PCVI Kansas Lecture

11/2/2013

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Pediatric Cortical Visual Impairment

Dominick M. Maino, OD, MEd, FAAO, FCOVD‐AProfessor of Pediatrics/Binocular Vision Illinois Eye Institute/Illinois College of Optometry

Lyons Family Eye Care Chicago, Il

[email protected] ICO.eduLyonsFamilyEyeCare.com MainosMemos.com

Please silence all mobile devices. Unauthorized recording of this session is prohibited.

Presenter Disclosures

Consultant/

Speakers bureaus

Expert Witness/Legal Consultant-Gilbert & Tobin, Sydney, AustraliaAmerican Optometric Association Spokes Person, LecturerCollege of Optometrists in Vision Development, LecturerPacific University College of Optometry, Lecturer

Research funding “No Disclosures.”

Stock ownership/Corporate boards-employment

“No Disclosures.”

Off-label uses

Editor/Author

“No Disclosures.”

Visual Diagnosis and Care of the Patient with Special Needs, Lippincott, 2012; American Optometric Association News

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Next PCVIS Conference: June 27‐28, 2014 Oaha, NE

OD Speakers include:

Dr. Joseph Maino, Dr. Curt Baxstrom, Dr. Dominick Maino

Case #1Hx: 2 year 4 mo old, ischemic changes in the cortex with both white and deep grey matter diffuse abnormalities, CP spastic quad, DD, seizures since birth (infantile spasms)

Case #2 Hx: 2 y 5 mo female, picks up toys more, increased facial expressions, still using g‐tube. No change in mobility, feeding improving. Eye health unremarkableXT onset after head trauma, all milestones delayed shaken baby syndrome, retinal signs resolved, seizures, Prevacid, Topamax

Case #311 yr 6 m F. vision problems noted at 8mos of age, optic nerve hypoplasia, nystagmusVEP all results delayed. Peak poorly formed but consistent with optic nerve hypoplasia, nystagmus intermittent, gtube, seizures, poor handeye, Mobility rolls over

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Defining pediatric cortical visual impairment (PCVI)

Definition confusing, misunderstood and imprecise. Pediatric Cerebral Visual Impairment Pediatric Cortical Visual Impairment

Delayed Visual Development

An Introduction

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•History of CVI•Brain injury 19th century with Phineas P. Gage

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World War I, wounded veterans with brain injury

displayed perceived motion in the “blind, non‐seeing” visual field. Ability to sense motion, lights, and colorsConscious or subconscious.

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•Statokinetic dissociation (in children)•greater reduction in sensitivity to stationary visual stimuli relative to similar targets in motion

•Riddoch phenomenon (adults)• Ability to sense movement even though blind• “See” moving objects…but not stationary ones

• Blindsight•Ability to ‘sense’ objects in the way

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Alesterlund L, Maino D. That the blind may see: A review: Blindsight and its implications for optometrists. J Optom Vis Dev 1999;30(2):86‐93

Statokinetic dissociation (in children)

Movement in the peripheral visual field may elicit a smile in the blind child with quadraplegia and profound intellectual disability.Children who are fed with a spoon may intermittently open their mouths to receive food when the spoon is moved in an arc from the peripheral visual fields, but not when it approaches the mouth from straight ahead.

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•Statokinetic dissociation (in children)

•For those children who understand language stating what is being seen as the child reacts to it may enhance both visual and language development.•Such children may rock to and fro. Whether this generates an image is difficult to know.•Rarely, children with cerebral blindness who are mobile move slowly around obstacles. This phenomenon has been called travel vision.

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•1980’s adults with bilateral occipital cortex insult (cortical blindness)

•Term applied to children. •Cortical visual impairment used in the 1980’s onward• Definition of CVI includes injury lateral geniculate nucleus/visual cortex

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Reduced visual acuity identifying feature.

