Lack of Follow-up Exams After Failed School Vision Screenings: An Investigation of Contributing Factors

Kimel, Linda S.

doi:10.1177/10598405060220030601

Cited by 65 publications

(49 citation statements)

References 7 publications

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“…One potential reason for the lack of a response to the brochure could be due to inadequate health literacy (Pitkin, Garcia, & Martinez, 2007). In addition, many parents may have felt that obtaining a vision exam was not important, as was demonstrated by Kimel (2006). This finding is supported by the fact that following a discussion with the school nurse about the importance of a vision exam, particularly when related to its effect on a child's ability to learn, 86.2% of parents stated they would seek follow-up care.…”

Section: Discussionsupporting

confidence: 49%

Use of a Noncycloplegic Autorefractor to Perform Vision Screening in Preschools

Clarke

Shacks

Kerr

et al. 2008

The Journal of School Nursing

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Early detection and treatment of vision disorders in children are important to avoid lifelong visual impairment; however, preschool vision-screening rates are low. Traditional methods of screening lack the precision of objective tests and are difficult to administer in preschoolers. This study adopted a method using school nurses to conduct vision screening in preschoolers with a portable autorefractor. In addition, the effectiveness of the school nurse in conducting follow-up was evaluated. In a sample of 600 children, more than 98% completed the screening, and 7% were referred for follow-up evaluation. Seventeen percent of parents had plans to follow-up after receiving a brochure indicating that their child would benefit from a comprehensive eye exam. However, after a conversation with the school nurse, 86% had plans to schedule an evaluation with an eye care professional. Of the 15 students with known follow-up, 10 received glasses. The described method is effective in identifying young children with potential vision problems and facilitating their correction after contact made by the school nurse.

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Section: Discussionsupporting

confidence: 49%

Use of a Noncycloplegic Autorefractor to Perform Vision Screening in Preschools

Clarke

Shacks

Kerr

et al. 2008

The Journal of School Nursing

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“…Thus most transportation, appointment problems and work issues previously identified as logistical barrier for obtaining eye care 19 were eliminated for those in the complete care model. If unaided VA is not considered, eliminating these logistical and financial barriers 6, 19 does not improve compliance over screening alone. At first pass, this result suggests expensive programs that provide vision examinations and eyeglasses (if needed) at no cost to those failing a school screening in the United States are not likely to improve compliance of eyeglass wear.…”

Section: Discussionmentioning

confidence: 99%

Predictors of Adequate Correction Following Vision Screening Failure

Manny¹,

Sinnott²,

Jones‐Jordan³

et al. 2012

Optometry and Vision Science

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Purpose To determine if compliance with referral one year after vision screening failure was associated with care model, demographic, or ocular factors. Methods Data were analyzed from 798 children in the Collaborative Longitudinal Evaluation of Ethnicity and Refractive Error (CLEERE) Study with habitual logMAR visual acuity (VA) ≥ 0.26 (20/40 +2 or worse) in either eye due to uncorrected or under-corrected refractive error and who returned the following year. The parents of 492 children failing in TX and CA were sent letters indicating the need for a complete vision exam (screening model), while 306 children seen primarily in AZ and AL received a free complete exam and eyeglasses if needed (complete care model). Presenting to follow-up with adequate correction (logMAR < 0.26) in each eye was considered compliant. Logistic regression models for compliance were fit to assess if care model, ethnicity, sex, age, uncorrected logMAR in the better eye, or parental income, education or myopia were predictors. Results Overall compliance was 28%. Age (p=0.01, odds ratio (OR) = 1.12) and uncorrected logMAR (p<0.001, OR = 1.13) were associated with compliance but care model, ethnicity, and sex were not. Among the 447 children on whom data on parental factors was available, 27% were compliant. In this model, age, ethnicity, sex, parental income, parental education and parental myopia were not associated with compliance, but uncorrected logMAR (p=0.005; OR = 1.13) was predictive. An interaction between unaided VA and care model predicted improved compliance with poorer unaided VA in the complete care model. Conclusions Expensive complete care screening programs may not improve compliance over typical notification and referral screening protocols in school-aged children, unless unaided VA is worse than the common 20/40 referral criteria. Unaided VA had less impact on predicted compliance in the screening only protocol.

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“…(Kodjebacheva, Brown, Estrada, Yu, & Coleman, 2011) Low-income and minority children are disproportionately affected by uncorrected poor vision due to both an increased incidence in refractive errors as well as decreased access to corrective lenses. (Basch, 2011; Ethan & Basch, 2008; Kemper, Cohn, & Dombkowski, 2004; Kimel, 2006; Kleinstein, Jones, Hullett, & et al, 2003; Kodjebacheva, et al, 2011; Marsh-Tootle, Wall, Tootle, Person, & Kristofco, 2008)…”

Section: Objectivesmentioning

confidence: 99%

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function

Dudovitz

Izadpanah

Chung

et al. 2015

Matern Child Health J

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Objectives Up to 20% of school-age children have a vision problem identifiable by screening, over 80% of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. Methods We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Results Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students’ focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. Conclusions for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

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Lack of Follow-up Exams After Failed School Vision Screenings: An Investigation of Contributing Factors

Cited by 65 publications

References 7 publications

Use of a Noncycloplegic Autorefractor to Perform Vision Screening in Preschools

Use of a Noncycloplegic Autorefractor to Perform Vision Screening in Preschools

Predictors of Adequate Correction Following Vision Screening Failure

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function

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