Phase III CVI
Part 3
Intervention Ideas Based on
Characteristics
Intervention Ideas Based on
Characteristics: Color
 Use color to direct a child’s attention and give color
information to help focus attention.
 Add color to give information; color helps sort out
what information is important to look at.
 Use color to direct a child’s attention (i.e.: providing
color cues such as “the red exit sign”; highlight writing
lines to direct attention).
 On backgrounds remember color is an anchor; if the
background is a very bright color it may confuse the
child as to what you are really asking them to look at.
Black Rectangle outlined in a shiny gold
metallic paper
Black square outlined in a shiny red metallic
paper
Intervention Ideas Based on
Characteristics: Movement
 Use movement to initiate looking at a
distance.
 Movement can still be a distractor, especially
in the classroom. When a child is working,
position activity in the classroom behind the
child.
 Consider using tri-fold boards to block out
distractions and other activity naturally
occurring around the child.
Intervention Ideas Based on
Characteristics: Fields
 Typically lower visual fields are the last to
resolve. Consider when setting up the
play/work environment (i.e.: think about
where work is placed in the classroom).
 Consider visual fields when a child appears
“clumsy” and may be having challenges
moving around their environment.
 It is important to teach a child scanning to
ensure all visual fields are used.
Intervention Ideas Based on
Characteristics: Complexity
 If an activity or task is difficult try to make the
visual target and environment less complex.
 Make sure to always consider complexity
(i.e.: of the environment, sensory input to the
individual, and the item being looked at –
especially if it is 2 dimensional).
 Keep working space simple and free from lots
of visual distractions
 When presenting new information it should be
presented against a solid, black background.
Intervention Ideas Based on
Characteristics: Complexity continued:
 Two dimensional items
 reduce the amount of information on the page
to reduce visual clutter.
 enlarge the print, use a magnifier, or use
pages with less information on them.
 Always consider visual fields, especially in
highly novel and/or over stimulating
environments.
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May need orientation (verbal and physical) to
the setting
Assistance from an adult or peer
Possible use of a cane.
Intervention Ideas Based on
Characteristics: Complexity continued:
 Complexity often most difficult characteristic of CVI to
resolve. Look at ways to simplify the task.
 Ways that a task can be complex
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too many toys out at one time;
too many toys in front of the child;
using toys with lights, sounds, and movement;
performing difficult motor tasks while asking the child
to use their vision;
too much information on the page of material;
being in a new environment with lots of people, objects
and sounds.
Intervention Ideas Based on
Characteristics: Distance
 Preview environments with the child (walk
around and point out important features) to
help them form “a picture” in their visual
memory.
 Use bright, naturally occurring landmarks to
help orient child so they know where they are
and where they are going.
 Use visual cues and descriptors to help orient
the child and provide information about what
they are “seeing”.
Intervention Ideas Based on
Characteristics: Novelty
 When teaching new information or presenting
new toys use familiar objects and colors to
introduce material.
 Use touch to allow the child to learn about
new items and subsequently visually attend
to the item or tasks.
 Use the same, or familiar, materials in the
home and/or class. Familiarity helps the child
visually attend. Repetition helps a child
solidify visual memory.
Intervention Ideas Based on
Characteristics: Visual Motor
 Make sure when the child is doing something
with their hands they are also using their
vision too.
 Writing is a very difficult activity because it is
both motor and vision intensive. You may
want to look at alternate ways to complete
work until the child is more comfortable with
the skill (i.e.: dictation).
 Avoid hand over hand; use modeling and
encourage the child to reach independently.