Podcast
Questions and Answers
A child struggles to recognise that a square drawn on paper is the same shape as a square block. Which specific visual perceptual skill is most likely impaired?
A child struggles to recognise that a square drawn on paper is the same shape as a square block. Which specific visual perceptual skill is most likely impaired?
- Figure-ground perception, impacting the ability to differentiate the shape from its background.
- Form constancy, hindering the recognition of shapes despite variations in size, orientation, or medium. (correct)
- Visual closure, preventing the cognitive completion of the shape's boundaries.
- Visual discrimination, affecting the nuanced comparison of similar shapes.
A student consistently struggles to identify relevant information from complex charts and graphs, despite having adequate visual acuity. Which core visual perceptual skill is primarily affected?
A student consistently struggles to identify relevant information from complex charts and graphs, despite having adequate visual acuity. Which core visual perceptual skill is primarily affected?
- Visual Sequential Memory required to remember the order information is presented.
- Figure-ground perception, affecting the ability to distinguish essential data from background noise.
- Visual closure, hindering the ability to complete partially presented data sets mentally.
- Visual Discrimination, impacting the rapid and accurate interpretation of visual information. (correct)
When assessing form constancy in a child, which activity would provide the MOST ecologically valid and comprehensive insight into their difficulties?
When assessing form constancy in a child, which activity would provide the MOST ecologically valid and comprehensive insight into their difficulties?
- Presenting geometrical shapes in isolation and asking the child to name them.
- Having the child sort objects based on colour, shape, and size in a controlled environment.
- Observing the child's ability to recognise letters and numbers in various fonts and handwriting styles. (correct)
- Testing the child's tactile perception of shapes hidden in a bag.
A child exhibits difficulty locating specific items in a cluttered drawer, alongside challenges in focusing on individual words on a densely printed page. Which core deficit MOST likely underlies these challenges?
A child exhibits difficulty locating specific items in a cluttered drawer, alongside challenges in focusing on individual words on a densely printed page. Which core deficit MOST likely underlies these challenges?
Which intervention strategy MOST directly addresses the core challenges associated with figure-ground perception deficits in a child struggling with reading comprehension?
Which intervention strategy MOST directly addresses the core challenges associated with figure-ground perception deficits in a child struggling with reading comprehension?
A student struggles to assemble jigsaw puzzles, often resorting to trial and error without apparent strategy. Which underlying visual perceptual deficit is MOST likely contributing to this difficulty?
A student struggles to assemble jigsaw puzzles, often resorting to trial and error without apparent strategy. Which underlying visual perceptual deficit is MOST likely contributing to this difficulty?
Which activity would MOST effectively target and improve visual closure skills in a child who struggles to recognise partially obscured objects?
Which activity would MOST effectively target and improve visual closure skills in a child who struggles to recognise partially obscured objects?
A child consistently confuses similar-looking letters such as 'b' and 'd' and struggles to differentiate between pictures with subtle differences. Which foundational visual perceptual skill is MOST likely impaired?
A child consistently confuses similar-looking letters such as 'b' and 'd' and struggles to differentiate between pictures with subtle differences. Which foundational visual perceptual skill is MOST likely impaired?
To remediate visual discrimination difficulties, what specific adaptation would be MOST effective for a student struggling to copy information from a whiteboard?
To remediate visual discrimination difficulties, what specific adaptation would be MOST effective for a student struggling to copy information from a whiteboard?
A student with suspected visual memory deficits struggles to recall the sequence of instructions and frequently looks back at the text while reading. Which intervention is MOST appropriate?
A student with suspected visual memory deficits struggles to recall the sequence of instructions and frequently looks back at the text while reading. Which intervention is MOST appropriate?
Which activity targets visual sequential memory MOST effectively, aiding a child who struggles to remember the order of letters in words?
Which activity targets visual sequential memory MOST effectively, aiding a child who struggles to remember the order of letters in words?
To improve visual attention, what is the MOST effective initial step a teacher should take when beginning a lesson with a child who has attentional difficulties?
To improve visual attention, what is the MOST effective initial step a teacher should take when beginning a lesson with a child who has attentional difficulties?
Which strategy would BEST support a student who struggles to maintain visual attention during long reading assignments?
Which strategy would BEST support a student who struggles to maintain visual attention during long reading assignments?
A child has trouble distinguishing between similar-sounding words, such as 'chair' and 'share.' Which auditory skill is MOST likely impaired?
A child has trouble distinguishing between similar-sounding words, such as 'chair' and 'share.' Which auditory skill is MOST likely impaired?
What activity would MOST effectively target auditory discrimination skills in a child frequently misinterpreting spoken instructions?
What activity would MOST effectively target auditory discrimination skills in a child frequently misinterpreting spoken instructions?
A student struggles to remember multi-step verbal directions, often missing steps or performing them out of order. Which core auditory processing skill is MOST likely deficient?
A student struggles to remember multi-step verbal directions, often missing steps or performing them out of order. Which core auditory processing skill is MOST likely deficient?
