Visual Reception Research Articles

A Comparison of Children Born Preterm and Full-Term on the Autism Spectrum in a Prospective Community Sample.

Introduction: Previous research suggests children diagnosed with autism spectrum disorder (ASD or “autism”) born extremely and very preterm face substantially delayed development than their peers born full-term. Further, children born preterm are proposed to show a unique behavioral phenotype, which may overlap with characteristics of autism, making it difficult to disentangle their clinical presentation. To clarify the presentation of autism in children born preterm, this study examined differences in key indicators of child development (expressive language, receptive language, fine motor, and visual reception) and characteristics of autism (social affect and repetitive, restricted behaviors).Materials and Methods: One fifty-eight children (136 full-term, twenty-two preterm) diagnosed with autism, aged 22–34 months, were identified prospectively using the Social Attention and Communication Surveillance tools during community-based, developmental surveillance checks in the second year of life. Those identified at “high likelihood” of an autism diagnosis were administered the Mullen Scales of Early Learning and the Autism Diagnostic Observation Schedule.Results: The children born preterm and full-term did not differ significantly in their fine motor, visual reception, expressive language, or receptive language skills. No significant differences in social affect and repetitive and restrictive behavior traits were found.Discussion: The findings of this study differs from previous research where children diagnosed with autism born very or extremely preterm were developmentally delayed and had greater autistic traits than their term-born peers. These null findings may relate to the large proportion of children born moderate to late preterm in this sample. This study was unique in its use of a community-based, prospectively identified sample of children diagnosed with autism at an early age. It may be that children in these groups differ from clinic- and hospital-based samples, that potential differences emerge later in development, or that within the autism spectrum, children born preterm and full-term develop similarly. It was concluded that within the current sample, at 2 years of age, children diagnosed with autism born preterm are similar to their peers born full-term. Thus, when clinicians identify characteristics of autism in children born preterm, it is important to refer the child for a diagnostic assessment for autism.

Adaptación y validación del cuestionario de interés y conocimiento en arte de Viena (VAIAK)

Expertise proved to be a relevant variable when it came to study visual art reception processes. The Vienna Art Interest and Art Knowledge Questionnaire was conceived as an unified and validated measure of expertise using a psychometric focus. The objective of this study was to translate, adapt and validate the questionnaire for use in research with the Argentine population. 153 students voluntarily completed the questionnaire as a group or individually. Analysis of internal consistency, construct validity through factor analysis, and discriminant validity were performed through comparisons between psychology and art history students, as well as correlation of measures. Evidence was obtained of the reliability and validity of the Interest scales, and of an adapted part of the Knowledge scale.

Prenatal exposure to per- and polyfluoroalkyl substances and cognitive development in infancy and early childhood

Background/Aim: Pregnant women are exposed to per- and polyfluoroalkyl substances (PFAS), suspected neurodevelopmental toxicants. A growing number of epidemiological studies have investigated associations between prenatal PFAS exposure and child’s neurodevelopment, but the results varied by assessment time points and tools. We investigated associations between prenatal exposure to PFAS and child’s cognitive development at multiple assessment time points.Methods: We included 215 mother-child pairs from the MARBLES (Markers of Autism Risk in Babies - Learning Early Signs) longitudinal cohort study. Child’s cognitive functions were assessed using Mullen Scales of Early Learning (MSEL) at 6, 12, 24, and 36 months of age. Nine PFAS were quantified in maternal serum samples collected during pregnancy. We used multiple linear regression to estimate the change in MSEL scores in association with prenatal maternal PFAS concentrations at each assessment time point.Results: Higher prenatal maternal serum perfluorooctanoate (PFOA) was associated with lower MSEL Composite scores only at 24 months (β = -5.62, 95% CI: -10.6, -0.70). When compared to the lowest quartile, the third quartile of perfluorohexane sulfonate (PFHxS) was associated with increased Visual Reception scores at 6, 24, and 36 months. When stratified by child’s sex, females showed stronger associations of PFOA (β = -7.84, 95% CI: -15.1, -0.61) and PFHxS (β = -7.91, 95% CI: -15.2, -0.62) with decreased MSEL Composite scores at 36 months, compared to males.Conclusions: Our results suggest that prenatal PFOA may adversely affect child’s cognitive development at 24 months of age. Further studies using the same assessment tool with larger sample sizes are needed to confirm our findings.Keywords: cognitive development, Mullen Scales of Early Learning, PFAS, prenatal exposureDisclaimer: The findings and conclusions in this abstract are those of the authors and do not necessarily represent the views of the Centers for Disease Control and Prevention.

