isions - cdn.ymaws.com...volume 39, issue 4 visions page 4 piaget for the modern age – the vision...

I S I O N SN E W S L E T T E R

VOLUME 39, ISSUE 4 • August 2009

President’s MessageCarol L. Scott, OD, FCOVD

39th Annual MeetingCome for fun

and education

Quality patient care is only possible when the doctors and therapists in your practice stay current with the ever expanding knowledge and research in developmental vision care and optometric vision therapy. We have heard a lot this year about value-driven health care, and maintenance of certification. The scope of educational courses offered at this year’s COVD Annual Meeting, October 13-17 in Denver, Colorado, is varied and impressive. These courses will add to the value of your services, as well as maintaining your certification as a specialist in developmental vision. And of course, don’t forget the wonderful camaraderie that goes with the meeting as we make new friends and see old ones.

The meeting starts with our Applied Concepts Courses, and a new course for vision therapists, VT201-“Binocularity from A to Z” presented by Linda Sanet, COVT. This course is a more in-depth course for all those therapists who have already taken our VT 101 course offered the past two years. The Applied Concepts Courses offered this year are Visual Information Acquisition, Visual Information Processing, and Therapeutic Lens

Prescribing. In addition, a new course is being presented by Dr. W. C. Maples on Fellowship Preparation-What You Need to Know to Complete Fellowship. COVD is committed to assisting associate members in taking the next step to Fellowship.

We begin the annual meeting portion with the Exhibit Hall Opening Reception and the joint OEP/COVD symposium on Practice Value: Myth and Reality by Bob Williams, Executive Director of OEP. This session will prompt you to think about the future of your practice.

Our education continues on Thursday with Dr. Nancy Torgerson speaking on Vision and Autism. Currently, 1 in 150 children are being diagnosed with some type of autism, and optometry has lots to offer these children. Dr. Torgerson will discuss how to evaluate these challenging patients and what types of therapeutic options can be provided. She will continue this topic at our vision therapists’ hands-on workshop on vision therapy for adults and children with autism on Thursday and Friday. I know this will be a very popular course for our vision therapists.

Dr. Lynn Hellerstein, who presented a very well attended course for the vision therapists last year on visualization, is presenting in the general education session this year. Her interactive presentation on The Power of Visualization and how that can increase your success in vision therapy and life, will include parts of her new book, “Discovering Your Viz Kid! The Parent’s Action Guide to Creating Great Students and Building Confident Kids.”

Dr. Dennis Levi has done research for years in the area of amblyopia and spatial vision. He will be presenting Neural Plasticity in Amblyopia, and discussing the current methods of treatment for amblyopia. Recent work suggests that adults and older children can improve their perceptual performance through extensive practice and videogame

(continued on page 2)

In this Issue:

President’s Message

— 2 —President’s Message

(continued)

— 3 —Words that Can

Make a Difference

— 4 & 5—Therapist’s Corner

— 6 & 7 —Our Optometric

Heritage

— 7 —COVD and

DevelopmentalOptometry from a

Student’s Perspective

— 8 —Upcoming Meetings

College of Optometrists in Vision Development215 W. Garfield Road

Suite 200Aurora, OH 44202888.268.3770 or

330.995.0718 (voice)330.995.0719 (fax)

[email protected]

VOLUME 39, Issue 4 V I S I O N S

President’s Message, continuedplay. These improvements may transfer to visual acuity.

Dr. Jim Sheedy will be presenting on the interesting topic of vision and speech evolution. He will speak about the development in cognitive skills from the senses of vision and hearing and theories on human behavioral development in his presentation on Vision and Speech: Foundation for Mind and Behavior.

On Saturday, our ever popular Clinical Discussion Forum moves to a new time. Led by Drs. Brenda Montecalvo and Kellye Knueppel, this interactive clinical discussion will review philosophies for prescribing prisms and lenses for treatment of patients with neurological insults. Hands-on activities will demonstrate effective techniques to determine the best prescriptions and discussion will follow. This forum

emphasizes clinical information and pearls. If you attend this session, you will go back to your practice with some new ideas to help your patients.

Continuing our clinical education on Saturday is Dr. Curt Baxstrom who is presenting Vision Therapy with a Vestibular Twist to help us understand how to use vestibular stimulation to enhance vision therapy. Dr. Baxstrom has been using vestibular stimulation in his practice very successfully, and will share many clinical techniques that can be applied in your practice.

