Pesi Manual 9.11.2011 Visual Stress

Understanding Visual
Stress & Sensory
Processing Dysfunction:
Techniques for Learning, Behavior,
& Daily Living

Shoshana Shamberg, OTR/L, MS, FAOTA

Understanding Visual
Stress & Sensory
Processing Dysfunction:
Techniques for Learning, Behavior,
& Daily Living

Shoshana Shamberg, OTR/L, MS, FAOTA

The Activity Planner and Shoshana Shamberg have indicated that the content being pre-
sented at today's educational activity is without bias of any commercial product or drug.

This manual was printed on 10%
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Understanding Visual Stress & Sensory
Processing Dysfunction: Techniques for
Learning, Behavior, & Daily Living
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Describe typical developmental progression of infants from birth to six months. O O
Identify markers for atypical development. O O
List components of assessment including standardized tests, clinical observations, criterion referenced tests. O O
Describe ways to determine treatment priorities, partnering with parents. O O
Review treatment ideas including handling and sensory processing. O O

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Materials Provided By

Shoshana Shamberg, OTR/L, MS, FAOTA, has over 30 years
experience in program management and providing consultation
services to elementary schools, educational institutions, businesses,
community-service organizations, senior centers, and therapy
centers. Shoshana is founder and president of Abilities OT
Services and Seminars, Inc. (AOTSS) a consulting firm that
specializes in accessibility, health and wellness, pediatric school
based interventions, and consumer and professional training
seminars. She is a guest instructor at many universities and is a
former vice-president of the Maryland OT Association Board and
Legislative Committee. She is AOTA representative to the ANSI
117.2 Accessibility Design Guidelines Board and the Maryland
IDEA Partnership. Shoshana has a masters degree is special
education with an emphasis on assistive technology, licensed Brain
Gym Instructor and Certified Irlen Diagnostician. She is director
of the Irlen Visual Learning Center with offices at Ruscombe
Community Health Center in Baltimore, MD and at the Amen
Clinic of DC in Reston, VA.

Copyright 2011 Shoshana Shamberg, OTR/L, MS, FAOTA. May not be copied or changed in any way without written permission
from the author/presenter. Portions of this presentation are used for educational purposes with permission from respective authors,
including Helen Irlen/PDC and Brain Gym International.

Effects of Visual Stress and Sensory Processing Effects of Visual Stress and Sensory Processing
on Learning, Behavior, and Daily Living on Learning, Behavior, and Daily Living

Sensory motor exercises such as Brain Gym, Yoga, Sensory motor exercises promote
Tai Chi, Bal-A-VisX, and Dance Movements
Bal-
a
assist in
WHOLE-
WHOLE-BRAIN INTEGRATION FOR
reducing stress
and promote
THINKING, READING, SPEAKING, LISTENING,
Integration of the hemispheres of the brain
WRITING, FOCUSING, MOVING, PLAYING,
to draw out our innate abilities WORKING AT THE COMPUTER, AND
for full self-expression and learning potential
self- PERFORMING MANY DAILY LIFE ACTIVITIES

Benefits of Sensory Motor Exercises
• Discover the joy of learning and remedy attention and learning
difficulties
Brain Gym Sensory Motor Exercises
• Enhance skills in memory retention, math, reading, comprehension, and
listening
• Four simple “PACE” activities that prepare the individual’s
physiology for learning • Create calmness in high stress situations
sit ations

• 26 Brain Gym movements to help facilitate whole-brain learning
whole- • Raise confidence and self-esteem
self-

• Develop effective communication skills
• Uses simple biofeedback techniques to help the learner become
aware of his/her own learning state at any moment • Develop greater insight and intuition

• A simple, yet profound, five step process (the Edu-K Balance) to set
Edu- • Create comfort in risk-taking and managing change
risk-
and achieve personal goals
• Experience a personal breakthrough in relationships and success

Effects of Visual Stress and Sensory Processing
Effects of Visual Stress and Sensory Processing on Learning, Behavior, and Daily Living
on Learning, Behavior, and Daily Living

Finding the challenges.
Formulate solutions.
When, Where, How, What
Are the stressors?

