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Visual-Perception and Visual-Motor Skills to Enhance Participation (Chapter 58)
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SKU: OL7058

Publisher: AOTA Continuing Education

Published: 2019

Member Price
Non-Member Price: $34.95

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Colleen Schneck, SCD, OTR/L, FAOTA

Earn: .1 AOTA CEU (1.25 NBCOT PDU; 1 contact hour)


According to this chapter, occupational therapists have much to contribute in the identification and intervention of visual–perceptual and visual–motor problems among students, an area that is often overlooked. During intervention, occupational therapy practitioners should document and empirically measure the real-life changes in occupational performance that come from changes in visual perception skills (Bendixen & Kreider, 2011). Efficacy studies on which intervention approaches are most successful are needed.

Learning Objectives:

1.      Define visual receptive skills and visual cognitive skills.

2.      Understand the various types of visual perception.

3.      Describe how deficits in visual perception and visual-motor skills can influence occupational performance of students.

4.      Describe the role of occupational therapy in identifying visual-perception and visual-motor problems in students.

Discuss best practices for addressing performance skills for school.

Key Terms and Concepts:

·         Depth perception

·         Figure ground perception

·         Form constancy

·         Object perception

·         Orthographics

·         Sight vocabulary

·         Spatial perception

·         Topographic orientation

·         Visual attention

·         Visual closure

·         Visual cognitive component

·         Visual efficiency

·         Visual integrity

·         Visual memory

·         Visual perception

·         Visual receptive component

·         Visual–motor integration