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March 9, 2010
How to Get Your Children Involved in Reading
With the advancement in technology, many feel that reading has taken the backseat to Video games and television. Reading during holidays and summer breaks, helps kids maintain their brain muscle activity consistent so that once the classrooms commence again, they ease into educational and study routines easier. Though it may seem challenging to spark interest in children to enjoy reading, there are many things you can do to make the activity fun and an event worth looking forward to.
Teamwork
Similarly to sending a child to their room when they’ve been bad, instructing them to just go and read there, can give the activity of reading a negative connotation. Rather than implementing a forced schedule where they must read, make it a joint experience. Studies show that parents who read to their children at a very young age, imprint a memorable experience that sticks with them till they grow older. If your kids already know how to read, try reading books to them that are advanced for their level. This helps to introduce more sophisticated vocabulary and grammar to them.
Location Location Location
Take advantage of weather and beautiful scenery in your area. By taking the activity of reading elsewhere, surroundings can help play a big part in the experience being taken in by your child. During summer months, you can make it a family event for everyone to grab their favorite books and head out to the beach for some R&R, or have a picnic in the park that includes reading and talking about interesting stories.
Make it a Routine
The key in keeping your child reading is to build a consistent routine around the activity, something for your child to look forward to.
Ask Questions
Like a great movie, a wonderful story is always exciting to share. Ask in depth questions that help challenge your child to retain information and focus on what they’re reading. Show genuine interest by asking about the characters, the scenery or even what your child would do if they were in the place of the character. By opening a dialogue with your child in the story you’re bringing more of the book to life!
Reading is more than assimilating words from pages, but rather an experience that you and your child can enjoy together.
November 7, 2009
Benefits of a Reading Slant Board
Over the past few articles, we’ve discussed the various ways in which you can improve your reading, care for your vision and even enhance the learning experience all by how you practice proper reading or working ergonomics. There is a distinct relationship between how you view your work space and how it affects you physically and mentally. In continuing with providing you with valuable information on how to care for your vision and practice positive study, reading or work habits, here are the many benefits that our reading slant board provides.
Ergonomic Attributes
Ergonomics is defined in the dictionary as “(used with a sing. verb) The applied science of equipment design, as for the workplace, intended to maximize productivity by reducing operator fatigue and discomfort.” The design of our reading slant board took all the aspects of ergonomics into the equation in order to produce a work surface that could:
- -Improve Posture
- -Reduce the Heart Rate
- -Lower Blood Pressure
- -Allow for Better Tracking
- -Enhance Comprehension
- -Reduce Eye Fatigue
- -Increase Quality of Penmanship
- -Reduce Wrist Cramping
in addition to proper ergonomics, the Visual Edge Slant Board also provides a Versatile Work Station. The science behind the 22 degree angle makes it ideal to hold almost any size book. Architects and Calligraphers continue to work upon slanted surfaces, so we found that this angle not only optimizes your writing, but also your reading. Fundamental features added to the slant board include:
- -A paperclip to hold documents securely.
- -A removable Velcro book catch, which can be stored at the top of the board to allow for an obstruction free writing surface.
- -A dry erase surface to save paper and allow for notes, solving math problems or practicing spelling.
- -The magnetic surface allows for the ability to use magnets as learning games, puzzles or holding notes to the board.
- -The slant of the surface not only works for books or paper but laptops as well.
The health, learning and vision benefits in which the Visual Edge Slant Board provides are immense and our prime purpose for creating this website and this product is to spread valuable information that will help others become aware of these things.
All to often children with learning disabilities struggle with self esteem and keeping up with their course material and proper studying habits along with an ergonomically structured work space can help increase the comprehension and learning ability.
Please take the time to browse our resource library and other articles to learn more about how our reading slant board has helped others through vision therapy, learning comprehension and more.
September 16, 2009
SYSNOPSIS OF ACQUIRED BRAIN INJURY OR ABI
Acquired Brain Injury (ABI) can develop based on a variety of incidents, such as Stroke, a Tumor or Head Trauma. An ABI is a form of damage to the brain that ranges in severity from subtle to catastrophic which can include death. Severe ABI is the most conspicuously apparent and may be helped through treatment. The effectiveness of treatments will vary due to the uniqueness of the injury itself. A minor brain injury is by far the most difficult to detect. There may be no outward physical injury and no obvious debilitation on first notice.
