Department of Special Education, San Francisco State University, San Francisco, CA.
Department of Optometry and Visual Science, Glasgow Caledonian University, Glasgow, United Kingdom.
Semin Pediatr Neurol. 2019 Oct;31:5-14. doi: 10.1016/j.spen.2019.05.003. Epub 2019 May 11.
Cerebral (cortical) visual impairment (CVI), the primary cause of visual impairment in children in high-income countries, is increasing globally due to improved life-saving measures for premature and full-term infants. Yet the consequences of this condition are only beginning to be understood and addressed. According to the topography, site, and the extent of the pathology, the deficit may variably concern central visual functions, visual field, perception of movement, visual analysis, visual exploration, attention, or visual memory, as well as visual guidance of movement. Each affected child has a unique clinical picture, which needs to be identified and individually profiled. This is probably the underlying reason that CVI is commonly underdiagnosed or misdiagnosed, especially in children, and, as a consequence, the full range of potential behavioral outcomes are not identified and adequately addressed. The present paper shows how the use of multiple methods of assessment can improve understanding of children with CVI.
脑性（皮质性）视觉障碍（CVI）是高收入国家儿童视力障碍的主要原因，由于对早产儿和足月婴儿的救生措施的改善，其在全球范围内正在不断增加。然而，这种情况的后果才刚刚开始被理解和处理。根据病变的部位、位置和程度，缺损可能会不同程度地影响中央视觉功能、视野、运动知觉、视觉分析、视觉探索、注意力或视觉记忆，以及运动的视觉引导。每个受影响的孩子都有独特的临床特征，需要进行识别和个性化分析。这可能是 CVI 通常被漏诊或误诊的根本原因，尤其是在儿童中，因此，潜在的各种行为结果并未被识别和充分处理。本文展示了如何使用多种评估方法来提高对 CVI 儿童的理解。
