Category: CLINICAL NOTES
Introduction to Learning and Vision Therapy: Clinically Speaking Part VIII
Visual Neurorehabilitation 1: Eye Movements Gross visual motor integration: Notes Orderly development of a child evolves from sensory dominance in proximoceptive inputs (tactile, gustatory, kinesthetic) to telereceptive control (audition and vision). Vision is the king of the hill and requires proximoceptive awareness and facility to be in place first before fine visuomotor control is attainable…....
Introduction to Learning and Vision Therapy: Clinically Speaking Part VI
Visualizing Therapy: Construction of an Instructional Set Complement to Principles Part X. This section discusses how to approach an instructional session, both how to sequence things and how to engage the child and ensure participation. As is key with all Learning and Vision Therapy activities, the therapist must ensure the child can succeed at a…
Learning Styles
Much is said regarding ‘Learning Styles’ in pedagogical and psychological circles. In the end, we all learn according to a system that takes into account a) the nature of the problem to be solved, b) our relative motivation, and c) our innate and learned strengths. It is a truism that we all learn differently and…
Introduction to Learning and Vision Therapy: Clinically Speaking Part V
Build the Foundation – First Steps in Therapy Introduction This section focuses on the development of the motor foundations of strong visual targeting. These concepts will be familiar to Occupational Therapists for the most part, though some ideas will be new. The reader is referred to other parts of this course that describe in greater…...
Introduction to Learning and Vision Therapy: Clinically Speaking Part IV
Learning Therapy: Focusing Attention and Improving Awareness Introduction The point of attending to children who struggle with reading, learning, and classroom behaviour problems is to assist them and their parents in getting them on track at home and at school, and keeping them there. Learning difficulties have no single cause and no single solution, so…
Introduction to Learning and Vision Therapy: Clinically Speaking Part III
Building A Strategy For Success Introduction Behavioural concerns require long-term attention and ultimately must not rely exclusively upon third-party providers for long-term success. Management of behavioural problems requires that systems be implemented to assist in developing routines in the child’s life that will lead to and reinforce positive outcomes. A child cannot be expected to…
Introduction to Learning and Vision Therapy: Clinically Speaking Part VII
Checking Saccades and Pursuits – NSUCO Oculomotor Test Testing Methods: NSUCO, DEM/King Devick, Visagraph/Readalyzer There are a variety of means of assessing saccades, pursuits, and fixations. Some are more subjective, relying on clinical acumen and experience, while others are more standardized and established, or even computer-based. This part of the course will introduce the reader…...
Introduction to Learning and Vision Therapy: Principles Part X
Part X: Sequencing Therapy Complement to Clinically Speaking Part VI. This lesson is under construction. Please consult with your doctor to establish appropriate programming and sequencing for your own circumstances. Planned Content: The general sequence of events over a session and over 3 mo for a general case scenario. Also, notes on group therapy design….
Introduction to Learning and Vision Therapy: Clinically Speaking Part I
Vision in a Clinical Rehabilitation Context Cranial Nerves and Vision The cranial nerves are critically important in our development and behaviour. There are 12 pairs of nerves, and they are largely responsible for the sensory and motor behaviour of the head. The brainstem nerves are very tightly integrated and tuned to enable not only very…
On Gaming – Green Time Before Screen Time
Green Time Before Screen Time Remember this, print it on your shirt, put it on the wall in your home and clinic. For every hour lost to immobility (or limited mobility) engaged in screen time, there is an hour lost that could and often should be spent in robust, global development. Primarily, I’m referring to…