SLIDE 1
Primary and Secondary Primary and Secondary Variabilities of Movement and Variabilities of Movement and Optometric Vision Therapy. Optometric Vision Therapy. p m py p m py
Caroline M.F. Hurst Caroline M.F. Hurst BSc FCOptom FBABO BSc FCOptom FBABO BSc FCOptom FBABO BSc FCOptom FBABO
caroline@ caroline@candahurstopticians.co.uk candahurstopticians.co.uk
SLIDE 2 Th Th Themes Themes
Cyclical learning of
Cyclical learning of movement and sensory movement and sensory pathways pathways pathways. pathways.
Primary and secondary
Primary and secondary variabilities of variabilities of movement. movement.
OVT and the whole
OVT and the whole person person person. person.
SLIDE 3 Vi i Vi i Vision Vision
Vision Vision Vision Vision
Taking meaning from all
Taking meaning from all ng m n ng fr m ng m n ng fr m sensory input, sensory input,
relating it to previous
relating it to previous i i experience. experience.
Vision is then used to
Vision is then used to
Vision is then used to
Vision is then used to direct action. direct action.
SLIDE 4 Vi i Vi i Vision Vision
Vision Vision Vision Vision
Seeing with meaning,
Seeing with meaning, d di d d di d g g g g understanding and understanding and purpose. purpose.
The dominant process in
The dominant process in human behaviour. human behaviour.
Results in a mental
Results in a mental and/or physical action. and/or physical action.
SLIDE 5
P t d P t l C t l P t d P t l C t l Posture and Postural Control Posture and Postural Control
Postural control; a key Postural control; a key issue in developmental issue in developmental disorders disorders disorders disorders by by Hadders Hadders Algra Algra and and by by Hadders Hadders Algra Algra and and Carlberg Carlberg. .
SLIDE 6 P t d P t l C t l P t d P t l C t l Posture and Postural Control Posture and Postural Control
Posture: Posture:
The relationship between the
The relationship between the parts of the body, and parts of the body, and b h b d d b h b d d
between the body and an
between the body and an external reference frame. external reference frame.
Static, and dynamic balance
Static, and dynamic balance as we make movements, with as we make movements, with f f reference to gravity. reference to gravity.
SLIDE 7 P t d P t l C t l P t d P t l C t l Posture and Postural Control Posture and Postural Control
l l l l Postural control is an active process Postural control is an active process as the person explores the limits of as the person explores the limits of stability stability stability. stability.
Reactionary: in response to an
Reactionary: in response to an
Reactionary: in response to an
Reactionary: in response to an external change. external change.
Anticipatory: preparing for a goal
Anticipatory: preparing for a goal p y p p g g p y p p g g directed action. directed action.
B nd n J bs 6ft 4in 265lb B nd n J bs 6ft 4in 265lb Brandon Jacobs, 6ft 4in, 265lb Brandon Jacobs, 6ft 4in, 265lb 4.52s 40 4.52s 40-
yard dash
SLIDE 8 P t d P t l C t l P t d P t l C t l Posture and Postural Control Posture and Postural Control
P st l t l t k s P st l t l t k s
Postural control takes
Postural control takes sensory input from the visual sensory input from the visual system, vestibular apparatus system, vestibular apparatus y pp y pp and and proprioception proprioception. . P t l t l d P t l t l d
Postural control and
Postural control and movement are part of the movement are part of the visual process, and are visual process, and are p needed to pass from needed to pass from perception to action. perception to action.
SLIDE 9 P t d P t l C t l P t d P t l C t l Posture and Postural Control Posture and Postural Control
The visual process depends The visual process depends The visual process depends The visual process depends
- n postural stability to
- n postural stability to
direct action successfully. direct action successfully.
SLIDE 10 H i th i l l d? H i th i l l d? How is the visual process learned? How is the visual process learned?
D l pm t f p st l D l pm t f p st l Development of postural Development of postural control and movement control and movement intrinsically linked. intrinsically linked. y
Most movements require
Most movements require t l dj t t t l dj t t postural adjustments. postural adjustments.
