She had improved following directions, sequencing and planning skills. Amelia’s math skills had improved and completing written work was easier to engage in and complete. On her basketball team she improved to the “top player” and she had improved swimming skills in swim club. She now had little to no anxiety and showed more confidence in her daily activities. Occupational Therapy (simultaneously while listening to the iLs program), Vision Therapy (simultaneously while listening to the iLs program), Math Tutoring, Swim Teamįollowing completion of the Reading & Auditory Processing program, Amelia had graduated (earlier than expected) from her Vision Therapy program. ILs Reading & Auditory Processing Program on the Total Focus System at home, three times per week. Correct vision difficulties to improve reading speed and to enjoy reading. Improve self-regulation and decrease anxiety. Improve auditory processing speed and dichotic listening improve problem solving and planning skills, as well as organization skills. Anxiety surrounding school and homework.Diplopia (double vision), convergence insufficiency and binocular/oculomotor dysfunction (focus / tracking).
(An auditory integration deficit occurs due to inefficient inter-hemispheric communication.) Auditory Integration deficit and a classic right ear advantage (left ear weakness).At the suggestion of the school, her mother sought out further testing. In 4 th grade, the workload was overwhelming and Amelia started having anxiety about going to school and doing her homework.
#VISUAL AND AUDITORY PROCESSING DISORDER TV#
Her mother noted that she has been observed turning her head to one side or covering one eye while watching TV or doing other activities. She also skips words or gets lost when reading and has to re-read sentences more than once to grasp the meaning of what is read. Amelia reported that when she reads words move around on the page and one line slants up hill and she sees another line below it. Amelia reported fears of loud noises such as school fire alarms and fireworks. Additional concerns included poor organization, difficulty starting or completing tasks, poor “predictive thinking and planning”. She consistently tested about one year behind in reading assessments. She tried hard, but struggled with multi-step directions, executive functioning, math, and reading comprehension. “Amelia” struggled in school and had tutors starting in first grade.
Children’s Therapy of Woodinville & Overlake Family VisionĪmelia’s Mother, Doreen Hunt, OTR/L, Mary Baker, O.D.
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