Introduction Sensory Motor Tools Neurobiology of Stress
Triune Brain Theory Kinesthetic Learning Stress Management
Noticing Brain Gym Exercises Sensory Processing
High Gear/ Low Gear Bal-A-VisX Accommodations
Three Dimensions Irlen Method Learning and Working
Goal Setting

1
1




Five Principles of Brain Gym PACE
Brain Gym Basic Process
1. Draw Out: Intelligence is Inborn – Find Your PACE
Out:
Foundation for Learning and Balancing
2. Focus: Attention Follows Intention – Set a GOAL
Focus:
3. Notice: We Learn What We Actively Experience –
Notice: • Positive Hook Ups

4.
Do Pre-Activities
Pre-
Move to Learn: Growth Is a Search for Balance, Imbalance is a
Learn:
• Active Cross Crawl
Search for Growth – Choose From the Learning Menu • Clear Brain Gym
5.
• Energetic
Interconnect:
Interconnect: Each of Us Is Affected by Every Other –
Do Post-Activities
Post- CELEBRATE!
Water

Brain Gym PACE Song

Why Water? Take a drink of WATER
Feeling Fine
LEFT foot over RIGHT foot
LEFT arm over RIGHT
Take a drink of WATER Bring it to your body
– Water conducts electrical energy It’s Brain Gym time Hold on tight
– 2/3 or 70% of the human body is water
Time to push your buttons Time to change
– Chemical a d e ect ca act o s o b a a d C S depe d o
C e ca and electrical actions of brain and CNS depend on Make a magic “C”C
conductivity of currents between brain and sensory systems Put it on your chest just like me Fingertips together
Breath in slow
– Water absorbed in body efficiently and immediately Time to change Arms at your middle
Let it flow
– Lack of H2O causes daytime fatigue, STM, poor concentration Time to cross your body Let it go
Arms to knees Let it flow
– Address dehydration which affects all human functioning and One side to the other, just like me
chronically 75% of Americans. Thirst is mistaken for hunger Brain Gym time is over
Slow it down (4X) Feeling free
– Weight divided by 3 = # oz, #oz divided by 8 = number of Now you are connected just like me
glasses (Ex: 144# = 48 oz, 48 oz = 6 glasses of H2O per day RIGHT foot over LEFT foot
RIGHT arm over LEFT Just like me (3X)
Bring it to your body Feeling free (3X)
Do your best
Time to change

2
2



Goal Setting NOTICING
Physical, Emotional, Mental, and Energetic States
Creating Effective Goals and Goal Statements: • Notice HOW IT IS NOW
• Notice WHERE you are experiencing it in your body
i i i i i b d
• Enables me to live and perform in a more effort-free manner
• What WORD describes this inner experience?
• Uses positive language and goal statements
• On a scale of 1 to 10, how do you rate the intensity of the
• Action orientated and situation specific related to life-long patterns experience?
• Clear enough language for a child to understand • Does this serve you well?
• Energetic and exciting for me • Is this how you WANT to feel?
• Recognizes both high (verb) and low (adverb) gear elements • If ‘no”, what do you want? If it were ideal how would it be
• Specific and measurable different?

Noticing on Learning, Behavior, and Daily Living

• State your name and one word to describe your feeling right now High and Low Gear
• Statement: “I am ____ and I feel ____” Create a movement that Integrated and Unintegrated
symbolizes this feeling.
Switched –Off (one sided stuckness) - Stress
• Tiredness Quotient using 0-5 with 5 being most tired
0-
Homolateral a d Bilateral Movements
o o ate a and ate a o e e ts
• What stresses you out? Share with partner for 1 minute each
Wh ? Sh ih f i h
• State 2 truths and one lie and have partner guess the lie
Balance and Repatterning
• Noticing for pace – pull hair, touch buttons, zip up/down 3 Dimensions/ DLR and 3DLR
• Reflex Rag – Eve Kodiak Learning Menu
• Lazy 8 with eyes – have partner notice tracking smoothness near Pre and Post Activities
and far Celebrate
Home play


Integrated Learning Integrated High Gear State : Learned (right hemisphere)
the “dance” between what is not yet learned and what is learned
Safe, familiar environment
Low Gear State : Not Yet Learned (left hemisphere)
hemisphere)
Respond without thought, non-reational
non-
Survival instinct, non-verbal
non-
Unfamiliar i f
U f ili information or environment
ti i t
Automatic movement, reflexive
Think before responding
Whole to parts
Intentional movement, analytical
Big Picture
Parts to whole
Familiar context – feels good
Details
Thinking and moving together
Unfamiliar context – feels uncomfortable
Efficient, concrete, holistic
Stopping movement to think
Able to move forward, feels safe
Slow and thoughtful, abstract
Diffuse, receptive, spatial, intuitive
Moving forward with caution, temporal, logical , symbolic, verbal

