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RecruitingNot ApplicableNCT06701617

In-person and Telehealth Visual Rehabilitation for Children With Low Vision

The Effectiveness of In-person and Telehealth Visual Rehabilitation for Children With Low Vision

Sponsor

National Taiwan University Hospital

Enrollment

200 participants

Start Date

Nov 25, 2024

Study Type

INTERVENTIONAL

Conditions

Visual RehabilitationOddball Design

Summary

Restorative visual rehabilitation is frequently used to enhance the visual development and function of children with low vision. An important strategy within this field is visual stimulation, which is particularly used for infants and toddlers with low vision, as well as for children who have both developmental disabilities and low vision.This study has two primary objectives.The first objective is to examine the effect of using intensive, specific, and flickering black-and-white checkerboard patterns to enhance visual function in children with mild to moderate low vision. The second objective is to develop a visual stimulation program tailored for children with severe or profound multiple disabilities and visual impairments, and to evaluate its effectiveness.

Eligibility

Min Age: 1 MonthMax Age: 12 Years

Inclusion Criteria12

  • Passive visual stimulation group
  • Children aged less than or equal to 12 years old.
  • The causes of visual disorder in children are unlimited.
  • The acuity of children's better eye ranges between hand move and 0.2.
  • Children with multiple disabilities and visual disorders typically exhibit developmental levels ranging from moderate to severe or below.
  • The parents of these children exhibit a positive attitude and are willing to cooperate with visual learning programs.
  • Infants under 1 year old with low vision without other developmental issues , under or equal to moderate developmental issues.
  • Children aged less than or equal to 12 years old.
  • No restrictions on the causes of visual impairment in children.
  • Best-corrected visual acuity (BCVA) in the better eye is equal to or better than 0.02.
  • If children have additional developmental issues, their disability severity should primarily be mild or moderate.
  • The primary caregiver demonstrates a positive attitude and is willing to cooperate with the visual training program.

Exclusion Criteria7

  • Significant refractive errors that affect acuity but are unable to cooperate with wearing corrective glasses in two training sessions.
  • Requires patching for monocular vision rehabilitation but is unable to cooperate with patching in two training sessions.
  • The individual is unable to adapt to the training environment and cooperate with visual learning in two sessions due to unstable emotions or difficulty adapting to the environment.
  • (1)Significant refractive errors that severely affect vision, where the child cannot adapt to wearing corrective glasses within two training sessions.
  • (2)Requires occlusion therapy for monocular visual rehabilitation but cannot cooperate with occlusion within two training sessions.
  • (3)Inability to adapt to the training environment or cooperate with visual training due to emotional instability or difficulty adjusting within two training sessions.
  • (4)Unstable physiological conditions (e.g., epilepsy, sleep disturbances) that prevent consistent participation in visual training.

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Interventions

BEHAVIORALrestorative visual rehabitation

black-and-white checkerboard patterns, visual stimulation program, restorative visual rehabitation

Locations(1)

Department of Occupational Therapy, College of Medicine, National Taiwan University

Taipei, Taiwan

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NCT06701617