An ABI is broken down into two categories: External and Internal. The external injury is further broken down to a closed or open head trauma. The external trauma is usually obvious and diagnosis and treatment can be prescribed more readily. The internal brain injury can be associated some type of trauma, with a surgery, AVM or CVA. The internal brain injury will normally be detected through some sign of debilitation with the individual of concerned.
AVM or Arteriovenous malformation is an abnormal connection between veins and arteries, unusually congenital. The most general symptoms include headache and epilepsy; with more specific symptoms occurring that normally depend on the location of the malformation and the individual. Such possible symptoms occurring include:
• Vertigo (dizziness)
• Difficulties of speech (dysarthria) and communication such as alogia
• Difficulties with everyday activities, such as apraxia
• Abnormal sensations (numbness, tingling or spontaneous pain)
• Memory and thought-related problems, such a confusion, dementia or
hallucinations
CVA or Cerebrovacular accident is more commonly referred to as a “stroke”. A stroke is the rapidly developing loss of brain function(s) due to disturbance in the blood supply to the brain. This can be due to ischemia (lack of blood supply) caused by thrombosis or embolism or due to a hemorrhage. As a result, the affected area of the brain is unable to function, leading to the following symptoms to occurring:
• Inability to move one or more limbs on one side of the boy
• Inability to understand or formulate speech
• Inability to see one side of the visual field.
TBI or Traumatic Brian Injury occurs when an outside force traumatically injures the brain. TBI can be classified based on severity, mechanism (closed or penetrating head injury), or other features (e.g. occurring in a specific location or over a wide spread area). A “head injury” usually refers to TBI, but is a broader category because it can involve damage to structures other than the brain, such as the scalp and skull.
TBI is a major cause of death and disability worldwide, especially in children and young adults. Causes include falls, vehicle accidents and violence. Many of our soldiers are developing TBI’s from the effects of shock waves from explosions. In the past many soldiers suffered fatal injuries, but due to better protective gear they are now better surviving bodily injury, but still being left with effects such as TBI.
Prevention measures include use of technology to protect those who are in accidents with equipment such as seat belts and sports or motorcycle helmets. There are also efforts to reduce the number of accidents by encouraging safety educations programs and applying stricter enforcement on traffic laws.
Brain trauma can be caused by a direct impact, typically classified as an accelerating injury. From the effects of a shock wave from an explosion, or a sudden stop, typically classified as a decelerating injury. The damaging effects to the brain are very similar between a decelerating injury and the exposure to an explosion. In addition to the damage caused at the moment of impact, brain trauma causes secondary injuries which could be a variety of events that take place in the following minutes, days and even weeks after the initial injury. These processes contribute substantially to the damage from the initial injury. The outcome from a TBI can range from complete recovery to permanent disability or death. TBI can cause a host of symptoms including:
• Physical effects
• Cognitive effects
• Emotional effects
• Behavioral effects
Many times TBI’s go undiagnosed, particularly after an accident or incident where there is no significant physical injury. On the surface the individual appears physically fine and may complain of a minor headache or feeling dizzy, which is common to accidents so may be overlooked as a temporary physical symptom. It is important to remember that the brain is 85% water. If you remember from science classes, water does not compress. Therefore the 15% of brain tissue gets squished like a sponge. This brain squishing can easily go unnoticed during a decelerating type injury such as a car accident or a concussion from an explosion. This is particularly true if no physical bodily injury has occurred. Nevertheless brain damage may have occurred. The dynamic behind this apparent inconsistency of injury between body and brain it due to the physiology of the head. The brain is free floating in fluid encased in the skull. As the head is thrown forward or backward, the brain is slammed into the sides of the skull. The effect is very similar when a shock wave from and explosion impacts the body. Any number of issues will follow depending on the severity of the event and the individual. What is so deceiving about this type of TBI is the effect of the secondary injury(s).
The secondary injuries can occur hours to weeks after the original injury. These secondary injuries include a disruption of auto-regulatory physiological mechanisms and a release of neurotoxins, causing a cascade of biochemical reactions which lead to further brain damage.
Following the initial accident, first appearances of symptoms can seem minor then major issues may seem to come out of nowhere weeks later due to the secondary injuries. The debilitation from a secondary injury(s) can range from unnoticeable to complete dysfunction. The two events may even appear to be totally unrelated, particularly if the events are separated by several weeks. This is what makes these types of injuries so insidious. The effects of a TBI will vary with the severity and well as the individual.