Both require a long process
Both require a long process
- f neurodevelopment.
- f neurodevelopment.
- f neurodevelopment.
- f neurodevelopment.
Adult postural adjustments
Adult postural adjustments are not seen until late are not seen until late d l d l adolescence. adolescence.
SLIDE 11
H i th i l l d? H i th i l l d? How is the visual process learned? How is the visual process learned?
Development and learning in the first year of life Development and learning in the first year of life Development and learn ng n the f rst year of l fe Development and learn ng n the f rst year of l fe establish the relationship between a movement and establish the relationship between a movement and the perception of the sensory input from that the perception of the sensory input from that movement movement movement. movement.
SLIDE 12
How is the visual process learned? How is the visual process learned?
Motor and sensory pathways are learned at the same Motor and sensory pathways are learned at the same time. time. Modified Modified movement movement Sensory afferent Sensory afferent M t i f ti M t i f ti Movement information Movement information
SLIDE 13
Early Experience the Brain and Consciousness Early Experience the Brain and Consciousness Early Experience, the Brain and Consciousness, Early Experience, the Brain and Consciousness, Dalton and Dalton and Bergenn Bergenn
‘…movement is an ‘…movement is an intrinsic and intrinsic and ineradicable element of ineradicable element of ineradicable element of ineradicable element of each and every sensory each and every sensory perception’. perception’.
SLIDE 14 Early Experience the Brain and Consciousness Early Experience the Brain and Consciousness Early Experience, the Brain and Consciousness, Early Experience, the Brain and Consciousness, Dalton and Dalton and Bergenn Bergenn
‘Perceptual knowledge depends on the relationship ‘Perceptual knowledge depends on the relationship between: between:-
th t f i h th d t th t f i h th d
posture that furnishes the ground,
posture that furnishes the ground,
the spatial position of the object in view,
the spatial position of the object in view,
intersensory
intersensory judgement judgement and and
intersensory
intersensory judgement judgement, and , and
proprioceptive
proprioceptive feedback. feedback. All four variables and their interrelationship undergo All four variables and their interrelationship undergo change as a result of growth and changes in mobility’. change as a result of growth and changes in mobility’.
SLIDE 15 H i th i l l d? H i th i l l d? How is the visual process learned? How is the visual process learned?
Motor development Motor development theories theories
Gesell and Gesell and Amatruda Amatruda
Kugler Kugler Thelen Thelen
Kugler Kugler, , Thelen Thelen
Hadders Hadders Algra Algra
SLIDE 16 Neural Maturation Neural Maturation
(Gesell, (Gesell, Amatruda Amatruda 1945) 1945)
Nature response Nature response P d t i d tt P d t i d tt
Predetermined patterns,
Predetermined patterns,
Within the constraints of genetics,
Within the constraints of genetics,
Increasing cortical control
Increasing cortical control
Increasing cortical control.
Increasing cortical control.
Late attainment, and/or
Late attainment, and/or abnormalities in muscle tone and abnormalities in muscle tone and reflexes. reflexes.
SLIDE 17 Dynamic Systems Theory Dynamic Systems Theory y y y y y y
(Kugler Kugler et al (1980) in et al (1980) in Hadders Hadders-
Algra 2000Aug p 567) 2000Aug p 567)
N t s s N t s s Nurture response Nurture response The effects of the The effects of the b d b d component parts component parts eg eg body body weight, muscle strength, weight, muscle strength, postural control postural control + The effects of the The effects of the environmental conditions environmental conditions and task requirements and task requirements = Spontaneous specific Spontaneous specific Spontaneous, specific Spontaneous, specific
- rganisation of behaviour.
- rganisation of behaviour.
SLIDE 18 Dynamic Systems Theory Dynamic Systems Theory y y y y y y
(Thelen Thelen et al (1995) in et al (1995) in Hadders Hadders-
Algra 2000Aug p 567) 2000Aug p 567)
A dynamic system and a
A dynamic system and a self organising process. self organising process. g g p g g p
A series of states of
A series of states of b l d b l b l d b l stability and instability stability and instability as patterns of as patterns of movement were movement were m m m m attempted. attempted.
SLIDE 19 Primary and Secondary Variabilities Primary and Secondary Variabilities y y y y
(Hadders Hadders-
Algra M. 2000 Aug and Oct)
Primary Variability Primary Variability y y y y Selection Selection Secondary Variability Secondary Variability Secondary Variability Secondary Variability
SLIDE 20
Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) p y ( ) p y ( )
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
SLIDE 21 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST)
(Edelman and (Edelman and Tononi Tononi 2000) 2000) (Edelman and (Edelman and Tononi Tononi 2000) 2000)
Cortical and subcortical systems
Cortical and subcortical systems
- rganised into variable networks.
- rganised into variable networks.
The structure and function of each
The structure and function of each network is selected by development network is selected by development network is selected by development network is selected by development and behaviour. and behaviour.
The units for selection are collections
The units for selection are collections
- f hundreds to thousands of strongly
- f hundreds to thousands of strongly
connected neurones called neuronal connected neurones called neuronal connected neurones called neuronal connected neurones called neuronal groups. groups.
The brain selects which groups will be
The brain selects which groups will be kept or discarded. kept or discarded.
SLIDE 22 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST)
(Edelman and (Edelman and Tononi Tononi 2000) 2000) (Edelman and (Edelman and Tononi Tononi 2000) 2000)
The NGST bases selection on
The NGST bases selection on Darwinian principles of population Darwinian principles of population and natural selection. and natural selection.
Not only does natural selection
Not only does natural selection apply within species, but applies as apply within species, but applies as somatic selection within a single somatic selection within a single somatic selection within a single somatic selection within a single body to give the variation and body to give the variation and selection of individual cell systems. selection of individual cell systems.
So the selection of a group to be
So the selection of a group to be kept depends on the survival of the kept depends on the survival of the p p f p p f fittest. fittest.
SLIDE 23
Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) p y ( ) p y ( )
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Natural selection from Natural selection from genetics genetics + Somatic selection from Somatic selection from experience experience experience experience + Re Re-entrant pathways entrant pathways Re Re entrant pathways entrant pathways
SLIDE 24 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Developmental Selection Developmental Selection
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Developmental Selection Developmental Selection
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Initial anatomy determined by
Initial anatomy determined by genes and inheritance, genes and inheritance,
Neurones extend with
Neurones extend with extensive variability, diverse extensive variability, diverse primary repertoire of primary repertoire of connections. connections.
SLIDE 25 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Developmental Selection Developmental Selection
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Developmental Selection Developmental Selection
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Neurones strengthen and
Neurones strengthen and weaken their connections weaken their connections according to individual patterns according to individual patterns g p g p
- f electrical activity.
- f electrical activity.
Neurones that fire together
Neurones that fire together
Neurones that fire together
Neurones that fire together wire together, forming closely wire together, forming closely connected groups. connected groups.
Slight reduction in variability
Slight reduction in variability after selections have been after selections have been made. made.
SLIDE 26 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Experiential Selection Experiential Selection
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Experiential Selection Experiential Selection
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Secondary repertoires
Secondary repertoires develop thru experiential develop thru experiential selection. selection.
Overlaps developmental
Overlaps developmental selection and continues selection and continues throughout life. throughout life.
Synapse connection selections
Synapse connection selections Synapse connection selections Synapse connection selections within the repertoires of within the repertoires of neurological groups that are neurological groups that are determined by behavioural determined by behavioural i experience. experience.
SLIDE 27 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Experiential Selection Experiential Selection
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Experiential Selection Experiential Selection
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Selection on the basis of the
Selection on the basis of the afferent sensory information afferent sensory information produced by a behaviour, produced by a behaviour, t i t i movement or experience. movement or experience.
Experiential selection allows for
Experiential selection allows for p situation situation-
specific neuronal groups, and allows for groups, and allows for development of volitional development of volitional variable behaviour which can be variable behaviour which can be variable behaviour which can be variable behaviour which can be adapted to environmental adapted to environmental situations. situations.
