Showing posts with label lazy eye. Show all posts
Showing posts with label lazy eye. Show all posts

Sunday, September 4, 2011

Video games as a possible therapy to lazy eye?

(CBS News)

Video games as a possible therapy to lazy eye? So suggests a new paper which appears in the August issue of the journal PLoS Biology.

Vision researchers at Berkeley found that participants in a pilot study playing a minimum 40 hours of video games registered improvements both in their visual acuity and 3-D depth perception.

Lazy eye is a condition related to a brain disorder in which the vision in one eye fails to develop properly. It's estimated to affected 2 to 3 out of every 100 American children, according to the National Eye Institute.

During the testing, participants played an action video game, where they were required to shoot at targets. They also played a non-action game which required them to construct something. During the course of their game playing, participants wore eye patches over their good eyes.

In reporting their findings, the Berkeley researchers noted that some of the participants, whose performance was measured after every 10 hours of gaming, started showing improvements earlier than 40 hours. Roger Li, a research optometrist at Berkeley and the study's lead author said the findings surprised him as he didn't expect to see this sort of improvement. However, research into video game therapy remains in its early stages and despite the encouraging results, Li still struck a cautious tone.

"It is not clear, yet, when vision improvement might plateau," he said. "But it's likely that those who have severe amblyopia will take longer to show improvement, but those patients also have the most room for improvement."

So far, however, no studies have found similar benefits for people playing computer games who have normal vision.

Source

http://www.cbsnews.com/stories/2011/09/02/scitech/main20101239.shtml?tag=re1.latest

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Wednesday, April 6, 2011

Improve Your Child's Vision

According to Donald J. Getz, O.D., up to 75 to 80 percent of what a child learns comes through the visual sense. Children with DS often have underlying eye tracking and visual perceptual problems. Fortunately, there are many fun and moderately easy games to improve these skills.

Activities for visual stimulation:
Playing ball. Swinging, rolling chair, moving objects.

Tracking

Tracking an object from one side of a room to the other with your eyes may seem second nature in adulthood, but children must learn how to track, according to the Bernstein Center for Visual Performance. When your child has problems mastering this skill, she may find seemingly simple tasks, such as catching a ball, very difficult to accomplish. Early diagnosis can help you design an effective treatment program for eye tracking problems.

Visual Development

At birth, infants generally cannot see an object more than 10 inches away, and their eyes often cross as they attempt to focus on toys or other objects. After about four months of age, however, focus begins to improve and fine muscle skills start maturing. This allows your child's eyes to move smoothly from one object to another, known as tracking. Fixation, another important component of visual development, allows her eyes to lock onto an object for a brief moment so the brain can interpret the image. The eyes also generally move together, called eye teaming, which keeps the brain from seeing double images.

Significance

Infants over four months with tracking problems often have difficulty developing normal hand-eye coordination. They may also have a lazy eye, when one eye turns inward or outward during tracking, or frequently cross their eyes. Less obvious tracking problems may not show up until a child learns to read, according to the Bernstein Center. Without normal tracking skills, your child's eyes cannot move accurately across a printed line.


Symptoms

When reading, children with tracking problems will often lose their place and skip or transpose words. They usually have difficulty with comprehension and may use their fingers to follow a line of print. Copying instructions from the board or books can pose serious difficulty for children with a tracking dysfunction. Sometimes, a child may experience little difficulty during the early years but then exhibit problems reading as he moves up in school, when the print in books becomes smaller and more difficult to track. Teachers and other professionals sometimes misdiagnose tracking problems as dyslexia, attention-deficit or other learning disabilities.

Read more: http://www.livestrong.com/article/299038-eye-tracking-in-children/#ixzz1IkQ5cGX1

Most of us often forget that the eyes are controlled by muscles, which must be exercised like any other muscle to perform and function at optimal levels. Eye tracking exercises not only exercise those muscles but can also improve eyesight by helping the eye maintain proper focusing abilities, the capability of tracking objects between near and far points and in everyday tasks like reading and working on the computer.

