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with Eric Grimmett and Sara Kitchen, Certified Teachers of the Visually Impaired.

Sara: All right, the next step is to take the information that we compiled.

So far, the information from the parent interview, from the observation, and from the direct assessments, and that we recorded all on the Resolution Chart, and that's where we have all of our information right now.

So we're gonna take that information and we're gonna transfer it to Christine Roman's Forms, that is called Essential Forms in your handouts.

There are two ratings. There are Rating I and Rating II.

What made sense to us was to do Rating II first because we already have all the information on the Resolution Chart.

So what you need to do is go to the very back of the essential forms and look at the CVI Range

Within CVI Characteristics Assessment Method. That's called also Rating II.

And what we're gonna do is transfer the information from the Resolution Chart onto the number line.

So the first one, Color Preference, we have many markings on our chart. We have things in Range 1-2, Range 3-4, and Range 5-6. We're gonna put Range 3-4 because that's the average one. And so that would be 0.25 on the number line.

In 2, the Need for Movement, nearly everything that Brandon had mark on his chart was in Range 1-2, so you'll circle 0 on the number line.

In number 3, Visual Latency, we have to think about this one because though Brandon does have prolonged periods of visual latency, like as in Range 1-2, we also noticed that the latency decreased after consistent viewing. So we're gonna mark him in Range 3-4 even though we saw more in Range 1-2. We have to remember that during this direct assessment, a lot of the things that we were showing him were new. We didn't have a lot of favorite items to work with because there weren't a lot given to us. You know, Brandon hasn't shown a lot of interest in items. So they weren't familiar items. They were our items and that will affect the results. So we'll go ahead and give him a Range 3-4 on number 3, circle 0.25.

Now on Visual Field Preferences, we have some markings in Range 1-2. We only have one in Range 3-4, but then again, you're also looking at where you got the information. We actually saw him showing the visual field preferences but being able to look in various spots. And the other information was from the interview, which is second hand, which is generally isn't as concrete for us. So we're gonna go ahead and give him a Range 3-4. And this is an area where Brandon will top out because of his detached retinas. We can't expect him to be able to see where he has no retina intact. So we're gonna go ahead and mark him on number 4, 0.25.

For Visual Complexity, we're gonna go ahead and give Brandon a Range 1-2. He has markings in both Range 1-2 and Range 3-4, but we wanna really emphasize that Brandon needs a lot of structure, a lot of external structure, and a lot of controlled environments, in order to be able to best use his vision. And so we'll go ahead and mark him in 1-2, which is a 0, circle 0 on the number line.

In number 6, in Light Gazing and Nonpurposeful Gaze, number 6, we saw that Brandon had a lot of markings in Range 1-2. So we'll go ahead and give him a 0 on the number line.

In number 7, which is Distance, Brandon has a lot of times when he looks very closely at things. But because of the way this is worded, visually attends in near space only. We can't really give him 1-2. So we're gonna give him Range 3-4 because occasionally, he would look at something that was 2 to 3 feet away like when he was walking and he looked at Eric. So you'll circle 0.25 on the number line for number 7.

For number 8, Atypical Visual Reflexes. We don't have an example of this. And this is one of those situations where I went back and I asked his teacher to do this because we did never test this. So what he said was that he blinked immediately to touch, but he didn't blink at all to the threat. So that's kind of in between Range 3-4 and Range 5-6. We went ahead and gave him Range 3-4, which would be a 0.25 on the number line.

Now number 9 is gonna be an interesting one. Like I said before, we were giving him a lot of novel objects and the fact that he looked at them at all even though we didn't have specific things scored, just with an overview of the entire assessment process, with all the direct assessments in all of the novel objects being presented, we're gonna have to give him Range 3-4 because he did look at many of the novel objects. So let's go with 0.25 for Visual Novelty.

And for our number 10, we had a number of markings in Range 3-4, and just a couple in Range 5-6. So we're gonna go ahead and go with Range 3-4. That's 0.25.

And if you add all those up from the number line, you get 1.75. 1.75 is our initial score, again, but that's in the Rating II, so we're going to go back to the beginning of the Essential Forms.

And where it says, "Total for Rating II," we're gonna put 1.75. And keep that in mind when you're looking at Rating I, because 1.75 is within the 1-2 range.

So you'll be looking more closely at that initial range when you're filling out the Across-CVI Characteristics Assessment Method.

So, Eric, do you wanna look at the Across? Do you wanna explain the Across-CVI Assessment?

Eric: Sure, I would love to. [laughs]

Sara: Thank you.

Eric: All right, now we're gonna look at the Across-CVI Characteristics Assessment. This is the Rating I. Now the reason for both Rating I and Rating II is simply so you have two different areas where you can draw from to get a range, a range of current to visual functioning for the student. So what's the Rating I form basically tells us, it's going to tell us the current functioning of brand but it's also gonna parse out that information again so that we can kind of see was this information obtained through observation, through interview, or through direct contact with the student.

So in this case with Brandon, take a look at CVI Range 1-2 here, Student Functions with Minimal Visual Response. So on CVI Range 1-2, we have three positives here for Brandon and we have five positive-negatives. That's the partially resolved areas, right?

Sara: Yeah, those are just characteristics where he sometimes shows, he sometimes does what is being described here and then he sometimes doesn't do that. So it's basically is he functioning at 1-2? Sometimes, sometimes, here, yes, sometimes, it describes his behavior, sometimes, it doesn't.

Eric: So areas that he's displaying but are not resolved at this point.

Sara: None of the things that he is doing are resolved.

Eric: Well, that's true.

So go on to CVI Range 3-4 and you'll see more positives in this area. So this is basically where we're going to rate Brandon. He's in the 3-4.

Sara: Right, and the reason why we're putting him in 3-4 is because of what Christine Roman's directions are. She says, "The student's score on this section "of the assessment is determined by the number of the CVI range, "in which the last plus item occurs prior to the shift to scores of plus-minus and minus." So in Range 5-6, he's having a lot more plus-minuses than minuses. So we can't put him there.

Eric: No, but we went ahead and look at those areas but that's pretty much where it stops, where we stopped seeing behavior from Brandon.

Sara: And we put him at the very beginning of Range 3-4, too, because he has so many plus-minuses and pluses in Range 1-2 that he's kind of in between. We didn't wanna put him at 4 because he's really not almost moving on to 5-6. He's at the very beginning. So it's kind of more of an average score to give a better idea of where he's functioning. He's functioning within a pretty wide range. So we gave him a number 3, so if you go to your Essential Forms--

Eric: On the first page.

Sara: Uh-hmm. And that will be a 3. That's why there's a 3 down there for Rating I, and that would mean that Brandon's rating, his range is 1.75 to 3. And you can mark that on this number line down here. It gives you a nice visual for all of you visual people.

Eric: And you'll notice that this also has areas for the second and third evaluation so that you can mark progress after you've introduced some interventions, to hopefully increase that visual functioning for Brandon.

Sara: Speaking of interventions, Brandon's functioning at Phase 1 and you created a list of a bit of interventions for the teachers, isn't that right?

Eric: That is correct.

Sara: So let's share those.

Eric: Okay.