Diagnosing Cerebral Visual Impairment in Children with Good Visual Acuity

Genderen, Maria van; Dekker, Marjoke; Pilon, Florine; Bals, Irmgard

doi:10.3109/09273972.2012.680232

Cited by 74 publications

(100 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although CVI has also been described in individuals with a (sub-)normal visual acuity and higher perceptual deficits, within this study only patients were selected with a vision ≤0.3 or a visual field below 30 degrees [9,10,18]. For the purpose of this study, we excluded persons with major anterior ocular diseases, although CVI can also be present in those patients.…”

Section: Discussionmentioning

confidence: 99%

“…The visual acuity can range from blindness to normal, and is in CVI due to perinatal causes correlated to the severity of the brain damage [9-11]. Crowding, the impairment of the ability to recognize objects in clutter, is present in more than 40% of the normally sighted CVI individuals, however, in individuals with CVI and low vision the percentage of crowding is unknown [10,12,13]. The occurrence of strabismus (37-73%) and nystagmus (12-73%) varies highly among previous reports [3,5,6].…”

Section: Introductionmentioning

confidence: 99%

“…Neuropsychological testing can be helpful to gain more insight in specific higher perceptual deficits in the individual, but are only applicable to children with a developmental age above two years and 9 months [19]. For a first screening of higher perceptual functions several questionnaires have been developed [10,20]. …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Low vision due to cerebral visual impairment: differentiating between acquired and genetic causes

et al. 2014

View full text Add to dashboard Cite

BackgroundTo gain more insight into genetic causes of cerebral visual impairment (CVI) in children and to compare ophthalmological findings between genetic and acquired forms of CVI.MethodsThe clinical data of 309 individuals (mainly children) with CVI, and a visual acuity ≤0.3 were analyzed for etiology and ocular variables. A differentiation was made between acquired and genetic causes. However, in persons with West syndrome or hydrocephalus, it might be impossible to unravel whether CVI is caused by the seizure disorder or increased intracranial pressure or by the underlying disorder (that in itself can be acquired or genetic). In two subgroups, individuals with ‘purely’ acquired CVI and with ‘purely’ genetic CVI, the ocular variables (such as strabismus, pale optic disc and visual field defects) were compared.ResultsIt was possible to identify a putative cause for CVI in 60% (184/309) of the cohort. In the remaining 40% the etiology could not be determined. A ‘purely’ acquired cause was identified in 80 of the patients (26%). West syndrome and/or hydrocephalus was identified in 21 patients (7%), and in 17 patients (6%) both an acquired cause and West and/or hydrocephalus was present. In 66 patients (21%) a genetic diagnosis was obtained, of which 38 (12%) had other possible risk factor (acquired, preterm birth, West syndrome or hydrocephalus), making differentiation between acquired and genetic not possible. In the remaining 28 patients (9%) a ‘purely’ genetic cause was identified.CVI was identified for the first time in several genetic syndromes, such as ATR-X, Mowat-Wilson, and Pitt Hopkins syndrome. In the subgroup with ‘purely’ acquired causes (N = 80) strabismus (88% versus 64%), pale optic discs (65% versus 27%) and visual field defects (72% versus 30%) could be observed more frequent than in the subgroup with ‘purely’ genetic disorders (N = 28).ConclusionsWe conclude that CVI can be part of a genetic syndrome and that abnormal ocular findings are present more frequently in acquired forms of CVI.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Low vision due to cerebral visual impairment: differentiating between acquired and genetic causes

et al. 2014

View full text Add to dashboard Cite

show abstract

“…Initial assessment should always include the basics of ocular function, visual acuity, eye movements and visual field. For older children in whom there is concern about visual perceptual or visuomotor difficulty, history-taking approaches may identify areas of possible difficulty, following which a detailed cognitive and visual perceptual assessment can follow 13 14…”

Section: Diagnosis and Assessmentmentioning

confidence: 99%

Management of children and young people with vision impairment: diagnosis, developmental challenges and outcomes