SLIDE 28 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Re Re-entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Re Re entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Re
Re-
entry l h l h
Neuronal groups across the
Neuronal groups across the cortex and thalamus are cortex and thalamus are arranged as maps. arranged as maps. g p g p
There are reciprocal re
There are reciprocal re-
entrant pathways that link across the pathways that link across the pathways that link across the pathways that link across the brain from one area to another. brain from one area to another.
SLIDE 29 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Re Re-entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Re Re entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Th ip l p th s Th ip l p th s
There are reciprocal pathways
There are reciprocal pathways that link maps that are alike, that link maps that are alike, maps with associated function maps with associated function maps with associated function maps with associated function and also maps that are in the and also maps that are in the local area. local area.
Allows different parts of the
Allows different parts of the brain to respond to the same brain to respond to the same
- stimulus. As the re
- stimulus. As the re-
- entrant pathways form a dense
entrant pathways form a dense meshwork any disturbance in one area of the meshwork can meshwork any disturbance in one area of the meshwork can meshwork any disturbance in one area of the meshwork can meshwork any disturbance in one area of the meshwork can be felt rapidly elsewhere be felt rapidly elsewhere. .
SLIDE 30 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Re Re-entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Re Re entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Re
Re-
- entry allows integration of
entry allows integration of information from neuronal information from neuronal groups across the thalamus and groups across the thalamus and g p g p cortex, without the need for a cortex, without the need for a central coordinating area. central coordinating area.
The synchronisation of the
The synchronisation of the activity of neuronal groups in activity of neuronal groups in different brain maps different brain maps different brain maps. different brain maps.
SLIDE 31 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Re Re-entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Re Re entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Therefore, re
Therefore, re-
entry is the central mechanism by which the central mechanism by which the central mechanism by which the central mechanism by which the space and time co space and time co-
- ordination of
- rdination of
motor and sensory events take motor and sensory events take place place place. place.
Re
Re-
entry ≠ Feedback. . y
SLIDE 32 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Re Re-entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Re Re entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
So, Developmental and
So, Developmental and Experiential selections provide Experiential selections provide the bases for great variability the bases for great variability g y g y and differentiation of groups. and differentiation of groups.
Re
Re entry allows the integration entry allows the integration
Re
Re-entry allows the integration entry allows the integration
- f information between and
- f information between and
within the primary and within the primary and secondary repertoires secondary repertoires secondary repertoires. secondary repertoires.
SLIDE 33 Neuronal Group Selection Theory (NGST) Neuronal Group Selection Theory (NGST) Re Re-entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Re Re entrant mapping entrant mapping
(Edelman and (Edelman and Tononi Tononi 2000) 2000)
Two other major re Two other major re-
entry functions functions
Synchronisation of the space
Synchronisation of the space and time co and time co-
- ordination of
- rdination of
movements movements movements. movements.
Distinguishing between figure
Distinguishing between figure g g g g g g and ground based on and ground based on interactions between brain interactions between brain areas for visual movement and areas for visual movement and shape. shape.
SLIDE 34 Primary and Secondary Variabilities Primary and Secondary Variabilities y y y y
(Hadders Hadders-
Algra M. 2000 Aug and Oct)
Primary Variability Primary Variability y y y y Selection Selection Secondary Variability Secondary Variability Secondary Variability Secondary Variability
SLIDE 35 Primary and Secondary Variabilities Primary and Secondary Variabilities Primary Variability Primary Variability (Hadders
Hadders Algra Algra M 2000 Aug and Oct) M 2000 Aug and Oct)
Primary Variability Primary Variability (Hadders
Hadders-Algra Algra M. 2000 Aug and Oct)
All forms of goal directed motor behaviours start
All forms of goal directed motor behaviours start
All forms of goal directed motor behaviours start
All forms of goal directed motor behaviours start with primary variability. with primary variability. Th i i bili d l Th i i bili d l d i f l lif d d i f l lif d
The primary variability develops
The primary variability develops during foetal life and during foetal life and infancy as a fundamental phenomenon, showing infancy as a fundamental phenomenon, showing enormous variation. enormous variation.
