Low Vision Notes Flashcards
(176 cards)
Definition of low vision
Any chronic visual condition not correctable by glasses, CL or medical intervention that impairs everyday function.
What are the 3 categories of sight?
Normal vision, low vision and blindness
What are the uses of LVA?
To maintain independence and make best use of remaining vision
Types of LVA (optical)
Magnifiers and telescopes
Types of LVA (NON-OPTICAL)
-Electronic vision enhancement software
-Apps and software
-lighting
-Tints
-large print
-talking books
-environmental design features
-sensory substitution (braille, echolocation, white canes)
-guide dogs
Who are LVA assessment (optical) carries out by?
Optometrists and dispensing opticians within the HES
In private practices for HES and health boards (local schemes)
Private LVA Assessments
Who are LVA assessments (non-optical) carried out by?
Social services or charities
Who is able to certify who is blind or partially sighted (severely sight impaired Vs sight impaired)?
Severely sight impaired (blind):
VA BELOW 3/60
VA BETWEEN 6/60 AND 3/60 (WITH CONSTRICTED FIELD OF VISION
VA BETTER THAN 6/60 (CONTRACTED FIELD OF VISION ESPECIALLY IF IN LOWER FIELD)
Partially sighted (sight impaired):
VA of 3/60 to 6/60
Upto 6/24 with moderate contraction of visual field, opacities in media or aphakia
6/18 or even better if there is gross field defect e.g. heminopia of glaucoma
What are other definitions of visual impairment?
Functionally blind (CANT see to read/write with use of LVA and CANT move in unfamiliar surroundings without use of GUIDE DOG/CANE)
Functionally sighted (CAN read/write with use of LVA and CAN move in unfamiliar surroundings without Guide dog/Cane)
Functionally sighted with aided mobility ( CAN read/write with use of LVA but CANT move in unfamiliar surroundings without Guide Dog/Cane)
Functionally sighted without sighted literacy (CAN move around in unfamiliar surroundings without Guide Dog/Cane but CANT Read/Write even with use of LVA)
Definitions of Disorder, Impairment, Disability and Handicap, and difference between them?
Disorder- Deviation from ‘normal’ of any bodily structure
Impairment- An interference with a bodily function (e.g. VA or VF’s)
Disability- Lack, loss or reduction of an individual’s ability to perform certain tasks
Handicap- an individual’s perceived or actual disadvantage with respect to the expectations of the society in which they live and limits choice or independence
A disorder may cause impairment and the treatment of the disorder aims to prevent impairment. Disorder & Impairment are judged from a medical viewpoint while disability & handicap are social concepts. The aim of proving a patient with an LVA is to overcome impairment & prevent it causing disability.
Determination of degree of disability or handicap must take into account the requirements and expectations of the individual.
Disorder = ARMD
IMPAIRMENT = Reduced distance VA
DISABILITY= Loss of independence
Handicap = Inability to drive
Scotland Registration Process & Forms
Certification: Patient is referred to ophthalmology department by GP, optometrist (via GP) or social worker (via GP) and CVI is completed by a consultant ophthalmologist.
LVL (low vision leaflet): Issued to patient by optometrist (or supplied by social service departments) , self-referral form, access to social services
CVI Form (Certificate of Vision Impairment)
Certifies patient as blind, completed by consultant ophthalmologist
-Copies are sent to GP, local social services department + Information to census office for research
-social worker reaches out to discuss if wish to be registered or need community care assessment
-patient can then receive benefits of registration
Access to help is not dependent on registration
Paediatric CVI Form
This is to be completed in addition to the standard form and contains details about the disorder(s) resulting in visual impairment of the paediatric patient.
-Children registered blind after 4 years unless obviously no sight
Why should a patient get registered?
To determine funding & resource allocation it is important that accurate statistical information about the number of blind & PS patients is available nationally & for each local authority area.
Estimates suggest that up to 50% of patients who are eligible are not registered.
For the patient the main benefit of registration is that it allows access to services and benefits,
for example:
Financial help (extra benefits and concessions e.g. income tax relief & VAT exemptions)
50% off TV license for blind, not PS!
Free BT-directory enquiries service
Free GOS sight test (England)
Transport (free in some areas, disabled car badge)
RNIB- talking books & many other very useful services
British wireless for the Blind Fund- radios
Registration – Disadvantages and problems with the process
Loss of hope & self-esteem as many patients (and some professionals) see this as the ‘end of the road’, when nothing else can be done.
Problems
Health care & other professionals may not tell patients about registration and it is often done as a last resort by ophthalmologist
Poor communication between professionals involved- ophthalmologist, social workers, optometrists etc.
Long waiting times
Not enough social workers - may not be trained in dealing with LV patients
Budget cuts & lack of funding
What to consider before starting a LVA assessment?
