Procedure Cards adapted from The CVI Range pp. 57-60, the CVI Resolution Chart pp. 75-77 and the CVI Range Scoring Guide pp. 97-109.
CVI Range 1-2 Student functions with minimal visual response
- Procedure cards #1-9
- Photos of items appropriate to assess the characteristics
- APH product connections to expand visual response
- Strategies to consider for children in this range
Item 1. May localize, but no appropriate fixations on objects or faces
Procedure
- Object is presented in various visual fields (ideally, in the preferred field, if known).
- Moving or reflective materials may be used to elicit visual attention.
- Avoid touching the student or using voice or other sound.
- Provide “wait time.”
- Select an object that is familiar to the student.
Examples of Scores
| Resolved | Fixates on objects or faces |
| + | May occasionally glance in the direction of an object or face, but attention is intermittent and eye-to-object attention occurs rarely |
| +/- | Brief, inconsistent attention toward an object or face; may occur only by report |
| – | No attention in the direction of any object or face by report or observation |
See Suggestions for assessment─ movement, color, and complexity
Item 2. Consistently attentive to lights or perhaps ceiling fans
Procedure
- Observe or ask whether the student frequently stares at overhead lights, lamp light, window light, or objects that have lighted parts, even when other objects or activities are offered.
- Observe or ask whether the student frequently looks at ceiling fans, even when other objects or activities are offered.
Examples of Scores
| Resolved | Able to look at targets in the presence of primary sources of light |
| + | Stares into indoor or outdoor light and is unable to attend to other targets unless the lights are turned off or the student is positioned away from the light |
| +/- | Occasionally able to attend to non-lighted targets, even in the presence of primary sources of light |
| – | No attention to light or any other target |
See Suggestions for assessment― light, movement
Item 3. Prolonged periods of latency in all visual activities
Procedure
Present a familiar object to the student in various visual fields (ideally, in the preferred field, if known).
- Observe how long it takes the student to visually locate the target object or even to look in the direction of the object.
- Compare this to responses when an unfamiliar object is used.
- Compare this to responses that occur mid-assessment and/or late in the assessment.
- Ask adults who know the student, “Does ___ usually notice things as soon as you show them to him?”
Examples of Scores
| Resolved | Little or no delay in directing visual attention to a target |
| + | Demonstrates a delay in directing visual attention to a target every time or nearly every time a new object is presented or a new activity begins |
| +/- | Delay in directing visual attention occurs only when tired, stressed, ill, hungry, or over stimulated |
| – | Profound delay in directing visual attention to a target; only rarely views any target |
Item 4. Responds only in strictly controlled environments
Procedure
- Observe student in her typical living and/or learning setting; look for behaviors that include:
- Attention to objects or people, or faces
- Looking away from the features or activities of the environment
- Light gazing or nonpurposeful gaze
- A lack of visual curiosity
- Offer the student an object or activity in the nonadapted setting.
- Compare this visual behavior to how the student is offered an object or activity in:
- A moderately adapted setting where the light level is low and there is a low degree of extraneous visual clutter; low levels of music or voice may occur while the student is engaged in a task that requires use of vision
- A highly controlled setting where all sound is removed, lighting is very low, and all tasks that require vision are presented against a nonpatterned, single-color background
Examples of Scores
| Resolved | Attends to visual targets in the presence of more than one visual target |
| + | Attends to visual targets when there are no visual, auditory, or tactile distractions |
| +/- | Occasional attention to visual targets in the presence of certain low levels, or familiar visual, auditory, or tactile distractions |
| – | No consistent visual attention to any visual targets |
See Suggestions for assessment― complexity
Item 5. Objects viewed are a single color
Procedure
- Offer the student objects that are identified as “preferred” objects and “preferred” color.
- Offer the student objects of nonpreferred color.
- Offer the student objects that have multicolor or patterned surfaces.
- Compare visual attention for all conditions.
Examples of Scores
| Resolved | Looks at objects that are any color and/or more than a single color |
| + | Glances at or briefly fixates on single-color objects; may be reported to be preferred or favorite color |
| +/- | Glances at or briefly fixates on objects of preferred/favorite color and occasionally on objects of other colors; may also glance at or briefly fixate on objects that have more than one surface color |
| – | No consistent visual attention to visual targets of any particular color |
See Suggestions for assessment― color, complexity, novelty
Item 6. Objects viewed have movement and/or shiny or reflective properties
Procedure
- Offer objects to the student that have the physical properties of movement (Slinky®, color pinwheel, etc.).
- Offer objects to the student that are shiny or have light reflective properties (Mylar® pom-pom, Mylar® balloon, etc.).
- Offer objects to the student that are single colored or the preferred color, but that are neither moving nor shiny.
- Observe student attention to objects in the environment.
- Is there visual attention on ceiling fans, the movement of people in close proximity, brief attention to gestures or other movement?
- Parent/educator/caregiver reports that the student notices movement (visually attentive in moving car, seems to notice television, etc.).
Examples of Scores
| Resolved | Looks at objects that are neither moving nor shiny or reflective |
| + | Only looks at objects that move, have moving parts, or are made of shiny or reflective materials |
| +/- | May need movement and/or shiny or reflective objects to initiate visual attention; occasionally attends to objects without movement properties |
| – | No consistent visual attention to moving or nonmoving targets |
See Suggestions for assessment― movement
Item 7. Visually attends in near space only
Procedure
- Ask the parent/educator/caregiver about the general distance and greatest distances at which the student visually detects or notices visual targets
- Offer preferred objects to the student at varying distances up to 5 feet away
- Compare distances at which the student visually alerts to familiar targets
Examples of Scores
| Resolved | Looks at objects that are more than 18 inches away |
| + | Glances at or briefly fixates on objects only when they are presented within 18 inches |
| +/- | Occasionally glances at or fixates on objects beyond 18 inches |
| – | No consistent visual attention to objects at any distance |
Item 8. No blink in response to touch or visual threat
Procedure
- Without verbal prompt or forewarning, gently and quickly touch the student on the bridge of the nose between the eyes.
- Without verbal prompt or forewarning, quickly move an open hand toward the student’s face on midline and at eye level.
- Observe whether the student blinks simultaneously with the touch or the threat, blinks with latency, or fails to blink to either or both the blink to touch and the visual threat.
Examples of Scores
| Resolved | Blinks when touched at the bridge of the nose or in response to the visual threat |
| + | Fails to blink at either the blink to touch or the threat |
| +/- | Occasionally or latently blinks in response to the blink to touch or the visual threat |
| – | Eyes not open |
Item 9. No regard of the human face
Procedure
- Ask the parent/educator/caregiver if the student looks at his face or the faces of any familiar adults or children.
- Observe the student’s behavior when face to face with a familiar person, a novel person, and the student’s own mirror image.
- Observe whether there is attention to faces, eye-to-eye contact, or disregard of face.
- Attempt with and without voice.
- Ask the parent/educator/caregiver whether the student notices or responds to his face if he unexpectedly approaches with and without voice.
Examples of Scores
| Resolved | Looks directly into faces, even if briefly or inconsistently |
| + | No attention to human faces; may seem to “look through” people |
| +/- | Occasionally glances into faces with or without eye-to-eye contact |
| – | No consistent visual attention to targets of any kind |
See Suggestions for assessment― complexity
Proper Trademark Notice and Attribution
Slinky® is a registered trademark of Poof-Slinky, LLC.
Mylar® is a registered trademark of Dupont Tejjin Films.