Search Results (4)

The vestibular function is in synergism with the oculomotor vergence. Vertigo may be related to vergence disorders and conversely, vestibular pathologies may affect vergence. To consolidate this hypothesis, we conducted a study at the vestibular orthoptic clinic of the Bastogne Hospital. Fourteen patients with vertigo history appearing 2 weeks to 8 years ago, aged 30 to 65 years were studied; at the moment of the eye movement study, no patient had acute attack of vertigo. The origin of vertigo varied (Meniere’s disease, organic pathology, sensitivity to visual movement). An assessment with objective measurement of vergence (single-step protocol) was carried out with the REMOBI technology coupled with binocular video-oculography in sitting and standing positions. Four neuro-rehabilitation sessions of vergence eye movements were performed with the double-step in-depth protocol, alternating sitting and standing positions to involve different postural and vestibular functions. An assessment of vergence was done again 1 to 2 months later. The initial assessment revealed problems of magnitude and/or speed or variability of vergence for 11 of the patients relative to controls (published by the group in previous studies). After neuro-rehabilitation, an improvement was observed in eight patients. Patients reported a clear improvement of their self confidence in moving in the space. Posture measures done before rehabilitation comparing eyes fixating or closed or while making near–far vergence eye movements indicated lower medio-lateral acceleration when doing vergence eye movements in patients with vertigo history of functional origin. The results are in favor of the hypothesis of a symbiosis between vergence and vestibular function and the interest of diagnosis and rehabilitation of the vergence disorder in patients with vertigo history in the absence of acute vertigo attack. Full article

Background: Traumatic brain injury (TBI) can cause visual dysfunction affecting binocularity, spatial orientation, posture, and balance. Currently, there are several options for treating manifested visual disturbances; vision therapy is one of the possible treatment options. Methods: A 14-year-old female fainted and sustained trauma to the upper-temporal part of her right eyebrow. The patient presented with eye pain, a decreased visual field, and blurred vision and she exhibited great difficulties when reading. Both neurological tests and exploration of the anterior and posterior ocular segments showed results within normal limits. The patient was diagnosed with fusional vergence dysfunction, associated with accommodative infacility and oculomotor dysfunction. To eliminate her symptoms, a visual rehabilitation program was implemented; it consisted of accommodative, anti-suppressive, vergential, motility, hand–eye coordination, and peripheral vision exercises. Results: The symptoms manifested by the patient gradually dissipated throughout the course of therapy. However, not all optometric parameters reached normal values after visual therapy, which could indicate a traumatic injury that limited the achievement of normal optometric ranges. Conclusions: After a mild traumatic brain injury (mTBI), it is necessary to carry out a complete examination of the patient’s visual function. This visual examination must include an analysis of vergences, ocular motility, and the accommodative system to obtain an accurate diagnosis. The outcomes of the present clinical case imply that visual therapy should be considered as a treatment in cases of mTBIs. Full article

In this study, we wonder how to compare the improvement in visual perceptual skills (by using the test of visual perceptual skills, TVPS) in children with dyslexia after two visual training types (a new immersive rehabilitation therapy called MoveR, and the classical vision therapy). Thirty-nine children with dyslexia were enrolled in the study. They were split into two groups (G1 and G2) matched in IQ (intelligence quotient), sex, and age. Children of the group G1 underwent to MoveR training while children of the group G2 underwent to visual training. TVPS scores of four subtests were assessed twice before and 6 months after the two different types of training (MoveR or visual). MoveR training is an immersive therapy to reinforce visual discrimination, visual attention, saccadic/vergence system and spatial orientation. Visual therapy is based by training different types of eyes movements (horizontal, vertical and oblique pursuits and saccades, convergence and divergence movements), reading task and some exercise for improving eyes–head coordination. Each training type lasted 30 min a day, five days a week, for two weeks. Before training, the TVPS scores of the four subtests measured were statistically similar for both groups of children with dyslexia (G1 and G2). After training, both group of children (G1 and G2) improved the TVPS score of the four subtests assessed; however, such improvement reached significance in G1 only. We conclude that MoveR training could be a more useful tool than classical visual training to improve visual perceptual abilities in dyslexic children. Follow up studies on a larger number of dyslexic children will be necessary in order to explore whether such improvement persists over time and its eventual implication in reading or other classroom’s activities. Full article

Individuals with traumatic brain injury (TBI) manifest a wide range of visual dysfunctions. One of the most prevalent involves the oculomotor system, which includes version, vergence, and accommodation. However, until recently, there has been no comprehensive, computer-based program for remediation of these oculomotor deficits. We present such an oculomotor rehabilitation program that has been tested in a clinical trial in patients having TBI with a high degree of success based on before-and-after objective system recordings, performance measures, and related visual symptomotology. The basic program components include a versatile stimulus package incorporating the attentional paradigm of rapid serial visual presentation (RSVP), the ability to add a visual and/or auditory distractor to the training to increase difficulty level (“task loading”), automated assessment of RSVP errors, and automated assessment of visual performance over the training period. Program limitations and future directions are also considered. Full article