Measure Pre-test means
Post-test means
F-value Signifi- cance
Using eye gaze technology and objective assessments of occupational performance tailored to the child’s individual needs and environment is important when working with children who have cortical/cerebral visual impairment. The study of this area discussed in this article is important for educational and health care professionals to consider when choosing interventions for children with CVI. By matching the CVI level of the child to the visual software intervention, outcomes may be optimized. Taking this information into consideration, health care providers can include the use of eye gaze technology, while tailoring their treatment to the unique needs of those with CVI. Using eye gaze technology with children who have CVI is a relatively new concept but shows promise as an assessment and intervention. Although CVI is a condition that is not yet well understood it has a significant impact on the lives of those who have been diagnosed with it. The results of this study demonstrate the specific visual challenges and the impact vision has on the occupational performance of these children. Furthermore, the study discussed provides an effective intervention to help children with CVI improve their visual skills. As demonstrated by the statistically significant increase in COPM and CVI range scores following intervention, improvement in visual skills from eye gaze intervention may improve the overall occupational performance of children with CVI. REFERENCES Abd El-Maksoud, G. M., Mohammed Gharib, N. M., & Diab, R. H (2016). Visual Based Training Program for Motor Functions in Cerebral Palsied Children with Cortical Visual Impairment. International Journal of Therapies & Rehabilitation Research, 5(4), 265–277. https://doi.org/10.5455/ijtrr.000000173. American Occupational Therapy Association. What Is Occupational Therapy? [Brochure]. North Bethesda, MD. American Occupational Therapy Association. (2014). Occupational Therapy Practice Framework: Domain and Process (3rd Ed.). American Journal of Occupational Therapy, 68, S1-S48. doi: 10.5014/ajot.2014.682006. American Occupational Therapy Association. (2017). AOTA Occupational Profile Template. American Journal of Occupational Therapy, 71, 1-3. https://doi.org/10.5014/ ajot.2017.716S12 Atasavun Uysal, S., & Düger, T. (2012). Visual perception training on social skills and activity performance in low-vision children. Scandinavian Journal of Occupational Therapy, 19(1), 33–41. https://doi-org.lib.rockhurst.edu/10.3109/11038128.20 11.582512. Baker-Nobles, L., & Rutherford A. (1995). Understanding cortical visual impairment in children. American Journal of
COPM Performance COPM Satisfaction Visual Attention Visual Attention: Attention Visual Attention: Reaction Visual Attention: Quality Visual Attention: Consistency Noticing Images Noticing Images: Ability Noticing Images: Attention Noticing Images: Reaction Noticing Images: Accuracy Noticing Images: Completion Noticing Images: Consistency
13.293 . 036*
3.43
4.70
3.60
4.60
8.824
.059
22.65% 46.08% 5.822
.095
17.80% 38.08% 8.079
.066
43.13% 78.95% 2.152
.239
53.15% 76.13% 1.089
.373
83.75% 74.45% 1.5.27
.304
70.88% 81.03% .823
.431
83.56%
74.63%
.742
.452
43.88% 59.13% .733
.455
91.63% 95.33% 2.118
.242
65.88% 75.08% .454
.549
64.25% 88.30% 1.643
.290
55.88% 62.75% .321
.611
CVI Score 1 CVI Score 2
3.50
6.50
54
.005*
2.06
6.38
25.196 .015*
Table 2: Eye Gaze Software (Insight) Data MANOVA Results Note.“*” represents statistical significance at the p<.05 level.
15
February / March, 2021 | www.closingthegap.com/membership Closing The Gap © 2021 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator