“Dear Jillian: Vision Therapy Changed My Life Too”

The names Robin Benoit and Jillian Benoit are synonymous with Vision Therapy. Robin and her daughter Jillian are tireless advocates; they Skype with optometry schools world-wide, and give presentations at conferences. Furthermore, both Robin and Jillian reach out to vision therapy patients and their families to lend a listening ear or encouragement.

A little over a year ago, when we first decided to pursue vision therapy for our daughter, one of the first books I read was “Jillian’s Story: How Vision Therapy Changed My Daughter’s Life” Robin and Jillian’s first book.   After reading about Jillian’s experiences with vision therapy, and how much her life has improved since she completed her program I knew that my husband & I had made the right choice for our daughter.

Now, Robin and Jillian have released a new book entitled, “Dear Jillian: Vision Therapy Changed My Life Too.” With a Foreword by Larry Fitzgerald, all-pro wide receiver for the Arizona Cardinals (and a former vision therapy patient), this latest publication includes twenty-two true stories of both children and adults, whose lives have been changed for the better because of vision therapy.

Dear Jillian Photo

“Dear Jillian: Vision Therapy Changed My Life Too” features inspirational stories including that of R.J. (chapter 8), a little boy who was so unhappy at school, he once hid in a closet. Initially diagnosed with receptive-expressive disorder and ADD, R.J’s parents took him to see a behavioural optometrist who discovered R.J. had amblyopia, and it was interfering with his ability to learn. (Now 9 years old, R.J. loves school and continues to do well in his vision therapy program.)

“Dear Jillian: Vision Therapy Changed My Life Too” isn’t limited to the success of young children either. It also includes chapters profiling adults who have experienced success following a vision therapy program.

If you haven’t already, I encourage you to purchase your copy of “Dear Jillian: Vision Therapy Changed My Life Too” now. If you’re an optometrist offering Vision Therapy consider adding this book to your information kits for prospective VT patients.

To order your copy, please visit www.Jilliansstory.com.  Or visit the “Dear Jillian: Vision Therapy Changed My Life Too” Facebook page.

Help spread the word about the benefits of Vision Therapy!

‘When Your Child Struggles: The Myth of 20/20 Vision (What Every Parent Needs to Know)’ – Book Review

A friend recently sent me the following quote via Facebook:

 “A worried mother does better research than the FBI.”

It was intended to be funny, but very fitting in my case, as I have been reading everything I can get my hands on about visual challenges and its impact on learning, and vision therapy and how it can correct my daughter’s smorgasbord of visual issues. My research has led me to a recent discovery, Dr. David Cook’s book, “When Your Child Struggles: The Myth of 20/20 Vision (What every Parent Needs to Know)”, Invision Press, Atlanta, Copyright 2004, David L. Cook O.D. ISBN 0-9632657-0-9, 173 pages, www.cookvisiontherapy.com.

by Dr. David, Cook, Cook Vision Therapy Centers

by Dr. David, Cook, Cook Vision Therapy Centers

Intended for parents, “When Your Child Struggles” is very informative, concise and easy to understand. For those of you with a limited (or no) medical background, you won’t need to Google medical terms or try to decipher complicated diagrams to get through this book.   It’s also a fast read, because let’s face it, it’s difficult to carve out time from our busy family schedules to read an encyclopedia-sized tome.I really like the three-section breakdown of the book. Specifically:

Section 1: Understanding 20/20

Section 2: The Visual Abilities

Section 3: Finding Help

Section one outlines the myth of 20/20 vision; “the dangerous assumption” as Dr. Cook calls it. Those of us with children undergoing Vision Therapy are all too aware of the price of assuming 20/20 vision means there isn’t an issue with the visual system – it has cost us time, and for some, self-esteem and overall emotional well-being.

Chapter two discusses the definition of visual acuity, how visual acuity is measured, the Snellen Chart and the “Snellen Fraction”. Specifically, what the Snellen Chart tells us (and what it doesn’t) and the possible reasons for reduced visual acuity.

Chapter three outlines the anatomy of the eyes, and chapter four reviews how corrective lenses work and how they can help with some of the commonly known visual conditions that affect visual acuity such as myopia, hyperopia and astigmatism.