Many children damage to white matter surrounding the ventricals(perventricular leukomalacia PVL)Cerebral Visual Impairment now used (especially in Europe)

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North America: Cortical Visual Impairment

Elsewhere: Cerebral Visual Impairment Cerebral visual impairment: inclusive term

Ocular visual impairment: Refractive state, Optics, Eye health

Cerebral visual impairment: Neuro‐pathway problems, cortical problems, oculomotor dysfunction, vision information processing (dorsal and ventral streaming processing mechanisms)

For more in depth information please see: Maino D. Pediatric Cerebral Visual Impairment. Optom Vis Dev

2012:43(3):115‐120 (available from http://www.slideshare.net/DMAINO/maino‐cortical‐visual‐impairment)

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The ventral stream (also known as the "what pathway") travels to the temporal lobe and is involved with object identification. The dorsal stream (or, "where pathway") terminates in the parietal lobe and process spatial locations.

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•Delayed Visual Maturation (DVM)•DVM type I Visually impaired infants: improved visual abilities by the age of 6 months, often without treatment. •DVM type II: attention problems, associated with neurological/learning abnormalities. Improvement takes longer •DVM III: children have nystagmus, albinism. Vision improves later, can improve to low‐normal levels. •DVM IV: associated with retinal, optic nerve, macular anomalies

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Pediatric Cortical Visual Impairment SocietyNext PCVIS Conference: June 27‐28, 2014 Oaha, NE

Congenital or acquired brain-based visual impairment with onset in childhood, unexplained by an ocular disorder and associated with unique visual and behavioral characteristics.

Founding Board: Lindsay Hillier, Alan Lantzy, Richard "Skip" Legge, Dominick Maino, Linda Nobles, Christine Roman, Jacy VerMaas-Lee

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Diagnostic Approaches & Strategies

1. Case History2. Visual Acuity3. Refractive Error4. Vision Function Assessment5. Ocular Health6. Special Tools

Kran B, Mayer L. Visual impairment and brain damage. In Taub M, Bartuccio M, Maino D. (Eds) Visual Diagnosis and Care of the Patient with Special Needs. Lippincott Williams & Wilkins. New York, NY;2012:135‐145

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Vision Function

Clarity of visionOculomotor abilityAccommodationBinocularity

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Eye health

Biomicroscopy, TonometryDilated Fundus EvaluationSpecial diagnostic toolsEOG (electrooculogram)ERG (electroretinogram)VER/VEP (visually evoked response visual evoked potential)

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Functional Vision

Functionally induced disability that overlays pathologically induced disability

Uncorrected refractive error : AmblyopiaConstant Strabismus: Amblyopia

Oculomotor dysfunction, Binocular vision dysfunction, Accommodative dysfunction:

Attention

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Functional vision

Vision information processing (VIP)/ Visual perceptual skills

laterality/directionalityvisual motor integrationnon‐motor perceptual skillsauditory perceptual/processing

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HistoryAll the usual questions ANDGeneral/Motor/Visual/Auditory DevelopmentDaily Living SkillsSkills needed for Learning

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HistoryAll the usual questions ANDGeneral/Motor/Visual/AuditoryDevelopmentDaily Living SkillsSkills needed for Learning

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Vision Function

Clarity of vision

What is visual acuity? What is contrast sensitivity?What is refractive error?

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Vision Function: Clarity of vision

What is visual acuity?

The ability to see a certain size object at a certain distance

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Tests of Visual Acuity

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Vision Function:Clarity of vision

What is contrast sensitivity?

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Contrast sensitivity measures the ability to see details at low contrast levels. Visual information at low contrast levels is particularly important:

1. in communication, since the faint shadows on our faces carry the visual information related to facial expressions.

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2. in orientation and mobility, where we need to see such critical low‐contrast forms as the curb, faint shadows, and stairs when walking down. In traffic, the demanding situations are at low contrast levels, for example, seeing at dusk, in rain, fog, snow fall, and at night.

