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Chapter 9. CVI Skills Inventory & Strategies Worksheet.pdf
Chapter 9. CVI Skills Inventory & Strategies Worksheet
Chapter 9. CVI Skills Inventory & Strategies Worksheet.pdf
- 1. Topics today: Chapter 9.CVI Skills Inventory & Strategies Worksheet Presented by Optom Anis Suzanna Mohamad, Penang Hospital CVI LEARNING SERIES 3.0 (SESI 2025) 24th June 2025
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- 3. PURPOSE OF THECVI SKILLS INVENTORY & STRATEGIES WORKSHEET •Capture patient’s/student’s current status across 10 CVI characteristics •Plan personalized, evidence- based strategies •Inform Individualized Education Programs (IEPs) and team collaboration about the strategies •Encourage patient/student with CVI to more consistently and efficiently use their vision.
- 4. TOPIC OUTLINES 1.Background Information 2.Completion of the CVI Skills Inventory & strategies Worksheet
- 5. BACKGROUND INFORMATION Before completing theCVI Skills Inventory & Strategies Worksheet, patient/student have to undergo:- Functional Vision Evaluation (FVE) Learning Media Assessment (LMA)
- 6. FUNCTIONAL VISION EVALUATION(FVE) FVE is a structured assessment process used to determine how a child uses vision in real-world settings—not just how well they see on an eye chart. 1.How the child uses vision to complete tasks (e.g. identifying people, navigating spaces, recognizing objects) 2.Visual efficiency (e.g. tracking, scanning, shifting gaze) 3.Environmental factors affecting visual function (lighting, clutter, movement) 4.How CVI characteristics interfere with functional use of vision
- 7. LEARNING MEDIA ASSESSMENT(LMA) LMA determines the most effective way a child accesses learning material—whether through vision, touch (tactile), hearing (auditory), or a combination. 1.How the child best gathers and processes information 2.Whether print, braille, auditory, or visual-tactile materials are most appropriate 3.Integration of vision-based learning, even if limited or inconsistent
- 8. WHY IMPORTANT FVE &LMA ? Information include:- Patient’s/Student’s visual functioning level on The CVI Range (whether Phase I, Phase II or Phase III) Strategies in Level I, Level 2 and Level 3 loosely correlate with the visual functioning levels of patient’s/student’s in Phase I, Phase II and Phase III of The CVI Range.
- 9. BACKGROUND INFORMATION The front pageof the CVI Skills Inventory & Strategies Worksheet should be completed as thoroughly as possible, especially:- On medications (any possible side effects of those medications, any hearing loss?? Seizures/shunt (blinking lights and close proximity to a tablet are sometimes contraindicated)
- 10. Page 71 ________> CVIRange ________> Ophthalmologist ________> Optometrist ________> Low Vision Specialist ________> Hearing/Medications ________> Current Special Education Eligibilities and/or Support Services
- 11. EXAMPLE FRONT PAGEFOR LEVEL I STRATEGIES
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- 13. COMPLETION OF THE CVISKILLS INVENTORY & STRATEGIES WORKSHEET
- 14. 1. Read throughthe three levels of skills for each of the 8 CVI Strategy Areas. Environmental/ Sensory Input Near/Middle/Distance Viewing Visual Target Spatial Window of Visual Attention and/or Viewing Array Contrast Preferred Visual Field Lighting Familiarity 8 CVI Strategy Areas Circle “Yes” if the student has the skill Circle “No” if the student does not have the skills
- 15. FIRST STEP Level 2Strategies Level 3 Strategies Level 1 Strategies These three skills , within each CVI Strategy Area, correlate loosely with the three levels of strategies. This will guide you when choosing strategies.
- 16. First step EXAMPLE FIRSTSTEP FOR LEVEL I STRATEGIES
- 17. Note these activitiesor learning situations to the right of the “Yes” and “No” column for each CVI Strategy Area. 2. Observe the child throughout the day and determine activities of the Core Curriculum or Extended Core Curriculum that are impacted as a result of difficulty with this Strategy Area. SECOND STEP
- 18. EXAMPLE SECOND STEPFOR LEVEL I STRATEGIES Second step
- 19. As noted inFirst Step, the circled “Yes” or “No” will guide you in selecting and developing strategies. 3. Decide upon interventions, strategies and recommendations, which might encourage more efficient use of vision, given each impacted activity. THIRD STEP
- 20. GUIDELINES FOR DETERMININGTHE LEVEL OF STRATEGIES TO USE If the first “No” is circled within a CVI Strategy Area (followed by “No” in the second and third box), look at Level 1 Strategies If the first “Yes” is circled within a CVI Strategy Area (followed by “No” in the second and third box), look at Level 2 Strategies If the first “Yes” and the second “Yes” are circled within a CVI Strategy Area (followed by “No” for the third box), look at Level 3 Strategies If all three of the “Yes” boxes are circled, there may be very little use of strategies needed or possibly, none.
- 21. EXAMPLE THIRD STEPFOR LEVEL I STRATEGIES Third step
- 22. This will helpyou when completing IEP and ARD forms at annual meetings. 4. Check which, if any, Expanded Core Curriculum (ECC) areas are addressed given the activities that are impacted and the interventions that are suggested. FOURTH STEP
- 23. EXAMPLE FOURTH STEPFOR LEVEL I STRATEGIES Fourth step
- 24. Once all 8CVI Strategy Areas have been addressed, look at the Additional Areas To Consider. Make notes in these areas, as appropriate. ADDITIONAL AREAS TO CONSIDER Visual Fatigue Positioning Eye/Hand Use
- 25. EXAMPLE ADDITIONAL AREASTO CONSIDER FOR LEVEL I STRATEGIES Once this CVI Skills Inventory & Strategies Worksheet is fully completed, it will help with development of the PLAAFP and IEP Goals and Objectives, which will be discussed in next chapter.
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