One thing to keep in mind if you suspect you may have a TBI or you know someone that has had an accident, especially if typical behavior has changed since the incident, it is advised to get an expert evaluation. Children are particularly difficult to detect since some of their brain functions may not even be developed at the time of the injury and it is only until they are not keeping up with their peers, or not acting appropriately for their age, that you notice something is not right. Some of the issues you may notice are social integration/behavioral problems, both auditory and visual processing difficulties and coordination problems.
All types of brain injuries will have a very high chance of affecting the visual system. Two thirds of all the nerves that enter the brain originate from the eyes. When there is injury there is often disruption of visual processing.
Visual rehabilitation can help people overcome these devastating visual problems. One can often recover the ability to do things that they have always done in the past for themselves such as driving and reading through treatment.
Close coordination between Vision Therapy, Occupational Therapy, Physical Therapy, Speech Therapy, Neuro-Psychology and your Physician allow for the best team approach toward recovery.
FOR RESORCES IN YOUR AREA:
Vision Therapy
Optometric Extension Program Foundation, Inc. (OEP Foundation)
1921 E. Carnegie Ave., Ste. 3-L
Santa Ana, CA 92705-5510
(949) 250-8070
College of Optometrists in Vision Development (COVD)
215 West Garfield Road Suite 200
Aurora, OH 44202
(330) 995-0718, (888) 995-0719, FAX (330) 995-0719
SAN DIEGO CENTER FOR VISION CARE
7898 Broadway
Lemon Grove, CA 91945
(619) 464-7713
Occupational Therapy
Sensory Integration International
1602 Cabrillo Avenue
Torrance, CA 90501
(310) 320-9986
American Occupational Therapy Association, Inc.
4720 Montgomery Lane
P.O. Box 31220
Bethesda, MD 20824-1220
(301) 652-2682
Developmental Delay Registry
6701 Fairfax Road
Chevy Chase, MD 20815
(301) 652-2263
International Health Foundation, Inc.
P.O. Box 3494
Jackson, TN 38303
(901) 427-8100
August 31, 2009
CHOOSING THE RIGHT BOOKS FOR BEGINNING READERS
By Angela Weeks
Much has been said in government and in the media about the need to improve literacy skills but a workable solution remains elusive. In order to improve global reading results, we need to focus on teaching reading skills explicitly. This includes the teaching of pre-literacy skills, such as rhyme, vocabulary, visual matching, and language comprehension. As these skills are developing and we begin to introduce reading skills, we need to maintain an emphasis on vocabulary, and explicitly teach word decoding skills and reading comprehension skills through example and practice.
Research tells us that for most people with reading difficulties the underlying problem is a phonological deficit, a difficulty working with the sounds in words. The brain is malleable and particularly so in young children. We need to engage junior primary students in a powerful program, such as Jolly Phonics, that teaches them about the sounds in words and their relationship to letters. These are the foundation skills for reading. An introductory literacy program will be most effective if complemented by a phonics-based reading program.
It also important to remember research has also shown that one in four children in every classroom have a vision processing problem. They cannot control their eye movement at close distances, making reading and attention almost impossible. As the print moves and blurs, they stumble over words, lose their place and cannot comprehend. Out of desperation, they give up and quit. Is it any wonder they struggle in school. For these children a comprehensive vision screening would be required. It is highly recommended that all children receive a comprehensive vision screening to eliminate any possibility of vision difficulties associated with reading. Please see COVD or OEP for a referral in your area.
One of the major barriers to the teaching of phonics is the adoption of reading levels by schools. Leveled books are classified in different ways depending on the system. Criteria include degree of difficulty based on semantic difficulty and the complexity of the sentences. What this means is that a book with a leveled vocabulary can have mixed text in it with all kinds of spellings as long as they are within the level. As a result, students may find some books easy at a particular level and others too hard. These systems include a testing regime to determine when children are ready to proceed to the next level.
