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Presenter study handout

The VPA™: Assessment & Clinical Reasoning

4 contact hours · 0.4 AOTA CEUs · Module 6 · 23 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 6

6.1 — Scoring and interpretation: achieved level, domain profile, composites, and flag logic

Transition

Module 6

Scoring and interpretation: achieved level, domain profile, composites, and flag logic

2:35 – 3:10

The VPA™: Assessment & Clinical Reasoning
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  • 2:35 – 3:10

Say this

Transition: "Scoring and interpretation: achieved level, domain profile, composites, and flag logic."

My notes

6.2 — Scoring and Interpretation

Title

Module 6

Scoring and Interpretation

Achieved level, domain profile, composites, and flag logic.

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  • Achieved level, domain profile, composites, and flag logic.

Say this

Open here. "Scoring and Interpretation." Achieved level, domain profile, composites, and flag logic.

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

My notes

6.3 — Reading the profile

Poll

Poll

Reading the profile

Which profile shape do you find hardest to interpret?

Select one.

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  • Which profile shape do you find hardest to interpret?
  • – Flat low
  • – Bottom-heavy
  • – Top-heavy
  • – Spiky and inconsistent

Say this

Ask the poll: "Which profile shape do you find hardest to interpret?"

Options:

• Flat low

My notes

6.4 — Read the shape before the numbers

Teaching slide

Profile shape

Read the shape before the numbers

  • Flat low — rule out validity threats and sensory floor before interpreting.
  • Bottom-heavy — efficiency and endurance limit everything above; treat the floor first.
  • Top-heavy — floors are clean; breakdown sits in integration and functional demand.
  • Spiky — isolated skill deficits; confirm with a second probe before goal writing.

Flat low

L0L1L2L3L4

Global limiter or validity threat — check conditions first.

Bottom-heavy

L0L1L2L3L4

Efficiency floor unstable; perception intact. Grade near-point demand.

Top-heavy

L0L1L2L3L4

Floors stable; processing and integration limit output.

Notched

L0L1L2L3L4

Single-level deficit — the cleanest intervention target.

Read shape before you read any single score. Shape names the limiter; the limiter names the plan.
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  • Flat low — rule out validity threats and sensory floor before interpreting.
  • Bottom-heavy — efficiency and endurance limit everything above; treat the floor first.
  • Top-heavy — floors are clean; breakdown sits in integration and functional demand.
  • Spiky — isolated skill deficits; confirm with a second probe before goal writing.

Say this

Frame the slide: "Read the shape before the numbers."

Walk each point, one sentence each:

• Flat low — rule out validity threats and sensory floor before interpreting.

My notes

6.5 — What the report may and may not say

Teaching slide

Interpretation discipline

What the report may and may not say

  • Report observed performance, conditions, and occupational impact.
  • Do not name or imply a binocular vision diagnosis.
  • Every recommendation must trace to a recorded score or observation.
  1. 1Set conditions: lighting, distance, seating, materials
  2. 2Screen Level 0 red flags — stop and refer if present
  3. 3Establish basal at the age-entry item
  4. 4Administer to ceiling, scoring against the criterion
  5. 5Log validity observations as they happen
  6. 6Compute level profile and composite
  7. 7Name the limiter and the disposition
The fidelity sequence. Steps are not optional or reorderable — deviations are documented, not absorbed silently into the score.
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  • Report observed performance, conditions, and occupational impact.
  • Do not name or imply a binocular vision diagnosis.
  • Every recommendation must trace to a recorded score or observation.

Say this

Frame the slide: "What the report may and may not say."

Walk each point, one sentence each:

• Report observed performance, conditions, and occupational impact.

My notes

6.6 — What do you reach for first?

Poll

Poll

What do you reach for first?

A scored VPA™ lands on your desk. What is the first thing you look at?

Most clinicians answer 1 or 2. The instrument is built to be read as 4 then 3 — flags first, shape second, single skills last.

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  • A scored VPA™ lands on your desk. What is the first thing you look at?
  • – The composite / mean VPL
  • – The lowest single skill score
  • – The shape of the five-domain profile
  • – The validity flags and administration notes

Say this

Ask the poll: "A scored VPA™ lands on your desk. What is the first thing you look at?"

