Orthoptic assessment of vision in patients with complex disability: the importance of understanding the patient's communication methods.

Care for children with acquired brain injury requires a multi-disciplinary team (MDT) to maximize rehabilitation. These children frequently present to the orthoptic clinic with complex difficulties impacting visual functions and eye movements. We report on one case which led to a reevaluation of our current assessment methods, clinical care pathways and the contents of clinic correspondence. We present a case report of a 14-year-old girl who suffered a cardiac arrest due to underlying Wolff-Parkinson-White syndrome; MRI revealed hypoxic brain injury with extensive white matter and basal ganglia volume loss. On presentation, it was evident there was a significant impact on visual function. Conventional optotype acuity testing was not possible. Her inability to maintain fixation made observational responses unreliable. Observations revealed no steady fixation, exotropia and roving eye movements. Although she was reported to be unable to speak, progress with communication was reported and she was able to give repeatable, reliable responses to indicate "yes" or "no." These cues were used and a response of 1.70 cycles per degree was obtained under binocular conditions. This communication method was also utilized to assess visual fields by confrontation. However, the clinic letter written by the ophthalmologist based on the orthoptic assessment simply provided the acuity score with no interpretation of the information or how it was obtained. This case highlighted the importance of understanding a child's communication methods so that assessment can be appropriately adapted. The referral letter was lacking in detail regarding the patient's abilities but equally the ophthalmology letter provided limited detail impacting on the MDT practitioner's ability to understand and apply the information. This case has highlighted the importance of good communication: professionals need to acknowledge and work with an individual's communication methods so that assessment can be completed. Professionals also need to improve communication of relevant findings to others involved in the patient's care.