Concept Mapping to Identify Content for a Performance-Based Measure of Low Luminance Vision-Related Activities of Daily Living.

Purpose: The purpose of this study was to identify low luminance activities of daily living (ADL) relevant to adults with vision impairment using a concept-mapping approach. Methods: "Group concept mapping" was utilized to identify specific ADLs that persons with vision impairment find challenging under low light conditions. In the first "brainstorming" phase, 24 adults with vision impairment from a range of eye conditions (mean age = 73 years, SD = 14 years) and 26 international low vision experts (mean experience = 22, SD = 11 years) generated statements to the focus prompt, "Thinking as broadly as possible, generate a list of statements detailing specific day-to-day activities a person with vision impairment might find challenging under low light conditions, such as in a poorly lit room or outside at dusk." In the second phase, participants sorted activities by similarity and rated the importance of each activity. Multidimensional scaling and hierarchical cluster analysis were applied to produce concept maps showing clusters of prioritized activities. Results: One hundred thirteen unique ideas/activities were generated, rated and sorted. Eight clusters were identified (from highest to lowest importance): hazard detection and safety outside; social interactions; navigation; near reading; selfcare and safety at home; distance spotting; searching around the home; and cooking and cleaning. Conclusions: The conceptual framework and low luminance ADLs identified (the most important being hazard detection and safety outside, and social interactions) provide a basis for developing a performance-based measure of low luminance visual function. Translational Relevance: A performance-based measure of low luminance vision-related ADLs is required for comprehensively and objectively assessing efficacy of eye treatments and low vision rehabilitation outcomes in adults with vision impairment.

Eye movement patterns and reading ability in children.

PURPOSE: Eye movements are integral to the reading process. This study characterised the eye movement patterns of children differentiated by their reading ability, while completing a saccadic eye movement test with irregular target spacing (Development Eye Movement (DEM) test) using a novel eye movement classification algorithm. METHODS: Participants included 196 Grade 2 Australian schoolchildren (mean age: 7.9 ± 0.3 years) who completed a computerised version of the DEM test, while their eye movements were recorded (Tobii TX300 eye-tracker). Children also completed a standardised reading comprehension test, which categorised them into below average and average or above reading ability groups. A novel eye movement classification algorithm was developed that considered the vertical and horizontal eye movements of each child. RESULTS: Compared to children with average or above reading ability, the below average reading group displayed poor vertical eye movement control, demonstrated by a significantly greater proportion of interline eye movements (vertical eye movements away from the current line) (p < 0.001). Differences in horizontal eye movements were also observed, with below average readers demonstrating a smaller proportion of expected forward saccades (p < 0.001) (within-line forward saccades with horizontal amplitude between the minimum and maximum horizontal spacing between digits), while this group also displayed longer fixation durations (p = 0.001). The below average reading group demonstrated significantly poorer results on all standard DEM metrics than the average or above reading ability group: horizontal subtest time (p < 0.001), vertical subtest time (p = 0.004) and ratio (p = 0.004). CONCLUSIONS: Children exhibiting below average reading ability were poorer at maintaining control of vertical (interline), as well as horizontal, eye movements compared to children with average or above reading ability. Future studies should explore the mechanisms underlying these differences, particularly in vertical eye movements, given that reading paragraphs (involving multiple lines of text) requires accurate eye movements in both the vertical and horizontal direction.