Visual Perceptual Training Research Articles

Visual perception training on social skills and activity performance in low-vision children

The aim of this study was to evaluate the effect of two different visual perception training programmes on the social skills and activity performance of low-vision children. Forty children (aged 7–14 years) were randomly assigned into two groups with regard to the visual perception training performed: Group 1: aided paper and pen, and Group 2: with computer. The participants were evaluated before and after treatment using the Motor-Free Visual Perception Tests, Social Skills Assessment Tool for Children with Visual Impairments, and Canadian Occupational Performance Measurement. The training programmes were performed in the school for three months (two days/week and 45 minutes/day). In both groups, results of the social skills questionnaire showed significant differences before and after treatment (p < 0.01). Likewise, the results of the activity performance test indicated significant differences between the performance and total activity scores (p < 0.01). Both treatment programmes failed to show a significant relationship in respect of the increase in visual perception (p > 0.05). Based on these results, neither of the programmes tested appears to be superior to the other in low-vision children.

Training of attention functions in children with attention deficit hyperactivity disorder

Pharmacological treatment of children with ADHD has been shown to be successful; however, medication may not normalize attention functions. The present study was based on a neuropsychological model of attention and assessed the effect of an attention training program on attentional functioning of children with ADHD. Thirty-two children with ADHD and 16 healthy children participated in the study. Children with ADHD were randomly assigned to one of the two conditions, i.e., an attention training program which trained aspects of vigilance, selective attention and divided attention, or a visual perception training which trained perceptual skills, such as perception of figure and ground, form constancy and position in space. The training programs were applied in individual sessions, twice a week, for a period of four consecutive weeks. Healthy children did not receive any training. Alertness, vigilance, selective attention, divided attention, and flexibility were examined prior to and following the interventions. Children with ADHD were assessed and trained while on ADHD medications. Data analysis revealed that the attention training used in the present study led to significant improvements of various aspects of attention, including vigilance, divided attention, and flexibility, while the visual perception training had no specific effects. The findings indicate that attention training programs have the potential to facilitate attentional functioning in children with ADHD treated with ADHD drugs.

The effect of a computerized visual perception and visual-motor integration training program on improving Chinese handwriting of children with handwriting difficulties

This study aimed to investigate the effect of a computerized visual perception and visual-motor integration training program to enhance Chinese handwriting performance among children with learning difficulties, particularly those with handwriting problems. Participants were 26 primary-one children who were assessed by educational psychologists and occupational therapists to have handwriting difficulties. They were matched according to their age and then randomly assigned into either the control group or the experimental group. Subjects in the experimental group (n=13) would receive eight sessions of computerized visual perception and visual-motor integration training together with a home training program while those in the control group (n=13) would only receive conventional handwriting training by teachers, which focused mainly on remedial handwriting exercises. Results from repeated measure ANOVA revealed that children in the experimental group showed improvements in their visual perception skills as well as in their handwriting time. Both the “On Paper” time and “In Air” time of this group were improved when compared to the control group. However, no significant differences were found in visual-motor integration skill and handwriting legibility between the two groups after the intervention. This computerized training program focusing on visual perception and visual-motor integration training appeared to be effective in enhancing the handwriting time among children with handwriting difficulties. However, the training program did not seem to improve the legibility of children.

Relationship between visual perception training and reading speed on visually impaired children

Relationship between visual perception training and reading speed on visually impaired children

Defining the content of individual physiotherapy and occupational therapy sessions for stroke patients in an inpatient rehabilitation setting. Development, validation and inter-rater reliability of a scoring list

