Abstract
Abstract: :
Purpose: The developmental eye movement (DEM) test is a clinical test used widely to evaluate ocular motility function (accuracy and speed) in school–age children. The test of variable attention (TOVA) is a clinical test that directly measures visual attention. The purpose of this study is to investigate if changes in visual attention correlates to the order (the top half versus the bottom half of the horizontal DEM test) on the horizontal DEM test. Methods: Five children, ages 7, 8, 11, 13 and 16, with best corrected, normal visual acuity and normal reading skills performed the entire DEM test before (pre–DEM) and after (post–DEM) completing the TOVA test. The DEM test consisted of three sections: 1) reading randomly ordered single digit numbers organized in vertical columns; 2) repeat of 1; 3) reading randomly ordered single digit numbers organized in an irregular horizontal display. For analysis, section 3 was divided into two parts (A and B), A always preceded B, and data was sorted as number of errors per part, before and after the TOVA test. The TOVA test is a non–language based, 21.6 minute long computerized test. Results: Errors increased on the horizontal post–DEM test for the three youngest subjects. 7 year old– Pre–TOVA zero errors/99% Post–TOVA four errors/65% 8 year old– Pre–TOVA zero errors/99% Post TOVA eight errors/20% 11 year old– Pre TOVA two errors/35% Post TOVA five errors/15% Errors increased on the second part (B) of the DEM horizontal as compared to the first part (A) for the three youngest subjects on the Post–TOVA DEM. 7 year old– Part A–one error Part B–three errors 8 year old– Part A–two errors Part B–six errors 11 year old– Part A–one error Part B–four errors 13 year old– Part A–zero errors Part B–three errors Findings from the oldest subject were neither influenced by attention nor order. 16 year old– Pre–TOVA zero errors/99% Post–TOVA zero errors/99% As expected, all subjects showed an increase in commission error percentage in the second portion of the TOVA test as compared to the first portion. Conclusions: Preliminary data indicates that attention and order may influence the number of errors in young non–impaired individuals. Order can influence error rate and attentional factors should be taken into account when evaluating the DEM test in young children.