Eye examinations in school children with autism spectrum disorder: a case series to assess strategies and assistive devices

Abstract

Purpose. To present a case series of how five Autism Spectrum Disorder (ASD) patients completed a comprehensive eye ex- amination when visual, sensory, and communication supports and tests and techniques minimizing tactile defensiveness were employed. Methods. Patients, between 9 and 17 years, with a confirmed diagnosis of ASD completed an eye examination using a protocol designed to accommodate communication, sensory processing, and motor challenges. Parents provided informa- tion regarding verbal communication level (nonverbal, uses short words, verbal). Results. 5 patients (2 females, 3 males) completed the protocol. Two were verbal and three were nonverbal or minimally verbal. Of these, 1 patient used a communication device to response Yes/No, 1 reviewed a social story in advance of the examination, 2 used a Lea acuity response card, 1 used the palm of a hand in place of an occlude, 1 utilized a sensory fidget. Conclusion. ASD patients, including those who are nonverbal or limited verbal language as reported by their parents, vary in their needs and responses, but can complete many vision and eye tests in a comprehensive eye examination when supports are provided. Keywords Autism Spectrum Disorder, eye examination, sensory pro- cessing, communication Keywords Autism Spectrum Disorder, eye examination, sensory pro- cessing, communication