Here are some points to consider before you start:
LVA assessments are time consuming – set aside sufficient time, especially for history (checklist/questionnaire)
What does the patient want you to do (and is this possible)? Px expectations may be too high or very low
Px may be distressed, disillusioned & tire easily
Poor motivation
The patient must agree with what you want them to do - they make the final choices!
What to consider during LVA assessment?
The Adjust your speed to the patient (e.g. Elderly, children) and avoid unnecessary tests/procedures
Keep talking to the patient. Don’t use gestures which they might not see!
Get all their current/past spectacles and magnifiers if possible
Encourage carers/family to be present unless patient objects
Px may have other disabilities e.g be prepared to cope with hearing loss as well
General observation of the patient from the moment you meet them or when you collect them from the waiting room can provide additional information. Here are some points to consider:
Are they bothered by bright light?
Any physical infirmities, which restrict range of activities they need to undertake and limit
their visual requirements, but also restrict the ability to handle LVAs.
Do they look straight at you when talking, or use eccentric viewing?
Can they navigate independently, or need to be guided? If guidance is required offer your
arm and use the correct sighted guide technique.
How to correctly guide a VIP?
– VIP follows half a pace behind
– VIP takes guide’s arm slightly above elbow
– Change to holding wrist if space narrow (or guiding child)
– Crowds: in single file Steps
– keep up a running commentary
– say if they go up or down Doors
– VIP on same side as hinge
– Guide opens door and “hands it” to VIP Chairs
– approach from behind and put VIPs hand in centre of back-rest, or
– approach from in front, and put their hand on arm-rest, or seat
– VIP stands with back of knees touching edge of seat before sitting
– Guide should say if there are any obstructions round the chair
History & Symptoms
The case history is a very important part of the LVA assessment. You must find out what the patient wants & what they require. This may not be the same thing!
Visual Status
You need to find out as much as you can about the patient’s lifestyle, their daily living requirements and specific hobbies and determine the impact of the visual impairment.
Some practitioners advocate the use of questionnaires (Figure 2) (Wolffsohn and Cochrane 2000).
Ask specific questions related to;
Distance and Near Vision (ability to read newspaper, watch TV etc)
Mobility
Everyday tasks (e.g. kitchen)
Hobbies or interests
Different lighting conditions
Examples:
How did they get there: public transport?
Can they see the bus numbers, departure boards etc.? Can they cross the road safely?
Does bright sunlight bother them?
Can they see the TV?
How close do they sit? Could they sit closer?
Do they read?
What? Books, newspapers or just bills etc?
What size print can they see? Small print or headlines? How long can they read for? What sort of lighting?
Where is the light positioned?
Can they still write?
Do they use a computer/tablet the internet?
Do they manage about the house?
cooker dials? food on a plate? labels on cans etc?
Do they get home help, Social Service help?
Do they have a pastime; knitting/sewing, gardening, music?
Often patients will tell you that they can’t see/read anything. What they actually mean is that they don’t enjoy reading, because it is difficult. It is important to find out what size print they would be able to manage (with effort), as this information is useful when calculating their magnification requirements!!!
Ocular & General Health History
This is similar to a routine eye test and you usually go through this before examining the patient. However, often patients don’t remember any specific details about procedures/treatments they have received.
If the information that the patient provides seems inconsistent you may interrupt politely and come back to the question during or after the eye exam. In some cases the amount of useful information that you’ll be able to extract may be limited e.g. if the patient suffers from dementia.
Try and establish the following:
Onset of impairment, duration and circumstances
Stability of vision, difference between the eyes
Ocular condition if known
Cause, duration & onset (sudden onset patient may be too upset for assessment)
Stability & prognosis (deteriorating, improving or stable)
Current, past & future treatment
General health and medication
Physical infirmities (e.g. Arthritis or Parkinson’s - can’t hold hand magnifier.)
Registration of vision impairment
Previous & Current Low Vision Aids
It is important to find out as much as you can about current and previously used LVAs. For example, if a patient used to be able to read newsprint with a particular magnifier and now they can only manage headlines it is likely that their eye condition has deteriorated. Ask questions regarding:
Previous LVA assessments and previous LVAs used?
Important: Have they previously tried LVAs that they didn’t find useful and Why?
Current LVAs & spectacles used?
Record VAs and details of currently used LVAs (e.g. power /magnification, how old?, condition etc. )
Occupation & Education
For patients of working age this is relevant as it will help you establish target VAs, required working distances and magnification needs.
Patients Motivation & Expectations
Patient motivation has a major effect on the outcome of an LVA assessment. If a patient is positive and willing to try new things and accepts the limitations of LVAs, they are much more likely to succeed using them. Establish the following:
What does the patient hope you can do for them?
