Attention disorder…or vision problem?
What a fantastic article that really helps drive home the idea that many attention disorders are actually Convergence Insufficiency in disguise. It links to several other articles, that I have not read yet, but sound like they might have lots of good information, as well.
Several of Dr. Martin's comments in this article hit home with our situation. For example, "...a child may not realize his vision isn't normal. All he knows is that reading and writing are difficult, and he will do just about anything to get out of it". Oh if I had a dime for every time we just thought Will was being lazy. That he just wanted to avoid doing the work because he didn't feel like putting the effort into it. Well, of course he didn't want to put the effort into it... because it was soooo much effort. And he didn't know that this wasn't normal. Actually, that is not true. He was starting to realize it and thought it was because he was "dumb". Which is even sadder, really. I think a lot of kids, who do not get the help they need, end up feeling this way. They can't help it. They know how difficult some tasks are for them, but they see many other friends who can accomplish these tasks easily. So, of course, they come to the conclusion that something is wrong with them (which it is), but it isn't that they are "dumb" or "stupid" or "they just don't get it". It is a tangible problem that can be corrected! That is the good news in all of this. Convergence Insufficiency can be fixed!
Tuesday, February 21, 2012
Saturday, February 18, 2012
Getting the word out about CI
I think I have mentioned it before, maybe not, but I learned how to set up Google so that I get emails when anything is pulished to the web that mentions Convergence Insufficiency. It is this neat tool I stumbled on and I don't know if I could go back and figure out how to do it again (probably, I could) but I am so glad I did.
Sometimes I get really good info out of that! Like the other day. Through Slideshare, a slideshow was published, titled "Convergence Insufficiency. What Every Physician Should Know 3.0". You can see it by clicking the title. It is chock full of fabulous information. And although it is really geared towards doctors, it is easy to follow and really does some good explaining about what CI is. It also addresses the need for more physicians to recognize the symptoms for this.
So, I posted this link to my FB page on the morning I found it in my inbox. I got some interesting comments. People that didn't know my son was going through this. A family member who's own son was recently diagonsed (through a school vision test!!!). People asking how we figured it out. People just thanking me for the info.
I am continuously amazed that so few people know what CI is. Yet, if you read the information that is out there you find that it is actually a fairly common problem. There is a big percentage, according to this particular slide show, upwards of 13% of school children, that have this issue. It also quotes a study from 1996 that says 1 in 12 children have Convergence Insufficiency.
How do we get the word out? How many children are being treated (maybe even with medication) for other problems when, in fact, they have CI, and vision therapy could help them? It is a question I continue to ask myself. I post things to FB periodically, just to let my friends know about it. Hoping they will share with their friends, etc... I suppose that has turned into one of the missions of this blog, too. To help get the word out there. Provide information and a story behind the condition. Maybe we will help somebody with their own child or even themselves.
Sometimes I get really good info out of that! Like the other day. Through Slideshare, a slideshow was published, titled "Convergence Insufficiency. What Every Physician Should Know 3.0". You can see it by clicking the title. It is chock full of fabulous information. And although it is really geared towards doctors, it is easy to follow and really does some good explaining about what CI is. It also addresses the need for more physicians to recognize the symptoms for this.
So, I posted this link to my FB page on the morning I found it in my inbox. I got some interesting comments. People that didn't know my son was going through this. A family member who's own son was recently diagonsed (through a school vision test!!!). People asking how we figured it out. People just thanking me for the info.
I am continuously amazed that so few people know what CI is. Yet, if you read the information that is out there you find that it is actually a fairly common problem. There is a big percentage, according to this particular slide show, upwards of 13% of school children, that have this issue. It also quotes a study from 1996 that says 1 in 12 children have Convergence Insufficiency.