Dr. Rob Fox has been involved in the treatment of vision problems related to acquired brain injury since 1985. I know that this has become a big part of my practice as no one else in our optometric community sees this type of patient for therapeutic options. As you acquire knowledge in this area, you will

VISIONS is published by the College of Optometrists in Vision Development (COVD). Editor: Brad Habermehl, OD, FCOVD. Managing Editor: Pamela R. Happ, CAE. Business office is located at 215 W. Garfield Road, Suite 200, Aurora, OH 44202, 330.995.0718. Subscriptions: VISIONS is published four times a year and distributed at no charge to members of COVD. Postage paid for a non-profit, tax-exempt organization at Hanover, PA. Copyright © 2009 by the College of Optometrists in Vision Development. Advertising rates available upon request. COVD disclaims responsibility for opinions expressed by the authors.

Developmental Optometrists use a holistic approach in the treatment of visionand vision information processing problems. That is why many practitionershave adopted the IM program to help reach their patient goals.

*Ask about our one-day Certification Course

Register Today!COVD 39th Annual Meeting • October 13-17, 2009

Denver Marriott Tech Center • Denver, Colorado

Hotel ReservationsMake your hotel reservations now for the COVD 39th Annual Meeting at the Denver Marriott Tech Center. Go to covd.org for a link to the online hotel registration site.

Airport TransportationCOVD has arranged discounted airport shuttle transportation to the Denver Marriott Tech Center. Pre-arrange your airport transportation online, or print a coupon to receive the discounted rate upon arrival.

Area AttractionsInterested in what the Denver Marriott Tech Center and surrounding area have to offer? Check out our information on what to do in the area.

See our website, www.covd.org for additional information.

find that you can build a referral base for these patients from other optometrists, physicians and therapists. Dr. Fox will help you both get started and expand your knowledge in this area with his presentation on Vision, Behavior, and Traumatic Brain Injury.

As always, there will be time to renew your friendships and meet new people at our social functions and receptions throughout the meeting. Don’t forget the hospitality suite and all the fun and discussions we have there! If you have never attended a COVD Annual Meeting before you won’t want to miss this year’s meeting, and then you will know why there are so many members who make this their “meeting of the year.”

If you haven’t registered yet, do so now! Contact the COVD office or go to the website and make plans to be in Denver this October. I look forward to seeing you there!

Dr. Scott is the President of COVD andpractices with Dr. David Pierce at

Vision Enhancement Clinic in Springfield, MO


Over the years I have written to you about correct word choices when speaking with your patients about their care. Today I want to focus on some of the words which I have heard doctors use when explaining their diagnosis.

When finances are a concern, people are more cautious about financial decisions. Therefore they have to be completely certain that they are doing the right thing before they move forward. It is extremely important that they understand the true value of the services you are recommending.

Unfortunately, doctors will often say things which undermine the patients’ confidence. For example, phrases such as, “You may have…,” “I think you have…,” or “In my opinion…” If you were a patient and the doctor told you “You might have…” what would you do? You would probably seek a second opinion or just not do anything.

Please consider using statements which show more confidence in your diagnosis such as, “the tests show…,” “The results of the testing clearly show…,” or “your child has…” If a parent has to move mountains to

get their child through a program of vision therapy, they have to be certain that your program will help. If you say anything which demonstrates your own personal uncertainty of either the diagnosis or the outcome of your program, your patients will likely not follow through with your recommendation.

If you are uncomfortable making such strong statements, or are uncertain of the clinical aspects of providing vision therapy, it is time to attend the Applied Concepts Courses at the annual meeting coming this October. The OEP Foundation Clinical Curriculum is also excellent, as well as the courses provided by Dr. Robert Sanet. There is a wealth of resources available to help assure you provide your patients with the best quality of care.

Getting back to how to communi-cate with patients; I have also found that it can be very helpful to record your consults and review them later to see how you are actually presenting information to your patients. Listen not only to how you present your information, but also listen for your

patients’ responses. If you don’t like what you hear, it’s time to make some changes.

In order to do the recording you should have your patients’ permission. You can tell your patients that you would like to record the conference and that you would be happy to send them a copy. It is best if you can use a digital tape recorder so you can email it, put it up on your website or send it to them through a special website which accommodates large documents, such as www.yousendit.com (which offers a free service as well as a paid service; and the free service works very well).

