Perceptions in Occupational therapy, Slides of Occupational therapy

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Perceptual skills

Optical illusion( find 13 animals)

Learning outcomes

 (^) Define perceptual skills  (^) Explain their importance in daily life and various activities  (^) Mention how perceptual skills play a role in learning and development  (^) How to promote or address perceptual skills disfucntion

Definition of perceptual skills

 (^) It is the ability of an person to interpret and make sense of sensory information ( input) received through their senses.  (^) processing and organization of sensory input from the environment, which includes  (^) Senses  (^) visual,  (^) auditory,  (^) tactile (touch),  (^) olfactory (smell),  (^) and gustatory (taste)

Cont’

 (^) Olfactory Perception: Identifying and distinguishing different smells  (^) Gustatory Perception: Recognizing and differentiating tastes

Visual perceptions

 (^) Visual discrimination: Differentiating between similar visual stimuli the ability to detect similarities and differences  (^) in pictures,  (^) objects,  (^) patterns,  (^) sequences  (^) and/or organization of single or groups of visual stimuli.

 (^) sorting similar items such as coins, socks, silverware, especially those with subtle differences  (^) effectively read maps  (^) reading words that are similar such as “cat” and “cap

Activities to support visual

discrimination

 (^) Matching activities  (^) Memory games  (^) Sorting by color  (^) Patterning beads in bracelet making  (^) “What’s different” pictures  (^) Sort coins  (^) Word searches  (^) Puzzles

Functional Implications of difficulties with Visual

Memory

 (^) May affect the child’s ability to recognise different letters or numbers when reading, particularly if they are a similar shape.  (^) When reading they may need to frequently look back from one page to the next to review the text.  (^) Children may struggle with comprehension when reading and often use sub vocalisation to give auditory rather than visual feedback to assist memory.  (^) May affect the child’s ability to remember and copy letters when writing, which will affect their spelling.  (^) Children may have difficulty recognizing objects, or remembering designs or musical notes.  (^) Copying from the whiteboard and having to look up and back to the page again may also be difficult.  (^) Other tasks may also be affected such as drawing from memory and pictures boften lack detail.

 (^) Use jigsaw puzzles. Start with a whole puzzle before taking it apart and putting it back together. Use puzzles that are developmentally appropriate and discuss the shapes and pieces and how they fit together.  (^) Cut pictures from magazines and ask the child to arrange them according to function, e.g. fruit, clothes, tools, toys, etc.

 (^) Depth perception: Judging distances and three-dimensional space including size, width and depth; and to judge how far away an object is.  (^) where to use:e.g Driving, stair  (^) condition: eg, Low vision, strabismus,  (^) symptoms; blurry vision, double vision, etc

 (^) Visual Closure: Identifying incomplete images or patterns  (^) the ability to visually complete a picture, shape, word or number.  (^) It is the ability to identify a shape or form when only part of it is visible.