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Visual Processing Problems Questionnaire

Visual information processing is subdivided into categories and includes:

          Visual Discrimination
  • Visual Memory
  • Visual Spatial Relationships
  • Visual Form Constancy
  • Visual-Sequential Memory
  • Visual Ground Figure
  • Visual Closure
  • Visual Motor
What can be done about visual processing problems?

A good program will address the developmental skills necessary to be successful in both reading, writing, and other academic areas. The program should increase control of oculomotor skills such as eye teaming, convergence, tracking, and saccades. Using an inside-out approach of addressing un-integrated reflexes that lay the foundation for the eyes’ ability to move in a fluid and coordinated effort and outside-in techniques such as iLs or vision therapy to stimulate and exercise the muscles of the eyes to improve academic performance.

When visual information is perceived or processed incorrectly, it cannot be matched or integrated with our other senses. Instead of reinforcing learning experiences, it distracts and interferes. If what is seen cannot be “trusted”, it hinders the ability to learn. Poor visual information processing is not something a student “outgrows”. If undiagnosed or left untreated, the student with poor visual information processing will continue to fall behind in class even though it may appear they are working harder than other students in the same class.

In our educational program, we integrate visual motor (creating a link between what is seen and movement), planning (the ability to be able to place letters on a page in a row in the proper location), perception (the skills to predict what needs to be done next), spatial relationships (the ability to make letters similar in size and place them on the line), kinesthetic skills (experiencing and controlling muscle movement), size awareness (letter and number size), and address vertical and horizontal reversals (letter flipping and writing letters from bottom to top). A variety of activities are used that include kinesthetic and visual-motor that make use of a balance board, bean bags, white board, paper/pencil, grip remediation, geo-boards, manipulates, and clay.

Without an appropriate assessment, it can be difficult to determine what intervention is needed to address visual processing issues. Good sources for remediation are developmental optometrists and educational therapists.

 

Each answer should be graded using the following rating scale. The higher the score the more severe the problem.
5 – I find this is a very severe problem
4 – I find this is a severe problem
3 – I find this is a moderate problem
2 – I find this is a mild problem
1 – I find this is not a problem

Required fields are marked *

1.Blurred vision *

1 out of 10

2 May, 2019

0 responses on "Visual Processing Problems Questionnaire"

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