3
3



Unintegrated High Gear State (right hemisphere) Unintegrated Low Gear State (left hemisphere)
Busy, “trying hard”
Frustrated Bored, procrastinates, doesn’t care
Quits before finished “Why me?” and rule dominated
Too many choices – can’t choose
can t Automatic, inappropriate responses
i i i
Can’t cope Painfully self conscious and critical
ADHD Spaced out, over focused, stuck
Fearful, self-conscious, easily distracted, compulsive
self- ADD and Depressed
Perfectionist, dreamer Moves aimlessly, ideas blocked
Confused, poor concentration Confused, short-term memory loss
short-
Manic Depression, over sensitive Tunnel vision, obsessive, inflexible
Poor time management Can’t stop, poor self regulation
Always up, chaotic Mechanical and stressed

A man found a cocoon of a butterfly. One day a small
opening appeared. He sat and watched the butterfly for
several hours as it struggled to force its body through What the man in his kindness and haste did not
that little hole. Then it seemed to stop making any understand was that the restricting cocoon and
progress. It appeared as if it had gotten as far as it had the struggle required for the butterfly to get
and it could go no further. through the tiny opening were God's way of
Then the man decided to help the butterfly, so he took a
forcing fluid from the body of the butterfly into
pair of scissors and snipped off the remaining bit of the its wings so that it would be ready for flight
cocoon. The butterfly then emerged easily. But it had a once it achieved its freedom from the cocoon.
swollen body and small, shriveled wings. The man
small wings
continued to watch the butterfly because he expected Sometimes struggles are exactly what we need
that, at any moment, the wings would enlarge and in our life. If God allowed us to go through our
expand to be able to support the body, which would life without any obstacles, it would cripple us.
contract in time.
We would not be as strong as what we could
Neither happened! In fact, the butterfly spent the rest of have been. And we could never fly.(author
its life crawling around with a swollen body and shriveled unknown)
wings. It never was able to fly.


Hearing in an Integrated State Vision in an Integrated State
Structures: R and L Temporal Lobes, Cochlea Structures: lateral geniculate ganglion,
optic chiasm, optic nerve, eye structures
Gestalt (right hemisphere dominant)
Hears: rhythm, tone, dialect, emotions pitch,
Hears: Gestalt (right hemisphere dominant)
image, understanding, perception, patterns Sees: image, patterns, big picture,
Logic (left hemisphere dominant) emotion, 3 dimensions, color, future possibilities
Hears: words, syntax, covert speech,
Hears:
lyrics of music, specific notes, details, linear sequence, symbols, Logic (left hemisphere dominant)
analysis, breaks sound into small parts Sees: details, analysis, linear sequencing, specific,
symmetry, line, 2 dimensions, puts vision in context of past

4
4



Left Brain, Right Brain The Right brain loves movement
The Right brain feels emotion
By Jean Houston and modified by Carla Hanniford
And the Right brain likes improvement.
Left brain, right brain Get your head together
Left brain right brain
brain, Get your head together Left brain, Right brain * get your head together
Get ***, Your head ***, Together Left brain, Right brain * get your head together
Get *** your head *** together
The left brain discusses what your eyes can see,
Teaches you to read and the one, two , three The Right brain intuits things as a whole,
The left brain helps you structure your day, Synthesizes, integrates, believes in the soul.
If you didn’t have a left brain, you couldn’t say The Right brain visualizes patterns so strange,
That the right brain sees the ocean If you didn’t have a Right brain, you’d never change


And the Left brain clock watches, The Left brain loves order.
The Left brain hates blotches, and the Left brain makes borders.
Brain Gym Learning Menu (26 Activities)
Chorus: Left brain, Right brain get your head together
Lengthening Activities
And the corpus callosum acts live a road
road,
Th O l
The Owl
For the two brains to share the load.
In one given second there’s a quadrillion things Arm Activation
That the brain puts together and that’s how it sings. Footflex
Calf Pump
Whole brain wants teaching, Whole brain want learning.
Whole brain’s out reaching, The whole brain is yearning. Gravity Glider
Chorus: Left brain, Right brain get your head together The Grounder