Increase flexibility and tracking capability of the eye by performing this exercise:

Stand or sit comfortably and then take one of your index fingers and place it near, but not on, the tip of your nose. Focus your eyes on the finger and then gradually move the finger away from the nose until you've extended your arm as far as it can go, maintaining focus on the finger the entire time. Next, bring the index finger back toward the nose. By repeating this exercise about 20 times, you can exercise the eye to maintain focus and improve tracking ability.

This works great with children and infants when you use something exciting to look at like a toy that lights up or moves. I use a small toy airplane that lights up on top of a tube (originally filled with candy) that my mother bought from Walgreens for $5.

Night Moves

Using a flashlight, stand in a dark room with another person. This game is fun and will also help the eyes track in varying degrees of darkness. The point of this type of exercise is to help the eyes follow and track moving objects. For example, one person can slowly move the flashlight beam around the room or focus on various objects. The person exercising his eyes will then take his flashlight and follow the first person's flashlight moves around the room.

Ball Tracking

Another great way to exercise the eyes and improve tracking speed is to hang a tennis or ping-pong ball from a string tacked to the ceiling. Have someone hold the ball and pull it away from you. Watching the ball, you have to track its movement and get out of the way without moving your feet. This exercise helps increase the speed at which your eyes can track objects and offers additional benefits for speed and coordination as well.



Step 1

Move a brightly colored object slowly across the visual field of the person, approximately 12 inches from the face. Make an "H" in the air to see if the person can move his eyes up and down and left and right. Make an "X" in the air to see if the person can track diagonally. Be sure to go in each direction and watch the eyes.

Step 2

Suspend a beach ball from the ceiling or door frame with a strong string or rope. Have the person bat it back and forth and left and right. Try the same with a balloon.

Step 3

Use a flashlight to make patterns on the wall in a darkened room. Go up, down, left, right and diagonally. Have the person follow your light with her light.

Step 4

Write the letters of the alphabet in a random pattern on a large poster board with a bright marker. Have the person use a pointer (broom handle or yard stick) to touch letters to spell words or go in alphabetical order.

Step 5

Give the person 10 brightly colored beads in a small bowl. Hold a wooden skewer with ends dulled and move it slowly around while the person tries to locate it with his eyes and put a bead on the skewer.

Step 6

Practice mazes, word finds and hidden pictures to improve visual perceptual skills.

Tips and Warnings

* For kids, make these games fun and use music with a strong rhythm to enhance coordination of the eyes. Pick a couple of these ideas to try at a time so your child does not get overwhelmed.
* For a child or adult with balance or equilibrium issues, it is recommended these exercises be performed in a secure seated position. Persons prone to seizures should use caution and consult a physician before starting an eye exercise program. These exercises are not intended to be a substitute for professional services such as vision therapy or occupational therapy. Currently there is insufficient scientific evidence to support eye exercises for treatment of learning disorders.

Things You'll Need

* 2 flashlights Balloons Sharpie markers Poster board Book of mazes Book of word searches Book of hidden pictures Beach ball Strong string or rope Wooden skewers, ends filed down Large colorful beads Broom handle or yardstick

References

* Optometrists Network: Vision and Reading
* "Pediatrics"; Joint Statement: Learning Disabilities, Dyslexia and Vision; American Academy of Pediatrics, et al; July 2009


Read more: http://www.livestrong.com/article/267040-eye-exercises-for-tracking-problems-perception/#ixzz1IkQjxyuh
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Strabismus, a condition in which the eyes are not properly aligned with each other, sufferers of which are often referred to as being "cross-eyed"

This website has fun online eye exercises for children old enough to follow simple directions: eyecanlearn.com

Central detail vision starts to develop.

The visual system of the young child is very plastic and changeable. Providing appropriate stimulation opportunities for normal function is preferable over to resorting to artificial means of vision enhancement. It is best to try to achieve normal vision and convergence (the ability of the eyes to work together) before looking to artificial means of glasses or surgical intervention. By treating the root cause of the problems rather than treating the symptoms, sensory dysfunction can be improved and often resolved with appropriate stimulation.