I look forward to seeing you in Denver! As always, if you have any questions or have a topic you would like me to address in an article, please email me at:[email protected]

Toni Bristol is an Affiliate Member of COVD and a Practice Management Consultant

in Montrose, California and can bereached by email at

[email protected]

Words That Can Make a DifferenceBy Toni Bristol

COVD is pleased to announce that the following students received the 2009 COVD Award for Excellence in Vision Therapy during graduation services this spring at their school or college of optometry.

The COVD Excellence in Vision Therapy Award is given to recognize those students who have demonstrated a strong inter-est and clinical skills in vision therapy. Congratulations to each of these new optometrists!

• Jennifer Shaba – Ferris State University, Michigan Col-lege of Optometry

• Kelly Meehan – Illinois College of Optometry

• Kim Kohne Indiana University School of Optometry

• Amy Camerota New England College of Optometry

• Kimberly A. Brunk – Northeastern State University Oklahoma College of Optometry

• Rebecca J. Fleming Pacific University College of Optometry

• Linda Luong Southern California College of Optometry

• Joe Borden – Southern College of Optometry

• Dorothy H. Nguyen University of California, Berkeley

• Whitney Barker University of Houston College of Optometry

• Andrea K. Braden & David D. Ernst University of Missouri - St. Louis College of Optometry

• Debbie Luk – University of Waterloo

Student Awards for Excellence in Vision Therapy


Piaget for the Modern Age –The Vision Therapist’s Role

In 1990 John Taylor Gatto was named New York City Teacher of the Year. In his acceptance speech, Gatto made the following observations about the crisis in education in the U.S. today:

“The children I teach have almost no curiosity, and what little they do have is transitory; they cannot concentrate for very long, even on things they choose to do...”

“The children I teach are dependent, passive, and timid in the presence of new challenges. This timidity is frequently masked by surface bravado, or by anger or aggressiveness, but underneath is a vacuum without fortitude.”

I have worked as a vision therapist for almost thirty-three years. When I first began my studies at the Optometric Center of New York, I knew little if anything about optometry, vision, and the visual process, having been a philosophy major in college. Initially my goal was to know the procedures I was to do with each patient and to carefully record each patient’s response. In my limited view I did not see the patient as a whole human being, but as a pair of eyeballs with an accommodative problem, a convergence problem, or a perceptual problem.

However, after a while I began to feel that something was missing. I spent a great deal of time thinking about patients and wondered how did “learning” happen and become transferred from what was done in the therapy room into the real world? If a patient couldn’t understand what was happening to him, how could he get better? I began to feel inadequate as a vision therapist because I realized that I didn’t really understand what was happening in the therapy room. I was uncomfortable with many things I observed that did not fit the model I had studied. I knew that I had to learn

more about what it was I was doing so that I could be more effective. I also came to feel that my role should not be that of a teacher of procedures, but rather a facilitator of sorts. I did not think that anything I could do or say would teach a patient what he needed to know to eliminate his problem. I began to feel that the patient must do the learning for himself, within a context and framework that was meaningful to him. To make this even more challenging, I had to deal with many young patients who in most cases did not think they had a problem and who were unwillingly dragged in each week by their parents.

In 1980 I attended a seminar which changed my life and the way I began to look at things. The seminar was given by Dr. Harry Wachs, the noted optometrist and Piagetian scholar. The seminar seemed to be designed just for me and the questions I was asking at that time.

Dr. Wachs believes that Piaget’s theory fits in perfectly with what we should be doing in vision therapy. In Piaget’s view, knowledge is not present at birth, nor is it pre-formed in the person’s mind, ready to emerge as he matures. Knowledge is not passively absorbed by the individual from the environment, but rather is actively constructed by each individual through the interactions between his mental structures and the environment. Thus intellectual development within each person is individual and personal. Knowledge resides in the individual and not in the objects of the external world.

This reinforced to me ever so strongly that my role was not and could not be a “teacher” because I really couldn’t teach anything to anyone else. Knowledge and understanding must come about as the person acts upon his environment and with feedback from his own cognitive structures. I could be there to provide opportunities for the patient, but whether anything happened or was learned was not and could not be up to me.

From Dr. Wachs I learned that everything our patients say and do reveals the type of thinking they are doing about the matter at hand. I came to understand the following: • I had to primarily be a good

observer; • it was possible for a person to

understand something one moment and not the next;

• these inconsistencies were normal and even desirable as given fertile ground and opportunity, they would provide the environment most desirable for learning;

• regardless of chronological age, a person’s thinking in a particular area could be more adult or more child-like and;

• therapy had to reflect these different levels of thinking.

