Children ages 2-4 years who watched at least 2 hours of TV daily were significantly more likely to be obese according to a study conducted between 2009 and 2012. In another study involving over 1000 children ages 10-14 years, children who had 2-3 hours of screen time per day, regardless of whether it was for homework purposes or leisure, were significantly more likely to be obese. Yet another large-scale study showed that increased screen time was associated with increased risk of being overweight and increased consumption of high-fat/high-sugar foods. For more information, contact Bright Eye Care & Vision Development.
MORE SCREEN TIME and KIDS. Increased screen time at a young age has been associated with decreased gross motor skills development. One study reported that TV viewing at 29 months of age was associated with subsequent lower gross motor skills development at 65 months of age.
In addition, high screen time in early adolescence has been associated with more headaches and backaches. Furthermore, physical activity does not appear to improve those physical maladies. The effects of screen time on physical problems is believed to be cumulative. For more information and to have your child’s vision evaluated, contact us at http://www.brighteyeandvision.com
DRY EYES and KIDS. One of the results of smartphone or computer use in children, regardless of whether it’s for academics or for play, is dry eye disease. In a study involving more than 900 students, clinicians discovered that smartphone or computer use was strongly associated with dry eye disease. Staring at screens increases the thickness of the tear film thereby leading to dry eye disease in students. The long-term risks of dry eye disease include increased risk of eye infections, damage to the front surface of the eye and difficulty performing every day tasks like reading and writing. For more information and to have your child’s eyes evaluated, contact us at Bright Eye Care & Vision Development.
SCREEN TIME and KIDS. Does screen time cause nearsightedness to get worse? Can you tell my son/daughter to stop playing games on his/her phone? Is screen time bad? These, and others like them, are common questions that parents ask us frequently. Follow us as we embark on a mini-series to investigate what’s true and what’s myth based on clinical research and personal experience working with many families and their children. Let others know about this. You, and they, will find it interesting and helpful. Here’s a starter:
The World Health Organization recommends that children between the ages of 5 to 17 years engage in moderate-to-vigorous exercise for one hour per day because of the health benefits to developing children. Interestingly, even this daily exercise does not reverse the negative effect of too much screen time. In a study involving over 1000 U.S. children ages 6 to 15 years of age who exercised at least 1 hour per day, more TV watching was still associated with worse physical strength.
Up to 90% of people who have suffered a MILD TRAUMATIC BRAIN INJURY report having subsequent READING PROBLEMS. After the concussion, 90% of these people have fine eye movement problems, 40% have difficulties properly focusing their eyes and 50% report light sensitivity. These visual problems will adversely affect: 1. ability to scan across a sentence, 2. ability to keep words clear and accurate, 3. comfort while reading and 4. maximum reading duration. Returning to normal daily activities can be severely hindered by post-concussion reading problems. Visual skills therapy has been shown to provide long-term relief to the above symptoms. We specialize in visual skills therapy. Contact us at Bright Eye Care & Vision Development.
A child’s vision may change frequently during the school year without the student or parent noticing. Vision includes a child’s eyesight, the need for a prescription as well as visual skills such as focusing, eye coordination, fine eye movements and more. Academic success requires many different moving parts, and one of these important but often overlooked aspects is vision.
Take this FBISD school holiday on Friday to have your child’s eyes checked especially if he/she shows some of the following symptoms: avoidance of reading, excessive rubbing or blinking of eyes, short attention span, headaches, loses place often while reading, difficulty remembering what has just been read, holding materials too closely, words seem to move on the page, seeing double, uses finger to maintain place while reading, reads very slowly, skips or omits words when reading, poor reading comprehension, print appears to go in and out of focus, eyes hurt or feel tired after only a few minutes of reading, makes errors while copying, crooked or poorly spaced writing, feels unusually tired after reading, re-reads words or sentences, unusual head posture when reading or doing near-work, eyes become watery or red when reading.
Pediatricians play a vital role in the management of eye conditions in children. However, some young children can be difficult to assess because of their lack of compliance while some conditions are just difficult to diagnose in a pediatrician’s office. The eight most commonly missed eye disorders in a primary care physician setting are: amblyopia, eye trauma, glaucoma, ocular inflammation, leukocoria, systemic disorders that affect the eye, small-angle strabismus and subtle nystagmus. The visual outcomes of these disorders can be maximized through early detection and proper subsequent treatment. If you suspect that your child may have one of these conditions, contact us.
In this research study, students who were ALREADY diagnosed with ADHD were given office-based visual skills therapy. After the therapy, symptoms such as loss of place while reading, needing to re-read, reading slowly, loss of concentration, trouble remembering what was read IMPROVED significantly. In addition, these students’ attention scores IMPROVED after therapy as tested by the Conners 3 ADHD Index. The research team concluded that visual skills problems affect attention and can contribute to behavioral and academic problems.
Does your child have difficulty maintaining his/her attention when asked to do schoolwork? Is your child seemingly bright, but not showing it academically? Visual skills may be playing a role in this. If so, office-based visual skills therapy can help. Schedule a visual skills exam in addition to a yearly eye exam.
Here are the results of a clever study: Students who DID NOT have ADHD or visual skills problems, were temporarily MADE TO HAVE a visual skills problem by the research team. Their sustained attention dropped significantly as tested by the Conners CPT compared to before they were made to have a visual skills problem. The research team concluded that visual skills affect sustained attention and that visual skills problems often compound the symptoms of inattention.
Does your child lose concentration easily when asked to read, write or complete near-work? Visual skills might be playing a role in his/her inattention. Schedule a visual skills exam in addition to a yearly eye exam.
Why is a yearly eye exam as well as a visual skills exam potentially so important for students as they enter a new school year? Over the next couple of weeks we will look at well-designed clinical studies to help us understand the importance of vision, which includes eyesight and visual skills, in learning.
We will start with this recent finding. In a study involving students who werealready diagnosed with a visual skills problem, their top 5 most frequent complaints were:
loss of place while reading
needing to re-read
loss of concentration
trouble remembering what was read.
Does your child exhibit any of those five symptoms? If so, then maybe it’s due to an undiagnosed visual skills problem. A yearly exam is a good place to start, but yearly eye exams do not check for the visual skills problems that can cause those symptoms. Schedule a visual skills exam in addition to the yearly eye exam.