Options:

• The composite / mean VPL

My notes

6.7 — Devon, age 11 — read this profile bottom-up

Five-Level Framework

Worked profile

Devon, age 11 — read this profile bottom-up

1

Visual Acuity & Sensory Foundation

L4 — acuity and contrast at criterion at 60 cm and 40 cm. Floor stable, so everything above is interpretable.

2

Visual Efficiency

L2 — saccades reach L3 with head movement and two refixations per line; NPC recedes 8 → 14 cm across trials. Below the 8–11 expectation. Lowest unstable level.

3

Visual Processing

L5 — discrimination, closure, form constancy, memory all at criterion. Perception is not the limiter.

4

Visual-Motor Integration

L4 — copy and grid reproduction at criterion. Production is not the limiter.

5

Functional Integration

L2 — reading at criterion for two minutes, then decays; line loss at ~4 minutes; writing volume falls off in the final third.

Shape: bottom-heavy with a matching Level 5 drop — the classic efficiency pattern. The Level 5 number is not a second finding; it is the Level 2 finding showing up in occupation. Expected range for the 8–11 band is VPL 2–3.

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  • Level 1 — Visual Acuity & Sensory Foundation: L4 — acuity and contrast at criterion at 60 cm and 40 cm. Floor stable, so everything above is interpretable.
  • Level 2 — Visual Efficiency (focus): L2 — saccades reach L3 with head movement and two refixations per line; NPC recedes 8 → 14 cm across trials. Below the 8–11 expectation. Lowest unstable level.
  • Level 3 — Visual Processing: L5 — discrimination, closure, form constancy, memory all at criterion. Perception is not the limiter.
  • Level 4 — Visual-Motor Integration: L4 — copy and grid reproduction at criterion. Production is not the limiter.
  • Level 5 — Functional Integration: L2 — reading at criterion for two minutes, then decays; line loss at ~4 minutes; writing volume falls off in the final third.

Say this

Run the five levels bottom-up.

Spend your time on Level 2 — that is the point of this slide.

My notes

6.8 — Two profiles that both average VPL 3

Comparison

Same numbers, different story

Two profiles that both average VPL 3

Profile A — L1:4 L2:2 L3:5 L4:4 L5:2

  • Mean VPL 3.4 — looks unremarkable in a composite.
  • Bottom-heavy: the floor is the limiter and the top is the symptom.
  • Entry point: Level 2, inside reading and copy tasks.
  • Prognosis: the most treatable pattern in the framework.

Profile B — L1:4 L2:4 L3:4 L4:2 L5:2

  • Mean VPL 3.2 — nearly the same composite.
  • Top-heavy: sees it, holds it, interprets it, cannot produce it.
  • Entry point: Level 4, plus output-format accommodation.
  • Prognosis: remediation plus compensation, weighted to compensation as age rises.
VPA™ · Case profile
L1Acuity & sensory foundationincl. field & scanning
strong
L2Visual efficiency
strong
L3Visual processing
limiting
L4Visual-motor integration
emerging
L5Functional integration
breaking down
The same instrument on a different student. Efficiency is intact and processing is the notch — so the plan targets discrimination and figure-ground within real page layouts, not oculomotor drills.

Two nearly identical composites, two entirely different plans of care. This is why the composite is a summary line, never the interpretation.

The VPA™: Assessment & Clinical Reasoning
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  • Profile A — L1:4 L2:2 L3:5 L4:4 L5:2: Mean VPL 3.4 — looks unremarkable in a composite. · Bottom-heavy: the floor is the limiter and the top is the symptom. · Entry point: Level 2, inside reading and copy tasks. · Prognosis: the most treatable pattern in the framework.
  • Profile B — L1:4 L2:4 L3:4 L4:2 L5:2: Mean VPL 3.2 — nearly the same composite. · Top-heavy: sees it, holds it, interprets it, cannot produce it. · Entry point: Level 4, plus output-format accommodation. · Prognosis: remediation plus compensation, weighted to compensation as age rises.