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3. in every day tasks, where there are numerous visual tasks at low contrast, like cutting an onion on a light colored surface, pouring coffee into a dark mug, checking the quality of ironing, etc.

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4. in near vision tasks like reading and writing, if the information is at low contrast, as in poor quality copies or in a fancy, barely readable invitation, etc.

from http://www.lea‐test.fi/en/vistests/instruct/contrast/csensiti/csensiti.html

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Regular Contrast

LowContrast

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Regular Contrast Low Contrast

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Refractive Error

Myopia (Nearsightedness)Hyperopia (Farsightedness)

Astigmatism

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Refractive Error: AssessmentObjectiveDry RetinoscopyMohindra Dynamic RetinoscopyCCycloplegicRetinoscopy

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Refractive Error: Assessment Objective

Mohindra Dynamic RetinoscopyDark room50 cmNeutralize main meridiansAlgebraically add ‐1.25 to sph

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Objective: Auto‐refraction

Pediavision SPOT: See Maino D, Goodfellow G. Tomorrow’s Practice Today: SPOT On! AOANews 2013; March:29

URL http://www.spotvisionscreening.com/2013/

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Refractive Error: Assessment

Subjective

Which is better 1 or 2?

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Oculomotor ability basic extra‐ocular muscle assessment

EOMsPursuitsSaccadesConvergenceDivergence

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Oculomotor ability Convergence Divergence

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Accommodation (focusing)

MEM NottBook Bell

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Accommodation (focusing)Monocular Estimate Method (MEM): you neutralize the reflex while the patient accommodates to a target at near (usually at 40cm)

With motion: Lag of accommodation ‐‐‐ Add PLUSAgainst motion: Lead of accommodation Done!Use patient’s correction for distance or near

TRUE measurement of lag/lead if measured with BVA

Place the target at their working distanceAdults: usually 40 cm Children: use Harmon’s distance

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Accommodation (focusing)MEM

Room illumination should be dim but with target illuminated Briefly insert lens into line of sight

Measurements should be made within 1 second per lens used to minimize the dazzle of light and the effect of lens on accommodation system

The lens that creates neutrality is the value

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Accommodation (focusing)Nott Method: clinician moves toward and away from the patient until neutrality is seen (Dioptric difference between neutral and your beginning distance is the lead/lag)

Against motion: move closer to the patientWith motion: move further away from patient

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Accommodation (focusing)Book Retinoscopy

Technique developed at the Gesell Institute by Gerry Getman, OD working with Arnold Gesell, MD.

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Book1. Free and Easy reading level, reflex varied from neutral to with motion with bright, sharp edges and had a pinkish color.2. Instructional reading level (maintaining the reading task with comprehension in spite of being stressed) the reflex was a varying fast against motion while the color was bright, sharp, and very pink.

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Book

3. Frustration reading level (reading with minimal comprehension) the reflex showed a slow against motion with a dull brick red color.

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Bell RetinoscopyA small shiny bell dangling from a string is used as a fixation target (now use a silver ball on the top of a stick). The ball is moved closer to and farther from the patient along this midline. The retinoscope is positioned slightly above this line at a fixed distance of 50 cm. (20 inches) from the patient. Watch what happens to the reflex as you move the ball.

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Bell RetinoscopyThe distance between the retinoscope and the target when the change in motion occurs is a physical measure of the lag of accommodation. Typically we expect to see a change from “with” to “against” on the way in at 35 ‐ 42 cm. (14 ‐17inches) and a change from “against” to with at 37.5 ‐ 45 cm. (15 ‐18 inches).

http://www.oepf.org/VTAids/Retinoscopy.pdf

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Color Vision

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Binocularity (?)FusionStereopsisDepth Perception (3D vision)

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Binocularity

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Eye Health

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Functional Vision Anomalies in PCV

Amblyopia, Strabismus, Oculomotility Disorder, Accommodative Disorders, Binocular Vision Disorders

Lea H, Jacob N. What and how does this child see? Vistest Ltd. Helsinki, Findland;2011.

