Visual Processing Disorders

The National Center for Learning Disabilities
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the National Center for Learning Disabilities Information and Referral System

Direct Link to Our Home Programs for Visual Processing

  Introduction

Visual and auditory processing are the processes of recognizing and interpreting information taken in through the senses of sight and sound. The terms, "visual processing" and "visual perception", are often used interchangeably. Although there are many types of perception, the two most common areas of difficulty involved with a learning disability are visual perception. Since so much information in the classroom and at home is presented visually and/or verbally, the child with an auditory or visual perceptual disorder can be at a disadvantage in certain situations. The following information describes visual disorders, their educational implications, some basic interventions, and what to do if there is a suspected problem.

Visual Processing Disorder

What is it?

A visual processing, or perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes. This is different from problems involving sight or sharpness of vision. Difficulties with visual processing affect how visual information is interpreted, or processed by the brain.

Common areas of difficulty and some educational implications:

Spatial relation

This refers to the position of objects in space. It also refers to the ability to accurately perceive objects in space with reference to other objects.

Reading and math are two subjects where accurate perception and understanding of spatial relationships are very important. Both of these subjects rely heavily on the use of symbols (letters, numbers, punctuation, math signs). Examples of how difficulty may interfere with learning are in being able to perceive words and numbers as separate units, directionality problems in reading and math, confusion of similarly shaped letters, such as b/d/p/q. The importance of being able to perceive objects in relation to other objects is often seen in math problems. To be successful, the person must be able to associate that certain digits go together to make a single number (i.e., 14), that others are single digit numbers, that the operational signs (+, x,=) are distinct from the numbers, but demonstrate a relationship between them. The only cues to such math problems are the spacing and order between the symbols. These activities presuppose an ability and understanding of spatial relationships.

Visual discrimination

This is the ability to differentiate objects based on their individual characteristics. Visual discrimination is vital in the recognition of common objects and symbols. Attributes which children use to identify different objects include: color, form, shape, pattern, size, and position. Visual discrimination also refers to the ability to recognize an object as distinct from its surrounding environment.

In terms of reading and mathematics, visual discrimination difficulties can interfere with the ability to accurately identify symbols, gain information from pictures, charts, or graphs, or be able to use visually presented material in a productive way. One example is being able to distinguish between an /nl and an Imp, where the only distinguishing feature is the number of humps in the letter. The ability to recognize distinct shapes from their background, such as objects in a picture, or letters on a chalkboard is largely a function of visual discrimination.

Visual closure

Visual closure is often considered to be a function of visual discrimination. This is the ability to identify or recognize a symbol or object when the entire object is not visible.

Difficulties in visual closure can be seen in such school activities as when the young child is asked to identify, or complete a drawing of, a human face. This difficulty can be so extreme that even a single missing facial feature (a nose, eye, mouth) could render the face unrecognizable by the child.

Object recognition (Visual Agnosia)

Many children are unable to visually recognize objects, which are familiar to them, or even objects, which they can recognize through their other senses, such as, touch or smell. One school of thought about this difficulty is that it is based upon an inability to integrate or synthesize visual stimuli into a recognizable whole. Another school of thought attributes this difficulty to a visual memory problem, whereby the person cannot retrieve the mental representation of the object being viewed or make the connection between the mental representation and the object itself.

Educationally, this can interfere with the child's ability to consistently recognize letters, numbers, symbols, words, or pictures. This can obviously frustrate the learning process, as what is learned on one day may not be there, or not be available to the child, the next. In cases of partial agnosia, what is learned on day one, "forgotten" on day two, may be remembered again without difficulty, on day three.

Whole/part relationships

Some children have a difficulty perceiving or integrating the relationship between an object and symbol in its entirety and the component parts, which make it up. Some children may only perceive the pieces, while others are only able to see the whole. The common analogy is not being able to see the forest for the trees and conversely, being able to recognize a forest but not the individual trees, which make it up.