Say this

Contrast the two columns: Profile A — L1:4 L2:2 L3:5 L4:4 L5:2 versus Profile B — L1:4 L2:4 L3:4 L4:2 L5:2.

Profile A — L1:4 L2:2 L3:5 L4:4 L5:2:

• Mean VPL 3.4 — looks unremarkable in a composite.

My notes

6.9 — So what? The profile drives the plan, the composite drives the conversation

So what?

So what?

So what? The profile drives the plan, the composite drives the conversation

The domain profile is what you treat. The composite is what you say in the meeting when someone wants one number.

Two students with the same composite can need completely different intervention if their domain profiles differ.

What you do with it

  • Read the profile shape first, the composite second.
  • Convert the lowest interpretable domain into one goal, not four.
  • Report flags plainly; an unflagged invalid profile misleads the whole team.

Watch for

A flat profile with a low composite — that pattern often points back to Level 1 or setup, not to a single domain.

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  • The domain profile is what you treat. The composite is what you say in the meeting when someone wants one number.
  • Because: Two students with the same composite can need completely different intervention if their domain profiles differ.
  • Move: Read the profile shape first, the composite second.
  • Move: Convert the lowest interpretable domain into one goal, not four.
  • Move: Report flags plainly; an unflagged invalid profile misleads the whole team.
  • Watch for: A flat profile with a low composite — that pattern often points back to Level 1 or setup, not to a single domain.

Say this

Land the "so what": The domain profile is what you treat. The composite is what you say in the meeting when someone wants one number.

Explain the mechanism plainly: Two students with the same composite can need completely different intervention if their domain profiles differ.

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

My notes

6.10 — Before / after: how the same profile gets reported

Before / after

Reporting

Before / after: how the same profile gets reported

Before — number only

Nothing here tells the team what to change.

  • • "VPA composite is below expectation for age band."
  • • "Recommend continued OT for visual skills."

After — profile to plan

The reader knows the domain, the demand, and the next measurement.

  • • "Efficiency domain is the lowest interpretable domain; processing and visual-motor are within band expectation."
  • • "Goal targets sustained near page navigation at 40 cm; reassessed on the 9-week cycle under the same setup."

One number opens the conversation. The profile is what earns the service and directs the intervention.

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  • Before — number only: Nothing here tells the team what to change. · "VPA composite is below expectation for age band." · "Recommend continued OT for visual skills."
  • After — profile to plan: The reader knows the domain, the demand, and the next measurement. · "Efficiency domain is the lowest interpretable domain; processing and visual-motor are within band expectation." · "Goal targets sustained near page navigation at 40 cm; reassessed on the 9-week cycle under the same setup."
  • Takeaway: One number opens the conversation. The profile is what earns the service and directs the intervention.

Say this

Set up the contrast: "Before / after: how the same profile gets reported."

Point at the before panel first. Nothing here tells the team what to change.

Then the after panel. The reader knows the domain, the demand, and the next measurement.

My notes

6.11 — Two-minute case: same composite, different plan

Mini case

Two-minute case

Two-minute case: same composite, different plan

Two Grade 4 students have nearly identical composites. One has a flat profile; the other has a sharply low efficiency domain with the rest at band expectation.

Do they get the same plan?

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  • Two Grade 4 students have nearly identical composites. One has a flat profile; the other has a sharply low efficiency domain with the rest at band expectation.
  • Question: Do they get the same plan?
  • Model answer: No. The sharply low efficiency profile gets a targeted near-endurance and page-navigation plan with a specific dosage. The flat profile prompts you to re-check Level 1 factors, validity flags, and setup before writing any domain-specific goal, because a uniformly depressed profile is often a global or setup finding.
  • Teaching point: Treat the shape of the profile, not the height of the composite.

Say this

Two-minute case. Read it aloud:

Two Grade 4 students have nearly identical composites. One has a flat profile; the other has a sharply low efficiency domain with the rest at band expectation.

Put the question to them: "Do they get the same plan?" Give 60 seconds, no talking.

My notes

6.12 — The sentence that has to survive the meeting

Reflection

Reflect

The sentence that has to survive the meeting

Take one student you have assessed. Write the single sentence you would say when the team asks "so what does the vision testing mean?" — it must name the occupation, the limiting visual performance factor in criterion language, and the observable impact.

THINKPROCESSSHARE
  • · Would a general education teacher be able to picture it?
  • · Does any word in it imply a diagnosis you did not make?
  • · Could a parent repeat it to an eye doctor accurately?
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  • Take one student you have assessed. Write the single sentence you would say when the team asks "so what does the vision testing mean?" — it must name the occupation, the limiting visual performance factor in criterion language, and the observable impact.
  • Would a general education teacher be able to picture it?
  • Does any word in it imply a diagnosis you did not make?
  • Could a parent repeat it to an eye doctor accurately?
  • Starter: During ____________, ____________ limits performance; the observable result is ____________.

Say this

Reflection prompt: "Take one student you have assessed. Write the single sentence you would say when the team asks "so what does the vision testing mean?" — it must name the occupation, the limiting visual performance factor in criterion language, and the observable impact."

Cues:

• Would a general education teacher be able to picture it?

My notes

6.13 — Scenario 1 — Marcus, age 9: which rule applies?

Branching scenario

You decide

Scenario 1 — Marcus, age 9: which rule applies?

Marcus is in your 8–11 band. He wore his glasses for the whole session. Partway through the Level 2 saccade columns he began rubbing his eyes and asked to stop; you gave a two-minute break and finished the section. Nothing else was flagged during administration.

Results in front of you

Level 1 — Access
All tasks rubric 3 · achieved L4
Level 2 — Efficiency
L2 tasks 3, 3 · L3 tasks 1, 2 · NPC 8 → 15 cm
Level 3 — Processing
Rubric 3 through L5 tasks
Level 4 — VMI
Rubric 2–3 through L4 tasks
Level 5 — Functional
Reading decays after ~3 min; writing volume drops
Expected for 8–11 band
VPL 2–3
Decision 1Decision 2Decision 3

Decision 1. Start with the Level 2 domain. Which scoring rule sets Marcus’s achieved level for efficiency?

Rules exercised: rubric 0–3 gates task pass · achieved level = highest task level scored 2+ · flag at the item · bottom-up reading before composites.

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  • Marcus is in your 8–11 band. He wore his glasses for the whole session. Partway through the Level 2 saccade columns he began rubbing his eyes and asked to stop; you gave a two-minute break and finished the section. Nothing else was flagged during administration.
  • Level 1 — Access: All tasks rubric 3 · achieved L4
  • Level 2 — Efficiency: L2 tasks 3, 3 · L3 tasks 1, 2 · NPC 8 → 15 cm
  • Level 3 — Processing: Rubric 3 through L5 tasks
  • Level 4 — VMI: Rubric 2–3 through L4 tasks
  • Level 5 — Functional: Reading decays after ~3 min; writing volume drops
  • Expected for 8–11 band: VPL 2–3
  • Step 1. Start with the Level 2 domain. Which scoring rule sets Marcus’s achieved level for efficiency? → correct: Achieved level = the highest task level scored 2 or better. The L3 tasks scored 1 and 2, so one L3 task passed.
  • Step 2. NPC receded from 8 cm to 15 cm across trials and Marcus asked to stop mid-section. Which interpretation rule governs that? → correct: Record it as a near-point endurance finding at the item where it occurred, and report the achieved level as unstable rather than clean.
  • Step 3. Level 5 also drops. Which rule tells you how to read that second low number? → correct: Read the profile bottom-up: the lowest unstable level is the most likely contributor to the Level 5 drop, so the floor is the finding and Level 5 is where it shows up.
  • Resolution: Report line: during sustained silent reading and written work, Marcus performs below the Level 3 near-point efficiency criterion for the 8–11 band; after roughly three minutes he loses the line and rereads, and written output falls off in the final third of the task.

Say this

Talk through this branch step in Module 6.

My notes

6.14 — Scenario 2 — Priya, age 15: same composite, different rule

Branching scenario

You decide

Scenario 2 — Priya, age 15: same composite, different rule

Priya is in the 14–18 band. Administration was clean: correct print size and vocabulary for the band, glasses worn, no breaks requested, no validity flags. Her mean VPL is 3.2 — the same composite you calculated for a student last week whose plan looked nothing like this.

