Visual Complaints From Healthy Children

Wright, John D.; Boger, William P.

doi:10.1016/s0039-6257(99)00078-8

Cited by 12 publications

(5 citation statements)

References 38 publications

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“…Although it does appear four of the subjects had poor monocular accommodative facility (≤ 6 cpm), which has been associated with symptoms (14). The others met all inclusion criteria but may have had a binocular dysfunction that we did not assess (e.g., vergence facility), may have been interpreting normal physiological phenomenon as abnormal (15), may have had an undiagnosed reading or learning disorder, or the CISS may need further refinement. The one NBV subject with a very high symptom score could be an example of a subject’s conscious reaction when taking questionnaires known as “faking bad” in which a subject tries to appear sick to qualify for support.…”

Section: Discussionmentioning

confidence: 99%

Validity of the Convergence Insufficiency Symptom Survey: A Confirmatory Study

Rouse¹,

Borsting²,

Mitchell³

et al. 2009

Optometry and Vision Science

136

122

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Purpose The objectives of the present study were to evaluate whether investigator bias influenced the Convergence Insufficiency Symptom Survey (CISS) scores of children with normal binocular vision (NBV) in our original validation study, reevaluate the usefulness of the cut-off score of 16, and reexamine the validity of the CISS. Methods Six clinical sites participating in the Convergence Insufficiency Treatment Trial (CITT) enrolled 46 children 9 - <18 years with NBV. Examiners masked to the child’s binocular vision status administered the CISS. The mean CISS score was compared to that from the children with NBV in the original, unmasked CISS study and also to that of the 221 symptomatic CI children enrolled in the CITT. Results The mean (±SD) CISS score for 46 subjects with NBV was 10.4 (±8.1). This was comparable to that from our prior unmasked NBV study (mean = 8.1(± 6.2); p = 0.11), but was significantly different from that of the CITT CI group (mean = 29.8 ± 9.0; p < 0.001). Eighty-three percent of these NBV subjects scored less than 16 on the CISS, which is not statistically different from the 87.5% found in the original unmasked study (p = 0.49). Conclusions Examiner bias did not affect the CISS scores for subjects with NBV in our prior study. The CISS continues to be a valid instrument for quantifying symptoms in 9 to <18 year-old children and these results confirm the validity of a cut-point of ≥ 16 in distinguishing children with symptomatic CI from those with NBV.

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Section: Discussionmentioning

confidence: 99%

Validity of the Convergence Insufficiency Symptom Survey: A Confirmatory Study

Rouse¹,

Borsting²,

Mitchell³

et al. 2009

Optometry and Vision Science

136

122

View full text Add to dashboard Cite

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“…It is important for the ophthalmologist to recognize that healthy children often have visual complaints from normal visual phenomena such as physiologic diplopia and relaxation of accommodation. 112,155 Also, most children (82%) who complain of eyestrain and headaches have a normal eye examination, whereas children with refractive error (78%), amblyopia (68%), or strabismus (58%) are free of eyestrain, which makes these complaints a poor marker of eye conditions in young children. 156 The ophthalmologist should perform a complete dilated eye examination, including cycloplegic refraction.…”

Section: Role Of the Ophthalmologistmentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

157

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Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

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“…After birth, body cells of the infant are still in full development, forming continuous connections and neural communications. The maturation of the eyes and optic pathways is directly related to the child's visual and neuromotor development (23,24) .…”

Section: Considerationsmentioning

confidence: 99%

“…Visual system development in children occurs concomitantly with child development. Visual system integrity as well as the neurophysiological structures enable the vision to progress in its functional maturation steps after childbirth (2,(23)(24)(25) .…”

Section: Considerationsmentioning

confidence: 99%

Visual development in children aged 0 to 6 years

Zimmermann¹,

Carvalho²,

Atihe³

et al. 2019

Arquivos Brasileiros De Oftalmologia

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This study aimed to present the characteristics of visual development from a clinical viewpoint in infants and preschool children aged 0-6 years who were born at term with no pregnancy or childbirth complications. Methods: We conducted a bibliographic review on visual development in infants and preschool children. Results: We described visual development in children according to age groups: 0-1 month, 1-3 months, 3-6 months, 6-10 months, 10 months-1 year and 4 months, 1 year and 4 months-2 years, 2-4 years, and 4-6 years. Conclusion: Visual responses in infants and preschool children born at term and with normal development were observed to occur in an integrated manner with neuromotor functions in addition to cognitive and psycho-emotional sensory, behavioral, and visual capacity.

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Visual Complaints From Healthy Children

Cited by 12 publications

References 38 publications

Validity of the Convergence Insufficiency Symptom Survey: A Confirmatory Study

Validity of the Convergence Insufficiency Symptom Survey: A Confirmatory Study

Learning Disabilities, Dyslexia, and Vision

Visual development in children aged 0 to 6 years

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