Which intervention is MOST effective for improving auditory sequential memory in a student who struggles to follow multi-step instructions?
Which intervention is MOST effective for improving auditory sequential memory in a student who struggles to follow multi-step instructions?
A student exhibits difficulty segmenting words into individual sounds and blending sounds together to form words. Which core auditory skills are MOST significantly impaired?
A student exhibits difficulty segmenting words into individual sounds and blending sounds together to form words. Which core auditory skills are MOST significantly impaired?
A child struggles to focus on a teacher's voice during a lesson when there is background noise. Which auditory processing skill is MOST likely underdeveloped?
A child struggles to focus on a teacher's voice during a lesson when there is background noise. Which auditory processing skill is MOST likely underdeveloped?
To improve auditory foreground-background discrimination, what is the MOST effective strategy for a child who struggles to hear instructions in a noisy classroom?
To improve auditory foreground-background discrimination, what is the MOST effective strategy for a child who struggles to hear instructions in a noisy classroom?
Flashcards
Visual perception
Visual perception
The ability to understand what is seen, involving recognition and interpretation by the Central Nervous System.
Form Constancy
Form Constancy
The ability to recognize objects, letters or words are the same even if presented in a different size, orientation or context.
Figure-ground perception
Figure-ground perception
The ability to focus on a specific object or item whilst surrounded by a busy background.
Visual closure
Visual closure
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Visual Discrimination
Visual Discrimination
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Visual Memory
Visual Memory
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Visual Attention
Visual Attention
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Auditory Discrimination
Auditory Discrimination
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Auditory Memory
Auditory Memory
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Auditory Analysis and synthesis
Auditory Analysis and synthesis
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Auditory Foreground-background discrimination
Auditory Foreground-background discrimination
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Auditory Closure
Auditory Closure
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Auditory Spatial Awareness
Auditory Spatial Awareness
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Study Notes
- Visual perception involves deriving meaning from what is seen through recognition, interpretation, and insight of the Central Nervous System.
- Visual perception includes spatial relations, discrimination, figure-ground perception, memory, form constancy, and closure.
- Visual perception activities help children understand information sent from the eyes to the brain.
Form Constancy
- Form constancy involves the ability to recognize that objects have the same form even when size, shape or orientation changes.
- Problems with form constancy can manifest as difficulty following picture directions, recognizing unfamiliar handwriting/fonts, or recognizing people with different clothing.
- Difficulties in mastering the alphabet and numbers, not understanding geometrical shapes, reversing letters/numbers, and general reading/writing issues are signs of form constancy problems.
- Confusing similar words (how/now, canary/carry) can indicate form constancy issues.
Assessing Form Constancy
- Explore objects in different sizes, heights, widths, and depths to assess form constancy.
- Sort objects by color, shape, and size.
- Compare objects using words like thin, tall, short, little, and thick.
- Teach shape names and locate items in a grocery store or pantry.
- Locate utensils and correct size bowls for baking tasks.
- Play games with words in different fonts and colors.
- Use tactile perception activities, such as feeling shapes in a bag and identifying them.
- Ask children to point out different objects in the home (circles, rectangles, etc.).
- Find shapes in picture books or shopping catalogs.
- Play "I spy" with letters in the pantry or using different font letter cut-outs.
Figure-Ground Perception
- Figure-ground perception is the ability to distinguish an object from its background.
- Problems with figure-ground perception can result in being unable to sort/match objects, poor attention to detail, and difficulty finding one's place on a page.
- Difficulty finding the correct key on a keyboard or seeing an approaching car are signs of figure-ground perception issues.
- Individuals might see all the words but struggle to focus on one word/letter, seem inattentive/disorganized, and have limited imagination/artistic ability.
- Skipping/omitting tasks and difficulty focusing on one problem at a time can be indicative of challenges with figure-ground perception.
Addressing Figure-Ground Perception
- Use jigsaw puzzles to help fine tune perception.
- Locate objects in a pencil box.
- Paint by numbers or "Where’s Wally" games.
- Show a child a group of objects, remove one while their eye is averted and then have them identify what's missing.
- Highlight repeated words in a text.
- Play active eyes games like "I spy" or pretend shopping trips.
- Develop a routine where everything has a place.
- Highlight, circle, or underline certain words.
- Develop auditory and tactile skills to aid visual skills.
- Keep the room/desk visually clean and uncluttered.
- Cue the child when things change and use cue cards for multi-step instructions.
Visual Closure
- Visual closure is the ability to recognize a complete form when only parts of it are visible.
- Problems with visual closure can manifest as difficulty finding objects, recognizing partially written words/letters, and blending letters to form words.
- Poor cursive writing skills and difficulty interpreting maps, graphs, and charts.
- Difficulty completing puzzles, often resorting to a trial-and-error approach.
Addressing Visual Closure
- Work on Jigsaw puzzles.
- Dot to dot books.
- Cover part of a picture/toy and have the child complete or tell the story.
- Mazes.