Results in front of you

Level 1 — Access
VPL 4
Level 2 — Efficiency
VPL 4
Level 3 — Processing
VPL 4
Level 4 — VMI
VPL 2 — copy and grid reproduction below criterion
Level 5 — Functional Integration
VPL 2 — note-taking illegible, assignments incomplete
Expected for 14–18 band
VPL 4–5
Decision 1Decision 2Decision 3

Decision 1. Which rule do you apply first to this profile?

Rules exercised: shape before numbers · composite is a summary, never the interpretation · treat the lowest unstable level · stay in criterion language and inside OT scope.

The VPA™: Assessment & Clinical Reasoning
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  • Priya is in the 14–18 band. Administration was clean: correct print size and vocabulary for the band, glasses worn, no breaks requested, no validity flags. Her mean VPL is 3.2 — the same composite you calculated for a student last week whose plan looked nothing like this.
  • Level 1 — Access: VPL 4
  • Level 2 — Efficiency: VPL 4
  • Level 3 — Processing: VPL 4
  • Level 4 — VMI: VPL 2 — copy and grid reproduction below criterion
  • Level 5 — Functional Integration: VPL 2 — note-taking illegible, assignments incomplete
  • Expected for 14–18 band: VPL 4–5
  • Step 1. Which rule do you apply first to this profile? → correct: Read the shape first: floors are clean and the drop sits at Levels 4 and 5 — a top-heavy profile.
  • Step 2. Where is the entry point, and what does the age band change about it? → correct: Enter at Level 4, and at 15 weight the plan toward compensation and output-format access alongside remediation.
  • Step 3. The team asks whether this is the same as last week’s VPL 3.2 student. What do you tell them? → correct: No — identical composites can carry opposite profile shapes, and the shape, not the mean, sets the plan of care.
  • Resolution: Report line: during note-taking and written assignments, Priya performs below the Level 4 visual-motor integration criterion for the 14–18 band; copied work is illegible and assignments are submitted incomplete.

Say this

Talk through this branch step in Module 6.

My notes

6.15 — Which reading survives review?

Self-check

Check

Which reading survives review?

Which statement is both criterion-referenced and occupation-linked?

Self-check only — it does not affect your post-course quiz score.

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  • Which statement is both criterion-referenced and occupation-linked?
  • – Student demonstrates below-average visual motor integration skills.
  • – Student has convergence insufficiency affecting reading.
  • ✓ During sustained silent reading, the student performs below the Level 3 near-point efficiency criterion for the 8–11 band; after about four minutes he loses the line and rereads, roughly doubling assignment completion time.
  • – Visual perceptual deficits are impacting academics.
  • Rationale: Option 1 uses normative language for a criterion-referenced instrument. Option 2 names a binocular vision diagnosis, which is outside OT scope. Option 4 names neither a criterion nor an occupation. Option 3 carries occupation + criterion-referenced factor + observable impact, and it writes its own goal.

Say this

Knowledge check: "Which statement is both criterion-referenced and occupation-linked?"

Options:

• Student demonstrates below-average visual motor integration skills.

My notes

6.16 — From item to profile

Comparison

Scoring mechanics

From item to profile

Per skill

  • Each task is rubric-scored 0–3; a 2 or 3 passes that task
  • Achieved level = the highest task level scored 2 or better
  • Reported as VPL 1–5, the achieved level adjusted for rubric quality
  • Record prompts, rate, and error type alongside the score
  • Flag any validity threat at the item where it occurred