How do we get the word out? How many children are being treated (maybe even with medication) for other problems when, in fact, they have CI, and vision therapy could help them? It is a question I continue to ask myself. I post things to FB periodically, just to let my friends know about it. Hoping they will share with their friends, etc... I suppose that has turned into one of the missions of this blog, too. To help get the word out there. Provide information and a story behind the condition. Maybe we will help somebody with their own child or even themselves.
Wednesday, January 4, 2012
Gathering More Info
I just found another great article with information on convergence insufficiency and how it can effect a student in school. In fact it is called Convergence Insufficiency and Problems in School (clever title!).
Reading the symptoms described in this article just remind me of how bad Will was before he was diagnosed. However, they also remind me that he is still struggling with this to an extent. For example:
A person with convergence insufficiency may experience continual eyestrain during and after focusing on text. This continual strain can result in headaches, and blurred or double vision. Vision problems then often lead to an inability to concentrate and a short attention span as the reader constantly loses her place and grows increasingly frustrated. At graduated levels, someone with convergence insufficiency may experience motion sickness or vertigo as words appear to float, jump or swim.
Read more: Convergence Insufficiency & Problems in School | eHow.com http://www.ehow.com/info_7900044_convergence-insufficiency-problems-school.html#ixzz1iYBasflG
Will still experiences headaches. Many days he arrives home from school complaining about one. Still. He does indeed still have the short attention span and loses his place when reading. Like I said in a recent post, homework is still a struggle at times. I believe it is just hard for him to sit and do it. It is a strain.
The therapy has certainly helped. Especially when we were doing it every week. We have reduced our visits to every other week. While he enjoys going and we can see a difference, they are expensive!
Anyway, back to this article. There are several other links on the page with good info on how to accommodate convergence insufficiency in the classroom and other good advice and information. I wish there were a way to get the info out there to parents like me. Who know there is a problem, but have no idea what or how to go about figuring it out. I feel like we went through 2+ years of wondering what was going on and had we known to look for potential problems such as this, we could have helped him earlier.
Reading the symptoms described in this article just remind me of how bad Will was before he was diagnosed. However, they also remind me that he is still struggling with this to an extent. For example:
A person with convergence insufficiency may experience continual eyestrain during and after focusing on text. This continual strain can result in headaches, and blurred or double vision. Vision problems then often lead to an inability to concentrate and a short attention span as the reader constantly loses her place and grows increasingly frustrated. At graduated levels, someone with convergence insufficiency may experience motion sickness or vertigo as words appear to float, jump or swim.
Read more: Convergence Insufficiency & Problems in School | eHow.com http://www.ehow.com/info_7900044_convergence-insufficiency-problems-school.html#ixzz1iYBasflG
Will still experiences headaches. Many days he arrives home from school complaining about one. Still. He does indeed still have the short attention span and loses his place when reading. Like I said in a recent post, homework is still a struggle at times. I believe it is just hard for him to sit and do it. It is a strain.
The therapy has certainly helped. Especially when we were doing it every week. We have reduced our visits to every other week. While he enjoys going and we can see a difference, they are expensive!
Anyway, back to this article. There are several other links on the page with good info on how to accommodate convergence insufficiency in the classroom and other good advice and information. I wish there were a way to get the info out there to parents like me. Who know there is a problem, but have no idea what or how to go about figuring it out. I feel like we went through 2+ years of wondering what was going on and had we known to look for potential problems such as this, we could have helped him earlier.
Convergence Insufficiency Makes the News
An article was published yesterday that claims "After Effective Treatment for Convergence Insufficiency, Academic Behavior Problems Decrease".
I'm telling you! I really think CI is a bigger problem than people think. I think it accounts for what many people diagnose as ADHD. There are so many similar symptoms. And, so few people know about these vision issues.
I am just glad to see it being talked about. The more info that gets out there, the more kids can be helped!
You can read the article through this link, or here:
I'm telling you! I really think CI is a bigger problem than people think. I think it accounts for what many people diagnose as ADHD. There are so many similar symptoms. And, so few people know about these vision issues.
