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A New Visual Stimulation Program for Improving Visual Acuity in Children with Visual Impairment: A Pilot Study.

Tsai LT, Hsu JL, Wu CT, Chen CC, Su YC - Front Hum Neurosci (2016)

Bottom Line: Significant gains in VA were found after the VS training [VA = 1.05 logMAR ± 0.80 to 0.61 logMAR ± 0.53, Z = -2.20, asymptotic significance (2-tailed) = 0.028].No significant changes were observed in the FVQ assessment [92.8 ± 12.6 to 100.8 ±SD = 15.4, Z = -1.46, asymptotic significance (2-tailed) = 0.144].VEP measurement showed improvement in P100 latency and amplitude or integration of the waveform in two participants.

View Article: PubMed Central - PubMed

Affiliation: School of Occupational Therapy, College of Medicine, National Taiwan UniversityTaipei, Taiwan; Occupational Therapy-Low Vision Rehabilitation, University of Alabama, BirminghamAL, USA.

ABSTRACT
The purpose of this study was to investigate the effectiveness of visual rehabilitation of a computer-based visual stimulation (VS) program combining checkerboard pattern reversal (passive stimulation) with oddball stimuli (attentional modulation) for improving the visual acuity (VA) of visually impaired (VI) children and children with amblyopia and additional developmental problems. Six children (three females, three males; mean age = 3.9 ± 2.3 years) with impaired VA caused by deficits along the anterior and/or posterior visual pathways were recruited. Participants received eight rounds of VS training (two rounds per week) of at least eight sessions per round. Each session consisted of stimulation with 200 or 300 pattern reversals. Assessments of VA (assessed with the Lea symbol VA test or Teller VA cards), visual evoked potential (VEP), and functional vision (assessed with the Chinese-version Functional Vision Questionnaire, FVQ) were carried out before and after the VS program. Significant gains in VA were found after the VS training [VA = 1.05 logMAR ± 0.80 to 0.61 logMAR ± 0.53, Z = -2.20, asymptotic significance (2-tailed) = 0.028]. No significant changes were observed in the FVQ assessment [92.8 ± 12.6 to 100.8 ±SD = 15.4, Z = -1.46, asymptotic significance (2-tailed) = 0.144]. VEP measurement showed improvement in P100 latency and amplitude or integration of the waveform in two participants. Our results indicate that a computer-based VS program with passive checkerboard stimulation, oddball stimulus design, and interesting auditory feedback could be considered as a potential intervention option to improve the VA of a wide age range of VI children and children with impaired VA combined with other neurological disorders.

No MeSH data available.


Related in: MedlinePlus

Results of visual acuity (A) and functional vision (B) before and after the VS program. Values of visual acuity and functional vision assessment are individually presented for six participants (A1–A6). Data are presented for pre-training (blue bars) and post-training (red bars). The scores of visual acuity are transferred and expressed in LogMAR scale. All participants showed improvement in VA after visual training. Statistical analysis also revealed significant differences between pre-VS and post-VS [Z = –2.20, asymptotic significance (2-tailed) = 0.028]. The Chinese version of the functional vision questionnaire was used to assess functional vision (full score = 140 points). Although some participants showed improvement in functional vision, no statistically significant difference was found [Z = –1.46, asymptotic significance (2-tailed) = 0.144]. Asterisk (∗) indicates improvement in the scores of VA and functional vision after VS program.
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Figure 1: Results of visual acuity (A) and functional vision (B) before and after the VS program. Values of visual acuity and functional vision assessment are individually presented for six participants (A1–A6). Data are presented for pre-training (blue bars) and post-training (red bars). The scores of visual acuity are transferred and expressed in LogMAR scale. All participants showed improvement in VA after visual training. Statistical analysis also revealed significant differences between pre-VS and post-VS [Z = –2.20, asymptotic significance (2-tailed) = 0.028]. The Chinese version of the functional vision questionnaire was used to assess functional vision (full score = 140 points). Although some participants showed improvement in functional vision, no statistically significant difference was found [Z = –1.46, asymptotic significance (2-tailed) = 0.144]. Asterisk (∗) indicates improvement in the scores of VA and functional vision after VS program.

Mentions: The results of VA for six participants assessed at baseline and post-training expressed in LogMAR scale are presented in Figure 1A. All participants showed improvement in VA after our visual training program.


A New Visual Stimulation Program for Improving Visual Acuity in Children with Visual Impairment: A Pilot Study.

Tsai LT, Hsu JL, Wu CT, Chen CC, Su YC - Front Hum Neurosci (2016)

Results of visual acuity (A) and functional vision (B) before and after the VS program. Values of visual acuity and functional vision assessment are individually presented for six participants (A1–A6). Data are presented for pre-training (blue bars) and post-training (red bars). The scores of visual acuity are transferred and expressed in LogMAR scale. All participants showed improvement in VA after visual training. Statistical analysis also revealed significant differences between pre-VS and post-VS [Z = –2.20, asymptotic significance (2-tailed) = 0.028]. The Chinese version of the functional vision questionnaire was used to assess functional vision (full score = 140 points). Although some participants showed improvement in functional vision, no statistically significant difference was found [Z = –1.46, asymptotic significance (2-tailed) = 0.144]. Asterisk (∗) indicates improvement in the scores of VA and functional vision after VS program.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4834310&req=5

Figure 1: Results of visual acuity (A) and functional vision (B) before and after the VS program. Values of visual acuity and functional vision assessment are individually presented for six participants (A1–A6). Data are presented for pre-training (blue bars) and post-training (red bars). The scores of visual acuity are transferred and expressed in LogMAR scale. All participants showed improvement in VA after visual training. Statistical analysis also revealed significant differences between pre-VS and post-VS [Z = –2.20, asymptotic significance (2-tailed) = 0.028]. The Chinese version of the functional vision questionnaire was used to assess functional vision (full score = 140 points). Although some participants showed improvement in functional vision, no statistically significant difference was found [Z = –1.46, asymptotic significance (2-tailed) = 0.144]. Asterisk (∗) indicates improvement in the scores of VA and functional vision after VS program.
Mentions: The results of VA for six participants assessed at baseline and post-training expressed in LogMAR scale are presented in Figure 1A. All participants showed improvement in VA after our visual training program.

Bottom Line: Significant gains in VA were found after the VS training [VA = 1.05 logMAR ± 0.80 to 0.61 logMAR ± 0.53, Z = -2.20, asymptotic significance (2-tailed) = 0.028].No significant changes were observed in the FVQ assessment [92.8 ± 12.6 to 100.8 ±SD = 15.4, Z = -1.46, asymptotic significance (2-tailed) = 0.144].VEP measurement showed improvement in P100 latency and amplitude or integration of the waveform in two participants.

View Article: PubMed Central - PubMed

Affiliation: School of Occupational Therapy, College of Medicine, National Taiwan UniversityTaipei, Taiwan; Occupational Therapy-Low Vision Rehabilitation, University of Alabama, BirminghamAL, USA.

ABSTRACT
The purpose of this study was to investigate the effectiveness of visual rehabilitation of a computer-based visual stimulation (VS) program combining checkerboard pattern reversal (passive stimulation) with oddball stimuli (attentional modulation) for improving the visual acuity (VA) of visually impaired (VI) children and children with amblyopia and additional developmental problems. Six children (three females, three males; mean age = 3.9 ± 2.3 years) with impaired VA caused by deficits along the anterior and/or posterior visual pathways were recruited. Participants received eight rounds of VS training (two rounds per week) of at least eight sessions per round. Each session consisted of stimulation with 200 or 300 pattern reversals. Assessments of VA (assessed with the Lea symbol VA test or Teller VA cards), visual evoked potential (VEP), and functional vision (assessed with the Chinese-version Functional Vision Questionnaire, FVQ) were carried out before and after the VS program. Significant gains in VA were found after the VS training [VA = 1.05 logMAR ± 0.80 to 0.61 logMAR ± 0.53, Z = -2.20, asymptotic significance (2-tailed) = 0.028]. No significant changes were observed in the FVQ assessment [92.8 ± 12.6 to 100.8 ±SD = 15.4, Z = -1.46, asymptotic significance (2-tailed) = 0.144]. VEP measurement showed improvement in P100 latency and amplitude or integration of the waveform in two participants. Our results indicate that a computer-based VS program with passive checkerboard stimulation, oddball stimulus design, and interesting auditory feedback could be considered as a potential intervention option to improve the VA of a wide age range of VI children and children with impaired VA combined with other neurological disorders.

No MeSH data available.


Related in: MedlinePlus