Clinical pathway
Visual scanning
The student misses items on a page, in a worksheet grid, or in the environment, often on one side.
Step 1
Occupational performance problem
The student misses items on a page, in a worksheet grid, or in the environment, often on one side.
Step 2
Clinical reasoning
- Distinguish a disorganized search pattern from an actual field limitation — the second is a referral.
- Watch the search strategy: random search is teachable; a consistent side omission is not a strategy problem.
Step 3
Likely limiting level
Level 3: Visual Processing
Search organization and figure-ground drive missed items.
Level 1: Visual Access
A documented field limitation changes what is reachable.
Step 4
Intervention options
Nothing tagged for this step yet.
See all matching resourcesStep 5
Movement-based options
Nothing tagged for this step yet.
Step 6
Teacher strategies
- Teach and cue a left-to-right, top-to-bottom search routine explicitly.
- Anchor the page margin with color until the routine is automatic.
Step 7
Parent carryover
- Scavenger hunts and I-Spy with a stated search order.
- Grocery-list finding tasks in the community.
Step 8
Progress monitoring
- Items missed per cancellation or worksheet probe.
- Consistency of search order without cueing.
Step 9
Reassessment
Re-screen the limiting level after 6–8 weeks of consistent intervention. If the occupational problem has not changed while the contributing level has, look upstream for a different limiting factor. If neither has changed, or symptoms are worsening, refer out rather than continuing to treat.