Individual Characteristics
in Phase III
Part 2
The information on each characteristic is
derived from the CVI Resolution Chart
-Roman-Lantzy, 2007
Color Preference
 More colors, familiar patterns are
regarded (7-8)
 No color or pattern preferences are
observed (9-10)
Need for Movement
 Movement is not required for attention
at near (7-8)
 Person demonstrates typical responses
to moving targets (9-10)
Visual Latency
 Latency is rarely present (7-8)
 Latency is resolved (9-10)
Visual Field Preference
 Child may alternate use of their right
and left visual fields (7-8).
 Use of visual fields is unrestricted (9-
10).
Difficulties with visual complexity
 Competing auditory stimuli is tolerated during
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periods of viewing; student may now maintain
visual attention on musical toys (7-8).
Views simple books or symbols (7-8).
Smiles at/regards familiar and new faces (7-8).
Only the most complex visual environments
affect visual responses (9-10).
Views books or other two dimensional materials
(9-10).
Typical visual/social responses are observed (910).
Light gazing and non-purposeful gaze
 Light is no longer a distractor; this
characteristic is resolved (7-10).
Difficulty with distance viewing
 Visual attention extends to 10 feet with
targets that produce movement (7-8).
 Visual attention extends beyond 20 feet
(9-10).
 Child demonstrates memory of visual
events (9-10).
Atypical visual reflexes
 Visual threat response is consistently
present (both visual threat and blink
response to touch are close to 90%
resolved ) (7-8).
 Visual reflexes are always present;
characteristic is resolved (9-10).
Difficulty with visual novelty
 The selection of objects is less
restricted, one to two sessions of “warm
up” time is required (7-8).
 The selection of objects used with child
is not restricted (9-10).
Absence of visually guided reach
 Look and touch occur in rapid sequence,
but not always together (7-8).
 Look and touch occur together
consistently (9-10).
Meet Dustin
 This video depicts a 19 year old
young man describing his vision.
You can view it on the website
 Personal Perspective: “Interview
with Dustin”
Phase III
 Key factors in intervention:
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Understanding the rationale
Interventions should not be random
There should always be a purpose and an end
goal
 Example: if you are having a child track a
light then you should be able to explain the
rationale, or why you are doing this activity.
Phase III
 If there is no rationale as to why you are
performing the interventions then you are
likely participating more in vision stimulation
(i.e.: tracking a light, presentation of
contrasting patterns, etc).
 Activities for children with CVI need to always
have a functional component. You need to
consider how the activity will ultimately lead
the child to being independent in some type
of functional activity.
Phase III
 Interventions need to occur in the natural
routines of the day.
 The materials or activities should focus on
creating opportunities to use vision in an
ongoing basis versus an isolated single
event.
 Interventions should focus on increasing the
skills and abilities of the child as they
improve.
Phase III
 You know a child is in Phase III of resolution
when they demonstrate visual curiosity, may
look at faces, can use two dimensional
materials, and view objects up to and beyond
10 feet.