Validity and Reliability of the Revised Convergence Insufficiency Symptom Survey in Children Aged 9 to 18 Years

Borsting, Eric; Rouse, Michael W.; Mitchell, G. Lynn; Scheiman, Mitchell; Cotter, Susan A.; Cooper, Jeffrey; Kulp, Marjean Taylor; London, Richard

doi:10.1097/00006324-200312000-00014

Cited by 257 publications

(272 citation statements)

References 20 publications

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“…Using these diagnostic criteria may overestimate convergence insufficiency. Although the convergenceinsufficiency symptom survey has undergone validation, 274 many of the symptoms in their symptom-scoring system are too vague and repetitive. Two examples are: (1) Do your eyes hurt when reading or doing close work?…”

Section: Complementary Therapy Assessmentmentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

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Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

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Section: Complementary Therapy Assessmentmentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

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“…A list of common symptoms, which had been agreed by a group of education and health experts with extensive research experience of visual stress, were used to measure the symptoms experienced; a slightly condensed free version of this questionnaire has recently been published online (23). The nature of the questions was similar to those included in other published validated questionnaires (24,25), but they differed in that they provided a shortened, simplified version, which was felt to be more suitable for use with young children. Preintervention and post-intervention the questionnaire was used with participants; they were individually asked if they experienced any of the symptoms when reading (see Table I).…”

Section: Methodsmentioning

confidence: 99%

Using coloured filters to reduce the symptoms of visual stress in children with reading delay

Harries

Hall

Ray

et al. 2015

Scandinavian Journal of Occupational Therapy

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Background: Meares Irlen Syndrome (MIS), otherwise known as "visual stress", is one condition that can cause difficulties with reading. Aim: This study aimed to compare the effect of two coloured-filter systems on the symptoms of visual stress in children with reading delay. Methods: The study design was a pre-test, post-test, randomized head-to-head comparison of two filter systems on the symptoms of visual stress in school children. A total of 68 UK mainstream schoolchildren with significant impairment in reading ability completed the study. Results: The filter systems appeared to have a large effect on the reported symptoms between pre and post three-month time points (d = 2.5, r = 0.78). Both filter types appeared to have large effects (Harris d = 1.79, r = 0.69 and DRT d = 3.22, r = 0.85). Importantly, 35% of participants' reported that their symptoms had resolved completely; 72% of the 68 children appeared to gain improvements in three or more visual stress symptoms. Conclusion and significance: The reduction in symptoms, which appeared to be brought about by the use of coloured filters, eased the visual discomfort experienced by these children when reading. This type of intervention therefore has the potential to facilitate occupational engagement.

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“…1 The Convergence Insufficiency Symptom Survey (CISS) questionnaire was administered and patient had a high score (Table 1) comparing to a cut off score for her chronological age of less than 16 points. 2 Pupillary reflex test was done using penlight and the pupils were round, equal and reactive to light in each eye. External eye investigation and internal eye examination using slit lamp biomicroscope and direct ophthalmoscope respectively yielded unremarkable results.…”

Section: Case Reportmentioning

confidence: 99%

“…Notwithstanding, the NPC value was still receded and CISS score was clinically still very symptomatic. [2][3][4] An improvement in positive fusional reserve at near now met Sheard's criteria per habitual phoria of 4 prism diopters of exophoria using the break point as used by the CITT study group. 3,4 An improvement with the recovery point in the reserve measurement indicated that her vergence system was developing some stamina to say the least about it.…”

Section: Case Reportmentioning

confidence: 99%

Symptomatic classic convergence insufficiency treated with dot card orthoptic exercise

Asiedu

2016

Optometry Rep

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Although lots of studies have been reported on convergence insufficiency (CI), no specific case of CI among African patients has been reported. We report a case of symptomatic classic convergence insufficiency in a female student who previously had been misdiagnosed and managed for refractive error. This case highlights the need for comprehensive binocular vision assessment, administration of validated symptom questionnaires in cases of suspicious CI, and the use of simple and inexpensive vision therapy procedures to manage CI in optometric centres in developing countries.

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Validity and Reliability of the Revised Convergence Insufficiency Symptom Survey in Children Aged 9 to 18 Years

Cited by 257 publications

References 20 publications

Learning Disabilities, Dyslexia, and Vision

Learning Disabilities, Dyslexia, and Vision

Using coloured filters to reduce the symptoms of visual stress in children with reading delay

Symptomatic classic convergence insufficiency treated with dot card orthoptic exercise

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