Per domain

  • Average achieved level across the domain’s skills
  • Compare against the expected level for the age band
  • Look at spread within the domain before averaging in your head
  • Composite is a summary, never the interpretation
SkillRubric 0–3Achieved levelObservationStudent report
Fixation3L4Steady 30 s—
Pursuits2L3Head substitutionReported blur
Saccades / NPC1L23 losses of placeNPC 12 cm, receding
Figure-ground2L3Dense page slows to 2× time—
Copy accuracy1L2Spacing collapses after 4 linesFatigue at 6 min
Each task is rubric-scored 0–3; the highest task level scored 2 or better is that skill’s achieved level (L1–L5). The observation column is what makes the report defensible and the re-probe interpretable.
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  • Per skill: Each task is rubric-scored 0–3; a 2 or 3 passes that task · Achieved level = the highest task level scored 2 or better · Reported as VPL 1–5, the achieved level adjusted for rubric quality · Record prompts, rate, and error type alongside the score · Flag any validity threat at the item where it occurred
  • Per domain: Average achieved level across the domain’s skills · Compare against the expected level for the age band · Look at spread within the domain before averaging in your head · Composite is a summary, never the interpretation

Say this

Contrast the two columns: Per skill versus Per domain.

Per skill:

• Each task is rubric-scored 0–3; a 2 or 3 passes that task

My notes

6.17 — When a standardized chart adds value

Teaching slide

Adjuncts

When a standardized chart adds value

  • Acuity and contrast: Colenbrander, MNRead, Lea Low Contrast, and mixed-contrast charts add graded depth to a flagged acuity level.
  • Field screening: confrontation testing, tangent screen, and Damato campimetry can characterize a flagged visual field concern.
  • DEM (Developmental Eye Movement test) can add standardized depth to an oculomotor efficiency flag.
  • Reach for these tools when the VPA™ flags a Level 1 or Level 2 concern and eligibility or team consensus calls for a norm-referenced number.
  • These are adjuncts that deepen a flagged finding — they do not replace the VPA™ profile as the primary measure.
L0

Visual acuity & ocular health

Distance/near acuity check, contrast, red-flag screen

L1

Visual fields & attention to space

Confrontation fields, cancellation, scan-grid coverage

L2

Oculomotor & near-point efficiency

Fixation, pursuits, saccade columns, NPC, endurance

L3

Visual-perceptual processing

Discrimination, figure-ground, closure, memory, spatial

L4

Visual-motor integration

Copy tasks, form reproduction, timed written output

Each level is sampled by its own task family. A composite score collapses these into one number; the profile keeps them separate so the plan can target the unstable floor.
The VPA™: Assessment & Clinical Reasoning
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  • Acuity and contrast: Colenbrander, MNRead, Lea Low Contrast, and mixed-contrast charts add graded depth to a flagged acuity level.
  • Field screening: confrontation testing, tangent screen, and Damato campimetry can characterize a flagged visual field concern.
  • DEM (Developmental Eye Movement test) can add standardized depth to an oculomotor efficiency flag.
  • Reach for these tools when the VPA™ flags a Level 1 or Level 2 concern and eligibility or team consensus calls for a norm-referenced number.
  • These are adjuncts that deepen a flagged finding — they do not replace the VPA™ profile as the primary measure.

Say this

Frame the slide: "When a standardized chart adds value."

Walk each point, one sentence each:

• Acuity and contrast: Colenbrander, MNRead, Lea Low Contrast, and mixed-contrast charts add graded depth to a flagged acuity level.

My notes

6.18 — Turning the profile into a plan of care

Teaching slide

From data to plan

Turning the profile into a plan of care

  • Start at the lowest unstable level; stabilize before climbing.
  • Write goals at Level 5 — the occupation — even when treating a floor.
  • Dose it with FITT-P: Frequency, Intensity, Time, Type, Progression — the same dosage frame used in rehabilitation exercise prescription, applied to visual demand. Module 8 works a full example.
  • Name the re-probe date and the criterion that advances the student before the first session.
  • Pair every remedial target with an access change the teacher can keep.
VML Treatment Template · Level 2 entry
LTG · Complete 80% of assigned copy lines in 20 minutes with ≤2 losses of place.
STO · Sustain accurate line-to-line tracking for 3 × 60 s trials with a line guide.

Frequency

3× / week

Intensity

Line-isolated → full page

Time

15 min embedded

Type

Copy task within academics

Progression

Fade guide at 80% × 3

A treatment template forces dosage to be explicit. FITT-P (frequency, intensity, time, type, progression) turns “work on visual skills” into something a colleague could replicate and a district could fund.

