Viewing strategies are strategies used to process visual Information. Many children with visual impairment seem to lack systematic viewing strategies. However, it is unknown how viewing strategies differ between children with normal vision and children with (cerebral) visual impairment. In addition, viewing strategy training is often adopted in clinical practice, but till date there is no scientific evidence about effectiveness of this approach. The current project has two goals: (1) to measure viewing strategies used by children with normal vision, children with ocular visual impairment and children with CVI, and (2) to evaluate whether training viewing strategies results in more efficiënt visual Information processing.
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Enrollment
60
Children receive a visual training of viewing strategies (six weeks, 2 times a week, 30 minutes). During the training, children are instructed to use specific viewing strategies (looking in a structured direction which fits the task at hand, zooming in and out / change of visual selective attentional field, visual discrimination). The verbal instructions and exercises are protocol-based. A textbook is used to describe the reactions of the children during training.
Royal Dutch Visio
Nijmegen, Netherlands
RECRUITINGChanges in reading accuracy after viewing strategy training
Radner reading test
Time frame: Group A: Day 0, Month 2, Month 8; group B: Day 0, Month 2, Month 4
Changes in reading speed after viewing strategy training
Radner reading test
Time frame: Group A: Day 0, Month 2, Month 8; group B: Day 0, Month 2, Month 4
Changes in visual search accuracy after training
Accuracy during conjunction search
Time frame: Group A: Day 0, Month 2, Month 8; group B: Day 0, Month 2, Month 4
Changes in visual search speed after training
Speed during conjunction search
Time frame: Group A: Day 0, Month 2, Month 8; Group B: Day 0, Month 2, Month 4
Changes in saccade amplitudes during reading and visual search after training
Saccade amplitudes measured using Radner reading test and conjunction search
Time frame: Group A: Day 0, Month 2, Month 8; Group B: Day 0, Month 2, Month 4
Changes in fixation duration during reading and search after training
Fixation durations measured using Radner reading test and conjunction search
Time frame: Group A: Day 0, Month 2, Month 8; Group B: Day 0, Month 2, Month 4
Changes in average distance between fixation points during conjunction search (EB-VSA) after training
Average distance between fixation points using Radner reading test and conjunction search
Time frame: Group A: Day 0, Month 2, Month 8; Group B: Day 0, Month 2, Month 4
Changes in WISC-V visual processing speed index (VSI) after training
WISC-IV visual processing speed index
Time frame: Group A: Day 0, Month 2, Month 8; Group B: Day 0, Month 2, Month 4
Changes in local visual selective attention after training
TEA-Ch Speurtocht (total number of symbols found in 1 minute)
Time frame: Group A: Day 0, Month 2, Month 8; Group B: Day 0, Month 2, Month 4
Changes in global visual selective attention after training
Gestalt Closure (Kaufman-ABC), number of correct answers
Time frame: Group A: Day 0, Month 2, Month 8; Group B: Day 0, Month 2, Month 4
Changes in visual identification speed after training
'DST-Plaatjes Benoemen', number of pictures correctly named within 1 minute
Time frame: Group A: Day 0, Month 2, Month 8; Group B: Day 0, Month 2, Month 4
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