Vision in OT Practice

Transition: "Competency Wrap-Up and Post-Course Examination."

Open here. "Competency Wrap-Up." What you should be able to do before the post-course examination.

Say why this section matters for their caseload, then advance.

Frame the slide: "Self-check before the exam."

Walk each point, one sentence each:

• State the OT scope line for vision in one sentence, without hedging.

• Name all five levels in order and what each one contributes to occupation.

• Describe the screening → assessment workflow and when each is indicated.

• Write one present-level statement and one occupation-based goal from data.

• Name the strength of evidence behind your selected intervention.

Close with: "If you only take one of these back, take the first one."

Contrast the two columns: On Monday versus Within the quarter.

On Monday:

• Pick one flagged student and name the unstable floor

• Re-run the same baseline probe you will use for progress

• Change one parameter — dose, support, or clutter

• Send the eye-care referral if any trigger is present

Within the quarter:

• Convert two present-level statements to performance language

• Attach a level to every vision-related goal you write

• Re-probe at fixed intervals, not by impression

• Report strength of evidence in the plan of care

Ask: "Which column is your student living in right now?"

Frame the slide: "Four mistakes to stop making."

Walk each point, one sentence each:

• Naming a binocular vision diagnosis in an OT report.

• Treating a processing level while the access floor is unstable.

• Changing the activity between baseline and re-probe.

• Writing goals that read as a vision therapy protocol rather than an occupation.

Close with: "If you only take one of these back, take the first one."

Read the scenario aloud, slowly:

Grade 5 student: passes acuity, copies accurately for 4 minutes then drops to 60% with 8 place-loss events, and writes half the expected volume in a timed paragraph.

Then put these questions to the room:

• Which level is unstable, and which levels do you clear first?

• What is your session shape and dose for the next four weeks?

• What is the re-probe, and when do you run it?

Give 60 seconds of think time before you take answers. Model answers are in the panel beside this script.

Land the "so what": The value of this material shows up in one place: whether next week's documentation, referrals, and task setups look different.

Explain the mechanism plainly: Scope, levels, screening logic, and dosage only matter when they change a decision on a real caseload.

Then give them the moves — say each one as something they can do Monday:

• Pick one student and rewrite one present level this week.

• Send one referral you have been sitting on.

• Change one task setup — distance, layout, or clutter — and record what happened.

Tell them what success looks like: A change in the student's output within two weeks of a setup change: that is your demand-versus-capacity answer.

Ask: "Who has a student this describes right now?" Take one answer, then move.

Reflection prompt: "Write the three things you will change in the next two weeks: one sentence, one student, one measurement."

Offer the sentence starter: "The sentence I will use is... The student is... The measurement is..."

Think for one minute, write, then take two shares.

Talk through this close step in Module 7.

Point out that the full reference list travels with the handout; do not read it aloud.

Set up the clip in one sentence, play it, then debrief with "what did you notice?"

Describe what belongs here: De-identified generated report showing the occupation → level → dose → probe chain..

Describe what belongs here: Certificate or AOTA provider badge image for the closing slide..