My concern is that schools have adopted reading levels because they offer a convenient structure for a whole school reading program. Books classified according to a particular system can be grouped into ‘the red box, the blue box etc’ and the testing regime used to guide students through the levels. In many schools, there are expectations in terms of level for each grade. For example, students should be at Level 23 by the end of Grade 2. Because reading skills are not taught explicitly and systematically through these systems, students can find themselves at the same level for a whole year. This can have detrimental effects on their motivation and self esteem. The systems that level books now have a strong commercial base and schools prefer to buy books that fit into the leveling system they are using
A few years ago, I visited an elementary school and asked if they would show me how the reading levels work. The reading levels coordinator showed me the manual with the tests the students are given. As I looked at level 1 with words like “painting’ and “climbing”, I commented that the words seemed hard for a beginning reader. “They don’t have to read the words,” I was told, “they look at the pictures. It’s a form of reading.” This approach to ‘reading’, I believe, is responsible for the strategy used by many elementary students who are not automatic readers, what I call, the ‘look and guess’ approach. They look at the picture and guess the word based on key letters. Using this strategy in one of the tests I use, “book” has been read variously as “ball” and “bird”. You see all the pictures start with the same letter! And then there’s the little boy who said to me as we progressed from test items with pictures to items without, “I can’t read that, there aren’t any pictures.”
Choosing the right books
To ensure that beginning readers enjoy success, it is important to explicitly teach them phonic skills. These are the foundation skills of independent reading as they provide students with the ability to decode words they have not seen before. Teaching starts with the sounds of the letters of the alphabet.
Phonically controlled books
Phonically controlled books have titles like The Pet Hen and The Owl and the Clown and follow two guidelines:
1) They are written with a phonic rule in mind, i.e., short e and use mostly words that follow that rule i.e., The pet hen got the vet wet.
You won’t find words like ‘cough’ and ‘Guy’ thrown in with ‘cat’ and ‘fat’. When reading phonically controlled books, you show the child the new words, teach them the new phonic rule and the student can read the book independently.
2) Other words used are either words the student learnt in earlier books or new words that the author lists in the front or back pages of the book. Only a few are introduced in each book.
Phonically controlled books are classified by difficulty, too, but the classification is based on the difficulty of the phonic rule introduced in the book. One of the best known series of phonically controlled books is the Fitzroy Readers, now available in hard copy and on CD.
Regrettably, phonically controlled books are being relegated to the scrap heap because they don’t fit the system. As a result, children who need to be taught using the building blocks of reading (phonics) are failing. How many children might this be? Let’s look at the statistics.
Assuming a normal bell curve, the IQs of 25% of students are below average. The majority of these children need explicit skills teaching to learn to read. When you add to this the 3-10% of children with an average IQ and dyslexia, we are now talking about 30% of children and this still doesn’t include children in neither of the above categories who might have a Language Disorder, Vision Processing Disorder, Attention Deficit/Hyperactivity Disorder or Auditory Processing Disorder.
If we are serious about improving reading skills, we need to spend time providing explicit skills teaching. The value of running records is ignored if they are used to decide on promotion to the next reading level rather than for their primary purpose which is to find out where the student is having difficulty and what they need to be taught to progress.
That a minimum of 40 minutes/day be spent in junior primary classes on the explicit teaching of phonics, spelling rules and handwriting skills. At the beginning, this should be supported by the use of phonically controlled books. Once students’ reading skills take off, then they can move to leveled books with confidence and achieve success.
Reference: Overcoming Dyslexia for Dummies by Tracey Wood, Med
College of Optometrists in Vision Development (COVD)
215 West Garfield Road, Suite 200
Aurora, OH 44202
(330) 995-0718, (888) 995-0719, FAX (330) 995-0719
Optometric Extension Program Foundation, Inc. (OEP)
1921 E. Carnegie Ave., Ste. 3-L
Santa Ana, CA 92705-5510
(949) 250-8070
August 25, 2009
Recommended Vision/Learning Reading & Video List
Optometric Extension Program Foundation, Inc.
1921 E. Carnegie Ave., Ste. 3-L
Santa Ana, CA 92705-5510
(949) 250-8070
FAX: (949) 250-8157
READING
* Eye Q and The Efficient Learner Author: James Kimple, Ph.D. Kimple is an educator and father of four children with learning difficulties. Discusses the nature of visual development and the importance of the visual system to school success. Includes the role of the school, “red flags” list of symptoms, common sense parenting tips and school activities–games and exercises to enhance functioning in specific areas. 160 pages.
* Classroom Visual Activities (CVA) Authors: Regina Richards, M.A., and Kristy Remick, O.D. Classroom activities for all ages to help develop visual skills. Objectives, success criteria and detailed instructions are included for each activity. 80 pages.
* 20/20 Is Not Enough: The New World of Vision Authors: Arthur S. Seiderman, O.D., and Steven E. Marcus, O.D. Reveals the nature of vision, exposes the critical need for comprehensive vision testing and introduces new, effective treatment for learning related vision problems. 243 pages.
* The Suddenly Successful Student: A Parents’ and Teachers’ Guide To Learning and Behavior Problems – How Behavioral Optometry Helps Authors: Hazel Dawkins, Ellis Edelman, O.D., Forkiotis, O.D. Concise paperback explains the critical relationship between vision and academic success. 48 pages.
* Suddenly Successful – How Behavioral Optometry Helps You Overcome Learning, Health and Behavior Problems Authors: Same as The Suddenly Successful Student Expanded version of The Suddenly Successful Student. Topics include juvenile delinquency, vision and behavior, sports vision, vision imbalances and vision therapy in relation to all aspects of vision. 306 pages.
* Thinking Goes To School Authors: Hans G. Furth and Harry Wachs, O.D. Discusses Piaget’s theory and then illustrates activities and strategies to help a child with experiences best designed to develop his/her full potential as a “thinking” human being. 170 activities are included. 279 pages.
* Vision and School Success Authors: George Spache, Ph.D., Lillian R. Hinds, Ph.D., and Lois B. Bing, O.D. Written for those involved with children’s learning. A broad concept of vision, including its sensory, motor and central processing dimensions. Helps educators recognize the visual demands of the classroom, the behavior of students who are experiencing stress because of their vision problems and ways and means of alleviating this stress. 57 pages.
* Developing Your Child For Success Author: Kenneth A. Lane, O.D. Designed to help children avoid early school failure. Over 100 activities to help. 323 pages.
* Your Child’s Vision Author: Richard S. Kavner, O.D. A guide to inform parents how to protect and foster their child’s visual development. Dr. Kavner details the stages of visual development from birth to age five. It discusses causes, prevention and treatment of common visual problems. 251 pages.
* How To Develop Your Child’s Intelligence Author: G.N. Getman, O.D. Vision is a learned skill that is a dominant factor in human development. “Parents and teachers can set the stage but only the child can act thereon.” 128 pages.
* When Your Child Struggles – The Myth Of 20/20 Vision Author: David Cook, O.D. Written for parents about their children’s vision, how to detect if their child is struggling unnecessarily and where to turn for help. The author uses case studies to illustrate the various vision disorders described in the book. 173 pages.
VIDEO CASSETTES
* Vision In The Classroom A two part information video based on the popular pamphlet, Educators Guide To Classroom Vision Problems.
* Part One: Development of Vision—outlines vision development and learning problems associated with classroom tasks.
* Part Two: Using the Educators Guide to Classroom Vision Problems—instructs viewers in the use of The Educators Guide for identification of signs and symptoms of visual problems in the classroom. Each part is 17 minutes long. Purchase price includes 100 copies of the pamphlet Educators’ Guide to Classroom Vision Problems.
* The Hidden Disability – This pamphlet alerts parents, educators and other professionals that there is more to vision than 20/20 eyesight. It highlights the importance of prevention, early detection and correction of vision problems. It supports behavioral/developmental approach to vision and promotes comprehensive learning related vision screenings and exams. A checklist of symptoms is included. 100 for $15./1000 for $120. plus 15% shipping/handling with a $3.50 minimum charge on all pamphlet orders.
NOW AVAILABLE IN SPANISH!!
* “Vision Alert: 20/20 Is Not Enough” is narrated by Allison Ross. The purpose is to raise national awareness of the crucial relationship between vision and achievement and to alert parents, educators, and others about learning related vision problems. It includes interviews with parents, teachers, children and behavioral optometrists. Each tape includes a long version 27 minutes 54 seconds and an edited speakers’ version 15 minutes 42 seconds.
* “Vision Alert: 20/20 Is Not Enough” edited speakers version only of 15 minutes 42 seconds.
* “Some Heroes Are Small” is a 26 page read-together book for children and adults about learning related vision problems and vision therapy. Size 8.5” x 11”; professionally illustrated, saddle stitched with bright red cover.
NOW AVAILABLE IN SPANISH!!