Bleeding Puppets: Transmediating Genre in Pili Puppetry

Bleeding Puppets: Transmediating Genre in Pili Puppetry

Mullen Scales of Early Learning Adaptation for Assessment of Indian Children and Application to Tuberculous Meningitis.

Tuberculous meningitis (TBM) results in significant morbidity and mortality among children worldwide. Associated neurocognitive complications are common but not well characterized. The Mullen Scales of Early Learning (MSEL), a well-established measure for assessment of neurodevelopment, has not yet been adapted for use in India. This study's goal was to adapt the MSEL for local language and culture to assess neurocognition among children in India, and apply the adapted measure for assessment of children with TBM. Administration of MSEL domains was culturally adapted. Robust translation procedures for instructions took place for three local languages: Marathi, Hindi and Tamil. Multilingual staff compared instructions against the original version for accuracy. The MSEL stimuli and instructions were reviewed by psychologists and pediatricians in India to identify items concerning for cultural bias. MSEL stimuli unfamiliar to children in this setting were identified and modified within Visual Reception, Fine-Motor, Receptive Language and Expressive Language Scales. Item category was maintained for adaptations of items visually or linguistically different from those observed in daily life. Adjusted items were administered to six typically developing children to determine modification utility. Two children diagnosed with confirmed TBM (ages 11 and 29 months) were evaluated with the adapted MSEL before receiving study medications. Skills were below age-expectation across visual reception, fine motor and expressive language domains. This is the first study to assess children with TBM using the MSEL adapted for use in India. Future studies in larger groups of Indian children are warranted to validate the adapted measure.

Mapping the Relationship between Dysmorphology and Cognitive, Behavioral, and Developmental Outcomes in Children with Autism Spectrum Disorder.

Previous studies investigating the association between dysmorphology and cognitive, behavioral, and developmental outcomes among individuals with autism spectrum disorder (ASD) have been limited by the binary classification of dysmorphology and lack of comparison groups. We assessed the association using a continuous measure of dysmorphology severity (DS) in preschool children aged 2-5 years (322 with ASD and intellectual disability [ID], 188 with ASD without ID, and 371 without ASD from the general population [POP]). In bivariate analyses, an inverse association between DS and expressive language, receptive language, fine motor, and visual reception skills was observed in children with ASD and ID. An inverse association of DS with fine motor and visual reception skills, but not expressive language and receptive language, was found in children with ASD without ID. No associations were observed in POP children. These results persisted after exclusion of children with known genetic syndromes or major morphologic anomalies. Quantile regression models showed that the inverse relationships remained significant after adjustment for sex, race/ethnicity, maternal education, family income, study site, and preterm birth. DS was not associated with autistic traits or autism symptom severity, behaviors, or regression among children with ASD with or without ID. Thus, DS was associated with a global impairment of cognitive functioning in children with ASD and ID, but only with fine motor and visual reception deficits in children with ASD without ID. A better understanding is needed for mechanisms that explain the association between DS and cognitive impairment in children with different disorders. Autism Res 2020, 13: 1227-1238. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We examined whether having more dysmorphic features (DFs) was related to developmental problems among children with autism spectrum disorder (ASD) with or without intellectual disability (ID), and children without ASD from the general population (POP). Children with ASD and ID had more language, movement, and learning issues as the number of DFs increased. Children with ASD without ID had more movement and learning issues as the number of DFs increased. These relationships were not observed in the POP group. Implications are discussed.

Psycholinguistic Features of Students’ Acquisition of Visual-Semantic Image of a Hieroglyph in Studying Japanese

