NACBO Conference 2023 - Science Leading Change
Date: 7/09/2023 - 8/09/2023 (AEST)
Venue: Crowne Plaza, 1/5 Spencer Street, Melbourne, VIC, 3000
Provider: ACBO
Contact: Sarah Edwards, [E] info@acbo.org.au, [P] 0418 117 717
Learning Objectives
- 1.1 As a result of attending this presentation, participants will be able to:
1 Recall how reading emerges from both a visual and auditory perspective
2 Describe how readers move from an initial phonetic approach to a sight word approach as we increase literacy skills.
3 Explain how educators look at learning related vision difficulty cases and what terminology they both use and expect
- 1.2 As a result of attending this presentation, participants will be able to:
1 Remember the dynamic visual skills of reading
2 Compare the concepts of dyseidetic vs dysphonetic reading difficulties
3 Recall the areas of correlation of visual skills to poor reading versus the areas that are not predictive.
- 1.3 As a result of attending this presentation, participants will be able to:
1 Contrast two standardized symptom questionnaires of CISS score and COVD QoL
2 Describe relevant oculomotor, vergence, accommodative and visual information processing (VIP) metrics related to reading
3 Present certain metrics which predict symptom recovery or increase in decoding ability from an eidetic and visual memory standpoint.
- 1.4 As a result of attending this presentation, participants will be able to:
1 Demonstrate the WOLD sentence copying test
2 Describe the TOSWRF-2 test.
3 Recall the connections between these test results and reading.
- 1.5 As a result of attending this presentation, participants will be able to:
1 Explain different sequencing of vision therapy in pediatric versus adult non-strabismic cases
2 Recall the possible benefits of using syntonics prior to non-strabismic vision therapy
3 Demonstrate the Socratic method of using language to elicit patient responses in vision therapy
- 2.1 As a result of attending this presentation, participants will be able to:
1 Describe how visual processing is affected in post-concussion syndrome (PCS) and how visual input to the cerebellum specifically appears to be impacted.
2 Recall the conceptual model of “neural integration” in the cerebellum
3 Explain anatomy of the cerebellum, its inputs from several visual areas such as V5/MT, and receptive field size and response properties of V5/MT.
- 2.2 As a result of attending this presentation, participants will be able to:
1 Compare the use of yoked prisms as “compensatory” or “therapeutic”.
2 Remember the use of basic physiological diplopia, a simple weighting scale approach or fixation disparity testing to determine starting prism amounts.
3 Recall the concept of using yoked prism as a temporary requirement (“retainer” analogy), until the overall visual system has improved “central/peripheral integration” ability.
- 2.3 Participants will be able to:
1 Describe simple tests for true vestibular dysfunction and the most common symptoms reported in true vestibular cases.
2 Recall the possible pathophysiology of tinnitus, poor auditory localization and its connection to blood flow and neck musculature
3 Review why conditions such as Ehlos Danlos Syndrome (EDS / hyperconnectivity disorders), Chiari malformations and vestibular migraine status may factor into a poor treatment prognosis.
- 2.4 As a result of this session participants will be able to:
1 Review the link between CFF threshold (in Hz) testing and post-concussion syndrome cases with versus without photophobia.
2 Discuss what photophobia is in addition to how it appears to be correlated with increased peripheral motion hypersensitivity.
3 Recall a proposed anatomical mechanism that may explain why certain tints appear to help with increased photophobia cases.
- 2.5 As a result of attending this presentation, participants will be able to:
1 Describe how “providing metrics as proof of injury” is useful in acquired brain injury cases.
2 Review how injury law looks at cases of ABI.
3 Explain how to interact with injury lawyers and allied healthcare professionals concerning patients with ABI
- 2.6.1 As a result of attending these case presentations, participants will be able to:
1 Detail the common visual symptoms following concussion
2 Remember a comprehensive assessment protocol of patients who have suffered a concussion
3 Describe optimal reporting procedures for interaction with other health care professionals, and with insurance and compensation agencies involved in funding rehabilitative optometric care.
- 2.6.2 4 As a result of attending these case presentations, participants will be able to:
Recall the sequence of vision therapy recommended to successfully treat issues of vestibulo-ocular reflex (VOR) issues following concussion.
5 Express the indications of affected visual information processing as a result of concussion, and the process of vision therapy to improve visual information processing issues.
6 Report the common accommodative-convergence dysfunctions associated with concussion.
Max CPD hours awarded: Up To 12 (2i)
Session Information
| Name |
|---|
| 1.2 Objective Reading Assessment & Oculomotor Dysfunction: Why "flexibility of the visual system” matters |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 2.3 Case reviews: What we have learned about when symptoms are vision-related versus when it is vestibular in nature |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 1.3 Study on Outcomes in Learning related Vision problems: Not just “correlation”! |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 2.4 Optometric Phototherapy and CFF measurements: How they fit into concussion management & data on 50 treated cases |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 1.4 Preliminary data on a pilot with a 55-school board screening project: What we have learned |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 2.5 The importance of the team approach in concussion and how we won a $2.6m settlement in Ontario: Who needs to be on the team? |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 1.5 Sequencing therapy in non-strabismus LD cases: Tips and Tricks from the trenches |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 2.6 Neuro-Optometric Care (ANOC) Case Discussions |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| Yes |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 2 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 2 |
| Name |
|---|
| 2.1 Vision & Concussion: What we know so far and what we wish we knew |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 1.1 Reading and Vision: What we know and what we are missing! |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name |
|---|
| 2.2 Yoked prisms in concussion: How, when and on whom? |
| Clinical? |
|---|
| Yes |
| Interactive? |
|---|
| No |
| Therapeutic? |
|---|
| No |
| Duration of CPD Session/Module |
|---|
| 1 |
| Duration of CPD Session/Module inclusive of Assessment Component |
|---|
| 1 |
| Name | Clinical? | Interactive? | Therapeutic? | CPD Hours |
|---|
| 1.2 Objective Reading Assessment & Oculomotor Dysfunction: Why "flexibility of the visual system” matters | Yes | No | No | 1 | 1 |
| 2.3 Case reviews: What we have learned about when symptoms are vision-related versus when it is vestibular in nature | Yes | No | No | 1 | 1 |
| 1.3 Study on Outcomes in Learning related Vision problems: Not just “correlation”! | Yes | No | No | 1 | 1 |
| 2.4 Optometric Phototherapy and CFF measurements: How they fit into concussion management & data on 50 treated cases | Yes | No | No | 1 | 1 |
| 1.4 Preliminary data on a pilot with a 55-school board screening project: What we have learned | Yes | No | No | 1 | 1 |
| 2.5 The importance of the team approach in concussion and how we won a $2.6m settlement in Ontario: Who needs to be on the team? | Yes | No | No | 1 | 1 |
| 1.5 Sequencing therapy in non-strabismus LD cases: Tips and Tricks from the trenches | Yes | No | No | 1 | 1 |
| 2.6 Neuro-Optometric Care (ANOC) Case Discussions | Yes | Yes | No | 2 | 2 |
| 2.1 Vision & Concussion: What we know so far and what we wish we knew | Yes | No | No | 1 | 1 |
| 1.1 Reading and Vision: What we know and what we are missing! | Yes | No | No | 1 | 1 |
| 2.2 Yoked prisms in concussion: How, when and on whom? | Yes | No | No | 1 | 1 |