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OT IN PEDIA
VISUAL PERCEPTUAL SKILLS
| Term | Definition | Assessments | Observation |
|---|---|---|---|
| VISUAL PERCEPTION | - The process of organizing & interpreting visual input to give meaning. - Integrates sensory information, cognitive processing, and motor responses. | ||
| 2 key components of visual perception | visual receptive skills and visual cognitive functions | ||
| 1. Adaptation 2. Through Vision 3. Visual Cognition 4. Visual Memory 5. Pattern Recognition 6. Scanning 7. Attention = Alert and Attending 8. Oculomotor Control, Visual Fields, Visual Acuity | Warren’s Hierarchy of Visual Perceptual Skills | ||
| VISUAL RECEPTIVE FUNCTIONS Visual Fixation | - Ability to maintain steady visual gaze on a single object. - Foundation skill for tracking and reading. | ||
| VISUAL RECEPTIVE FUNCTIONS Accommodation | - Ability to adjust focus between near and far objects. - Essential for shifting attention from desk → board in classroom. | ||
| VISUAL RECEPTIVE FUNCTIONS Binocular Fusion | - Ability to combine input from both eyes into a single image. - Supports depth perception and reduces double vision. | ||
| VISUAL RECEPTIVE FUNCTIONS Convergence & Divergence | - Eyes moving inward (convergence) or - outward (divergence) for near/far tasks. - Important for sustained near work like reading. | ||
| VISUAL RECEPTIVE FUNCTIONS Saccadic Eye Movements (Saccades) | - Quick, precise shifts of gaze between two targets. - Example: scanning a line of text while reading. | ||
| VISUAL RECEPTIVE FUNCTIONS Visual Pursuits (Visual Tracking) | - Smooth following of a moving object. - Example: watching a ball in sports. - Meaning “gumagalaw” | ||
| VISUAL RECEPTIVE FUNCTIONS Visual Acuity | - Sharpness or clarity of vision (near and far). - Supports recognition of letters, numbers, and details. | ||
| VISUAL RECEPTIVE FUNCTIONS Oculomotor Control | - Coordination of the eye muscles to ensure stable, efficient movement and alignment. - Prevents eye strain and supports sustained visual attention. | ||
| VISUAL COGNITIVE FUNCTIONS | This is our focus as OTs. | ||
| VISUAL COGNITIVE FUNCTIONS Visual Attention | - Ability to focus on relevant visual information and filter out irrelevant stimuli. - Foundation for all higher-level visual processing. | ||
| VISUAL COGNITIVE FUNCTIONS Visual Memory | - Ability to store visual information for immediate or late recall. - Example: remembering spelling words or a pattern of shapes. | ||
| VISUAL COGNITIVE FUNCTIONS Visual Sequential Memory | - Ability to remember a sequence of visual stimuli in the right order. - Critical for reading, math, and multi-step tasks. | ||
| VISUAL COGNITIVE FUNCTIONS Visual Discrimination | - Ability to detect differences and similarities in objects (size, shape, color, position). - Supports letter and number recognition. | ||
| VISUAL COGNITIVE FUNCTIONS Visual Spatial Relations (Position in Space) | - Ability to understand the position of objects in space and in relation to self. - Needed for concepts like left/right, reversal errors, handwriting alignment. | ||
| VISUAL COGNITIVE FUNCTIONS Visual Form Constancy | - Ability to recognize an object as the same despite changes in size, position, or environment. - Example: recognizing a letter "a" in different fonts. | ||
| VISUAL COGNITIVE FUNCTIONS Visual Closure | - Ability to identify a whole object when only parts are visible. - Example: recognizing a word when some letters are smudged. - “pans” -> “pants” (missing t, yet you still know the word is pants) | ||
| VISUAL COGNITIVE FUNCTIONS Visual Figure-Ground | - Ability to locate and focus on a visual stimulus within a busy background. - Example: finding a toy in a cluttered room or a word on a crowded page | ||
| VISUAL COGNITIVE FUNCTIONS Visual Imagery | - Ability to form mental pictures in the absence of visual stimuli. - Sometimes described as part of higher-level visual cognition; overlaps with visual memory & reasoning. | ||
| TYPES OF VISUAL ATTENTION Selective Attention | - Ability to focus on relevant visual information while ignoring distractions. - Example: reading a book in a noisy classroom. | ||
| TYPES OF VISUAL ATTENTION Sustained Attention (Vigilance) | - Maintaining visual focus over time. - Example: scanning text for comprehension during a 20-minute reading activity. | ||
| TYPES OF VISUAL ATTENTION Alternating Attention | - Shifting focus back and forth between two tasks or stimuli. - Example: copying notes from the board (looking up, then down to paper repeatedly). | ||
| TYPES OF VISUAL ATTENTION Divided Attention | - Processing or monitoring two sources of visual information at the same time. - Example: listening to the teacher while simultaneously following along in a textbook. | ||