Introduction. The article highlights psycholinguistic features of students’ acquisition of visual-semantic image of a hieroglyph in studying Japanese. The choice of the image category is justified by its ability to reflect in individual’s consciousness a complete picture of the object of cognition, which corresponds with the specific character of the hieroglyphic script. The visual-semantic image of a hieroglyphic sign has been defined as a complicated cognitive complex (mental image), which is an integral product of visual sensory-perceptual reception of all graphic elements of the hieroglyph formal structure, a coherent vision of it and conceptual representation, embodied in the meaning.
 Goal. The purpose of the article is to present results of the study of psycholinguistic features of students’ acquisition of visual-semantic images of hieroglyphs. The following techniques have been chosen as the main psychodiagnostic tools: «Pictograms» by О. Luria, «Hidden Figures» by K Gottschaldt, «Matching Familiar Figures» by J. Kagan, «Free Sorting of Objects» by R. Gardner in modification by V. Kolg.
 Results. Results of theoretical explorations on the psychological features of the problem of a personality’s acquisition of foreign languages, particularly, hieroglyphic, have been presented. It has been shown that interpretive capabilities of hieroglyphic signs are fundamentally different from the usual European method of linguistic codification of reality and that optimization ways of Oriental languages acquisition should be based on the differences between phonemic and hieroglyphic writing. Psycholinguistic peculiarities of students’ acquisition of the visual-semantic image of a hieroglyph have been revealed – character and structure of students’ visual and meaning images of hieroglyphic meanings have a significantly expressed individuality. The study of individual cognitive learning styles the educational information by students has shown that main cognitive skills and abilities are one of the factors of this success in combination with others; quality of the hieroglyphics acquisition improves with a good ability in systematization, generalization, unification of the unit into broad classes, as well as in the tendency to reasonableness.

Parametric Modeling of Flat Rod Structures

Thanks to the use of advanced digital tools and the achievements of knowledge encompassing numerous fields of science including mathematics, computer science, and even genetics, architects now have the means to create multi-variant design solutions. The quantifiable benefits of interdisciplinary design are increasingly recognized within the field of architecture. As a result, a surprising variety of new ideas and designs emerge. These are often the result of advanced material and structural optimization, and their technological qualities become as important as their visual reception. The subject of this research paper is presenting the results of modeling various configurations of flat rod trusses. The aim of the analysis was comparing the efficiency of the use of materials in differently configured trusses, including trusses created via parametric modeling.

Electrophysiological signatures of visual statistical learning in 3-month-old infants at familial and low risk for autism spectrum disorder.

Visual statistical learning (VSL) refers to the ability to extract associations and conditional probabilities within the visual environment. It may serve as a precursor to cognitive and social communication development. Quantifying VSL in infants at familial risk (FR) for Autism Spectrum Disorder (ASD) provides opportunities to understand how genetic predisposition can influence early learning processes which may, in turn, lay a foundation for cognitive and social communication delays. We examined electroencephalography (EEG) signatures of VSL in 3-month-old infants, examining whether EEG correlates of VSL differentiated FR from low-risk (LR) infants. In an exploratory analysis, we then examined whether EEG correlates of VSL at 3months relate to cognitive function and ASD symptoms at 18months. Infants were exposed to a continuous stream of looming shape pairs with varying probability that the shapes would occur in sequence (high probability-deterministic condition; low probability-probabilistic condition). EEG was time-locked to shapes based on their transitional probabilities. EEG analysis examined group-level characteristics underlying specific components, including the late frontal positivity (LFP) and N700 responses. FR infants demonstrated increased LFP and N700 response to the probabilistic condition, whereas LR infants demonstrated increased LFP and N700 response to the deterministic condition. LFP at 3months predicted 18-month visual reception skills and not ASD symptoms. Our findings thus provide evidence for distinct VSL processes in FR and LR infants as early as 3months. Atypical pattern learning in FR infants may lay a foundation for later delays in higher level, nonverbal cognitive skills, and predict ASD symptoms well before an ASD diagnosis is made.

Down syndrome and parental depression: A double hit on early expressive language development

Background and aimsDown syndrome (DS) is often characterised by intellectual disability with particular difficulties in expressive language. However, large individual differences exist in expressive language across development in DS. In the general population, one of the factors associated with variability in this domain is parental depression. We investigated whether this is also the case in young children with DS. MethodsThirty-eight children with DS between 8 and 48 months of age participated in this study. Their parents reported on the children’s receptive and expressive vocabularies (MacArthur-Bates Communicative Development Inventory) and on parental depression. Furthermore, an experimenter-led standardized developmental assessment (Mullen Scales of Early Learning) was administered to the children to test five domains: gross motor, fine motor, visual reception, receptive language, and expressive language. ResultsA cross-sectional developmental trajectories analysis demonstrated that expressive language developed at a slower rate in children with DS whose parent reported depression than in those whose parent did not. No differences between groups were found in any other domain. ConclusionParental depression is associated with slower rate of expressive language development in young children with DS. These findings suggest that DS and parental depression may constitute a double hit leading to increased difficulties in the development of expressive language.

Early Development of Infants with Turner Syndrome.