Down Syndrome Review (see Woodhouse M. Maino D. Down Syndrome. In TaubM, Bartuccio M, Maino D. (Eds) Visual Diagnosis and Care of the Patient with Special Needs; Lippincott Williams & Wilkins. New York, NY;2012:31‐40.)

Cerebral Palsy Review (see Taub MB, Reddell AS. Cerebral Palsy. In Taub M, Bartuccio M, Maino D. (Eds) Visual Diagnosis and Care of the Patient with Special Needs; Lippincott Williams & Wilkins. New York, NY;2012:21‐30.)

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Treatment of Functional Vision Anomalies in PCV

Treatment begins with the basics

Vision function Refractive error & quality of life Spectacles therapeuticEye health

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Treatment with spectacles multi‐focal

prescription/bifocal

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Treatment with spectacles multi‐focal

prescription/bifocal

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http://specs4us.com/

Asian Fit Eyeware http://www.tc‐charton.com/

Down Syndrome


prism

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occlusion

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task specific glasses

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high “+” adds magnification)Low Vision Aids

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Treatment with spectacles

“The medicine in my glasses has run out!”

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Vision Therapy/Vision Rehabilitation/Vision Stimulation

Use Principles of Neuroplasticity

Use it or lose itUse it and improve it

SpecificityRepetition mattersIntensity matters

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Principles of Neuroplasticity

Time mattersSalience matters

Age mattersTransferenceInterference

Maino D, Donati R, Pange Y, Viola S, Barry S. Neuroplasticity. In Taub M, Bartuccio M, Maino DM. (eds) Visual Diagnosis and Care of the Patient with Special Needs. Lippincott 2012.

Kleim JA, Jones TA. Principles of experience‐dependent neural plascitity: implications for rehabilitation after brain damage. J Speech Lang Hear Res. 2008;51;S225‐39.

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Vision Therapy/Vision Rehabilitation/Vision Stimulation

Use Principles of Neuroplasticity

Oculomotor/hand‐eye, Biocular, BinocularIntegration/Stabilization, Visual stimulation,Vision information processing, Vestibular/Vision Computer applications

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Medications and Alternative Therapies

Medications: Prescribed many more medicationsHigher affinity for adverse effects due to systemic/environmental factorsSeldom complain of symptoms related to their disability, systemic anomalies, or medication side effects

RJ Donati RJ, Maino DM, Bartell H, Kieffer M. Polypharmacyand the Lack of Oculo‐Visual Complaints from those with Mental Illness and Dual Diagnosis. Optometry 2009;80:249‐254

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Alternative and complementary medical therapies

Maino D. Evidence based medicine and CAM: a review. Optom Vis Dev 2012;43(1):13‐17

Traditional allopathic approaches

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Mental illnesses in childrenPediatric Bipolar disorder/ depression

Schnell PH, Maino D, Jespersen R. Psychiatric Illness and Associated Oculo‐visual Anomalies. In Taub M, Bartuccio M, Maino D. (Eds) Visual Diagnosis and Care of the Patient with Special Needs; Lippincott Williams & Wilkins. New York, NY;2012:111‐124.

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Major environmental hazard: People do not know how to respond, make assumptions This is true for lay individuals, teachers, health care professionals

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Case Reviews

Children with CVI: Case Reviews

Acknowledgements:

Dr. Tracy Matchinski: The Chicago Lighthouse for People who are Blind or Visually ImpairedDr. Mary Flynn‐Roberts: Illinois Eye Institute/Illinois College of Optometry ElectrodiagnosticService

Movies, etc.HyvarinenL, Jacob N. What and How does this Child See? Vistest, Ltd. Helsinki, Finland. 2011

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Case Reviews

Case #1Hx: 2 year 4 mo old, ischemic changes in the cortex with both white and deep grey matter diffuse abnormalities, CP spastic quad, DD, seizures since birth (infantile spasms), Placental umbilical cord problemsDx: CVI, Delayed visual maturation, exotropia., lower heart rate, meconium aspiration, profound hearing loss bilateral cochlear implants, encephalopathy