2016

View full text Add to dashboard Cite

Vision impairment (VI) has a significant impact on an individual's ability to engage with everyday tasks. Severe early-onset VI presents different challenges to adult onset visual loss since reduced visual input presents a major obstacle to the acquisition and development of fundamental developmental skills in early and later childhood. Early referral of the child with reduced vision is vital to ensure accurate diagnosis and prompt treatment of any modifiable aspects of the condition. Guidance to ensure optimisation of developmental opportunity through adaptation of play and care is vital from the earliest stages. Cognitive and social challenges occur throughout education and need to be understood and addressed through skilled support. Multiagency input, particularly from health and education, is vital to minimise the risk of adverse outcomes and promote successful transition to independent adulthood. VI may also arise in a variety of neurological disorders, and diagnosis and assessment to ensure appropriate adaptations are made is also crucial for this group of children. This review provides the paediatrician with information on diagnosis, assessment, long-term support needs and outcomes.

show abstract

“…Success in locating or finding a target are more likely to be observed if a child has good searching abilities.

…find his teddy bear (or equal) amongst other cuddly animals (extract from Item 33, CVI Q) [16]. …Finding parents or friends in a crowd (extract from Question 3, Short CVI Q) [34].

…”

Section: Resultsmentioning

confidence: 99%

Methods for conceptualising ‘visual ability’ as a measurable construct in children with cerebral palsy

Denver

Adolfsson

Froude

et al. 2017

BMC Med Res Methodol

View full text Add to dashboard Cite

BackgroundVision influences functioning and disability of children with cerebral palsy, so there is a growing need for psychometrically robust tools to advance assessment of children’s vision abilities in clinical practice and research. Vision is a complex construct, and in the absence of clarity about this construct it is challenging to know whether valid, reliable measures exist. This study reports a method for conceptualising ‘visual ability’ as a measurable construct.MethodsUsing the items from 19 assessment tools previously identified in a systematic review, this study used a two-phase process: first, deductive content analysis linked items to the International Classification of Functioning, Disability and Health - Child and Youth version (ICF-CY), and second, vision-specific ‘Activity’-level items were explored using inductive thematic analysis.ResultsThe linking and content analysis identified that existing assessment tools are measuring vision across the ICF-CY domains of Body Functions, Activities and Participation, and Environmental and Personal Factors. Items specifically coded to vision at the Activity level were defined as measuring ‘how vision is used’, and these items form the basis of the conceptualisation that ‘visual ability’ is measurable as a single construct.The thematic analysis led to the identification of 3 categories containing 13 themes that reflect a child’s observable visual behaviours. Seven abilities reflect how a child uses vision: responds or reacts, initiates, maintains or sustains looking, changes or shifts looking, searches, locates or finds, and follows. Four interactions reflect the contexts in which a child uses their vision to purposefully interact: watches and visually interacts with people and faces, objects, over distance, and with hands. Finally, two themes reflect a child’s overall use of vision in daily activities: frequency of use, and efficiency of use.ConclusionsThis study demonstrates an approach to exploring and explaining a complex topic utilising World Health Organization language and building on existing research. Despite the complexity of vision, the concept of ‘how vision is used’ can be clearly defined as a measurable construct at the Activity level of the ICF-CY. This study has identified observable visual behaviours that may be developed into items assessing how vision is used in daily activities.Electronic supplementary materialThe online version of this article (doi:10.1186/s12874-017-0316-6) contains supplementary material, which is available to authorized users.

show abstract

Diagnosing Cerebral Visual Impairment in Children with Good Visual Acuity

Cited by 74 publications

References 17 publications

Low vision due to cerebral visual impairment: differentiating between acquired and genetic causes

Low vision due to cerebral visual impairment: differentiating between acquired and genetic causes

Management of children and young people with vision impairment: diagnosis, developmental challenges and outcomes

Methods for conceptualising ‘visual ability’ as a measurable construct in children with cerebral palsy

Contact Info

Product

Resources

About