Chapter 3
Related Perceptual Skills
Use Book 3, the Perceptual Skills Evaluation (PSE) to identify related perceptual skill deficits. This procedure identifies and improves performance in regularly occurring activities. Isolated practice of perceptual skills, such as closure and constancy, has not shown to improve performance in a generalized context such as reading (Lerner, 2000). Instruction of strategies to overcome perceptual deficits in a specific context does improve performance (Swanson, Hoskyn, & Lee, 1999). Students who use a strategy successfully in one context may generalize its use to similar contexts (Bendor, 2008).
The PSE evaluates specific perceptual skills in three media categories: objects, pictures, and graphic symbols. Use the Perceptual Skills Chart (Table 3.1) as a quick reference to identify specific perceptual skills within the three media categories.
Table 3.1 Perceptual Skills Chart
Objects | Pictures | Graphic Symbols |
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The media categories are not listed in hierarchical levels of perceptual difficulty. Many children with low vision find objects and pictures more perceptually challenging than graphic symbols. Letters and numbers are more cognitively challenging because they are abstract, but the identification of objects in natural contexts and pictures with multiple elements may be more challenging visually because they require sophisticated levels of interpretation of perceptual factors related to closure, figure-ground, visual memory, constancy, and part/whole. Teachers of students with visual impairments should not assume that because a student reads print efficiently, he is able to organize study materials or understand illustrations in his textbooks.
Once the student completes the PSE, list the related perceptual skill deficits (e.g., visual closure, visual memory) in column 3 of the IG, using the letter “P” (perceptual skill deficit). Then, in column 4 (Intervention) describe specific strategies that you will use to improve visual efficiency. Collaborate with diagnosticians, content mastery teachers, and general and special education teachers to create the interventions.
The sample Intervention Guide (Table 3.2) shows the related perceptual skill deficits for the media/objects affected by poor visual efficiency during each priority activity added to column 3, and the intervention strategies chosen for the media/objects added to column 4.
Table 3.2 Sample Intervention Guide Showing Related Perceptual Skill Deficits and Accompanying Intervention Strategies
Priority Activities | Media/Objects affected by poor visual efficiency | Related visual developmental sequences (V) and/or Related perceptual skill deficits (P) | Intervention Accommodation (A) Skill (S) Strategy (St) |
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Arrival time | Name tag on cubby | V: High contrast/low contrast P: Identification |
A: Enhance contrast with wide tip, black marker on white background St: Identify name written in cursive and manuscript on tag |
Hook on coat rack | V: Fixating/tracking/scanning | S: Scan from left to next hook in row until empty hook is located | |
Journal time | Notebook | V: High contrast/low contrast | A: Use bold line paper to enhance contrast |
Centers | Picture books | V: Simple/complex P: Closure and figure-ground |
S: Identify single element in scene St: Name partially obscured objects for student St: Used cutout window to isolate feature then find feature without cutout |
Centers | Puzzles | V: Part/Whole P: Constancy, Part/Whole |
S: Assemble two halves of single-object pictures cut in half St: Teach clockwise rotation pattern |
Morning circle | Weather pictures | V: Outer edges/internal detail | A: Outline outer edges of salient feature |
Playground | Anything in bright sunlight | V: Fixating/tracking/scanning | A: Sunglasses |
Arts and Crafts | Lines for cutting | V: High contrast/low contrast | A: Used bold marker to enhance contrast |
Table 3.4 Perceptual Skills Evaluation Procedure
Note: This sample provides an overview of the PSE. Do not use this table for evaluation. Use Book 3: Perceptual Skills Evaluation and the Barraga objects: boats, books, hats, and spoons to conduct an evaluation.
