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Related Experiment Videos

Visual function in school-aged children born before 29 weeks of gestation: a population-based study.

A L Hård1, A Niklasson, E Svensson

  • 1Section of Paediatric Ophthalmology, The Queen Silvia Children's Hospital, Göteborg, Sweden. annalena.hard@oft.gu.se

Developmental Medicine and Child Neurology
|March 4, 2000
PubMed
Summary

Very preterm children often experience visual-perceptual challenges. Early screening and assessment of visual function are crucial before school entry to address these common issues.

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Area of Science:

  • Developmental Pediatrics
  • Ophthalmology
  • Neuroscience

Background:

  • Preterm birth is associated with various developmental challenges.
  • Visual impairments and perceptual deficits are known risks in this population.
  • Understanding the prevalence of visual-perceptual issues in very preterm children is essential for early intervention.

Purpose of the Study:

  • To evaluate visual function, including visual perception, in school-aged children born very preterm.
  • To compare the visual perceptual skills of preterm children with a term-born control group.
  • To identify the prevalence of visual impairment and perceptual difficulties in this cohort.

Main Methods:

  • A cohort of 51 very preterm children (median age 7.2 years) and 50 term-born controls were assessed.

Related Experiment Videos

  • Visual acuity, visual fields, stereoacuity, and visual perception were evaluated.
  • The Test of Visual Perceptual Skills Revised (TVPS-R) was used to measure visual perception.

    • Main Results:

    • Six percent of preterm children had visual acuity less than 0.3 (6/18).
    • 42% of all preterm children scored below the 5th centile on the TVPS-R, compared to 14% of controls.
    • 34% of preterm children without known brain lesions also showed deficits in visual perception.

    Conclusions:

    • Visual-perceptual problems are prevalent in very preterm children.
    • Routine screening for visual-perceptual skills is recommended before school entry.
    • Early identification and assessment can facilitate timely support for affected children.