Section two addresses specific visual abilities. I particularly like Dr. Cook’s statement on page 62, “20/20 means only that your child can see tiny letters across the room for as long as it takes to read the eye chart.”  In his book, Dr. Cook emphasized, ‘for as long as it takes to read the eye chart’ by placing the words in all capital letters.

On page 63, Dr. Cook defines visual abilities and how these abilities are much more than 20/20 vision. I sat with head nodding as I read: “In addition to 20/20 acuity, there are a number of other visual abilities which are necessary for your child to perform at potential in school. These abilities include keeping things clear at different distances (including reading distance), keeping things from going double, judging depth, locating words when reading, guiding a pencil, recognizing what is seen, and remembering what is seen.” All of which are issues my daughter has, albeit less so since starting Vision Therapy.

Each of the remaining chapters in section two outlines issues that can impact ones visual abilities including: accommodation, eye teaming, eye movements, visual perception, eye-hand co-ordination and visual memory.

I like how each chapter begins with a patient story outlining their specific struggles and reasons for them, as well as the drills and checklists and questions to ask yourself (or your child) if you suspect they may have issues with their visual abilities. The summaries at the end of each chapter are helpful as well.

Section three offers suggestions of where to find help. Chapter twelve (page 125) outlines the seven main visual abilities for learning including accommodation and eye teaming, which Dr. Cook suggests “are the two which are the most crucial for good reading.” (page 127)

Chapter thirteen describes how vision therapy works, some of the instruments used such as the stereoscope (pages 134 & 135), the importance of the role a Vision Therapist plays in a successful program and the 3-step vision therapy sequence used at Cook Vision Therapy Centers.

Chapter fourteen offers resources to find additional information and how to find behavioral optometrists in your area. I also like how this chapter outlines the additional education some optometrists pursue when they elect to offer vision therapy in their practice, such as obtaining their fellowship via the College of Optometrists in Vision Development (www.covd.org).

Chapter fifteen (the final chapter) found on pages 145 to 153 features testimonials from patients who have successfully completed a vision therapy program and the benefits they’re now enjoying as a result.

My copy of “When Your Child Struggles” is filled with highlighted passages and flagged pages containing information I feel is specific to my daughter and her visual issues. I only wish I had come across Dr. Cook’s book earlier, when my daughter was in kindergarten and I took her to see a local optometrist who said, “Her vision is 20/20. There’s nothing wrong with her eyes.” I would have been better informed, and could have saved her from a lot of frustration.

To purchase a copy of “When Your Child Struggles: The Myths of 20/20 Vision (What Every Parent Needs to Know)” by Dr. David Cook visit the Optometric Extension Program Foundation’s online store, www.oepf.org or visit Cook Vision Therapy Center’s website at http://www.cookvisiontherapy.com/.   

A Vision Therapy Success Story ~ Fabian Tai, O.D.

The majority of the stories I have encountered regarding Vision Therapy involve children who are struggling in school, or adults & children with amblyopia or strabismus who lack consistent stereo-vision. Their struggles are what prompted them (or their parents) to pursue Vision Therapy.

As I read about Vision Therapy I have learned about its benefits for athletes, stroke survivors, individuals who have sustained concussion and the side-effects post-trauma. I have also learned that some developmental optometrists and vision therapists were drawn to their respective professions through personal experiences or that of someone very close to them. However, it was during a candid discussion with my daughter’s optometrist, Fabian Tai, O.D. that I realized there’s another group of people for whom vision therapy is beneficial. Those who did well in school, are successful in their professions and likely don’t even realize that there’s anything wrong within their visual system.

Turns out, Dr. Tai is one such person.

As a weekly regular at the optometry clinic opportunity has allowed for casual discussions with Dr. Tai and some of his staff. It was during one such discussion that Dr. Tai shared with me how he came to pursue developmental optometry and more importantly, how he came to discover that he [unknowingly] had issues with his vision for years and is now undergoing vision therapy to correct them.

(I assure you I am sharing his story with his blessing, and perhaps it will inspire some of our readers to share theirs.)

Generally, Dr. Tai did well in school.  He was a straight A student and yet he can recall as early as the second grade being confused in class. Rather than ask for help he’d look to the classmates seated on either side of him for clues to help him figure things out because he couldn’t understand the instructions the teacher had given. He likened the experience to that of one of the Peanuts characters in a Charlie Brown television special and the “wah-wah-wah” sound of an adult’s voice.

