busy practicing vision therapy at home amongst other things and I’m very
excited to share with you that Nolan is making great progress in vision
therapy. Not only are we starting to see
changes in how he is progressing through the various exercises, but we are
seeing a positive impact in his everyday life.
“Good thing I’m doing vision therapy Daddy, or I would’ve probably knocked that over.”
I mentioned previously that one of the reasons we started vision therapy was because we felt that Nolan was somewhat clumsy, often knocking into things. Nolan’s job after dinner is usually to clear the plates from the table… something that used to make me cringe as I waited for him to drop or knock something over. Well, just the other night, he successfully lifted his plate up and over his sister’s ill-placed glass, and then proudly stated, “Good thing I’m doing vision therapy Daddy, or I would’ve probably knocked that over.” Yes! I was so excited not only to see this change but to know that he was seeing it as well.
Nolan surprised me at a recent vision therapy session. There’s a game that we have called
Squap. It’s basically a catch and throw
type game that uses paddles and a ping pong ball. It’s actually fairly challenging. I was
surprised not only that Nolan chose to try it with Ariana, but that he actually
was able to catch the ball consistently. Catching is one of the things that
Nolan really wanted to improve on, and it’s exciting to see him making progress
at things that are important to him.
important to see. And it’s especially important to us as both parents and
optometrists that we help our children not only excel at activities in vision
therapy, but that we help them to translate those things into everyday life.
Seeing these improvements helps us and our patients gain the motivation to
continue working hard to get the best results possible!
Elliot, like many students, thought that his classroom struggles could be overcome by hard work alone. As a senior in high school he received a Vision Performance Screening as recommended by Dr. Doyle, his Highline optometrist. He was then able to understand just how adversely his visual skills affected his learning. The screening revealed his reading comprehension was just 30 percent.
Video courtesy of Carole L. Hong, OD, FCOVD: In this video, San Francisco Giants first baseman, Brandon Belt, discusses how vision therapy helped him recover from concussions even though he had “perfect vision.” Even now, he continues to go to vision therapy and he thinks vision therapy is “the next level of the game.”
As I mentioned in a previous blog, I see kids on a regular basis who have binocular vision or eye tracking efficiency deficits. Usually, the process of explaining this is fairly straightforward. We sometimes show parents examples of activities that their children are struggling with, we go through certain test results with them and compare them against normal values, etc. But when my six-year-old son, Nolan, asked me the other night why he had to do his vision therapy homework I felt somewhat ill-prepared….
It was a snowy and cold Saturday morning when Nolan and I headed to the office for his first session of vision therapy. I knew what to expect as we walked into the office, but my inquisitive six-year-old was curious about what lay ahead of him for the next forty-five minutes. I began to tell him a little bit about what he would learn in vision therapy and that a lot of the things he would do would be fun like games. This seemed to pique his interest even more. Continue reading →
Writing this blog post is a humbling moment in my career. As I write, I feel like a terrible father and optometrist but I will keep writing in the hopes my family’s journey will help others.
All day I see patients and discuss, in great detail, the visual or physical symptoms they experience that affect their enjoyment of life as well as their continued health. I, and the other doctors here at Highline, are especially passionate about targeting potential visual skills deficiencies that can keep kids and adults from learning efficiently. For some people, these binocular vision issues can cause some pretty debilitating physical symptoms like eyestrain, headaches, and double vision. For others, the cues are often subtler and are easily missed or written off as other things like “boyishness”. Continue reading →
Vision is much more than just seeing 20/20. If there is a vision disorder unrelated to clarity, it may make working, learning, sports and hobbies significantly more difficult. Struggling students and hardworking adults may fall behind if their visual demands are overwhelming.
Vision therapy is appropriate for treatment of tracking and reading fluency problems, poor focus and/ or attention, visual processing issues, convergence insufficiency, traumatic brain injury, strabismus, amblyopia, and many more vision conditions that can be present at any age. Continue reading →
Amblyopia, often called “lazy eye,” is a treatable disorder of vision development that begins during infancy and early childhood. With amblyopia, an otherwise healthy eye is unable to achieve normal visual acuity (20/20) even with glasses or contact lenses. In addition to poor visual acuity, people with amblyopia are more likely to have difficulties with eye-hand coordination, clumsiness, reading, depth perception and understanding what is seen. Continue reading →
Addressing damaged visual processing after an acquired brain injury can enhance your rehabilitation.
ABI and Hidden Visual Problems
Vision is your body’s most important source of sensory information. If you’ve experienced a brain injury, the vital connection between your brain and your vision may be interrupted or damaged. While that alone would be cause for treatment, consider the fact that all of your other rehabilitation activities rely on accurate vision for success.
Children whose academic performance is significantly advanced compared to others their age are categorized as gifted. Yet, educators who work with children and teens identified as Gifted and Talented understand that though these students may be exceptional in some academic work, they may struggle to learn in other areas of study. It can be extremely hard to identify these kids as their giftedness can allow them to compensate in the areas in which they struggle. They are also most likely to work extra hard to compensate for a learning dysfunction they are intuitively aware of but struggle to express to parents or teachers. These kids are often referred to as Twice Exceptional.