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Facilitator notes Participation guide

Presenter study handout

Vision in OT Practice

3 contact hours · 0.3 AOTA CEUs · Module 7 · 13 slides

Presenter-side material. Each block shows the slide as the audience sees it, the talk track, and space for your own notes. Model answers appear here — do not hand this version to learners.

Module 7

7.1 — Competency Wrap-Up and Post-Course Examination

Transition

Module 7

Competency Wrap-Up and Post-Course Examination

2:40 – 3:00

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  • 2:40 – 3:00

Say this

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

My notes

7.2 — Competency Wrap-Up

Title

Module 7

Competency Wrap-Up

What you should be able to do before the post-course examination.

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  • What you should be able to do before the post-course examination.

Say this

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.

My notes

7.3 — Self-check before the exam

Teaching slide

Outcomes

Self-check before the exam

  • 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.
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  • 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.

Say this

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.

My notes

7.4 — Carrying the framework back to your caseload

Comparison

Integration

Carrying the framework back to your caseload

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
Competency areaWhat you should be able to doSource
Scope & framingVision is a client factor within OT scopeModule 1
Framework fluencyName and describe the 5 levelsModule 2
Clinical reasoningRoute referrals through screening → assessmentModule 3
DocumentationWrite an OT-defensible IEP goalModule 4
Case applicationInterpret Mini VPA into a plan of careModule 5
Post-course competency map — the quiz samples across every level of the framework. Aim for 8/10 to pass.
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  • 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

Say this

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

On Monday:

• Pick one flagged student and name the unstable floor

My notes

7.5 — Four mistakes to stop making

Teaching slide

Common errors

Four mistakes to stop making

  • 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.
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  • 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.

Say this

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

Walk each point, one sentence each:

• Naming a binocular vision diagnosis in an OT report.

My notes

7.6 — Put the whole chain together

Case

Final application

Put the whole chain together

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.

  • Q1.Which level is unstable, and which levels do you clear first?
  • Q2.What is your session shape and dose for the next four weeks?
  • Q3.What is the re-probe, and when do you run it?
1

Referral concern

2nd grader — "reverses letters, skips lines"

2

Screen the floors

Fast Screener: PASS acuity, FLAG saccades + copy accuracy

3

Assess the flagged levels

Mini VPA: Level 2 = 2, Level 4 = 2, Level 5 = 3

4

Interpret

Bottom is unstable → line-losing is an efficiency + integration issue, not a "reversal disorder"

5

Plan

Level 2 & 4 intervention; classroom adapt (line marker, larger spacing); IEP goal at Level 4

6

Re-measure

6-week Mini VPA; retest same skills, document VPL change

Case reasoning flow — the same six moves work whether the concern is copy work, reading fluency, or ADL performance.
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  • 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.
  • Q1. Which level is unstable, and which levels do you clear first?
  • Q2. What is your session shape and dose for the next four weeks?
  • Q3. What is the re-probe, and when do you run it?

Say this

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:

My notes

7.7 — So what? Monday is the test of this course

So what?

So what?

So what? Monday is the test of this course

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

Scope, levels, screening logic, and dosage only matter when they change a decision on a real caseload.

What you do with it

  • 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.

Watch for

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

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  • The value of this material shows up in one place: whether next week's documentation, referrals, and task setups look different.
  • Because: Scope, levels, screening logic, and dosage only matter when they change a decision on a real caseload.
  • Move: Pick one student and rewrite one present level this week.
  • Move: Send one referral you have been sitting on.
  • Move: Change one task setup — distance, layout, or clutter — and record what happened.
  • Watch for: A change in the student's output within two weeks of a setup change: that is your demand-versus-capacity answer.

Say this

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:

My notes

7.8 — Before you test — plan your Monday

Reflection

Reflect and share

Before you test — plan your Monday

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

THINKPROCESSSHARE
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  • Write the three things you will change in the next two weeks: one sentence, one student, one measurement.
  • Starter: The sentence I will use is... The student is... The measurement is...

Say this

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.

My notes

7.9 — Where you go from here

Close

Next steps

Where you go from here

Take one student, one level, and one sentence back to work this week.

Do this next

  • 1.Pass the post-course examination (80%, unlimited retakes).
  • 2.Submit the course evaluation to release your certificate.
  • 3.Rewrite one present-level statement in performance language.
  • 4.Run one Fast Screener on the student you had in mind today.

Resources

  • Participation & Reflection Guide (your saved entries)
  • Course handout — every slide, print-ready
  • Vision Library: level-tagged worksheets and activities
  • Reference list and evidence table for this course

Questions: jeff@visualmindslearning.com · Certificates verify at visualmindslearning.com/ceu/verify

Visual Minds Learning · AOTA Approved Provider #0000001618

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  • Take one student, one level, and one sentence back to work this week.
  • Pass the post-course examination (80%, unlimited retakes).
  • Submit the course evaluation to release your certificate.
  • Rewrite one present-level statement in performance language.
  • Run one Fast Screener on the student you had in mind today.
  • Participation & Reflection Guide (your saved entries)
  • Course handout — every slide, print-ready
  • Vision Library: level-tagged worksheets and activities
  • Reference list and evidence table for this course
  • Questions: jeff@visualmindslearning.com · Certificates verify at visualmindslearning.com/ceu/verify

Say this

Talk through this close step in Module 7.

My notes

7.10 — Where to go next

References

Where to go next

  • Course 2 — The VPA™: Assessment & Clinical Reasoning (level-by-level measurement).
  • VML Treatment Templates — 9-week LTG/STO sets with FITT-P dosage.
  • PD Activity Documentation — full graded reference list with levels of evidence.
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  • Course 2 — The VPA™: Assessment & Clinical Reasoning (level-by-level measurement).
  • VML Treatment Templates — 9-week LTG/STO sets with FITT-P dosage.
  • PD Activity Documentation — full graded reference list with levels of evidence.

Say this

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

My notes

7.11 — Module 7 video — competency wrap-up

Video

Lecture

Module 7 video — competency wrap-up

VIDEO SLOT

Closing summary and exam orientation.

Slides tab → set “url” to your YouTube/Vimeo/Loom embed link

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  • Closing summary and exam orientation.

Say this

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

My notes

7.12 — Screenshot — completed clinical report

Visual

Import

Screenshot — completed clinical report

VPA™ clinical report (de-identified)
Reason for referralDifficulty copying from the board; incomplete written work.
Occupational demandSustained near copy work, 20–30 min blocks, 4× daily.
FindingsEfficiency L2, visual-motor integration L2, foundation L5.
InterpretationPerformance breaks down at efficiency under sustained near demand, not at acuity.
PlanLevel-2 entry, 3× weekly × 15 min, embedded in copy tasks; re-probe at 8 weeks.
DispositionRefer to eye care for binocular evaluation; OT services continue.
The generated report keeps one chain visible end to end: occupation → level of breakdown → dose → probe. Anything that does not serve that chain is trimmed.
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  • De-identified generated report showing the occupation → level → dose → probe chain.

Say this

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

My notes

7.13 — Image — course completion / certificate sample

Visual

Import

Image — course completion / certificate sample

Certificate of Completion

Visual Minds Learning

This certifies that

Learner name

has completed

Why Visual Performance Matters: Foundations for Occupational Therapy Practice

Contact hours: 3.0AOTA Approved Provider #0000001618Date of completion
On completion, learners receive a certificate carrying the AOTA Approved Provider number, contact hours, and completion date — the record a licensing board will ask for.
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  • Certificate or AOTA provider badge image for the closing slide.

Say this

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

My notes