Brain Gym Learning Menu (26 Activities) Brain Gym Learning Menu (26 Activities)
Midline Movements
Energy Activities
Think of an X
Water Cross Crawl and Cross Crawl Sit-Ups
C C l dC C l Sit-
S
Brain Buttons Lazy 8’s and Alphabet 8’s
Earth Button Double Doodle
Balance Buttons The Elephant
Neck Rolls
Space Buttons
The Rocker
Energy Yawn Belly Breathing
Thinking Cap The Energizer

5
5



Brain Gym Learning Menu (26 Activities) Repatterning
Dennison Laterality Repatterning (DLR and 3DLR)
return to natural, integrated patterns imprinted in human development
Deepening Attitudes
Cook’s Hook-ups
C k’ Hook-
H k • P tt i (D
Patterning (Doman & D l
Delacato) –
t )
Imprinting into the body’s physiology of a natural pattern via
Positive Points prolonged repetition
• Reciprocal Interweaving (Arnold Gesell) –
Repatterning Walking with a rhythmic, contralateral gait to simultaneously
stimulate L and R brain hemispheres
Dennison Laterality Repatterning (DLR)
• Repatterning (Dennison) – re-establish efficient, integrated
re-
Three Dimension Repatterning (3DLR) patterns in cross-lateral movements including vision and hearing by
cross-
strengthening core postural awareness

Effects of Visual Stress and Sensory Processing on Learning, Behavior, and Daily Living
on Learning, Behavior, and Daily Living
Adapting Sensory Motor Exercises for Specific Functional Limitations,
Classroom Learning, Personal Growth,
and Creative Activities
Brain Gym Exercise: Calf Pump


Brain Gym Exercise: Brain Gym Exercise: Thinking Cap
Energy Yawn

6
6



Brain Gym Exercise: Balance Buttons Brain Gym Exercise
The Rocker


Dennison Laterality Repatterning DLR
Brain Gym Exercise • Look at X – Cross Crawl – Look at l l – Homolateral Crawl
• Cross Crawl while humming and looking up
Lazy 8 (usually to the left)
• Puppet C
P t Crawl while counting and looking down
l hil ti d l ki d
(usually to the right)
• Integration Metaphor
• Cross Crawl while looking in all directions
• Puppet Crawl while looking in all directions
• Look at X
ROBOT (thinking) SWIMMER (feeling) PENGUIN (sensing)

Additional Supports for Brain Gym
Skull Tapping Core Activation
Rhythmic, Continuous, Alternating Beat
Between right and left using two finger from each hand

Temple Positive Points (directly over eyebrows) Temple
Temple Crown (over eyebrows up to the top of the head Temple
Temple Bottom of the Occular Orbit directly under eyes Temple
Temple Down jaw line to Space Buttons on upper lip Temple
Temple Down jaw line to Earth Buttons on lower lip Temple
Temple Over the ears to Balance Buttons on occiput
Finish 3 Thinking Caps massage ear folds top to bottom

7
7


Vision Exercises
Holding the head up, looking straight ahead:
• Look to the directly to the right. Hold this fixed position for 15
seconds.
Accesses the ability to create new sound forms
• Look up and to the left. Hold this fixed position for 15 seconds.
seconds.
Strengthens visual recall and is spontaneously made when we want to recall • Look down to the end of the nose. Hold this fixed position for 15
a visual memory seconds.
Accesses the ability to strengthen olfactory sense
• Look down and to the left. Hold this fixed position for 15 seconds.
Accesses auditory memory and is spontaneously made when we want to • Look down toward the tongue. Hold this fixed position for 15
recall a musical tune seconds.
Accesses the ability to strengthen gustatory senses
• Look up and to the right. Hold this fixed position for 15 seconds.
Accesses the ability to create new visual forms • Look upward and inward trying to look at the space between the
eyebrows. Hold for 15 seconds.
seconds.
• Look down and to the right. Hold this fixed position for 15 seconds. Accesses the ability to heighten intuition
Accesses kinesthetic recall and is spontaneously made when we want to
recall an experience of touch


