Use of prism adaptation in children with unilateral brain lesion: Is it feasible?

Riquelme, Inmaculada; Henne, Camille; Flament, Benoît; Legrain, Valéry; Bleyenheuft, Yannick; Hatem, Samar

doi:10.1016/j.ridd.2015.06.009

Cited by 7 publications

(6 citation statements)

References 56 publications

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“…Different rehabilitation interventions have been described in adult patients such as vestibular stimulation or prismatic rehabilitation [64–66]. Prismatic rehabilitation has been reported as feasible in children with USCP [43]. Future studies should therefore investigate the effectiveness of prismatic rehabilitation applied to children with USCP for improving visuospatial neglect and possibly motor skill learning.…”

Section: Discussionmentioning

confidence: 99%

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Impairments of Visuospatial Attention in Children with Unilateral Spastic Cerebral Palsy

et al. 2018

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Aim This observational study aimed at assessing the prevalence of visuospatial attention deficits in children with unilateral spastic cerebral palsy (USCP), taking into consideration the affected hemibody and the localization of the brain lesion. Method Seventy-five children with USCP were assessed with four visuospatial attention tests: star cancellation, Ogden figure copy, line bisection, and proprioceptive pointing. Results A majority (64%) of children with USCP presented a deficit in at least one test compared to the reference values. The alterations observed in children with left or right USCP were related to egocentric or allocentric neglect, respectively. Children with cortico/subcortical lesion presented more often visuospatial attention deficits than children with periventricular lesion. Visuospatial attention deficits were not associated with brain lesion locations. Interpretation Visuospatial attention deficits are prevalent in children with USCP and should be taken into account during their rehabilitation process. The present results shed new light on the interpretation of motor impairments in children with USCP as they may be influenced by the frequent presence of visuospatial deficits.

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Section: Discussionmentioning

confidence: 99%

“…A paper sheet with angled graduation lines (deviation in degrees) from a central point is aligned with the body midline of the child. The child is asked to point straight ahead on the table by moving his finger [43]. The pointing is performed three times.…”

Section: Methodsmentioning

confidence: 99%

Impairments of Visuospatial Attention in Children with Unilateral Spastic Cerebral Palsy

et al. 2018

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“…The average value of the four pointings is calculated as the average pointing error. A error toward the left side of space is recorded as a negative value (Riquelme et al, 2015 ). Proprioceptive pointing assesses egocentric visuospatial attention as the deviation of the pointing will be relative to the body midline of the children.…”

Section: Methodsmentioning

confidence: 99%

“…As described in Riquelme et al ( 2015 ), for visuo-proprioceptive pointing the children are seated in front of a half-open wooden box, closed on one side by a transparent Plexiglas indicating the degrees of error from the center. The base of the box is an isosceles right-angled triangle, with an opening on the hypotenuse side (see Frassinetti et al, 2002 for a complete description of the box).…”

Section: Methodsmentioning

confidence: 99%

Development of Visuospatial Attention in Typically Developing Children

2017

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The aim of the present study is to investigate the development of visuospatial attention in typically developing children and to propose reference values for children for the following six visuospatial attention tests: star cancellation, Ogden figure, reading test, line bisection, proprioceptive pointing and visuo-proprioceptive pointing. Data of 159 children attending primary or secondary school in the Fédération Wallonie Bruxelles (Belgium) were analyzed. Results showed that the children's performance on star cancellation, Ogden figure and reading test improved until the age of 13 years, whereas their performance on proprioceptive pointing, visuo-proprioceptive pointing and line bisection was stable with increasing age. These results suggest that the execution of different types of visuospatial attention tasks are not following the same developmental trajectories. This dissociation is strengthened by the lack of correlation observed between tests assessing egocentric and allocentric visuospatial attention, except for the star cancellation test (egocentric) and the Ogden figure copy (ego- and allocentric). Reference values are proposed that may be useful to examine children with clinical disorders of visuospatial attention.

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“…Two papers investigated the effects of treatments for children with reduced visual attention in the context of a diagnosed attention deficit hyperactivity disorder: one used visual fields as the outcome 21 and one a score for visual attention. 22 Two papers investigated the effects of interventions to improve visuomotor skills: one involved prisms in children with hemispatial neglect and used visually guided pointing as the outcome 23 and one used eye movement training and used eye movement, arms movement and ball-catching accuracy as outcomes. 24 The remaining papers investigated the effects of intraventricular stem cell transplant on visual behaviour 25 ; music on attention to task 26 and a parenting programme on parent behaviour, 27 all involving children with severe visual impairment.…”

Section: Resultsmentioning

confidence: 99%

Development of a core outcome set for evaluative research into paediatric cerebral visual impairment (CVI), in the UK and Eire

et al. 2021

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ObjectivesCerebral visual impairment (CVI) comprises a heterogeneous group of brain-related vision problems. A core outcome set (COS) represents the most important condition-specific outcomes according to patients, carers, professionals and researchers. We aimed to produce a COS for studies evaluating interventions for children with CVI, to increase the relevance of research for families and professionals and thereby to improve outcomes for affected children.DesignWe used methods recommended by the Core Outcome Measures in Effectiveness Trials Initiative. These included a proportionate literature review of outcomes used in previous studies; qualitative interviews with children and families; a two-round Delphi survey involving parents, children and professionals and a consensus meeting to ratify the most important outcomes.SettingTelephone interviews and online Delphi surveys of participants who all lived in UK or Eire.ParticipantsEighteen parents and six young people were interviewed. Delphi participants (n=80 did both rounds) included professionals working with children who have CVI (teachers, orthoptists, ophthalmologists, optometrists, qualified teachers for visually impaired, family members (parents and siblings) and affected children.ResultsThe literature review included 13 studies yielding 37 outcomes. Qualitative interviews provided 22 outcomes. After combining and refining similar items, the first round contained 23 outcomes and the second 46. At the consensus meeting, 5 attendees recommended 27 outcomes for inclusion in the CVI COS, of which 15 were ratified as most important, including 4 related to vision; 1 to family well-being; 1 to adults around the child being informed about CVI and the rest to the child’s abilities to engage with people and surroundings.ConclusionsGood engagement from participants led to the development of a COS. Future research will be useful to identify the best ways to measure COS items and potentially to update this COS as more interventions for CVI are developed.Trial registration numberISRCTN13762177.

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Use of prism adaptation in children with unilateral brain lesion: Is it feasible?

Cited by 7 publications

References 56 publications

Impairments of Visuospatial Attention in Children with Unilateral Spastic Cerebral Palsy

Impairments of Visuospatial Attention in Children with Unilateral Spastic Cerebral Palsy

Development of Visuospatial Attention in Typically Developing Children

Development of a core outcome set for evaluative research into paediatric cerebral visual impairment (CVI), in the UK and Eire

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