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Functional Vision Assessment
With Very Young Children Tanni L. Anthony, Ph.D. NTAC Meeting - Tampa, FL April 27, 2004
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FUNCTIONAL VISION ASSESSMENT
Assessing what HELPS visual performance Assessing what HINDERS visual performance
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1.1.5.T1
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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.
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FACT FINDING Medical Information Developmental Information
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The Visual Response Continuum
Awareness →→→→Attention→→→Understanding Lights →→→→→→ People →→→→ Objects Fixation→→→→→→→→→→→→→ Tracking Near→→→→→→→→→→→→→→→ Far Peripheral →→→→→→→→→→→→Central Familiar →→→→→→→→→→→→→ Unfamiliar Parts →→→→→→→→→→→→→→ Wholes Simple →→→→→→→→→→→→→ Complex Large →→→→→→→→→→→→→ Small
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Pieces of the FVA Puzzle
Need for Rapport / Emotional Safety Familiar vs. Unfamiliar Settings / Tasks Environ-mental Control Factors Attention to Positioning Type of Sensory Targets Need for Wait Time Reading Child Response Reviewing all Sensory Responses
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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.
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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.
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Environmental Control
Pay attention to: Focal Distance / Size / Angle Lighting Auditory Distractions Visual Clutter Contrast / Color
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Positioning Ensure the child is in a supported posture.
Hips support = trunk support = head support. Focus should be on looking and not maintaining balance.
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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.
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Sensory Targets Be aware of the sensory hierarchy.
Look for preferences.
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Sequence of Sensory Development
Touch Vestibular Taste Smell Auditory Vision
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Wait Time Be patient – it may take some infants a very long time to initially respond to sensory stimuli.
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FVA Components: First Glance
Appearance of Eyes Presence of Nystagmus Corrective Lenses
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FVA Components: Visual Reflexes
Pupillary Response Defensive Blink Dolls Eye Response
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Reception and Perception of Visual Stimuli
Light Perception Light Projection Shadow and Form Perception Hand Motion
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COLOR VISION Genetic Predisposition Eye Condition Simple Preferences
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MUSCLE IMBALANCE Eso Exo Hyper Hypo
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Eye Preference Anisometropia Nystagmus Equity Monocular Items
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OCULAR MOTOR BEHAVIORS
FIXATION CONVERGENCE DIVERGENCE TRACING TRACKING SHIFT OF GAZE SCANNING
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Eye Teaming Continued Depth Perception Figure- Ground Perception
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Field of Vision Hemanopsia Scotoma Tunnel Vision
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Light Sensitivity Light-Dark Adaptation Contrast Sensitivity
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VISUAL ACUITY Preferred Viewing Distance Near and Distance
Force Preferential Looking Functional Acuity
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Reading Rate & Comprehension
Classroom materials Reading Efficiency Kit materials. Community materials.
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Visual Motor Coordination
Gross Motor Tasks Fine Motor Tasks Handwriting Skills
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VISUAL COGNITIVE SKILLS
Imitation Identification Matching, Sorting, Classifying Sequencing
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VISUAL PERCEPTION SKILLS
Visual Closure Part-Whole Pattern Recognition Figure-Ground Discrimination Spatial Orientation
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