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Functional Vision Assessment. Judy Bell Independent Education Consultant - Visual Impairment & Complex Needs. Some Questions. What is functional vision assessment (FVA)? What is the difference between FVA & clinical vision assessment? Who can undertake FVA? Who can be usefully assessed?.

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Functional vision assessment

Functional Vision Assessment

Judy Bell

Independent Education Consultant - Visual Impairment & Complex Needs


Some questions
Some Questions

  • What is functional vision assessment (FVA)?

  • What is the difference between FVA & clinical vision assessment?

  • Who can undertake FVA?

  • Who can be usefully assessed?

Judy Bell - Independent education consultant: VI & CN


Processes involved in fva
Processes involved in FVA

  • Collection of background information

  • Observations of a child’s visual behaviour in particular settings

  • Structured intervention to manipulate the setting, circumstances or variables

Judy Bell - Independent education consultant: VI & CN


What are the variables
What are the variables?

Judy Bell - Independent education consultant: VI & CN


Child variables
Child variables

  • Health

  • Comfort

  • Hunger

  • Tiredness

  • Nature of VI – ocular, cerebral or combination

  • Use of glasses or lenses

Judy Bell - Independent education consultant: VI & CN


Environmental variables
Environmental variables

  • Time

  • Place

  • Competing stimuli

  • Lighting

Judy Bell - Independent education consultant: VI & CN


Stimulus variables
Stimulus variables

  • Luminescence: light producing, reflecting, floresence

  • Distance: from eyes

  • Size & shape: diameter in cms, regularity

  • Direction & angle: left, right, central, up, down

  • Colour: strong, pastel, florescent

  • Pattern: concentric, grid, stripes, representational

  • Contrast: background, internal: high, low: colour or b&w

  • Movement: speed, direction, starting/finishing, nature

  • Nature: familiarity, association, object, picture, photo

  • Sound: alerting, constant, intermittent, type

Judy Bell - Independent education consultant: VI & CN


Functional vision skills 1
Functional vision skills 1

  • Light perception

  • Visual awareness of stimulus

  • Contrast sensitivity

  • Fixation/attention/visual interest/gaze

  • Eye movements: location, saccades, tracking

  • Visual fields & peripheral vision

  • Colour vision

  • Tolerance of light

Judy Bell - Independent education consultant: VI & CN


Functional vision skills 2
Functional vision skills 2

  • Directed reach

  • Visually directed movement

  • Joint attention

  • Visual recognition

  • Speed of visual response

Judy Bell - Independent education consultant: VI & CN


Features of a good fva report 1
Features of a good FVA report 1

  • Name, address & d.o.b. of child

  • Date(s) & time(s) of assessment

  • How & from whom information gathered

  • Description of environment(s) in which assessment(s) undertaken

  • Demeanour of child during the assessment

  • Description of a.)child’s responses to

Judy Bell - Independent education consultant: VI & CN


Features of a good fva report 2
Features of a good FVA report 2

  • Description of:

    a.) child’s responses to

    b.) specific stimuli

  • Interpretation of observations

  • Recommendations

  • Name, signature & designation of assessor/report compiler

  • Date of report!

Judy Bell - Independent education consultant: VI & CN


Some fva frameworks
Some FVA Frameworks

  • Cortical Visual Impairment:An Approach to Assessment and Intervention

    Author: Christine Roman-LantzyPrice: $49.95Format: Paperback (also available in: ASCII on CD-ROM)ISBN: 978-0-89128-829-9Publisher: AFB PressYear of publication: 2007

  • This is VERY detailed &, in its purest form,requires a lot of assessment and recording time. It is a framework for functional assessment and intervention, and is not standardized.

Judy Bell - Independent education consultant: VI & CN


Some fva frameworks cont d
Some FVA Frameworks - cont’d

  • Vision for Doing: Assessing functional vision of learners who are multiply disabled

    Authors: Stuart Aitken & Marianna Buultjens

    Moray House Publications, Edinburgh 1992

    ISBN 0901580392

    Downloadable from:

    www.ssc.education.ed.ac.uk/resources/vi&multi/visionbook.pdf

Judy Bell - Independent education consultant: VI & CN


  • Assessing functional vision

    Children with complex needs

    This booklet explores the different factors that affect what a child sees, such as the size, colour and position of an object, backgrounds, lighting condition and how much time a child is given to make sense of what is presented. The assessment activities have proved useful for assessing children with a wide variety of abilities, needs and interest and are designed to enable you to establish a baseline of visual functioning.

    Author: Catherine SouthwellPublisher: RNIB Publication Date: 2003

    ED406: Clear Print (Paperback)

    56 Pages ISBN: 1858785987 Price: £12.50 (Inc. VAT)

Judy Bell - Independent education consultant: VI & CN


Some fva frameworks cont d1
Some FVA Frameworks - cont’d

  • Functional Vision Profile

    Judy Bell – CDRom in process

    A means of creating a functional vision ‘passport’ through provision of a set of descriptors which have to be personalised by the assessor. Descriptors can be deleted, expanded or new ones can be added. The descriptors act as pointers to the skills and variables that need to be considered.

Judy Bell - Independent education consultant: VI & CN


Some fva tools
Some FVA Tools

  • Materials produced by Lea Hyvarinen

    www.lea-test.fi

Judy Bell - Independent education consultant: VI & CN


Finally some words of warning
Finally - Some words of warning!

  • A FVA can only be considered as a snapshot of a child’s visual functioning at a given point in time, under a given set of circumstances

  • The purpose for which a FVA is required & the needs of the child should inform the nature of the assessment. One size does not necessarily fit all!

  • Good FVA supports informs successful intervention – it is not an intervention in itself.

Judy Bell - Independent education consultant: VI & CN


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