Assessment of visual acuity in multiply handicapped children.

Mackie, Roisin; McCulloch, DL

doi:10.1136/bjo.79.3.290

Cited by 30 publications

(18 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Due to its objective nature, this technique has proven to be beneficial for special populations (e.g. infants and young children, non-verbal patients, cognitively-challenged patients) [1,[4][5][6][7]. It is also helpful in assessing the progression of many ocular and neurological disease conditions (e.g.…”

Section: Introductionmentioning

confidence: 99%

Optimization of the pattern visual evoked potential (VEP) in the visually-normal and mild traumatic brain injury (mTBI) populations

Yadav¹,

Ciuffreda²

2013

Brain Injury

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Optimization of the pattern visual evoked potential (VEP) in the visually-normal and mild traumatic brain injury (mTBI) populations

Yadav¹,

Ciuffreda²

2013

Brain Injury

View full text Add to dashboard Cite

show abstract

“…The 53 children who completed both tests showed good agreement in the ranked categories for level of vision (tau=0.47, p<0.001), similar to that reported in our previous study. 2 Acuity card testing was more successful in those with higher levels of intellectual function (tau=0.25, p<0.01) but successfully completing VEP tests was not associated with intellectual ability (p>0.1).…”

Section: Resultsmentioning

confidence: 99%

A visual skills inventory for children with neurological impairments

McCulloch

Mackie

Dutton

et al. 2007

Develop Med Child Neuro

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…This would help the clinician make a more accurate diagnosis regarding a patient's attentional state. Third, due to its objective nature, the VEP protocol may be extended to assess visual attention in cognitively-impaired individuals [62] and non-verbal patients [63], as well as paediatric patients with attention deficit hyperactivity disorder (ADHD) [64]. Lastly, the proposed testing would also allow clinicians to evaluate objectively the effect of a visual intervention incorporating an attentional component [40].…”

Section: Discussionmentioning

confidence: 99%