I also learned that the therapy room had to be safe for patients—that any question, comment, or response was ok. Our office was different from school, work, and yes, even from the real world. I felt after all that it was the “real world” that had worked against these patients developing into whole, happy individuals, and I had to be different to help things change. I took to heart the Piagetian notion that there is no such thing as totally unintelligent behavior—it might be more or less rational or intelligent, but that behavior was always based on what the individual knew or understood at a given time. I

Therapists’ Corner • By Linda Sanet, COVT


Therapists’ Corner, continued

had to learn to pay careful attention to know when to raise or lower the demand appropriately. It was a lot of hard work, and I am still working on it today.

I try very hard to let patients know that I believe they are intelligent and I believe in them. Our quiet therapy room has become quite noisy. From Dr. Wachs I have learned that it is okay for patients to question and doubt – to challenge. In fact, it is even to be encouraged. I ask patients to explain their responses and to defend their choices. I ask our patients to trust in their intelligence and not to be intimidated by authority. In my mind I keep hearing Dr. Wachs say, “I don’t want to hear the right answer; I want to hear your answer.” My goal is to have patients who expect and welcome challenge and who delight in meeting those challenges. I cannot tell you how thrilling it is when this happens!

I try very hard to structure the VT activities so they challenge the intellect of each patient at an appropriate level. Many visitors who come to our office think we only play games with our patients. While at first glance this may seem so—and it is true that we do have a lot of fun—we are really working very seriously. I have discovered Piaget was generally correct in his belief that given the opportunity and a supportive environment, people will enthusiastically engage in vigorous

cognitive activity that appeals to and respects their intelligence. Patients know they are going to work hard but they seem to like it. Week after week I hear requests to repeat activities done previously. I know for sure that I enjoy what I do a lot more since I have made this mental shift.

I feel fortunate to work in an office where the doctors are supportive and have granted me wide latitude. They are not afraid to try new things even when we are not sure whether they will be successful or not. However, I do feel it is important to say that there are no magic procedures or pieces of equipment. Remember, knowledge is in the individual and not in the external world! Every procedure you use right now can be structured according to the Piagetian framework—it can be set up to allow the person to come to understand rather than to just go through the motions of a procedure.

For example, I like an activity developed by Dr. Wachs called “Mental Minus.” During this procedure the patient is asked to learn about minus leases and his own “accommodative intelligence.” As part of the procedure the patient is asked to see things clearly through a minus lens, then to blur the target through the lens, then clear it again on command. Since the visual system is physiologically designed to act to correct a defocused image, the individual is learning to control and override the normal impulse to clear things up. Believe me, this is not as easy as it sounds!

At another level of “Mental Minus,” the patient learns to defocus a target an appropriate amount so that when a minus lens is put in front of his eye, the target is immediately clear. I feel that the patient who goes through these experiences has the opportunity to learn more about his focusing system and how to control it than the patient who has only sat through many dozens of rounds

with a flipper. I’m not trying to say one activity is “bad” and one is “good.” In fact, any procedure can be more or less meaningful to a particular patient’s growth. However, I believe the goal of therapy should not be the attainment of certain findings, but rather to produce an individual capable of thinking about and controlling his own visual situation. And the joy that results when they have learned to do so is a real high!

To me the bottom line is to empower patients, to help make them more whole, thinking individuals. I believe that human beings are born happy and zestful with a normal and healthy drive to learn and become intelligent. Too often this is stifled in our schools, in our jobs, and by the real world. As vision therapists we are given an opportunity to have a major impact in people’s lives, to make a real difference. I believe that the Piagetian philosophy provides the possibility for us to do this.

Linda Sanet is a Certified Optometric Vision Therapist in the office of Dr. Robert

Sanet, FCOVD, in Lemon Grove, CA

The Collaborative on Health and Environment website, www.healthandenvironment.org, has information on Learning Disabilities, Behavioral/Emotional Disorders, and Other Brain Disorders: What We Know which the COVD Board of Directors feels our members may find useful. Information on how to partici-pate with the collaborative effort can be found here: www.healthandenvi-ronment.org/join/participate.