Part 1: Objects | |
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O.1 Skill: Match color Procedure: Place single-color object in sample space. Place three of the same object, one same color and two different colors, in the array space. Tell the student to find the object, in the array of three, which is the same as the first object. |
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O.2 Skill: Match shape Procedure: Place single-color object in sample space. Place one identical object and two other same-color objects in the array space. Tell the student to find the object, in the array of three, which is the same as the first object. |
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O.3 Skill: Match size Procedure: Place a single-color object in sample space. Place one identical object and two same single-color objects, same color but different sizes, in the array space. Tell the student to find the object, in the array of three, which is the same as the first object. |
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O.4 Skill: Match internal detail Procedure: Place single-color object with internal detail in one contrasting color in sample space. Place one identical object and two same object, same color with different internal detail in the array space. Tell the student to find the object, in the array of three, which is the same as the first object. |
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O.5 Skill: Match whole and partially obscured objects Procedure: Place single-color object in sample space. Before student sees object, cover part of it with a cloth. Place one identical object and two different objects in the array space, all objects one same color. Tell the student to find the object, in the array of three, which is the same as the first object. |
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O.6 Skill: Match objects on patterned background Procedure: Place single-color object on the white background in sample space. Place one identical object and two same color, different objects on the patterned background in the array space. Tell the student to find the object, in the array of three, which is the same as the first object. |
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O.7 Skill: Name missing object Procedure: Place four single-color objects, same color, in the tray. Tell the student to name the objects. Remove the tray. Remove one of the objects. Present the tray again. Tell the student to name the missing object. |
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O.8 Skill: Match objects in different orientation Procedure: Place single-color object in sample space. Place three same, single-color objects in the array space—one in the same orientation as sample and the other two in different orientations. Tell the student to find the object, in the array of three, which is the same as the first object. |
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O.9 Skill: Match object to embedded object Procedure: Place two, single-color objects in the sample space so that one object is embedded in the other. Each object should be a different color. Place an object identical to the embedded object in the sample and two other single-color objects, same color, in the array space. Tell the student to find the object, in the array of three, which is part of the first object. |
Part 2: Pictures | |
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P.1 Skill: Match object to picture Procedure: Place single-color object in sample space. Tell the student to find the picture, in the array of three, which is the same as the sample object. |
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P.2 Skill: Match color Procedure: Tell the student to find the picture, in the array of three, which is the same as the sample picture. |
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P.3 Skill: Match shape Procedure: Tell the student to find the picture, in the array of three, which is the same as the sample picture. |
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P.4 Skill: Match size Procedure: Tell the student to find the picture, in the array of three, which is the same as the sample picture. |
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P.5 Skill: Match internal detail Procedure: Tell the student to find the picture, in the array of three, which is the same as the sample picture. |
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P.6 Skill: Match fully drawn picture to partially drawn picture Procedure: Tell the student to find the picture, in the array of three, which is the same as the sample picture. |
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P.7 Skill: Match pictures on patterned background Procedure: Tell the student to find the picture that is the same as the sample picture. |
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P.8 Skill: Name missing picture Procedure: Tell the student to name the four pictures. Cover the page and place a white card over one picture. Remove the cover. Tell the student to name the missing picture. |
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P.9 Skill: Match pictures in different orientations Procedure: Tell the student to find the picture, in an array of three, which is the same as the first picture. |
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P.10 Skill: Match item in scene to single item Procedure: Tell the student to find the single object pictures in the pictured scene. |
Part 3: Graphic Symbols | |
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G.1 Skill: Match solid shaped symbols Procedure: Tell the student to find the symbol that is the same as the first symbol. |
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G.2 Skill: Match outline shaped symbols Procedure: Tell the student to find the symbol that is the same as the first symbol. |
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G.3 Skill: Match size Procedure: Tell the student to find the symbol that is the same as the first symbol. |
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G.4 Skill: Match manuscript symbols Procedure: Tell the student to find the symbol that is the same as the first symbol. |
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G.5 Skill: Match cursive symbols Procedure: Tell the student to find the symbol that is the same as the first symbol. |
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G.6 Skill: Match symbols on patterned background Procedure: Tell the student to find the symbol that is the same as the first symbol. |
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G.7 Skill: Name missing symbol Procedure: Tell the student to name the symbols. Cover the page and place a white card over one symbol. Remove the cover. Tell the student to name the missing symbol. |
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G.8 Skill: Match symbols in different orientations Procedure: Tell the student to find the symbol that is the same as the first symbol. |
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G.9 Skill: Match symbol to embedded symbol Procedure: Tell the student to find the symbol that is part of the sample word. |
Table 3.5 Sample Perceptual Skills Performance Record
Caution: This tool is for evaluation only. It should not be used as a standalone teaching sequence. Interventions should be applied in priority activities.