He recalls scoring excellent grades in school, usually achieving top marks in his classes.  However it wasn’t easy and he often spent long hours studying for tests, eventually falling asleep because his eyes hurt.  Sometimes he felt anxious and frustrated when having trouble with his studies, but he thought this was normal for a typical student.

It wasn’t until after Dr. Tai became an Optometrist and attended a vision therapy course in the United States that he realized a missing piece in his practice.  He knew there was an association with how people performed in their eye exams and their visual process to see the world. But the specialized area of Vision Therapy was not taught at his school of Optometry in Canada. (It is more commonly taught in Optometry schools in the United States.)

He knew he had trouble crossing his eyes and had attempted to correct it with classical therapy of pencil push-ups and computer programs.  But it didn’t help, and eventually he gave up, not realizing the link between his ability to cross his eyes and reading performance.  After he began his training in Vision Therapy, Dr. Tai realized how hard his body worked to read. There were treatment exercises he just couldn’t do and others made him physically exhausted.  Hence his pursuit of a Vision Therapy program for himself, one he is still undergoing.  (By the way, he has finally solved his problem of being unable to cross his eyes, through treating the whole visual process rather than just focussing on the single issue as the classical treatment methods do.)

In addition, Dr. Tai has always wondered about children’s natural curiosity for the world around them and why some of those naturally curious children lose their enthusiasm for learning when they get older. His understanding of the development process of the visual system enables him to look for more specific signs that would contribute to this [seemingly] sudden loss of motivation to learn and the visual- specific signs that may deter a child from wanting to learn to read or write.

But Dr. Tai tells me this wasn’t the only revelation that motivated him to offer vision therapy in his practice. Fatherhood was the other.

Like most of us who have children, Fabian Tai experienced that 180 degree shift that comes when you find yourself responsible for the well-being and development of someone whom you love more than life itself; his daughter.   While too young to determine whether she’ll need vision therapy, she still plays a role in Dr. Tai’s quest to help his young patients reach their full potential. As a mother of two young children, I can’t think of a better motivation.

Dr. Tai understands what his Vision Therapy patients are going through, because he has walked a similar path himself. His first-hand experience leads him in his practice to help both children and adults who may be struggling with specific skills such as reading and writing, as well as those who are working hard, investing considerable energy in common day-to-day tasks, and are still not able to reach their full potential.

Fabian Tai has compassion for his patients and wants to see each of them succeed. This has been evident to me through my daughter’s experience with vision therapy.  We feel very fortunate to have found Dr. Tai and his team.

 

 

If you’re in the Greater Toronto Area and are looking for a Behavioral/Developmental Optometrist consider Fabian Tai, O.D. www.drfabiantai.com in Mississauga. Are you outside of the Greater Toronto Area? Please refer to the College of Optometrists in Vision Development and click “Find a Doctor” located in the top right corner of their page.  Or visit the Optometric Extension Foundation’s webpage and click on “Find an Optometrist.”

Gallopintovision.com ~ Steve Gallop, O.D., FCOVD

As I have mentioned in earlier entries, since discovering our daughter’s visual issues (Convergence Insufficiency, issues with eye movement, accommodation, eye-teaming and tracking) I have done a lot of reading to educate myself on the latest research about behavioral optometry and vision therapy. There are several books, web sites and blogs I refer to regularly (many I have mentioned here on our blog; more that I’ll review in the future); one such web site and blog is gallopintovision.com by Steve Gallop O.D., FCOVD.

Dr. Gallop is a Behavioral Optometrist in Pennsylvania who works with people who have visual challenges related to learning difficulties, autism spectrum behaviours (including ADD and ADHD), Cerebral Palsy or Acquired Brain-Injury, athletes and more. He is also the author of several published articles, and books including, “Looking Differently at Nearsightedness and Myopia – The Visual Process and the Myth of 20/20” and more recently the co-author of The Kingdom of Should.

As a parent with little knowledge of optometry I find Dr. Gallop’s web site and accompanying blog very helpful because it is concise, well-written and easy to understand. When I wasn’t sure how to articulate my daughter’s situation in a way her teachers would understand, I referred to Dr. Gallop’s article The Visual Process and Learning.  The content was clear, easy to process and helped me convey my daughter’s situation without having to decipher doctor-speak. His article What is Vision Therapy/ Vision Training?  is very informative, and I encourage anyone who is considering (or undergoing) vision therapy/vision training to take the time to read it.   Actually, I encourage you to bookmark gallopintovision.com. It’s a resource you’ll find yourself referring to often.