Our Optometric Heritage • By Albert A Sutton, OD, MS, FCOVD

Did you ever wonder why some Vision Therapy patients respond and achieve rapidly, while others respond slowly or sometimes not at all? Going through some old papers, we discovered one of these incidents. It reminded me that often there are interferences to the Vision Therapy program that must be considered.

Dr. Boyd Harmen, one of our mentors, introduced some of the problems that interfere with the success of Vision Therapy. At the time, we had established the Center for Learning at Barry College in Miami Florida. Some of the children attending the Center fit into the category of not achieving as well as expected. Dr. Harman asked if we had looked into the diets of the children. Was their intake of food good enough to give them the input they needed? Or were the diets of some of the children causing problems to their developmental advancement?

On investigating the diet of each child, we discovered those with diets that could cause interferences were the same children not having good therapy results. For example, there was one little girl who would come to the program very hyperactive. This did not happen all the time, but most of the time. We checked her diet and found that the days she was most hyperactive were days she had food with sugar. We discussed this with her mother and sugar was cut from her diet. This worked so well that even the child noticed the difference. When she arrived, if she happened to have had something sweet, she would come to me immediately on arrival and say, “Dr. Sutton, I’m sorry. I had some sugar today, but I will try to be good.”

Dr. Harman suggested we do a study of the children by dividing them into two groups. We did our best to balance the groups with an equal number of achievers, non-achievers and in-betweens. The idea was to introduce vitamins and supplements

to their diets. One group would receive the vitamins and the other a placebo. Dr. Alan Cott, a New York psychiatrist who treated his patients with supplements, joined the study.

We had two problems. First, we would need a base test of body chemistry on each child. The laboratory at the Miami Heart Hospital agreed to help us with that. Then, we were faced with the fact that many of the children were too young to swallow a pill. Dr. Cott came to the rescue with a laboratory that would produce a liquid, multiple formula vitamin for the children. The lab was able to concoct two liquids, one with supplements and one without. In addition, the two liquids each had the same color and taste. For four weeks, one group received supplements and the other the liquid placebo.

In addition to the Body Chemistry test, each child had a complete visual analysis, both before they began and at the end of the first four weeks. Visual Therapy was continued as normal. Those children on supplements, who had been lagging in their achievement, showed a definite improvement and those who were achieving gained more readily in their abilities. Those children on placebos seemed to continue at their normal pace.

The second four weeks, the doses were reversed. At the end of that time, complete visual analysis and chemistry was again performed. This time there was improvement in all the children. Those on placebos who had received supplements still seemed to improve in achievement though not as fast as the group receiving the supplements. The research definitely showed that supplements helped all the children and especially those who were not achieving in their Vision Therapy as much as we had expected.

As time went on, Dr. Harmon suggested that, rather than give each child a multiple vitamin, it would

be good to identify the supplement needs of each child. We needed a more definite understanding as to what supplements should be given to each child rather than to just give a general multivitamin. The answer to that was a Tissue Mineral Analysis. There was one particular boy in our group who we will call Johnny. He responded to our Therapy, but very slowly. We talked to his parents and suggested that they ask his pediatrician about a Tissue Mineral Analysis. We had already learned that there were laboratories that did this study by testing the hair and we were using a particular lab. When the parents suggested the idea to the doctor, his response was that the whole idea was a lot of “bunk.” However, the parents were interested and wanted the analysis if we could have it done. We sent the required amount of hair to the lab but asked that the results be sent to the pediatrician.

Imagine our surprise when, about ten days later, we received a call from the doctor. The first thing he said was, “How did you know?” Not having received the report we had no idea what he was talking about. It turned out that the boy had an extreme amount of lead in his system. This toxicity would definitely affect his brain and interfere with his learning. We consulted with the pediatrician and came to the conclusion that chelation, which can be done with supplements, was the answer.

It took a long time, but Johnny became a different boy. He was more alert and willing to do things. Every day when he came to the Center he would say to me, “Doctor, I took my Smart Pills this morning.” Then he would laugh and go happily to work.

Tissue Mineral Analysis has had a definite place in our practice. We feel more comfortable knowing that, if a child has acquired toxicities, they are being taken care of. We find fewer patients, children and adults, who do


Our Optometric Heritage, continued

not achieve as we expect. Through the years we have found

a particular laboratory that not only does the analysis and advises on what supplements are needed, but they also explain the reasons. They also maintain their own research lab and do a very effective study.