| OBJECTIVE PERCEPTION | - Under Visual Discrimination - Ability to recognize and identify the physical properties of objects - form, color, size, shape, texture. - "What?" | ||
| SPATIAL PERCEPTION | - Under Visual Discrimination - Ability to understand the position of objects in space and their relation to each other and to oneself. - "Where?" | ||
| TYPICAL DEVELOPMENT - INFANCY (BIRTH-1 YR) | - Primary development of visual-receptive functions (fixation, tracking, acuity). - Visual exploration guides reaching and grasping. | ||
| TYPICAL DEVELOPMENT - INFANCY (BIRTH-1 YR) By 6 months: | depth perception, binocular vision, color recognition. | ||
| TYPICAL DEVELOPMENT - INFANCY (BIRTH-1 YR) Toys: | mobile, rattle (black white and red has still no color recognition) | ||
| TYPICAL DEVELOPMENT - TODDLERHOOD (1-3 YRS) | - Improves visual attention & memory for object permanence and recognition. - Begins using form constancy (recognizing same object in different sizes/positions). - Plays with simple puzzles, shape sorters. | ||
| TYPICAL DEVELOPMENT - PRESCHOOL (3-5 YRS) | - Rapid growth in visual discrimination - Figure-ground and visual closure emerge. - Spatial relations improve (above/below, in/out, left/ right). - Uses drawing and block play to practice visual-motor integration. - More schemas are formed | ||
| TYPICAL DEVELOPMENT - KINDERGARTEN / EARLY SCHOOL AGE (5-7 YRS) | - Visual sequential memory develops → crucial for reading, spelling, copying. - Greater efficiency in visual scanning and attention. - Handwriting, letter recognition, and math concepts rely heavily on VPS. | ||
| TYPICAL DEVELOPMENT - ELEMENTARY SCHOOL (7-10 YRS) | - Refinement of all subskills (discrimination, memory, spatial relations). - Can sustain visual attention for longer academic tasks. - Uses visual-perceptual skills for reading comprehension, problem-solving, and organization. | ||
| TYPICAL DEVELOPMENT - OLDER SCHOOL AGE / ADOLESCENCE (10+ YRS) | - VPS support complex learning tasks, abstract reasoning, and efficient study skills - Skills become automatic for reading, note-taking, navigating environments - Deficits at this stage usually reflect underlying delays from earlier stages | ||
| CONTRIBUTING FACTORS TO DEVELOPMENT OF VPS Biological/Medical Factors | - Prematurity, low birth weight - Visual impairments (acuity, strabismus, oculomotor dysfunction) - Neurological conditions (CP, TBI, developmental delay, ASD, ADHD) - Genetic syndromes | ||
| CONTRIBUTING FACTORS TO DEVELOPMENT OF VPS Environmental Factors | - Opportunities for play, exploration, and early learning - Quality of visual stimulation (toys, books, puzzles) - Access to enriched vs. deprived environments | ||
| CONTRIBUTING FACTORS TO DEVELOPMENT OF VPS Cognitive/Behavioral Factors | - Attention span, motivation, processing speed - Sensory integration and regulation | ||
| CONTRIBUTING FACTORS TO DEVELOPMENT OF VPS Motor Factors | - Fine motor and gross motor development (hand-eye coordination, postural control) | ||
| VP PROBLEM FUNCTIONAL MANIFESTATIONS Difficulties in Visual Discrimination | → confusing similar letters/ shapes (b/d, p/q). | ||
| VP PROBLEM FUNCTIONAL MANIFESTATIONS Deficits in Visual Memory | → trouble recalling spelling words, recognizing symbols. | ||
| VP PROBLEM FUNCTIONAL MANIFESTATIONS Poor Visual Sequential Memory | → difficulty with letter/number order, math sequences. | ||
| VP PROBLEM FUNCTIONAL MANIFESTATIONS Visual-Spatial Relations Problems | → reversals, spacing errors, left-right confusion. | ||
| VP PROBLEM FUNCTIONAL MANIFESTATIONS Visual Form Constancy Deficits | → difficulty recognizing objects/letters in different fonts, sizes, or positions. | ||
| VP PROBLEM FUNCTIONAL MANIFESTATIONS Visual Figure-Ground Problems | → trouble locating an item in a cluttered desk or word in a paragraph. | ||
| VP PROBLEM FUNCTIONAL MANIFESTATIONS Visual Closure Deficits | → inability to recognize incomplete forms (can't guess word from partial letters). | ||
| VP PROBLEM FUNCTIONAL MANIFESTATIONS Associated Academic/Occupational Impacts: | - Delayed reading/writing skills - Slow copying from board - Frustration with puzzles, mazes, or organized play (nahihirapan talaga, not temperamental issues) | ||
| TESTING FOR VISUAL RECEPTIVE FUNCTIONS OT's Role: | Screens receptive functions functionally (tracking toys, eye movements, depth tasks in play, reading behavior). | ||
| TESTING FOR VISUAL RECEPTIVE FUNCTIONS Optometrist/Ophthalmologist: | Provides standardized clinical measurement (acuity, refraction, fusion, stereopsis). | ||