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Tuesday, April 5, 2011

Prozac Cures Lazy Eye!

Scroll to bolded text.



By Jonah Lehrer

July 6, 2008



PROZAC IS ONE of the most successful drugs of all time. Since its introduction as an antidepressant more than 20 years ago, Prozac has been prescribed to more than 54 million people around the world, and prevented untold amounts of suffering.

But the success of Prozac hasn't simply transformed the treatment of depression: it has also transformed the science of depression. For decades, researchers struggled to identify the underlying cause of depression, and patients were forced to endure a series of ineffective treatments. But then came Prozac. Like many other antidepressants, Prozac increases the brain's supply of serotonin, a neurotransmitter. The drug's effectiveness inspired an elegant theory, known as the chemical hypothesis: Sadness is simply a lack of chemical happiness. The little blue pills cheer us up because they give the brain what it has been missing.



There's only one problem with this theory of depression: it's almost certainly wrong, or at the very least woefully incomplete. Experiments have since shown that lowering people's serotonin levels does not make them depressed, nor does it worsen their symptoms if they are already depressed.



In recent years, scientists have developed a novel theory of what falters in the depressed brain. Instead of seeing the disease as the result of a chemical imbalance, these researchers argue that the brain's cells are shrinking and dying. This theory has gained momentum in the past few months, with the publication of several high profile scientific papers. The effectiveness of Prozac, these scientists say, has little to do with the amount of serotonin in the brain. Rather, the drug works because it helps heal our neurons, allowing them to grow and thrive again.



In this sense, Prozac is simply a bottled version of other activities that have a similar effect, such as physical exercise. They aren't happy pills, but healing pills.



These discoveries are causing scientists to fundamentally reimagine depression. While the mental illness is often defined in terms of its emotional symptoms - this led a generation of researchers to search for the chemicals, like serotonin, that might trigger such distorted moods - researchers are now focusing on more systematic changes in the depressed brain.



"The best way to think about depression is as a mild neurodegenerative disorder," says Ronald Duman, a professor of psychiatry and pharmacology at Yale. "Your brain cells atrophy, just like in other diseases [such as Alzheimer's and Parkinson's]. The only difference with depression is that it's reversible. The brain can recover."



Given the prevalence of depression - more than 16 percent of people will suffer from a major depressive episode at some point in their lives - a more accurate scientific understanding of the disease is of immense value. In fact, this research is already being used to develop more effective treatments for the mental illness, some of which are currently in clinical trials.



Page 2 of 3 --

The progress exemplifies an important feature of modern medicine, which is the transition from a symptom-based understanding of a disease - depression is an illness of unrelenting sadness - to a more detailed biological understanding, in which the disease is categorized and treated based on its specific anatomical underpinnings.



In the 19th century, the "fever" was a common medical illness. Of course, doctors now realize that a fever is merely a common symptom of many different diseases, from the flu to leukemia.

Likewise, when Richard Nixon declared a "War on Cancer" in 1971, scientists largely defined cancer in terms of its most tangible characteristic: uncontrolled growth leading to a tumor. As a result, every cancer was treated with the same blunt tools. Over time, of course, scientists have discovered that cancer is not a single disease with a single biological cause. Breast cancer, for instance, can be triggered by a wide variety of genes and environmental risk factors. Because doctors can look beyond the superficial similarities of the symptoms - all tumors are not created equal - they are able to tailor their treatments to the specific disease.



Neuroscience is only beginning to catch up. Thanks to a variety of new experimental tools, such as brain scanners and DNA microarrays, researchers are now refining their understanding of mental illness. In many instances, this means recategorizing disorders, (like DS as a neurobiological disorder) so that patients are no longer diagnosed solely in terms of their most obvious symptoms.

"We used to think there was only one kind of anemia," says Arturas Petronis, a scientist at the University of Toronto who investigates the underlying causes of schizophrenia. "But now we know there are at least 15 different kinds. We'll likely learn the same thing about many mental illnesses."

. . .

One of the first cracks in the chemical hypothesis of depression came from a phenomenon known as the "Prozac lag." Antidepressants increase the amount of serotonin in the brain within hours, but the beneficial effects are not usually felt for weeks.