To examine the early cognitive, temperament, and adaptive functioning of infants and toddlers with Turner syndrome (TS). Cognitive abilities were measured using the Mullen Scales of Early Learning at 1 year of age for 31 girls with TS and compared with neurotypical female (N = 53) and male (N = 54) control groups. Temperament (Carey Toddler Temperament Scales) and adaptive functioning (Vineland Adaptive Behavior Scales-Second Edition) were measured at 1 year of age and compared with normative data. An exploratory analysis of cognitive/developmental trajectories was also conducted comparing age 12-month to 24-month time points for 22 TS subjects. Infants with TS performed largely within the average range for adaptive behavior, temperament, and early cognitive development with some increased risk for delays in language and significant increased risk for delays in motor skills (p < 0.001). Although exploratory, there was some suggestion of slower rates of progression in fine-motor and visual reception skills from 12 to 24 months of age. Infants and toddlers with TS exhibit a relatively positive neurodevelopmental profile overall, with some indication of an increasing gap in function in fine-motor and visual perceptual abilities as compared to neurotypical peers. It is unclear whether these apparent differences represent normal variability in this very young population or, perhaps, are early precursors of later phenotypic characteristics of TS in the school-age and young adult years.

Reliability and Validity of an Adapted and Translated Version of the Mullen Scales of Early Learning (AT‐MSEL) in Rural Guatemala

A growing literature base supports the use of tests developed in high-income countries to assess children in low resource settings when carefully translated, adapted, and applied. Evaluation of psychometric properties of adapted and translated measures within populations is necessary. The current project sought to evaluate the reliability and validity of an adapted and translated version of the Mullen Scales of Early Learning (AT-MSEL) in rural Guatelama. The reliability and validity of the AT-MSEL in rural Guatemala were analyzed for children ages 0-5 years. Interrater reliability coefficients (ICC = 0.99-1.0) and internal consistency (Cronbach's alpha = 0.91-0.93) were excellent for all subscales. General linear models utilizing paired data showed consistency between standard scores (p < 0.0001). Mean raw scores increased with chronological age, as expected. Across age groups, subscales were significantly, positively correlated with one another (p < 0.05 - < 0.001) with one exception, visual reception and expressive language at the 0-10 month age range (p = 0.43). The AT- MSEL showed strong psychometric properties in a sample of young children in rural Guatemala. Findings demonstrate that the AT-MSEL can be used validly and reliably within this specific population of children. This work supports the concept that tests developed in high-income countries can be used to assess children in low resource settings when carefully translated, adapted and applied.

Influence of verbal, auditory and visual incentives on art perception and reception of primary school students

&amp;lt;p&amp;gt;Introduction. Art reception and experiencing is a complex process, containing creative components. The experience of a work of art involves reproduction, in the viewer's consciousness, of the experiences and excitement that the artist himself or herself have undergone in the process of creating the same works of art. When viewing visual images, our perception is directed towards the identification of objects, and when viewing visual images as works of art, we also tend to experience them - we subjectively react to elements, such as stylistic and structural characteristics. The aim of the research is to examine the effectiveness of the experimental program named the Impact of Verbal, Auditory and Visual Incentives, designed to foster students' visual perception and visual reception during art education. Methods. The experimental method with parallel groups was used. The research included the sample consisting of 98 students, out of which 45 belonged to experimental group while 53 were control students from Trebinje region. Test LV1, examining visual creativity, as well as visual perception and visual reception (art appreciation), was used. Results. The results indicated that the experimental program influenced the development of the visual perceptive (F = 3.76; p = 0.05) and visual receptive (F = 8.01; p = 0.00) abilities among students during art education because the experimental group students achieved significantly better results than the control group students. The experimental program was aligned with the curriculum and designed to influence the development of students' visual-perceptual and visual-receptive abilities. Conclusion. The obtained results indicate that it is possible to influence the development of students' visual-perceptual and visual-receptive abilities by using a specially designed program, aimed at stimulating verbal, auditory and visual aspects of visual expression.&amp;lt;/p&amp;gt;

Multimodal Neurologic Enhancement Improves Preterm Infants' Developmental Outcomes: A Longitudinal Pilot Study.