- Find hidden objects in pictures.
- Play "What’s wrong with the picture" games.
- Identify 10-30 common overlapping items.
Visual Discrimination
- Visual discrimination is the ability to differentiate between visual images.
- Problems with visual discrimination mean not being able to make quick, accurate interpretations of visual information or being slow to read/scan information.
- Confusing/reversing letters or symbols leading to reading, writing, and math problems.
- Struggles to identify relevant information from pictures, graphs, and charts.
Addressing Visual Discrimination
- Play spot the difference games and puzzles.
- Matching games.
- Sorting games.
- Feel and describe objects with eyes closed.
- Play dominoes.
Practical Solutions for Visual Discrimination
- Reduce distractions and information presented.
- Use worksheets instead of copying.
- Increase the size of print on worksheets/books.
- Employ a multi-sensory approach (tactile, kinesthetic, visual).
- Gradually build up auditory skills and reinforce them through verbalization.
- Use a cut-out window to highlight the relevant area of work.
Visual Memory/Visual Sequential Memory
- Visual memory involves recalling visual information, while visual sequential memory involves recalling the order of visual information.
- Spelling errors (omissions, additions, transpositions) are problems with visual memory.
- Reading difficulties (remembering letters, visualizing events) and issues with multiple digit addition/subtraction are problems with visual sequential memory.
- Frequently looking back to review text.
- Difficulty copying from a board and struggling to draw from memory.
Addressing Visual/Sequential Memory
- Play matching games.
- In a "Scouts game," hide objects, rearrange them, and have the child replace them.
- Play memory or recall games (visual).
- Use worksheets to recognize letters among others.
- Discuss simple pictures, then remove the picture and ask the child to recall details.
Visual Attention
- Strategies to maintain a child's visual attention include various focused techniques.
- Gain focus before activities using indicators (clapping, buzzer, bell) and saying "Look at me."
- Use visual cues to direct attention, such as "Look at the blackboard."
- Pause mid-sentence if attention lapses to prompt the child to look again.
- Check the child understands/comprehends the instructions or task.
- Reduce visual/auditory distractions (pictures, TV) and avoid seating near windows.
- Use varied activities to maintain interest.
- Enable work for short, achievable periods, with regular breaks for active movement.
Auditory Discrimination
- Auditory discrimination is the ability to distinguish between different sounds and hear similarities and differences.
- Hear the difference between chair and share / rack and rake.
- Fill tins with different materials (e.g., beans, rice, lentils) and have the child identify matching pairs by shaking them.
- Play with rhyming words.
- Play around with popular nursery rhymes or songs, substituting as many of the rhyming words with similar sounding words.
- Play “Wolfie, wolfie what’s the time?” In this game one person is chosen to be “Wolfie”. Wolfie walks in front with all the other children following him / her in a long line
- Play “Simon says”.
Auditory Memory/Auditory Sequential Memory
- Auditory memory and auditory sequential memory involve storing and remembering heard sounds in the correct order.
- Clap different sequences and have the child copy.
- Play "Mom went to the shop", adding items in sequence.
- Ask the child to recite phone numbers of home, office, family, and friends.
- Have children help remember the shopping list.
Auditory Analysis and Synthesis
- Auditory analysis is breaking up sounds, and synthesis is putting them together, crucial for reading and spelling.
- Analysis is dividing words into syllables (essential for spelling).
- Synthesis is putting sounds/words together to make new words (foundational for reading).
- Play "I spy," focusing on phonetic sounds.
- Say sounds of short words and have children guess the word.
- Ask older children to break words into phonetic sounds.
Auditory Foreground-Background Discrimination
- Auditory foreground-background discrimination is the ability to focus on particular sounds amidst background noise.
- Play background music while giving instructions, varying the tone of voice.
- Whisper instructions and see if the child can execute them correctly.
- Record noises in and around the house, play them back, and ask the child to identify the sounds with background music.
Auditory Closure
- Auditory closure enables the child to complete or add sounds which were not heard, in order to understand what was heard.
- Play a guessing game, giving the first few syllables of a word and asking children to guess the word.
- Play the clapping game, in which you ask children to “clap the different parts of the words”.
Auditory Spatial Awareness
- Auditory spatial awareness enables one to determine the direction from where a sounds comes from, thus the source of the sound.
- Blindfold the child and have them sit in the middle of the room. Walk around the room calling out to the child (or shaking a bell / rattle) and have the child point to where you are.
- Play “Marco, Polo” with a group of friends.
Factors Influencing the Learners’ Situation
- Support: Evaluate strengths and needs at the end of each section and add to the Individual Support Plan (ISP).
- Reflection: Develop a perspective or line of reasoning and a link between experience/practice and existing knowledge.
- Show understanding and appreciation of different perspectives and recognition that your own understanding is likely incomplete.
- Show learning resulting from the reflection (either by discovering something new or confirming existing knowledge) and how you plan to use it.
- Be written in an appropriate style with language relevant to your academic discipline.
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