FITT-P: Frequency (how often) · Intensity (how hard) · Time (how long per session) · Type (which occupation it is embedded in) · Progression (what moves them up).

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  • Start at the lowest unstable level; stabilize before climbing.
  • Write goals at Level 5 — the occupation — even when treating a floor.
  • Dose it with FITT-P: Frequency, Intensity, Time, Type, Progression — the same dosage frame used in rehabilitation exercise prescription, applied to visual demand. Module 8 works a full example.
  • Name the re-probe date and the criterion that advances the student before the first session.
  • Pair every remedial target with an access change the teacher can keep.

Say this

Frame the slide: "Turning the profile into a plan of care."

Walk each point, one sentence each:

• Start at the lowest unstable level; stabilize before climbing.

My notes

6.19 — Module 6 video — scoring and interpretation

Video

Lecture

Module 6 video — scoring and interpretation

VIDEO SLOT

Reading profile shape and writing the interpretation section.

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

The VPA™: Assessment & Clinical Reasoning
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  • Reading profile shape and writing the interpretation section.

Say this

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

My notes

6.20 — Screenshot — domain profile and composite

Visual

Import

Screenshot — domain profile and composite

VPA™ · Scored profile
L1Acuity & sensory foundationincl. field & scanning
strong
L2Visual efficiency
limiting
L3Visual processing
emerging
L4Visual-motor integration
limiting
L5Functional integration
breaking down
Profile shape: foundation intact / output limitedIntervention enters at Level 2 (efficiency), not at Level 4 handwriting drill.
Rows are the five framework levels in order (L1 → L5) — the L number is the level, never the score. Performance is the bar and the word beside it. Read the shape before any composite: a flat-but-low profile, a single notch, and a “foundation intact / output collapsed” staircase call for three different plans.
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  • Scored VPA™ profile chart showing the shape you are teaching.

Say this

Describe what belongs here: Scored VPA™ profile chart showing the shape you are teaching..

My notes

6.21 — Screenshot — scoring worksheet with achieved levels

Visual

Import

Screenshot — scoring worksheet with achieved levels

SkillRubric 0–3Achieved levelObservationStudent report
Fixation3L4Steady 30 s—
Pursuits2L3Head substitutionReported blur
Saccades / NPC1L23 losses of placeNPC 12 cm, receding
Figure-ground2L3Dense page slows to 2× time—
Copy accuracy1L2Spacing collapses after 4 linesFatigue at 6 min
Each task is rubric-scored 0–3; the highest task level scored 2 or better is that skill’s achieved level (L1–L5). The observation column is what makes the report defensible and the re-probe interpretable.
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  • Completed scoring sheet, de-identified.

Say this

Describe what belongs here: Completed scoring sheet, de-identified..

My notes

6.22 — Reflect and share

Reflection

Reflect and share

Reflect and share

Take a profile in front of you. Name the domain and level that most likely account for the breakdown, and write the rationale in one sentence.

THINKPROCESSSHARE
The VPA™: Assessment & Clinical Reasoning
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  • Take a profile in front of you. Name the domain and level that most likely account for the breakdown, and write the rationale in one sentence.
  • Starter: The domain is... at level... The rationale is...

Say this

Reflection prompt: "Take a profile in front of you. Name the domain and level that most likely account for the breakdown, and write the rationale in one sentence."

Offer the sentence starter: "The domain is... at level... The rationale is..."

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

My notes

6.23 — Knowledge check — interpretation

Self-check

Knowledge check

Knowledge check — interpretation

A bottom-heavy profile with intact upper-level scores most often means what?

Self-check only — it does not affect your post-course quiz score.

The VPA™: Assessment & Clinical Reasoning
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  • A bottom-heavy profile with intact upper-level scores most often means what?
  • – The upper-level scores are invalid
  • ✓ A foundational efficiency or access problem is being compensated for at cost
  • – The student was inattentive
  • – The framework does not apply to this student
  • Rationale: Compensation is expensive. The upper-level performance is real but unlikely to hold under sustained classroom demand.

Say this

Knowledge check: "A bottom-heavy profile with intact upper-level scores most often means what?"

Options:

• The upper-level scores are invalid

My notes