I am just glad to see it being talked about. The more info that gets out there, the more kids can be helped!
You can read the article through this link, or here:
For Kids with Near-Vision Disorder, Treatment Reduces Problems at School
After Effective Treatment for Convergence Insufficiency, Academic Behavior Problems Decrease
Newswise — Philadelphia, Pa. (January 3, 2012) – For children with convergence insufficiency (CI)—who have difficulty focusing on objects close up—effective treatments can help to reduce problems at school, reports a study in the January issue of Optometry and Vision Science, official journal of the American Academy of Optometry. The journal is published by Lippincott Williams & Wilkins, a part of Wolters Kluwer Health.
"A successful or improved outcome after CI treatment was associated with a reduction in the frequency of adverse academic behaviors and parental concern associated with reading and school work," concludes the new research, led by Eric Borsting, OD, of Southern California College of Optometry, Fullerton.
After Positive Effects of CI Treatment, Parents See Fewer School-Related Problems
The researchers analyzed 218 children and adolescents from a previous study of treatment for CI. Convergence insufficiency is a condition in which the eyes have trouble working together to focus on close-up objects. In addition to symptoms like eyestrain, headache, and double vision, CI has been linked to problems in doing school work, reading, and studying.
The researchers analyzed 218 children and adolescents from a previous study of treatment for CI. Convergence insufficiency is a condition in which the eyes have trouble working together to focus on close-up objects. In addition to symptoms like eyestrain, headache, and double vision, CI has been linked to problems in doing school work, reading, and studying.
In the study, children were assigned to different treatments for CI—office treatment by an eye care professional, two different types of home-based treatment, or an inactive "placebo" treatment. In 42 children, treatment was rated "successful" (near-normal binocular vision), while another 60 children were rated "improved." The remaining 116 children did not respond to treatment.
The researchers compared scores on a simple scale of academic behavior problems. Rated by parents, the scale included problems like difficulty completing assignments, avoiding reading or other close work, and careless mistakes in doing school work. Before treatment, the children's average score on the academic behavior problem scale was about 13 out of 24 (with higher scores indicating more problems).
For children who had improvement in CI after treatment, academic behavior problems were significantly reduced. The average improvement was four points in children whose treatment was rated "successful" and three points in those rated "improved." By comparison, children who did not improve with treatment had just a one-point improvement on the problem scale.
In particular, parents reported fewer worries about the child's school performance and fewer problems with attention to detail after effective CI treatment. Children in the "successful" and "improved" groups had similar improvement in academic behavior problems.
Convergence insufficiency is a relatively common problem, affecting about five percent of school-aged children. In addition to eyestrain and visual symptoms, children with CI are more likely to have problems such as difficulty completing school work, avoiding reading and studying, and inattentiveness while reading and studying. The new study sought to determine whether treatment for CI can alleviate such problems.
The results suggest that children who respond to treatment for CI have significant improvement in academic-related behavior problems, as rated by parents. When treatment is effective, attention to detail improves and parents are less worried about how their child is doing in school.
Although the study has some limitations, it is among the first to show how effective treatment for CI can affect school-related behavioral problems.
About Optometry and Vision Science
Optometry and Vision Science, official journal of the American Academy of Optometry, is the most authoritative source for current developments in optometry, physiological optics, and vision science. This frequently cited monthly scientific journal has served primary eye care practitioners for more than 75 years, promoting vital interdisciplinary exchange among optometrists and vision scientists worldwide.
Optometry and Vision Science, official journal of the American Academy of Optometry, is the most authoritative source for current developments in optometry, physiological optics, and vision science. This frequently cited monthly scientific journal has served primary eye care practitioners for more than 75 years, promoting vital interdisciplinary exchange among optometrists and vision scientists worldwide.
