{"id":472,"date":"2014-12-29T11:02:55","date_gmt":"2014-12-29T16:02:55","guid":{"rendered":"https:\/\/cvi.aphtech.org\/?page_id=472"},"modified":"2015-10-16T09:04:09","modified_gmt":"2015-10-16T13:04:09","slug":"cvi-range-5-6","status":"publish","type":"page","link":"https:\/\/cvi.aphtech.org\/?page_id=472","title":{"rendered":"CVI Range 5-6"},"content":{"rendered":"<p>Procedure Cards adapted from The CVI Range p. 57-60, the CVI Resolution Chart p. 75-77 and the CVI Range Scoring Guide p. 97-109. Roman-Lantzy, C. (2007). <em>Cortical visual impairment: An approach to assessment and intervention. <\/em>New York, NY: AFB Press.<\/p>\n<p><strong><em>CVI Range 5-6 Student uses vision for functional tasks<\/em><\/strong><\/p>\n<ul>\n<li>Procedure cards #19-27<\/li>\n<li><a href=\"https:\/\/cvi.aphtech.org\/?page_id=506\" target=\"_blank\">Photos of items appropriate to assess the characteristics<\/a><\/li>\n<li><a href=\"https:\/\/cvi.aphtech.org\/?page_id=504\" target=\"_blank\">APH product connections to increase use of vision for functional tasks<\/a><\/li>\n<li><a href=\"https:\/\/cvi.aphtech.org\/?page_id=502\" target=\"_blank\">Strategies to consider for children in this range<\/a><\/li>\n<\/ul>\n<p><strong>Item 19. Objects viewed may have two to three colors<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Observe the student with the object identified as \u201cfavorite\u201d or preferred.\n<ul>\n<li>Note the number of colors on the surface of the objects only if the student is able to demonstrate eye-to-object contact with the objects named.<\/li>\n<li>Note whether the favorite objects have additional sensory aspects (noise, music, voice, etc.).<\/li>\n<li>Note whether the favorite objects have lighted or movement properties.<\/li>\n<\/ul>\n<\/li>\n<li>Offer objects to the student that have two, three, and four colors or patterns.\n<ul>\n<li>Note which objects result in eye-to-object contact.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"103\"><strong>Resolved<\/strong><\/td>\n<td width=\"535\">Pays visual attention to multicolor or multipattern objects with or without preferred color<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Looks directly at targets that have a pattern of two to three colors; preferred color is at least one element of the pattern<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Looks directly at targets that have two, and occasionally three, colors; preferred color is always one of the colors<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Pays visual attention only to objects of a single preferred color<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See Suggestions for assessment\u2015 color, complexity<\/p>\n<hr \/>\n<p><strong>Item 20. Light is no longer a distracter<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Observe whether the student demonstrates visual attention to primary sources of light (ceiling lights, lamps, window light, etc.) at any time.<\/li>\n<li>Ask the parent\/educator\/caregiver whether the student has even occasional periods of staring at lights.<\/li>\n<li>Do not adjust lighting environments.<\/li>\n<li>Present objects to the student that have lighted components and those that do not.\n<ul>\n<li>Does the student only look at the objects that have light?<\/li>\n<li>Does the student reportedly, or by observation (direct evaluation), continue to demonstrate visual attention primarily on objects that have backlighting (television, tablet devices, etc.)?<\/li>\n<\/ul>\n<\/li>\n<li>Position the student facing windows or room lamps, and note whether the student is able to engage in familiar activities without light gazing behaviors.<\/li>\n<li>May close eyes when direct light from a color-filtered flashlight is passed in front of eyes.<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"103\"><strong>Resolved<\/strong><\/td>\n<td width=\"535\">Normal responses to high and low levels of light<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">No light gazing behavior, though light may support visual attention for certain near point tasks<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Occasional gazing at primary sources of light<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Light gazing occurs consistently<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See Suggestions for assessment\u2015 light<\/p>\n<hr \/>\n<p><strong>Item 21. Latency present only when the student is tired, stressed, or over stimulated<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Observe the student during a period of time identified as most fatiguing.\n<ul>\n<li>Note whether the student demonstrates visual latency.<\/li>\n<\/ul>\n<\/li>\n<li>Ask parent\/educator\/caregiver about visual behaviors that may be interpreted as inattention.\n<ul>\n<li>Offer visual targets to the student during the time identified as inattention; observe the student for delays in visual response or latency.<\/li>\n<\/ul>\n<\/li>\n<li>Compare the latency responses to visual responses that occur during times when the student is not tired, stressed, or over stimulated.\n<ul>\n<li>Visual latency is likely to increase in a period after a student experiences a seizure.