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Case Reviews

Case #1Medications: Multiple medicationsParticipates in vision therapy, developmental tx, speech/OT/PT, PT pool, VA 20/300 PL Teller Cards, 38 cm test dist. OUHorizontal tracking fine, vertical much more difficultBinocularity inadequate most of the time, IAXT 30‐35PD

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Case Reviews

Case #1VF using toys/OKN drum. Responded well in all visual fields.Contrast sensitivity at 10% level, moderately reduced for his ageRefraction hyperopia/astigmatism. Tolerates glasses well. No change from last prescription.

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Case Reviews

Case #1OD +2.50‐2.00X005 OS +2.50‐2.50X177 Old Rx Mohindra Ret +3.75‐2.50X180 OD +3.50‐2,50X180Near VA good, accommodation/interested in near objects appears to function well.Health of eyes: normal size, shape, clarity, structure, pupils. DFE previously done

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Case Reviews

Case #1

RecommendationsHigh degree of vision function. Continue to work with developmental therapist. Visual search, scan, tracking vertically and hand‐eye coordination therapy

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Case Reviews

Case #2 Hx: 2 y 5 mo female, picks up toys more, increased facial expressions, still using g‐tube. No change in mobility, feeding improving. Eye health unremarkableXT onset after head trauma, all milestones delayed shaken baby syndrome, retinal signs resolved, seizures, Prevacid, Topamax,

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Case Reviews

Case #2 phenobarbital, ROS unremarkable except for what is noted above. Strong tracking all quadrants, + convergence, +OKN, pupil accresponse, Teller 20/200 50cm, Cardif 20/253 at 20 cm, IET, IXT, nystagmus, cyclo +.50‐4.00X170 OD +.50‐4.00X010 OSDx CVI, strabismus, nystagmusOT/PT/speech/developmental tx

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Case Reviews

Case #311 yr 6 m F. vision problems noted at 8mos of age, optic nerve hypoplasia, nystagmusVEP all results delayed. Peak poorly formed but consistent with optic nerve hypoplasia, nystagmus intermittent, gtube, seizures, poor handeye, Mobility rolls over

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Case Reviews

Case #3OD +.75‐3.00X170 OS +1.00‐4.00X010 cycloOKN/Teller UTT, can separate head from eye movement, IAXT 10 with 5 R hyper, VF UTT, contrast sensitivity UTT, ref +.50‐3.25X180 OD, +.75‐3.75X015 OS, pupils OD 2mm OS 3mm RRL, ocular allergies Pataday Rx’dLight stimulus therapy

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Case Reviews

Case #42 y/o HM, genetic mutation L1CAM that lead to hydrocephalus and developmental delays, had VP shunt, in early intervention program, no self feeding, hearing ok, Lissencephaly, ROS unremarkable, born c‐section because of large head, APGAR 9 and 9, no meds

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Case Reviews

Case #4

Teller 20/180, Cardif 20/80, +tracking, +OKN, + eyehand, FROM, Ta 26, 26 lids held, +2.25 OD/OS IRET 10PD, PERRL –apdDx: CVI, IAET, Hordeolum, hyperopia, eye health unremarkable

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Rehabilitation of cortical visual impairment in children. Denise E Malkowicz, GinetteMyers, Gerry Leisman in The International journal of neuroscience (2006)

….Criteria were set to extract a fairly homogeneous group of 21 children with

CVI due to perinatal HIE or postnatal anoxia who had extensive gray and white matter injury and multiple neurological deficits; 20 of 21 (95%) had symptomatic epilepsy as well. Subjects entered the study with responses

ranging from just a pupillary light reflex to rudimentary perception of outline.