In school, children are required to continuously transition from the whole to the parts and back again. A "whole perceiver", for example, might be very adept at recognizing complicated words, but would have difficulty naming the letters within it. On the other hand, "part perceivers" might be able to name the letters, or some of the letters within a word, but have great difficulty integrating them to make up a whole, intact word. In creating artwork or looking at pictures, the "part perceivers" often pay great attention to details, but lack the ability to see the relationship between the details. "Whole perceivers", on the other hand, might only be able to describe a piece of artwork in very general terms, or lack the ability to assimilate the pieces to make any sense of it at all. As with all abilities and disabilities, there is a wide range in the functioning of different children.

Interaction with other areas of development

A common area of difficulty is visual motor integration. This is the ability to use visual cues (sight) to guide the child's movements. This refers to both gross motor and fine motor tasks. Often children with difficulty in this area have a tough time orienting themselves in space, especially in relation to other people and objects. These are the children who are often called "clumsy" because they bump into things, place things on the edges of tables or counters where they fall off, "miss" their seats when they sit down, etc. This can interfere with virtually all areas of the child's life: social, academic, athletic, pragmatic. Difficulty with fine motor integration affects a child's writing, organization on paper, and ability to transition between a worksheet or keyboard and other necessary information, which is in a book, on a number line, graph, chart, or computer screen.

Interventions

First, a few words about interventions in general. Interventions need to be aimed at the specific needs of the child. No two children share the same set of strengths or areas of weaknesses. An effective intervention is one that utilizes a child's strengths in order to build on the specific areas in need of development. As such, interventions need to be viewed as a dynamic and ever-changing process.

The following examples provide some ideas regarding a specific disability. It is only a beginning, which is meant to encourage further thinking and development of specific interventions and intervention strategies.

The following represent a number of common interventions and accommodations used with children in their regular classroom:

For readings

Enlarged print for books, papers, worksheets or other materials which the child is expected to use can often make tasks much more manageable. Some books and other materials are commercially available; other materials will need to be enlarged using a photocopier or computer, when possible.

There are a number of ways to help a child keep focused and not become overwhelmed when using painted information. For many children, a "window" made from cutting a rectangle in an index card helps keep the relevant numbers, words, sentences, etc. in clear focus while blocking out much of the peripheral material which can become distracting. As the child's tracking improves, the prompt can be reduced. For example, after a period of time, one might replace the "window" with a ruler or other straightedge, thus increasing the task demands while still providing additional structure. This can then be reduced to, perhaps, having the child point to the word s/he is reading with only a finger.

For writing

Adding more structure to the paper a child is using can often help him/her use the paper more effectively. This can be done in a number of ways. For example, lines can be made darker and more distinct. Paper with raised lines to provide kinesthetic feedback is available. Worksheets can be simplified in their structure and the amount of material, which is contained per worksheet, can be controlled. Using paper, which is divided, into large and distinct sections can often help with math problems.

Teaching Style

Being aware and monitoring progress of the child's skills and abilities will help dictate what accommodations in classroom structure and/or materials are appropriate and feasible. In addition, the teacher can help by ensuring the child is never relying solely on an area of weakness, unless that is the specific purpose of the activity. For example, if the teacher is referring to writing on a chalkboard or chart paper, s/he can read aloud what is being read or written, providing an additional means for obtaining the information.

If you are concerned that your child may have some of the above disorders-and need to seek a professional diagnosis- I strongly advise you to ask professionals if they are trained to diagnose processing difficulties. Not all audiologists or developmental optometrists are trained to test for this.

In addition, there are visual distortions (like oscillopsia-which gives the sense that letters are jumping when reading) that can be caused by vestibular conditions. Clear vision is dependant upon a normally functioning vestibular system. One of the functions of the vestibular is to control eye positions and 20% of our visual neurons respond to vestibular stimulation. Therefore, you may be sent to a vestibular specialist for what seems to be a vision problem. Do not be afraid to ask your doctors questions if you do not understand what they are looking for.

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For info on Dyslexia use this link Dyslexia Research & TLP

Our Scan and Read products are recommended for assistive reading. 

