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An Approach to Visual Loss in a Child
Published in Vivek Lal, A Clinical Approach to Neuro-Ophthalmic Disorders, 2023
Muhammad Hassaan Ali, Stacy L. Pineles
Lastly, the acuity of infants with apparently better vision may also be measured using forced choice preferential looking methods using Teller or Cardiff acuity cards and by electro-physiological tests of visual-evoked potentials (11). Both techniques are time-consuming, require special equipment and trained personnel and are costly. Until recently, these methods were generally only used in specialized pediatric ophthalmology units. In co-operative children, aged 18–24 months, it is possible to use picture optotype tests (such as Kays pictures) at very short distances. Standard optotype tests, such as the Snellen E chart, can generally only be used in children aged 3 years or above and only if the child has significant vision to see any such optotype (12). It is important that testing is carried out at the appropriate distance and, if possible, using linear optotype systems to ensure the effect of crowding is not overlooked in children with amblyopia (13). With some younger children and those unable to read, a matching test, involving matching letters on the distance chart with those on a card held at near, can be used.
Physical Exercise and Cognitive Enhancement
Published in Henning Budde, Mirko Wegner, The Exercise Effect on Mental Health, 2018
Situations that favor multi-sensory integration of motor and cognitive demands in the classroom should therefore be encouraged. For example, research at the intersection of spatial and embodied cognition shows that the addition of passive or active motor features (e.g. action observation, gestures) helps reinforce learning and ensure it is integrated meaningfully with existing knowledge (Broaders, Cook, Mitchell, & Goldin-Meadow 2007; Cook, Mitchell, & Goldin-Meadow 2008). In addition, structured plays combining cognitive challenges and physical motion are also essential to optimal cognitive development, and school environments are especially suitable to this type of learning. This can come from blends across subjects – for example, physical exercise with mathematics, physics or biology, to understand and experience the concepts that are being taught. Facilitating these kinds of translational approaches also provide additional motivational components. More than at any other age, children are interested in novel and diverse items, a feature largely exploited in the preferential looking paradigm on which most psychology research in infants is based (Golinkoff, Hirsh-Pasek, Cauley, & Gordon 1987). Thus, an approach emphasizing diversity in learning content has the potential to remain more appealing to children in the long run.
SKILL Assess vision: acuity in children or illiterate adults
Published in Sam Evans, Patrick Watts, Ophthalmic DOPS and OSATS, 2014
Testing the VA of individuals who are able to recognise and match shapes provides a better indication of acuity resolution than preferential-looking tests. A variety of techniques exist for this group, although each is based on the presentation of targets (shapes or optotypes) of varying contrast or size.
Strabismus Is Correlated with Gross Motor Function in Children with Spastic Cerebral Palsy
Published in Current Eye Research, 2019
Hyeshin Jeon, Jae Ho Jung, Jin A Yoon, Heeyoung Choi
Refractive error was determined by cycloplegic refraction (3 drops 1% cyclopentolate hydrocholoride, retinoscopy after 30 minutes from the initial drop) and recorded as spherical equivalent (SE) values. High astigmatism (Dcyl≤3.0 Diopters,D), high hyperopia (SE≥5.0 D) and high myopia (SE≤-6.0 D) were defined as significant refractive error. Visual acuity was measured using Snellen chart or forced-choice preferential looking test. The visual acuity of the right eye was adopted in the analysis and the cases whose visual acuity of two eyes differ by more than 2 lines were examined. Slit lamp and fundus examination were performed. The prism and alternate cover tests were applied fixating on 30 cm and 6 m targets. The Krimsky test was used in un-cooperative patients. Duction and version were also assessed. Strabismus was classified in terms of direction (exotropia, esotropia or vertical deviation), constancy (intermittent or constant), and deviation angle (≥ 30 or <30).
A case of ablepharon macrostomia syndrome requiring multidisciplinary care
Published in Clinical and Experimental Optometry, 2021
Denise Alexopoulos, Tracy L Matchinski
A more detailed assessment of visual acuity and visual ability was completed at the paediatric LVR examination (Table 1). To evaluate each eye individually, occlusion was achieved by using a folded paper towel, and the palm of a hand (examiner or guardian) created a tight fit so no light could enter the occluded eye. This was done in brief intervals that the child was able to tolerate. Approaching visual acuity testing, an examiner can use the following sequence: ability to fixate and follow, preferential looking (Teller or Cardiff cards), optotype recognition of symbols, letters, and numbers. If there are no results, then a visual evoked potential can be helpful to quantify visual acuity.
Different visual development: norms for visual acuity in children with Down’s syndrome
Published in Clinical and Experimental Optometry, 2018
Asma Aa Zahidi, Valldeflors Vinuela‐navarro, J Margaret Woodhouse
There is evidence that preferential looking tests over‐estimate acuity and are less sensitive to refractive errors and amblyopia2006 in typically developing children, although the present analysis showed no difference in scores between children using the preferential looking and optotype tests. The similarity in acuity scores between preferential looking and optotype tests among children with Down’s syndrome may be somewhat unexpected. However, since a comparison in adults with learning disabilities also showed equivalent acuities,2006 the phenomenon may not be confined to children or to Down’s syndrome.