Thesis (Ph.D.)--McMaster University, 2007. / Supervisor: D. Maurer. Includes bibliographical references (p. 177-193).

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 99-103). Print copy also available.

Thesis (Ed. D.)--Illinois State University, 1971. / Title from title page screen, viewed Sept. 21, 2004. Dissertation Committee: Max R. Rennels (chair), Frederick V. Mills, Hugh Stumbo, Tom Malone. Includes bibliographical references (leaves 80-83) and abstract. Also available in print.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007. / Title from first page of PDF file (viewed May 30, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 116-127).

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 102-119). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99159

Behavioral organization in infants can be characterized by the integration and coordination of component behaviors over time, mediated in part by emerging nervous system activity. This study evaluated the organization of behavioral states and the percentages of time spent in particular behavioral states by preterm infants. In addition, the effects of visual stimulation on the organization of behavioral state and on the development of the visual skills in preterm infants was assessed. Twenty preterm infants were observed at the time of admission and discharge from the intermediate unit of a neonatal intensive care unit. Behavioral state was recorded and visual responsiveness assessed on both occasions. For one group of infants, a striped visual stimulus was placed in their incubators following the initial observation, and removed at the time of the second observation. A second group of control infants received no exposure to the visual stimulus. Results revealed that infants who were exposed to a visual stimulus significantly decreased the number of state changes they experienced and had significantly higher visual responsiveness scores than infants who were not provided a visual stimulus. The amount of increase in the percentage of time spent in Quiet Sleep and increase in the state stability score, a measure of consistency among behavioral states, was nominally higher for infants who were exposed to the visual stimulus than for infants who were not allowed exposure to the visual stimulus. These findings indicate that visual stimulation can influence the development of visual responsiveness in preterm infants. Furthermore, exposure to a visual stimulus appears capable of extending the amounts of time that preterm infants spent in particular behavioral states, thus reducing the number of state changes they experience. The significance of these findings is discussed in terms of preterm intervention procedures. In addition, the possible importance of self-regulation of sensory input for preterm infants and the clinical implications of low and high state stability scores are discussed. / Ph. D.

Thesis (MOccTher (Interdisciplinary Health Sciences. Occupational Therapy))--University of Stellenbosch, 2005. / According to the Occupational Therapy Practice Framework (2002), the objective of occupational therapy is to help people to participate in activities of daily life which are purposeful and meaningful to them and in which they are expected to participate. According to educators, learners are increasingly experiencing problems with performing academic tasks, and learning barriers, especially with regard to visual perception, are on the increase. Various external factors, such as educational policy pertaining to inclusive education and a younger age for school admission, as well as internal factors, such as learning readiness, may contribute to the occurence of learning barriers that can restrict the academic progress of learners. Learners are increasingly being referred to occupational therapists. Occupational therapists also provide guidance to learner supporters. Occupational therapists refer learners with visual perception problems with possible eye tracking problems for vision therapy, after which occupational therapy is resumed. Meanwhile, learners still have to function in the school environment, which means that incorrect capturing of information processing can take place. According to literature, the promotion of eye movements is regarded as part of occupational therapy services in the USA. In South Africa the proposed model by Fishman-Hellerstein and Fishman (1999: 148) of cooperation between optometrists and occupational therapists is followed. In this approach eye movements are regarded as underlying building blocks of visual perception and the effect of eye movements on the academic performance of learners is clearly described (Green, 2001). There is a shortcoming in the literature where eye movements are promoted as integral to a visual perception programme. Occupational therapy needs to investigate effective methods of intervention that are time and cost effective in order to address the growing problem, especially in South Africa. A clinical experimental field trial with a convenience sample was used to investigate the effect of occulomotor exercises in combination with a visual perception programme on the visual perception of seven-year-old learners with visual perception problems. The study population was seven-year-old learners with visual perception learning barriers from neighbouring schools with foundation phase education. Inclusion and exclusion criteria were applied. Sifting procedures included questionnaires to parents and educators, “Beery-Buktenica Developmental Test of Visual-Motor Integration” 4th edition of Beery (1997) for visio-motor integration, and a screening test by an optometrist. A visual perception programme was presented to the control groups and the experimental groups over ten sessions. An eye exercise of 15 minutes was included with the experimental groups. The Developmental Test of Visual Perception, 2nd edition, by Hammill, Pearson and Voress (1993) was used as measuring instrument in the pre-test and post-test to determine effectiveness, which was statistically indicated by using the repeated measures ANOVA. The results indicated no significant difference between the visual perception programme with eye exercises and the one without. Two tests of the sub-ability of visual perception showed a tendency towards improvement. The educators indicated that the learners benefited functionally from the programme and that it made a difference in academic performance. Behaviour and emotional events may have influenced the results of the study because of external factors. It is recommended that the study be repeated with a larger sample and a longer programme presented over six months to a year. Occupational therapists can include eye exercises integral to activity participation by adapting activities and through the optimal use of space for activities so that the learner would have to adapt to it visually.