Objective : To develop a valid and reliable scoring list to define the content of individual physiotherapy and occupational therapy sessions for stroke patients in inpatient rehabilitation. Design : A list was developed based on previous lists, neurological textbooks and recorded therapy sessions. Content validity was verified and inter-rater reliability evaluated on videos of treatment sessions. In each of four rehabilitation centres, a researcher recorded and scored five physiotherapy and five occupational therapy sessions. These 40 treatment sessions were also scored by the first author. The scores of the researchers and first author were statistically compared. Settings and subjects : Forty stroke patients in four European rehabilitation centres. Results : The scoring list consists of 49 subcategories, divided into 12 categories: mobilization; selective movements; lying (balance); sitting (balance); standing (balance); sensory and visual perceptual training and cognition; transfers; ambulatory activities; personal activities of daily living; domestic activities of daily living; leisure- and work-related activities; and miscellaneous. Comparing the frequency of occurrence of the categories resulted in intraclass correlation coefficients, indicating high reliability for eight categories, good for one, and fair for two. One category was not observed. Spearman rank correlation coefficients were high to very high for 24 subcategories and moderate for four. Twenty-one subcategories contained too few observations to enable calculation of Spearman rank correlation coefficients. Average point-to-point percentage of agreement in time of the treatment sessions equalled 76.6 ± 16.2%. Conclusions : The list is a valid and reliable tool for describing the content of physiotherapy and occupational therapy for stroke patients.

Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment

Experiments using the gating paradigm investigated the effects of auditory–visual (AV) and auditory-only perceptual training on second-language spoken-word identification by Japanese and Korean learners of English. Stimuli were familiar bisyllabic words beginning with /p/, /f/, //, /l/, and /s, t, k/ combined with high, low, and rounded vowels. Results support the priming role of visual cues in AV speech processing. Identification was earlier with visual cues and following training, especially for words beginning with // and /l/, which also showed significant effects of adjacent vowel. For the Japanese, the AV advantage in identifying //- and /l/-initial words was accentuated following training. Findings are discussed within a multimodal episodic model of learning.

Computer-assisted visual-perceptual training

Computer-assisted visual-perceptual training

The Effects of a Visual Perception Training Program on Reading Achievement

This investigation attempted to determine the effects of visual perception training on beginning first grade reading achievement with children diagnosed as being deficient in visual perceptual skills and potential future reading problems. Further, the study sought to determine if such training would have a greater effect on the reading achievement of females than males, as well as of children at several levels of measured intelligence. Three groups were selected for the study. The experimental group received visual perception training while the control groups received traditional first grade instruction. The groups were compared through analysis of covariance on the Metropolitan Achievement Tests. The results showed no significant differences and suggest that visual perception training for all children must be seriously questioned.

A Visual-Perceptual Training Program

A Visual-Perceptual Training Program

The Research Centre for the Education of the Visually Handicapped, University of Birmingham, England

An account is given of the genesis of the Research Centre and the broad aims laid down for it. Brief descriptions are provided of some of the major projects undertaken during the first five years, including: a longitudinal investigation of cognitive development and school achievement; a curriculum development project on visual perception training; investigations into the needs and behavior of visually handicapped children and adults suffering from additional handicaps; a study of the aims and methods of teaching English; and the development of a self-instructional system for learning braille. The paper concludes with accounts of the way in which classroom teachers are actively involved in the planning of the Centre's projects and of the development of communication channels between the schools and the Centre.

Effectiveness of visual perceptual training on reading skills of non-readers, an experimental study.

48 second and third grade non-readers who were estimated to have visual perceptual deficiences were randomly placed in experimental and control groups. The experimental group received perceptual training plus remedial instruction. The control group received only remedial instruction. After 7 mo., the low perceivers given visual training improved significantly in visual perception, but improvements were not reflected in improved reading achievement. Controls gained 8 mo. in reading achievement versus 6 mo. for experimentals, indicating that visual perceptual training did not influence the achievement of reading skills for this group.

Effects of visual perceptual training on visual perceptual skills and reading achievement.

Effects of visual perceptual training on visual perceptual skills and reading achievement.

Effect of visual perceptual training on reading achievement.

This study was designed to determine the effect of visual perceptual training on perceptual, readiness, and word recognition skills of low readiness first grade children. The experimental group worked on Frostig worksheets. Under equally close attention of the teacher, control pupils listened to stories through a headset. Gains in perception, readiness, and word recognition outcome variables analyzed for experimental and control groups within 16 classrooms and between 4 pretreatment perceptual levels showed no significant differences in favor of the experimental group.

