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Developing visual motor skills while building visual complexity
Developing visual motor behaviors
Eliminating visual field dependency
Developing visual novelty and building complexity
The sample goals and reports presented here are just that, samples. APH wishes to thank any and all agencies that submit items to the web site and those that help us develop original content. We stress that every child is a unique learner and no information should be taken from this web site and used as a boiler plate for designing Individual Education Plans (IEP) or Individual Family Service Plan (IFSP).
If you have sample objectives, goals, or reports that you would like to submit for review for possible inclusion on this web site, send them to cvi@aph.org
Child will look at and reach for a single color object presented in an array of three objects on a high contrast background.
All plates were shown to the child. Consistently she looked at and reached (without maintaining visual attention) for the yellow/red combination, ignoring the blue plate even when it was closer. This may show a color preference, but it may be showing a visual field dependency/preference. The next set of photos demonstrates a distinct visual field dependency/preference when presented with plates the same color. This child consistently looked at and reached for objects on her right side.
Child will reach and grasp small reflective or lighted objects while maintaining visual attention.
Positioning with good head support played an important role in getting the child to attend to the objects. Initially, she looked at the object, then looked away when reaching. After practice, she could look and touch simultaneously, but not always consistently.
After demonstrating and assisting her to place the pegs into the grid, she began reaching for the objects, grasping them, looking at them, and placing them into the grid. This was an enormous effort for her but she showed tremendous self-initiative with this activity. This particular activity also helped build visual complexity with items closer together and develop fine motor skills.
Child will begin to view reflective objects using mid-line over preferred right field.
The child first touched the Mylar®. (Sometimes children do not see an object until they touch it.) The child attended to the object when it was very near using her preferred right side.
The object was introduced on the preferred side to gain initial attention before trying for mid-line. Still using her preferred field of vision, she tried to orient to the object. It was too far away.
When moved closer, the object elicited a response. Continued work will be needed to achieve mid-line viewing.
Child will look at and recognize unfamiliar objects when introduced beside familiar and similar objects.
This child responded favorably to the familiar yellow ball, but did she see the new red and green ball? Upon removal of the familiar yellow ball, she became quiet, and concentrated hard to see what object was in the bowl.
Serious concentration continued as a second unfamiliar ball was added to the bowl. She hesitantly touched one of the balls. For reinforcement, the familiar yellow ball was added and received with smiles. She reached again for a new ball.