COMPONENTS OF ISAVE

IntroductionPreparationEcological ObservationsStructural IntegrityMinimal ResponsivenessAlignment and Ocular Mobility

COMPONENTS OF ISAVE

Oculomotor SkillsAcuityVisual FieldsCortical Visual ImpairmentVisual Perceptual SkillsDevelopmental Inventory of Visual Efficiency

COMPONENTS OF ISAVE

Social Attentional Gaze Behaviors

ISAVE Baby ScreenISAVE Vision ScreenISAVE Summary Protocol

CRITICAL FOR INTENDED POPULATION ARE PARTS

ADDRESSING:

dysfunctional regulatory, organizational, and motivational processes affecting use of vision

the relationship of posture and movement to expression of vision

CRITICALapproaches 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

PREPARE FOR ASSESSMENT

Gather Information:

Review student’s recordsInterview parent/caregiversConsult with therapistsObserve child informally

INFORMATION GATHERED WILL HELP YOU SELECTAppropriate assessment components

MaterialsInteractions styleHandling techniquesEquipment and positioning options

Pacing

KEY POINTIn 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

PREPARATION OF THE STUDENT

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

KEY POINTYou 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.

PREPARATION OF THE ENVIRONMENT

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.

SELECTION OF ISAVE

COMPONENTSConsider:Purpose of the assessmentSpecific referral concernsDevelopmental abilities of the student

Additional disabling conditions

influencing use of functional vision

SELECTION OF ISAVE COMPONENTS

If the purpose is to determine whether vision is within normal limits…

administer the ISAVE Screen or ISAVE Baby Screen

SELECTION OF ISAVE COMPONENTS

If the goal is to determine what, how, and where the student sees – a basic assessment should include:

Ecological Survey ComponentStructural Integrity ComponentFixation, following, binocular items from the Oculomotor Component

CONT’D

Alignment and Ocular Mobility Component

Visual Acuity ComponentVisual Fields ComponentPerception Component

SELECTION OF ISAVE COMPONENTS

If the reason for assessment is an augmentative communication device using symbols

Visual Acuity ComponentVisual Field ComponentPerception Component

SELECTION OF ISAVE COMPONENTS

If the student shows minimal readable responses

Minimal Responsiveness Component

Cortical Visual Impairment Component

SELECTION OF ISAVE COMPONENTS

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

REVIEW COMPONENT INFORMATION AND PROTOCOL

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…