There are other interferences that can affect our patients’ Vision Therapy programs, but little by little, they are being discovered and can either be taken care of in office or through other professionals. For example, the ability to integrate the primitive reflexes, as introduced to us by Lena and Thorkild Rasmussen from Denmark, has been a great help. We find that this is best done in-office as it can be part of the

Vision Therapy program. Also, it can be better related to our profession if done in-office. We are now very aware that a child or adult who is not achieving as well as expected, may have interferences and we must consider that possibility and look for them.

From the personal information given in the Questionnaire and from the analytical information from a complete and thorough evaluation, I have been able to know and understand each of my patients, individually, and have learned to take care of their needs with greater success. It is this type of success that grows a practice.

Dr. Sutton is a COVD Emeritus Fellow residing in Tamarac, FL

COVD and Developmental Optometry from a Student’s Perspective • by Debbie Luk

The author Robert Bryne once said, “The purpose of life is a life of purpose.” Have you wondered how you can make the most out of your optometric career? I was asking myself this question back when I was in my first year of optometry school. At that time, I was not familiar with the various opportunities in optometry, but I knew that I wanted a career focus that allowed me to be creative and make transcending differences. Hence, I began surfing the Internet to search for answers. Eventually, I came across the COVD website, and that was how I discovered vision therapy! Unlike some other optometry schools, my didactic and clinical curriculum did not emphasize vision therapy. This website connected me to a behavioral/developmental optometrist in my area: Dr. Cynthia Matyas. Through working with her, she showed me how vision therapy brought joy and transformed patients both young and old. She also encouraged me to attend the annual

COVD meeting, and that’s where my passion for vision therapy blossomed. I strongly encourage anyone who is interested in this specialty to attend this meeting. It is a fantastic opportunity to connect with residents, professors, and leaders in the field. Since this is a very dynamic field, attending the meeting will allow you to gain various insights and perspectives outside the didactic walls of your school. The best thing about this conference to me is the enthusiastic discussions and sharing of ideas that occur throughout the meeting. I highly recommend it as it will open doors to many stimulating opportunities.

To further get involved with COVD, why not serve as a COVD student liaison by educating and motivating students through organizing events such as the Tour de Optometry? This is a wonderful program where a COVD Board Director visits your school to speak to both students and professors. At the University of Waterloo, we were very

fortunate to have Drs. Lynn Hellerstein and Brad Habermehl. They shared with us topics such as: how to start a vision therapy practice and vision therapy grand rounds. It was a very beneficial event for all students as the majority of us did not know what vision therapy was about. After the event, some of the students were inspired to participate in vision therapy internships, and also to pursue a residency in this field. In fact, there are two Waterloo students who are matched for a vision therapy residency for 2009-2010. Further, the professors were also educated and encouraged to incorporate vision therapy theories in the lectures. The Tour de Optometry is an excellent way to build awareness in your school, and I would urge you to take on the role as COVD liaison and advocate for vision therapy.

Debbie Luk is a 2009 graduate of the University of Waterloo and was a COVD

student liaison for the school from 2007 to 2008. She is now a resident in the SUNY Vi-sion Therapy and Rehabilitation Residency.

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Upcoming Meetings

VT/Visual DysfunctionsAugust 27-31, 2009Grand Rapids, MichiganContact: Theresa [email protected]

VT/Strabismus & AmblyopiaSeptember 10-13, 2009Grand Rapids, MichiganContact: Theresa [email protected]

40th Annual ColoradoVision Training ConferenceSports Vision: Visual Skills, Mental Approach, Common Eye Injuries, and Carving Out a NicheDon Teig, ODSeptember 11-13, 2009YMCA of the Rockies / Estes Park, ColoradoContact: Jennifer Redmond, OD, [email protected]

Northeast CongressSeptember 13-14, 2009Westford Regency InnWestford, MassachusettsContact: Dr. Kathleen A. Prucnal

COVD 39th Annual MeetingCollege of Optometrists in Vision DevelopmentOctober 13-17, 2009Denver Marriott Tech CenterDenver, ColoradoContact: www.covd.org

VT/Learning Related Visual ProblemsNovember 5-9, 2009Grand Rapids, MichiganContact: Theresa [email protected]

VT/Visual DysfunctionsDecember 2-6, 2009Phoenix, ArizonaContact: Theresa [email protected]

Please refer to our website for additional and updated listings…http://www.covd.org

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