About the American Academy of Optometry
Founded in 1922, the American Academy of Optometry is committed to promoting the art and science of vision care through lifelong learning. All members of the Academy are dedicated to the highest standards of optometric practice through clinical care, education or research.
Founded in 1922, the American Academy of Optometry is committed to promoting the art and science of vision care through lifelong learning. All members of the Academy are dedicated to the highest standards of optometric practice through clinical care, education or research.
About Lippincott Williams & Wilkins
Lippincott Williams & Wilkins (LWW) is a leading international publisher for healthcare professionals and students with nearly 300 periodicals and 1,500 books in more than 100 disciplines publishing under the LWW brand, as well as content-based sites and online corporate and customer services.
Lippincott Williams & Wilkins (LWW) is a leading international publisher for healthcare professionals and students with nearly 300 periodicals and 1,500 books in more than 100 disciplines publishing under the LWW brand, as well as content-based sites and online corporate and customer services.
LWW is part of Wolters Kluwer Health, a leading global provider of information, business intelligence and point-of-care solutions for the healthcare industry. Wolters Kluwer Health is part of Wolters Kluwer, a market-leading global information services company with 2010 annual revenues of €3.5 billion ($4.7 billion).
Tuesday, January 3, 2012
Reflection
I just spent the last 45 minutes rereading most of the posts I have written on this blog. Amazing to look back at the beginning and see where we were. 3rd grade, so may questions about what was going on with Will. Nobody knew where to direct us. Nobody REALLY thought there was a big problem. And maybe there isn't. Not a REALLY big problem, but big enough for us.
Looking back on what we have found out, what we have done, what we haven't done, etc... is fascinating. I read over these posts and I remember things I had forgotten. I see things I didn't see then. I am thinking of things we ought to be doing and aren't! It is so easy to get caught up in one aspect and lose sight on the others.
An example I am thinking of is how we really jumped on the vision processing disorder diagnosis. It answered so many questions and came with therapy! A way to treat the problem! Exactly what we were looking for! However, diving into that made us put the ADHD diagnosis aside. Was that smart? I am not sure. I have gone back to it from time to time in my mind. I have had a few conversations with Chris about it since then. But, we have not really addressed it.
That is the problem, I suppose, with getting by! If things are going ok, grades are being maintained, teachers aren't calling us about problems. We tend to forget there are issues potentially there. The fact that he can't maintain his binders without serious parental involvement, is probably a factor of his ADHD. The fact that his locker probably looks like a bomb exploded inside of it is also a factor. The fact that I do have to sit with him to get him to complete his homework. The fact that he has trouble remembering what he has for homework. All of this is probably connected to his ADHD. But, he gets by. With help. And we go on and don't address the real problem.
And, maybe that is okay. We still do not want to turn to medication, unless necessary. But, reading one of my posts from last fall, about my friend's daughter who was also diagnosed ADHD, inattentive-type. They were very anti-medication, until they decided to try it. It changed their daughter's world. They are homeschooling this year, though. I wonder if she still takes the medication or if they are able to manage it better with her being at home... a question to email her.
So, things have improved, I can see that after reading all my posts. But, I can also see things have evolved. Problems have changed. Nothing we can't handle. Middle School comes next and I wonder what that will bring. For now, we will continue on as we have been. Try to address some other issues that are there, like the ADHD. Try to instill more self-responsibility. I'd like to look back at 2012, next year, and be able to post how many positive changes we have made and how they have helped Will blossom into self-reliant, responsible, organized young man!
Looking back on what we have found out, what we have done, what we haven't done, etc... is fascinating. I read over these posts and I remember things I had forgotten. I see things I didn't see then. I am thinking of things we ought to be doing and aren't! It is so easy to get caught up in one aspect and lose sight on the others.
An example I am thinking of is how we really jumped on the vision processing disorder diagnosis. It answered so many questions and came with therapy! A way to treat the problem! Exactly what we were looking for! However, diving into that made us put the ADHD diagnosis aside. Was that smart? I am not sure. I have gone back to it from time to time in my mind. I have had a few conversations with Chris about it since then. But, we have not really addressed it.