| TESTING FOR VISUAL RECEPTIVE FUNCTIONS Best practice: | OTs screen and refer if deficits suspected. | ||
| How to test Visual Fixation (steady gaze on a target): | - Ask the child to look at a small target (e.g., pen tip, sticker) for several seconds. - Observe for drifting, poor sustained attention, or eye wandering. | ||
| How to test Visual Pursuit (tracking/ smooth pursuit): | - Move an object (pen, light, toy) slowly in an "H" or circular pattern. - Child follows with eyes only (head stabilized if possible). - Look for jerky movements, overshooting, or loss of target. | ||
| How to test Saccadic Eye Movements (quick shifts between targets): | - Place two targets (e.g., stickers, pencils) about 8-10 inches apart. - Ask child to quickly shift gaze between them. - Errors: over/undershooting, slow initiation. | ||
| How to test Visual Acuity (clarity of vision): | - Use age-appropriate eye charts (Snellen, LEA symbols, HOTV). - Refer to opto/optha for comprehensive testing. | ||
| How to test Visual Accommodation (focus shift near + far): | - Ask child to focus on a near object, then quickly look at a far object, and back. - Look for delays, blurred vision, or difficulty shifting focus. | ||
| How to test Binocular Fusion (combining input from both eyes): | - Cover test: cover one eye, uncover, and observe for realignment (strabismus). - Worth 4-dot test (optometry tool). - Clinical signs: double vision, head tilt. | ||
| How to test Stereopsis (Depth Perception): | - Stereo Fly Test, Randot test (3D images with polarized glasses). - Functional: reaching for objects, pouring water. (overshooting or undershoot) | ||
| How to test Convergence & Divergence (eyes moving inward/outward): | - Hold small target (pen tip) ~16 in. from nose. - Slowly bring it toward nose (convergence). Watch for eye drift or double vision. - Move it outward (divergence). - Note: Near point of convergence should be <6 cm in children. | ||
| EVALUATION METHODS - VISUAL DISCRIMINATION | Distinguishing similarities/ differences between forms and symbols. | - Test of Visual-Perceptual Skills (TVPS-4) - Motor-Free Visual Perception Test (MVPT-4) - Developmental Test of Visual Perception (DTVP-3) | Confusing letters (b/d, p/q), difficulty matching worksheets. |
| EVALUATION METHODS - VISUAL MEMORY | Recall of visual information after brief exposure. | - TVPS-4 (Visual Memory subtest) - DTVP-3 (Memory tasks) | Struggles with spelling, remembering shapes or patterns. |
| EVALUATION METHODS - VISUAL SEQUENTIAL MEMORY | Recall of a sequence of forms, letters, numbers in order. | - TVPS-4 (Sequential Memory subtest) | Errors in copying from board, difficulty with math sequences. |
| EVALUATION METHODS - VISUAL SPATIAL RELATIONS | Understanding relationships of objects to each other/self. | - Beery VMI (Visual-Motor Integration, spatial layout) - TVPS-4 (Spatial Relations subtest) | Letter reversals, poor spacing, orientation errors. |
| VISUAL FORM CONSTANCY EVALUATION METHODS - | Recognizing forms as the same despite size, position, or context. | - TVPS-4 (Form Constancy subtest) - DTVP-3 | Trouble reading letters in different fonts or identifying rotated shapes. |
| EVALUATION METHODS - VISUAL CLOSURE | Identifying a whole object when parts are missing. | - TVPS-4 (Visual Closure subtest) - DTVP-3 | Difficulty reading partially erased/blurred letters, solving puzzles. |
| EVALUATION METHODS - VISUAL FIGURE-GROUND | Locating a form or object within a busy background. | - TVPS-4 (Figure-Ground subtest) - DTVP-3 | Difficulty finding items in a cluttered desk, locating a word in text. |
| FUNCTIONAL/CONTEXTUAL EVALUATION METHODS Observation in natural settings: | reading, handwriting, puzzles, classroom tasks. | ||
| FUNCTIONAL/CONTEXTUAL EVALUATION METHODS Parent/teacher/child interviews: | functional impact of VPS deficits. | ||
| FUNCTIONAL/CONTEXTUAL EVALUATION METHODS Ecological assessments: | COPM, School Function Assessment (SFA). | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Purpose: | Assesses visual-perceptual skills independent of motor ability (no drawing/writing required). | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Population: | Ages 5-21 years. | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Format: | Multiple-choice; client points to or says answer. | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Time: | ~25-45 minutes (can be shortened if needed). | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Use in OT: | Identifies strengths/weaknesses across VPS subskills, guides intervention planning, and helps differentiate between visual-perceptual and motor deficits. | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Subtests (7 Core Skills): | - Visual Discrimination - Visual Memory - Visual-Spatial Relations - Visual Form Constancy - Visual Sequential Memory - Visual Figure-Ground - Visual Closure | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Scoring: (1) | - 1 point per correct item. - Raw scores → converted to Scaled Scores (mean = 10, SD = 3), Standard Scores - (mean = 100, SD = 15), and Percentile Ranks. | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Scoring: (2) | - Produces: Subtest scores (skill-specific profile) and Overall Visual-Perceptual Index (VPI) composite score. | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Interpretation (Average range): | = 85-115 (Standard Score). | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Interpretation (Below range): | = <85 possible VPS deficits. | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Interpretation (Above average): | = 115 → strength. | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Examine patterns across subtests: | relative weaknesses may be more important than the global VPI. | ||
| TEST OF VISUAL PERCEPTUAL SKILLS 4TH ED. Additional infos: | - Always interpret alongside functional observations (e.g., handwriting, reading, ADLs) → NOT STAND ALONE - Because TVPS-4 is motor-free, poor scores are more likely to reflect true visual-perceptual deficits rather than fine motor challenges. | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Purpose: | Assesses a child's ability to coordinate visual-perceptual skills with fine-motor output (visual-motor integration). | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Population: | Ages 3-90 years. | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Format: | Paper-and-pencil test; client copies a series of increasingly complex geometric designs. | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Time: | 20-30 minutes. | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Use in OT: | Helps identify visual-motor deficits impacting handwriting, drawing, construction, and other fine-motor tasks | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Core Skills: | - Visual Discrimination - Visual Memory - Visual Spatial Relationship - Visual Form Constancy - Visual Sequential Memory - Visual Figure Ground - Visual Closure | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Test Features: (1) | - 39 geometric designs (progressing in complexity). - Designs presented one at a time, increasing in complexity. - Client copies each design on provided paper. | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Test Features: (2) | - Focus on accuracy of design repro., not speed. - Motor response is required → unlike TVPS-4 (which is motor-free). - Scoring emphasizes errors, not artistic quality. | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Error Types: | When children copy the geometric designs, performance is analyzed for specific error categories, which reflect underlying subskills: Omissions, Additions, Distortions, Misalignments, Rotations, Incorrect proportions, Integration errors | ||
| Omissions | - leaving out parts of the design. | ||
| Additions | - adding extra, unnecessary lines or features. | ||
| Distortions | - inaccurate reproduction (shaky, curved, uneven). | ||
| Misalignments | - poor alignment or spacing of elements. | ||
| Rotations | - turning or flipping the design. | ||
| Incorrect proportions | - parts of the design too large, too small, or uneven | ||
| Integration errors | - difficulty combining parts into a cohesive whole.k | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Scoring: (1): | - Each drawing scored for error types (e.g., distortions, rotations, omissions, incorrect proportions). - Raw scores → converted to Standard Scores (Mean = 100, SD = 15), Percentiles, and Age Equivalents. - Provides overall Visual-Motor Skills score. | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Interpretation (1): | - Low scores suggest difficulty integrating visual input with motor output. - Error patterns can indicate specific deficits (e.g., rotation errors → spatial relations weakness, distortions → poor motor control). | ||
