AIM: A study was conducted to assess the feasibility of the experience sampling method (ESM) to quantify the daily visual tasks of children. METHODS: Thirty-one children (9-14 years old, 39% male) were randomly paged after school (four times per day) and on weekends (eight times per day) for seven consecutive days. When paged, the children completed a voicemail survey regarding the nature, duration, working distance and type of visual correction worn during the activity. Responses of the subjects were grouped into 14 categories. Before beginning the paging, each child and one parent also reported, via survey, the number of hours and working distance for several visual activities. RESULTS: The usable (complete voicemail responses) response rate was 87.1%. The most commonly reported activity category was watching television (17.8%). Other common responses included distance activities (12.5%), reading/studying (12.2%) and sports/outdoor activities (12.0%). Of the total number of responses, 25% were near work activities (reading/studying, computer use, near hobbies and playing Game Boy). The mean working distance (+/-S.D.) reported was 40.4 +/- 36.9 cm for reading/studying, 232.9 +/- 127.1 cm for watching television, 354.7 +/- 345.8 cm for distance activities and 438.5 +/- 421.0 cm for sports/outdoor activities. When comparing the ESM to surveys, the only significant difference was for the amount of time estimated to be spent in talking/conversation (p < 0.0001). No differences were found for any of the near work activities. CONCLUSIONS: The ESM provides a feasible way to quantify daily near work tasks in children.
AIM: A study was conducted to assess the feasibility of the experience sampling method (ESM) to quantify the daily visual tasks of children. METHODS: Thirty-one children (9-14 years old, 39% male) were randomly paged after school (four times per day) and on weekends (eight times per day) for seven consecutive days. When paged, the children completed a voicemail survey regarding the nature, duration, working distance and type of visual correction worn during the activity. Responses of the subjects were grouped into 14 categories. Before beginning the paging, each child and one parent also reported, via survey, the number of hours and working distance for several visual activities. RESULTS: The usable (complete voicemail responses) response rate was 87.1%. The most commonly reported activity category was watching television (17.8%). Other common responses included distance activities (12.5%), reading/studying (12.2%) and sports/outdoor activities (12.0%). Of the total number of responses, 25% were near work activities (reading/studying, computer use, near hobbies and playing Game Boy). The mean working distance (+/-S.D.) reported was 40.4 +/- 36.9 cm for reading/studying, 232.9 +/- 127.1 cm for watching television, 354.7 +/- 345.8 cm for distance activities and 438.5 +/- 421.0 cm for sports/outdoor activities. When comparing the ESM to surveys, the only significant difference was for the amount of time estimated to be spent in talking/conversation (p < 0.0001). No differences were found for any of the near work activities. CONCLUSIONS: The ESM provides a feasible way to quantify daily near work tasks in children.
Authors: Lisa A Jones-Jordan; G Lynn Mitchell; Susan A Cotter; Robert N Kleinstein; Ruth E Manny; Donald O Mutti; J Daniel Twelker; Janene R Sims; Karla Zadnik Journal: Invest Ophthalmol Vis Sci Date: 2011-03-29 Impact factor: 4.799
Authors: Lisa A Jones-Jordan; Loraine T Sinnott; Susan A Cotter; Robert N Kleinstein; Ruth E Manny; Donald O Mutti; J Daniel Twelker; Karla Zadnik Journal: Invest Ophthalmol Vis Sci Date: 2012-10-01 Impact factor: 4.799
Authors: Lisa A Jones; Loraine T Sinnott; Donald O Mutti; Gladys L Mitchell; Melvin L Moeschberger; Karla Zadnik Journal: Invest Ophthalmol Vis Sci Date: 2007-08 Impact factor: 4.799