Date Presented 04/04/2025
Cortical visual impairment (CVI) is underdiagnosed. As a result, there is a gap in research on interventions used with CVI. This research aims to explore eye gaze technology as an intervention and effects of sensory processing on occupational performance.
Primary Author and Speaker: Tammy J. Bruegger
Additional Authors and Speakers: Maddie Gardner, Hope Garrett, Abby Girard, Serenity Hessenflow, Alyssa Kerperien
PURPOSE: This study aims to determine if eye gaze technology improves visual processing as an intervention and leads to increased occupational performance, and participation of children with CVI. Cortical visual impairment (CVI) is one of the leading causes of childhood blindness, affecting 27% of children with blindness in the United States. This condition is associated with brain dysfunction and leads to atypical visual processing and interpretation. This can cause cognitive, motor, and social problems in developing children. CVI is underreported, underdiagnosed, and undertreated. Currently, there is a gap in the research on interventions to use with children with CVI to increase occupational participation and performance.
DESIGN: This mixed method design reports descriptive qualitative data and quantitative data using a pre/post pre-experimental design with children who have CVI. After approval by the IRB committee, three participants ages 4–6 years of age used eye gaze technology over six weeks at a school for the visually impaired in a Midwest city.
METHOD: The Canadian Occupational Performance Measurement, CVI Range, Sensory Profile-Short Form and Sensory Checklist for Children with Visually Impairment were completed during a parent interview and pre/post testing of children with CVI. Then Insight, Learning Curve Software and a Tobii Eye Tracker camera were used for intervention to improve visual processing.
RESULTS: A series of Wilcoxon Signed Ranks tests were conducted to determine if there were differences in pre-post test scores for each of the research questions. Although scores increased the scores were not statistically significant. This was thought to be due to decreased intervention sessions and lapse in intervention due to school breaks. Data analysis was impacted by low number of subjects.
CONCLUSIONS: Implications from this study indicate a continued examination of eye gaze technology to use with children with CVI with increased intensity.
References
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