Add to the Learning Menu Goal Setting
Cranial Sacral
Vision Therapy and Eye Exercises
Practice in Groups of Three
Yoga
Tai Chi • First person facilitates
Qigong • Second person receives
Acupressure • Third person oversees the process, provides guidance and feedback,
and records information from receiver
Therapy Ball Exercises
Dancing and Drumming • Provide feedback to each other to refine the goal states to make
them positive, active, clear, energetic and powerful, measureable,
Therapeutic Listening and Hemi-Sync Music
Hemi- and concise


Where and When
listen accurately
Goal Statement Language Situations:
read fluently
move ll
flexibly Home
speak (present tense):
clearly School
write
te I will _____ ______ (future)
easily Work
W k
communicate I ___ ______ (present)
openly Sports
organize fairly
Verb (High Gear) ** Adverb (Low Gear) Recreation
focus globally Creative Activities
manage honestly Travel
empower fully Social Settings
relate joyfully Public Speaking
choose run powerfully intuitively
relax sleep lovingly comfortably
create drive
Are you in PACE? Water, Brain Buttons, Cross Crawl, Hook Ups
calmly smoothly
play remember clearly effectively

8
8



My Goal Is Positive in the Present Tense GOAL STATEMENT:

• What do I want? PACE THE GOAL
• What do I want to change in my life?
• What would be different or what would I be doing differently?
• What situation or issue is most challenging my in my life and that I am • This goal energizes and excites me?
ready to change and let go of?
• This goal is positive, active, clear and energetic?
• How would my life be different if I did not have this issue in my life?
• How would I feel?
• This is the best goal for me?
• What would I be doing then that I am not doing now? • Is this the most important goal? Prioritize the goals?
• What observable behaviors are examples of this in my life? • This goal needs something more?
• How will I know when I leave here that I got what I came for? (pre and • This goal need something to take away or change?
post activities • How will you know when you leave here that you got what you
came for (pre and post activities)?

on Learning, Behavior, and Daily Living Balancing Brain Functioning
5 Step Brain Gym Balance • Prefrontal Cortex: attention,
organization, impulse, and mood
PACE control
• Anerior Cingulate Gyrus:
Goal gear shifter
• B l G li movement and
Basal Ganglia:
Pre-
Pre-Activity anxiety

Learning Menu • Thalamus: integrator
• Temporal Lobes: mood,
Post-
Post- Activity memory, learning
• Parietal Lobes: sensory and
Celebrate and Anchor the Goal! direction

Home Play • Occipital Lobes: vision
• Cerebellum: processing speed


3 Dimensions and The Triune Brain
3 Dimensions for Whole Brain Learning Reflex Patterns
Focus
Comprehension Side to Side Lengthening Exercises Focus: Where Am I?
Participation Midli
P ti i ti Midline
Centering Attention and Comprehension
Organization Up and Down Energy Exercises Hindbrain, Brain Stem, Reptilian Brain
Develops from conception to 15 months
Fright and Freeze
Laterality Controls Autonomic Nervous System:
Respiration, CNS, Sweating, Digestion, Circulation
Communication Side to Side Midline Movement Survival and Self Preservation
Unemotional, Ritualistic, Territorial, Doesn’t Recognize Individuals
DLR/3DLR – All Dimensions

9
9



3 Dimensions and The Triune Brain 3 Dimensions and The Triune Brain
Reflex Patterns Reflex Patterns
Centering: Where Is It?
Laterality: What Is It? Who Am I?
Stabilizing Midline
Organization Communication Midline
C i ti Midli
Limbic System, Thalamus, Hypothalamus, Midbrain, Old Mammalian Brain Cooperation
Connects cerebral cortex and brain stem Cerebral Cortex, Prefrontal Lobe, The New Mammalian Brain
Develops from 15 months to 4 years Develops from 4 years and up
Fight or Flight Reverts to Dominant Side (shuts down non-dominant side)
non-
Controls Sympathetic Nervous System: Controls Higher Level Thinking, Problem Solving, Reasoning, Language, Systematizing,
Hormone Regulation and Cortisol levels,, Emotions, Response to Stimuli, Altruism, Noticing, Fine Motor Skills
Short-term Memory, Relationship
Short- Self Awareness and Self Actualization
Playful, Loving, Emotional Creative, Innovative, Seeks Patterns and Order, Similarities/Differences
Recognizes individuals Recognizes Self as Individual



Focus Centering
STNR Moro
Spinal Galant Landau
Landau Leg Cross Flexion
Flying and Landing
Tonic Labyrinthine
Bauer Crawling
Trunk Extension
Thomas Autonomic Gait
Spinal Pereze Hands Supporting



Laterality Symmetrical Tonic Neck Reflex
ATNR Preparation for creeping by raising up from stomach on all fours.
Robinson Grasp Baby raises neck up, arms straighten automatically and legs bend.
Unintegrated STNR hampers coordinated movement /postural control.
Leg Cross Flexion
Reading and writing problems, focusing challenges,
Babinski Poor hand-eye coordination, directionality, posture,
hand-
Bonding Figety, daydreaming, clumsy, messy
Hands Pulling

10
10



3 Dimensions and The Triune Brain Developmental Movement Patterns
Reflex Patterns Early in Dance
Homolateral crawl Clap hands
Spinal Galant Reflex Moving head side to side
Moving head up and down
Assists fetus in reacting to sound Fall back and catch one’s self
Swimming movement with arms
Prepare position of fetus for birth
Triggers cross lateral movements during birth with ATNR Later in Dance
Unintegrated SGR results in: Cross lateral movements
Poor concentration, posture, STM, coordination, Lazy 8 Movements Spinning
Skip-
Skip-along Spinning cross crawl
Hip rotation to one side, bedwetting, fatigue, fidgeting, Group spinning or circling Hopping


Modifying Sensory Motor Exercises for Special Needs
Six Dimensions Well Being to consider:
• Sensory Stimulation/Modulation Techniques
Prepare Body via Desensitization to Calm the Nervous System
vibration, brushing, rocking, music, dim lighting
• Physical
• Passive Range of Motion and HOH/HUH Instead of AROM • Intellectual
• Use Support For Back Or Sit/Lie Down • Social
• Use Visual and Auditory Cues:
color code hands/arms/legs/feet, lighted mirror, flashlight, black light , occlude
• Emotional
vision, verbal step-by-step cues, singing
step-by-

• Use Assistance for Holding Points
• Cultural
• Visualization • Vocational

on Learning, Behavior, and Daily Living What is Irlen Syndrome ?

Stress Reducers • Not visual
• Recognize your symptoms of stress
• Relaxation techniques and exercise • Not corrected with
• Time management
g glasses
• Diet and nutrition
• Rest and sleep / dream journal/ laughter • Not identified by vision
• Talk to friends, professionals, support groups tests
• Help others / Choose your battles wisely
• Positive attitudes / Work off anger • Not a method of
• Take a break to read, sing, dance, watch funny movies, instruction
make something or engage in creative activity

11
11


What is Irlen Syndrome? Irlen: A Piece of the Puzzle
Correct problems of
• Visual-perceptual disorder: neurologically-based, visual
Visual- neurologically-
cortex, transient or magnocellular deficit – Light Sensitivity
• Genetic component: affecting males and females equally – Glare
• Condition is varied and intermittent – Stress & Strain
– Visual Distortions
• Exists on a continuum from slight to severe
– Visual Acuity
• Enhanced by environmental stressors: lighting; contrast, – Adaptation Time
colors, patterns; amount of print on page; demands for – Visual Performance
continuous performance; demands for comprehension;
print size, style and format – Field of Vision
– Headaches & Discomfort
• Not identified by standardized tests – Contrast Sensitivity
• Not a method of instruction

Symptoms
LIGHT SENSITIVITY ATTENTION DEFICIT
Bothered by glare, fluorescent lights, Problems concentrating while reading or
bright lights, sunlight, or driving at doing school work. May have difficulty
night. Discomfort or difficulty staying on task, take breaks, look away,
concentrating or working under bright become restless, fidgety or tired.
lights or fluorescent lights.

INEFFICIENT READING STRAIN OR FATIGUE
Difficulty reading print, numbers, or Feeling strain, tension, fatigue, sleepy
musical notes. Problems may include or headaches with reading and other
print that shifts, shakes, blurs, moves, perceptual activities. Strain can
doubles, disappears, or becomes interfere with the ease of reading,
difficult to perceive. studying or even listening.

SLOW READING RATE POOR DEPTH PERCEPTION
Inability to read letters, numbers, Inability to accurately judge distance or
musical notes, or words in groups. spatial relationships. May be unsure or
Problems tracking, correctly have difficulty with escalators, stairs,
identifying words, or ability to ball sports or driving.
skim/speed read.