That is the problem, I suppose, with getting by! If things are going ok, grades are being maintained, teachers aren't calling us about problems. We tend to forget there are issues potentially there. The fact that he can't maintain his binders without serious parental involvement, is probably a factor of his ADHD. The fact that his locker probably looks like a bomb exploded inside of it is also a factor. The fact that I do have to sit with him to get him to complete his homework. The fact that he has trouble remembering what he has for homework. All of this is probably connected to his ADHD. But, he gets by. With help. And we go on and don't address the real problem.
And, maybe that is okay. We still do not want to turn to medication, unless necessary. But, reading one of my posts from last fall, about my friend's daughter who was also diagnosed ADHD, inattentive-type. They were very anti-medication, until they decided to try it. It changed their daughter's world. They are homeschooling this year, though. I wonder if she still takes the medication or if they are able to manage it better with her being at home... a question to email her.
So, things have improved, I can see that after reading all my posts. But, I can also see things have evolved. Problems have changed. Nothing we can't handle. Middle School comes next and I wonder what that will bring. For now, we will continue on as we have been. Try to address some other issues that are there, like the ADHD. Try to instill more self-responsibility. I'd like to look back at 2012, next year, and be able to post how many positive changes we have made and how they have helped Will blossom into self-reliant, responsible, organized young man!
Monday, January 2, 2012
Does It Get Easier?
So, here we are, in 2012. It's been a long time since I posted anything. I was going to shut this blog down, actually, until I noticed how many page views it has had. It's not a lot by any means, but to me, it is. So, maybe it is worth it to keep it going. To keep updating how things are going with Will.
I worry a bit though, as he gets older, that I am putting this information out there. God forbid a friend or someone stumbles upon this blog. Will would be horrified. He is pushing 12 years old and it is only a matter of time before he might find something like this. So, not sure what to do with that in mind. Maybe I remove all of his pictures? Change his name... I'll have to figure out what to do.
In the mean time, we are now, ALMOST, half way through his 6th grade year. What a big difference 6th grade is. He has 4 teachers, instead of 2. That is a huge change. After talking to Dr. T, before school began, we decided NOT to talk to his teachers about his vision issues. Dr. T, who is a retired teacher, told me that she hated hearing about student's problems beforehand. She preferred to figure them out on her own. She felt like some students were pigeon-holed by their "diagnoses". I agreed with her, mostly, though I do believe in some situations it might be beneficial for a teacher to know about a student's limitations.
But, I must say it was a good decision. He has struggled here and there, but no really big issues. But, here is where the "Does it get easier" title comes in to play. I still have to remind Will to check his planner, I have to remind him to start his homework, to finish his homework. I pretty much have to be sitting at the table while he does his homework. I have to remind him when he has a test coming up, when a project is due, etc, etc, etc...
It gets old, it really does. And part of me wants to just back off completely and see what happens. Actually, I need to do that. I am sure he has become totally dependent on me when it comes to schoolwork. I worry, though, that if I back off, his grades will plummet... Quite the conundrum. So, 2nd quarter comes to an end in the next couple of weeks. I think we will make a goal for the 2nd half of the year, of me not helping him so much. It is time for him to take responsibility for himself. I am sure it is well past time for him to take responsibility for himself, but this is how we have rolled. It has gotten him by. Time to change, though.
I'll have to do some thinking on exactly how to make those changes, but I am going to do it.
Early on this year, Will was tested in math, to see if he qualified for intervention. Students were chosen based on their OAA scores at the end of the 5th grade year. If they were in a low enough range, they were pulled out for further testing. Frustratingly, I only knew about this because Will told me. Of course, he didn't know why they were testing him, just that they were. I emailed the school psychologist and he told me why they were doing it. You would think that would be something parents would be notified about. So, weeks went by and I never heard anything about the outcome of the testing. I emailed the school psychologist again. Oops, they forgot to tell me, he didn't qualify for the intervention. He scored in the 44th percentile. :( That is considered average by the school, so he didn't qualify. Hmpf!