Objects | 1 Color | Tri-Color |
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O.1.1 | + | |
O.1.2 | + | |
O.1.3 | + | |
O.1.4 | + | |
O.1.5 | − | |
Total Correct | 4 | 0 |
Ratio | 4/4 | 0/1 |
Percentage | 100% | 0% |
Objects | 1 Color | Tri-Color |
---|---|---|
O.2.1 | + | |
O.2.2 | + | |
O.2.3 | + | |
O.2.4 | − | |
O.2.5 | − | |
Total Correct | 3 | 0 |
Ratio | 3/4 | 0/1 |
Percentage | 75% | 0% |
Objects | 1 Color | Tri-Color |
---|---|---|
O.3.1 | + | |
O.3.2 | + | |
O.3.3 | − | |
O.3.4 | + | |
O.3.5 | − | |
Total Correct | 2 | 1 |
Ratio | 2/3 | 1/2 |
Percentage | 67% | 50% |
Objects | 1 Color | Tri-Color |
---|---|---|
O.4.1 | + | |
O.4.2 | + | |
O.4.3 | + | |
O.4.4 | − | |
O.4.5 | − | |
Total Correct | 3 | 0 |
Ratio | 3/4 | 0/1 |
Percentage | 75% | 0% |
Objects | 1 Color | Tri-Color |
---|---|---|
O.5.1 | + | |
O.5.2 | + | |
O.5.3 | − | |
O.5.4 | − | |
O.5.5 | − | |
Total Correct | 2 | 0 |
Ratio | 2/4 | 0/1 |
Percentage | 50% | 0% |
Objects | 1 Color | Tri-Color |
---|---|---|
O.6.1 | − | |
O.6.2 | + | |
O.6.3 | + | |
O.6.4 | + | |
O.6.5 | + | |
O.6.6 | − | |
Total Correct | 3 | 1 |
Ratio | 3/4 | 1/2 |
Percentage | 75% | 50% |
Objects | 1 Color | Tri-Color |
---|---|---|
O.7.1 | + | |
O.7.2 | + | |
O.7.3 | + | |
O.7.4 | − | |
O.7.5 | − | |
Total Correct | 3 | 0 |
Ratio | 3/3 | 0/2 |
Percentage | 100% | 0% |
Objects | 1 Color | Tri-Color |
---|---|---|
O.8.1 | + | |
O.8.2 | + | |
O.8.3 | + | |
O.8.4 | − | |
O.8.5 | − | |
Total Correct | 3 | 0 |
Ratio | 3/4 | 0/1 |
Percentage | 75% | 0% |
Objects | 1 Color | Tri-Color |
---|---|---|
O.9.1 | + | |
O.9.2 | + | |
O.9.3 | − | |
O.9.4 | − | |
O.9.5 | − | |
Total Correct | 2 | 0 |
Ratio | 2/4 | 0/1 |
Percentage | 50% | 0% |
Performance Record Summary: Objects |
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Objects | Perceptual Skill | 1 Color | Tri-Color |
O.1 Skill: Match color | Identification | 100% | 0% |
O.2 Skill: Match shape | Identification | 75% | 0% |
O.3 Skill: Match size | Identification | 67% | 50% |
O.4 Skill: Match internal detail | Identification | 75% | 0% |
O.5 Skill: Match whole & partially obscured objects | Visual closure | 50% | 0% |
O.6 Skill: Match objects on patterned background | Figure-ground | 75% | 50% |
O.7 Skill: Name missing object | Visual memory | 100% | 0% |
O.8 Skill: Match orientation | Constancy | 75% | 0% |
O.9 Skill: Match object to embedded object | Part/Whole | 50% | 0% |
Objects | 1 Color | Tri-Color | Outline |
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P.1.1 | + | ||
P.1.2 | + | ||
P.1.3 | + | ||
P.1.4 | + | ||
P.1.5 | + | ||
P.1.6 | + | ||
Total Correct | 4 | 1 | 1 |
Ratio | 4/4 | 1/1 | 1/1 |
Percentage | 100% | 100% | 100% |
Objects | 1 Color | Tri-Color | Outline |
---|---|---|---|
P.2.1 | + | ||
P.2.2 | + | ||
