{"id":484,"date":"2014-12-29T11:26:59","date_gmt":"2014-12-29T16:26:59","guid":{"rendered":"https:\/\/cvi.aphtech.org\/?page_id=484"},"modified":"2015-10-16T09:11:13","modified_gmt":"2015-10-16T13:11:13","slug":"cvi-range-9-10","status":"publish","type":"page","link":"https:\/\/cvi.aphtech.org\/?page_id=484","title":{"rendered":"CVI Range 9-10"},"content":{"rendered":"<p>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.\u00a0 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 9-10 Student spontaneously uses vision for most functional activities<\/em><\/strong><\/p>\n<ul>\n<li>Procedure cards #38-49<\/li>\n<li><a href=\"https:\/\/cvi.aphtech.org\/?page_id=514\" target=\"_blank\">Photos of items appropriate to assess the characteristics<\/a><\/li>\n<li><a href=\"https:\/\/cvi.aphtech.org\/?page_id=518\" target=\"_blank\">APH product connections to support vision use<\/a><\/li>\n<li><a href=\"https:\/\/cvi.aphtech.org\/?page_id=510\" target=\"_blank\">Strategies to consider for children in this range<\/a><\/li>\n<\/ul>\n<p><strong>Item 38. Selection of objects not restricted<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver how the student visually responds when new objects are presented.\n<ul>\n<li>Note whether the student reportedly prefers new or novel objects or materials.<\/li>\n<li>Note whether the student visually detects the salient, key features of the new object or material.<\/li>\n<\/ul>\n<\/li>\n<li>Observe whether the student demonstrates visual curiosity in new materials.\n<ul>\n<li>Note whether the student visually examines the new object and\/or attends to or probes the salient, defining features of the new object.<\/li>\n<\/ul>\n<\/li>\n<li>Offer the student a variety of age-appropriate new objects.\n<ul>\n<li>Note whether the student visually examines the new object and\/or attends to or probes the salient, defining features of the new object.<\/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\">Demonstrates visual curiosity and seeks out novel objects or materials<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Is able to visually examine and\/or interact with objects of any color and of any surface pattern, even if the object is novel<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Recognizes and\/or attends to visually novel objects with a single previous experience<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Visually attends to objects that share elements of familiar objects<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See\u00a0Suggestions for assessment\u00a0\u2015 complexity, novelty<\/p>\n<hr \/>\n<p><strong>Item 39. Only the most complex environments affect visual response<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver whether the student\u2019s behavior changes when taken into a novel and visually complex setting.\n<ul>\n<li>Does the student fail to become oriented to the surroundings?<\/li>\n<li>Does the student become \u201cclingy\u201d or more dependent upon the verbal and physical supports of adults or peers?<\/li>\n<\/ul>\n<\/li>\n<li>Observe the student in a novel and\/or visually complex setting.\n<ul>\n<li>If ambulatory, does the student appear to move at an unnatural pace?<\/li>\n<li>Does the student fail to demonstrate visual curiosity?<\/li>\n<li>Does the student orient to targets that may be considered familiar?\n<ul>\n<li>Color or light<\/li>\n<li>Moving or shiny targets<\/li>\n<li>Objects or environmental features that match ones that are well known by the student<\/li>\n<\/ul>\n<\/li>\n<li>Take the student into a novel or highly complex setting.\n<ul>\n<li>Place familiar and novel objects randomly in the setting.<\/li>\n<li>Ask the student to locate the objects, but do not name them ahead of time.<\/li>\n<li>Observe whether the student locates the objects, at what distance, and against varying degrees of complexity of array.\n<ul>\n<li>Does the student locate only the familiar objects, or both the familiar and novel objects?<\/li>\n<li>Note the distance and fields of view in which the objects were located.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/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\">Demonstrates visual curiosity in complex environments; identifies or attends to novel elements within 20 feet<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Demonstrates visual curiosity in familiar and novel environments, except those with an extreme degree of visual and other sensory complexities<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Demonstrates visual curiosity in familiar environments that have low degrees of sensory complexity<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Does not demonstrate visual curiosity<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 40. Latency resolved<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver whether she ever notices the student demonstrating a delayed response in visual attention between the time a target is first presented and the time in which the student first visually localizes or fixates on the object.<\/li>\n<li>Observe whether the student is demonstrating a delayed response in visual attention between the time a target is first presented and the time in which the student first visually localizes or fixates on the object.\n<ul>\n<li>Observe in a variety of settings and times of the day.<\/li>\n<li>It is important to note any latent responses during times of hunger, fatigue, or multisensory inputs.<\/li>\n<\/ul>\n<\/li>\n<li>While performing modified confrontation visual field evaluation, note whether there is latency in response to the introduction of the lighted, moving object as it moves through right and left peripheral\/lateral fields.