Each subject underwent an at‐home treatment program. Twenty of 21 children (95%) manifested significant improvement after 4 to 13 months on the program. Results indicate that even in this challenging group, there may be considerable neuroplasticity in visual systems leading to reintegration and visual recovery.

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Optom Vis Sci. 2005 Sep;82(9):807‐16. Retrospective analysis of refractive errors in children with vision impairment. Du JW, Schmid KL, Bevan JD, Frater KM, Ollett R, Hein B.….We found that cortical or cerebral vision impairment (CVI) was the most common condition causing vision impairment, accounting for 27.6% of cases. This was followed by albinism (10.6%), retinopathy of prematurity (ROP; 7.0%), optic atrophy (6.2%), and optic nerve hypoplasia (5.3%). Vision impairment was associated with ametropia; …. The mean spherical equivalent refractive error of the children (n = 813) was +0.78 +/‐ 6.00 D with 0.94 +/‐ 1.24 D of astigmatism and 0.92 +/‐ 2.15 D of anisometropia. …..

The relative frequency of ocular conditions causing vision impairment in children has changed since the 1970s. Children with vision impairment often have an

associated ametropia suggesting that the emmetropization system is also impaired.

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Cortical Visual Impairment Pediatric Visual Diagnosis Fact Sheet http://www.aph.org/cvi/articles/bbf_1.html

Cortical Visual Impairment http://www.aapos.org/terms/conditions/40

Blind Babies Foundation http://blindbabies.org/learn/diagnoses‐and‐strategies/

Perkins: Cortical/Cerebral Visual Impairment http://www.perkins.org/assets/downloads/webinars/cvi‐webinar‐session‐1.pdf

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Social MediaPinterest

http://pinterest.com/pediastaff/visual‐impairment/

FacebookPresent Blindness American https://www.facebook.com/preventblindness?fref=tsThinking Outside the Lightboxhttps://www.facebook.com/Thinkingoutsidethelightbox?ref=ts&fref=ts

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Social MediaBlogs

http://adayinourshoes.com/tag/cortical‐visual‐impairment/

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Resources:Dutton GN, Bax M (eds). Visual Impairment in Children due to Damage to the Brain. Clinics in Developmental Medcine No. 186. Mac Keith Press, London, UK. 2010

Taub M, Bartuccio M, Maino D. (Eds) Visual Diagnosis and Care of the Patient with Special Needs; Lippincott Williams & Wilkins. New York, NY. 2012

Lantzy C. Cortical Visual Impairment: An Approach to Assessment and Intervention. AFB Press, NY, NY. 2007

Hyvarinen L, Jacob N. What and How does this Child See? Vistest, Ltd. Helsinki, Finland. 2011

Brown, C. (2004). A guide for teachers and therapists working with my child. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC‐CH.

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ResourcesInternet

http://drleahyvarinen.com/

http://Mainosmemos.com

http://www.slideshare.net/DMAINO/

https://www.facebook.com/Thinkingoutsidethelightbox?ref=ts&fref=ts

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ResourcesInternet

This lecture is available from

http://www.slideshare.net/DMAINO/

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Next PCVIS Conference: June 27‐28, 2014 Oaha, NE

OD Speakers include:

Dr. Joseph Maino, Dr. Curt Baxstrom, Dr. Dominick Maino


Suggestions from members

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How To Modify your Home for Visual Stimulation

Environment‐ directly impacts visual development and brain cells

Lighting‐ to increase stimulation of brain cellsOpen drapes‐ position child’s back to windows/doorsUse In‐direct lighting – floor or desks lamps are best and reduce glare (direct light may damage retinal tissues); compact fluorescent bulbs ‐16 or 22 Watt with warm color

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Increase contrast‐Use electrical colored tape, stickers, decals to add to objects (bottles, cups) walls, cribsUse plain colored sheets, poster board to hang on walls/corners to then attach objects, fabrics to make play spaces or rooms around the home more stimulatingUse patterned fabrics, carpet squares, cellophane, clear plastic‐ to add to walls, windows, play spacesMake a “stained glass” window or mobile‐ use cellophanes, CD’s, Mylar wrapping papersUse carpet squares on floor to mark areas; paint/tape on floor moldings or door jams

