Instructions For Using The Wayne Tracking Wand

The Wayne Tracking Wand is a portable hand-held battery operated instrument for developing rapid saccadic eye movement, accurate fixations, and precision tracking skiiis. The unit consists of a control box with two wands each having a bright red LED lamp in its tip.

There are many references in the Optometric Extension Program courses describing ocular pursuit and fixation training techniques utilizing manual-moving wands. See Treganza, A. and Adams, L (2). Refer to the end of this manual for additional references on fixation and pursuit training using monocular, and binocular techniques; also, disassociated training using prisms, etc.

Operating Instructions

The battery should be fully charged before using. To charge the battery, plug the battery charger/adapter into a 120 VAC wall outlet. Connect the small plug into the Wayne Tracking Wand power jack. The switch should be on "OFF". Charge battery for 24 hours. (The unit may be used while the battery is charging).

1. Flip the "POWER SWITCH" to the "ON" position.
2. Position the "MODE SWITCH" to "ALTERNATING LIGHTS" POSITION (with sound).
3. Adjust the "SPEED CONTROL" to the desired alternating speed.
4. To eliminate sound, position the "MODE SWITCH' to "ALTERNATING LIGHTS" position (no sound).
5. To set the wands for the Branchaud effect, move the "MODE SWITCH" so that it is centered between the "ALTERNATING LIGHTS" positions. Adjust the "SPEED CONTROL" so that the wand lights do not flicker when patient is accurately fixating on it. The light will appear to flicker only when the patient is not correctly fixating and tracking.
6. To adjust the volume, cover the sound opening with a piece of tape.

Three Modes Of Operation

1. The red lights alternate "on-off" from one wand tip to the other at adjustable rates of speed.
2. Sound with each wand is optional with light.
3. The two wands can be set to produce a "Branchaud" effect.

Fixation Training Procedures

If the patient is unable to feel his eye movements, it is suggested that closed eye fixations be included in the early stages of the training program. For such a patient, eye movement training can be practiced by having the patient maintain steady fixation of an immovable object while his head rotates.

There are some patients who will only be able to maintain accurate eye movement while seated comfortably in front of the wands. These patients as well as those who cannot tell whether their eyes are moving smoothly or jerkily need practice in ocular kinesthesis. Pursuit of a wand provides an opportunity to support vision with kinesthesis and touch in many different ways. As training progresses, patient should become comfortable standing in an erect relaxed position while following the lights. A balance board may be used for increasing integration of eye movement with balance and general body movements.

Primary Meridian Fixations

Purpose: To locate objects accurately in space and to learn to move the eyes quickly, correctly, and efficiently from one object to another.

Equipment: Use the Wayne Tracking Wand.

Procedure: Set the wands to the "BRANCHAUD WAND" position. Have an eye cover and septum available. Place the two illuminated wand tips 16" apart in horizontally and about 16 to 20 inches apart in front of the patient. Instruct patient to look at the left target light without moving his head. The fixation light will appear to glow steadily only when the patient's eyes are accurately fixating on it. If the patient's eyes are not looking directly at the fixation target, the lights will appear to flicker.

While patient is looking steadily at the left target light, he should attempt to pick up the right light peripherally and attempt to judge its location. When patient locates the right target light, he should quickly shift his eyes to look at it. Repeat procedure until eye movement is smooth. This type of fixation training tends to simulate the basic eye movement demands for reading

Now set the Wayne Tracking Wands in the ALTERNATING LIGHTS MODE and adjust the speed of the lights to the patient's maximum ability.

Repeat above procedures using the Wayne Tracking Wands in the vertical and diagonal positions.

For added reinforcement you may wish to do the above procedures with sound.

Therapist should observe the following in both monocular and binocular conditions:

1. Ocular dexterity: Do the patient's eyes move easily and smoothly with control when his eyes are fixating from one target iight to the other?
2. Tension: Is the patient relaxed? Can patient handle reinforcement or overflow activities? Reinforcement activities are those that contribute to the task such as reaching out to touch the light tip on the wand and then following it with his hand as well as with his eyes. Overflow activities consist of movement that does not contribute to the task, i.e. on the baiance board, etc.
3. Concentration: Does patient concentrate his attention solely on the task? Does he close out other stimuli to maintain his fixation? Does patient constrict his perceptual field?
4. Stamina: Does the quality of the eye movements lessen after a few excursions? Does concentration increase with time on the task? Does tension develop after a number of cycles?
5. Ocular equaiity: Are the patient's eyes moving with equai dexterity whiie fixating on the wand iights? Does one eye blink more than the other? Does one eye tear more than the other? Observe the performance of each eye under monocular conditions.

Remember the goal for the patient is to learn to reach-out-grasp-and manipulate with his eyes without head movement.

Ocular Pursuit Or Tracking

Ocular pursuits comprise one of the most important performance areas in need of improvement. First, you must analyze the patient's pursuit ability in order to know what techniques to add to his visual training program and try to determine how much training is needed.

The five types of eye movements should be tested-both monocular and binocular-horizontal, vertical, oblique, rotary and z-axis(away and towards). The horizontal pursuits are tested at eye level above and below the eye line. The vertical pursuits are tested in the midline and on either side of the midline. The tip of the wand should be moved to form an 18 inch square centered on the mid-line and about 4 inches above and below eye level.