<\/li>\n<\/ul>\n<p>Example of Scores<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"103\"><strong>Resolved<\/strong><\/td>\n<td width=\"535\">Readily directs visual attention to indicate wants or needs<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Demonstrates no delay in visually detecting a target as it is presented<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Rarely demonstrates a delayed visual response to a target<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Demonstrates a delayed visual response to targets when tired or overstimulated<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 41. No color or pattern preferences<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver about the objects or materials that are most alerting or that appear to be \u201cfavorites.\u201d\n<ul>\n<li>Note any similarities in pattern, degree of complexity, and\/or color shared by these preferred materials.<\/li>\n<\/ul>\n<\/li>\n<li>Observe the student\u2019s behavior with a variety of materials.\n<ul>\n<li>Note any similarities in pattern, degree of complexity, and\/or color shared by these preferred materials.<\/li>\n<\/ul>\n<\/li>\n<li>Offer the student a variety of materials that are age and\/or interest-appropriate.\n<ul>\n<li>Note whether the student can identify \u201csame\u201d in three-dimensional objects and two-dimensional materials (\u201cShow me one like this.\u201d).\n<ul>\n<li>Identify salient or defining features<\/li>\n<li>Locate the target object or image against backgrounds of increasing levels of complexity<\/li>\n<\/ul>\n<\/li>\n<li>Note whether the student can recognize a target object or image when the object or image name is provided (\u201cShow me the ____.\u201d).\n<ul>\n<li>Identify salient or defining features<\/li>\n<li>Locate the target object or image against backgrounds of increasing levels of complexity<\/li>\n<\/ul>\n<\/li>\n<li>Note whether the student can identify a target object or image when asked (\u201cWhat is this called?\u201d).\n<ul>\n<li>Identify salient or defining features<\/li>\n<li>Locate the target object or image against backgrounds of increasing levels of complexity<\/li>\n<\/ul>\n<\/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\">Demonstrates typical abilities to attend to colors, patterns, and details<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Color highlighting or pattern adjustment is not required for visual attention or interpretation<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Some novel patterns or symbols require color highlighting or adjustment for visual attention or interpretation<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Color highlighting of salient features or details is required for visual attention or interpretation<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See\u00a0Suggestions for assessment\u00a0\u2015 complexity<\/p>\n<hr \/>\n<p><strong>Item 42. Visual attention extends beyond 20 feet<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver about the greatest distance at which the student can consistently locate any object.<\/li>\n<li>Observe the student in a variety of settings.\n<ul>\n<li>Note the distances at which the student locates targets that result in visual attention or movement to the target.<\/li>\n<\/ul>\n<\/li>\n<li>Place familiar objects (with no dimension greater than 4 inches) at distances between 10-30 feet from the student.\n<ul>\n<li>Note the greatest distances at which the student locates the target objects.<\/li>\n<li>Note the condition in which the object is located.\n<ul>\n<li>Located only in low-visual complexity environment<\/li>\n<li>Located only when near a light<\/li>\n<li>Located only when the target has movement properties<\/li>\n<\/ul>\n<\/li>\n<li>The greatest distance is that at which the student can locate the target in any condition of complexity, degree of light, or without movement.<\/li>\n<li>This CVI Range item can also be conducted using environmental features.\n<ul>\n<li>Exit signs, water fountains, signage, etc.<\/li>\n<\/ul>\n<\/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\">Is able to locate and\/or fixate on targets at distances commensurate with peers<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Is able to visually locate and\/or fixate on certain targets at distances up to and possibly beyond 20 feet<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Is able to locate and\/or fixate on targets that produce movement, or are shiny or reflective, at distances of 20 feet; is able to visually locate and\/or fixate on targets without movement 10-19 feet away; complexity of environment will continue to affect distance viewing<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Is able to visually locate and\/or fixate on targets up to 10 feet away<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><em>\u00a0<\/em>See Suggestions for assessment\u00a0\u2015 complexity, distance viewing<\/p>\n<hr \/>\n<p><strong>Item 43. Views books or other two-dimensional materials, simple images<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver whether the student is able to isolate or identify a target image in familiar and novel books or other two-dimensional materials.<\/li>\n<li>Observe whether the student is visually locating and\/or touching named images in an array of one, two, or more details.<\/li>\n<li>Present the student with books or two-dimensional materials that have up to 10 images per page.\n<ul>\n<li>Note whether the student can identify \u201csame\u201d in two-dimensional materials (\u201cShow me one like this.\u201d).\n<ul>\n<li>Identify salient or defining features<\/li>\n<li>Locate the target object or image against backgrounds of increasing levels of complexity<\/li>\n<\/ul>\n<\/li>\n<li>Note whether the student can recognize a target image when the object\/image name is provided (\u201cShow me the ____.