Neural system explores all motor possibilities by self
Neural system explores all motor possibilities by self generated activity + self generated activity + self-generated afferent generated afferent generated activity + self generated activity + self generated afferent generated afferent information, within the constraints of genetics. information, within the constraints of genetics.
SLIDE 36 Primary and Secondary Variabilities Primary and Secondary Variabilities Selection Selection
(Hadders Hadders Algra Algra M 2000 Aug and Oct) M 2000 Aug and Oct)
Selection Selection
(Hadders Hadders-Algra Algra M. 2000 Aug and Oct)
Experiential selection of most effective motor
Experiential selection of most effective motor patterns and their associated groups. patterns and their associated groups.
Transient minor reduction in variation of motor
Transient minor reduction in variation of motor behaviour behaviour behaviour. behaviour.
Begins during infancy at function specific ages,
Begins during infancy at function specific ages, eg eg Beg ns dur ng nfancy at funct on spec f c ages, Beg ns dur ng nfancy at funct on spec f c ages, eg eg reaching and grasping at 4 to 5 months. reaching and grasping at 4 to 5 months.
SLIDE 37 Primary and Secondary Variabilities Primary and Secondary Variabilities Secondary Variability Secondary Variability (Hadders
Hadders Algra Algra M 2000 A and O) M 2000 A and O)
Secondary Variability Secondary Variability (Hadders
Hadders-Algra Algra M. 2000 A and O)
Secondary variability shows a time of rapid increase in
Secondary variability shows a time of rapid increase in
Secondary variability shows a time of rapid increase in
Secondary variability shows a time of rapid increase in synapse formation and elimination. synapse formation and elimination.
Creation of secondary neural repertoires with a large
Creation of secondary neural repertoires with a large collection of parallel channels due to exposure to a collection of parallel channels due to exposure to a multitude of experiences. multitude of experiences. p
The long duration of the developmental processes in
The long duration of the developmental processes in secondary variability means it may take years to reach secondary variability means it may take years to reach secondary variability means it may take years to reach secondary variability means it may take years to reach efficient motor solutions for each specific movement. efficient motor solutions for each specific movement.
SLIDE 38 Primary and Secondary Variabilities Primary and Secondary Variabilities Secondary Variability Secondary Variability (Hadders
Hadders Algra Algra M 2000 A and O) M 2000 A and O)
Secondary Variability Secondary Variability (Hadders
Hadders-Algra Algra M. 2000 A and O)
Mature situation
Mature situation – – task constraints: ability to adapt task constraints: ability to adapt each movement exactly and efficiently to task each movement exactly and efficiently to task y y y y specific conditions, or multiple motor solutions or specific conditions, or multiple motor solutions or strategies for a single task. strategies for a single task.
Onset: function specific from mid
Onset: function specific from mid-
infancy onwards. Starting to bloom at 2 Starting to bloom at 2-
- 3 years; mature in adolescence.
3 years; mature in adolescence.
SLIDE 39 How does our understanding of primary How does our understanding of primary reflexes fit with these theories? reflexes fit with these theories? reflexes fit with these theories? reflexes fit with these theories?
Part of the genetically determined primary repertoire
Part of the genetically determined primary repertoire that is developed in the foetus. that is developed in the foetus.
For safety net, need to retain access to both primary
For safety net, need to retain access to both primary and secondary repertoires of motor response. and secondary repertoires of motor response.
A choice of motor response depending on the
A choice of motor response depending on the situation, and state of the individual e.g. fatigue, situation, and state of the individual e.g. fatigue, situation, and state of the individual e.g. fatigue, situation, and state of the individual e.g. fatigue, stamina, nutrition etc stamina, nutrition etc -
- 1º, 2º, or primitive reflex.
1º, 2º, or primitive reflex.
