Vision Evaluation Processes Described by Pediatric Occupational Therapists: A Qualitative Study

Abstract

ABSTRACT Vision deficits can impact areas of occupation and limit one’s ability to function academically and socially, making it essential for assessing and treating children with developmental delays and acquired brain injuries. This qualitative study describes the occupational therapist’s process when completing vision evaluations in pediatric settings such as schools and early intervention, where data was analyzed utilizing thematic analysis. Twenty-one occupational therapists with at least one year of experience in pediatrics and vision evaluations who completed structured interviews were included in the study. Purposive sampling and snowball recruitment were used. Common symptoms seen with children who display visual deficits indicated by participants include headaches, double vision, and clumsiness. Common difficulties shown by children with visual deficits indicated by participants were reading, handwriting, and difficulty copying. Two themes were created based on the data analysis: exploring how OTs benefited from the partnership with optometrists when treating visual deficits and the significance of how the visual system plays in a child’s overall functioning. Pediatric OTs can be among the first team members to note concerns impacting their occupational performance. With this knowledge, OTs can help children progress academically and become more independent.