LEARNING

BREAKTHROUGH
PROGRAM
Test Booklet
Copyright - 1982 Revised - 1983,
1992, 2001 Frank A. Belgau & Beverley

y Belgau

BALAMETRICS, INC.
PO BOX 2716, Port Angeles, WA 98362

Phone: (360) 452-2842 Fax: (360) 452-5206 email: [email protected]

www.balametrics.com

TESTS FOR THE LEARNING

BREAKTHROUGHPROGRAM
The test activities in this booklet are designed to demonstrate the changes in brain function that result from
doing the activities on the Belgau Balance Board. Y ou should do the test activities before your training
session so that you can make a comparison between the state of your system before and after the training.
The test activities do take up some time, so do not do them before and after every training session. Probably
doing them with every tenth or fifteenth session will give you valuable feedback as to the improvement you
are making in your overall efficiency. Certainly, you will want to do tbe test activities before and after your
first training sesión.

These tests are special tests. They give you an idea of how your visual system is processing information. They
are not designed to diagnose the kinds of problems you would go to your doctor for, and they do not serve
as treatment for the kinds of problems he would treat. These test activities will help you know what is going
on in your visual system, and they will help you understand about visión.

To illustrate this point: An airline pilot had just had a visual exam and had passed every test.

He did the test activities that go with this programo He did 15 minutes of activity on the BELGAU BALANCE
BOARD and then he did the tests again. He was rather impressed that the short period of activity improved
bis vis ion as much as it did. His comment was, "There was significant improvement in every area tested. 1
can see that doing this kind of activity would benefit me in my fIying. The brightening and sharpening of my
visual field would be an asset when 1 come into a congested area where there is a lot oftraffic. Tbis is
exciting to me. 1 can see that these activities would help me keep my good vision. It goes without aying, but
my vision is my life. It is a treasure that 1 should be careful with and guard with the greatest careo It is my
responsibility to take care of it.".

These tests are designed to provide a means of giving you feedback. The main purpose of These tests is to
help you see the effect that the Leaming Breakthrough Program (the natural program built around the
BELGA U BALANCE BOARD) has on your visual processes, and to permit you to chart your progress. It is our
hope that you will see that even though your visual system is considered to be normal, the activities in this
program will eliminate negative factors and build in positive factors so that you will see better. It is our
further hope that when you do the tests, do the activities in the LEARNING BREAKTHROUGH PROGRAM, and
then do the tests again you will see the changes that the short period of activity created. We hope you will
get excited about how significant this program can be to your life. Then we hope that you will commit
yourselfto doing the program diligently and consistently.

Ifyou have a visual problem, there is nothing in this program that will hurt you. The tests will help you to
understand your problem better and will also let you know if the activities help you. Ifyou have a serious
visual problem, you should do this program under your doctor' s supervisión.

The testing part ofthe program is crucia!. Our claim that the activities actually improve the function of your
brain is demonstrated by the changes in basic functions. The test activities that follow allow you to see the
effectiveness of the training programo.

The best research report that can possibly be presented to you to support the assumption that this is a
valuable and worthwhile program for YOU to spend YOUR time on, is the one that you compile for yourself
on the record sheets in the back of this booklet. Do these test activities. Do a short period of training. Repeat
the test activities. See for yourself the dramatic improvement in YOUR IMPORTANT BASIC FUNCTIONS.

Please realize that the improvement that you see in your vis ion is just the tip of the iceberg. You are
improving your brain's overall processing. You are improving the harmony between your brain's two very

different hemispheres - a harmony that is essential to you ifyou want to get the most out ofyour life. Using
both hemispheres ofyour brain harmoniously helps you read and study more efficiently, solve problems you
never thought possible, remember more, and think and act more creatively. There are 9 before and after
tests in this series.
Oral Reading Test

Visual Acuity Test

Binocular Visual Teaming Test

Handwriting Test

WaIking a Tape Une Test

Sense ofLevel Test

Visual Field

Test Balance of Visual Space, Distance Perception and Size Perception Test

Rate of Motion Perception Test

In most instances there will be a marked improvement in function after the first 15 minute activity session.
In some instances though, there is a temporary decrease in efficiency in one or more of the tests. Do not be
discouraged. This only indicates that some of your systems that were suppressed in order to facilitate overall
function, have been tumed back on, but are not effectively integrated into your total system. Experience has
shown that most of the time there is an irnmediate improvement in all functions.

