Visual performance and ocular abnormalities in deaf children and young adults: a literature review

Hollingsworth, Richard; Ludlow, Amanda; Wilkins, Arnold J.; Calver, Richard; Allen, Peter M.

doi:10.1111/aos.12302

Cited by 18 publications

(22 citation statements)

References 34 publications

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“…Evidence suggests that the left MFG is the specific brain region for Chinese reading [ 32 ], and the left IFG is extremely important for language comprehension and production [ 33 ]. The decreased connectivity might be caused by the inferior skills of reading or speaking observed in most of the deaf subjects [ 34 , 35 ].…”

Section: Discussionmentioning

confidence: 99%

Functional Reorganizations of Brain Network in Prelingually Deaf Adolescents

Wang

et al. 2016

Neural Plasticity

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Previous neuroimaging studies suggested structural or functional brain reorganizations occurred in prelingually deaf subjects. However, little is known about the reorganizations of brain network architectures in prelingually deaf adolescents. The present study aims to investigate alterations of whole-brain functional network using resting-state fMRI and graph theory analysis. We recruited 16 prelingually deaf adolescents (10~18 years) and 16 normal controls matched in age and gender. Brain networks were constructed from mean time courses of 90 regions. Widely distributed network was observed in deaf subjects, with increased connectivity between the limbic system and regions involved in visual and language processing, suggesting reinforcement of the processing for the visual and verbal information in deaf adolescents. Decreased connectivity was detected between the visual regions and language regions possibly due to inferior reading or speaking skills in deaf subjects. Using graph theory analysis, we demonstrated small-worldness property did not change in prelingually deaf adolescents relative to normal controls. However, compared with healthy adolescents, eight regions involved in visual, language, and auditory processing were identified as hubs only present in prelingually deaf adolescents. These findings revealed reorganization of brain functional networks occurred in prelingually deaf adolescents to adapt to deficient auditory input.

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Section: Discussionmentioning

confidence: 99%

Functional Reorganizations of Brain Network in Prelingually Deaf Adolescents

Wang

et al. 2016

Neural Plasticity

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“…The auditory cortex in deaf subjects can be activated by various tasks, such as speech ( Macsweeney et al., 2001 , 2002 ; Nishimura et al, 1999 ; Yoshida et al, 2011 ) and visual stimuli ( Fine et al, 2005 ; Finney et al, 2001 , 2003 ; Karns et al, 2012 ), which is a phenomenon known as “cross-modal plasticity”. Additionally, brain regions involved in language and visual functions change in deaf subjects as demonstrated by many studies ( Macsweeney et al, 2009 ; Li et al, 2012 ), which is suggested to be caused by the use of sign language as well as the lower level of reading or speaking skills observable in deaf youngsters ( Hollingsworth et al, 2014 , for review; Parasnis et al, 2003 ; Pavani and Bottari, 2012 ; Quittner et al., 2004 ). Therefore, it is interesting to investigate the alterations of brain regions involved in auditory, language and visual processing in prelingually deaf adolescents.…”

Section: Introductionmentioning

confidence: 99%

Grey matter connectivity within and between auditory, language and visual systems in prelingually deaf adolescents

Wang

et al. 2015

RNN

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Purpose: Previous studies have shown brain reorganizations after early deprivation of auditory sensory. However, changes of grey matter connectivity have not been investigated in prelingually deaf adolescents yet. In the present study, we aimed to investigate changes of grey matter connectivity within and between auditory, language and visual systems in prelingually deaf adolescents. Methods: We recruited 16 prelingually deaf adolescents and 16 age-and gender-matched normal controls, and extracted the grey matter volume as the structural characteristic from 14 regions of interest involved in auditory, language or visual processing to investigate the changes of grey matter connectivity within and between auditory, language and visual systems. Sparse inverse covariance estimation (SICE) was utilized to construct grey matter connectivity between these brain regions. Results: The results show that prelingually deaf adolescents present weaker grey matter connectivity within auditory and visual systems, and connectivity between language and visual systems declined. Notably, significantly increased brain connectivity was found between auditory and visual systems in prelingually deaf adolescents. Conclusions: Our results indicate “cross-modal” plasticity after deprivation of the auditory input in prelingually deaf adolescents, especially between auditory and visual systems. Besides, auditory deprivation and visual deficits might affect the connectivity pattern within language and visual systems in prelingually deaf adolescents.

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“…1,2,4 Furthermore, many deaf individuals have other types of undiagnosed or inadequately corrected visual disturbances. 2 Inadequate recognition and treatment of vision problems may exacerbate the challenges that deaf individuals already face in seeking healthcare services, which can include communication barriers, physician distrust, and inadequate insurance coverage.…”

Section: Discussionmentioning

confidence: 99%

“…However, as previously stated, multiple studies have shown that deaf individuals have higher rates of refractive error than hearing individuals. 1,4,7 Accordingly, any chart that aims to serve deaf individuals should also be suitable for use during manifest refraction. The Handy Eye Chart is well suited for manifest refraction, because the patients can use one hand to mimic the optotype while maintaining fixation on the chart.…”

Section: Discussionmentioning

confidence: 99%

“…The rate of hyperopia, myopia, astigmatism, and binocular abnormalities, is higher among deaf individuals compared with hearing individuals. 1 Further, studies have shown that deaf students have high rates of undiagnosed or inadequately treated refractive errors. 2 This recognized combination of high prevalence of refractive pathology and inadequate treatment highlights the importance of thorough vision screening of deaf children.…”

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confidence: 99%

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Comparison of the Handy Eye Chart and the Lea Symbols Chart in a population of deaf children aged 7-18 years

Gorham

Hutchinson

2016

Journal of American Association for Pediatric Ophthalmology and

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Purpose To compare the results of visual acuity testing in a population of deaf children using the Handy Eye Chart versus the Lea Symbols Chart and to compare testability and preference between charts. Methods A total of 24 participants were recruited at the Atlanta Area School for the Deaf. Visual Acuity was evaluated using the Handy Eye Chart and the Lea Symbols Chart. Patient preference and duration of testing were measured. Results The mean difference between the visual acuity as measured by each chart was –0.02 logMAR (95% CI, −0.06 to 0.03). Testing with the Handy Eye Chart was an average of 13.79 seconds faster than testing with the Lea Symbols Chart (95% CI, 1.1–26.47; P = 0.03). Of the 24 participants, 17 (71%) preferred the Handy Eye Chart (95% CI: 49%–87%; P = 0.07). Conclusions The Handy Eye Chart is a fast, valid, and preferred tool for measuring visual acuity in deaf children age 7–18 years. Additional research is needed to evaluate the utility of the Handy Eye Chart in younger children and deaf adults.

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Visual performance and ocular abnormalities in deaf children and young adults: a literature review

Cited by 18 publications

References 34 publications

Functional Reorganizations of Brain Network in Prelingually Deaf Adolescents

Functional Reorganizations of Brain Network in Prelingually Deaf Adolescents

Grey matter connectivity within and between auditory, language and visual systems in prelingually deaf adolescents

Comparison of the Handy Eye Chart and the Lea Symbols Chart in a population of deaf children aged 7-18 years

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