So, we have been working hard on math at home. He seems to be getting a pretty good grasp on what he has been learning. His biggest problem is, and always has been, transferring what he has learned to a test situation. He has never done really great on tests. Sitting at home, working on homework with someone, he gets it. Almost always. Give him a problem, with nobody to talk it through with, or worded a little differently, and he struggles.
Okay, this post has kind of been all over the place. I am going to try to keep this blog more up to date and address some specific things we have continued to deal with. I am toying with the idea of adding Ben into the mix. While he doesn't struggle with school, he has his own host of idiosyncrasies that go along with his "giftedness" we are trying to figure out.
I worry a bit though, as he gets older, that I am putting this information out there. God forbid a friend or someone stumbles upon this blog. Will would be horrified. He is pushing 12 years old and it is only a matter of time before he might find something like this. So, not sure what to do with that in mind. Maybe I remove all of his pictures? Change his name... I'll have to figure out what to do.
In the mean time, we are now, ALMOST, half way through his 6th grade year. What a big difference 6th grade is. He has 4 teachers, instead of 2. That is a huge change. After talking to Dr. T, before school began, we decided NOT to talk to his teachers about his vision issues. Dr. T, who is a retired teacher, told me that she hated hearing about student's problems beforehand. She preferred to figure them out on her own. She felt like some students were pigeon-holed by their "diagnoses". I agreed with her, mostly, though I do believe in some situations it might be beneficial for a teacher to know about a student's limitations.
But, I must say it was a good decision. He has struggled here and there, but no really big issues. But, here is where the "Does it get easier" title comes in to play. I still have to remind Will to check his planner, I have to remind him to start his homework, to finish his homework. I pretty much have to be sitting at the table while he does his homework. I have to remind him when he has a test coming up, when a project is due, etc, etc, etc...
It gets old, it really does. And part of me wants to just back off completely and see what happens. Actually, I need to do that. I am sure he has become totally dependent on me when it comes to schoolwork. I worry, though, that if I back off, his grades will plummet... Quite the conundrum. So, 2nd quarter comes to an end in the next couple of weeks. I think we will make a goal for the 2nd half of the year, of me not helping him so much. It is time for him to take responsibility for himself. I am sure it is well past time for him to take responsibility for himself, but this is how we have rolled. It has gotten him by. Time to change, though.
I'll have to do some thinking on exactly how to make those changes, but I am going to do it.
Early on this year, Will was tested in math, to see if he qualified for intervention. Students were chosen based on their OAA scores at the end of the 5th grade year. If they were in a low enough range, they were pulled out for further testing. Frustratingly, I only knew about this because Will told me. Of course, he didn't know why they were testing him, just that they were. I emailed the school psychologist and he told me why they were doing it. You would think that would be something parents would be notified about. So, weeks went by and I never heard anything about the outcome of the testing. I emailed the school psychologist again. Oops, they forgot to tell me, he didn't qualify for the intervention. He scored in the 44th percentile. :( That is considered average by the school, so he didn't qualify. Hmpf!
So, we have been working hard on math at home. He seems to be getting a pretty good grasp on what he has been learning. His biggest problem is, and always has been, transferring what he has learned to a test situation. He has never done really great on tests. Sitting at home, working on homework with someone, he gets it. Almost always. Give him a problem, with nobody to talk it through with, or worded a little differently, and he struggles.
Okay, this post has kind of been all over the place. I am going to try to keep this blog more up to date and address some specific things we have continued to deal with. I am toying with the idea of adding Ben into the mix. While he doesn't struggle with school, he has his own host of idiosyncrasies that go along with his "giftedness" we are trying to figure out.
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