Functional and cognitive vision assessment in children with autism spectrum disorder

Bhaskaran, Sahithya; Lawrence, Linda; Flora, Jeyaseeli; Perumalsamy, Vijayalakshmi

doi:10.1016/j.jaapos.2018.03.010

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…The details of the ophthalmic and functional vision assessments have been previously described and are presented briefly. [ 17 ] The visual acuity of each child was assessed using the age-appropriate charts, namely teller acuity, lea symbol distance chart, and single optotype. Near vision was assessed with Lea symbol, number, and alphabets.…”

Section: Methodsmentioning

confidence: 99%

“…Functional vision impairment was considered if the child was unable to perform a given visual capacity in the presence of good visual acuity and appropriate age. [ 17 ]…”

Section: Methodsmentioning

confidence: 99%

“…The child was asked to match the five sets of rectangles according to their size and length. [ 17 ] The problem of simultagnosia was recorded based on the history provided by the mother/teachers, by observing if the child had difficulty with crowded background or cluttered objects during examination or an inability to focus on two or more objects at a given point. [ 17 ] Optic ataxia was assessed by holding a linear stick by the examiner in front of the child in right and left fields, and the child was expected to reach out and grasp the stick.…”

Section: Methodsmentioning

confidence: 99%

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Visual impairment in children with multiple disabilities in schools for children with special needs in South India

Bhaskaran

Flora

Perumalsamy

et al. 2022

Indian Journal of Ophthalmology

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Purpose: To understand/assess ocular and functional vision impairment in children with multiple disabilities with a functional vision assessment battery in addition to standard ophthalmic examinations in an outreach setting. Methods: Seven schools for children with special needs, 243 children in total, were screened for ocular disorders and functional vision impairment through school camps. Results: Among them, 37% had refractive errors needing spectacle correction. With standard ocular testing methods, the visual impairment was around 32%, but when functional vision was assessed, the functional vision impairment amounted to 70% in these children. The presence of functional vision impairment was found to be independent of the associated disability. Assessment of visual capacities such as visual closure, saccade pursuits, optic ataxia, and developmental milestones early on can help in suspecting the presence of CVI Conclusion: Children with multiple disabilities are more at risk of functional vision impairment, which significantly impairs their ability to function in daily life. A complete functional vision assessment becomes essential to plan early intervention for these children. The significant proportion of vision impairment and functional vision loss in our study indicates the need for coordinated structured programs to address vision-related problems in children with multiple disabilities.

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Section: Methodsmentioning

confidence: 99%

“…Functional vision impairment was considered if the child was unable to perform a given visual capacity in the presence of good visual acuity and appropriate age. [ 17 ]…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Visual impairment in children with multiple disabilities in schools for children with special needs in South India

Bhaskaran

Flora

Perumalsamy

et al. 2022

Indian Journal of Ophthalmology

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“…Casi el 80 % de los estímulos que percibimos son visuales. Los niños con TEA, no suelen presentar problemas en los órganos de la visión o la audición, pero, sin embargo, la forma en la que procesan la información, y la integran con otros sentidos, es diferente (Bhaskaran, Lawrence, Flora & Perumalsamy, 2018;Germain et al, 2018), con lo cual la percepción de la realidad y la respuesta es también diferente. Se fijan en pequeños detalles, que para cualquier otro pueden pasar desapercibidos, gravándolos con total precisión, pero, sin embargo, no procesan adecuadamente la visión espacial del conjunto de un objeto, espacio o situación, lo cual les crea confusión, en ocasiones deben hacer un barrido región por región para poder reconocer y procesar la información que están recibiendo (Lowe, Stevenson, Barense, Cant & Ferber, 2018;Nilsson Jobs et al, 2018).…”

Section: La Percepción Visual En El Niño Con Teaunclassified

“…Revista Internacional de Educación y Aprendizaje, 7(1), 2019, pp. 11-22 − Las búsquedas oculares, las sacadas y el reconocimiento de las diferencias de tamaño a menudo son anormales (Bhaskaran et al, 2018.). La percepción atípica del movimiento visual se ha observado ampliamente en personas con TEA, algunos autores revelan un deterioro de la percepción del movimiento específico de los estímulos de tamaño más pequeño (1°), independientemente del contraste del estímulo, proporcionando evidencia de un mayor tamaño del campo receptivo como el mecanismo que explica esta reducción de la sensibilidad al movimiento (Schauder, Park, Tadin & Bennetto, 2017).…”

Section: La Percepción Visual En El Niño Con Teaunclassified

A través de los ojos del niño con trastorno del espectro autista

Gómez-León

2019

revEDU

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The latest findings in neuroscience show that the brain of the child with autism spectrum disorders (ASD) deviates from the typical development path since the prenatal period. We know that the mutation of certain genes alters the maturational trajectory of synaptic connections during early development, a period of maximum vulnerability in which the formation of neuronal circuits is highly plastic and depends on both genetic and environmental factors. A better understanding of the neurobiological bases of ASD will draw bridges, until recently insurmountable, between neuronal circuits and atypical behaviors in the classroom. In addition, it will allow us to better explore which are the critical periods of development where the intervention, both clinical and educational, in the child with ASD may be more effective.RESUMENLos últimos hallazgos en neurociencia muestran que el cerebro del niño con trastorno del espectro autista (TEA) se desvía de la ruta típica del desarrollo ya desde el período prenatal. Sabemos que la mutación de ciertos genes altera la trayectoria madurativa de las conexiones sinápticas durante el desarrollo temprano, un periodo de máxima vulnerabilidad en el que la formación de circuitos neuronales es altamente plástica y dependiente tanto de factores genéticos como ambientales. Una mejor comprensión de las bases neurobiológicas del TEA trazará puentes, hasta hace poco insalvables, entre los circuitos neuronales y los comportamientos atípicos en el aula. Además, nos permitirá explorar mejor cuáles son los periodos críticos del desarrollo donde la intervención, tanto clínica como educativa, en el niño con TEA puede resultar más eficaz.

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