SLIDE 40 If a primary reflexive response to a stimulus is If a primary reflexive response to a stimulus is their movement of choice their movement of choice it it could be: could be:- their movement of choice their movement of choice it it could be: could be:
they haven’t developed the secondary repertoire
they haven’t developed the secondary repertoire associated with that stimulus, associated with that stimulus,
they have a secondary repertoire but cannot access
they have a secondary repertoire but cannot access it, it,
they haven’t developed the efficient sensory
they haven’t developed the efficient sensory h bl h d l f d h bl h d l f d pathways to enable the development of secondary pathways to enable the development of secondary variability, variability,
SLIDE 41 If a primary reflexive response to a stimulus is If a primary reflexive response to a stimulus is their movement of choice their movement of choice it it could be: could be:- their movement of choice their movement of choice it it could be: could be:
both primary and secondary repertoires in place, but
both primary and secondary repertoires in place, but they are unable to fine tune their motor output to they are unable to fine tune their motor output to y p y p specific tasks, specific tasks, h h d l d b h i d d h h d l d b h i d d
they may have developed both primary and secondary
they may have developed both primary and secondary repertoires but lost them, or lost access to them due repertoires but lost them, or lost access to them due to TBI, CVA etc, to TBI, CVA etc, , , , ,
the stress of the situation, and state of the person.
the stress of the situation, and state of the person. Primitive reflex responses and gross motor skills Primitive reflex responses and gross motor skills assessment assessment exploring and probing the primary and exploring and probing the primary and assessment assessment - exploring and probing the primary and exploring and probing the primary and secondary repertoires as well. secondary repertoires as well.
SLIDE 42 But where is the visual process in all this? But where is the visual process in all this?
The motor development processes depend on the
The motor development processes depend on the sensory afferent pathway to make selections. sensory afferent pathway to make selections.
But also, the sensory input links with previous
But also, the sensory input links with previous experience to give vision experience to give vision experience to give vision. experience to give vision.
Therefore, the visual process is part of every
Therefore, the visual process is part of every f , p p f y f , p p f y neuronal selection made to develop motor neuronal selection made to develop motor movements, and every movement made develops the movements, and every movement made develops the sensory pathways sensory pathways sensory pathways. sensory pathways. ‘…movement is an intrinsic and ineradicable element ‘…movement is an intrinsic and ineradicable element …mo ement s an ntr ns c and nerad cable element …mo ement s an ntr ns c and nerad cable element
- f each and every sensory perception’. Dalton
- f each and every sensory perception’. Dalton
SLIDE 43 How do we learn the visual process? How do we learn the visual process?
By developmental learning of movement, and sensory By developmental learning of movement, and sensory afferent information processing skill afferent information processing skill afferent information processing skill, afferent information processing skill,
initially from the primary variabilities, including the initially from the primary variabilities, including the learning from the primitive reflexes, and then learning from the primitive reflexes, and then
from more from more complex movements gaining postural complex movements gaining postural p g g p p g g p control and secondary variabilities of movement. control and secondary variabilities of movement. This developmental learning builds to give a reference This developmental learning builds to give a reference base of previous experience. base of previous experience.
SLIDE 44
Vi l P A t Vi l P A t Visual Process Assessment Visual Process Assessment
The Visual Process The Visual Process
SLIDE 45 Visual Process Assessment Visual Process Assessment
Have they made the age appropriate postural control
Have they made the age appropriate postural control and movement development? and movement development?
Have they made the movement pattern learning that
Have they made the movement pattern learning that y p g y p g they should have made they should have made from from the primitive reflexes? the primitive reflexes? C th l t th s l s i s d k h d C th l t th s l s i s d k h d
Can they locate themselves in space and know how and
Can they locate themselves in space and know how and where their body parts fit in space? where their body parts fit in space?
Can they direct themselves and their body parts
Can they direct themselves and their body parts toward a meaningful end? toward a meaningful end? g
SLIDE 46 Visual Process Assessment Visual Process Assessment
Can they locate and identify significant others (things
Can they locate and identify significant others (things and people) as objects of action? and people) as objects of action?
