ODOB > Events > 50776 NACBO 2022

50776 NACBO 2022

Date: Sat 09/07/2022 - Sun 10/07/2022

Provider: ACBO

Optometrist Credits: 11.00 General

Event Type(s): Seminar

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Visual Aspects of Reading is ideal for vision care professionals who have an interest in assessing and treating ALL of the visual factors of patients with reading difficulties. It will provide a basis from which:

  • those new to the field can understand the unique potential optometry holds and hopefully inspire them to continue their journey
  • empower those who already treat these patients with information which widens the foundation of their understanding, allowing them to better serve their patients.

This seminar is not a cookbook for treating vision problems which may affect reading. Instead, Meredith hopes it provides the impetus to spark more interest, dialogue and most importantly, further lines of enquiry to help optometry continue to reach patients who struggle to reach their potential through unmet vision needs.

Meredith’s seminar will be the major theme of NACBO 2022, and will be complemented by presentations from invited experts:

  • Eyeball Control: the OTHER Potential Side Effects of Atropine for Myopia Management with VIRGINIA DONATI (Canada)
  • The launch by EVAN BROWN of ACBO’s Practical Vision Therapy + program of courses which offer four units in clinical aspects of behavioural optometry, and a comprehensive program of education and experience in neuro-optometric rehabilitation
  • Computer assessment of tracking eye movements:
    Presentations, Recordings & Analysis on Eye Movementsof Readalyzer, Right Eye and Clinical Eye Tracker

In addition, vision therapy workshops for optometrists and vision therapists will be coordinated on both days by vision therapists and optometrists, to explore vision therapy for learning-related vision problems.

 

 

 

 

Time (Duration)

Session Title (Please indicate if sessions are lectures or hands on workshops)  

3 Learning Objectives Per hour

At the completion of the CPD activity participants should be able to…

SATURDAY 9TH JULY 2022    
9.10 – 10.40am

(1.5 hours)

Interactive with live Q&A

1.1

Eyeball Control:
The Other Potential Side Effects of Atropine for Myopia

Dr Virginia Donati

1 Participants will be able explain myopia from a histo-structural perspective

2 Participants will be able to describe the progression of myopia, and what we know of atropine’s role in myopia-control

3  Participants will be able to characterise the use of non-pharmacological treatment for myopia progression

4 Participants will be able to discuss how to recognize patients for whom undiagnosed binocular vision and/or oculo-motor problems may be the trigger for myopia development/progression

5  Participants will be able to complete case analysis of non-pharmacological treatment

6 Participants will know how to prescribe​ spectacle lenses and other treatment options for patients

with myopia

 

11.40 – 12.40pm

(1 hour)

Non interactive

1.2

Visual Aspects of Reading – Part 1

Dr Meredith Graham

¡  Define reading and provide a framework in which we can further discuss the Optometrist’s role in treating vision problems that impact reading.

¡  Describe cueing systems that are used in the act of reading

¡  Discuss the neuro-physiological aspects of reading that are important for us to consider in this discussion

¡  Characterise the oculomotor system’s role in reading, and compare this to VISION’s role in reading

¡  Restate the concepts of visual attention and visual sampling that are relevant for reading

 

1.40 – 3.10pm

(1.5 hours)

Non interactive

1.3

Visual Aspects of Reading – Part 2

Dr Meredith Graham

¡  Compare visual characteristics of early and experienced readers, and propose hypotheses for these differences.

¡  Contrast visual characteristics of good and bad readers, and propose hypotheses for these differences and what can research tell us about these differences?

¡  Describe relevant neurology that underlies visual attentional shifting

¡  Characterise how the brain samples the world to create a gestalt veridical representation of the world?

¡  Discuss how and why visual sampling would be different in reading?

¡  Review what is meant by Visual Sensitivity and what influences it.

¡  Discuss what factors are likely to alter sensitivity relevant to the act of reading?

¡  Construct knowledge of the optometric exam to consider how we can influence this with lenses and vision therapy

 

3.40 – 4.40pm

(1 hour)

Interactive

1.4

Presentations, Recordings & Analysis on Eye Movements

Paul Harris – Readalyzer2

Evan Brown – Right Eye

Steve Leslie – Clinical Eye Tracker

1 Participants will be able to explain the potential value of eye tracing for assessing oculomotor function and reading eye movements.

 

2. Participants will be able to discuss the application and interpretation of the results of the ReadAlyzer instrument when used to objectively measure reading skills. (Paul Harris)

 

3. Participants will be able to recall the advantages of assessing binocular vision dysfunctions with the Right Eye system (Evan Brown)

 

4. Participants will be able to depict the uses of the Right Eye system in assessing persistent post-acquired brain injury vision symptoms (Evan Brown)

 

5. Participants will be able to describe the details and importance in reading of fixation duration, saccades and regressions

 

6. Participants will be able to illustrate the operation and analysis of the results of the Clinical Eye Tracker instrument. (Steve Leslie)

 

 

SUNDAY 10TH JULY 2022

   
8.40 – 10.10am

(1.5 hours)

2.1

Non interactive

Visual Aspects of Reading – Part 3

Dr Meredith Graham

¡  Review theories of learning that relate to reading

¡  Express how we learn to read?

¡  Define and explore differences in procedural vs declarative knowledge

¡  Discuss how the act of reading is a process and thus it is procedural knowledge

¡  Describe what science knows about procedural learning and how can we relate this to vision therapy and reading?

¡  Demonstrate examples of how we as a society perceive that reading is taught or acquired.

 

10.40 – 12.10pm

(1.5 hours)

2.2

Non interactive

Visual Aspects of Reading – Part 4

Dr Meredith Graham

¡  Review what we know about reading research?

¡  Define concepts of causality regarding what is needed to establish a causal relationship?

¡  Outline areas of research that relate to reading disorders/difficulties, including vision aspects of:

¡  Crowding and dyslexia

¡  Lateral masking, crowding and dyslexia

¡  Magno-Dorsal deficit and dyslexia

¡  Attentional defecit theory and dyslexia

¡  Visuo-temporal deficit and reading

¡  Phonological processing and dyslexia

 

1.10 – 2.40pm

(1.5 hours)

2.3

Non interactive

Visual Aspects of Reading – Part 5

Dr Meredith Graham

¡  Restate the concepts of visual performance and reading are not just all about visual information processing disorders

¡  Recall the incidence of visual dysfunction in Dyslexic readers

¡  Describe the importance of binocular coordination for reading, and why accommodation/vergence is important?)

¡  Justify the effects of Oculomotor dysfunction on reading

¡  Characterise the aspects of visual performance testing which are relevant to reading?

¡  Differentiate issues of a patient who has binocular dysfunction AND poor visual processing and which should be treated first.

¡  Outline elements of the functional and perceptual evaluations that are important to understand in relation to reading

¡  Critique how we communicate with patients and parents in terms of:

¡  What we say, versus what they hear

¡  What do we need to say (or not say!)

 

3.10 – 4.40pm

(1.5 hours)

Interactive

2.4

Workshops for Optometrists

Dr Meredith Graham

·       Define the stages in a vision training program for vision problems that relate to the reading process

·       Compare methods that are used in accommodation and vergence vision therapy with those that involve perceptual learning

·       Discuss how to tune the patient’s attention to important aspects of a therapy procedure

·       Evaluate vision training activities for their role in facilitating procedural learning

·       Evaluate vision training activities for their role in facilitating oculomotor skills

·       Evaluate visual training activities for their role in facilitating binocular visual skills

 

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