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3F: Peds Final > VIP Evaluation > Flashcards

VIP Evaluation Flashcards

1
Q

Steps to a VIP evaluation

A

Comprehensive exam
BV evaluation
VIP evaluation

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2
Q

Three component model of vision

A

Visual pathway integrity
Visual efficiency
Visual information processing

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3
Q

VIP history

A
  1. Parents should be allowed to speak freely and express concerns
  2. Parents often feel inhibited by the presence of their child
  3. May be necessary to interview the parent and child separately
  4. Important to be sensitive to the child’s feelings
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4
Q

Taking a good VIP history

A
  • who referred you?
  • visual difficulties?
  • any behavioral issues (attention or impulsivity?)
  • schoo lperformance?
  • best and worst subjects
  • letter or number reversal
  • any repeated grades
  • performing to the child’s potential
  • receive any special services from school?
  • completed any evaluations? Psychoeducational eval?
  • receiving any other outside therapies?
  • do they have an IEP or 504?
  • specialized seating in the classroom?
  • private tutoring?
  • any other parental concerns?
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5
Q

Birth history and VIP testing

A

Want to know about the pregnancy and labor and delivery

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6
Q

Two parts of psycho eval

A

Psychologist: conginitive and emotional testing

Learning specialist: academic achievement testing

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7
Q

Purpose of psychoed eval

A

Evaluate a discrepancy in the kids aptitude and level of achievement

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8
Q

Where do ODs come into play with psyched eval

A

Visual perceptieual, auditory perceptual skills, ad memory

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9
Q

Cognitive testing and psychoed eval

A
  • assessment of various abilities including language, memory, auditory, and visual perceptual skills,
  • performance levels in math, reading, and writing
  • include information regarding the kids learning style, type of instruction, that would be successful and history of previous instruction
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10
Q

IQ testing

A

100 is the mean

  • between 85-115 is where 2/3 of the population sits
  • if outside, going to be concerning
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11
Q

Wechsler intelligence scale for children IV

A

IQ testing

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12
Q

Achievement testing

A

Determine achievement levels in all academic areas

Example:

  • decoding: abiltiy to recognize words and apply word analysis strategies
  • reading comprehension-reading in context of representative text material
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13
Q

Emotional or personality testing

A
  • direct measure: clinical interview

- projective (indirect) measure: sentence completion tests and drawing interpretation

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14
Q

VIP testing

A

Establish a standard battery of tests to elicit information about each important function

Each diagnostic entity has identifiable characteristics, signs, and symptoms-look for them

These disorders may not exist in isolation (patients may present with multiple deficits)

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15
Q

Administration of VIP tests

A
  • Core battery: admintered to all patients

- auxiliary tests: administered when necessary (refine the diagnosis)

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16
Q

4 areas looking to evaluation with VIP

A

Visual spatial dysfunction
Visual analysis dysfunction
Visual motor disinfection
Auditory visual dysfunction

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17
Q

Visual stationary dysfunction

A

Bialteral integration
Laterality
Directionality

18
Q

Visual analysis dysfunction

A

Visual discrimination + spatial relations

  • visual closure
  • figure ground
  • form constancy
  • visual memory
19
Q

Visual motor dysfunction

A

Visual motor integration

-fine motor skills

20
Q

Auditory visual dysfunction

A

Audturoy visual integration

21
Q

Observation of performance for VIP

A
  • vital to observe the way in which the child achieves a particular result
  • helps one to better understand the child’s abiltiy
  • aids in planning a treatment program
  • provides info into the degree of difficulty
  • evaluates any compensatory strategies used to complete a task
  • attention and cognitive style must be considered in the deign of a visio therapy program
22
Q

Reflective style

A

Work slowly and produce few errors

23
Q

Impulsive style

A

Work quickly and make more errors

24
Q

Z scores

A

Distance form the mean
0=equalvelnt of the mean
Higher=greater deviation from the mean
Positive=above average, negative=below average

25
Q

Scarred score

A

10 indicated that the child’s performance is probably average for his age

26
Q

Standard scores

A

A derived score with assigned a mean of 100 with a standard deviation of 15

27
Q

Percentiles

A
  • raw scores must be converted into percentile scores

- 50th percentile is equal to a scale score of 10 and standard score of 100

28
Q

Age equivalent

A
  • represents the Rae score that us normal for that age

- not used that often

29
Q

Analysts of VIP test results

A
  • significant deviation from the expected findgins indicate problems in that particular area
  • scores between the 15th and 50th percentile are considered suspicious findgins and may be clinically significant when compared to the child’s overall level of functioning
  • general rule: a score is significantly low if the patient scores below the 15th percentile on any given test (greater than 1 standard deviation)
30
Q

Diagnosis in VIP testing

A
  • analysis of case history
  • actual test results
  • observation of the child’s performance
  • review of all previous reports and testing
31
Q

Goals of optometric intervetion in VIP

A
  • primary role: diagnosis and treatment of underlying vision problems
  • foals of optometric intervention should be specific or problem oriented
  • optometrists do NOT directly treat a reading or learning problem
  • recognize that patients may need a variety of services
32
Q

ODs may provide..

A
  1. Comprehensive diagnostic services-primary care, visual efficiency, visual information processing
  2. Managemtn of treatment services-refractive correction and therapy for visual efficiency and VIP disorders
  3. Information to assist the educator in devising a more suitable educational program for the individual student relative to his/her visual problems
33
Q

Other services for kids with VIP problems

A
  • educational remediation
  • psychological counseling
  • occupational therapy
  • speech/language intervention
34
Q

ODs role in VIP

A
  • should not make suggestions of rentetion or special class placement unilaterally
  • imperative that an OD act as a member of the multidisciplinary team

Don’t make a diagnosis

35
Q

Communication with educators and VIP

A

Call them
Provide into needed for parent
Send a letter to the school for accommodations

36
Q

Communication as with other professionals in VIP

A
  • often referred by another professional to rule ou vision problems that interferes with learning
  • important to provide written report to summarize the evaluation results and recommendations
  • coordinate the treatment with any other treatmetns that the patient is receiving
37
Q

Limitation of abduction, adduction, or both

A

Duanes retraction syndrome

38
Q

Things about Duane’s retraction syndrome

A
  • congential condition with no clear etiology
  • remember to count the number of Ds
  • associated with globe retraction (enophthalmos) and narrowing of the palpebral fissure with aDDuction
39
Q

Browns syndrome

A
  • superior oblique tendon sheath syndrome
  • can be congenital or acquired
  • can be present with a small hypotropia in primary position
  • limited elevation during aDDuction
40
Q

NRC

A

Fovea of each eye has the same visual function

  • if the fovea of one eye is deviated compared to the other due to strab, diplopia and confusion will occur
  • if the fovea misalignment develops before age 5, the visual cortex will respond by developing ARC to elimate diplopia a d confusion
41
Q

ARC

A

A non fovea point of the deviated eye is linked to the fovea of the other eye

  • this ensures that the object will be perceived in the same direction by each eye, eliminating diplopia and confusion
  • only occurs under binocular conditions (monocular conditions=eccentric fixation)
42
Q

Angle of anomaly

A

Difference between the objective and subjective angle of deviation

3F: Peds Final (11 decks)

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