Other Sources
* “How Difficult Can This Be?” Rick Lavoie’s *F.A.T. City Workshop videotape/discussion guide. * – Frustration, Anxiety and Tension are emotions all too familiar to the student with a learning disability. Informative video allows viewer to look at the world through the eyes of a learning disabled child. Purchase from: The Connecticut Association for Children with Learning Disabilities 25 Van Zant Street, Suite 15-5 Norwalk, CT 06855-1729 Phone: 203-838-5010 Fax: 203-866-6108
* “A Nurse’s Guide to Children’s Vision and Learning” by American Foundation for Vision Awareness. Written by a Registered Nurse, includes teaching outline and illustrations of how vision is skewed by learning related vision problems. Call: 800-927-AFVA. Write: 243 N. Lindbergh Blvd; St. Louis, MO 63141.
August 10, 2009
Do You Have a Vision Problem?
The previously posted self-assessment checklist can reveal if you have vision difficulties.
The following displays the various ways in which text may appear to someone with reading difficulties and how the text should be seen under normal vision circumstances.
| Vision Problems | Normal Vision |
 |
 |
Your visual system can undergo tremendous stress these days. Students now read three times the number of textbooks their grandparents did. Adults constantly use there near vision at their work. And the growing use of computers has engaged a growing number of workers in prolonged, near-vision tasks.
Eye discomfort, headaches, blurred vision, lowered visual performance a wide variety of vision-linked problems are related to this heavy vision load in the neat, arm’s-length distance.
Human beings weren’t designed to do this stressful seeing less than arm’s length away. We have hunter eyes for survival, spotting game and enemies at a distance. Only in the last half century have so many people been forced to deal with sustained, near visual tasks. The result has been a constant stress on the visual system, producing many of the symptoms and problems described in this self-test.
Many people who report these symptoms also have 20/20 eyesight at distance, yet just can’t handle the visual stress associated with near vision tasks. Visual stress is linked to the development of permanent vision conditions such as nearsightedness, astigmatism and other problems that affect how one lives and even behaves.
EFFECTS OF VISUAL STRESS
When visual stress is present, people react in these ways:
• avoid the task by doing as little as they can get by with;
• experience pain or other symptoms (aches, visual and/or overall body fatigue, falling asleep when reading, etc.)
• suppress the sight of one eye (at the cost of reduced efficiency and understanding)
• develop myopia or astigmatism, or
• any combination of the above.
For most people, the response to stress is reduced achievement and understanding.
TELL A FRIEND TODAY!
August 7, 2009
Visual Function Self Test
The questions in this self-test cover the most common symptoms optometrists observe in their patients. If you experience one or more problems on the list, it may be time to contact a behavioral optometrist. Take this self-test with you on your first appointment. The results will help with the assessment of your visual problem.
HOW TO USE THIS TEST
YES NO QUESTIONS
- Do you wear glasses for your reading?
- Do you enjoy reading?
- Do you think you should be able to read faster?
- Do you understand what you read as well as you’d like?
- Is it an effort to maintain your concentration while reading? (Short attention span.)
- Do you tend to skip words or lines of print while reading?
- After reading, do you look up and notice that distant objects are momentarily blurred?
- Does print tend to appear blurry after reading for awhile?
- Do your eyes itch, burn, water, pull or ache?
- Do words appear to float or move while reading?
- Do you tend to lose your place while reading or copying?
- Do you tend to use your finger or a marker to keep your place while reading or copying?
- Do you have to re-read words or lines while reading?
- Do your eyes feel tired at the end of the day?
- Do you sometimes have to squint, close or cover one eye when reading”
- Do you ever experience headaches during or after reading?
- Are you especially sensitive to sunlight or glare?
- Are you aware of any tendency to move your head closer to, or away from what you are reading?
- If you use a computer, does the video (VDT) screen bother your eyes?
- How long can you read before you are aware of your eyes getting tired?
- How many hours daily do you spend at a desk, or reading, or at other arm’s length vision distances?
July 27, 2009
COVD FEATURES VISUAL EDGE IN READING/WRITING ERGONOMICS
COVD is the “College of Optometrists in Vision Development” who focuses on providing meaningful and useful information on the prevention, enhancement, and rehabilitation aspects of learning, vision therapy and more. In their Volume 39 and Issue 3 article, the importance of visual-motor integration (VMI) is discussed along the various aspects of how hand mechanics affect writing and how the reading angle affects how our eyes see text on a page. As an dynamic tool in reading, the Visual Edge Slant Board is featured in this article showing how the board supports proper reading and writing ergonomics.
For more information on COVD and vision therapy please visit www.COVD.org
To download the original article in pdf please click here
July 13, 2009
WHAT IS OPTOMETRIC VISION THERAPY?