When ocular pursuits are not developed and body movements are uncoordinated, it is recommended that pursuit training begin with template tracing activities. Techniques for developing template tracing have been described by Dr. Getman (9) (15). The is an excellent instrument for this purpose.

Patients should be aware of their eye movements. Practice in ocular kinesthesis can help a patient develop smooth eye movement. Start by having patient fixate on an immovabie object while rotating his head.

Pursuit of a wand provides an opportunity to support vision with kinesthesis and touch in many different ways. The patient may hold and move the wand himself using either one or both hands. The therapist may move the wand while the patient touches the fixation point with a finger. Patient may point at the illuminated wand tip as it is being moved. Or, the patient may follow the wand tip only with his eyes.

Additional Suggestions

When doing fixations and/or tracking slip small rings over the lights. Rings can be water hose or faucet washers. For young children, slip the soft plastic animals over the wand tips.

Anaglyph giasses can be used in the training since the green filter will effectively occlude the non-suppressed eye.

In a darkened room the wand lights can project a small beam on to a white or silvered screen. Place symbols on the wall and use the projected red beam to illuminate them. Patient can wear anaglyph glasses and read the symbols aloud. Use the built-in metronome sound to develop rhythm for many of the activities.

Note

If the wand operation becomes erratic and the light intensity is reduced, recharge the self-contained battery by plugging in the charger/adapter, and charge for at least 16 hours (switch should be "off"). The wands may be used while charging.

References

1. Skeffington, AM.. "Visual Training Procedures," Applied Analytical Optometry, Optometric Extension Program, Duncan, OK., Aug. 1959.
2. Treganza, A. & Adams, L. "Coordinating Home and Office Training." Visual Training at Work, Vol. 1, #4, Optomeric Extension Program, Duncan, OK., Jan. 1962.
3. Hendrickson, H.H, "Pursuit Ability," Transcript of the 17th Annual San Jose Visual Training Workshop, Caryl Croissant, 0.D., 25 - 18th. St., Cayucos, CA., 1960.
4. Skeffington, A. for Learning."Conditions for Learning," Practical Applied Optometry, Series 29, #8, Optometric Extension Program, Duncan,OK., May 1957
5. Marsden, CD "Home Training With Inexpensive Apparatus, "Visual Training at Work." Vol 2, #8, Optometric Extension Program, Duncan, OK, May 1953
6. Sutton, A.A., "An Overview of Current Vision Training Techniques with Children," Transcript of the San Jose Visual Training Workshop, Caryl Croisant, O.D,, Cayucos, CA, 1963
7. Kraskin, R.., "Variations on Basic Techniques." Visual Training at Work, Vol. 5, #6, Optometric Extension program, Duncan, OK, March 1956.
8. Schrock, R E. & Heinsen, A.C., "Spatial Visuaiization (Marsden Ball), "The Schur-Mark Out-of-Office Vision Training System, Vol. 11, Keystone View Co., Meadville, PA, 1965.
9. Getman, G N., How to Develop Your Child's Intelligence, 7th Edition, Self Published, Luverne, MN 1962.
10. Kephart, N.C., Tne Slow Learner in the Classroom, Chas. E. Merrill Books, Inc., Columbus, OH, 1960
11. Macdonald, L.W., "Office-Centered Visual Training, Period A, Visual Training, Series 1 #4,6,8. Optometric Extension program, Duncan, OK, 1963
12. Skeffington, AM, Visual Training, Vol 8 #2,3,6,9, Vol. 9 #2,5,9, Optometric Extension Program, Duncan, OK, Nov. 1949.
13. Macdonald, L,W., "A Programmed Approach to Visual Training, Period C, Office Centered Procedures," Visual Training, Series 3 #3, Optometric Extension program, Duncan, OK, Dec. 1964.
14. Getman, M W., "Monocular Pursuit Training," Part 11, Visual Training at Work, Vol. 2, #11, Optometric Extension program, Duncan, OK, August 1953.
15. Getman, G.N., "A Case in Point," Operational Vision, Series 4. #8. Optometric Extension Program, Duncan, OK, May 1960.
16. Flax, N., "Tube Pursuits," Transcript,Eastern Seaboard Conference on Theoretical Optometry and Visual Training, Caryl Croisant. O.D., 25 18th St., Cayucos, CA., 1959
17. Pharr, R.P., "The Marsden Ball in Conjunction with the Balance Board," Optometric Visual Training at Work, Series 9, #12, Optometric Extension Program, Duncan, OK Sept. 1961
18. Apell, R.J., & Lowry, R.W. Jr., "Pre-School Vision," American Optometric Association, Inc., St. Louis, MO, 1959.
19. Crow G., & Fuog, H.L., "Fundamental Principles of Visual Training," Visual Training at Work. Series 8 No. 3 (Paper No. 5), Optometric Extension Program.
20. Werksman, I.S., "Hand, Eye, Ear and Voice in Fixation Training," Transcript West Coast Visual Training Conference, Caryl Croisant, O.D., 25 18th St., Cayucos, CA., 1958