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Improving Visual Perceptual Training for School Staff Members Working Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Fall 1-1-2017 A Day Through My Eyes: Improving Visual Perceptual Training For School Staff eM mbers Working With Students With Autism Spectrum Disorder Abigail Moonis Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Moonis, A. (2017). A Day Through My Eyes: Improving Visual Perceptual Training For School Staff eM mbers Working With Students With Autism Spectrum Disorder (, Duquesne University). Retrieved from https://dsc.duq.edu/etd/221 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. A DAY THROUGH MY EYES: IMPROVING VISUAL PERCEPTUAL TRAINING FOR SCHOOL STAFF MEMBERS WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDER A Doctoral Capstone Project Submitted to the Rangos School of Health Sciences Duquesne University In partial fulfillment of the requirements for the degree of Occupational Therapy Doctorate By Abigail Moonis, BSOT December 2017 Copyright by Abigail Moonis 2017 A DAY THROUGH MY EYES: IMPROVING VISUAL PERCEPTUAL TRAINING FOR SCHOOL STAFF MEMBERS WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDER By Abigail Moonis Approved November 8, 2017 ________________________________ _______________________________ Jeryl Benson, EdD, OTR/L Jaime Muñoz, PhD, OTR/L, FAOTA Associate Professor of Occupational Associate Professor of Occupational Therapy Therapy (Committee Chair) (Committee Member) ________________________________ ________________________________ Lara Pytlik, MOT, OTR/L Kaitlyn Starr, MOT, OTR/L External Capstone Mentor Site Supervisor (Committee Member) (Committee Member) ________________________________ ________________________________ Fevzi Akinci, PhD, MHA Jaime P. Muñoz, PhD, OTR/L, FAOTA Dean, Rangos School of Health Sciences Chair, Department of Occupational Therapy Associate Professor of Occupational Therapy iii ABSTRACT A DAY THROUGH MY EYES: IMPROVING VISUAL PERCEPTUAL TRAINING FOR SCHOOL STAFF MEMBERS WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDER By Abigail Moonis December 2017 Capstone supervised by Jeryl Benson, EdD, OTR/L A Day Through My Eyes focuses on the topic of visual perception in school-age children with autism spectrum disorder (ASD). This program addresses a need to improve the training, knowledge, and skills within the area of visual perception amongst school staff members working at Bridgeway Academy. This program contains three interrelated components to address these needs: an all staff training, development of an occupational therapy based assessment tool for visual perception, and the training of occupational therapy staff members on the use of the assessment too as well as incorporating visual perception resources into treatment. Results of this program indicate an increase in knowledge and skills of the staff members regarding the topic of addressing visual perception with individuals with autism. This study demonstrates a need for similar and more extensive programing in other facilities working with this population. iv DEDICATION This Capstone Project is dedicated to all students and staff members at Bridgeway Academy. Thank you for giving me a place to shine. v ACKNOWLEDGEMENT I would like to first thank the Occupational Therapy Department at Duquesne University for guiding and motivating me throughout the last five years of my educational journey. This program has been like a family to me and has shaped me into the professional that I am now. I would especially like to thank Dr. Jeryl Benson for always believing me, even when I didn’t and for fueling my love of pediatrics. Thank you to Dr. Ann Cook for facilitating my Doctoral Experiential Component at Bridgeway Academy and also for being the mentor I needed to get through this program. Finally, thank you to all the staff and students of Bridgeway Academy for helping me find my true passion and my place in the field of OT. You have all contributed immensely to my professional and personal development and this project would not be what it is without each of you. Thank you. vi TABLE OF CONTENTS Page Abstract .............................................................................................................................. iv Dedication .......................................................................................................................... vi Acknowledgement ............................................................................................................ vii List of Abbreviations ......................................................................................................... ix Chapter 1 ..............................................................................................................................1 Chapter 2 ..............................................................................................................................3 Chapter 3 ..............................................................................................................................9 Chapter 4 ............................................................................................................................11 Chapter 5 ............................................................................................................................21 Chapter 6 ............................................................................................................................25 Chapter 7 ............................................................................................................................29 References ..........................................................................................................................31 Appendices .........................................................................................................................35 vii LIST OF ABBREVIATIONS Activity of Daily Living: ADL Autism Spectrum Disorder: ASD College of Optometrists in Vision Development: COVD Doctoral Experiential Component: DEC Ecology of Human Performance: EHP Instrumental Activity of Daily Living: IADL Occupational Therapist: OT Visual Perception: VP viii CHAPTER 1: THE PRACTICE SCHOLARSHIP CAPSTONE PROJECT According to Coulter (2009), individuals with Autism Spectrum Disorder (ASD) are susceptible to visual perceptual and information processing impairments. The visual system is the dominant sensory system; people rely heavily on the timing and accuracy of eye movements in order to update and use sensory information coming in about the social and physical environment, in order to coordinate actions (Johnson, Lum, Rinehart, & Fielding, 2016). If the visual processing system is not functioning properly, learning and engaging in school-related tasks can be more difficult or even impossible for a student. A study by Du Plessis, Coetzee, & Pienaar (2015), indicates that visual perception is critical and that motor tasks can only be carried out if sensory information is perceived correctly. It is important in working with school-age individuals that practitioners and school personnel have an understanding of the visual system and visual perceptual skills to include this focus in treatment (Goldstand, Kosolowe, & Parush 2005). Evidence reports that training programs can be effective in improving the skills of teachers and therapists who are treating students with developmental disabilities (LeBlanc, Gravina, & Carr, 2009). The program described here aims to improve the treatment of visual perceptual deficits within this population by improving the knowledge of Bridgeway Academy teachers and therapists and by creating a tool that can be used to screen students’ visual perception (Olaniyan & Oho, 2008). Bridgeway Academy is a school and therapy center that serves students with a diagnosis of autism spectrum disorder or other developmental disabilities. A needs assessment conducted at this school determined several potential areas of occupational performance that could be addressed. Over three days spent at the site this researcher utilized observations, informal interviews, a focus group, and a survey to collect data and determine potential areas for program 1 development from therapy staff, classroom personnel, administrators and other staff, and the directors. The topic of vision and visual perception repeatedly emerged as one of the most prominent needs. A survey created and implemented through SurveyMonkey, and opened to all staff members of the school, helped build consensus that the focus of program development would be starting a vision-screening program at the school. As discussions of the scope of program planning continued, it became clear that teaching the staff members about these topics was needed and could improve their work with students, prior to the beginning of a formal school-wide screening program. Therefore, the focus selected for this proposed program is the creation and implementation of a comprehensive training program on the visual system including effective screening and implementation of techniques that address visual perceptual skills in all aspects of Bridgeway programming. The aim of the program is to increase staff knowledge of the visual system and related topics and to improve their skills in identification of students with visual deficits. CHAPTER
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