%PDF-1.7 1 0 obj << /Type /Catalog /Outlines 2 0 R /Pages 3 0 R >> endobj 2 0 obj << /Type /Outlines /Count 0 >> endobj 3 0 obj << /Type /Pages /Kids [6 0 R 16 0 R ] /Count 2 /Resources << /ProcSet 4 0 R /Font << /F1 8 0 R /F2 9 0 R /F3 10 0 R /F4 11 0 R >> /ExtGState << /GS1 12 0 R /GS2 13 0 R /GS3 14 0 R /GS4 15 0 R >> >> /MediaBox [0.000 0.000 595.280 841.890] >> endobj 4 0 obj [/PDF /Text ] endobj 5 0 obj << /Producer (dompdf 1.0.2 + CPDF) /CreationDate (D:20241121210736+00'00') /ModDate (D:20241121210736+00'00') >> endobj 6 0 obj << /Type /Page /MediaBox [0.000 0.000 595.280 841.890] /Parent 3 0 R /Contents 7 0 R >> endobj 7 0 obj << /Filter /FlateDecode /Length 1436 >> stream xWr6}Wc2HT4MҙO; IB% +g =%Jdۤ``كE’$as5yPd뚮~JcD<]u%fzn!IY*h!#M~TiG-OtSl7Y|w6v7lU3傥Y PTk$rP̚ 5j-iCk3t|IJUS)5j:uS$EEtܩN.X?ZUk*'rmkGZb{SCwt{yJyQ>t/ ZwI+r j+ݛja 0'6(_r4H>8ת"o%jT]| z(B:S<\J\oa z%b"hdŁ‹?Nr#u Hm #,T}?Պv IjU[T ]#iG76()ْt&WfHM}@B2MYfV-bJ-2 yY*[QI^9g\@FGUkk흼AZlc"Y)Ynh%5 hY–yL)нPXoRkmн נލ$&lF^!F;h<3s)Bzb`d1Ms:.;vQ: ,tqc[5lzz₁Zj_rke`ᰰj%jjm S&TH[w!L/nHB yƩpEV1)geL7N- M- nU4%Vmcv`b Y֪|9vSrŔZ0z! PGy3QVي`EXh}o8'yB%+A2E/߼WϞx3T̟FK.&ROX:Ua땻 }HK3AǸq n ,zϯ1Iv_/FpX?_PM.yI6:)Ex2vX8%,O |M,|@(oF1{8 x!PaSoՙ/(l A=[< endstream endobj 8 0 obj << /Type /Font /Subtype /Type1 /Name /F1 /BaseFont /Times-Roman /Encoding /WinAnsiEncoding >> endobj 9 0 obj << /Type /Font /Subtype /Type1 /Name /F2 /BaseFont /Times-Bold /Encoding /WinAnsiEncoding >> endobj 10 0 obj << /Type /Font /Subtype /Type1 /Name /F3 /BaseFont /Helvetica /Encoding /WinAnsiEncoding >> endobj 11 0 obj << /Type /Font /Subtype /Type1 /Name /F4 /BaseFont /Helvetica-Bold /Encoding /WinAnsiEncoding >> endobj 12 0 obj << /Type /ExtGState /BM /Normal /CA 0.3 >> endobj 13 0 obj << /Type /ExtGState /BM /Normal /ca 0.3 >> endobj 14 0 obj << /Type /ExtGState /BM /Normal /CA 1 >> endobj 15 0 obj << /Type /ExtGState /BM /Normal /ca 1 >> endobj 16 0 obj << /Type /Page /MediaBox [0.000 0.000 595.280 841.890] /Parent 3 0 R /Contents 17 0 R >> endobj 17 0 obj << /Filter /FlateDecode /Length 1518 >> stream xWے6 }߯c2K٦vi-!);g{@ymot# $s"M4ox>rd)͗tCAY4_dON]fO+Mfkўlv5W-Lg5Vot<-ۿV}G[>?ы9Hl,@2]Nc ihQ Ӛ'ѮQ싁KxZ{-e#_T7]rY'!˦t\ ⣮ ʭ5b>Y!XkM ݇& =5=W^%®FL,P! rso=.ONbPuBϑg;7 PgV&YxM+1U,Ʃjӱ֝vY/v'C:=U]9Sq;8{O* %qRl)u6tԳV\(Pq-c|oZ8#A%H]^I$?t|2|xБYjkj} ^f݄XnZʵEbV@ -Ʃu@P NCH:o!֘: X36Qh^B*= bRW<)Rwz88h8V)yBAۣ!~Dm0I8ZjF5$(9ܐG \ΤoƗErV!'~kb&-ssx'9zq3>HSw:5Rpa[UD?o7vQ!vGQ1H`0{Tygn1Uњ_uKueBD/`~hq=L*`n0tY{3%Vzǝ0Q6NG5yc@%PAJB".|}'$hUoA=jB(2)+#6/$ZՃEKbn^@VL$$Ȣy.q78)gҾ\t`<4101cf65df64ec8f6289c35bd5e17de3>] >> startxref 4536 %%EOF Yardstick and Origami – Vision Mechanic
Facebook-f Youtube
Explore Activity Library
Home
About
About Dr. Boulet
About Robert Constantine, OTR\L
Continuing Education
Functional Vision Specialist Certification
Course: Prism and the Vestibular System
Course: Physiological Optics – An Introduction to Human Sight and Vision
Course: Pediatric Vision Assessment – Detecting Visual Impediments to Learning and Development
Essential Anatomy of the Visual System
Clinical Notes
Vision & Learning
Press Release
More
YouTube
Contact Us
Facebook-f Twitter Youtube
Uncategorized