The following section gives you instructions for doing the tests. All the equipment needed is included in the
test booklet package. Y ou should have a deck of playing cards, a 3 foot piece of string with a bead on it, and
an eye chart. Y ou will also need the Belgau Balance Board which is the basis ofthe LEARNING
BREAKTHROUGH PROGRAM and the first activity session on the Learning Breakthrough Video. For sori1e
ofthe tests you will need another person to help you. The record sheets for the tests are at the end of the
booklet.

l. Oral Reading Test

To perform this test, you will need a good tape recorder or a video camera. In the Oral Reading Test, you
should select material to read that is fairly difficult for you, material that requires mental effort on your part
for comprehension. Start the recorder. Read the material aloud, being aware of the effort needed to
comprehend what you read, the rhythm and speed of the reading, and the inflection and express ion in your
voice. Be aware ofthe visual aspects of the reading process. Notice what the page looks like and how your
eyes flow across it. Notice how clear the text looks on the page as you read it. Be aware ofthe flexibility
ofyour mouth, lips, and tongue as you read the text aloud. Read a couple of paragraphs and stop.

After you have completed the other 8 tests, you will do ten minutes ofbalance stimulation activity on the
Belgau Balance Board. Then repeat the test. Do not reread the material that you read the first time. Begin in
the text ftom where you left off before, so the material for the second test is just as ftesh as was that for the
first. As you read for the second test, remain standing centered and balanced on the board. Again, notice the
previously mentioned elements of the reading. Be sure to record your second performance with your video
camera or tape recorder as well. You want to be able to play the before and after samples ofyour reading
back-to-back in order to analyze them carefully. Evaluate your before and after readings individually and
comparatively for.

Rate

Rhythm

Comprehension

Expression

Intonation in voice

Lip and tongue flexibility

Visual cIarity

Flow of eye movements across the page

Eye movement on return sweep

Overall Stress

11. Visual Acuity Test

Visual acuity has two dimensions. The first dimension is the focusing resolution of the lens of the
eye. The second is the resolution ofthe retina and the brain structures that process the visual
input. The visual test that we will use to check your acuity before andafter your balance
stimulation activities on the Belgau Balance Board is different ftom the regular acuity test that
your doctor would use. This is a practical, cornmon sense visual acuity test.

Visual acuity is relative to the size ofthe target that can be resolved on the retina. You can change the size of
the target on the retina in two ways. First, you can keep the distance constant at twenty feet and change the
size ofthe target letters. This is the way visual tests are generally performed and is the accepted procedure in
an optometrist's office. However, there is another way that the size of the image on the retina can be
controlled. Y ou can keep the size of the letters constant, at the standard eye chart's 20/20 size, and you can
change your distance ftom those letters. If you can see the 20/20 letters at forty feet, your visual acuity is
20/10. Ifyou have to move up to lO feet before you can see the letters c1early, your visual acuity is 20/40,
and at one foot ftom the chart, it is 20/400. We have calculated a chart with the distance ftom the 20/20 line
of letters and the visual acuity for that distance, in quarter-foot (3 inch) increments.

To use this chart, the 20/20 line ofletters ftom the eye chart is placed on a wall at eye leve!. Draw a forty-
foot line on the floor perpendicular to the wall. A standard measuring tape may be used for this purpose.
The forty-foot line should be marked at three-inch increments. The acuity measures on the enclosed sheet
correspond to these three-inch measurements. For example, one-quarter of a foot (three inches) is an acuity
of20/1600, three and onequarter feet (three feet, nine inches) is an acuity of20/106.7, etc. There is an acuity
equivalent for every three-inch increment ftom three inches to forty feet. Ifthe testing area is a permanent
setup, the acuity measures can be put on the floor with the foot and inch measurements.

When you do this test, you should stand at the twenty-foot, or 20/20 point on the line, and look at the
20/20 line of letters on the eye chart. First, you should look at the letters with both eyes. Ifyou can read the
letters on the eye chart without any blur, slowly back away ftom the eye chart until the letters blur. Then
slowly move toward the eye chart until you can see the letters clearly. Then, stop and put your feet
together. Look down at the line and read the acuity figure that is next to your toes, or the foot and inch
mark if you are using a measuring tape, and record it. Then, cover one eye and repeat the above process.
Finally, cover the other eye and repeat it again.

Performing this activity will provide a binocular visual acuity measure, and a monocular visual acuity
measure for each eye. Ideally, your acuity should be twenty-five percent better using both eyes together
then it is with either eye alone. Ifthe binocular visual acuity is not twenty-five percent better than the
monocular visual acuity, it indicates a visual processing inefficiency.

Ifthe acuity is better with one eye than it is with two eyes together, there is a serious binocular visual
interference problem. This is a common problem for bright, articulate students who read only what they
have to read to "get by," and for students who do not read for the fun of reading. This is also a common
problem for students who ftequentIy disrupt the class, or who have problems paying attention in class.
Binocular visual interference is a serious stress factor for adults who work at computer terminals. It can
cause back and neck problems, as well as problems in the arms and hands. As a society, we do not put
sufficient value on binocular visual efficiency. When we do, we will increase our efficiency and eliminate
many of our serious problems. This test is a small but important step in the right direction, as it gives
individuals and groups valuable insight into the visual processes, and it proves the value of balance
stimulation in solving these problems. The Learning Breakthrough balance stimuation activities help
eliminate the causes of binocular visual interference and improve monocular and binocular visual acuity.
This test is a good indicator of the progress you are making as you do the Learning Breakthrough training
activities.

1II. Binocular Teaming Test

For the first step in this experiment, you will need a three-foot long piece of string. Fasten the end of the
string to the wall at eye level, or have someone hold it for you. Place a small bead on the string or tie a knot
in it. The bead or knot should be located on the string about as far ftom the ftee end as you generally hold
your book ftom your eyes when you read, or you can use the ideal near point working distance, which is the
distance from the elbow to the middle knuckle ofthe middle finger.

Place the free end of the string on the bridge of your nose, centered between your two eyes. Pull the string
taut, hold it level between your eyes, and focus very carefully on the bead or knot. Make sure that the hand
holding the string is not in ftont of one eye, or otherwise blocking your vision. Holding the string on your
nose and looking at a point (the bead or knot) on the string will create an optical illusion. The string will
appear to make an "X" if your eyes are working properly. Do not expect to see the string "normally". The
optical musion created by the string on the nose will give you an insight into how the two eyes are teaming,
or working together.

If the two visual systems are in balance, and the two eyes are teaming at the reading distance, you will focus
on the bead or knot and see two strings. They will appear to malee a big "X". The right eye will see a string
that comes from the space near the left ear, goes out to the bead or knot, and continues out to the right
side. The left eye will see a string that comes from the space around the right ear, goes out to the bead and
crosses to the left side. Ifthe two visual circuits are aligned properly, the two strings will cross at the bead,
the strings will be level, the strings will be equal in brightness, and the eyes will not be under any strain.

Some individuals who have a high degree of binocular visual efficiency will see a string coming from the
space on the left side of the face and another coming from the space on the right side of the face. The two
strings will merge into one string a little before the bead or knot. The string will appear as one string from a
short distance before the bead or knot to a short distance after it. Then they will branch back into two
strings again. The strings, instead of looking like a letter "X" willlook like two letter "Y"s, with tails tied
together.

The optical iIIusion (the "X" created by the string held on the nose) provides a means of looking at a number
of very important visual functions - the focusing-converging relationship ofthe two eyes, the vertical
alignment ofthe two eyes, and the relative balance of the two visual circuits and each of the four visual
fields. It provides a means of determining if one eye is being suppressed. It can be utilized to demonstrate
the effect of kinesthetic and vestibular functions on visual operations. I definitely see that this test is a very
valuable, useful, and practical probe for looking at the visual relationships that make it possible to read,
write, and study efficientIy for long periods oftime. It has great potential as a means of checking the fine-
tuning and integrative relationships between visual, kinesthetic, vestibular, and tactile processes. It has the
potential for determining the positive or the negative effects of training activities.

Place the string on the bridge of the nose, look at the bead, and answer the following questions:

1.- Do you see one string or two strings?

If you see two strings, you are using both eyes. If you see only one string, you are suppressing one eye.

Ifyou suppress an eye, you will find that balance stimulation activities can turn the eye on. If you have a lazy
eye or amblyopia, doing ten or twenty minutes of balance stimulation activities on the Belgau Balance Board
will generally enable you to see the eye chart significantly better with your lazy eye. I believe that when you
do these experiments, you will see why a patch on the good eye to treat a lazy eye is not enough. The lazy
eye is probably caused by a temporal processing disorder or an integrative inefficiency between the visual
and balance systems.

2. Are your eyes under a strain? Is it a little strain, or is it a lot ofstrain?

Ifthe eyes are under a strain, this could indicate a problem in focusing or a binocular inefficiency, even ifthe
other test results are negative.

3. Ifyou see only one string, from which side ofthe head does it appear?

If you see a string that comes from the space about your left ear and crosses over to the right, you are using
the right eye and suppressing the left. Ifyou see a string that comes from the space about your right ear and
crosses to the left, you are using your left eye and suppressing the right.

NOTE: To double-check this, cover one eye and then the other eye, and see how the string appears to move.

4. Ifyou see two strings, where do they appear to cross?

Where the strings cross indicates how the Accommodative-Convergence (focusingconverging) systems are
relating.

a. Ifthe strings cross at the bead or knot, the eyes are focusing and converging on the same point in space. If
there is stress, there is some difficulty in organizing the system.

b. If the strings cross before the bead or knot, the eyes are over-converging.

c. Ifthe strings cross after the bead or knot, the eyes are under-converging.

This is an extremely important observation to make. If a child does not focus and converge his eyes on the
same point in space when he reads, he will not be reading at his full potential. The child may be an honor
student getting top grades, but he will work with l~ss stress and do even better in the long run ifthis
inefficiency is eliminated. 1 personally feel that we need to pay very close attention to the visual efficiency of
our highly gifted children and young adults. Our expectations for this group are high, and they are expected
to do a great deal of work. Sometimes, we over-stress their visual systems. One ofthe reasons that this is an
important observation is that balance stimulation activities in most instances correct the accornmodative
convergence difficulties. When the balance stimulation does not work, it is important to refer the individual
for evaluation to a doctor who specializes in visual therapy.

5. Look carefully at the point where the strings meet or come together in front of.

your face

Does one string appear to cross on top of the other string, or do the two appear to go into one another?

If one string appears slightly higher than the other string at the point oftheir intersection, the two eyes are
not in perfect vertical alignment. (This can also make the eyes tire when reading difficult material, or when
reading for long periods oftime.)

6. Are there any blank spaces or gaps in the two strings?

Blank spaces generally indicate selective suppression. Blank spaces could indicate a pathological difficulty.
One eye is not totally suppressed as it is when only one string is visible, but the eye is suppressed
periodically, or at certain points in space.

7. When you look at the bead or knot, do the strings change and switch about, or do.

they remain stable?

If the strings change in brightness, or if they change where they cross and never stabilize, there is difficulty in
integrating the two visual circuits.

Balance stimulation on the Belgau Balance Board will in most instances stabilize unstable visual systems and
reduce the visual stress that this kind of response generally creates.

8. Does one string appear and disappear?

This indicates that one eye is being used and then suppressed, which can be greatly improved with balance
stimulation.
9. Is one string brighter than the other or are they equal in brightness?
The two strings should be the same brightness. The relative brightness ofthe strings indicates the balance of
the two visual circuits. When the eyes are balanced, the strings will be equal in brightness. If one string is
brighter than the other string, or if one segment of one string is brighter than the other, there is inadequate
balance between the two visual circuits. This observation is very important for the fine-tuning ofthe visual
system. The relative brightness of the strings is very sensitive to slight kinesthetic and vestibular
disturbances, as well as to slight integrative disturbances in the visual system itself.

Ifyou see that one string is brighter than the other, you will generally stand with one foot slightly back. If you
stand with one foot slightly back, I can take the shoulder on the side that is back and push it forward while I
pull the shoulder on the opposite side back. While I am applying pressure on your two shoulders and
attempting to twist you, you would be resisting me. If you look at the string as I gradualIy apply pressure,
there will be a point at which the strings appear equal. When I release the pressure, the strings will return to
their unequal state. This is an interesting demonstration of the vestibular, visual, and spinal integration. The
twisting relationship is something that optometrists have used in visual training for a long time. I just
discovered the relationship between the position ofthe feet and the direction to apply the twisting pressure.

This experiment demonstrates the close relationship between the posturing of the feet and the balance
ofthe input from the two eyes. I gather from this experiment that it is important to line up the toes of the
two feet when you do the training on a balance board. Balance stimulation on the Belgau Balance Board in
most instances will bring the two visual circuits into balance and the strings will appear equal, provided that
care is taken in lining up and centering the feet on the board.

10. Do the strings appear to come from the same place in space on each side ofthe nose?

The relationship ofthe position ofthe two strings in space is an indication ofhow visual space is being
structured. For optimum visual efficiency and least effort, the strings should appear to come úom the same
place on each side ofthe face.

After you have observed the effect ofbalance stimulation on your own visual acuity and binocular visual
functions, and on those of ten other people, you will appreciate the power ofbalance and its overall role in
visual processes.

IV. Handwriting Test

Copya sample of material (a sentence or two) on a blank sheet ofpaper (unruled). After you have done the
training activities you will copy the same material again. Compare the two handwriting samples and answer
the following questions.

1. Could you feel any difference in the writing?

2. Is the writing clearer?

3. Are the letters formed more evenly?

4. Are the lines ofwritten material straighter? S. Are they more evenly placed on the paper?

v. Walk a Tape Line Test

Place a piece of masking tape about 10' long on the tloor. Stand on the tape line and look at a fixation point
in úont of you. Walk heel to toe down the line. When you reach the end of the line walk backwards to the
beginning keeping your eye on the fixation point. Now close your eyes and attempt to walk down the line.
After the training activities repeat the tests and answer the following questions.

Frontward:

1. Was it easier to perform the activity after the training?

2. Did you feel more comfortable?

3. Were you better able to stay on the line?

Backward:

1. Was it easier to perform the activity after the training?

2. Did you feel more comfortable?

3. Were you better able to stay on the line?

Eyes Closed?

1. Was it easier to perform the activity after the training?

2. Did you feel more comfortable?

3. Were you better able to stay on the line?

VI. Visual Field Test

The next test gives you an indication ofyour overaIl field ofview, an idea ofyour perceptual span, and an
indication of areas of visual instability in your visual field.

For this test, you wiIl need a deck ofplaying cards and a flat surface about thirty-two inches deep and forty-
eight inches wide. Place the ace of hearts in the center of the space. Arrange the cards around the center
card so that you have five rows of cards with nine cards in each row. The spaces between the rows and the
spaces between each of the cards in each row should be less than the height, yet more than the width, of a
playing card, and should be fairly uniform across the table. When you arrange the cards, it is best if the field
is as balanced as possible with regard to number offigures, color, and space. (lfyou put a five of hearts
irnmediately to the left ofthe ace, put the five of diamonds immediately to the right of the ace. If you put an
eight of clubs directly under the ace, put an eight of spades irnmediately above it. Since the field is made up
of only forty-five ofthe fifty-two cards in the deck, leave out one entire number, a same-color pair, and the
ace of diamonds.)

Stand with your eyes and body centered on the ace of hearts, and with the ITonts of your legs touching the
edge ofthe table. Focus carefully on the heart in the center ofthe ace ofhearts. Without moving your eyes,
be aware of the whole system. Try to remember how it looks because after you have done your training, you
will want to do this again to compare what you see now to what you see then.
The following questions will help you organize what you are seeing and will help you remember, when you
do the activity again, what you saw the first time.

1. Notice the overall brightness ofthe field.

2. Without moving your eyes, notice how far out from the center you can identify the figures (hearts, clubs,
spades, and diamonds) on the cards, and the color ofthose figures.
3. Notice if one si de ofthe field is brighter than the other side.
4. Notice if you can differentiate the cards farther out from the center on one side than on the other si de.

5. Notice ifthere are areas in the field that fade in and out, or that are unstable.

6. Notice ifthere appears to be any drifting or movement ofthe figures in the field.

7. Notice if one side of the table seems closer to you than the other side of the table.

When you repeat the test after training, you will be looking for the foIlowing things:

The overall field is

. very much brighter.

. slightly brighter.
. not brighter at all.

The areas that were fading out

. do not fade anymore.

. do not fade as mucho
. fade no more or less than before.
. didn't fade out efore but do now.

The detail in the system is

. much more apparent.

.slightly more apparent.
. unchanged.

The brightness and detail ofthe periphery ofthe system is

. much brighter, and more detail is apparent.

.a little brighter and more detailed.
. unchanged.

The differences between right and left visual fields which were apparent originally (if there were differences
originally)

are no longer apparent.

are less apparent.

are more apparent. remain the same.

If one side ofthe table looked c10ser to you than the other si de before, does it look any different now?.

VII. Sense of Level Test

A. Side to Side Sense of Level

Set the balance level ofthe Belgau Balance Board to a point where you can balance comfortably. Stand
balanced and centered on the grid on the top of the platform. Y our two feet should be equidistant from the
center ofthe platform, and your toes should be lined up so that the big toe of each foot is touching the same
horizontal grid \ine. The inside ofthe left foot should touch the 5 cm. left of center vertical grid \ine, and the
inside of the right foot should touch the 5 cm. right of center vertical grid line.

Look at a point in the distance and hold the platform so that you think it is level. Have your helper place a
level gauge on the platform, centering the gauge so that it does not upset the balance ofthe platform in any
way.

1. Hold the platform where you think it is level while your heIper checks the gauge.
Are you level?

Are you tilting the platform to the right?

Are you tilting the platform to the left?

Next, if you do not hold the board level when you think that it is level, have your helper take hold ofthe
platform and manually move it to the point at which the level gauge indicates that the board is level.

2. Holding the platform at the level point, answer the following questions. (Your helper will have
to check to see that you do hold the platform level.)
Are you able to hold the platform level, and does it feellevel?

Are you able to hold the platform level although it feels as if it is tilted?

Do you find it difficult to hold the platform level?

Do you seem to avoid the level point?

(Ifyou are unable to hold the platform level, have your helper grasp it and hold it level for you.)

When the platform is level, do you feel that it is tilted? Do you feel uncomfortable? There is a relationship
between the right to left, or side to side, sense ollevel and the vertical alignment 01 the eyes. This is very consistent.
Balance stimulation activities on the Belgau Balance Board have a very positive effect on the sense 01 level and the
vertical alignment 01 the two eyes. Put a carpenter's level on the board and do balance stimulation training. As you do
activities it wil/ become more natural to you to hold the board at the level point. As this occurs, the vertical
misalignment 01 the eyes diminishes significanty.

B. Front to back sense of level

Stand on the platform so that it rocks forward and backward. Une the feet up on the grid such that they are
equidistant ftom the center and you are facing to one si de of the board. Make sure that there is an equal
amount of weight on the balls and heels of your feet.

Hold the platform at the point at which you think that you are leve!. Have your helper place the level gauge
on the platform.

1. Hold the platform level while your helper checks the gauge.
Are you level?

Are you tilting the platform forward?

Are you tilting the platform backward?

Next, let your helper hold the platform and manually move it to the point at which the level gauge indicates
that the board is level.

2. While your helper holds the platform at the level point, answer the following questions.
Are you able to hold the platform level, and does it feellevel?

Are you able to hold the platform level although it feels as though it is tilted?

Do you find it difficult to hold the platform level?

Do you avoid the level point?

VIII. Balance ofVisual Space, Distance Perception, and Size Perception Test
This test gives you an opportunity to see ifthe right and left eyes project objects and space in exactly the
same way. Differences in the apparent position, size, or brightness of objects in space are indicative of
inefficient visual processing. The more cIosely the two eyes are to a balanced perception, the easier it will
be for the brain to process visual information. More information can be processed in a given period oftime.
The greater the disparity between the individual perceptions of the two eyes, the more mental effort and
energy are wasted in processing visual information. Less information can be processed in that period
oftime.

Look at a large object fifteen to twenty feet away from you. Cover the left eye and look at the object. Now
cover the right eye and look again. Answer the following questions.

Does the image ofthe object appear to be a little larger with one eye than it is with other eye?

Does the image appear to be cIoser with one eye and farther away with the other? Is the image in the same
position in space with both eyes?

Does the image appear to be brighter with one eye than with the other eye?

Many people have some disparity between the right eye and the left eye in their perception of space and
size. Realize that the important point following training, is to see if there is a REDUCTION in the disparity
between your two eyes' perceptions ofthe size, distance, position, and brightness ofthe image viewed.
IX. Rate of Motion Perception Test
For this test, you will need to hang a pendulum ball from the ceiling on a string. The string should be about
six feet long. Swing the pendulum ball in a big circle. Cover one eye and observe how fast the ball appears
to swing. Cover the other eye and observe how fast the ball appears to swing. Look at the ball with one eye
and then look at it with the other eye. Switch back and forth at least six times. Observe how fast the ball
appears to move through space with each eye.

1. Does the ball appear to swing faster with one eye than it does with the other eye?

2. Ifthere is a difference, which eye sees the ball moving faster?

It is surprising how many people will report that the ball definitely appears to swing faster with one eye
than it does with the other eye. It is also surprising how balance stimulation activities will remediate this
visual inconsistency .

RECORD SHEET
DeCore After

ORAL READING
TEST - After the second test, listen to the two tests and evaluate for better, the same, worse.
Rate
Rhythm
Comprehension
Expression
Intonation in Voice
Lip and Tongue Flexibility
Visual Clarity Flow of eye movements across page
Eye movement on return sweep
Overall stress
VISUAL ACUITY TEST - FiII in the before and after results.
Acuity (or distance &om chart) Right Eye
Acuity (or distance &om chart) Left Eye
Acuity (or distance &om chart) Both Eyes
BINOCULAR TEAMING TEST - FiII in before and after responses.
Do you see one string or two strings?
Are your eyes under a strain?
Is it a little or a lot of strain?
Ifyou see only one string, &om which side ofthe head do es it appear ?
If you see two strings, where do they appear to cross?
Where the strings cross, is one string slightly higher than the other?
Are there blank spaces or gaps in the two strings?
Do the strings change and switch about or do they remain stable?
Does one string appear and disappear?
Is one string brighter than the other or are they equal in brightness?
Do the strings appear to come from the same place on each side of the nose?

HANDWRITING TEST
Copy the sample of material on a blank sheet of paper (unruled). After you have done the training activities
you will copy the same material again. Compare the two handwriting samples and answer the following
questions.

Did you feel more comfortable?

Is the writing clearer?

Are the letters formed more evenly?

Are the lines of written material straighter?

Are they more evenly placed on the paper?

W ALK A TAPE UNE TEST

Stand on the tape line and look at the fixation point in front of you. Walk heel to toe down the line. When
you reach the end of the line walk heel to toe backwards to the beginning keeping your eye on the fixation
point. Now close your eyes and attempt to walk down the line? After the training activities repeat the tests
and answer the following questions.

Frontward:
Was it easier to perform the activity after the training?

Did you feel more comfortable?

Were you better able to stay on the line?

Backward:
Was it easier to perform the activity after the training?

Did you feel more comfortable?

Were you better able to stay on the line?

Eyes Closed:

Was it easier to perform the activity after the training?

Did you feel more comfortable?

Were you better able to stay on the line?

SENSE OF LEVEL TEST - SIDE TO SIDE

When you think you are holding the board level, is it level?
If it is not level, do es it tilt to the right or to left?
Are you able to hold the platform level and does it feellevel?
Are you able to hold the platform level although it feels tilted?
Do you find it difficult to hold the platforrn level?
Do you seern to avoid the level point?
When sorneone else holds the platforrn level, does it feel tilted?
Do you feel uncornfortable
SENSE OF LEVEL TEST - FRONT TO BACk
When you think you are holding the board level, is it level?
If it is not level, do es it tilt forward or backward?
Are you able to hold the platform level and does it feellevel?
Are you able to hold the platform level although it feels tilted?
Do you find it difficult to hold the platforrn level?
Do you seern to avoid the level point?
When sorneone else holds the platforrn level, do es it feel tilted?
Do you feel uncornfortable?
VISUAL FIELD TEST
For this test instead of recording before and after responses, you will comment on the
appearance of the field only after the test. Since this is a comparison it is important that you
notice the appearance of the field before your training very carefully. Be aware ofthe brightness
ofthe field, of areas that are fading in and out, the brightness and detail ofthe periphery, and
differences in the right and left visual fields.
The overall field is
very much brighter.
slightly brighter.
not brighter at all.
The areas that were fading out

do not fade anymore.

do not fade as mucho

fade no more or less than before.

didn't fade out before but do now.

The brightness and detail of the periphery of the system is

much brighter, and more detail is apparent.

a little brighter and more detailed.

Unchanged.

The differences between right and left visual fields which were apparent originally (ifthere were differences
originally )

are no longer apparent.

are less apparent.

are more apparent.

remain the same.

If one side ofthe table looked c10ser to you than the other side before, does it look any different now?

Yes
No
BALANCE OF VISUAL SPACE, DISTANCE PERCEPTION, AND SIZE PERCEPTION TEST - Answer these questions
before and after the training

Does the image appear to be a little larger with one eye?

Does the image appear to be c10ser with one eye?

Are the images in the same position in space with both eyes?

Does the image appear to be brighter with one eye?

RATE OF MOTION PERCEPTION TEST - Answer these questions before and after the training.
Does the ball appear to swing faster with one eye?

Ifthere is a difference which eye sees the ball swinging faster?