelling
Dysgraphia should be distinguished from agraphia, which is an acquired loss of the ability to write resulting from brain injury, stroke, or progressive illness

13. Dysgraphia
Spatial
A person with spatial dysgraphia has a defect in the understanding of space. They will have illegible spontaneously written work, illegible copied work, and problems with drawing abilities.
They have normal spelling and normal finger tapping speed, suggesting that this subtype is not fine motor based.
they may be unable to figure out what direction to move the pencil to make the curves and angles that they can see (motor planning).
Understanding words such as under, over, sideways and behind.
“Reversals” of letters, like d and b
Writing letters on a line.
Spacing letters and words.
Starting to write at the correct place on a page.

15. Reading
Dyslexia
a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence
Dyslexia is a learning disability that manifests itself as a difficulty with word decoding and/or reading fluency. Comprehension may be affected as a result of difficulties with decoding, but is not a primary feature of dyslexia.
Hyperlexia
Hyperlexic children are characterized by word-reading ability well above what would be expected given their ages and IQs.
Hyperlexia can be viewed as a superability in which word recognition ability goes far above expected levels of skill However, in spite of few problems with decoding, comprehension is poor.
Some hyperlexics also have trouble understanding speech. Most or perhaps all children with hyperlexia lie on the autism spectrum. Between 5–10% of autistic children have been estimated to be hyperlexic.

16. Reading Omitting letter or a word/ missing the line
Not Recognition word or letters
Poor SP
Poor visual discrimination
Poor visual memory
Poor visual closure
Poor eye movements
Poor form constancy
Integration of visual and auditory

17. Math and reasoning Poor SP Poor visual memory Poor visual closure
Poor form constancy
Describe the shape (shape color orientation size)
Find the shape I describe!
Compare the shapes
What was happen? Describe it
Memorize!

18. Very poor visual skill
White against black/ Shape and form! (where pathway)
Color !
Find based on a feature! Two or more! (discrimination)
Vison therapy

21. Developmental Test of Visual Perception, Adolescent and Adult (DTVP-A) ● The age range is 11.0–74.11 years. ● This includes six subtests: – Copying – Figure–ground – Visual-motor search – Visual closure – Visual-motor speed – Form constancy ● It takes approximately 25 minutes to administer. ● The sections may be given and scored individually. ● This gives a composite score (index) for three areas: – General visual perceptual index – Motor-reduced visual perception index – Visual-motor integration index

22. Beery-Buktenica Developmental Test of Visual-Motor Integration, 6th Edition (BEERY™ VMI) ● The age range is 2–100 years (ages 19 and up have not been updated since 2006). ● This takes approximately 15 minutes to administer. ● It gives standard scores and percentiles. ● This is a good test to utilize when the TVPS-3 is used. ● It has three components: – BEERY VMI – Motor coordination – Visual perception

23. Form and Color perception
Know how it develop! Follow development!
infants attend to different aspects of pictures, objects, and events as they develop .By about 2 months of age, for example, attention becomes less determined by the intensity of stimulation, such as size or brightness, and more by other aspects of stimulation, such as pattern or form
Over the rest of the first year, attention is governed in important ways by the novelty of objects and events encountered by the infant. Repeated experience reduces novelty, but also leads the infant to notice new and different details and features

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