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Cortical Visual Impairment:. Phase I: Using the Range score to create good interventions Beth Ramella Outreach Director/CVI Project Leader Western PA School for Blind Children. Phase I. The child scores a 0-3+ on the CVI Range assessment (Roman 2007).

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cortical visual impairment

Cortical Visual Impairment:

Phase I: Using the Range score to create good interventions

Beth Ramella

Outreach Director/CVI Project Leader

Western PA School for Blind Children

phase i
Phase I
  • The child scores a 0-3+ on the CVI Range assessment (Roman 2007)
  • The overarching goal in Phase I is to build consistent visual behavior for children who barely use there vision at all, except in the most controlled situations (Roman, 2007)
what do we do from here

What do we do from here?

How do we use the score to create good interventions?

Think about the characteristics and how to use them to set up the environment and the lessons in your classroom

Color Preference

  • Typically attends to a one, single, preferred color
  • Attends to only objects that are moving or that have reflective properties
  • May notice the ceiling fan
  • Consistent latency
  • Latency is very frequent but may “warm up”
visual field preferences
  • May localize targets placed in one specific lateral field
visual complexity
Visual Complexity
  • Looks at three areas:
    • The surface of the object
    • The viewing array
    • The sensory environment
    • (Roman, 2007)
visual complexity surface of the target
VisualComplexity: Surface of the target
  • Single color on the surface of the target
visual complexity array
VisualComplexity: Array
  • Present materials on against a black (light absorbing) background and in controlled lighting
visual complexity sensory environment
Visual Complexity: Sensory Environment
  • Visual attention occurs only when targets are presented in a quiet, controlled environment
light gazing and nonpurposeful gaze

Attention begins with a lighted target or paired with light

distance viewing
Distance Viewing
  • May behave as though highly nearsighted
  • Linked closely to difficulty with complexity
  • Remember…theysee what we see
absent or atypical visual reflex responses
Absent or Atypical Visual Reflex Responses
  • May have an intermittent or latent blink to touch at the bridge of nose
  • Most likely does not demonstrate blink to threat
difficulty with visual novelty
Difficultywith Visual Novelty
  • Responds to familiar items or targets that share characteristics of their familiar targets
absence of visually guided reach
Absence of Visually Guided Reach
  • IF target is placed on a black background and paired with light and movement, the child MAY look, look away and reach.
now design the program
Now…design the program
  • Think about how many times per day you can build vision into a natural activities – ideally 4 times per day
  • For students in Phase I, you must be thoughtful of the environment. Think about 1:1 lessons
think about
Think about…
  • Taking photos of the student’s “perfect” set up. They can be used by anyone working with that student, thus providing increased opportunities throughout the day.
  • Create a list of the student’s favorite color, best visual field, amount of latency needed, etc.
think about1
Think about…
  • Choosing materials that can be “grown” as the child moves into Phase II
specially designed instruction
Specially Designed Instruction
  • My Phase I SDIs may look different from yours. Do not list “SDIs specific to Ph I” as your student’s SDIs. When writing SDIs, think about each characteristic specific to your student.
guidelines for intervention in ph i
Guidelines for intervention in Ph I:
  • Be precise – random won’t work
  • Be intentional – know where you are and where you are going
  • Reciprocity – follow the student’s lead