What is Cortical Visual Impairment (CVI)?
Cortical visual impairment (CVI) is the most common visual impairment in children within the western countries with distinct impacts on children’s function and development (Chauhan, 2012; Edmon & Foro...
Internet Explorer is no longer a supported browser for the Communication Matrix so features may be missing. Please switch to a different browser, such as Firefox or Chrome.
Collection Cortical Visual Impairment (CVI) 101 and also 102…
Date Created: 5/7/2018
Posts: 6
The following collection of blog posts will concentrate on the diagnosis of cortical visual impairment (CVI). The number of children diagnosed with CVI continues to increase and it is important to be aware of strategies to promote their functional use of vision in daily routines and activities.
This collection is the work of Deirdre McLaughlin CF-SLP, Denee Kroeger OTR/L, and Kayley McDonald OT Doctoral candidate.
This post is an informational overview of cortical visual impairment and provides parents and providers with a PDF handout on key red flags, behaviors, and strategies to best support children with this visual impairment. (Post by Kayley McDonald)
-
2
-
1390
This post gives an overview of the difference between the ranges and phases of CVI. There is also information on purchasing a book that gives thorough descriptions of the spectrum of CVI and intervention ideas to best support children with CVI at all phases. (Post by Kayley McDonald)
The Spectrum of CVI - Ranges and Phases
It is important to consider where your child is at with their visual abilities to best structure activities in a way that encourages them to use their vision, while building on their current skills. S...
-
1
-
16702
Were you able to identify the object in the picture? Here is the answer to the hidden picture activity. Read the post to find out what you were supposed to be looking for in the picture and the explanation of what it might be like to try looking at things as a child with CVI. (Post by Kayley McDonald)
“Picture” of CVI Experience
Children with cortical visual impairment (CVI) often have multiple challenges with language and/or motor skills, therefore it is challenging for parents and healthcare professionals to get an idea of ...
-
2
-
2270
Here is the answer to the picture puzzle! Were you able to figure out what you were supposed to be looking at? Read the post to learn more about characteristics and challenges that children with CVI face when trying to understand the world around them using vision.
"Picture" of CVI - Answer to Picture Puzzle!
Did you figure it out? Did you get desperate and Google it? Once it was highlighted like the image attached were you able to immediately recognize the familiar object in the picture? It is bizarre to ...
-
1
-
2814
Post by Deirdre McLaughlin CF-SLP
An interesting episode from NPR podcast Invisibilia that describes the experience of a man who is blind in how he learned to navigate his world via echolocation. He now rides a bike, hikes, and even climbs trees! Have a listen!
The effect of expectations on individuals with vision impairment
Post by Deirdre McLaughlin CF-SLP One of the most interesting podcasts I have listened to in recent years, is from an NPR Podcast called Invisibilia: " How to Become Batman " where Hanna Rosin and A...
-
1
-
998
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. This guide is intended to help with the DIY process for this type of symbol. Please leave comments with additional suggestions!
DIY Tangible object symbols
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits t...
-
4
-
10812
GIVE
The Matrix is FREE for everyone. Help us maintain and improve it with a tax deductible gift.
© 2025 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Try the Matrix
Please select a statement below that describes the type of matrix administration that you would like to begin.
Please wait while we process the matrix ...
You are about to TRY the Matrix Assessment tool.
Your information will not be saved unless you register. You may register for free at anytime throughout the tryout by clicking the orange button bottom right.
Your information is private.
The information you enter in the assessment is completely secure and cannot be identified. When you use this free service, we ask you to provide some very basic information about the individual you are assessing (gender, age, ethnic background, country of residence, disability and specific impairments) and your relationship to that person. However, we have no way of indentifying who has used this service.
Teachers:
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
