1. Evaluation and Management Strategies of Pediatric Patients with Visual Impairment Catherine L. Heyman, O.D., F.A.A.O. Assistant Professor

2. Course Goals  Understand how vision loss effects development  Understand the role of the low vision optometrist in treating children with visual impairment

3. VISION Vision is the primary learning modality and source of information for most children. No other sense can stimulate curiosity, integrate information or invite exploration of the world in the same way, or as efficiently and fully, as VISION does!

4. Background  Loss of vision can cause global delays  Cognition  Speech  Motor  Psychological  Self-Care

5. Pediatric Low Vision Optometrist  Manage primary vision concerns  Co-manage ocular health concerns  Help the parentsnavigate the unfamiliar territory of special needs  Help the parents navigate the unfamiliar territory of special needs  Collaborative consultation with Rehab Team

6. Pediatric Low Vision Optometrist  Knowledge of childhood development  Knowledge of pediatric examination techniques  Knowledge of low vision  Knowledge of special populations

7. Purpose of a Pediatric Low Vision Evaluation  To establish a baseline visual acuity measurement and visual functioning level  To help parents and teachers better understand their child’s visual condition and visual functioning, i.e., “how” he/she sees

8. Purpose of a Pediatric Low Vision Evaluation  To determine if there is a refractive error and whether the refractive error is significant enough to warrant corrective lenses  To provide information and assistance, as needed, in the process of determining the most appropriate learning and literacy media

9. Purpose of a Pediatric Low Vision Evaluation  To determine if low vision devices, technology equipment, or other adaptations and accommodations will likely enhance the student’s functioning level in school and/or community  To assess visual skills in terms of whether or not vision loss is likely to be a major factor when there are concerns about other developmental areas

10. Purpose of a Pediatric Low Vision Evaluation  To assist the educational team members with patient management as well as trial and/or acquisition of recommended devices or equipment  To assess if other related services are indicated (e.g., orientation & mobility)  To assess vision in terms of acquiring an instructional permit or driver’s license when appropriate

11. Purpose of a Pediatric Low Vision Evaluation  To provide timely reevaluation to determine if visual functioning is improving, remaining stable, or otherwise changing  If vision is changing, to determine what those changes may indicate in terms of other programming needs; and whether the need for devices or other accommodations has changed

12. EvaluationEvaluation  Case History  Visual Acuity  Motor Alignment  Refractive Status  Sensory Status  Ocular Health evaluation  Vision Report

13. Case History  Obtain information/ findings  Clinical findings  Ophthalmologist  Educational/ Functional findings  Teacher of the visually impaired  Classroom teacher  Orientation & mobility specialist  Occupational therapist  Parents- developmental milestones

14. Case History  Establish visual goals  What does the student need to do?  School tasks/ IEP or IFSP Goals  Community/ vocational tasks  Independent travel  What does the student want to do?  Reading leisure materials  Avocational activities

15. Visual Acuity  Observation  How child interacts with environment  Observe them in different settings

16. Visual Acuity  Informal  Observations made during assessment  Use familiar objects to evaluate VA  Open hand thrust in front of face

17. Visual Acuity  Formal  Use testing method appropriate for developmental level  Teller Acuity cards  Cardiff Cards  Lea Symbols  Feinbloom  VEP

18. Optometrist  Visual Acuity  Lea Visual Acuity

19. Optometrist  Visual Acuity  Teller Acuity

20. Optometrist  Visual Acuity  Cardiff Visual Acuity

21. Clinical Pearl  May need to measure in gaze other than primary  No VA test used in isolation can accurately and completely assess visual functioning  Doctor must combine  Data from history & outside reports  Data from observations  Data from formal and informal acuity measures  Remember that resolution tests overestimate VA  Report should reflect how patient would perform on Snellen

22. Motor Alignment  Cover Test

23. Motor Alignment  Hirschberg/Kappa  Bruckner

24. Refractive Status

25. Refractive error Myopia Hyperopia Astigmatism

26. Sensory Status  Lang I & II  Randot Stereo Smile I & II

27. Ocular Health  Parent education need two eye doctors

28. Color Vision  Color naming  Cognitive level 3-4 years  Color preference  Determines if visual responses increase to certain colors  Useful for vision stimulation techniques  Red and yellow are often used

