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Table 1 Summary of included visual ability assessment tools

From: Methods for conceptualising ‘visual ability’ as a measurable construct in children with cerebral palsy

      ICF-CY Codes (N)b Visual ability constructsg
N (%)
Assessment tool Ref Type of contenta Items/Scales Linking units (N) BF/BSc ACT/PARTd ENVe Other/Not codedf
ABCDEFV [35] Clinical 22 Tests 28 20 8 0 0 6 (21.4)
Alimovic [42] Patient oriented 2 Scales 5 0 5 0 0 4 (80)
CAS [33] Clinical 33 Visual development items 41 14 26 0 1 18 (43.9)
CVI Q [16] Patient oriented 46 Items 56 11 41 0 6 28 (50)
CVI R [31] Clinical & Patient oriented 10 Characteristics 12 3 11 0 0 8 (66.7)
  1 Scale 1 0 1 0 0 1 (100)
EDVA [32] Clinical 7 Test Items 7 3 4 0 0 4 (57.1)
FVQ [18] Patient oriented 26 Questions 34 5 30 0 0 23 (67.6)
Hoyt [43] Patient oriented 1 Scale 2 1 1 0 0 1 (50)
HSCS-PS [38] Patient oriented 1 Vision Sub-scale 4 2 1 1 0 1 (25)
HUI-III [44] Patient oriented 1 Vision Sub-scale 5 2 2 1 0 1 (20)
IDP [45] Patient oriented Visual competence 1 Scale 7 5 2 0 0 1 (14.3)
LVC [30] Clinical 8 Tests 10 2 8 0 0 4 (40)
PreViAs [24] Patient oriented 30 Questions 41 13 27 0 1 12 (29.3)
Short CVI Q [34] Patient oriented 12 Questions 15 5 10 0 0 4 (26.7)
SoGS [17] Clinical 22 Visual skill Items 25 13 12 0 0 10 (40)
VAP-CAP [37] Clinical 19 Items 34 22 12 0 0 10 (29.4)
VSI [36] Patient oriented 22 Items 35 11 17 3 3 6 (17.1)
Wong [46] Patient oriented 1 Scale 2 1 1 0 0 1 (50)
15-D [47] Patient oriented 1 Vision Sub-scale 6 1 3 2 0 1 (16.7)
  1. ABCDEFV Atkinson Battery for Child Development for Examining Functional Vision, CAS Callier Azusa Scale, CVI Q CVI Questionnaire, CVI R CVI Range, EDVA Erhardt Developmental Visual Assessment, FVQ Functional Visual Questionnaire, HSCS-PS Health Status Classification System – Preschool, Vision scale, HUI-III Health Utilities Index – Mark III, Vision Scale, IDP Institutes’ Developmental Profile – Visual Competence Scale, LVC Low Vision Checklist, PreViAs Preverbal Visual Assessment, Short CVI Q Short CVI Questionnaire, SoGS Schedule of Growing Skills, Visual skills domain, VAP-CAP Visual Assessment Procedure – Capacity, Attention, and Processing, VSI Visual Skills Inventory, 15-D 15-Dimension Questionnaire, Vision scale
  2. aType of assessment determines type of information to be linked: patient-oriented measure (self-report, caregiver report or health professional reported) or clinical assessment; bNumber of domain codes may equal more than the number linking units as some linking units were given two codes; cExamples of constructs linked to Body Functions: seeing functions (visual acuity, visual field, and the ability to sense light, form, shape and colour, and eye functions), mental functions (orientation, memory, response time, visual perception and discrimination, visuospatial perception, knowledge and application of knowledge, recognition and object permanence), hearing functions, and neuromuscular functions such as reflexes and eye-hand coordination; dActivities and Participation codes are expanded in Table 3; eEnvironmental factors include supports or barriers of adapted products including large print or glasses/contacts, light in the environment, or people providing support; fOther includes personal factors such as a child’s interest or mood, the use of compensatory strategies, and interventions such as patching; g Number of ‘visual ability’ constructs is total number of linking units coded to the visual ability codes (d110 Watching, d160 Focusing attention, d161 Directing attention) as % of the total linking units