Tactile Stimulation:
Determine which is the weaker or non-dominant side. Stimulate that side of the patient's face with different textures of material (silk, corduroy, leather, etc.). This stimulation helps to create an arousal effect within the sensory system of the individual, thus restoring a balance and ultimately response from the person. This can also be done with various scents introduced on the individual's weaker or non-dominant side.
Rotary VMI:
Child is turned slowly on a "sit and spin" while being asked to tap specific objects with a dowell stick as they pass by. These objects can be stuffed animals, bells or other easily identifiable objects. This reinforces accurate ocular fixation and builds visual-motor integration skills.
Footprint Matching:
Cut out footprints are laid on the floor in a random pattern. The child is asked to follow the footprints and create an exact match with their steps. As the child improves in this skill, peripheral clutter can be placed in the surrounding area to make the task more demanding. A metronome an also be used to require the child to make steps in a rhythmic pattern. The difficulty can be further increased by asking the child to drop bean bags in strategically placed buckets on the right and left of the footprint pattern.
Velcro Belt:
For children with restrictions in upper body accuracy or mobility, a velcro belt can be used with the velcro side facing out. The child is asked to use their body to pick up small toys that have had the opposite velcro material added to them. This helps to build spatial orientation and body awareness.
Tip:
- Weighted lap pad can be helpful to stabilize an individual who has difficulty sitting still or feeling grounded when doing seated activities.
- Add balance board and yoked prism to any of these activities to increase the skill level.
Dyspraxia Touch Procedure:
Goal: To use tactile response to improve spatial awareness in individuals with visual dyspraxia.
Materials: None.
Procedure: Therapist should sit comfortably at eye level in front of patient. Therapist explains that they are going to touch the patient on heir hand, leg, arm, etc. one time and expect the patient to touch the exact same spot when they are asked to. Initially, a patient with visual dyspraxia may not look at the area touched. This should be encouraged once the patient becomes more compliant and should flow as follows:
Therapist touches hand; Patient looks at area on hand that was touched and touches the exact same area. Once the patient is able to follow these simple commands and has developed an awareness of spatial localization on his or her own body, the therapist should attempt the same activity on objects within the patients' reach.
For example: The therapist will then touch his/her own knee and ask the patient to look and touch that exact same spot. This can then be performed using stickers on a table top or on a wall in front of the patient. Eventually, the patient should be asked to look and touch objects on command rather than following the example of the therapist. patients with severe dyspraxia may have difficulty even with the most basic localization skills on their own body. The therapist should initially guide these patients by helping to control their hand movement until the patient is able to repeat the movement on their own. For patients with hemiplesia, therapist should concentrate on the patient's "good side".
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