Training Visual Perceptual Processes

In this article, recent research and writing has been organized for the purpose of (1) operationally defining “visual perception,” (2) investigating the relationship between visual perception and reading comprehension, and (3) determining the effects of visual perceptual training on reading and visual perception. Visual perception was defined as those brain operations which involve interpreting the physical elements of the stimulus rather than the symbolic aspects of the stimulus and are usually referred to as visual discriminations and/or spatial relationships. It was concluded that little correlation existed between measures of visual perception and tests of reading comprehension and that training visual perceptual skills, using currently available programs, has no positive effect on reading and possibly none on visual perception.

Learning disabilities--the new problem.

Ophthalmologists are often the first referral source for the school child with a reading problem. The referring teacher or school nurse correctly assumes that an examination for eye disease should be one of the first things considered when a child is having trouble with the near tasks of vision; eg, reading. Occasionally, an ocular problem is discovered: hyperopia, iritis, congenital cataract, or hereditary macular disease. But most often, the results of complete visual analysis are normal. The next referral sources can include the child's pediatrician. Because learning disability is a heterogeneous group and various degrees of brain dysfunction may be demonstrated, both a neurological examination and an encephalogram may be necessary. 1 A psychological-educational evaluation may be done, and conferences with the school personnel usually determine the choice of treatment for the child. In some areas, a new problem has confronted the educator of school children, that of visual-perception training

Visual Perception, Integrative Functions and Academic Learning

Because intelligent behavior depends on the development of all psychological functions and upon their integration, remedial training, although it may focus upon one area, must take into account all areas. Specific examples are given as to how visual perceptual exercises may also be used to enhance the child's development in language, sensory-motor functions, higher thought processes, integrative abilities, and social and emotional growth. Principles of teaching, such as over-learning, directing attention, individualization, and personalization apply to ability training as well as to teaching of academics. Facilitation of transfer of initial visual perceptual training to academic skills is discussed and illustrated,

A Longitudinal Study of Visual Perceptual Training and Reading Achievement

The impact of the Frostig Program for the Development of Visual Perception on students participating in the study was examined. The study involved ten teachers and twenty kindergarten classes from six rural school districts. Pre- posttests with the Frostig and Metropolitan Readiness Tests were administered to control and exper imental groups. The experimental group received the Frostig program for 15 minutes each day for 4^_ months. All groups were tested on the Stanford Achievement Test the following year. Results indicated that the Frostig program benefited the students' reading ability since achievement test scores of those using the program exceeded scores of those not participating in it. A REVIEW of the literature indicates that for the past decade there has been great concern re garding the relationship of specific visual per ception capabilities to reading achievement. Evi dence has been presented with respect to the effectiveness of the Frostig Developmental Test of Visual Perception (DTVP) (3) in predicting reading readiness in kindergarten (1) as well as to significant relationships between this instrument and reading achievement test scores in later grades (6, 7). However, while some have discov ered that children using the Frostig Visual Per ception Training Program (VPTP) did better on the DTVP than controls (4), it has also been found that the training did not produce actual gains in reading (2, 5, 8). In view of the impor tance of this subject especially for the early childhood years, further research with the VPTP would appear to be warranted.

Effectiveness of the Frostig program for visual perceptual training with Head Start children.

Children attending a Summer Head Start Center were randomly assigned to one of two groups, a group of 24 who was given the Frostig Program of Visual Perceptual Training and a control group of 18 who received no special training but spent an identical amount of time in semi-structured play activities with the two trainers who administered the Frostig program. Before and after the interval, all Ss were tested with the Frostig Developmental Test of Visual Perception. Initial scores for both groups were below the age norms for the test. Posttest scores for the group who received Frostig training showed statistically reliable improvement.

Frostig visual perceptual training with low-ability-level retarded.

50 severely retarded Ss were programed for daily visual perceptual training using Frostig-Horne materials. The E group evidenced significant test-retest gains as compared to age- and IQ-matched controls who received a standard classroom program.

Achievement Report of First-Grade Students After Visual-Perceptual Training in Kindergarten

Report of a follow-up study of achievement in first grade after training with the Frostig Program for Development of Visual Perception in kindergarten.