Have they the balance, poise, posture and
Have they the balance, poise, posture and y , p , p y , p , p understanding to move accurately, automatically and understanding to move accurately, automatically and gracefully through space with their body eyes and gracefully through space with their body eyes and gracefully through space with their body, eyes and gracefully through space with their body, eyes and mind? mind?
Can they take in the input, process and make the
Can they take in the input, process and make the accurate action, without expending excess energy? accurate action, without expending excess energy?
SLIDE 47 O t t i Vi i Th O t t i Vi i Th Optometric Vision Therapy Optometric Vision Therapy
We need to view the whole patient.
We need to view the whole patient. p
Look for weaker areas within the visual process.
Look for weaker areas within the visual process. With OVT we could access the With OVT we could access the i l t i t i l t i t visual process at any point on visual process at any point on this helix to make changes and this helix to make changes and influence both motor and sensory influence both motor and sensory influence both motor and sensory influence both motor and sensory pathways. pathways.
SLIDE 48 Optometric Vision Therapy Optometric Vision Therapy Optometric Vision Therapy Optometric Vision Therapy
OVT includes movements that open up access to the
OVT includes movements that open up access to the primary and secondary repertoires of normal primary and secondary repertoires of normal movement development. movement development.
With neural plasticity the patient is gaining the
With neural plasticity the patient is gaining the
With neural plasticity the patient is gaining the
With neural plasticity the patient is gaining the
- pportunities to increase variability and make
- pportunities to increase variability and make
l i d i h f l i d i h f selections, and gain the range of motor responses selections, and gain the range of motor responses that they would normally have made. that they would normally have made.
SLIDE 49 B tt ? B tt ? Bottom up? Bottom up?
When you assess the
When you assess the
When you assess the
When you assess the patient, whatever their patient, whatever their age, there is only the age, there is only the h l h l whole person; whole person;
their
their performance with performance with
their
their performance with performance with their their visual process, visual process,
dependent on
dependent on their their developmental learning. developmental learning.
SLIDE 50 Principal References Principal References p
Dalton TC, Dalton TC, Bergenn Bergenn VW, (2007) VW, (2007) Early Experience, the Brain, Early Experience, the Brain, and Consciousness Lawrence Erlbaum Associates NY and Consciousness Lawrence Erlbaum Associates NY and Consciousness Lawrence Erlbaum Associates, NY. and Consciousness Lawrence Erlbaum Associates, NY.
Edelman GM and Edelman GM and Tononi Tononi G (2000) G (2000) A Universe of A Universe of Consciousness, Basic Books, New York, USA. Consciousness, Basic Books, New York, USA. Gesell A (1949) Gesell A (1949) Vision: It’s Development in Infant and Child Vision: It’s Development in Infant and Child
Gesell A (1949) Gesell A (1949) Vision: It s Development in Infant and Child, Vision: It s Development in Infant and Child, OEPF, Santa Ana, CA, USA. OEPF, Santa Ana, CA, USA.
Hadders Hadders-
Algra M (2000 Aug) M (2000 Aug) The neuronal group selection The neuronal group selection theory: a framework to explain variation in normal motor theory: a framework to explain variation in normal motor theory: a framework to explain variation in normal motor theory: a framework to explain variation in normal motor
- development. Dev Med Child Neurol. 2000 Aug;42(8):566
- development. Dev Med Child Neurol. 2000 Aug;42(8):566-
- 72.
72.
Hadders Hadders-
Algra M (2000 Oct) M (2000 Oct) The neuronal group selection The neuronal group selection theory: promising principles for understanding and treating theory: promising principles for understanding and treating theory: promising principles for understanding and treating theory: promising principles for understanding and treating developmental motor disorders. Dev Med Child developmental motor disorders. Dev Med Child Neurol.;42(10):707 Neurol.;42(10):707-
15.
SLIDE 51 Principal References Principal References
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SLIDE 52
Th k d j th t f ICBO! Th k d j th t f ICBO! Thank you, and enjoy the rest of ICBO! Thank you, and enjoy the rest of ICBO!
