Are you sure you want to delete this post?
Remove
Cancel
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.
2 likes
2161 views
“Picture” of CVI Experience
Deirdre Galvin-McLaughlin
5/8/2018 3:56 PM
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 what they can and cannot see. Children with CVI have brain damage to their visual processing areas that help them understand what they are seeing and focus in on the relevant visual information, which can cause a variety of challenges using vision. The Optometric Extension Program Foundation has a picture titled “What is it? Vision is More Than 20/20 eyesight” that provides insight into some of the visual challenges that children with CVI may be experiencing. Children with CVI are being encouraged to try to “look” at things and figure out what it is they are suppose to be looking at in the midst of trying to sift through the abundance of sensory information they are receiving (visual, tactile, auditory, smell, etc.).
Cortical Visual Impairment Activity
Can you figure out what it is you’re trying to find in the picture? Can you find the main object in the picture? Try turning it around, look from other angles, turn your head side to side… You are searching through your mental catalogue of pictures that you have stored over your lifetime trying to identify what features in the picture are similar anything you’ve seen. Are you becoming frustrated because it is taking a long time to figure out what it is you are supposed to be looking for?
Your brain is working overtime as you try to put your finger on what you're supposed to be looking at or for... Consider how much more challenging and frustrating it might be for a child with CVI trying to process visual information especially when they are often overwhelmed by other sensory inputs such as: being touched or handled or positioned, smells of food or perfume, people talking to them and around them, frequent seizures, and being in a bright, colorful room. Often children with CVI choose to simply close their eyes or stare blankly into space in an effort to shut down the only sensory system they have control over because they are overwhelmed.
Read the next post to figure out what the image was in the picture that you were trying to find and learn more about characteristics of CVI.
This post is part of the collection
0 Replies
© 2025 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Add this post to
Write a note about why you chose this post to appear in your collection.
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