AAVC PART 1: Vision and Learning ONLINE MODULES

AAVC PART 1: Vision and Learning ONLINE MODULES

Available from: 3/06/2024 (AEST)

Where to publish: https://www.acbo.org.au/

Provider: ACBO

Contact: Sarah Edwards, [E] info@acbo.org.au, [P] 03 9614 3400

Activity Outline

Accreditation in Advanced Vision Care course

A new program of evidence-based education provides a structured process of learning for optometrists who are or become ACBO members looking to significantly expand their knowledge and experience of paediatric vision care.

The Vision and Learning module is the first unit of the four-part ACBO Accreditation in Advanced Vision Care course (AAVC). The program provides comprehensive education and practical experience in all aspects of paediatric vision care, and will appeal to optometrists wanting to better understand the complexities of vision care, optometrists already experienced in developmental optometry, and vision therapists. AAVC has been designed to be easily accessible, with each unit offering online seminars which can be watched at your convenience, culminating in a three day workshop.

The first module of Vision and Learning, developed by Carmin Hall, is comprised of 24 short online seminars which can be watched at your convenience, with each followed by Modified Clinical Questions for a total of 21 CPD hours, and culminating in a 3 day workshop also accruing CPD hours.

Learning Objectives

• At the completion of the CPD activity, participants should be able to: • Discuss the research on hyperopia and its effect on academic performance, reading and visual processing • Explain the documented changes in academic performance with a hyperopic prescription • Evaluate and implement the published prescribing guidelines for hyperopia
• At the completion of the CPD activity, participants should be able to: • Discuss the research on myopia and its relationship to academic performance • Recognise the correlation between myopia and near work • Identify the behaviours found in myopes and their involvement in its development • Evaluate and implement the published prescribing guidelines for myopia
• At the completion of the CPD activity, participants should be able to: .• Recognise how astigmatism changes as one ages • Discuss the research on astigmatism and its effect on learning and reading • Identify the effect of behaviour and posture on astigmatism • Evaluate and implement the published prescribing guidelines for astigmatism
• At the completion of the CPD activity, participants should be able to: • Outline the prevalence of anisometropia and its change with age • Discuss the research on anisometropia and its affect on learning and reading • Evaluate and implement the established prescribing guidelines for anisometropia
• At the completion of the CPD activity, participants should be able to: • Distinguish between the prevalence of colour deficiency in learning difficulties and the general population • Discuss the inter-relationships between learning difficulties and colour vision • Explore the research on colour vision in ADHD
• At the completion of the CPD activity, participants should be able to: • Identify the visual acuity requirements for adequate learning in a classroom • Discuss the research on the correlation between visual acuity and reading performance • Assess the research on the correlation between visual acuity and academic performance
• At the completion of the CPD activity, participants should be able to: • Review accommodation, its development and published norms • Recognise the factors that affect accommodation • Discuss the research on accommodation and its effect on learning and reading • Encapsulate the treatment options for accommodation
• At the completion of the CPD activity, participants should be able to: • Review vergence, its development, prevalence and published norms • Discuss the research on vergence and its effect on learning and reading • Identify the affect of vergence on behaviour • Consolidate the science on convergence insufficiency treatment
• At the completion of the CPD activity, participants should be able to: • Describe the functions of pursuits and saccades • Review oculo-motor development and age-appropriate norms • Discuss the science on oculo-motor skills and their relationship to reading and attention • Prescribe vision therapy for oculo-motor dysfunction, based on science
• At the completion of the CPD activity, participants should be able to: • Recognise the fact that amblyopia is tied to abnormal development of the binocular visual system early in life • Discuss the affect of amblyopia on motor skills, reading, visual processing and possibly career choice • Employ evidence based treating protocols for amblyopia
• At the completion of the CPD activity, participants should be able to: • Establish a basic understanding of visual processing • Explain simultaneous and sequential processing and its basis in learning • Discuss attention and how it relates to learning • Differentiate between impulsive and reflective behaviour
• At the completion of the CPD activity, participants should be able to: • Explain a pyramidal model of development • Describe the research on the prevalence of visual processing disorders in learning disabled children • Discuss the science on visual processing and its relationship to reading, spelling and mathematics • Review the findings on vision therapy to treat visual processing disorders
• At the completion of the CPD activity, participants should be able to: • Review the visual pathways • Recogise the functions of the different parts of the visual pathway • Identify the areas of the brain where visual processing occurs • Define the magnocellular and parvocellular pathways and their functions
• At the completion of the CPD activity, participants should be able to: • Characterize visual spatial skills and their functions • Apply how to investigate visual spatial skills • Relate the role of visual spatial skills in reversals
• At the completion of the CPD activity, participants should be able to: • Identify signs and symptoms of visual analysis difficulties • Classify the different components of visual analysis skills • Discuss the science on the relationship between visual memory and reading, and visual analysis skills and reading
• At the completion of the CPD activity, participants should be able to: • Recognise the importance of the integration of visual and motor skills • Describe the research on visual motor integration and its effect on writing • Discuss the research on visual motor integration and its relationship with academic performance
• At the completion of the CPD activity, participants should be able to: • Review the oculomotor coordination tests that have a significant processing component • Discuss the research on oculomotor coordination tests and their relationship with learning and reading • Identify what these tests actually measure
• At the completion of the CPD activity, participants should be able to: • Define visual span, visual processing speed and visualisation • Recognise the use of the tachistoscope in testing and training • Discuss the research on the relationship between visual processing speed and academic performance
• At the completion of the CPD activity, participants should be able to: • Recognise how vision and audition are related and integrated • Discuss the research on visual-auditory integration and its effect on learning and reading • Review the tests available to Optometrists to assess Auditory Analysis, Auditory Memory and Visual-Auditory Integration
• At the completion of the CPD activity, participants should be able to: • Recognise why we use standardised tests • Define the statistical terms that one might encounter in standardised testing • Interpret scores and relate their use in assessment and in guiding therapy
• At the completion of the CPD activity, participants should be able to: • Outline theories of child development • Interpret developmental norms and charts • Identify the functions of areas of the brain in relation to vision, motor and those required for learning
• At the completion of the CPD activity, participants should be able to: • Discuss primitive reflexes, their development and integration • Explain the transition from primitive to postural reflexes • Recognise the effect of retained primitive reflexes or under-developed postural reflexes on learning
• At the completion of the CPD activity, participants should be able to: • Identify the symptoms of ADHD and how it is diagnosed • Discuss the comorbidity of ADHD and visual dysfunction • Review ADHD and its relationship to eye structure, visual function and visual processing • List the medications that are prescribed for ADHD
• At the completion of the CPD activity, participants should be able to: • Define dyslexia, and review both the known facts and the current narrative • Explain some of the proposed models of dyslexia • Recognise the visual related aspects of dyslexia • Explore some of the treatments used for dyslexia

Max CPD hours awarded: 21

Session Information