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"103\"><strong>Resolved<\/strong><\/td>\n<td width=\"535\">No delay in directing visual attention to a familiar or noncomplex target<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Delay in directing visual attention toward a target only when experiencing fatigue or inappropriate levels of multisensory input<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Occasional delay in directing visual attention to a target<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Consistent delay in directing visual attention to a target<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 22. Movement continues to be an important factor for visual attention<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver about targets that most consistently result in visual attention.\n<ul>\n<li>Note whether the named targets have movement or are shiny.<\/li>\n<\/ul>\n<\/li>\n<li>Observe the student in a variety of settings, and note whether the targets that result in visual attention have movement properties.<\/li>\n<li>Offer objects to the student at near that are presented against a variety of patterned backgrounds.\n<ul>\n<li>Note whether the student is better able to detect the object when the target is shiny or if it has the physical properties of movement.<\/li>\n<\/ul>\n<\/li>\n<li>Offer simple two-dimensional images to a student with or without movement.\n<ul>\n<li>Does a dynamic display with movement (as with tablet devices) result in greater visual attention?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"103\"><strong>Resolved<\/strong><\/td>\n<td width=\"535\">Moving, shiny, or reflective materials not required for visual attention at near or up to 6 feet away<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Visual attention is most consistent with materials that move or have shiny or reflective surfaces; some element of movement is necessary; the entire target does not have to be moving, shiny, or reflective for visual attention to occur<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">A small element of movement may help establish or maintain visual attention<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Only materials with elements of movement establish or maintain visual attention<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See Suggestions for assessment\u2015 movement<\/p>\n<hr \/>\n<p><strong>Item 23. Student tolerates low levels of background noise<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Observe the student in classroom, home, or social setting.\n<ul>\n<li>Note whether the student is able to visually attend to an intended target even when there is a low volume or level of music or environmental auditory input.<\/li>\n<li>Note whether the student is able to visually attend to an intended target while low volume levels of voice are present.<\/li>\n<\/ul>\n<\/li>\n<li>Present an object to the student that has sound as an option. Once the student is visually attending to the object, introduce the sound (music, voice).\n<ul>\n<li>Note whether the student looks away or maintains visual attention on the object once the auditory input is initiated.<\/li>\n<\/ul>\n<\/li>\n<li>Attempt sound plus object with a variety of objects or combinations of sound plus visual targets.<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"103\"><strong>Resolved<\/strong><\/td>\n<td width=\"535\">Visual attention established and maintained in typical multisensory environments<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Visual attention is maintained even in the presence of low-volume sound, familiar voices, or familiar environmental sounds<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Occasionally able to maintain visual attention in the presence of sound; one or two particular sounds are tolerated during viewing; many are not tolerated<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Little or no visual attention in the presence of other sensory inputs<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 24. Blink response to touch is consistently present<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Without verbal prompt or forewarning, gently and quickly touch the student on the bridge of the nose between the eyes.<\/li>\n<li>Observe whether the student blinks simultaneously with the touch, blinks with latency, or fails to blink to touch.<\/li>\n<li>Repeat this procedure several times throughout the assessment session.\n<ul>\n<li>Tap at bridge of the nose two or three times each trial.<\/li>\n<li>It is important to repeat this intermittently to consider potential habituation to the touch and potential affects of latency.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"97\"><strong>Resolved<\/strong><\/td>\n<td width=\"541\">Blink to touch response has been present for a least one previous CVI range assessment; blink to visual threat is inconsistently present<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>+<\/strong><\/td>\n<td width=\"541\">Consistently blinks simultaneously to touch at bridge of nose<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>+\/-<\/strong><\/td>\n<td width=\"541\">Emerging pattern of blink to touch response<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>&#8211;<\/strong><\/td>\n<td width=\"541\">Occasional or absent blink to touch response<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 25. Blink response to visual threat is intermittently present<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Without verbal prompt or forewarning, quickly move an open hand toward the student\u2019s face on midline and at eye level.