29. Color Vision  Detection of color vision defects  Color Vision Testing Made Easy

30. Glare Assessment / Filter evaluation  Children rarely complain  Rely on doctors expertise and objective findings  Choose a filter have child wear it outside watch for decreased squinting or other signs e.g., facial relaxation

31. Management  Adaptations  Relative distance magnification  Hold the material closer to the eye  Angular magnification  Low vision device  Electronic magnification  CCTV, computer software  Relative size magnification  Enlarged print

32. Management

33.  Prescriptive Low Vision Devices  Be sure to choose aids with a need in mind  Consider cognitive ability  Consider motor ability  Consider visual ergonomics  Slant board  Classroom seating

34. Management  Preschool-Early Elementary Age  Mild to moderate impairment  SRx, Reading add  “Paperweight” stand mag  Filters  Classroom modifications  Moderate to severe impairment  SRx  CCTV  Filters  Classroom modifications

35. Management  Older Elementary Age  Mild to moderate impairment  Hand held Telescope  Moderate to severe impairment  Portable Video magnification

36. Management  Middle school to High school age  Mild to moderate impairment  Bioptic  Laptop  Moderate to severe impairment  Portable video magnification  Laptop w/ video magnification  Video recorder

37. Vision Report  Include Information  Visual Acuity  Refractive status  Sensory status  Ocular health  Recommendations  Classroom accommodations

38. Vision Report JB was born full term at a birth weight of 6 lb 8 oz. JB is diagnosed with Dandy-Walker Syndrome (congenital brain malformation involving the cerebellum and surrounding fluid spaces), cardiomegaly (enlarged heart), hydrocephalus (build up of fluid inside the skull leading to brain swelling) s/p 14 ventriculoperitoneal shunt revisions (shunt surgically placed in the skull to relieve pressure secondary to hydrocephalus), and seizure disorder. JB is currently taking the following systemic medications: Prevacid, Nortriptyline, Enalapril, Lasix, Periactin, and Regulin

39. Vision Report VISUAL ACUITY JB was able to respond to the 20/128 Cardiff acuity cards with both eyes open. However, it should be noted that Cardiff acuity overestimates the visual acuity by approximately three times. She showed equal objection to occlusion, which may indicate relatively similar acuities in both eyes. REFRACTIVE STATUS Through cycloplegic retinoscopy (objective measurement with drops administered to stabilize focusing system), JB was found to have equal and mild hyperopic (far-sighted) refractive errors in both eyes. STRABISMUS AND BINOCULAR VISION JB displayed an intermittent left hypertropia (eye turn upwards).

40. Vision Report ASSESSMENT JB demonstrates cortical visual impairment that is not refractive in nature. JB was found to have mild hyperopic refractive error (far-sightedness) that is normal for her age. She is also seen to display a constant left hypertropia (left eye turns upwards) with a slow-moving, large amplitude nystagmus (dancing eyes). JB compensates for this eye turn and nystagmus with a preferred head turn to the right, head tilt to the left shoulder, and chin pointed downwards. Bilateral anterior and posterior segment health was within normal limits.

41. Vision Report INDIVIDUAL VISION PLAN (IVP)  JB was not prescribed spectacles at this visit as her hyperopic refractive error is minimal and normal for her age.  JB adopts a head turn and tilt to help her align her eyes and slow her nystagmus. This allows her increase the time that her eyes are still and improves her ability to see details. She should be allowed to adopt this head position as needed. When in the classroom setting she should be seated at the front of the room and to the left of center. This will allow her to see the teacher while she adopts her preferred head position.  JB should continue care with her Pediatrician.  JB should receive VI services to aid her in her visual development and learning. This can be provided by Blind Children’s Learning Center or by Jenni’s school.  JB should continue to receive occupational therapy and physical therapy, with heavy emphasis on speech/language therapy to improve her communication skills. A one-on-one speech/language therapist is recommended.  JB should return for a full eye and vision assessment with Dr. Heyman in one year.

42. Summary  The optometrist plays an integral role in the transdisciplinary rehab team for children with visual impairment  Diagnosis and management of ocular disease  Impact of visual impairment on development  Visual stimulation  Visual enhancement therapy  Vision Therapy  Provide prescriptive low vision devices

43. Destination… Independence