The purpose of this study was to identify the long-term developmental effects of a NICU music therapy intervention, Multimodal Neurologic Enhancement, provided to preterm infants in the NICU. Prospective randomized controlled study with one control group and one experimental group. Participants were medically stable preterm infants with a birth age of 31 and 6/7 weeks or less, admitted to a level-III NICU. A total of 84 participants were enrolled, and 48 completed the study. Post-discharge developmental scores on the Mullen Scales of Early Learning: AGS Edition. The experimental group performed significantly better than the control group on the Visual Reception and Early Learning Composite scores.

Narodowo-filozoficzna antropologia jako fundament do ukształtowania „nowego człowieka” III Rzeszy ‒ wybrane aspekty

From anthropological perspective, the appearance of the „New Man” resulted from externalization of the National Socialism ideology. The image evolved from the political process taking place on the turn of the nineteenth and the twentieth centuries in the Hohenzollern Empire, in the Weimar Republic, and finally, in the Third Reich. This way, by promoting education of the new generations grounded in the national philosophical anthropology, the Germans modified their own image. This modification concerned the exceptional Arian features of the German national physiognomy. Thus, the characteristic type of a human, which was exclusively attributed to German society, was formed. Ideologically the image of this anthropological type influenced the hygienic approach of the nation and it contributed to evolution of sterile genetic heritage. According to these anthropological directives the Homo Nordicus X Dinaricus type was distinguished, which consequently, in its assumptions led to indication of the Nordic race, the Nordids. From that point, a kind of breeding process of the „New Man” had been taking place, and it resulted in creation of new National-Socialist identity. The concept of the New and, since then, also Political Man was a clear evidence of this breeding process. The created ideal reflected ideological and educational methodology of formation of the future nation’s elite. National Socialism constituted a fertile ground for formation and exploitation of its potential. The cult of the body was a very significant aspect of education, in which the German physiognomy was affiliated with the Nordic race. In other words, the breeding process was conducted by forming the malleable model on the basis of an ideal design. The typology of the Germans as athletic blue-eyed and blond-haired strongmen was based on the conviction that the Nordic race was superior to other peoples of Europe. The purpose of this typology was not only to determine the features of the race but also to build its aesthetic visual reception. In this respect, the existence of the „New Man” was strongly determined by the reality of the 1933‒1945 period.

Impact of verbal comment on interpretation of visual message: Multimodal approach

The paper discusses several advantages of multimodal approach to the analysis of nature and specifics of media audience’s reception of texts. The authors base their ideas on the principally multimodal nature of media communication, which reflects in the way the recipients interpret texts. Thus, various factors impact on the interpretation of the initialized text. Moreover, such factors predominately include other semiotic resources that are not formally affiliated with the basic text. In the research, the hypothesis was about the impact of verbal comments on interpretation of visual objects by recipients. According to this goal, the authors selected two groups of respondents — a control and an experimental one, which were offered a photograph and were asked to describe it verbally in a free manner. The experimental group of respondents was offered the same photograph with motivating verbal comment, including the general information about the origins and topics of the photograph. The authors compared the results of the both groups descriptions by matching verbalized categories of representation, individual evaluations of the photograph and “the syntax” of verbal description of the visual media text. The research results proved the general supposition: the multimodal approach, being aimed at finding, describing and explicating the meaning effects of semiotic ensembles, contributes to understanding the features of interpretation of visual objects under the influence of other semiotic (here — verbal) resources. Thus, the results show that the interpretation of visual objects is motivated by the verbal comment: it topicalizes and contextualizes the visual reception and interpretation of the basic message. In the conclusion, the authors define the perspectives both of the research and the multimodal approach to media texts study.

The image of Moses in paintings of Kornylo Ustyianovych: visual reception

The image of Moses in paintings of Kornylo Ustyianovych: visual reception

Implementation and effectiveness of non-specialist mediated interventions for children with Autism Spectrum Disorder: A systematic review and meta-analysis.

In recent years, several non-specialist mediated interventions have been developed and tested to address problematic symptoms associated with autism. These can be implemented with a fraction of cost required for specialist delivered interventions. This review represents a robust evidence of clinical effectiveness of these interventions in improving the social, motor and communication deficits among children with autism. An electronic search was conducted in eight academic databases from their inception to 31st December 2018. A total of 31 randomized controlled trials were published post-2010 while only 2 were published prior to it. Outcomes pertaining to communication, social skills and caregiver-child relationship were meta-analyzed when reported in > 2 studies. A significant improvement was noted in child distress (SMD = 0.55), communication (SMD = 0.23), expressive language (SMD = 0.47), joint engagement (SMD = 0.63), motor skills (SMD = 0.25), parental distress (SMD = 0.33) parental self-efficacy (SMD = 0.42) parent-child relationship (SMD = 0.67) repetitive behaviors (SMD = 0.33), self-regulation (SMD = 0.54), social skills (SMD = 0.53) symptom severity (SMD = 0.44) and visual reception (SMD = 0.29). Non-specialist mediated interventions for autism spectrum disorder demonstrate effectiveness across a range of outcomes for children with autism and their caregivers.