<\/li>\n<li>Observe whether the student blinks simultaneously with the threat, blinks with latency, or fails to blink to the visual threat.<\/li>\n<li>Repeat this procedure several times throughout the assessment session.\n<ul>\n<li>Attempt the visual threat technique two or three times each trial.<\/li>\n<li>It is important to repeat this intermittently to consider potential habituation to the touch and potential affects of latency.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"103\"><strong>Resolved<\/strong><\/td>\n<td width=\"535\">Blink to threat response is consistently present<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Blink to threat response is present in 50% of attempts<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Blink to threat response occurs, but in fewer than 50% of attempts<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">No blink to threat response<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 26. Visual attention now extends beyond near space, up to 4-6 feet<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver about greatest distance at which the student consistently visually locates a particular target.<\/li>\n<li>Observe the student in familiar and unfamiliar settings.\n<ul>\n<li>Note objects, people, and environmental features that capture the student\u2019s visual attention.<\/li>\n<\/ul>\n<\/li>\n<li>Place familiar and novel objects in a familiar or unfamiliar setting and ask the student to locate named objects.<\/li>\n<li>Using an object that is highly familiar to the student, slowly move toward the student holding the familiar object in one hand (but extend both in a symmetric manner) and note when the student <em>first<\/em> visually locates the target object.\n<ul>\n<li>Begin moving toward the student (without speaking) from a distance of 10 feet.<\/li>\n<li>When appropriate, position yourself in the student\u2019s best field of view.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"103\"><strong>Resolved<\/strong><\/td>\n<td width=\"535\">Visual attention or eye-to-object contact with targets occurs beyond a distance of 6 feet<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Can visually locate or fixate on certain targets at distances as far away as 6 feet and always at 4 feet; the ability to detect objects or movement at 4-6 feet may depend on the degree of environmental complexity<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Occasional ability to locate or fixate on targets as far as 6 feet away, even when the background is noncomplex<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Visual attention or eye-to-object contact within 3 feet<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 27. May regard familiar faces when voice does not compete<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver whether the student notices or responds to her face if she unexpectedly approaches with and without voice.<\/li>\n<li>Observe the student\u2019s behavior when face-to-face with a familiar person, a novel person, and the student\u2019s own mirror image.\n<ul>\n<li>Observe whether there is attention to faces, eye-to-eye contact, or disregard of face.<\/li>\n<li>Attempt with and without voice.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Examples of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"97\"><strong>Resolved<\/strong><\/td>\n<td width=\"541\">Makes eye-to-eye contact with familiar and novel individuals<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>+<\/strong><\/td>\n<td width=\"541\">Glances at or looks directly into faces of familiar people, but only when the familiar person is not speaking<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>+\/-<\/strong><\/td>\n<td width=\"541\">Glances at or looks directly at faces, but the responses are inconsistent or fleeting<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>&#8211;<\/strong><\/td>\n<td width=\"541\">No regard of the human face<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See Suggestions for assessment\u2015 complexity<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Procedure Cards adapted from The CVI Range p. 57-60, the CVI Resolution Chart p. 75-77 and the CVI Range Scoring Guide p. 97-109. Roman-Lantzy, C. (2007). Cortical visual impairment: An approach to assessment and intervention. New York, NY: AFB Press. CVI Range 5-6 Student uses vision for functional tasks Procedure cards #19-27 Photos of items &hellip; <a href=\"https:\/\/cvi.aphtech.org\/?page_id=472\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">CVI Range 5-6<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":65,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"footnotes":""},"class_list":["post-472","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P9WafP-7C","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=\/wp\/v2\/pages\/472","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=472"}],"version-history":[{"count":7,"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=\/wp\/v2\/pages\/472\/revisions"}],"predecessor-version":[{"id":1878,"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=\/wp\/v2\/pages\/472\/revisions\/1878"}],"up":[{"embeddable":true,"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=\/wp\/v2\/pages\/65"}],"wp:attachment":[{"href":"https:\/\/cvi.aphtech.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=472"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}