WHAT IS OPTOMETRIC VISION THERAPY? — The College of Optometrists of Vision Development
Optometric vision therapy is an individualized treatment program designed to improve visual function and performance. It is an approved treatment modality for disorders including, but not limited to:
* Ocular motility dysfunction/eye movement disorders
* Vergence dysfunction/inefficiency in using both eyes together
* Strabismus/misalignment of the eyes
* Amblyopia/lazy eye
* Accommodative disorders/focusing problems
* Visual information processing disorders
* Visual sensory and motor integration
* Visual rehabilitation after traumatic brain injury or stroke all of which result in inefficient visual information processing.
Most people who visit an optometrist know that any eye health problems will be detected and managed and that glasses or contact lenses will be prescribed if indicated. That picture is incomplete because there are visual conditions that are best managed by optometric vision therapy. This therapy enables an individual to learn more efficient ways to perform visually. It is an art and science of vision care that complements the prescription of eye glasses, contact lenses and the treatment of eye disease.
Optometric vision therapy, also referred to as visual training or orthoptics (CPT 92065), is an established, medically necessary therapy when prescribed by an optometrist. Optometric vision therapy can improve visual function much like physical therapy can improve general motor function. Clinical tests with associated normative values are administered by an optometrist to determine the presence of visual deficiencies. If optometric vision therapy is indicated, the optometrist recommends a specific treatment plan.
Optometric vision therapy typically invokes a programmed combination of office treatment and home therapy. Lenses. prisms. optical devices, and specially adapted computers are some of the devices through which one learns to use vision more effectively. The specific materials are less important than the feedback provided to the patient to enable change. Visual skills need to be developed until they become automatic and are subconsciously integrated with the other skills. The extent of success is also linked to patient compliance.
The benefits of optometric vision therapy, which include improved visual information processing and the ability to sustain visual function over time, are as applicable to the child in the classroom as they are to the adult using a computer or reading a book. Without efficient visual skills the act of reading can be frustrating. Some of the common symptoms relieved through vision therapy include eye strain, visually induced headaches, inability to concentrate when doing visual tasks, and errors such as loss of place or reversals. More often, individuals have no recognized symptoms due to their avoidance of visually demanding tasks or an adaptation that decreases their performance. Optometric vision therapy also facilitates appropriate visual development, and serves as a component of the multi-disciplinary effort following stroke or head injury.
Members of the College of Optometrists in Vision Development (COVD) have post-graduate education in the diagnosis and management of conditions for which optometric vision therapy is an appropriate treatment. Fellows of the College are certified in providing this vision care. For further information, contact COVD or consult with your COVD optometrist.
Dedicated to the Enhancement of Vision
Permission to reprint the contents of this C.O.V.D. White Paper granted to Visual Edge, Inc ® – 4/15/09 by:
College of Optometrists in Vision Development (COVD)
215 West Garfield Road, Suite 200
Aurora, OH 44202
(330) 995-0718, (888) 995-0719, FAX (330) 995-0719
July 6, 2009
Vision and Attention Deficit Hyperactivity Disorder – ADHD
ATTENTION DEFICITS
A Developmental Approach
Attention Deficit Hyperactivity Disorder or ADHD is being diagnosed with increasing frequency in both children and adults. Many of these individuals were previously labeled hyperactive or minimally brain damaged. It is estimated that over one million people presently have this disorder.
The fourth edition of the Diagnostic and Statistical (Manual of Mental Disorders (DSM-IV), published by the American Psychiatric Association, classifies three types of Attention Deficit/Hyperactivity Disorders: predominantly inattentive, predominantly hyperactive, and combined. Six of nine symptoms of inattention, and six of nine of hyperactivity and impulsivity are necessary for diagnosis.
In each case, the symptoms must be present for at least six months to a degree that is maladaptive and inconsistent with developmental level. In addition, some symptoms must be present prior to age seven, and in two or more settings (e.g. at school, work and home). There must be clear evidence of clinically significant impairment in social academic or occupational functioning, and the impairment cannot be caused by other disorders such as anxiety, psychosis or a pervasive developmental disorder.
