Visual assessment in children with cerebral palsy: implementation of a functional questionnaire

Abstract

AIM The aim of this study was to evaluate an interdisciplinary visual assessment for multiply challenged children diagnosed with cerebral palsy (CP).METHOD A comprehensive ophthalmological assessment together with a visual classification scale (VCS) and a questionnaire evaluating daily visual function were completed regarding 77 children (41 females, 36 males; age range 3-20y; mean age 8y 3mo [SD 4y 3mo]; Gross Motor Function Classification System [GMFCS] level V; Manual Ability Classification System level V) who were diagnosed with CP (79.2% spastic quadriplegia, 6.5% athetoid quadriplegia, 10.4% mixed type, 3.9% hemiplegia). All participants had severe to profound motor and intellectual disability and an inability to communicate consistently through either verbal or assisted communication. The interrater and test-retest reliability of the questionnaire and its validity in comparison with the VCS were examined. In addition, the contribution of ophthalmological testing in predicting daily visual function was assessed.

Quantification of visual function assessment using remote eye tracking in children: validity and applicability

“…Integration of information from multiple test methods enables a more precise characterization of visual performance in children, which in turn will facilitate learning and development in other areas (Ferziger et al. ).…”

Cerebral Visual Impairment in Children

“…In cases of suspected CVI, it appears reasonable and useful to follow a standard scheme. Ferziger et al ( 2011 ) evaluated an interdisciplinary functional questionnaire for children with cerebral palsy and intellectual disability. spontaneous nystagmus and gaze dependant nystagmus) are elicited.…”

Methods for conceptualising ‘visual ability’ as a measurable construct in children with cerebral palsy

“…The observable behaviour is the self-initiated ability of the child to explore visually by moving their visual attention around the information in the visual environment for a goal-directed purpose .

Visually seeks missing object or person (Item 9b, CAS) [33]. Looks around when entering a room (Question 25, FVQ) [18].

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“…The observable behaviour is the child’s purposeful response to the visual properties of objects , in a manner which is appropriate to the child’s motor capacity and developmental level.

…reach for a drink bottle when you hold it in front of him/her…become excited but does not reach for the drink bottle (extract from Item 11, VSI) [36]. Looks at/focuses on pictures in a book or on a communication board (Item 19, FVQ) [18].

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“…Details of the assessments tools, including purpose, format, psychometric properties and limitations, are described in detail in the systematic review [10]. The 19 assessments are variable in their purpose, including screening for CVI (e.g., [16]), developmental assessment (e.g., [17]), and assessment of daily visual performance (e.g., [18]). All assessments have been developed for, or used with children (0–18 years) with cerebral palsy or a diagnosis suggestive of cerebral palsy.…”