Color / 1. May have needed movement or to be a red color but he is past that. 4. Could name large keys that were yellow. 10. Yellow cars on highway, also red. He likes bright colors. (Is not dependent on color to see like he used to be.) 16. As far as visually: yellow or red.
Need for Movement / 1. May have needed movement or to be a red color but he is past that. 11. Shiny or mirrored objects not as applicable now, but early on it would get his attention. 14. He probably attends to things better if they move. He does not require it any more.
Visual Latency / 9. When he gets really tired it's hard to see: it takes a lot of conscious effort to see things.
Field Preferences / 3. Tilts to the right. Up or eye level on slant board easier. Has trouble attending to things "down or in front" (lower field). 4. Finds things on table by feeling instead of by looking. 6. Hold things at eye level. 15. Maybe down toward the left teacher thinks. 18. Reaches with his left hand and guessing that his head is cocked to the right, teacher sees to the left. 20. Not as successful when things are lying on the table.
Complexity / 2. He can describe objects in space, in pictures we question and wonder if he is guessing. 4. Big keys keyboard: he could tell you all the letters that were yellow. Using hands and eyes together was difficult. 6. Ian can see objects pretty much on any plane, it's the 2-D that is tricky. 17. If it is objects or when driving a familiar route he can point out where they are. In some unfamiliar situations it may be harder. 20. There cannot be a lot of stuff competing with what he is trying to see. He can point to the details of an object on a picture card… 22. Many objects to look at=overload. He may try but then it is just too much. 23. Likes looking at a calendar of pretty girl faces. 25. Flat and does not have the dimension that is the problem--it is not going to help just making it bigger.
Light / 12. Is normal around lamps or ceiling fans. 13. Sometimes it is difficult to identify what he is looking at.
Distance Viewing / 10. Looks at cars on highway.
Atypical Visual Reflexes
Visual Novelty / 17. If it is objects or when driving a familiar route he can point out where they are. In some unfamiliar situations it may be harder. 19. Both the language retrieval and vision are when he has a difficult time with new things. He knows what they are if you give him multiple choice he can retrieve. 23. Likes looking at a calendar of pretty girl faces.
Visually Guided Reach / 4. Sometimes when things are on the table I catch him feeling for them. Using his hands and eyes at the same time is difficult. 18. Reaches with his left hand and guessing that his head is cocked to the right, teacher sees to the left.
Observation Information
Color / Clip 3. When asked if he wanted to touch one of the veggies, is drawn immediately to the shiny red peppers. Deep red seems to draw attention. Red apple he labels as an orange against complex background. Can't tell it's an apple until he's holding it (in front of teacher's plain green shirt). Clip 6: could immediately label the color of an orange when holding over the floor. Clip 7: when asked to pick a vegetable from an array with green, orange, purple and yellow, he picked yellow- yellow drew his attention.
Need for Movement
Visual Latency / Clip 8: The sensory environment provided a lot of information (cold, noisy, cluttered array, physical fatigue) and Ian took a long time to identify what was on the top shelf (eggs). Clip 9: The sensory environment was cluttered (cluttered visual array, music was loud, physical fatigue & gum chewing) and Ian could not find the trident. Clip 10: Does not look at cashier's face-- the sensory environment was cluttered (cluttered visual array, music was loud, physical fatigue & gum chewing).
Field Preferences
Complexity / Clip 2: Identified fruit & drink cooler from approx. 8 ft in complex environment (visually and aurally). Clip 3: Red apple he labels as an orange against complex background. Can't tell it's an apple until he's holding it (in front of teacher's plain green shirt). Clip 4: Moves close to determine what an item is visually (blocks out extra background information). Clip 5: Cannot tell what color the lime is until placed against plain background (the floor) as opposed to the display of fruits/veg. Clip 6: could immediately label the color of an orange when holding over the floor. Clip 8: The sensory environment provided a lot of information (cold, noisy, cluttered array, physical fatigue) and Ian took a long time to identify what was on the top shelf (eggs). Clip 9: The sensory environment was cluttered (cluttered visual array, music was loud, physical fatigue & gum chewing) and Ian could not find the trident. Clip 10: Does not look at cashier's face-- the sensory environment was cluttered (cluttered visual array, music was loud, physical fatigue & gum chewing).
