Transcript FUNCTIONAL VISION ASSESSMENT

Functional Vision
Assessment
With Very Young
Children
Tanni L. Anthony, Ph.D.
NTAC Meeting - Tampa, FL
April 27, 2004
FUNCTIONAL VISION
ASSESSMENT
Assessing what HELPS visual
performance
Assessing what HINDERS
visual performance
1.1.5.T1
Philosophy of Assessment
Parent input and participation are essential,
as it a team approach.
It takes time to complete a FVA.
The FVA should reflect real life learning and
activities.
It is key to determine the child’s learning
style.
Qualitative and quantitative skills should be
noted in a FVA.
FACT FINDING
Medical
Information
Developmental
Information
The Visual Response Continuum
Awareness →→→→Attention→→→Understanding
Lights →→→→→→ People →→→→ Objects
Fixation→→→→→→→→→→→→→ Tracking
Near→→→→→→→→→→→→→→→ Far
Peripheral →→→→→→→→→→→→Central
Familiar →→→→→→→→→→→→→ Unfamiliar
Parts →→→→→→→→→→→→→→ Wholes
Simple →→→→→→→→→→→→→ Complex
Large →→→→→→→→→→→→→ Small
Pieces of the FVA Puzzle
Need for Familiar vs.
Rapport / Unfamiliar
Emotional Settings /
Tasks
Safety
Type of
Sensory
Targets
Need for
Wait Time
Environmental
Control
Factors
Attention
to
Positioning
Reading
Child
Response
Reviewing
all Sensory
Responses
Emotional Safety / Rapport
The infant’s first tasks are attachment and
sensory regulation. These are the building
blocks to effective and efficient visual skill
development.
Stress will negatively impact visual
performance.
Familiar vs. Unfamiliar
“Authentic Assessment” in the early years:
 completing assessments in settings
familiar to the child
 with people who are familiar to the child.
 with objects that are familiar to the child.
Environmental Control
Pay attention to:
 Focal Distance / Size / Angle
 Lighting
 Auditory Distractions
 Visual Clutter
 Contrast / Color
Positioning
Ensure the child is in a
supported posture.
Hips support = trunk
support = head
support.
Focus should be on
looking and not
maintaining balance.
Vision is not the Only
Learning Sense
FVA should not be completed
in isolation of other sensory
assessment.
Utilize other tools and other
professionals to build a true
perspective of child’s individual
sensory learning profile.
Sensory Targets
 Be aware of the
sensory hierarchy.
 Look for
preferences.
Sequence of Sensory Development
Touch
Vestibular
Taste
Smell
Auditory
Vision
Wait Time
Be patient – it may take
some infants a very long
time to initially respond to
sensory stimuli.
FVA Components: First Glance
Appearance of Eyes
Presence of
Nystagmus
Corrective Lenses
FVA Components:
Visual Reflexes
Pupillary Response
Defensive Blink
Dolls Eye Response
Reception and Perception
of Visual Stimuli
Light Perception
Light Projection
Shadow and Form Perception
Hand Motion
COLOR VISION
Genetic
Predisposition
Eye Condition
Simple
Preferences
MUSCLE IMBALANCE

Eso

Exo

Hyper

Hypo
Eye Preference
Anisometropia
Nystagmus
Equity
Monocular
Items
OCULAR MOTOR BEHAVIORS
FIXATION
TRACKING
CONVERGENCE
SHIFT OF GAZE
DIVERGENCE
SCANNING
TRACING
Eye Teaming Continued
Depth
Perception
Figure- Ground
Perception
Field of Vision
 Hemanopsia
 Scotoma
 Tunnel Vision
Light Sensitivity
Light-Dark
Adaptation
Contrast
Sensitivity
VISUAL ACUITY
 Preferred Viewing
Distance
 Near and Distance
 Force Preferential
Looking
 Functional Acuity
Reading Rate & Comprehension
Classroom materials
Reading Efficiency Kit
materials.
Community materials.
Visual Motor Coordination
 Gross Motor
Tasks
 Fine Motor Tasks
 Handwriting
Skills
VISUAL COGNITIVE SKILLS
 Imitation
 Identification
 Matching, Sorting, Classifying
 Sequencing
VISUAL PERCEPTION SKILLS
Visual Closure
Part-Whole
Pattern Recognition
Figure-Ground
Discrimination
Spatial Orientation
The
end