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Individual Characteristics in Phase III Part 2

Individual Characteristics in Phase III Part 2 . The information on each characteristic is derived from the CVI Resolution Chart -Roman-Lantzy, 2007. Color Preference. More colors, familiar patterns are regarded (7-8) No color or pattern preferences are observed (9-10).

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Individual Characteristics in Phase III Part 2

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  1. Individual Characteristics in Phase III Part 2 The information on each characteristic is derived from the CVI Resolution Chart -Roman-Lantzy, 2007

  2. Color Preference • More colors, familiar patterns are regarded (7-8) • No color or pattern preferences are observed (9-10)

  3. Need for Movement • Movement is not required for attention at near (7-8) • Person demonstrates typical responses to moving targets (9-10)

  4. Visual Latency • Latency is rarely present (7-8) • Latency is resolved (9-10)

  5. Visual Field Preference • Child may alternate use of their right and left visual fields (7-8). • Use of visual fields is unrestricted (9-10).

  6. Difficulties with visual complexity • Competing auditory stimuli is tolerated during periods of viewing; student may now maintain visual attention on musical toys (7-8). • Views simple books or symbols (7-8). • Smiles at/regards familiar and new faces (7-8). • Only the most complex visual environments affect visual responses (9-10). • Views books or other two dimensional materials (9-10). • Typical visual/social responses are observed (9-10).

  7. Light gazing and non-purposeful gaze • Light is no longer a distractor; this characteristic is resolved (7-10).

  8. Difficulty with distance viewing • Visual attention extends to 10 feet with targets that produce movement (7-8). • Visual attention extends beyond 20 feet (9-10). • Child demonstrates memory of visual events (9-10).

  9. Atypical visual reflexes • Visual threat response is consistently present (both visual threat and blink response to touch are close to 90% resolved ) (7-8). • Visual reflexes are always present; characteristic is resolved (9-10).

  10. Difficulty with visual novelty • The selection of objects is less restricted, one to two sessions of “warm up” time is required (7-8). • The selection of objects used with child is not restricted (9-10).

  11. Absence of visually guided reach • Look and touch occur in rapid sequence, but not always together (7-8). • Look and touch occur together consistently (9-10).

  12. Meet Dustin • This video depicts a 19 year old young man describing his vision. You can view it on the website • Personal Perspective: “Interview with Dustin”

  13. Phase III • Key factors in intervention: • Understanding the rationale • Interventions should not be random • There should always be a purpose and an end goal • Example: if you are having a child track a light then you should be able to explain the rationale, or why you are doing this activity.

  14. Phase III • If there is no rationale as to why you are performing the interventions then you are likely participating more in vision stimulation (i.e.: tracking a light, presentation of contrasting patterns, etc). • Activities for children with CVI need to always have a functional component. You need to consider how the activity will ultimately lead the child to being independent in some type of functional activity.

  15. Phase III • Interventions need to occur in the natural routines of the day. • The materials or activities should focus on creating opportunities to use vision in an ongoing basis versus an isolated single event. • Interventions should focus on increasing the skills and abilities of the child as they improve.

  16. Phase III • You know a child is in Phase III of resolution when they demonstrate visual curiosity, may look at faces, can use two dimensional materials, and view objects up to and beyond 10 feet.

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