Stay tuned for future blog entries about other resources I have found helpful and reviews on books I have read recently. (I have been a very busy reader of late!) I will also be dedicating a future entry to The Kingdom of Should – if you haven’t already please visit The Kingdom of Should’s interactive web site. Any description I give you couldn’t possibly do it justice. It’s an experience you (and your child or patient) should really enjoy for yourselves.

 

Life has a way of interfering sometimes …

Compliance and commitment are important to the outcome of Vision Therapy. The majority of the reading I have done during my research supports the theory that a combination of in-office and at-home activities & exercises will ensure the best possible results from treatment. This takes commitment – from the whole family – and yet sometimes no matter how committed you may be, and no matter how dedicated you are, circumstances beyond your control will arise.

That’s what happened to us this past week. Nothing major in the grand scheme of life, but our daughter came down with a bad head cold that really took a lot out of her. As a result, we missed last week’s Vision Therapy appointment and our homework has been delayed as well. In the past when she’s been sick with a cold, it’s been fairly minor so we’ve forged ahead despite her not feeling 100%. (There’s a difference between a case of the sniffles, but otherwise feeling like oneself versus fever, sinus headache and lethargy – especially when it comes to young children.) This time however, I knew that pushing her to continue would have the opposite effect. Helen, our vision therapist, agreed. She said, to force therapy while ill just adds more stress to the body and it’s better to take time to heal rather than try to muddle through.

So rest we did. A few days later our daughter was feeling better and we’ve managed to fit in three days of vision therapy homework. Not ideal, but better than none at all. It’s a new week. Our daughter is feeling much better, and we’ll attend our next appointment as planned and continue to move forward.

The week hasn’t been without its successes either. Yesterday our daughter was playing an I Spy game with her younger brother. You know the type – a page of different objects all mish-mashed together and the reader has to find the match amongst the various details on the page. In the past, our daughter would have avoided the activity completely or become very frustrated by it. This time, she was remarkably calm, spotted a number of items that even I couldn’t find, and did so quickly.

Little steps in the right direction …

Staircase on Mount Davidson

Staircase on Mount Davidson, by Lori D’Ambrosio

Keeping the Faith – Home Therapy Updates

Between school activities, homework, extra review and vision therapy, not to mention family obligations and other day-to-day responsibilities, life continues to be busy at our house.   We’re not special, life is busy for everyone. Scheduling and planning seems to be the best approach, and these days we’re making time for some new vision therapy homework activities.

Last week we continued with the Double Circle Jumps (see “Circle, Circle, Jump!” for a description), but added the use of a metronome set at 20. (I gradually raised it to 30 with each session.) My daughter did well, but continues to find it challenging as it involves having to track her place on a chart, determine which side of the line she needs to jump to, and whether she’s calling out right or left.  She forges ahead though, and is getting much better at it.

We continued with See 3 Coins and she is increasing the length of time for which she is able to hold her focus. Even with slow movement of the card in small circles she is able to maintain her focus for almost two minutes (this is progress, believe me). We perform this task three times, with small breaks in between, and while her eyes get tired and she sometimes has a mild headache afterwards, my daughter admits to being able to see a slight difference each time she does this exercise. I take this as a good sign.

BAR (Binocular Accommodative Rock) was introduced and I will be honest and say that my daughter found this activity extremely frustrating.  To quote The Optometric Extension Program Foundation’s (OEP) description, the purpose of BAR “is to give you constant feedback as to whether both eyes are “turned on” while you are reading and to increase the speed of your accommodative response (focusing mechanism) under binocular conditions.”  This activity told us whether or not my daughter’s eyes were working together. As we discovered (not surprisingly) my daughter’s eyes don’t consistently work together.

It wasn’t the level of difficulty per se, but rather all of the steps involved that seemed to be the cause of frustration. My daughter had to wear her reading glasses, then place a pair of glasses with polarized lenses over top, then hold the plus/minus flipper lenses in front of her eyes. We also had to hold polarized strips on top of her reading material. We chose a book she was comfortable with, and while on her slant board, she’d have to read along, keeping everything in place (I helped). Well, at first her glasses pinched her ears, the polarized lenses kept slipping off and then Dr. Tai’s office called to say he’d modified the plan by asking that we encourage her to read faster (to say that went over like a lead balloon would be an understatement) and  at one point (uncharacteristically for her) she tossed it all aside and refused to do it. She was right, it was all pretty exasperating.

