Fonctions cognitives et apprentissages

Mazeau, Michèle; Pouhet, Alain

doi:10.1016/b978-2-294-73407-6.00001-x

Cited by 3 publications

(6 citation statements)

References 32 publications

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“…Finally, it should be noted that the term “visuo-spatial dyspraxia” has tended to render the differential diagnosis between dyspraxia and CVI almost impossible to achieve. Indeed, visuo-spatial dyspraxia ( Mazeau, 2005 ) includes a certain number of CVIs (reduction of visual field, attention and spatial organization disorders) which are themselves thought to be responsible for gestural clumsiness ( Costini et al, 2014a , b ). Indeed, in children with CVI, the use of vision may interfere with motor achievement, whereas verbal instructions or performing a task without visual control tends to improve performance ( Mazeau, 2005 ; Chokron and Dutton, 2016 ), which may explain why children with CVI often choose to reach to the side of where they are looking.…”

Section: Behavioral Expressions Of Cortical or Cerebral Visual Impairment In Childrenmentioning

confidence: 99%

“…Indeed, visuo-spatial dyspraxia ( Mazeau, 2005 ) includes a certain number of CVIs (reduction of visual field, attention and spatial organization disorders) which are themselves thought to be responsible for gestural clumsiness ( Costini et al, 2014a , b ). Indeed, in children with CVI, the use of vision may interfere with motor achievement, whereas verbal instructions or performing a task without visual control tends to improve performance ( Mazeau, 2005 ; Chokron and Dutton, 2016 ), which may explain why children with CVI often choose to reach to the side of where they are looking. At present, it is therefore necessary to review the concept of “visuo-spatial dyspraxia,” since logically, visuo-spatial disorders alone can explain motor awkwardness.…”

Section: Behavioral Expressions Of Cortical or Cerebral Visual Impairment In Childrenmentioning

confidence: 99%

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Cortical Visual Impairments and Learning Disabilities

Chokron

Kovarski

Dutton

2021

Front. Hum. Neurosci.

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Medical advances in neonatology have improved the survival rate of premature infants, as well as children who are born under difficult neurological conditions. As a result, the prevalence of cerebral dysfunctions, whether minimal or more severe, is increasing in all industrialized countries and in some developing nations. Whereas in the past, ophthalmological diseases were considered principally responsible for severe visual impairment, today, all recent epidemiological studies show that the primary cause of blindness and severe visual impairment in children in industrialized countries is now neurological, with lesions acquired around the time of birth currently comprising the commonest contributor. The resulting cortical or cerebral visual impairments (CVIs) have long been ignored, or have been confused either with other ophthalmological disorders causing low vision, or with a range of learning disabilities. We present here the deleterious consequences that CVI can have upon learning and social interaction, and how these can be given behavioral labels without the underlying visual causes being considered. We discuss the need to train and inform clinicians in the identification and diagnosis of CVI, and how to distinguish the diagnosis of CVI from amongst other visual disorders, including the specific learning disorders. This is important because the range of approaches needed to enhance the development of children with CVI is specific to each child’s unique visual needs, making incorrect labeling or diagnosis potentially detrimental to affected children because these needs are not met.

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Section: Behavioral Expressions Of Cortical or Cerebral Visual Impairment In Childrenmentioning

confidence: 99%

Section: Behavioral Expressions Of Cortical or Cerebral Visual Impairment In Childrenmentioning

confidence: 99%

Cortical Visual Impairments and Learning Disabilities

Chokron

Kovarski

Dutton

2021

Front. Hum. Neurosci.

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“…In addition, Fraiberg (1977) hypothesized that lack of sight impairs the ability to build up a picture of the world, and without this, there is decreased incentive for developing voluntary skills. Indeed, vision is the first resource that children use not only to build a representation of the external world, including the permanence of objects, but also for postural control: only later do they employ tactile and vestibular information to this purpose ( Guzetta et al, 2001b ; Mazeau, 2005 ). Clearly, CVI can thus dramatically affect the child’s psychomotor functions (Costini et al, submitted) as well as the whole development ( Sonksen and Dale, 2002 ).…”

Section: Cerebral Visual Impairments (Cvi)mentioning

confidence: 99%

“…In addition, visual impairments do lead to motor skills deficits as discussed above. The association between praxic and visuo-spatial deficits is so frequent that some researchers have developed the concept of visuo-spatial/constructional (VSC) dyspraxia to refer to this association in children ( Mazeau, 2005 ; Vaivre-Douret et al, 2016 ). However, as Costini et al (submitted) recently discussed, diagnosing dyspraxia in children with visuo-spatial deficits is particularly difficult.…”

Section: Developmental Coordination Disorder (Dcd)mentioning

confidence: 99%

Impact of Cerebral Visual Impairments on Motor Skills: Implications for Developmental Coordination Disorders

Chokron

Dutton

2016

Front. Psychol.

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Cerebral visual impairment (CVI) has become the primary cause of visual impairment and blindness in children in industrialized countries. Its prevalence has increased sharply, due to increased survival rates of children who sustain severe neurological conditions during the perinatal period. Improved diagnosis has probably contributed to this increase. As in adults, the nature and severity of CVI in children relate to the cause, location and extent of damage to the brain. In the present paper, we define CVI and how this impacts on visual function. We then define developmental coordination disorder (DCD) and discuss the link between CVI and DCD. The neuroanatomical correlates and aetiologies of DCD are also presented in relationship with CVI as well as the consequences of perinatal asphyxia (PA) and preterm birth on the occurrence and nature of DCD and CVI. This paper underlines why there are both clinical and theoretical reasons to disentangle CVI and DCD, and to categorize the features with more precision. In order to offer the most appropriate rehabilitation, we propose a systematic and rapid evaluation of visual function in at-risk children who have survived preterm birth or PA whether or not they have been diagnosed with cerebral palsy or DCD.

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“…La rééducation cognitive représente un enjeu important pour le devenir scolaire des enfants cérébro-lésés [1,2]. Elle doit permettre au jeune patient de continuer à développer ses apprentissages scolaires, d'entretenir des relations sociales adaptées, de progresser dans l'acquisition de l'autonomie [3], et de réduire avant tout le handicap plus que le déficit [2].…”

Section: Introductionunclassified

Prise en charge neuropsychologique et métacognitive après une rupture de malformation artérioveineuse : à propos d’un cas

Martin¹,

Letellier²,

Speranza³

et al. 2022

Revue De Neuropsychologie

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HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Copyright

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Fonctions cognitives et apprentissages

Cited by 3 publications

References 32 publications

Cortical Visual Impairments and Learning Disabilities

Cortical Visual Impairments and Learning Disabilities

Impact of Cerebral Visual Impairments on Motor Skills: Implications for Developmental Coordination Disorders

Prise en charge neuropsychologique et métacognitive après une rupture de malformation artérioveineuse : à propos d’un cas

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