Yardstick and Origami

November 24, 2011
by
DrB

 

 Purpose: To develop awareness of peripheral visual information, to become aware of the periphery during movement, to develop fixation/localization/targeting skills, to deliberately alternate between central and peripheral visual awareness, and to improve eye teaming (binocular movement) skills. As an extended/loaded skill, this is also helpful in developing accommodative facility (ability to focus near then far then near again).

Procedure:

1.  Assistant attaches origami figure to one end of yardstick with a piece of string so that it hangs about eight inches below the yardstick.

2.  Patient is to balance the yardstick on his head with the origami figure in front.  A cloth pad may be used to help balance the yardstick, if needed.

3.  He is to keep looking at the origami figure but be aware of the rest of the room.

4.  Patient walks about while looking at the origami figure with the yardstick balanced on head.

5.  He is to try to walk backwards, still looking at the origami figure.

6.  The assistant then calls out different objects in the room, within the patient’s field of view, and has him look from origami to the object and back.  He is to locate the object with his side (peripheral) vision first, before looking at it.  There should be no searching eye movements.

7. Have him stop opposite various objects, while holding fixation on the origami target.

8.  Have him walk to the beat of the metronome.

Aspects to be emphasized:

1.  Ability to balance yardstick on head while moving about.

2.  Ability to walk normally, without tightness or tension.

3.  Ability to maintain ocular fixation on origami target and peripheral awareness of the surrounds simulaneously while walking.

4.  Ability to walk in time with a beat.

Other notes:

This is one of my favorite activities as it covers many visual training elements but it’s also fun and interesting. It has great variability in what it actually trains depending on whether the child is moving, or objects/targets in the room are moving (see below), what the target is that is hung from the yardstick, and how far the target is positioned from the child’s face. Best of all, this is a terrific exercise for developing general gross-body awareness and balance, while also helping with focusing attention.

Whether you have a yardstick or not is inconsequential as there are many other suitable substitutes. A yardstick, (or meter stick) is an ideal choice as it is light, thin, and long. As such, it can easily be weighted down by a heavy towel to keep it in place on a child’s head without being overly uncomfortable.

The target used can vary. Origami is nice as it it light weight. Targets, ideally, should not be too large or heavy. An excellent target is a small 6-sided die; you can have the child call out the numbers she sees when she returns her gaze to the stick target after looking at a room target. The best targets have some words, letters, or number to read and fixate upon.

Try placing the target further away from the child at first. There will be more movement in the target, but it is easier to see. Later, over successive trials/sessions, slowly bring the target in closer to the child’s face so that it is eventually within a just a few inches; this makes it harder to focus on and to track.

gross-motorself-awarenessself-controlvsayardstick and origami

Leave a Reply

Your email address will not be published. Required fields are marked *

DrB

DrB

You May Also Like

New Book Opens Eyes About Child Vision

October 9, 2024
, , , , , ,

Metronome

December 30, 2023
, , , , , , , , , ,

Michigan Tracking Worksheets

December 29, 2023
, , , , , , , , ,

Michigan Tracking

December 29, 2023
, , , , , , ,

Vision Mechanics: Core Four

December 28, 2023

Rosner Curriculum Design

December 14, 2023

Recommended for you

New Book Opens Eyes About Child Vision

October 9, 2024
by 
, , , , , ,

Metronome

December 30, 2023
by 
, , , , , , , , , ,

Michigan Tracking Worksheets

December 29, 2023
by 
, , , , , , , , ,

Michigan Tracking

December 29, 2023
by 

Activities

New Book Opens Eyes About Child Vision

Metronome

Michigan Tracking Worksheets

Public Education

New Book Opens Eyes About Child Vision

Metronome

Michigan Tracking Worksheets

Clinical

Metronome

Visual Information Processing – Can it really be trained?

Elements of Vision

© 2023 Vision Mechanics.

Facebook-f Youtube