The wonderful part of this software is that anyone struggling with reading will benefit from the multi-sensory input. The enlarged letters and additional audio while reading is likely to increase attention and reading comprehension. 

The visually impaired will find that this software can open avenues to independent learning that they wouldn't have without it. It is the best priced product of it's kind and ever so simple to use. 

For the blind or mostly blind we recommend the complete reading system.

Our visual processing programs are designed by leading psychiatrists and clinical psychologists.

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Friendly, Engaging Road Game

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       Trains —

            Sustained Attention           Visual Tracking

           Divided Attention               Rule Following

 Focused Attention             Planning  

Smart Driver is a stimulating, entertaining, non-violent driving game designed to build cognitive skills and self-esteem in individuals, ages 5 through adult, who have difficulty processing information due to brain injuries, ADHD, visual processing disorders or learning disabilities. To win the game, you must drive your car successfully through progressively more difficult roads and driving situations. You must keep your car on the road, watch the speed limit, stop for red lights and trains, be helpful by picking up passengers, and avoid potholes and other obstacles. Other cars can act wild and reckless, bumping into you for no good reason, so you must learn to drive defensively. You win prize money by following the rules of the road and being a careful, defensive driver.

Smart Driver consists of thirty progressive levels of difficulty, which are divided into Beginner, Intermediate and Advanced stages. To pass from one level to the next, you must drive well enough to avoid getting too many damage or penalty points. You may opt to begin at the Beginner 1 Level, or if you prefer, you may elect to start at any level you wish. Although the program is game-like, it provides detailed record keeping for use by a parent, teacher, or therapist. The computer remembers each user’s scores and completed levels from one session to the next. Scores can be printed. To be effective, training needs to be implemented for a minimum of two hours per week, which can be done in four half-hour segments.

It is designed to be fun while improving

Visual tracking skills                     Hand-eye coordination

Visual Attention                              Respect for rules

Planning                                           Attention to detail

Concentration                                 Memory 

Patience                               Self Esteem

While lively and entertaining, the exercises contain no violence and are not frenetic or overwhelmingly stimulating. Goals are clearly defined, and the player can learn to succeed and to be proud of newly acquired skills and capabilities.

  Purchasing Info

Captains Log

Captain's Log® is the most widely used, comprehensive set of computerized cognitive training programs ever published. It has been in continuous use since 1985, and has a proven record of accomplishment in a variety of therapeutic, school and home settings in all 50 states, US territories and 23 foreign countries.

The 33 programs comprising the original Captain's Log® are described below. They are organized into five modules - Attention Skills: Developmental, Visual Motor Skills, Conceptual Skills, Numeric Concepts with Memory Skills, and Attention Skills: The Next Generation. The modules may be purchased individually or as a complete set.

Designed for adults and children with ADHD, brain injuries, psychiatric disorders, or learning disabilities gain the basic cognitive skills necessary for successful living and learning. The software consists of 33 multi-level cognitive exercises designed to help develop and remediate attention, concentration, memory, eye-hand coordination, basic numeric concepts, problem solving-reasoning skills, self-esteem, and self-control. Research and clinical experience have demonstrated repeatedly that these skills may be enhanced by exercise and practice. The exercises, which are enjoyable but not childish range from very low level to quite difficult and are appropriate for ages 6 through adult.

Comprehensive - Hundreds of levels make it useful with a wide range of ages, abilities and needs.

Motivational - May be used to challenge, to motivate, and to boost self-esteem.

Enjoyable - Game-like and friendly, but not childish or frenetic.

Fills an educational gap - Designed to help develop or strengthen the basic building blocks necessary for further learning.

Captain’s Log Cognitive Training System
Module 1: Attention Skills Developmental
Eight game-like programs contain over 340 different "brain-training" exercises to develop attention, self-control, processing speed and working memory. The exercises range from very simple to quite complex. For children, youth and adults with brain injuries, attention deficit disorder, learning disabilities, developmental disabilities and some psychiatric disorders.