P.2.3 | + | ||
P.2.4 | − | − | |
Total Correct | 3 | 0 | |
Ratio | 3/4 | 0/1 | |
Percentage | 75% | 0% |
Objects | 1 Color | Tri-Color | Outline |
---|---|---|---|
P.3.1 | + | ||
P.3.2 | + | ||
P.3.3 | − | ||
P.3.4 | + | ||
P.3.5 | − | ||
P.3.6 | + | ||
Total Correct | 3 | 0 | 1 |
Ratio | 3/4 | 0/1 | 1/1 |
Percentage | 75% | 0% | 100% |
Objects | 1 Color | Tri-Color | Outline |
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P.4.1 | + | ||
P.4.2 | − | ||
P.4.3 | − | ||
P.4.4 | − | ||
P.4.5 | − | ||
Total Correct | 1 | 0 | 0 |
Ratio | 1/3 | 0/1 | 0/1 |
Percentage | 33% | 0% | 0% |
Objects | 1 Color | Tri-Color | Outline |
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P.5.1 | − | ||
P.5.2 | + | ||
P.5.3 | + | ||
P.5.4 | + | ||
P.5.5 | + | ||
Total Correct | 3 | 1 | |
Ratio | 3/4 | 1/1 | |
Percentage | 75% | 100% |
Objects | 1 Color | Tri-Color | Outline |
---|---|---|---|
P.6.1 | − | ||
P.6.2 | − | ||
P.6.3 | + | ||
P.6.4 | − | ||
P.6.5 | − | ||
P.6.6 | − | ||
Total Correct | 1 | 0 | 0 |
Ratio | 1/4 | 0/1 | 0/1 |
Percentage | 25% | 0% | 0% |
Objects | 1 Color | Tri-Color | Outline |
---|---|---|---|
P.7.1 | − | ||
P.7.2 | − | ||
P.7.3 | + | ||
P.7.4 | − | ||
P.7.5 | − | ||
P.7.6 | − | ||
Total Correct | 1 | 0 | 0 |
Ratio | 1/4 | 0/1 | 0/1 |
Percentage | 25% | 0% | 0% |
Objects | 1 Color | Tri-Color | Outline |
---|---|---|---|
P.8.1 | + | ||
P.8.2 | + | ||
P.8.3 | + | ||
P.8.4 | + | ||
P.8.5 | + | ||
Total Correct | 3 | 1 | 1 |
Ratio | 3/3 | 1/1 | 1/1 |
Percentage | 100% | 100% | 100% |
Objects | 1 Color | Tri-Color | Outline |
---|---|---|---|
P.9.1 | − | ||
P.9.2 | − | ||
P.9.3 | − | ||
P.9.4 | − | ||
P.9.5 | − | ||
P.9.6 | − | ||
Total Correct | 0 | 0 | 0 |
Ratio | 0/4 | 0/1 | 0/1 |
Percentage | 0% | 0% | 0% |
Objects | 1 Color | Tri-Color | Outline |
---|---|---|---|
P.10.1 | − | ||
P.10.2 | − | ||
P.10.3 | − | ||
P.10.4 | − | ||
Total Correct | 0 | 0 | |
Ratio | 0/3 | 0/1 | |
Percentage | 0% | 0% |
Performance Record Summary: Pictures | ||||
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Objects | Perceptual Skill | 1 Color | Tri-Color | Outline |
P.1 Skill: Match object to picture | Identification (3D to 2D) | 100% | 100% | 100% |
P.2 Skill: Match color | Identification (2D to 2D) | 75% | 0% | |
P.3 Skill: Match shape | Identification | 75% | 0% | 100% |
P.4 Skill: Match size | Identification | 33% | 0% | 0% |
P.5 Skill: Match internal detail | Identification | 75% | 100% | |
P.6 Skill: Match fully drawn picture to partially drawn picture | Visual closure | 25% | 0% | 0% |
P.7 Skill: Match pictures on patterned background | Figure-ground | 25% | 0% | 0% |
P.8 Skill: Name missing picture | Visual memory | 100% | 100% | 100% |
P.9 Skill: Match pictures in different orientations | Constancy | 0% | 0% | 0% |
