Through our children's eyes—The public health impact of the vision screening requirements for Indiana school children

Marshall, Edwin C.; Meetz, Richard E.; Harmon, L'erin L.

doi:10.1016/j.optm.2009.04.099

Cited by 21 publications

(19 citation statements)

References 21 publications

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“…This study shows that having fulltime nurses in schools provides higher rates of follow-up than other methods previously used [20,21,22]. Having school nurses ensures appropriate referrals and follow-up with health professionals and can also avoid occurrence of chronic health problems and disability for these children [22].…”

Section: Discussionmentioning

confidence: 98%

“…Students that failed screening tests in lower grades were more likely to perform poorly in standardized academic tests in higher grades. Additionally, increased demand on school nurses, lack of school resources and diversity of socio-economic status made compliance with vision screening requirements and follow-up challenging [21]. In 10 North Carolina schools, about two-thirds of the students with abnormal vision screening received documented follow-up with an optometrist or ophthalmologist when school nurses were actively involved in regular follow-up with parents and providers [22].…”

Section: Introductionmentioning

confidence: 99%

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Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Rodríguez

Srivastava

Landau

2018

IJERPH

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Approximately 20% of school-age children have a vision problem. Screening is an effective way to detect visual impairments, although only if adequate follow-up is available. Here, we evaluate the impact of hiring full-time nurses in four underserved schools on the likelihood of increasing follow-up for treatment after vision screening. First, we compared descriptive screening follow-up data from the intervention schools with that of five matched schools with part-time nurses in San Jose, California, from 2008 to 2012. The intervention schools had around 2800 low-income, minority children each year, and the five comparison schools had around 3445. Secondly, we conducted a qualitative analysis of open-ended survey responses from 129 teachers in the nine participating schools. In the final year, 96% of the students screened and referred for possible vision problems in schools with full-time nurses were followed up and examined by a health care provider. Yet, only 67% of students screened in comparison schools were examined. Teachers in schools with full-time nurses reported that follow-up of vision problems and getting glasses for students was the most beneficial activity performed by the nurses. School nurses can effectively increase medical care coordination and follow-up of vision screening in low-income communities.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Rodríguez

Srivastava

Landau

2018

IJERPH

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“…Visual deficits have been variously posited as a cause of poor grades, poor classroom behavior, a disruptive school environment, lower test scores and even school disengagement and dropout. (Basch, 2011; Fulk & Goss, 2001; Johnson, et al, 1996; Maples, 2003; Marshall, Meetz, & Harmon, 2010; Roch-Levecq, Brody, Thomas, & Brown, 2008) Hence we lack a clear understanding of how refractive errors impact school-age children and how use of corrective lenses might improve both academic performance and psychosocial wellbeing. (Powell, et al, 2004)…”

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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“…Visual anomalies, which reduce the efficiency of the visual system, may reduce the capacity for children to perform optimally at school . Thus, vision screening prior to or during the early school years is critical.…”

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confidence: 99%

Visual demands in modern Australian primary school classrooms

Narayanasamy

Vincent

Sampson

et al. 2016

Clinical and Experimental Optometry

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Background: The visual demands of modern classrooms are poorly understood yet are relevant in determining the levels of visual function required to perform optimally within this environment. Methods: Thirty-three Year 5 and 6 classrooms from eight south-east Queensland schools were included. Classroom activities undertaken during a full school day (9 am to 3 pm) were observed and a range of measurements recorded, including classroom environment (physical dimensions, illumination levels), text size and contrast of learning materials, habitual working distances (distance and estimated for near) and time spent performing various classroom tasks. These measures were used to calculate demand-related minimum criteria for distance and near visual acuity, contrast and sustained use of accommodation and vergence. Results: The visual acuity demands for distance and near were 0.33 ± 0.13 and 0.72 ± 0.09 logMAR, respectively (using habitual viewing distances and smallest target sizes) or 0.33 ± 0.09 logMAR assuming a 2.5 times acuity reserve for sustained near tasks. The mean contrast levels of learning materials at distance and near were greater than 70 per cent. Near tasks (47 per cent) dominated the academic tasks performed in the classroom followed by distance (29 per cent), distance to near (15 per cent) and computer-based (nine per cent). On average, children engaged in continuous near fixation for 23 ± 5 minutes at a time and during distancenear tasks performed fixation changes 10 ± 1 times per minute. The mean estimated habitual near working distance was 23 ± 1 cm (4.38 ± 0.24 D accommodative demand) and the vergence demand was 0.86 ± 0.07 Δ at distance and 21.94 ± 1.09 Δ at near assuming an average pupillary

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Through our children's eyes—The public health impact of the vision screening requirements for Indiana school children

Cited by 21 publications

References 21 publications

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

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

Visual demands in modern Australian primary school classrooms

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