2801. Post-Natal Zika Virus Infection and Impact on Neurodevelopment Among a Cohort of Children in Rural Guatemala

BackgroundThe impact of early post-natal Zika virus (ZIKV) infection on neurodevelopment (ND) is unknown. A prospective study of post-natal ZIKV infection in rural Guatemala (ZIKV study) enrolled a cohort of children ages 1–5 years, including children previously enrolled in a dengue virus (DENV) study during the 2015–2016 ZIKV epidemic. We evaluated ND outcomes by age and ZIKV infection status.MethodsSubjects enrolled in the ZIKV study June 2017–April 2018 underwent ND testing using the Mullen Scales of Early Learning (MSEL) at baseline and 12 months later. ZIKV/DENV-1/2 FRNT50 was performed on enrollment and on banked serum samples from the 2015 to 2016 subset. ZIKV serostatus and MSEL scores were correlated using multiple linear mixed models, adjusted for age and gender when appropriate, to evaluate their association. Geolocation was used to explore clustering of ZIKV serostatus and MSEL score.ResultsWe enrolled 183 children (43% female, mean age 3.2 years). Of these, 38 (21%) were classified as ZIKV-positive (+), 111 (61%) ZIKV-negative (-), 31 (17%) ZIKV-possible, and 3 (2%) ZIKV-indeterminate. ZIKV(+) cases and higher composite MSEL scores clustered in more densely populated areas (Figure 1). ZIKV(+) serostatus was associated with higher MSEL composite (increase in log score 0.09, P = 0.003) and subdomain scores: fine motor (0.13, P = 0.011), visual reception (0.15, P = 0.002), receptive language (0.09, P = 0.041), gross motor (0.14, P = 0.09), and expressive language (0.09, P = 0.058) (Figure 2). Of the 78 children (43%) with 2015–2016 samples, 46 (59%) remained ZIKV(−), 16 (21%) seroconverted from ZIKV(−) or possible/indeterminate to ZIKV(+), and 16 (21%) were indeterminate when enrolled in the ZIKV study. ZIKV seroconversion was associated with higher composite (0.13, P = 0.02) MSEL scores compared with ZIKV(−).ConclusionIn this exploratory analysis, post-natal ZIKV infection was not associated with adverse ND outcomes in children age 1–5 years. Overall, ZIKV(+) status was associated with higher average ND scores than ZIKV(−), and scores decreased with age for most children, independent of ZIKV status. The correlation of ZIKV(+) status and higher MSEL scores may be confounded by geographic-related factors or other confounders. NIAID Contract HHSN272201300015I Task Order HHSN27200013 (Co-PIs: FMM & EJA). DisclosuresFlor M. Munoz, M.D, Biocryst: Grant/Research Support; CDC: Research Grant; Moderna: Other Financial or Material Support, Safety Monitoring Board Member/Chair; NIH: Research Grant; Novavax: Research Grant; UP to Date: Author and Editor - Royalties, Other Financial or Material Support.

The specific nature of difficulties in visual perception resulting from childhood brain tumors

The analyses presented in the article aim to investigate the specific nature of visual problems in a young child whose visual disability results from a brain tumor. The article presents a case study on difficulties in using vision and visual perception development in an almost 4-year-old boy with a brain tumor. It refers to knowledge concerning visual problems in children with brain tumors that is available in source materials and presents a detailed description of difficulties in visual reception and perception in a boy whose visual problems result from cancer. This description was made based on the results of a functional vision assessment. Decreased visual acuity, reduced visual fields, abnormalities in the development of oculomotor functions, lack of spatial vision, and difficulties in visual perception were found in the boy. Both the analysis of medical literature presented in the paper and the results of the boy's functional vision assessment suggest possible development of visual functioning disorders secondary to a brain tumor, such as decreased visual acuity and reduced visual fields, which determine visual abilities and have an adverse impact on the development of visual perception in early life. Based on the analysis of an individual situation, the description of difficulties in visual functioning suggests there is a risk of similar impairments in children with brain tumors.