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Suggested Materials and Activities to try‐Mobiles‐ suspend colorful Mylar, CD’s, strings‐ provides movement and shiny objectsScreen savers‐ computer backgrounds are very stimulating and can become a cause and effect activityHousehold items‐ use soup cans, quacker oats containers, spoons, metal bowls, colorful cupsAdhesives‐ wall decals, stickers; add to lower places on walls

**Be aware of what you wear or what other sounds are in the environment; competing stimuli make it harder to visually attend and focus

Barbara Halton‐Bailey, Education Coordinator Virginia Dept. f/t Blind

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Show, Tell & Reach‐

Develops understanding of objects and immediate world through hands on experienceHelps understand daily routinesDevelops better visual and/or motor responsesBuilds sound localizationIncreases active involvementLays the groundwork for crawling and walking

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Show, Tell & Reach‐ How to do‐

Slow down the pace during activitiesRoutinely take 5 minutes or so; tell what object is and what is happening, allow extra time for baby to “study” with hands, ears, eyes and bodyProvide assistance with reachingBabies may need to hold and “get to know” it by touching it before understanding and reaching for it away from the bodyGradually put familiar toys a few inches away (after initially touching) and make a sound for baby to reach for the object

Barbara Halton‐Bailey, Education Coordinator Virginia Dept. f/t Blind

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Defined Spaces or Play spaces‐Provides incentive for movement, exploration, and independent interactionA life‐long organizational strategy to enhance efficiency of movement, independence and self‐esteem‐the use of defined spaces expands and grows with the childUse walls and furniture as reference points in each room of the houseFirst place toys touching body as baby plays on tummy, back, side or seated on the play space.Move objects further away and make sounds with the object for baby to reach for

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Defined Spaces or Play spaces‐Keep objects predictable and highly meaningful to the child in each area Be sure objects are easily accessible with the child’s current abilitiesReturn child to the play space frequently showing where 2 or 3 toys are, throughout the day and allow the child to play independently

Examples:Floor space‐ pallet with a border on 2‐3 sides created by walls, furniturePull‐up space‐ arranged beside sofa, chairs, shelves, tablesCrib‐ use only if child enjoys waking periods in the crib

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Defined Spaces or Play spaces‐Sittin’ Center‐ adapted seating with toys secured within reach beside, in front, and aboveEatin’ place‐ High chair, tray table‐arrange cup and bowlKitchen space‐ special cabinet designated and marked, containing child‐safe pots. Lids containers, spoonsOuter space‐ area in backyard defined by play equipment, furniture, garden fencing, wind chimes. Have predictable storage of outdoor toys, wheeled vehicles, push carts, radio or music used as a sound source to return to the door.

Barbara Halton‐Bailey, TVI, NBCTEducation Coordinator, DBVI

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I love … the use of shiny emergency blankets. They are like large sheets of reflective Mylar material that kids love to wrap themselves in and look at the reflection of the light off of the wrinkles created in the sheets. ….reflective Christmas gift bags, water bottles filled with glitter, snap and light up neon bracelets or necklaces, pompoms, shiny reflective beaded necklaces, feather boas and the list goes on and on. Sometimes just using neon coloured duct tape over a baby bottle or favorite toy works wonders.

Jody Whelan, Specialist, Early Intervention Early Childhood Vision Consultant Northeast Blind Low Vision Early Intervention Program

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Dominick M. Maino, OD, MEd, FAAO, FCOVD‐A

Professor of Pediatrics/Binocular VisionIllinois Eye Institute/Illinois College of Optometry

Lyons Family Eye CareChicago, Il

[email protected]

LyonsFamilyEyeCare.comMainosMemos.com

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Health & Medicine

PCVI Kansas Lecture