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with Diane Sheline, Independent Consultant, CTVI, CLVT.

Diane: Imagine you are working with a 3-year-old toddler who is cortically visually impaired.  You have a completed a CVI resolution chart, and found that he's functioning in Phase 2, integrating vision with function.  His parents would like to see him start walking.  And he will stand at the edge of the couch, but he has not yet taken his first step.  He is attracted to light, but can be redirected to other targets.  He alerts more quickly when there is slight movement associated with the target, but he is often distracted by the TV and other noise-producing toys.  The orientation and mobility instructor who's working with him would like to get the student to take a first step and to start cruising.  This is the task as we do our CVI Task Analysis.  The O&M instructor would like to integrate vision with function, mobility.  Here is a short clip showing the couch that he might be standing at, and some sample toys on that couch, and what it's like at his home environment.

[Video Clip]

[radio playing]

[end Video clip]

The toys seem to blend in with the couch color.  When sunlight is coming through the windows, he often stares at the windows.  The table light just behind the couch is also a distracter.  The TV is often on in his home, and he attends well and often using his auditory channel.  How can we encourage looking behavior which may help nudge the student into movement?  Let's think of some different strategies as we do a CVI Task Analysis.

We know by looking at our CVI resolution chart that he attends to targets that have light qualities and slight movement.  He does not attend to targets in his lower visual field, so we will need to keep the targets up at eye level.  He has some difficulty with complexity in his sensory environment, so we will need to reduce auditory as well as tactual input when visual learning is taking place.  Since this student seems attentive to lights, we will close the curtains, turn off the table lamp, as those are often a distracter, and use lighted targets or light paring techniques as a way to attract his visual attention.  Since this student attends to targets up to 24 to 36 inches away, we can place visually attractive targets just out of reach to encourage movement.  By modifying his learning environment, he may now attend to visual targets and move towards them.