Module 2: Visual Motor Skills
Beautiful graphics and exciting entertaining tasks keep you motivated while you learn. Seven programs train eye/hand coordination, visual scanning, visual tracking, alternating and divided attention, fine motor control, self control and processing speed. For children, youth and adults with brain injuries, attention deficit disorder, learning disabilities, developmental disabilities and some psychiatric disorders.

Module 5: Attention Skills: The Next Generation DOS is a continuation of Attention Skills: Developmental, and is designed to meet the needs of individuals able to work at higher levels.   

1. Image Scanning/Inhibition is designed to train visual scanning ability, attention, concentration, and inhibition. The screen displays a large grid containing designs of various shapes and colors that change every few seconds. The object is to click the mouse when the picture shows a given number of a certain design and to inhibit response at all other times.  

leasing  Info

Brain Builder

See significant, lasting changes in auditory and visual sequential processing skills and short-term memory. Psychologists and educators call it "sequential processing." It is essential to every mental process, including every level of verbal communication. Better sequential processing enables us to take in more of what there is to see and hear. It determines how quickly and clearly, we can grasp concepts with 3 or 5 or 7 components. In addition, it determines how effectively we can express ourselves to others. If sequential processing capacity is limited, it is a little like not having enough RAM in your computer. Some things work just fine. Others work, but s-l-o-w-l-y, and certain things seem impossible, resulting in frustration.

A tool for strengthening core mental capacities

Fast, simple, easy-to-use software helps you get powerful results in as little as 10 minutes per day. With Brain Builder, you play up to 7 different 2-3 minute activities every day. Brain Builder automatically sets and adjusts the level of difficulty to help you succeed and challenge you to improve, providing feedback every step of the way.

What kind of intelligence will the 21st Century require? The rate at which we need to process information in today's high-speed, information-packed, constantly changing competitive environment can be overwhelming. Making matters worse, many children and adults must work unusually hard to do normal tasks, due to processing inefficiencies

The principle behind Brain Builder is exercise. The more you exercise your brain's fundamental processing capacities, the stronger, more efficient and more organized they become. As the pathways of your neural network proliferate and deepen, so too will your ability to absorb and process information quickly and easily. 

The result is clearer, quicker thinking, less confusion and better communication. You will have less need to reread information or hear it repeated, and faster, more accurate responses to real-life or academic problems. Naturally, this means less stress, higher self-esteem, and greater satisfaction and all-around success in life. 

Brain Builder's seven Neurodevelopmental exercises are tuned to the precise frequency, intensity, and duration that best stimulates higher brain function, opens the mind, and trains it to learn more effectively. 

There are three (3) visual activities, three (3) auditory activities, and one (1) intensity activity. The six core activities all involve seeing or hearing, and then recalling, a series of numbers. This skill is often measured by standardized tests, where it is called "digit span”. 

In Brain Builder, digit span is not just tested, but exercised. There are six separate activities that, over time, have been shown to build sequential processing capacities in people at all levels. With regular use of Brain Builder, you can gradually increase the number or "span" of digits, or numbers, that you can store and retrieve. This increases your short-term memory capacity. 

By doing these exercises, you increase the number of pieces of information that you can take in sequentially, hold, process, and recall. Better memory is just the first level of benefit you will notice. Building digit span means increasing the number of abstractions you can keep in mind when understanding and processing language, and the ability to think sequentially in any life situation. If you can grasp the relationship of more factors that are interacting in a given situation you may be able to solve problems successfully that would otherwise be too complex to comprehend. 

APPLICATIONS

• For children and adults at home, school and the office.
• Increase short-term memory capacity
• Improve auditory and visual sequential processing 
• Raise cognitive processing speed 
• Develop visualization and conceptualization skills 
• Improve attention and concentration 
• Enhance listening, reading and self-expression 
• Increase mental efficiency and organization
• Increase confidence through reduced confusion   
• Enhance communication and social interactions
• Support growth in emotional intelligence

Special Note: Brain Builder is for adults and children as young as four (4) with guidance  

purchasing info 

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