BAR

Polarized glasses

What did we do?   We switched places. She pretended to be me, and I pretended to be her.

On went my glasses, then the polarized lenses followed by the flipper lenses, and the polarized bar strips on the page. My daughter reminded me – as she had been told – that if words became blurry I was to tap the page, and if I had double vision, I was to bring my index finger in front of my nose, focus on it, and bring it down to the page until the double vision went away. She was an excellent Vision Therapist, and I tried to be as good a patient as she is, even though this exercise gave me a headache. But role-reversal worked. And my daughter had enough of a break and regained some confidence to tackle BAR once more!

She did have occasion where the words became blurry, and other time she had incidents of double vision, but she remembered the little tricks that Helen shared with her, and continued on. Next to Near/Far, this was one of the few activities that seemed to exhaust her.

This week brings another new exercise (and a break from BAR much to my daughter’s relief) with a new activity called Flashlight Pointing. A two-step process, this activity involves my daughter holding a laser light in each hand, and reading random letters from a chart. While doing this, she has to point the laser light – to the beat of the Metronome – to an image on the wall, while calling out the letter. Even though she says this is hard, she does very well with it. We’ll be working at spreading out the series of images, so she’ll need to further her peripheral range of vision.  We’re also continuing with Circle Jumps and See 3 Coins.

Despite how challenging some of the exercises are my daughter continues to be hopeful that some-day Vision Therapy will make things easier for her. She has learned quickly the importance of keeping the faith.

It’s all fun and games – Part II

While researching vision therapy and the visual/learning connection I came across an article entitled, “Toys for Strong Vision.” by Dr. Charles Boulet, a developmental optometrist with a background in education and neuropsychology. His clinic, Diamond Valley Vision Care is located in Alberta, Canada.

As a parent, the concept of developmental toys is not new to me. Although in my opinion once a child passes the age of 6 years we hear less about developmental toys and more about the latest electronic games and gadgets, even though skill development at that age level (and beyond) is still occurring and very important.

Dr. Boulet’s article includes eighty-one toy and activity suggestions for a variety of ages. He has categorized them into the various skill sets that support reading and academic development including building toys, fine motor skill toys, space perception toys, visual thinking toys & games and balance and coordination toys & games.

Perplexus by PlaSmart

Perplexus by PlaSmart

With the concepts and suggestions Dr. Boulet covers in his article I have made a more conscious effort to choose games and activities for my children that target the development of their visual skills. One of the most popular in our house these days is Perplexus by PlaSmart. The object of Perplexus is to balance a small silver ball on the narrow tracks of a maze within a sphere.  Carefully tilting the sphere, while following the little ball with your eyes, you move the ball along the tracks, over and under obstacles all while trying not to let it fall over. At first, my daughter found it a little frustrating because the little ball wouldn’t stay on the track, but she kept at it and quickly figured it out. I can see her concentrating with her eyes focused on the ball as it follows those little tracks; determined not to let that ball fall off. This game has become so popular in our house, that I think I may have to get another one … for my husband! He seems even more determined than our daughter to get that little ball through the maze!

Other games we have tried from Dr. Boulet’s list include Jenga, Kerplunk, Lite-Brite and Operation. (They have a Star Wars version now, for anyone like me, who has fans of Star Wars at home.)

Other popular games with my children (not mentioned in Dr. Boulet’s article) include Shrimp Cocktail by Blue Orange Games.  The object of the game is to find as many matching cards as possible, to “squeeze the star fish” (which makes a squeaking sound) before your opponents. Along the same lines, and a little more challenging, is Spot it! also by Blue Orange Games. There are 5 ways to play Spot-it, all with the same objective, to be the first player to spot the matching pictures between two cards.

DSC04482DSC04484

With the recent snow storm we had, yesterday was a snow day. My children made great use of the best (and most frugal) play space around — outside! Tobogganing, tunnelling through a pile of snow to make a fort, tossing snow balls, all of these activities contributed to the healthy development of several skills and neither of them even realized it. They were too busy having fun!

