Intentionally incorporating vision with hand function Visual perceptual skills do not operate in isolation. For efficiency, the brain incorporates eye movements with neural pathways that extend to include language, vestibular, and hand function skills. This is one of the primary reasons why many pediatric occupational therapists provide “heavy work” movement activities for children before sitting them down at a table for hand function
Visual sequencing essentially incorporates the use of language skills as you talk yourself through a task. However the activity presented to this youngster incorporates a wealth of additional learning skills. Visual Sequencing involves use of the concept “what comes next?” This is a vital reading readiness skill in that the youngster is required to mentally organize a series of visual images/letters along with their
This “game” uses parts of a roadway to capture attention. Consequently, the appealing visual images subtly draw the child into a mindset of sustaining attention to the “what” and “where” ideas needed to solve the puzzle of a layout. This game of dominoes uses cars and trucks, and presents the problem of locating the front and back of each vehicle. A clue is given
Visual processing skills enable learning and generally include skills that are carried out through use of the muscles that surround each eyeball. Since children who have SPD tend to have deficits with coordinating their muscles, these small muscles that are hidden within the orbit of the eyeball are generally also impacted. Visual processing includes both “motor free” skills such as visual discrimination as well
Developing proficiency in hand function skills typically requires the support of two distinct sensory processing systems. While components of the visual processing system alert us to where and what the objects are that we will be working with, the sensory receptors in the joints, skin and muscles of the somatosensory system alert us to touch and movement sensations occurring as the objects are manipulated..
The ability to incorporate use of both sides of the body represents acquisition of important developmental milestones. We see this first when a baby holds a bottle with both hands to drink and hold toys, next when we see the toddler using all four extremities to crawl, and later on when the toddler begins to walk. Use of both hands to work with tools
In much the same way as a mechanic, scrapbook pro, or programmer would set up a tool chest separating out tools that perform different functions, children with SPD also need to learn to associate form with function. One technical term used is the phrase “identification of functional affordances” (what function can this object afford me?). The ability to quickly identify how an object can