Problems
• Light Sensitivity:
Sensitivity: • Difficulties using
fluorescent lights, bright chalkboards, overheads,
lights, glare, night computers/typewriters,
blindness maps, charts, books, music,
• Physical Symptoms:
Symptoms: scantron sheets
dizziness, fatigue, • Sports Performance
headaches/migraines,
headaches/migraines • Depth Perception
stomachaches • Eye Tracking
• Academic Difficulties:
Difficulties: • Driving
handwriting, spelling, • Behavior Problems
math, geometry,
composition writing, note • Distractibility
taking, copying, reading • ADHD
maps

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The Environment Can Trigger Stress
Affecting:

– Brain’s Activity
– Emotions
– Immune System
– Health & Well Being
– Performance

The Mind-Body-Learning
Environmental Stressors Connection
ENVIRONMENT VISUAL ACTIVITIES
Lighting Contrast Reading Writing
– Lighting Patterns Colors Copying Computer Use

– Glare PERCEPTUAL
STRESS
– Bright Color Changes in
– High Contrast Changes in Cortisol
Serotonin
Automatic System
Endocrine System
– Patterns and Stripes Brain Chemistry Dopamine Immune System
Hormone Neuropeptide System
– Details
PROBLEMS
– Sustained Attention Learning, reading,
PROBLEMS
• Physical symptoms
• Sensory integration
– Continuous (headache, migraine, fatigue, emotional, behavioral,
or attitude problems • Depth perception
Performance
dizziness, stomachaches, eye
strain, anxiety, irritability) ADD/HD
Dyslexia • Vulnerability to stress
• Attention & concentration Conduct Disorders • Diminished cognitive
Psychologically
• Learning (hypo/hyper reserves
Disturbed
sensitivity)

SPECT Scans without and with
Mind-Body-
Mind-Body-Learning Connection
Irlen Spectral Filters
• Environment & Visual Activities can
cause over and under activation

• Causing imbalance and changes in
– Brain
– Autonomic NS (neurotransmitters)
– Endocrine System (hormonal)
– Suppresses Immune System

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Spect Scans without and with
Activities as Stressors
Irlen Spectral Filters
Before After • Sustained Attention/Concentration
• Continuous Performance
– Reading
– Writing
– Copying
– Scantron Answer Sheets
– Computer, T.V.
– Other visually intensive activity

Published Reading Studies Reading Studies
• Fricker (1989)
• Robinson & Miles (1987) Found significant gains after 12 months in rate,
42 subjects selected preferred overlay over accuracy, and silent reading (p<.01).
random chosen overlay or clear overlay and
performed better on word search letter
search,
recognition, and number recognition tasks. • Robinson & Conway (1990)
44 LD children showed significant improvement
within 12 months.
• O’Conner et. al. (1990)
–Comprehension 36 months gain (p<.01)
After one week, 67 subjects showed 6 months
–Accuracy 23 months gain (p<.01)
gain in reading rate and accuracy. 19 month
gain in comprehension.
comprehension. –Self-concept & attitude (p=.05)
Self-

Pioneer Valley
Yakima Study
172 students were screened and 27% were
identified with moderate to severe SSS. • Seventy-one 3rd graders with moderate to severe SSS.
Seventy-
Results after 3 months: • Those with SSS in school A were given overlays and in
– 100% had statistically significant improvement in accuracy school B were not.
and/or comprehension. Mean increases were 30 months in
accuracy and 27 months in comprehension.
comprehension • Pre/Post testing using GORT-4. Results after 3 months:
/ g g GORT-
– 100% of special ed. students showed statistically significant • Overlay Group: gains of 14 months in rate, 17 months
improvement in accuracy and/or comprehension. Mean in accuracy, 14 months in fluency, and 13 months in
increases were 24 months in accuracy and 27 months in comprehension.
comprehension.
– 83% of students reading below grade level increased by 9 • No Overlays: gains of 1 month in rate & accuracy, 2
months to 49 months in accuracy. months in fluency, and lost 5 months in comprehension.
– 67% of students improved at least 12 months in accuracy,
comprehension, and passage fluency.

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Pesi Manual 9.11.2011 Visual Stress

Pesi Manual 9.11.2011 Visual Stress

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