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

Sara: And in this direct assessment, we had a room that had low light. And it wasn't a real familiar room to Brandon. It was a room in the dorm that he didn't spend a whole lot of time in. But we went ahead and tested him in this room because the room was a room where we could have some quiet even though at the very beginning, we have some interruption from other students who, you know, he had several students in his classes that were very verbal. But for the most part, this was a room that was quiet and also visually non-complex. It didn't have a whole lot of stuff on the walls or anything like that. In this first video, we're using a flashlight with a red filter on it to test Brandon's visual fields. And there is a lot of noise happening at the very beginning, and we don't see a whole lot of visual response. We don't see Brandon really responding to the light in his upper-right field, his upper-left field, sorry, but he does eventually respond in the lower-left field. On the right side, as we had suspected, he didn't respond at all to the light. So let's watch this.

[Video Dialog]

[outside noise]

Did you notice that?

Uh-hmm.

[outside noise]

[Unclear].

Try this side anyway, even if it’s no good?

Oh!

Oh-huh.

Uh-hmm.

[end Video Dialog]

Sara: We are gonna mark this in Row 1 for Color, Range 3-4. In Row 4 for Fields, Range 3-4. And in Row 5, which is Complexity, Range 3-4.

Eric: In this clip, we have a pink toy moving against the invisiboard, and we don't show the entire thing but it actually took about a minute-and-a-half before you'll see that Brandon actually notices that object. So that's telling us that maybe pink is not the best color for him because we do have the movement in there and we do have a very blank background but he's still doesn't seem very much interested in this object for an extended period of time.

[Video Dialog]

[laughing]

Hi.

Hi.

[Unclear] noticed.

Uh-hmm.

[end Video Dialog]

Eric: So, really, there's a lot of things going on here that we're testing. You want to come down to Row 1, which is Color, and do a Range 1-2 on here. Come down to Row 2, which is Movement, Range 1-2 as well. Row 3 for Visual Latency. Let's do that at Range 1-2. And Row 5 for Visual Complexity, a Range 1-2 as well here.

Sara: In this video clip, we're showing Brandon a multicolored toy, so that's pretty visually complex, that's a complexity of the target issue. And the item is moving and there's a light shining on it, so we're doing a whole lot to help Brandon be able to look at this. And something that you don't necessarily see in the clip, because the clip isn't long enough, is that we're holding that out for Brandon to look at for quite a long amount of time, and it's about one-and-a-half minutes before he actually looks at the item. So let's watch this clip.

[Video Dialog]

Hi!
[laughs]

[chuckles]

Hi.

Hee.

Uh-hmm.

Hee.

I think that's pretty contrasty with that black background. Let's see if that looks like.

Okay.

[end Video Dialog]

Sara: So we're gonna mark that in Row 1 for Color, Range 5-6. We're gonna mark Row 2, which is Movement, Range 1-2. Row 3, Latency, Range 1-2. And Row 5, Complexity, Range 1-2.

Eric: All right, in this next clip, you'll see Brandon looking at a silver reflective pan. We're shining a light on it and it's against a blank invisiboard background. Now this is a long sustained gaze. You'll see it right there about halfway through the clip. But also remember, what Sara had mentioned earlier, is this basically looks like a light to Brandon. It's like a light to him because the reflective nature of the pie pan there. Let's take a look.

Eric: All right, for the reflective pan, let's mark that in Row 2 for Movement, the reflective nature of the pan, at a range of 1-2. We'll do a Row 5 for Visual Complexity, Range 1-2. And Row 6, the light-gazing nature of this at a Range 1-2.

Sara: Okay, in this clip, we're showing Brandon some reflective gold beads and there's a light shining on them and they're against a black invisiboard. There's a couple of things that are really neat about this particular item. One is that they're being held up. So it's kind of like a vertical stripe which we see Brandon interested in later. And another thing is that the beads, though they're reflective and shiny and they're also moving, they're smaller than a lot of the targets that he has been looking at. So that's just an interesting thing to make a note of. So let's watch this.

[Video Dialog]

It makes noise.

[end Video Dialog]

Sara: Okay, so let's mark that on Row 2 for Movement Range 3-4. And in Row 5, Complexity, Range 1-2.