This led neuroscientists to wonder if something besides serotonin might be responsible. Duman, for instance, began to study a class of proteins known as trophic factors, which help neurons grow and survive. Trophe is Greek for nourishment; what sunlight and water do for trees, trophic factors do for brain cells. Numerous studies had shown that chronic stress damages the brain by suppressing the release of trophic factors. In a series of influential papers published earlier this decade, Duman demonstrated that the same destructive hallmark is seen in depression, so that our neurons are deprived of what they need.



"The mental illness occurs when these stress mechanisms in the brain spiral out of control," he says.



Once that happens, the brain begins to shut itself down, suppressing all but the most essential upkeep. Not only do neurons stop growing, but the brain seems to stop creating new cells. A 2003 study, led by Columbia University neuroscientist Rene Hen, found that when the birth of new brain cells was blocked with low doses of radiation in "depressed" rats, antidepressants stopped working.



A recent study by Italian researchers, published in the journal Science, helps to reveal another mechanism by which antidepressants reverse the damage of depression. The scientists were interested in seeing if fluoxetine, the active ingredient of Prozac, could increase the potential of brain cells in the adult rat. They studied animals with severe cases of "lazy eye," a condition characterized by poor vision in one eye due to underdevelopment of the visual cortex. The scientists showed that fluoxetine gave brain cells the ability to take on new roles and form new connections, which erased the symptoms of the disorder. (Jett had nystagmus, which is an eye flutter and occasional eye crossing. Although western medicine says that nystagmus is incurable, his nystagmus is gone [maybe from acupressure and Traditional Chinese Medicine?]. He also had occasional eye crossing which rarely occurs now on Prozac.)



"The drug appears to make brain cells quite young," says Jose Vettencourt, a lead author. The scientists are currently repeating the experiment with humans, raising the possibility that fluoxetine will soon be used to treat lazy eye and related conditions.



"Even five years ago, this would have seemed like a very strange idea," Vettencourt says.

Duman's lab has demonstrated, in a paper published earlier this year, that physical exercise seems to stimulate the same regenerative pathways. Mice given access to running wheels not only showed reduced anxiety and stress, but also increased levels of the same trophic factors activated by antidepressants. When the activity of these trophic factors was blocked, the benefits of exercise disappeared. The mice stayed stressed, even when they were allowed to run on their wheel.



It is jarring to think of depression in terms of atrophied brain cells, rather than an altered emotional state. It is called "depression," after all. Yet these scientists argue that the name conceals the fundamental nature of the illness, in which the building blocks of the brain - neurons - start to crumble. This leads, over time, to the shrinking of certain brain structures, like the hippocampus, which the brain needs to function normally.



In fact, many scientists are now paying increased attention to the frequently neglected symptoms of people suffering from depression, which include problems with learning and memory and sensory deficits for smell and taste. (Common problems in autism and DS. Young autistic children are often treated with SSRI's to reestablish these pathways). Other researchers are studying the ways in which depression interferes with basic bodily processes, such as sleeping, sex drive, and weight control. Like the paralyzing sadness, which remains the most obvious manifestation of the mental illness, these symptoms are also byproducts of a brain that's literally withering away.

"Depression is caused by problems with the most fundamental thing the brain does, which is process information," says Eero Castren, a neuroscientist at the University of Helsinki. "It's much more than just an inability to experience pleasure."



This new scientific understanding of depression also offers a new way to think about the role of drugs in recovery. While antidepressants help brain cells recover their vigor and form new connections, Castren says that patients must still work to cement these connections in place, perhaps with therapy. He compares antidepressants with anabolic steroids, which increase muscle mass only when subjects also go to the gym.

"If you just sit on your couch, then steroids aren't going to be very effective," he says. "Antidepressants are the same way: if you want the drug to work for you, then you have to work for the drug."

Jonah Lehrer is an editor at large at Seed magazine and the author of "Proust Was a Neuroscientist." He is a regular contributor to Ideas.

© Copyright 2008 Globe Newspaper Company.



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