Table 3 Assessment for CVI/PVD, corresponding test, observations, and grading by Principal Investigator
Subcategory of CVI/PVD | Test | Observation | Grading |
|---|---|---|---|
Visual fixation | A fixation light is presented before both eyes at a distance of 0.75 m | Central, sustained or maintained | Present (central, sustained and maintained) or absent |
Visual guidance, colour, eye–hand coordination and visual memory | Lea 3D puzzle, coloured | Eye–hand coordination and visual guidance of movement: watching the movement a child makes with their hand, elbow or forearm when asked to turn over a piece of puzzle; the ability to place the puzzle pieces correctly The capacity to orientate the shape is subjectively viewed Short-term memory for localization: can a child place a piece of puzzle in the correct place after being distracted | Easy, difficult, cannot do and why, or not applicable |
Visual guidance and 3D recognition of concrete objects | Lea 3D puzzle, black and white | Eye–hand coordination and visual guidance of movement: watching the movement a child makes with their hand, elbow or forearm when asked to turn over a piece of puzzle 3D assessment of an object; ability to place the puzzle pieces correctly Short-term memory for localization: can a child place a piece of puzzle in the correct place after being distracted | Easy, difficult, cannot do and why, or not applicable |
Visual recognition and line orientation in three dimensions (vertical, horizontal, oblique) and eye–hand coordination | Lea mailbox game | Visual perception of line orientation done with the fingers, hand, or forearm: • the child is asked to drop a card through the slot of the LEA Mailbox Game • the child is asked to match the orientation of the slot | Easy, difficult, cannot do and why, or not applicable |
Visual recognition of differences in size, length and direction of lines | Lea rectangles game | Size, length perception: • watch the orientation of the hand and fingers as the child grasps a block • can the child place a block of the same length on top of another? • can the child appreciate short and long as a change in length? • response to the enquiry concerning whether a correct or an incorrect arrangement looks the same | Easy, difficult, cannot do and why, or not applicable Yes, no, not sure, do not know, not applicable |
Visual attention | Identification of self-reflection in the mirror test Pick-up test: picks up a small ball of uniform size (1 mm) placed on a patterned surface | Identification of self-image The distance at which the child loses interest in self-image Searches for and identifies the ball | Alert and attentive, alert but not attentive, not alert, not attentive Documentation of the distance at which attention is lost; easy, difficult, cannot do and why, or not applicable |
Visual search | Pick-up test: picks up a small ball of uniform size (1 mm) placed on a plain or patterned surface | Searches for and identifies the ball | Easy, difficult, cannot do and why, or not applicable |
Facial recognition test | Heide expression test | Interpretation of facial expressions: can the child interpret the facial expression? Can the child identify a similar facial expression? | Yes, no, cannot do, why or not applicable Easy, difficult, cannot do and why, or not applicable |