| TEST OF VISUAL MOTOR SKILLS 3RD ED. Interpretation (2): | - Must compare performance with functional observations (handwriting, drawing, construction play). It is best not to use it as a stand alone test. | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Purpose: | Assesses the extent to which individuals can integrate their visual-perceptual skills with motor coordination (visual-motor integration). | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Population: | Ages 2-18 years. | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Format: | Paper-and-pencil; client copies 30 geometric designs of increasing complexity. | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Time: | 10-15 minutes for core test; shorter for young children. | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Use in OT: | Widely used screening tool for learning, developmental, and neuropsychological difficulties; helpful for handwriting readiness. | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Subtests : | - Shorter than TVMS and TVPS - The Beery VMI-6 includes three tests (can be given separately or together): Visual-Motor Integration (VMI Core Test), Visual Perception (Supplemental Test), Motor Coordination (Supplemental Test) | ||
| Visual-Motor Integration (VMI Core Test) | Copy geometric forms. | ||
| Visual Perception (Supplemental Test) | Match forms without motor output (motor-free). | ||
| Motor Coordination (Supplemental Test) | Trace within paths and shapes (motor-focused). | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Scoring (1): | - Each item scored as pass/fail based on accuracy (no distortions, correct orientation, adequate closure). - Have ceiling level (after 3 consecutive 0) | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Scoring (2): | - Raw scores → converted into: * Standard Scores (Mean = 100, SD = 15). * Percentile Ranks. * Age Equivalents. | ||
| Ceiling | = 3 consecutive errors → testing can be stopped. | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Interpretation (1): | - Low VMI Core Score → difficulty integrating visual perception with motor output. - Comparing VMI vs. Visual Perception vs. Motor Coordination scores helps: | ||
| If VMI + Motor Coordination low, VP normal → | motor issue | ||
| If VMI + VP low, Motor Coordination normal → | perceptual issue | ||
| If all low → | global VMI deficit (visual perception and motor output are problematic) | ||
| BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION 6TH ED. Interpretation (2): | - Must always interpret in the context of functional performance ADLs. - Do not use it as stand alone | ||
| INTERVENTION APPROACHES AND STRATEGIES - GENERAL PRINCIPLES 1 | - Intervention should be developmental, individualized, and occupation-centered. - Emphasize meaningful axs (play, schoolwork, ADLs). | ||
| INTERVENTION APPROACHES AND STRATEGIES - GENERAL PRINCIPLES 2 | - Combine remediation (skill-building) with compensation/ adaptation (environmental supports). - Collaboration with teachers, parents, CG is essential. | ||
| REMEDIAL/SKILL-BUILDING APPROACHES | Target discrete VPS subskills through structured activities. - Examples below: | ||
| Visual discrimination → | matching games, spot-the-difference. | ||
| Visual memory → | memory cards, recall drawings. | ||
| Visual sequential memory → | repeat and copy sequences. | ||
| Visual-spatial relations → | block designs, tangrams, mazes. | ||
| Visual closure → | incomplete picture worksheets. | ||
| Figure-ground → | I Spy, "hidden picture" puzzles. | ||
| Computer-based programs: | interactive games to train scanning, discrimination. | ||
| Handwriting programs | multisensory writing practice | ||
| COMPENSATORY/ADAPTIVE APPROACHES | Modify environment or task to reduce demand on VPS. | ||
| Examples of Compensatory/Adaptive Approaches: | - Highlight important text/lines. - Use color coding or bold outlines. - Reduce visual clutter in workspace. - Provide enlarged print or templates. - Organize desk and materials consistently. - Teach child strategies | ||
| ENVIRONMENTAL AND TASK MODIFICATIONS | - Optimize lighting and seating. - Reduce distractions in classroom/home. - Use AT (text-to-speech, word prediction). - Provide extra time for visual tasks. | ||
| OCCUPATION-BASED ACTIVITIES | Embed VPS practice in play, self-care, and school tasks | ||
| Examples of Occupation-Based Activities: | - Puzzles, board games, Lego, crafts. - Dressing (matching socks, orienting clothing). - Cooking (reading recipes, following sequences). - Sports and playground games (track moving objects) | ||
| COGNITIVE/STRATEGY TRAINING | Teach child to use self-monitoring strategies | ||
| Examples of Cognitive/Strategy Training: | - “Check your work." - Finger or marker to guide tracking while reading. - Verbal rehearsal for visual memory tasks. | ||
| COLLABORATION AND CONTEXTUAL APPROACHES Teacher strategies: | breaking tasks into smaller steps, using visual schedules, preferential seating. | ||
| COLLABORATION AND CONTEXTUAL APPROACHES Parent involvement: | structured play at home, organization routines. | ||
| COLLABORATION AND CONTEXTUAL APPROACHES Peer support: | cooperative learning, group games. |
Created by:
avemaria