P.10 Skill: Match item in scene to single item | Part/Whole | 0% | 0% |
Symbols | Single letters & numbers | Words & numbers sequences |
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G.1.1 | + | |
G.1.2 | + | |
Total Correct | 2 | |
Ratio | 2/2 | |
Percentage | 100% |
Symbols | Single letters & numbers | Words & numbers sequences |
---|---|---|
G.2.1 | + | |
G.2.2 | + | |
Total Correct | 2 | |
Ratio | 2/2 | |
Percentage | 100% |
Symbols | Single letters & numbers | Words & numbers sequences |
---|---|---|
G.3.1 | − | |
G.3.2 | − | |
G.3.3 | − | |
G.3.4 | + | |
G.3.5 | + | |
Total Correct | 2 | |
Ratio | 2/5 | |
Percentage | 40% |
Symbols | Single letters & numbers | Words & numbers sequences |
---|---|---|
G.4.1 | + | |
G.4.2 | + | |
G.4.3 | + | |
G.4.4 | + | |
G.4.5 | − | |
G.4.6 | − | |
G.4.7 | + | |
G.4.8 | + | |
G.4.9 | + | |
Total Correct | 7 | |
Ratio | 7/9 | |
Percentage | 78% |
Symbols | Single letters & numbers | Words & numbers sequences |
---|---|---|
G.5.1 | + | |
G.5.2 | − | |
G.5.3 | − | |
G.5.4 | − | |
G.5.5 | − | |
G.5.6 | − | |
Total Correct | 1 | |
Ratio | 1/6 | |
Percentage | 17% |
Symbols | Single letters & numbers | Words & numbers sequences |
---|---|---|
G.6.1 | + | |
G.6.2 | + | |
G.6.3 | + | |
G.6.4 | + | |
G.6.5 | − | |
G.6.6 | + | |
Total Correct | 5 | |
Ratio | 5/6 | |
Percentage | 83% |
Symbols | Single letters & numbers | Words & numbers sequences |
---|---|---|
G.7.1 | + | |
G.7.2 | + | |
G.7.3 | + | |
G.7.4 | − | |
G.7.5 | − | |
G.7.6 | + | |
Total Correct | 4 | |
Ratio | 4/6 | |
Percentage | 67% |
Symbols | Single letters & numbers | Words & numbers sequences |
---|---|---|
G.8.1 | − | |
G.8.2 | − | |
G.8.3 | + | |
G.8.4 | + | |
Total Correct | 2 | |
Ratio | 2/4 | |
Percentage | 50% |
Symbols | Single letters & numbers | Words & numbers sequences |
---|---|---|
G.9.1 | + | |
G.9.2 | + | |
G.9.3 | − | |
G.9.4 | + | |
G.9.5 | + | |
G.9.6 | + | |
G.9.7 | + | |
G.9.8 | + | |
G.9.9 | + | |
Total Correct | 5 | 3 |
Ratio | 5/6 | 3/3 |
Percentage | 83% | 100% |
Performance Record Summary: Graphic Symbols |
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Symbols | Perceptual Skill | Single letters & numbers | Words & numbers sequences |
G.1 Skill: Match solid shaped symbols | Identification | 100% | |
G.2 Skill: Match outline shaped symbols | Identification | 100% | |
G.3 Skill: Match size | Identification | 40% | |
G.4 Skill: Match manuscript symbols | Identification | 78% | |
G.5 Skill: Match cursive symbols | Identification | 17% | |
G.6 Skill: Match symbols on patterned background | Figure-ground | 83% | |
G.7 Skill: Name missing symbol | Visual memory | 67% | |
G.8 Skill: Match symbols in different orientation | Constancy | 50% | |
G.9 Skill: Match symbol to embedded symbol | Part/Whole | 83% | 100% |