Is their expectation realistic?
If their expectation is unrealistic try to let them down gently, but do not promise things
you can’t deliver!!
Social Circumstances & Family
You may sometimes need to initiate a referral to social services/voluntary organisations:
Live alone?
Family & friends?
Attitude of patient (angry, denial, confident, unconfident, depressed or accepting)
Attitude of family (caring & supportive, over-helpful or uncaring)
Requirements & Priorities
It is important to prioritise. It is unlikely that you’ll be able to offer a solution for all of the patient’s visual problems.
Start and find out what task is most important to the patient?
Often, different LVAs will be required for different tasks and the Px may end up with several LVAs. Patients often have to accept that not all tasks can still be done (e.g. driving although some states in the USA still allow driving with a distance telescope!).
Sometimes a non-optical aid may be more helpful. Consider the patient’s individual circumstances, listen to the Px and ‘think outside the box’.
Psychological Aspects
As mentioned above MOTIVATION is very important! “What do you want me to do for you?” Patients must be ready and willing to accept help.
Beware of those who don’t want help because they feel that they benefit from their disability e.g. make the family feel guilty or like to have the grandchildren around to read letters to them etc.
Psychological Adjustment to Vision Loss
It is generally accepted that the loss of ability (loss of sensory [e.g Vision], motor [ e.g. loss of a limb], intellectual or reproductive functioning) is comparable to a form of bereavement with a similar response sequence. The adaptation to the loss has been extensively described (Kubler-Ross 1975) and is a gradual process involving a series of 5 stages (loss model).
The psychological adjustment to loss involves perceptual, behavioural, cognitive and emotional adjustment.
Loss Model
The Loss Model is probably most appropriate to sudden visual loss. The five stages are:
1) Denial & shock
2) Grief
3) Anger
4) Depression & apathy
5) Acceptance
Shock
Sudden loss, eg wet AMD or stroke
Disbelief,
Patient doesn’t appear to comprehend and doesn’t appear to be listening
Denial
Not the same as disbelief
Refuses to admit that they have a problem (good example is driving with reduced VA
against the advice of eye care professionals); Most of the public think that ‘blind’ =
complete darkness
May refuse LVA’s (“I just need stronger glasses”)
Anger
May feel that there is lack of or improper treatment
Px may stop taking prescribed medication
Depression & apathy
Hopeless situation, Going to get worse
Nothing can be done and LVA assessment is a waste of time
May need counselling or psychotherapy
Realistic acceptance
Final stage
Understands and accepts the condition
Makes effective use of remaining VA
Uses LVA’s, eccentric viewing, white stick etc.
Happy to use aids in public
Psychological Adjustment to Vision Loss-treatment
Treatment
Prevent loss of competence- start rehabilitation as soon as possible
Goal is to get them performing old tasks at a very early stage
Simple techniques with positive feedback
Tasks which show rapid progress
Attribute failure to external influence and success to their own efforts
NB. Environmental factors can affect the process of adjustment to the disability e.g.
Death of partner, relative or close friend
Patient is carer for someone else
Financial problems
Reaction of relatives eg over helpful or don’t care
Measuring Visual Acuity
Measuring Visual Acuity
1. Measure current distance best corrected VA (BVA) & Near BVA with aids & specs. It is often not useful to measure vision (abnormal relationship between vision and VA).
use current correction if apparently correct
beware of inappropriate balance lenses
give the patient impression they are doing well – cooperation is key!
if VA unknown start at a close distance (0.5 or 1m) and move back if necessary
record test distance e.g. 1/36 ;
DO NOT USE counting fingers (CF) – move chart closer instead
VA notations if <0.5/60: HM, LProj, LP, NLP
increase or decrease illumination if necessary
e.g. rod monochromat-lights down, media opacities – may need additional
lighting recording:
monocular & binocular VA as usual
type of chart and test distance e.g. Snellen 1/36
light level
head turn/eccentric viewing etc. what
Refract if needed
Objective – important because subjective often very difficult/variable.
Subjective
Think about ‘Just Noticeable Difference’, DO USE LARGE STEPS!!!!!
Sph: ± 0.5DS, ±1.00DS. ±3.00DS
X-cyl: ± 0.50 or ±1.00
DO USE bracketing techniques
Direct the patient to single letters or lines and use comparisons e.g.: “Clearer with or without?”
DO NOT ask open ended questions like: “How is it with this lens?” or “What can you read with this lens?”
Reduce testing distance if required (adjust Rx for distance!)
Px should be able to see about 4 lines of the test chart
- Establish distance magnification requirement
Identify the visual task & estimate the VA that is required for the task (target VA [TVA])
Calculate magnification requirement based on BVA and TVA
Check if px achieves this with LVA
Often more important for younger patients or children (ability to see board etc.)