OEP VT for Visual Dysfunctions 2020

OEP VT for Visual Dysfunctions 2020

Date: 26/02/2020

Venue: Burleigh Heads Lifesaving Club Gold Coast Hwy & Goodwin Terrace, Burleigh Heads, QLD, 4220

Provider: ACBO

Contact: Maria Gorbunova, [E] admin@acbo.org.au, [P] 03 9614 3400

Learning Objectives

• 1.1 Participants will be able to: 1. Participate in a course “case history”, where individual learning objectives are discussed. 2. Review the course within the context of the full OEP clinical curriculum 3. Define vision from a behavioural perspective, for the purpose of a common reference for the following 5 days 4. Introduce the Skeffington 4 circles and their relevance to behavioural vision care
• 1.2 Participants will be able to: 1.Understand explanations and examples of the sub-processes of Antigravity, Centering, Identification & Speech Auditory (4 circles), including: a.Vestibular links to the visual process b.Proprioception links to the visual process 2.Discuss the relevant physiology & neurology of the visual system and visual pathways and the links to the 4 circles, including complexity & implications for treatment
• 1.2 continued 3.Explore Vision, as the emergent. Discuss how semantics can limit our ability to convey meaning & the whole (process of vision) is greater than the sum of it’s parts. 4. Understand how we can alter behaviour
• 1.3 1. Understand how the human organism acquires vision 2. Review Piaget’s model of development, including: Presentation of analogies used to help the participants truly understand what development is High Level vs Low Level Learning Discuss the relevance of levels of learning to the VT experience. This is the foundation for understanding how to change the loading of all activities to meet the needs of patients in therapy Discussion of the flight-fight response, and it’s relevance to VT
• 1.3 continued 3. Define vision therapy, including: a.Purpose b.Outcomes
• 1.4 Participants will be able to: 1.Define outcomes from vision therapy, specifically: a. Unmet Visual Needs b. Optometric Data Problems versus Vision Problems 2.Develop an understanding of the 10 Kraskin Principles for Successful Vision Therapy (VT), utilising specific examples and cases from clinical experience and considerations for: a.Helping patients access VT b. Keeping patients in VT (or not) c. Helping patients realise their own potential
• 2.1 Participants will be able to: 1.Review the work of Harmon & Forrest, and its relevance to vision therapy, specifically: a.The body as 3 triangles b.Role of movement in VT 2. Understand that freedom of movement in visual system requires freedom of movement in whole body a.Relate this discussion back to the 4 circles, specifically vestibular and proprioception links with vision b.Demonstrate the relationship between the binocular visual process and the whole body
• 2.1 continued 3.An overview of Primitive Reflexes, and their relevance to human development and ongoing performance, specifically vision
• 2.2. Participants will be able to: 1.Review historical methods for approaching diagnosis and treatment of functional vision problems, including conditions, such as convergence insufficiency 2. Discuss limitations of the problem-oriented approach, including the need to manage programming of cases 3. Understand how the Kraskin approach & principles for success are fundamental to development of OEP CC grid
• 2.3 Participants will be able to: 1.Understand how the grids were created through clinical practice, based on successful VT outcomes 2. Explore how all activities work with vision, In contrast to a skills approach that potentially limits outcomes 3. Address assumptions that not every patient (especially those with same diagnosis) will undertake a procedure the same way
• 2.3. continued 4. Define the role of successful vision therapy, including: a. Allow a person the opportunity to explore their own visual process & it’s current limitations b.Allow a person to develop their vision with the intention of being able to operate free of limitations c. Automaticity & implications for therapy d.Experience greater degrees of freedom in using visual process
• 2.4 1. Understand Cortical Plasticity and ideal environments for learning: a.Maximising outcomes using understanding of how brain learns/engages b. Arousal, relevance & meaning Novelty, emotional significance c. Distress vs stress d. Relationship between arousal and attention e. Attentional chunking – how long each activity? f. Complexity facilitates encoding 2. Discuss vision therapy administration 3. Discuss practice management strategies, including training of vision therapists
• 3.1 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.Eye Control 2.Hart Chart Near Far Focus 3.Lightboard Near Far
• 3.2 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.C-P Saccades 2. Look Hard Look Soft 3.Flashlight Pointing 4. Lightboard CP 5. Coin Circles
• 3.3 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.Balance Board 1. Walking Rail 2.Vision is anticipatory, specifically role of temporal components in VT 3. Posture is readiness for action
• 3.4 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.Squinchel 2. Wallach Rings 3. Rotator Activities
• 4.1 Participants will be able to: 1.Review theory and ray diagrams to aid understand of SILO and effective use of lenses and prisms as therapeutic tools 2. Discuss spatial responses to lenses and prisms 3. Conduct VT exercises and activities utilising lenses, such as Minus Lens Feeling, MAR, BAR, BOP/BIM
• 4.2 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.Physiological Diplopia 2. Binocular String 3. Bug on a String
• 4.3 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.See 3 Coins 2.Overlapping Pictures 3.Vectograms Projected
• 4.4 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.Vectograms BOP/BIM 2. Thumb Overlap 3. Moveable Forest 4.Keystone Fusion Games
• 5.1 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.Motor Equivalents 2.Tach 3.Vision Builder
• 5.2 Participants will be able to conduct the following VT exercises and activities, in context of previous theory: 1.Cross Cyl Rock 2. Cheiroscope activities, including: a.AN Visicare b.Van Orden Star c.Cheiroscopic trace
• 5.3 Participants will be able to: 1. Review progress evaluations, including expected outcomes and goals at each 8-week point in the treatment program as well as the 1, 3 and 6-month post VT checkup 2. Conduct the following VT exercises and activities, in context of previous theory: a.Harry’s Blocks b. Aperture Rule c.Supplementary procedures
• 1.4 continued 3. Understand Principles of Effort and relevance to progress in VT 4. Discuss the Law of Diminishing Returns, facilitating an understanding of: a. when is a patient ready to move on to the next activity b. when a patient is ready to be finished with their vision therapy program.

Max points awarded: 72.00

Session Information