Even though it is generally assumed that people diagnosed as having ADHD evidence a common set of characteristics emanating from a common etiology, little agreement is found among researchers regarding these symptoms. Some symptoms seen in children diagnosed as having attention deficits include:
• Making careless mistakes in schoolwork
• Difficulty sustaining attention to tasks
• Not listening to what is being said
• Difficulty organizing tasks and activities
• Losing and misplacing belongings
• Fidgeting and squirming in seat
• Talking excessively
• Interrupting or intruding on others
• Difficulty playing quietly
These symptoms are also seen in both children and adults with learning-related visual problems, sensory integration dysfunction as well as with undiagnosed allergies or sensitivities to something they eat, drink or breathe. The chart that follows illustrates this graphically.
Physicians often recommend that ADHD be treated symptomatically with stimulant medication, special education and counseling. Although these approaches sometimes yield positive benefits, they may mask the problems rather than get to their underlying causes.
In addition, many common drugs for ADD, which have the same Class 2 classification as cocaine and morphine, can have some negative side effects that relate to appetite, sleep and growth. Placing a normal student who has difficulty paying attention in a special class and counseling could undermine rather than boost his self-esteem.
A sensible, multi-disciplinary, developmental approach treats underlying causes rather than the symptoms which are secondary.
TREATMENT OF ALLERGIES to pollen, molds, dust, foods and/or chemicals by eliminating or neutralizing them has also been shown to alleviate the identical symptoms, and without side effects.
VISION THERAPY improves skills that allow a person to pay attention. These skill areas include visual tracking, fixation, focus change, binocular fusion and visualization. When all of these are well developed, children and adults can sustain attention, read and write without careless errors, give meaning to what they hear and see, and rely less on movement to stay alert.
OCCUPATIONAL THERAPY for children with sensory integration dysfunction enhances their ability to process lower level senses related to alertness, understanding movement, body position and touch. This allows them to pay more attention to the higher level senses of hearing and vision.
The public needs to understand that some behavioral optometrists, physicians, educators, mental health professionals, occupational therapists and allergists are all addressing the same symptoms and behaviors. The difference is that medication, special education and counseling can mask these symptoms and behaviors, while vision therapy, occupational therapy and the treatment of allergies may alleviate the underlying causes and thus eliminate the symptoms long-term.
When making a choice about treatment for attention deficits:
• Consult a behavioral optometrist for a developmental vision evaluation
• Have a child evaluated by an occupational therapist with expertise in sensory processing problems
• Consult an allergist regarding possible reactions to foods or airborne particles
References:
American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders (DSM-lV), 1994.
Ayres, A. Jean, Sensory Integration and the Child, Western Psychological Services, 1979.
Crook, William G., Solving the Puzzle of Your Hard-to-Raise Child, Professional Books, 1987.
Gesell, Arnold, and Ilg., Frances L., Infant and Child of the Culture of Today, Harper) 1943.
Goodman, Gay, Poillion, M. J., The Journal of Special Education, “ADD: Acronym for Any Dysfunction or Difficulty,” Vol 26, No. 1, l992, pp. 37-56.
Kavner, Richard S., Your Child `s Vision, Simon and Schuster, 1985.
Rapp, Doris J., Is This Your Child?, Morrow, 1991.
Schmidt, M.A., Smith, L.H., Sehnert, K.W., Beyond Antibiotics: Healthier Options for Families, North Atlantic Rooks, 1994.
Smith, Lendon, Foods for Healthy Kids, Berkeley Books, 1981.
FOR RESOURCES IN YOUR AREA
Vision Therapy
Optometric Extension Program Foundation, Inc. (OEP Foundation)
1921 E. Carnegie Ave., Ste. 3-L
Santa Ana, CA 92705-5510
(949) 250-8070
College of Optometrists in Vision Development (COVD)
215 West Garfield Road, Suite 200
Aurora, OH 44202
(330) 995-0718, (888) 995-0719, FAX (330) 995-0719
Occupational Therapy
Sensory Integration International
1602 Cabrillo Avenue
Torrance, CA 90501
(310) 320-9986
American Occupational Therapy Association, Inc.
4720 Montgomery Lane
P.O. Box 31220
Bethesda, MD 20824-1220
(301) 652-2682
Developmental Delay Registry
6701 Fairfax Road
Chevy Chase, MD 20815
(301) 652-2263
International Health Foundation, Inc.
P.O. Box 3494
Jackson, TN 38303
(901) 427-8100
Pamphlet Copyright © 1994, OEP Foundation, Inc.
A nonprofit foundation for education and research in Vision
Permission to reprint the contents of this brochure granted to Visual Edge, Inc. ® – 04/15/09
by: the Optometric Extension Program Foundation, Inc