Individual Characteristics in Phase III Part 2 The

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Individual Characteristics in Phase III Part 2 The information on each characteristic is derived

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

Color Preference n More colors, familiar patterns are regarded (7 -8) n No color

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

Need for Movement n Movement is not required for attention at near (7 -8)

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

Visual Latency n Latency is rarely present (7 -8) n Latency is resolved (9

Visual Latency n Latency is rarely present (7 -8) n Latency is resolved (9 -10)

Visual Field Preference n Child may alternate use of their right and left visual

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

Difficulties with visual complexity n Competing auditory stimuli is tolerated during n n n

Difficulties with visual complexity n Competing auditory stimuli is tolerated during n n n 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 (910).

Light gazing and non-purposeful gaze n Light is no longer a distractor; this characteristic

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

Difficulty with distance viewing n Visual attention extends to 10 feet with targets that

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

Atypical visual reflexes n Visual threat response is consistently present (both visual threat and

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

Difficulty with visual novelty n The selection of objects is less restricted, one to

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

Absence of visually guided reach n Look and touch occur in rapid sequence, but

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

Meet Dustin n This video depicts a 19 year old young man describing his

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

Phase III n Key factors in intervention: n Understanding the rationale n Interventions should

Phase III n Key factors in intervention: n Understanding the rationale n Interventions should not be random n There should always be a purpose and an end goal n 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.

Phase III n If there is no rationale as to why you are performing

Phase III n 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). n 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.

Phase III n Interventions need to occur in the natural routines of the day.

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

Phase III n You know a child is in Phase III of resolution when

Phase III n 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.