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Related Experiment Video

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Technical Report: Repeatability of Contrast Sensitivity Test in Children.

Rosa Hernández-Andrés, María Josefa Luque1, Miguel Ángel Serrano

  • 1Department of Optics and Optometry and Vision Sciences, University of Valencia, Valencia, Spain.

Optometry and Vision Science : Official Publication of the American Academy of Optometry
|June 9, 2020
PubMed
Summary

Contrast sensitivity (CS) testing in children is crucial as visual acuity alone is insufficient. The Topcon CC-100 shows better repeatability at mid-range spatial frequencies, but a learning effect impacts normal range adequacy.

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Area of Science:

  • Ophthalmology
  • Pediatric Vision Science
  • Visual Psychophysics

Background:

  • Contrast sensitivity (CS) is vital for visual function but not routinely assessed in children.
  • Simple visual acuity tests do not fully capture vision quality in pediatric populations.
  • CS deficits are observed in amblyopic and premature children, highlighting the need for specialized testing.

Purpose of the Study:

  • To evaluate the repeatability and establish the normal range of contrast sensitivity function in children aged 4-9 years.
  • To assess the utility of the Topcon CC-100 instrument as a diagnostic tool for pediatric contrast sensitivity.

Main Methods:

  • Contrast sensitivity was measured in 25 children (11 boys, 14 girls) with normal visual acuity.
  • The Topcon CC-100 device was used to measure CS at spatial frequencies of 1.5, 3, 6, 12, and 18 cycles per degree (cpd).
  • Two measurements were conducted 3 months apart to assess repeatability.

Main Results:

  • Repeatability (coefficient of variation) was best at mid-range spatial frequencies (3 and 6 cpd).
  • Variability was higher at low (1.5 cpd) and high (12, 18 cpd) spatial frequencies.
  • Older children exhibited better repeatability, and a learning effect was noted between the two measurement sessions.

Conclusions:

  • The Topcon CC-100 demonstrates variable repeatability across spatial frequencies in children.
  • A learning effect may influence test results, suggesting caution when applying standard normality ranges.
  • Further research is needed to refine CS testing protocols and establish age-appropriate normative data for children.