Kabi Krige Occupational Therapy

20/04/2022

Looking for a part time OT:

29/09/2021

03/02/2021

Characteristic #9: Absence of visually guided reach. Looking where your hand is going... some children tend to localise, look away and then reach to take the object. Children may look at the object after touching it for a while. Its OK to allow a child to look away in order to touch/ take an object. This can improve as functional vision improves.

27/01/2021

Characteristic #8: atypical visual reflex responses. The reflex to blink in response to an approaching object is absent or impaired. Reflexes are there to protect the eye from potential harm. When assessing for a possible CVI one would look for 2 reflex responses: blink reflex (blinking when the brow is touched) and the threat response (moving your hand fast towards the face). These normally improve as functional vision improves. It is however not “treated” as it is part of brainstem function and not influenced by instruction.

23/01/2021

INSPIRATION...This guy is working hard this weekend, but look at the mark he has left. Pushing through the tough bits; makes you STRONGER, leaves you looking back in AWE OF YOUR ABILITY, and INSPIRES you to create more. Have a great weekend everyone!

22/01/2021

Characteristic #7: Difficulty with visual novelty.
Increase visual attention is paid to targets that are familiar, there is a lack of visual curiosity. Children with CVI can improve their ability to discriminate novel information through teaching defining features or salient features. Scroll to see some practical tips for including salient features during everyday tasks.

21/01/2021

Characteristic #6
Visual complexity includes:
*complexity of pattern *complexity of visual array *complexity of sensory environment * complexity of human faces. To make it easier to locate objects one can simplify the background, other sensory inputs or moving closer to the object.

20/01/2021

What does it look like accessing OT services during COVID-19?

At KKOT we want to make sure we are responsible and keep you safe by:

*Sanitising equipment and other surfaces after each session
*Only making use of equipment that can be sanitised
*Making use of medical grade PPE
*Limited sessions per day

We also provide services through
*Home visits and
*Teletherapy

Have a look at our website at www.krigeot.co.za for more details or pop us a mail if you have any questions!

Stay safe :)

20/01/2021

18/01/2021

18/01/2021

We are continuing learning about CVI in 2021... Think this is an appropriate characteristic to start with; May all the positives this year be easily seen, like they are lit up! Bring on 2021, we are ready!

Characteristic #5: Need for light
The child may have an unusual attraction to or the need for light. Some children may spend prolonged time, staring at light sources, like a window or overhead lights. For some children having light focussed on a specific object makes it easier for them to keep their gaze on the object or locate the object.

10/09/2020

Characteristic #4: Field preference. Only viewing objects/light/etc. within certain fields (upper, lower, lateral, and midline). A person’s visual field is what they can see when they look ahead. If a person cannot see 180 degrees in either direction, he or she may have field loss. Different types of field loss include hemianopia (loss to the right or left, or upper or lower field); central loss (a spot in the center of one’s field of view); and peripheral loss (sight loss at the edges of the visual field). Field preferences are very common in children who have CVI and the dysfunction of the lower field is most prevalent. Its is very important to establish the preferred field in order to present objects in the best field of view.

09/09/2020

Characteristic #3: Latency. Visual latency refers to a delayed response from the time a target is presented to the time the target is regarded (“noticed”). (*Roman-Lantzy). Its important to allow enough time for a child to respond. Latency can vary, it may increase when someone is tired or hungry or when the environment is very distracting. It is important to accommodate for latency during tasks like playing, eating, dressing and toothbrushing. You want to make sure a child has the opportunity to participate in the task.

05/09/2020

Characteristic #2- Need for movement
For children with CVI it may be easier to see objects that move or objects with properties of movement. Shiny objects (like wrapping paper) give the illusion of movement. This can be paired with the preferred colour to atract the visual system. This can further be incorporated into daily tasks like playing, toothbrushing and eating.

05/09/2020

Such a wonderful testimony of working in a team with caregivers. We believe that is the most effective way to make everyday a theraputic day! Also so wonderful to hear how teletherapy is able to assist in continuous, productive care.

KKOT is available to help children and their families through:
🖐 hands on therapy

🏠 home visits

💻 telehealth

Hands-on therapy has gotten challenging during the pandemic, when we're all encouraged to stay feet away from each other, but that's where tele-therapy has come to the rescue.

04/09/2020

Characteristic #1 - Colour preference
Commonly children with CVI will have a preferred colour they notice or attend to with greater ease. This would often be brighter colours like yellow or red. Red and yellow may be the most commonly preferred colors because they have the longest wavelengths and the human eye has more receptors for long wavelengths.

This preferred colour can be used to improve a child's functional vision. Adding this colour to everyday objects (like the spoon they eat with), increases the opportunity in the day to "see" and make sense of what they are seeing. (Photo from https://everydaycvi.com/)

03/09/2020

September is CVI awareness month! 👁👁🧠

What is CVI?? Corrical Visual Impairment... Basically the brain’s ability to make sense of the messages from the eyes, are comprimised.
What does this mean? Keep an 👁 out for facts about assessing, treating and adapting activities for CVI.