Tesis (MA)--Stellenbosch University, 1994. / ENGLISH ABSTRACT: Visual-motor integration plays an important role in the development of a child. Developmental deficits in this area can, for example, be detrimental to a child's school-readiness or scholastic achievements. Visual-motor integration problems should be diagnosed as early as possible so that remediation can take place. The American Beery Developmental Test for Visual-Motor Integration (VMI) is widely used as a screening technique for visual-motor abilities by psychologists, occupational therapists, educators and remedial teachers in South Africa. In order to determine whether this American standardised test offers valid results for a group of South African subjects, the results of children in the VMI:1982 and VMI:1989 were compared to their results in the South African Copying Test. A sample of 40 pre-school children from a pre-primary school in Stellenbosch were selected. Only children with normal visual acuity, who had not undergone an occupational therapy evaluation, or school readiness test, during the previous three months, were included in the sample. A significant relationship was found between the results of the VMI:1982 and VMI:1989. The results of both the VMI:1982 and VMI:1989 correlated significantly with the results of the Copying Test. Performance in the tests correlated with chronological age as well as teacher evaluation of ability development. lt was concluded that the VMI may be regarded as a valid test of visual-motor integration in the group of subjects studied. lt is recommended that future studies including children from all cultural groups in South Africa should also be undertaken. / AFRIKAANSE OPSOMMING: Visueel-motoriese integrasie speel 'n belangrike rol in die ontwikkeling van die kind. Ontwikkelingsagterstande in hierdie area kan byvoorbeeld 'n kind se skoolgereedheid of skolastiese prestasie nadelig be"invloed. Probleme ten opsigte van visueel-motoriese integrasie behoort so vroeg as moontlik opgespoor te word sodat remediering kan geskied. Die Amerikaanse BeeryOntwikkelingstoets vir Visueei-Motoriese lntegrasie {VMI) word in Suid-Afrika wyd deur sielkundiges, arbeidsterapeute, opvoedkundiges en remedierende onderwysers benut vir die evaluering van visueel-motoriese vaardighede. Om te bepaal of hierdie Amerikaans gestandaardiseerde toets geldige resultate vir 'n groep SuidAfrikaanse toetslinge !ewer, is die prestasies van kinders in die VMI:1982, sowel as die VMI:1989 met hul prestasies in die Suid-Afrikaanse Natekentoets vergelyk. 'n Steekproef van 40 voorskoolse kinders uit 'n pre-primere skool op Stellenbosch is gekies. Slegs kinders met normale gesigskerpte, en diegene wat nie gedurende die vorige drie maande 'n arbeidsterapie- of skoolgereedheidsevaluering ondergaan het nie, is by die ondersoek ingesluit. Beduidende korrelasies is tussen die VMI:1982-resultate en VM1:1989-resultate bevind. Die resultate van beide die VMI:1982 en VMI:1989 het beduidend met die van die Natekentoets gekorreleer. Prestasie in die toetse het met kronologiese ouderdom, sowel as onderwyser-beoordelings van vaardigheidsontwikkeling, gekorreleer. Daar is tot die gevolgtrekking gekom dat die VMI wel geldige resultate in die geval van hierdie spesifieke ondersoekgroep gelewer het. Verdere navorsing, wat oak kinders uit alle kultuurgroepe in Suid-Afrika insluit, word aanbeveel.

Full thesis Submitted in fulfilment of the requirements for the degree Master in Education in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014 / This study investigates the quality of Grade R teachers’ subject knowledge of Visual Perceptual Skills (VPS). This knowledge includes their competence in visual-training design, which they need in order to give their learners access to early reading. Literature reviewed covers areas pertaining to the knowledge specialization required by Grade R teachers in order to impart VPS to young learners in the pre-reading or pre-alphabetic phase. These areas are: Visual Perception (VP), cognitive development, early reading, teacher knowledge and the Grade R policy framework. The mainly qualitative data collected over a period of ten months was derived from various potential or actual sources of teacher subject knowledge of VP. The most important source was the existing knowledge base of the four Grade R teachers in the sample. The connections between the data provided a picture of the accuracy and explicitness of the VP conceptual-content in the sources. For the Grade R teachers to be competent in visual training design, they would need suitable subject knowledge capacitation in VP. The findings revealed that training undergone by most Grade R teachers is VP deficient; the Grade R curriculum is VP vague; teacher training requires more infusion of Grade R curriculum; the regional Grade R diagnostic test is VP rich, albeit semi-concrete and not concrete in the assessment activities’ learning levels; finally, the Grade R teachers in the sample are highly motivated, and they are hungry for professional development. Key words: subject knowledge; Visual Perceptual Skills (VPS)/Visual Perception (VP); visual-training design; pre-reading/pre-alphabetic phase; professional development.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished