Developmental setback in severe visual impairment.

Cass, Hilary; Sonksen, Patricia M.; McConachie, Helen

doi:10.1136/adc.70.3.192

Cited by 107 publications

(138 citation statements)

References 14 publications

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“…Participants were grouped according to their current visual level ⁄ degree of visual impairment at the time of assessment: profoundly visually impaired -able to detect a spinning 12.5cm lightreflecting ball at 30cm or less; severely visually impaired -able to detect a 12.5cm spinning woollen ball at 30cm or better. 5 Twenty-three children were referred for functional vision and developmental assessment as part of their visual impairment management; of these children, five were referred specifically because of concerns about development and behaviour. Children were assessed by a multidisciplinary team expert in the assessment and management of neurodisability and visual impairment, which included neurodisability paediatricians, clinical psychologists, and speech and language therapists.…”

Section: Methodsmentioning

confidence: 99%

“…The VISS was designed to identify the range of social and communicative behaviours seen in visually impaired children during the developmental preschool age period; 1,3,5,6,8,11 items were also influenced by International Classification of Diseases (ICD-10) ASD diagnostic criteria. 10,12 None of the VISS items were vision dependent.…”

Section: Instrument Development and Administrationmentioning

confidence: 99%

“…[1][2][3][4][5][6][7] Although the mechanisms underlying the development of social communicative difficulties and ASD are not yet understood in the visually impaired population, early evidence points towards interactions of multiple factors (visual, age, sex, psychological, neurological) at different levels. 6 Because of the availability and potential importance of early intervention strategies in both visual impairment and ASD, 8,9 early accurate identification of social communication difficulties and ASD in children with visual impairment is desirable.…”

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confidence: 99%

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Developing a schedule to identify social communication difficulties and autism spectrum disorder in young children with visual impairment

Absoud

Parr

Salt

et al. 2010

Developmental Medicine &Amp; Child Neurology

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Available observational tools used in the identification of social communication difficulties and diagnosis of autism spectrum disorder (ASD) rely partly on visual behaviours and therefore may not be valid in children with visual impairment. A pilot observational instrument, the Visual Impairment and Social Communication Schedule (VISS), was developed to aid in identifying social communication difficulties and ASD in young children with visual impairment affected by congenital disorders of the peripheral visual system (disorders of the globe, retina, and anterior optic nerve). The VISS was administered to 23 consecutive children (age range 1y 9mo–6y 11mo, mean 4y 1mo [SD 1.6]; 12 males, 11 females) with visual impairment (nine with severe and 14 with profound visual impairment). Item analysis was carried out by fit of the items to the Rasch model. Validity of the VISS was explored by comparison with the Childhood Autism Rating Scale (CARS) score, and the clinical ASD diagnosis (n=9). Correlation between the VISS and CARS total scores was highly significant (Spearman’s rho=−0.89; p=0.01). Below threshold rating on the VISS (score of 35) showed good agreement with the clinical ASD diagnosis (sensitivity 89%, specificity 100%). This preliminary study shows the VISS to be a promising schedule to aid the identification of ASD in young children with visual impairment.

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Section: Methodsmentioning

confidence: 99%

Section: Instrument Development and Administrationmentioning

confidence: 99%

mentioning

confidence: 99%

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Developing a schedule to identify social communication difficulties and autism spectrum disorder in young children with visual impairment

Absoud

Parr

Salt

et al. 2010

Developmental Medicine &Amp; Child Neurology

View full text Add to dashboard Cite

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“…4 Moreover, a blind child faces considerable challenges in education and emotional development. 5 There are some obvious differences in CNV between children and adults: first, rarity of macular degeneration and myopic fundus changes 6 (the two most common causes of adult-onset CNV) at young age; second, lack of calcification and thickening of Bruch's membrane (which is otherwise frequently observed among adults); 7 and third, presence of solitary subretinal in-growth sites unlike adult cases in which multiple in-growth sites are common. 8 All these factors may make the natural course, prognosis, and treatment outcomes more favorable among young subjects.…”

Section: Introductionmentioning

confidence: 99%

Choroidal neovascularization in 36 eyes of children and adolescents

Rishi

Gupta

Rishi

et al. 2013

Eye

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Purpose To describe the clinical features and outcomes among eyes with choroidal neovascularization (CNV) in children and adolescents. Methods A total of 36 eyes of 27 patients o18 years of age diagnosed with CNV between January 1978 and December 2008 were retrospectively reviewed. CNV was clinically diagnosed in all patients and its presence was confirmed by fundus fluorescein angiography (FFA). A total of 19 eyes underwent treatment. Anatomical outcome was evaluated as regressed/ persistent/recurrent CNV. Snellen's values for best corrected visual acuity (BCVA) were converted to logMAR for statistical calculations. Results Of the 27 patients, 17 (63%) were male. Nine (33.3%) of the 27 patients had bilateral CNV. At presentation, CNV was active in 22 (61.1%) eyes and regressed in 14 (28.9%) eyes. All active CNV cases were 'classic' type, with the majority (80.5%) being subfoveal. The mean greatest linear dimension (GLD) was 3.16 ± 1.94 mm (range, 0.9-10.15). The most common cause (41.7%) was post-inflammatory. The mean duration to regression in treated eyes was 103.53 days (15 eyes). Recurrence was noted in three (8.3%) eyes. The mean duration to first recurrence was 260 days (range, 90-390), and the mean follow-up duration was 779.53 ± 988.00 days. Conclusion CNV remains a cause of significant visual decline in children and adolescents. Male predominance, postinflammatory etiology, bilateral affection, and subfoveal location are noteworthy, with a high regression rate in response to treatment. Re-treatment is required in a limited number of cases.

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“…Unrecognized visual impairment delays and alters motor and cognitive development in children both with and without other disabilities. 4 Educational and habilitational strategies can be devised which take these limitations into account, ensuring that educational material can be seen and understood. 5 Structured history-taking from carers using a general or a specific visual skills inventory can effectively identify visual dysfunction in children.…”

mentioning

confidence: 99%

A visual skills inventory for children with neurological impairments

McCulloch

Mackie

Dutton

et al. 2007

Develop Med Child Neuro

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Children with neurological impairments often have visual deficits that are difficult to quantify. We have compared visual skills evaluated by carers with results of a comprehensive visual assessment. Participants were 76 children with mild to profound intellectual and/or motor impairment (33 males, 43 females; age range 7mo-16y; mean age 5y 1mo [SD 4y 2mo]) who completed a visual skills inventory before attending a special vision clinic. The inventory included 16 questions about visual skills and responses to familiar situations. Responses were augmented by taking a structured clinical history, compared with visual evoked potential (VEP) and/or acuity card measures of visual acuity, and examined using exploratory factor analysis. Acuity ranged from normal to no light perception, and was positively associated with responses to individual questions. After excluding four uninformative questions, an association between the remaining questions and two significant independent factors was found. Factor 1 was associated with questions about visual recognition (e.g. 'Does your child see a small silent toy?') and these items were correlated with both the VEP and acuity card thresholds. Factor 2 was associated primarily with questions about visually mediated social interactions (e.g. 'Does he/she return your silent smile?'). Evaluation of visual skills in children with neurological impairment can provide valid information about the quality of children's vision. Questions with the highest validity for predicting vision are identified.

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Developmental setback in severe visual impairment.

Cited by 107 publications

References 14 publications

Developing a schedule to identify social communication difficulties and autism spectrum disorder in young children with visual impairment

Developing a schedule to identify social communication difficulties and autism spectrum disorder in young children with visual impairment

Choroidal neovascularization in 36 eyes of children and adolescents

A visual skills inventory for children with neurological impairments

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