Does the visual functioning of a child with CVI generally improve, stay the same, or get worse?
Studies have concluded that visual functioning gets better over time, but does not completely resolve to normal vision.
How may Phases of CVI have been identified and described by Dr. Christine Roman?
She describes 3 Phases. In Phase I, the child is beginning to develop visual responses. In Phase II, s/he is starting to use vision with functional tasks. In Phase III, the child is developing greater refinement of detail vision and visual functioning overall.
At what CVI Range score can a child access two-dimensional images?
A good rule of thumb is around 5 on the Range.
At which CVI Phase can a child learn from visual imitation?
Which is easier for a child with CVI to visually access: Black and white items or highly-saturated in color items?
Because color is represented in multiple areas of the brain, it is thought to be more easily accessed.
Are Mirrors are good toys to use with children in Phase I of CVI?
No. The light reflection of the mirror may draw their attention, but the items reflected are too complex for their brain to process.
Are Red and Yellow the ONLY preferred colors for all children with CVI in Phase I?
No. They can be a starting point if you are unsure of the color your child most likely attends to, but some kids respond best to other colors, such as orange or blue, even in Phase I.
Does a child must have to have (at some point) all of the 10 CVI characteristics that have been identified and described by Dr. Christine Roman in order to have CVI?
No. They may not demonstrate all 10 characteristics, yet still have CVI.
During which Phase of CVI does looking at and reaching for an object start happening more simultaneously?
In Phase III of CVI, can accommodations be totally removed?
It depends on the task and environment. If the task is a novel, or not yet mastered, accommodations, such as backlighting and decreasing complexity, may need to be used in order for the child to adequately visually process the task. If the environment is very loud and visually busy, accommodations may need to be used to help the child maintain visual attention on a task, even if thought mastered, in this less controlled environment.