\u201d).\n<ul>\n<li>Identify salient or defining features<\/li>\n<li>Locate the target object or image against backgrounds of increasing levels of complexity<\/li>\n<\/ul>\n<\/li>\n<li>Note whether the student can identify a target image when asked (\u201cWhat is this called?\u201d).\n<ul>\n<li>Identify salient or defining features<\/li>\n<li>Locate the target object or image against backgrounds of increasing levels of complexity<\/li>\n<\/ul>\n<\/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\">Identifies salient features of two-dimensional materials with no adjustment or adaptation<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Detects or identifies pictures or symbols in books or two-dimensional materials that have simple configurations<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Detects or identifies familiar elements in familiar two-dimensional materials<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Is visually inattentive to two-dimensional materials<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See Suggestions for assessment\u00a0\u2015 complexity<\/p>\n<hr \/>\n<p><strong>Item 44. Uses vision to imitate actions<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver whether the student is able to watch an action and then repeat it.<\/li>\n<li>Observe whether the student imitates actions.\n<ul>\n<li>Waves good-bye in response to a good-bye wave from an adult or peer.<\/li>\n<li>Repeats actions associated with a song or poem when a model is provided.<\/li>\n<\/ul>\n<\/li>\n<li>Spontaneously, and without verbal description, provide gestures and ask the student to repeat.<\/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\">Repeats actions in response to an indirect, incidental model<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Repeats actions in response to a direct model<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Repeats actions in response to a visual and physical prompt or model<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Does not imitate actions<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See\u00a0Suggestions for assessment\u00a0\u2015 complexity<\/p>\n<hr \/>\n<p><strong>Item 45. Demonstrates memory of visual events<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver whether the student recognizes environmental locations, events, or activities as familiar.\n<ul>\n<li>Note whether the student is reported to demonstrate signs of recognition through visual and\/or social responses.\n<ul>\n<li>Smiles as the car turns into the home driveway.<\/li>\n<li>Reported to verbalize words that confirm awareness of a familiar location, event, or activity.<\/li>\n<li>Shows distress as student enters an unpleasant setting (doctor office, dentist, etc.).<\/li>\n<\/ul>\n<\/li>\n<li>Observe student\u2019s behaviors when he approaches a familiar location, event, or activity.\n<ul>\n<li>Note whether the student shows signs of recognition, pleasure, or distress as appropriate.<\/li>\n<\/ul>\n<\/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\">Anticipates an action or event based on environmental visual cues<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>+<\/strong><\/td>\n<td width=\"541\">Demonstrates recognition of a person, place, or event that has occurred in the past<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>+\/-<\/strong><\/td>\n<td width=\"541\">Demonstrates recognition of a person, place, or event that occurs in a rote or fixed routine<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>&#8211;<\/strong><\/td>\n<td width=\"541\">Demonstrates no recognition of actions or events that occur even as a rote or fixed routine<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 46. Displays typical visual-social responses<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask parent\/educator\/caregiver how the student responds to the presence of familiar and new people.\n<ul>\n<li>Note whether there are descriptions that include responses associated with socially typical responses.\n<ul>\n<li>\u201cShe smiles when her favorite uncle enters the door.\u201d<\/li>\n<li>\u201cShe pouts when her physical therapist enters the classroom.\u201d \u201cShe has an especially difficult time with the stretching exercises the physical therapist does with her.\u201d<\/li>\n<li>\u201cWhen I come into her bedroom, before I say a word, she smiles when she sees it is me.\u201d<\/li>\n<\/ul>\n<\/li>\n<li>Observe the student\u2019s behavior in a variety of situations and with a variety of adults or peers.\n<ul>\n<li>Note whether there are differentiated responses based on the student\u2019s visual recognition of an adult or peer.<\/li>\n<\/ul>\n<\/li>\n<li>Offer the student photo images of smiling, frowning, or crying people.\n<ul>\n<li>Note whether the student shows differentiated responses based on the content of the photo.<\/li>\n<\/ul>\n<\/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\">Initiates social contact or demonstrates withdrawal from unfamiliar individuals<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>+<\/strong><\/td>\n<td width=\"541\">Demonstrates appropriate, affective social responses to input from facial expressions or gestures of adults or peers<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>+\/-<\/strong><\/td>\n<td width=\"541\">Demonstrates appropriate, affective social responses with familiar people<\/td>\n<\/tr>\n<tr>\n<td width=\"97\"><strong>&#8211;<\/strong><\/td>\n<td width=\"541\">Demonstrates no reliable affective or social responses to peers or adults<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 47. Visual fields unrestricted<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver whether the student demonstrates difficulties anticipating curbs, steps, drop-offs, corners, or environmental obstacles.\n<ul>\n<li>Note whether there is a pattern of difficulty with obstacles in any particular field of view.<\/li>\n<\/ul>\n<\/li>\n<li>Observe the student at near and at distance.\n<ul>\n<li>Note whether the student locates objects or obstacles in all peripheral fields.<\/li>\n<\/ul>\n<\/li>\n<li>Perform a modified confrontation visual field technique.\n<ul>\n<li>Note whether the student is able to appropriately detect the moving, lighted target as it moves from behind and through right, left, superior, and inferior fields.<\/li>\n<\/ul>\n<\/li>\n<li>Take the student into novel environments that have steps, drop-offs, and obstacles.\n<ul>\n<li>Note whether the student missteps, fails to locate the drop-off, or has unintended contact with the environment.<\/li>\n<li>Note whether there is a pattern of difficulty with obstacles in any particular 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\">Has full use of both central and peripheral visual fields<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Has fully functional use of peripheral visual fields; some central difficulties related to visual complexity remain<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Demonstrates greater reliance on peripheral fields; may continue to use near viewing for two-dimensional materials<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Demonstrates visual field preferences<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 48. Look and reach completed as a single action<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask parent\/educator\/caregiver if the student is able to look at a target while also reaching toward it.<\/li>\n<li>Observe whether the student looks and reaches as a single action.\n<ul>\n<li>Note the pattern of look and reach in a variety of settings.\n<ul>\n<li>Objects of various sizes against simple and complex backgrounds<\/li>\n<\/ul>\n<\/li>\n<li>Offer the student a variety of objects that are placed against simple backgrounds and complex backgrounds.\n<ul>\n<li>Does the student look and reach as a single action?<\/li>\n<li>Does look-look away-reach occur in conditions of increased complexity or with smaller objects?<\/li>\n<\/ul>\n<\/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\">Consistently uses visually guided reach regardless of the size of the target or the complexity of the background<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Uses visually guided reach but may be affected by the size of the target or complexity of the background<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Uses visually directed reach only when the background complexity is reduced<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Rarely uses visually guided reach<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<p><strong>Item 49. Attends to two-dimensional images against complex backgrounds<\/strong><\/p>\n<p>Procedure<\/p>\n<ul>\n<li>Ask the parent\/educator\/caregiver whether the student encounters difficulty using materials of any level of detail, number of images or symbols, or degree of complexity of the background.<\/li>\n<li>Observe the student using a variety of materials that are known to be novel.\n<ul>\n<li>Select symbols, photos, illustrations, or stylized images<\/li>\n<li>Words or numbers may be appropriate for some students.<\/li>\n<\/ul>\n<\/li>\n<li>Offer the student:\n<ul>\n<li>Groups of novel three-dimensional objects that have unique salient features\n<ul>\n<li>\u201cFind all the dogs\u201d from a complex array of various animal figures<\/li>\n<li>\u201cFind all the trucks\u201d from a complex array of various vehicle figures<\/li>\n<\/ul>\n<\/li>\n<li>Select symbols, photos, illustrations, or stylized images\n<ul>\n<li>Ask the student to identify individual symbols, illustrations, or images from a complex array<\/li>\n<\/ul>\n<\/li>\n<li>Words or numbers may be appropriate for some students\n<ul>\n<li>Ask the student to identify individual words or numbers from a complex array<\/li>\n<\/ul>\n<\/li>\n<li>Hidden picture puzzles (if age appropriate)\n<ul>\n<li>Ask the student to locate individual target images in the complex background<\/li>\n<\/ul>\n<\/li>\n<li>Images with detailed internal features\n<ul>\n<li>Ask the student to locate or match a target image to \u201csame\u201d<\/li>\n<\/ul>\n<\/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\">Is able to identify salient features and additional details in unadapted two-dimensional materials with backgrounds of high visual complexity<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+<\/strong><\/td>\n<td width=\"535\">Is able to identify salient features and additional details in age-appropriate two-dimensional materials with minor or no adaptations<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>+\/-<\/strong><\/td>\n<td width=\"535\">Is able to identify salient features in adapted two-dimensional materials with backgrounds of low complexity<\/td>\n<\/tr>\n<tr>\n<td width=\"103\"><strong>&#8211;<\/strong><\/td>\n<td width=\"535\">Is not able to identify salient features in two-dimensional materials<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>See\u00a0Suggestions for assessment\u00a0\u2015 complexity<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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.\u00a0 Roman-Lantzy, C. (2007). Cortical visual impairment: An approach to assessment and intervention. New York, NY: AFB Press. 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