Regardless of what games you’re playing or where you’re playing them, the objective is to have fun, spend time with your family and enjoy the additional benefits of helping our children develop important skills.

Cheers to great teachers!

This week was parent/teacher interviews at my daughter’s school. Admittedly, I normally don’t look forward to this time of the school year. Don’t get me wrong, I like my daughter’s teachers, and we’re very fortunate as our children attend a wonderful school. As a parent, it’s difficult to hear that your child is struggling, and in my daughter’s case, despite all of her hard work, it’s still early days in her treatment and we are not yet seeing the … how should I put this … that “WOW, this is amazing” result we’re expecting at the end of her Vision Therapy program.  The improvements thus far have been very subtle. We have a long way to go; we’re not even at the half-way mark yet!

“Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it.” ~ Samuel Johnson

Late last month I sent packages to my daughter’s teachers. Each package contained a copy of Dr. Stephen Gallop’s article The Visual Process and Learning,  a copy of the Teacher/Parent Vision and Learning Guide by The Vision Therapy Center, Inc. Also included was a note from me inviting them to watch the video “Looking Inward: The Vision Therapy Treatment of Convergence Insufficiency” by Dr. Dan Fortenbacher and his team at Wow Vision Therapy.  I have been talking with them about my daughter’s situation for quite some time, but I didn’t feel as confident about my abilities to articulate just what Convergence Insufficiency is, how it impacts learning, and exactly what my daughter does for the one hour and twenty minutes she misses class for her weekly Vision Therapy appointment.

I was reluctant at first. Would they think I was trying to tell them how to do their job? Would they be able to make the time to read the materials given how very busy they are? It’s my job to advocate for my child – as I have been doing – but at the same time I am aware that she’s not their only student, nor is she the only one who needs learning support. But that nagging feeling of “this is the right thing to do” and “there are other children out there who have CI and don’t yet know it” won out, so I took a chance and sent the information.

Am I ever glad that I did!

This week’s discussions have reassured me that my daughter is getting the best support possible at school. The teacher who helps with her reading was so impressed with the information, that she did more research of her own, and asked if I’d be comfortable with her sharing it with her colleagues as she feels it’s important that educators be aware in case they encounter other students with symptoms similar to my daughter. She mentioned that it helped her further understand what my daughter is dealing with, and the accommodations necessary to help her reach her goals.

Her science teacher read all of the materials, and watched the video footage and was so sympathetic to how my daughter must be feeling, and how difficult learning is for her right now. He even took the time to put together a list of suggested ways he felt he could support her in class, including making hand-outs and test papers in a larger font, having her use a highlighter to highlight pertinent details from reading assignments as well as other supports that we’re going to try.

Her primary teacher has already made some modifications in class, and now has other ideas of ways that she can support my daughter, including moving her to the very front of the class for periods of instruction, and offering her visual breaks.

Some of you are probably thinking that this is their job, and perhaps it is, but I can’t even begin to express my gratitude and relief to encounter active listeners, with open minds and such a strong willingness to help my daughter to succeed.

This is my personal shout-out to my daughter’s teachers:

“Cheers to great teachers!”

Their hard work and support really does make a difference.

Vision Therapy is for adults too

While the majority of what I write on this blog relates to my daughter’s vision therapy program, I recognize that some of our readers are adults going through vision therapy, too. Through my research I have come across some resources I thought might be of interest to those adults who are pursuing vision therapy, or who are perhaps wondering if vision therapy is an option for them.  A new page has been added, entitled, Adult Vision Therapy. (You’ll find the link at the top of the screen.) I will update the page with information as I find it, in the meantime, if you have anything you think should be added, please let me know by commenting to this blog post.

We have a Facebook page!

Thank you to everyone who has visited our blog.  For anyone who may be on Facebook, The View From Here ~ our family’s journey through vision therapy now has a Facebook page. The FB page does not replace our blog, but rather compliments it with links, articles and updates on the subject of vision therapy, visual development and all it encompasses. The page can be found at The View From Here: our family’s journey through vision therapy.

We hope you’ll take the time to visit us on Facebook and like our page. You are invited to add links and information of your own that you think might be helpful, or if you’re comfortable, take a moment to share your experience with vision therapy.

Thank you again, and have a wonderful weekend!