C OMPONENTS OF ISAVE Introduction Preparation Ecological Observations Structural Integrity Minimal Responsiveness Alignment and Ocular Mobility

C OMPONENTS OF ISAVE Oculomotor Skills Acuity Visual Fields Cortical Visual Impairment Visual Perceptual Skills Developmental Inventory of Visual Efficiency

C OMPONENTS OF ISAVE Social Attentional Gaze Behaviors ISAVE Baby Screen ISAVE Vision Screen ISAVE Summary Protocol

CRITICAL FOR I NTENDED P OPULATION ARE P ARTS A DDRESSING : dysfunctional regulatory, organizational, and motivational processes affecting use of vision the relationship of posture and movement to expression of vision

CRITICAL approaches for extending light perception into functional behavior strategies for assessing visual behaviors in order to design an augmentative communication device the diagnostic hallmarks of cortical visual impairment

P REPARE FOR A SSESSMENT Gather Information: Review student’s records Interview parent/caregivers Consult with therapists Observe child informally

I NFORMATION G ATHERED W ILL H ELP Y OU S ELECT Appropriate assessment components Materials Interactions style Handling techniques Equipment and positioning options Pacing

KEY P OINT In most instruments the assessment tasks are the most important element. In ISAVE, the focus is on: Preparation of the student Preparation of the assessment environment Selection of assessment components

P REPARATION OF THE S TUDENT Perhaps the most critical part of assessment is ensuring that the student is: ready for perceiving and processing information provided with sufficient but appropriate amounts of sensory information appropriately physically stabilized

K EY P OINT You are encouraged to respond to the student’s leads at all times, which may necessitate diverging from the sequence of the protocol. The sequence is intended only as a guide to the types of visual behaviors to target as well as the process for doing so.

P REPARATION OF THE E NVIRONMENT The best environment is one which permits observation of the student as he functions in his natural environment and which affords a quiet, organized space in which to observe optimal visual functioning.

S ELECTION OF ISAVE C OMPONENTS Consider: Purpose of the assessment Specific referral concerns Developmental abilities of the student Additional disabling conditions influencing use of functional vision

S ELECTION OF ISAVE C OMPONENTS If the purpose is to determine whether vision is within normal limits… administer the ISAVE Screen or ISAVE Baby Screen

S ELECTION OF ISAVE C OMPONENTS If the goal is to determine what, how, and where the student sees – a basic assessment should include: Ecological Survey Component Structural Integrity Component Fixation, following, binocular items from the Oculomotor Component

C ONT ’ D Alignment and Ocular Mobility Component Visual Acuity Component Visual Fields Component Perception Component

S ELECTION OF ISAVE C OMPONENTS If the reason for assessment is an augmentative communication device using symbols Visual Acuity Component Visual Field Component Perception Component

S ELECTION OF ISAVE C OMPONENTS If the student shows minimal readable responses Minimal Responsiveness Component Cortical Visual Impairment Component

S ELECTION OF ISAVE C OMPONENTS If the student’s vision is thought to be light perception only Minimal Responsiveness Component (includes techniques for manipulating light sources and contrasts)

Assessment components may be selected, combined, and integrated to meet the needs of each student. Evaluators are encouraged to adapt and extend ISAVE’s usefulness through their own creativity and experience. ISAVE Components

R EVIEW C OMPONENT I NFORMATION AND P ROTOCOL Familiarize yourself with the ISAVE protocol so you can conduct the assessment, take notes on the student’s responses, and later complete the protocol form…