VT/Learning Related Visual Problems – (VT-2) – Yearly Access
This course will be over the internet. Length: 5 days over two weekends. Continuing Education Credits: 35 hours. Prerequisite: VT/Visual Dysfunctions For: Optometrists and Vision Therapists
Course Description
This course has limited registration. Our highly interactive, small group presentations and hands-on activities will provide the experience you need for the confidence you desire. This course offers free follow-up case consultation.
Courses Details
Length
5 Days
Continuing Education Credits
35 hours
Prerequisite
VT/Visual Dysfunctions
For
Optometrists and Therapists
Location
Over the internet
Course Description
The Learning Related Visual Problems Course adds to the core Visual Dysfunctions (VT I) course the necessary testing and therapy activities to successfully diagnose and treat patients with learning related visual problems. Many of the patients for whom this curriculum is recommended have been labeled dyslexics or “LD/ADD” (learning disability/attention deficit disorder).
You will be taught how to determine if a person’s reading difficulty requires the VT II curriculum or if their learning related visual problem can best be served by the application of the appropriate plus lens for near, and/or the more basic VT 1 program. The key tests taught have been selected to help you get the most information in the least amount of time. These tests also give you the data necessary to demonstrate to the patient the need and benefits to be derived from the VT II program. Of the entire group of courses this is the most fun and will enable you to work with large portions of the population which traditional eye care has been unable to help.
The tests which will be taught include: NYSOA King-Devic Saccadic Test, Groffman Visual Tracing Test, Wold Sentence Copy Test, Visagraph Eye Movement Analysis, Gates Oral Reading Survey, Monroe III Visual Memory Test, DEM Saccadic Test, Jordan Left Right Test, Motor Free Visual Perception Test, and many more….
Course Highlights
- Problems of vision development will be addressed as well as working with tracking, sequencing and timing problems.
- The relationship between laterality, directionality and ocular motor dysfunctions will be developed.
- A discussion of the various interpretations of the word “dyslexia” and their many implications will be discussed thoroughly. What really are Attention Deficit Disorders and why are so many people so quick to use ritalin or its derivatives? A full understanding of the attentional mechanisms and an understanding of vision as the dominant process will help you understand the value of behavioral optometric care in working with the youth of today.
- The relationship between visualization, visual imagery and spelling will be discussed.
- Juvenile Delinquency and learning related visual disorders will be discussed.
- You will be taught how to use positive rewards for positive behavior to modify the behavior of your patients and their support team.
- Each course participant will receive a manual with a complete set of procedures, homework sheets, procedure grids and materials explaining how best to handle the large percentage of patients with learning related visual problems.
This course is highly interactive, with small group presentations and hands-on experience that will provide the experience you need for the confidence you desire.
Pre-Course Readings (All Attendees)
The Evolution of a Model and A Model of Vision (Read The Evolution of a Model first.) are included to introduce you to our approach to teaching. These two papers describe the process for much of what comes in the courses and we hope you understand that we instructors evolve in our thinking much like we hope you will. We hope to take you on a compressed journey through the evolution of our thinking. We will begin an area by showing you where we were at one time in our development. Then we present the unanswered questions that became the foundation for looking at things in a different way. We will then present our understandings now and include new information for where we might go in the future.
The Evolution of a Model was presented at the Skeffington Symposium in Washington DC in the early 1980’s. This paper charts the development of Paul Harris’ model of vision from what he assimilated from his years at SUNY (1975-79) until the time of the writing of the paper. Much of the change came as a result of a presentation by Dr. Robert A. Kraskin and involvement in the Washington DC based OEPF study group, the Institute for Behavioral Optometry. A Model of Vision was initially presented at the Skeffington Symposium in Washington DC and then adapted for the JOVD.
The following articles have been put in the recommended order to be read:
- Harris, Paul, “The Evolution of a Model”, Skeffington Symposium
- This paper was presented at the Skeffington Symposium in Washington DC in the early 1980’s. This paper charts the development of Paul Harris’ model of vision from what he assimilated from his years at SUNY (1975-79) until the time of the writing of the paper. Much of the change came as a result of a presentation by Dr. Robert A. Kraskin and involvement in the Washington DC based OEPF study group, the Institute for Behavioral Optometry.
- Harris, Paul, “Perspectives on Behavioral Optometry — A Model of Vision”, JOVD
- This paper was initially presented at the Skeffington Symposium in Washington DC and then adapted for the JOVD.
- Harris, Paul, “Visual Conditions of Symphony Musicians”, JAOA, Volume 59, Number 12, 12/88
- This paper describes the development of astigmatism based on the relationship between posture and vision. The most important concept in this paper is the relationship between visual conditions and what the person does in life.
- Harris, Paul, “Additional Topics to Original, Visual Conditions of Symphony Musicians”
- When the above article was written it included additional information that was edited out during the pre-publication period. This pre-reading contains this additional material in order to help make the concepts more complete.
- Harris, Paul, “The Prevalence of Visual Conditions in a Population of Juvenile Delinquents”, OEPF, Curriculum II, Volume 61, Number 4, January 1989
- This paper, while dated, is included here because the article includes fundamental discussions of the examination process including specific descriptions of the testing sequence, lighting conditions, targets, and instructional sets. The appendix of this paper was first written as a step-by-step “How-to” guide for the Optometric Center of Maryland. The paper introduces the concepts of the “Visual Virgin” and embeddedness, as well as other new topics covered in the Art and Science course.
- Williams, GJ, Kitchener G, Press LJ, Steele GT, Vision: A Collaboration of Eyes and Brain
- This paper was created jointly by the authors and was adopted by the American Optometric Association as a position paper. It is a well-documented and succinct in showing that their vision is much more than just sight and gives insight into the degree that the eyes and brain are in full partnership in helping the visual process emerge.