The effect of gaze angle on visual acuity in infantile nystagmus

Purpose: Most individuals with infantile nystagmus (IN) have an idiosyncratic gaze angle at which their nystagmus intensity is minimized. Some adopt an abnormal head posture to use this “null zone,” and it has therefore long been assumed that this provides people with nystagmus with improved visual acuity (VA). However, recent studies suggest that improving the nystagmus waveform could have little, if any, influence on VA; that is, VA is fundamentally limited in IN. Here, we examined the impact of the null zone on VA. Methods: Visual acuity was measured in eight adults with IN using a psychophysical staircase procedure with reversals at three horizontal gaze angles, including the null zone. Results: As expected, changes in gaze angle affected nystagmus amplitude, frequency, foveation duration, and variability of intercycle foveation position. Across participants, each parameter (except frequency) was significantly correlated with VA. Within any given individual, there was a small but significant improvement in VA (0.08 logMAR) at the null zone as compared with the other gaze angles tested. Despite this, no change in any of the nystagmus waveform parameters was significantly associated with changes in VA within individuals. Conclusions: A strong relationship between VA and nystagmus characteristics exists between individuals with IN. Although significant, the improvement in VA observed within individuals at the null zone is much smaller than might be expected from the occasionally large variations in intensity and foveation dynamics (and anecdotal patient reports of improved vision), suggesting that improvement of other aspects of visual performance may also encourage use of the null zone

Visual processing in infantile nystagmus is not slow

Purpose: Treatments for infantile nystagmus (IN) sometimes elicit subjective reports of improved visual function, yet quantifiable improvements in visual acuity, if any, are often negligible. One possibility is that these subjective “improvements” may relate to temporal, rather than spatial, visual function. This study aimed to ascertain the extent to which “time to see” might be increased in nystagmats, as compared to normally sighted controls. By assessing both eye movement and response time data, it was possible to determine whether delays in “time to see” were due solely to the eye movements, or to an underlying deficit in visual processing. Methods: The time taken to respond to the orientation of centrally and peripherally presented gratings was measured in subjects with IN and normally sighted controls (both groups: n = 11). For each vertically displaced grating, the time until the target-acquiring saccade was determined, as was the time from the saccade until the subject's response. Results: Nystagmats took approximately 60 ms longer than controls to execute target-acquiring saccades to vertically displaced targets (P = 0.010). However, the time from the end of the saccade until subjects responded was not significantly different between groups (P = 0.37). Despite this, nystagmats took longer to respond to gratings presented at fixation. Conclusions: Individuals with IN took longer to direct their gaze toward objects of interest. However, once a target was foveated, the time taken to process visual information and respond did not appear to differ from that of control subjects. Therefore, conscious visual processing in IN is not slow

Spatial Vision Deficits in Infants and Children with Down Syndrome

purpose. Infants and children with Down syndrome show reduced visual acuity and contrast sensitivity when tested with conventional behavioral techniques. These results may reflect sensory deficits of optical or neural origin or a loss of performance in mechanisms responsible for generating the behavioral response. The purpose of this study was to compare objective acuity and contrast sensitivity measurements recorded with visual-evoked potentials (VEPs), with behavioral clinical test results in a group of children with Down syndrome and a group of control subjects. The goal was to determine whether children with Down syndrome still have a sensory deficit when tested using a procedure that is less cognitively demanding than conventional tests. methods. The subject group comprised 58 children with Down syndrome and 44 control subjects, aged 3 months to 14.15 years. Visual acuity and contrast sensitivity were measured with steady state, swept VEPs and behavioral techniques. VEP acuity was obtained from 36 children with Down syndrome and 40 control subjects, and behavioral acuity from 54 children with Down syndrome and 35 control subjects. VEP contrast sensitivity was measured in 24 children with Down syndrome and 34 control subjects, and behavioral contrast sensitivity in 42 children with Down syndrome and 25 control subjects. Group differences in visual acuity and contrast sensitivity were analyzed with an analysis of covariance (ANCOVA), with age as a covariate. results. Visual acuity thresholds were significantly lower in the group with Down syndrome than in the control group. This was true for both VEP (P < 0.01) and behavioral measures (P < 0.01). The Down syndrome group also had reduced contrast sensitivity when compared with the control subjects, for VEP contrast sensitivity (P < 0.01) and behavioral contrast sensitivity (P < 0.01). The group differences remained when children with ophthalmic anomalies were excluded from the analysis. conclusions. The reduced visual acuity and contrast sensitivity in the Down syndrome group support the idea of an underlying sensory deficit in the visual system in Down syndrome

Habitual visual acuity and visual acuity threshold demands in Nigerian school classrooms

This study was designed to estimate the burden of blindness and vision impairment in school children, and to determine the proportion of students meeting the visual acuity (VA) demand for their classrooms. From 148 primary and secondary school classrooms in Edo State, Nigeria, the habitual distance and near VA of over 2000 students were measured. Values obtained were compared with the calculated distance VA demand and actual near VA demand for their classrooms. Measures used to calculate the VA demand were working distance and smallest text size on learning materials, at both distance and near. We also determined the relationship between age and calculated VA demand and the effect of factors such as school ownership and school type on the VA demand. Habitual distance vision impairment was found in 0.8% of pupils, including 2 (0.10%) who met the WHO criteria for blindness. The average VA demand at the furthest and nearest sitting position to the board was 0.21 ± 0.23 and 0.65 ± 0.33LogMAR, respectively. Near working distance of students ranged from 15.00 to 37.20 cm, and the near VA demand as well as actual near VA demand (using a 2.5 times acuity reserve) was 0.60 ± 0.17 and 0.20 ± 1.7LogMAR, respectively. LogMAR VA demand increased (size of print decreases) with increasing age, at both distance (r = − 0.549, p = 0.070) and near (r = − 0.921, p < 0.0001). The VA demand at maximum distance and the actual near VA demand differed significantly by school ownership and between primary and secondary schools. Most students had VA better, but up to 11% of students per class had VA poorer than their classroom demands. Although the majority of students had better VA than their classroom demands, for students with reduced vision, learning could be negatively impacted. It is important to continually screen students for vision impairment and ensure prompt referral and treatment. These findings have implications for managing vision problems in children, as well as enabling appropriate classroom arrangements for those with vision impairment

Infantile nystagmus adapts to visual demand

purpose. To determine the effect of visual demand on the nystagmus waveform. Individuals with infantile nystagmus syndrome (INS) commonly report that making an effort to see can intensify their nystagmus and adversely affect vision. However, such an effect has never been confirmed experimentally. methods. The eye movement behavior of 11 subjects with INS were recorded at different gaze angles while the subjects viewed visual targets under two conditions: above and then at resolution threshold. Eye movements were recorded by infrared oculography and visual acuity (VA) was measured using Landolt C targets and a two-alternative, forced-choice (2AFC) staircase procedure. Eye movement data were analyzed at the null zone for changes in amplitude, frequency, intensity, and foveation characteristics. Waveform type was also noted under the two conditions. results. Data from 11 subjects revealed a significant reduction in nystagmus amplitude (P < 0.05), frequency (P < 0.05), and intensity (P < 0.01) when target size was at visual threshold. The percentage of time the eye spent within the low-velocity window (i.e., foveation) significantly increased when target size was at visual threshold (P < 0.05). Furthermore, a change in waveform type with increased visual demand was exhibited by two subjects. conclusions. The results indicate that increased visual demand modifies the nystagmus waveform favorably (and possibly adaptively), producing a significant reduction in nystagmus intensity and prolonged foveation. These findings contradict previous anecdotal reports that visual effort intensifies the nystagmus eye movement at the cost of visual performance. This discrepancy may be attributable to the lack of psychological stress involved in the visual task reported here. This is consistent with the suggestion that it is the visual importance of the task to the individual rather than visual demand per se which exacerbates INS. Further studies are needed to investigate quantitatively the effects of stress and psychological factors on INS waveforms

Eye movements and poor reading: does the Developmental Eye Movement test measure cause or effect?

The literature concerning subjects who have reading difficulties has repeatedly noted their abnormal eye movements. The Developmental Eye Movement (DEM) test was developed on the assumption that poor eye movement control is a major cause of reading difficulties. The hypothesis tested by this study was that practice in fluent reading trains the eye movements that result in a good DEM score, whilst poor readers will exhibit low DEM scores due to insufficient training. English readers (43 children, 20 adults), and Arabic readers (six children, five adults) were recruited. The DEM test was administered twice, performed once reading the horizontal section in the habitual reading direction and secondly in the opposite direction, thus enabling the subjects’ eye movements to be compared when reading in their habitual direction and when reading in a direction which is relatively unpracticed. Paired t-tests showed that the difference in eye movements (quantified via the DEM test ratio) between the two opposing reading directions was significant in English reading adults, English reading children and Arabic reading children, but not significant in the Arabic adults, who were equally practised in reading in the two directions. The results support the hypothesis that abnormal eye movements are more likely to be an effect and not the cause of reading difficulties. The DEM test should not be used to diagnose eye movement difficulties in a patient with poor reading ability