Vision Therapy Is An Effective Treatment
Vision therapy -- a type of physical therapy for the eyes and brain -- is a highly effective non-surgical treatment for many common visual problems such as lazy eye, crossed eyes, double vision, convergence insufficiency and some reading and learning disabilities. Many patients who have been told, "it's too late," or "you'll have to learn to live with it" have benefited from vision therapy.
In the case of learning disabilities, vision therapy is specifically directed toward resolving visual problems which interfere with reading, learning and educational instruction. Optometrists do not claim that vision therapy is a direct treatment for learning disabilities.
What is involved in a Vision Therapy program?
Vision therapy is --
Vision Therapy Is Not Just Eye Exercise
Unlike other forms of exercise, the goal of Vision Therapy is NOT to strengthen eye muscles. Your eye muscles are already incredibly strong! Vision Therapy is not to be confused with any self-directed program of eye exercises which is or has been marketed to the public. Vision Therapy is supervised by optometric vision care professionals and many types of specialized and/or medical equipment are used in Vision Therapy programs, such as
The first step in any Vision Therapy program is a comprehensive vision examination. Following a thorough evaluation, a qualified vision care professional can advise the candidate as to whether Vision Therapy would be appropriate treatment.
Scientific Studies on Connection Between Vision Disorder (Convergence Insufficiency) and ADHD
A relationship between convergence insufficiency (CI) and attention deficit hyperactivity disorder (ADHD) has been uncovered by researchers at the Department of Ophthalmology, Ratner Children's Eye Center, University of California, San Diego.
"We
report an apparent three-fold greater incidence of ADHD among
patients with Convergence Insufficiency when compared with the
incidence of ADHD in the general US population (1.8-3.3%). We also
note a seeming three-fold greater incidence of CI in the ADHD
population. This may simply represent an association and not be a
causative relationship. Until further studies are performed, however,
patients diagnosed with ADHD should be evaluated to identify the
small subset that may have CI -- a condition that responds well to
treatment."
Granet
D.B., Gomi C.F., Ventura R, Miller-Scholte A. The relationship
between convergence insufficiency and ADHD. Strabismus. 2005
Dec;13(4):163-8.
A
study by Southern California College of Optometry reported similar
findings:
"The
results suggest that school-aged children with symptomatic
accommodative dysfunction or Convergence Insufficiency have a higher
frequency of behaviors related to school performance and attention as
measured by the CPRS-R:S."
Borsting
E, Rouse M, Chu R. Measuring ADHD behaviors in children with
symptomatic accommodative dysfunction or convergence insufficiency: a
preliminary study. Optometry. 2005 Oct;76(10):588-92.
Vision and Eyesight
Eyesight is simply the ability to see something clearly, the so-called 20/20 eyesight (as measured in a standard eye examination with a Snellen chart). Vision goes beyond eyesight and can best be defined as the understanding of what is seen. Vision involves the ability to take incoming visual information, process that information and obtain meaning from it.
Two general statements can be made about vision. First, vision is learned. A child learns to see just like he learns to walk and talk. When learning to walk and talk, he has the added opportunity of imitating his parents and siblings. In addition, parents can observe their children to determine if walking and talking are developing properly. Vision development, however, generally proceeds without much concerned awareness on the part of parents. Because of these differences in development, no two people see exactly alike.
Vision Is Learned
Vision is learned; therefore vision is trainable. If a child does not possess the necessary visual skills, he can be taught to possess them through the proper vision therapy techniques.
Adequate Vision Is Critical to Learning
Since something like 75% to 90% of all a child learns comes to him via the visual pathways, it stands to reason that if there is any interference in those pathways, a child will not develop to his maximum potential.
Vision
The Visual Skills Needed for Academic Success
Visual Acuity: There are many visual skills which are important for academic success. One of the least important skills is termed visual acuity (clarity, sharpness). This is the so-called 20/20, 20/400, etc., eyesight. All that is meant by the notation 20/20 is that a person is capable of seeing clearly at a distance of twenty feet. Unfortunately, how well a child sees at twenty feet has little to do with how his vision functions at the reading and learning distance -- approximately eleven to sixteen inches from the face. In fact, it is my opinion that the Snellen eye chart test which measures visual acuity actually does more harm than good. It gives both parents and teachers a false sense of security that vision is normal. There are many other important visual skills that might not be developed even though visual acuity at distance is normal.
Binocular Coordination: One of the more important visual skills is the ability to coordinate the two eyes together. A child is born with two eyes, but he must learn to team them together. Some children learn to do this properly while others do not. For example, some children develop a problem known as exophoria, which is a tendency for the eyes to deviate in an outward direction. This is not the same as a condition known as exotropia where the eye actually can be seen to be in an outward position.
Adequate Convergence: During the act of reading, the demand is for the two eyes to turn inward so that they are aimed at the reading task. If the eyes have a tendency to deviate outward, the child must use excess effort and energy to maintain fixation on the reading task. Most studies have shown that the greater the amount of effort involved in reading, the lower will be the comprehension and the lower will be the performance. When reading, the eyes do not move smoothly over a line of print. Rather, they make a series of fixations looking from word to word. When an exophoria exists, each time fixation is broken and moved to the next word, the eyes will tend to deviate outwards and they must be brought back in to regain fixation. Human nature being what it is, the child generally has an avoidance reaction to the reading task. This is compounded by the fact that anything the child doesn't do well, he would rather not do. This is the child who looks out the window rather than paying visual attention. He is commonly given labels. He is often accused of having a short attention span and not trying. He is told that he would do better if he tried harder, but he has tried harder to no avail. He is often labeled as having dyslexia, minimal brain dysfunction, learning disability, etc. Commonly, he loses his place while reading and/or uses his finger or a marker to maintain his place. While making the eye movements during the act of reading, he might not land on the next word, but rather land a few words further on. Consequently, he commonly omits small words or confuses small words. Often, he just adds a word or two to make the sentence make sense. If the two eyes are pointing at the same point in space, a person will see the fixated object as being single. Double vision or overlapping vision results if the two eyes are not exactly pointing at the same point. Don't expect a child to tell you that his vision isn't clear. He has no yardstick of comparison to inform him that his vision differs from the vision of anyone else.
Astigmatism, Eye-Hand Coordination, Visual-Motor Problems and more: Very often I believe that I could walk into a classroom and pick out those children with coordination type visual problems. They get into distorted postures in an attempt to get one eye out of the act. They often put their head down on their arm, cover one eye with their palm or rotate their head so that the bridge of their nose interferes with the vision from one eye.
Esophoria: Another eye coordination problem is termed esophoria, which is a tendency for the eyes to turn inwards. The educational implication of this particular problem is that a child with esophoria sees things smaller than what they actually are. In order to see an object properly, it is necessary to make the object larger. The only means at the disposal of the child to make it larger is to bring it closer. Eventually, the child is observed with his head buried in a book and still not achieving.
Reading Skills and Binocular Visual Skills
One of the tests used in optometric offices is to have the child read words while looking into an instrument called a Telebinocular. The performance is compared between reading with either eye alone and with both eyes together. The difference in performance is often quite dramatic if there is an eye teaming problem. One eye performance might be quite satisfactory, but reading with both eyes together will be slower and many more errors will be made.