Light
Distance Viewing / Clip 2: Identified fruit & drink cooler from approx. 8 ft. Clip 10: Recognized & started heading toward the van at 20 feet.
Atypical Visual Reflexes
Visual Novelty
Visually Guided Reach / Clip 1. Looked and reached for door handle of van at the same time (After seatbelt).
Direct Assessment Information
Color / Clip 1: When picking up the skittles he was drawn first to the red and then yellow, though he picked them all up. Clip 3: Yellow outline of picture does not help to draw visual attention. Identifies photograph of familiar place by salient feature: blue water. Identifies familiar stop sign by salient feature: red sign. Identifies board-maker picture of a yellow bus as a yellow sign. Clip 5: He could accurately name the colors but needed a little time to tell the difference between red and orange.
Need for Movement / Clip 3: Moved onepicture (in twelve) that he was unable to identify (maybe trying to see it better) but it did not help. Clip 4: When asked to find familiar laminated (shiny) picture on complex background, moved his head a great deal, perhaps to try to locate the visual information (old strategy that used to work?).
Visual Latency / Clip 4: When asked to find familiar picture on complex background approx. 15 min. into testing session, took about 1 min, 15 sec. to find any picture. Also commented that it was hard.
Field Preferences / Clip 1: Was able to find skittle on the table in all lower visual fields. Clip 2: Ian was able to see item presented in his peripheral fields. In his left peripheral field (also the first trial) he was able to respond more quickly to the item while it was moving. In right and upper, he was able to respond equally or just a millisecond faster when the item was moving.
Complexity / Clip 3: Identified simple white photo of a van as a car (salient features: wheels?), identified familiar photo of the school cafeteria (first identified "a lot of people"), identified photographs of familiar people by gender, but could not tell who they were, photographs of familiar places with bad lighting were not identified, could not correctly identify any of the board-maker symbols though he could pick out at least one salient feature from each (smiley face, yellow bus, and black spider). Leaned in closer (to approx. 7") when he couldn't identify picture. Looks away from Lynne when she talks 14 out of 16 times. (Maintains gaze on her while she talks 2 out of 16 times.) Clip 4: Was given 4 laminated pictures that he had correctly identified on a complex background and asked to find the pool (which was the easiest for him to see on a plain background). He was able to find the white van. One picture was outlined in yellow and that was not the one he found. Clip 5: Asked to identify colors in a row. Always picked the one on the end. Ended up with red and orange and have to move them away from each other before he could differentiate them enough to label them. Clip 6: was able to immediately identify two familiar people in a complex environment (cafeteria). Looked away from the second person when she spoke. These people were part of the cafeteria routine and had come with him. Clip 7: was unable to identify familiar person who was out of context. Does know that this person's gender but incorrectly guesses "Joel" first, then correctly says "John". This may have been a language retrieval problem. Clip 8: uses auditory and tactile clues to support visual information. Sometimes can't identify novel object using vision only. Clip 9: Located novel item (eyeball) on table visually, picked up but did not examine visually, only tactually, to identify.
Light
Distance Viewing / Clip 3. 4. 5 8: Consistently moves closer to view 2 dimensional objects (approx. 7" from item) and some small 3 dimensional items.
Atypical Visual Reflexes / Clip 10; Blinked to threat and to touch.
Visual Novelty / Clip 8: Sometimes can't name novel object using vision only. Looked at/visually detected all novel objects presented during direct assessment.
Visually Guided Reach / Clip 4: Was able to visually locate and accurately reach for picture on a complex background simultaneously. Clip 8: Uses visually guided reach to pick up novel object. Clip 9: Located novel object visually and looked away as he touched it. Nearing end of testing session.
Data Collection Form: CVI Student Name: Ian