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3F: Peds Final > VIP Assessment Continued And VIP Therapy > Flashcards

VIP Assessment Continued And VIP Therapy Flashcards

1
Q

Comitancy testing

A

Red lens test

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2
Q

Subjective test that involves dissociating the two eyes by placing a red lens in front of one eye (one sees red and the other see the white light). The patient is asked to describe the relative position of the red light and white light in all 9 directions of gaze

A

Red lens test

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3
Q

Comitancy testing

A

Red lens test

Hess Lancaster

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4
Q

Most selective test for comitancy

A

Hess Lancaster

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5
Q

Materials for hess Lancaster

A

Grid, RG glasses, and RG wands

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6
Q

Purpose of hess Lancaster measure the relative postuions for all 9 directions of gaze

Red sees red and green sees green

A

Hess Lancaster

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7
Q

Differentiates an anatomical muscle restriction from a cranial nerve palsy

A

Forced duction

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8
Q

How to do forced duction

A
  • the patient looks in the direction of restriction-forceps are used to grasp the conjunctiva and move the eye in that direction
  • positive: does not move in the direction=anatomical restriction
  • negative: eye can be moved=muscle palsy
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9
Q

Subjective angle=0, objective angle-angle of anomaly

A

Harmonious ARC

  • the patient will not have symptoms of diplopia or confusion
  • this is the most common type of ARC
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10
Q

Most common type of ARC

A

Harmonious

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11
Q

Most common type of ARC

A

Harmonious

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12
Q

Unharmonous ARC

A

Angle of anomaly < objective angle; subjective angle does not equal objective or 0 (somewhere in between)
-the patient will have diplopia and confusion because there is not perfect correspondence (may not see this clinically)

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13
Q

Paradoxical ARC

A
  • type 1: subjective angle > objective angle
  • type 2: subjective angle is in the opposite direction of the objective angle. Examples: ET has temporal ARC rather than the expected nasal
  • both types will have diplopia and confusion worse than if the patient had NRC
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14
Q

Covariance

A

Type of correspondence shifts depending on which eye is fixating (often show harmonious ARC when the normal eye is fixating while NRC used when the strab eye is fixating)

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15
Q

What is the most commonly used cognitive test for psychoeducational evaluations

A

Weschesker intelligence scale for children IV

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16
Q

What is the average for scaled score, standard score, and Z score for IQ

A

10, 100, 0

17
Q

What is your sequence for VIP testing

A

Comprehensive-BV-VIP

18
Q

Low PRA

A

Accommodative insufficiency

19
Q

treatment for VIP problems

A

Treat refractive error and visual efficacy deficits before attempting VIP therapy. Always check to see if they have a vertical heterophoria

A lot of previous therapy techniques may be modified and used with VIP therapy

Often involves co-managment: some therapy is better suited for other specialties

20
Q

Therapy considerations

A 
Age and developmental status 
Motivation
Cooperations 
Cognitive development and style 
Auditory abilities
21
Q

Treatment of visual spatial dysfunction

A
  • includes bilateral integration, laterality, and directionality
  • goal: develop the patient’s internal and external spatial concepts that help organize the environment
22
Q

Bilateral integration

A

Abiltiy to plan motor actions useing the right and left sides of the body

23
Q

Laterality

A

Ability to be internally aware and to identify right and left on oneself

Overall goal: develop the patient’s internal awareness of how the right side if different from the left side into concepts that the patient expresses orally

24
Q

Directionality

A

-ability to use directional concepts to organize external space

25
Q

Recommended that treatment proceed in the these steps for visual-analysis dysfunction

A
  1. Visual discrimination
  2. Figure ground
  3. Visual closure
  4. Visual memory
  5. Visualization
26
Q

Abiltiy to be aware of distinctive features including size, shape, color, and orientation

A

Visual discomrination

27
Q

Abiltiy to attend to a specific feature or form while maintaining awareness of the form with background information

A

Figure ground

28
Q

Ability to determine the final precept without all details being presented

A

Visual closure

29
Q

Ability to recognize and recall visually presented information

A

Visual memory

30
Q

Ability to recall visually presented materials and to manipulate these images mentally

A

Visualization

31
Q

Visual motor dysfunction

A

Abiltiy to integrate vision with the motor system

32
Q

4 components of visual motor

A

General eye hand coordination
Efficiency visual motor skills
Rapid fine motor control
Ability to plan motor skills involving complex spatial patterns

3F: Peds Final (11 decks)

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