Stacy Smallfield, Kari Clem, Ashley Myers; Occupational Therapy Interventions to Improve the Reading Ability of Older Adults With Low Vision: A Systematic Review. Am J Occup Ther 2013;67(3):288–295. https://doi.org/10.5014/ajot.2013.004929
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© 2020 American Occupational Therapy Association
This systematic review of the literature examined available evidence regarding the effectiveness of occupational therapy interventions for improving the reading performance of older adults with low vision. We reviewed 32 studies and found strong evidence supporting low vision programs that included occupational therapy and moderately strong evidence supporting the use of electronic magnification. Moderate evidence supported the influence of illumination on reading ability. Limited evidence was found to support eccentric viewing training and optical magnification. More evidence of higher quality is needed to validate the effectiveness of optical magnifiers, text eccentric viewing, characteristic preferences, and line guides within optical magnification. Additionally, further research is needed to develop a standard low vision rehabilitation program. The results of this review support the need for occupational therapy to be included in low vision rehabilitation. The implications of the findings for occupational therapy practice, research, and education are discussed.
Group therapy (Eklund & Dahlin-Ivanoff, 2007; Eklund et al., 2008)
Education of clients about their condition and additional information and resources (Eklund & Dahlin-Ivanoff, 2007; Eklund et al., 2008)
Training in problem-solving strategies (Eklund & Dahlin-Ivanoff, 2007; Eklund et al., 2008)
Environmental modifications (McCabe et al., 2000)
Training in the use of LVDs (Markowitz et al., 2008; McCabe et al., 2000; Pankow et al., 2004)
Instruction in adaptive techniques, energy conservation, and work simplification (McCabe et al., 2000)
Training in proper reading techniques (Markowitz et al., 2008)
Adjustment counseling (McCabe et al., 2000)
Training in occupational themes (e.g., self-care, communication, orientation and mobility, food preparation, shopping, financial management, cleaning; Eklund & Dahlin-Ivanoff, 2007; Eklund et al., 2008).
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