Visual Acuity alterations in heavily impaired Congenital Zika Syndrome (CZS) children

Luiz C P Baran1,2, Diego da S Lima1,2, Leonardo A Silva1,2

  • 1Department of Experimental Psychology, Institute of Psychology, University of São Paulo, São Paulo, SP, Brazil.

PubMed

Insights

Congenital Zika Syndrome (CZS) significantly impairs visual acuity (VA) in children, correlating with motor skills but not cognitive abilities. Most affected children retain some visual function despite impairment.

Area of Science:

  • Ophthalmology
  • Pediatrics
  • Virology

Background:

  • Congenital Zika Syndrome (CZS) is a condition affecting infants born to mothers infected with Zika virus during pregnancy.
  • Visual impairment is a recognized complication of CZS, but the extent and impact on development require further elucidation.

Purpose of the Study:

  • To assess visual acuity (VA) in children with CZS.
  • To evaluate the degree of visual loss in this population.
  • To explore correlations between visual function and cognitive/motor development.

Main Methods:

  • A cohort of 41 children with confirmed Zika virus infection (Congenital Zika Syndrome) from Rio de Janeiro was evaluated.
  • Visual acuity was assessed using Teller Acuity Cards.
  • Cognitive and motor domain tasks were administered to assess developmental performance.

Main Results:

  • 95% (39/41) of CZS children exhibited visual acuity below normative values.
  • Visual impairment severity varied, with 29 cases showing significant deficits (>0.15 logMAR below lower limit).
  • Visual acuity correlated with motor domain performance but not with cognitive tasks; children with better VA performed better in both domains.

Conclusions:

  • Children with CZS demonstrate a high prevalence of significant visual acuity impairment.
  • Visual function deficits in CZS correlate with motor development, suggesting a potential impact on motor milestones.
  • Despite impairment, many CZS children retain some visual function, highlighting the importance of early visual assessment and intervention.
Abstract