ISAVE

Report
COMPONENTS OF ISAVE
 Introduction
 Preparation
 Ecological
Observations
 Structural Integrity
 Minimal Responsiveness
 Alignment and Ocular Mobility
COMPONENTS OF ISAVE
 Oculomotor
 Acuity
 Visual
Skills
Fields
 Cortical Visual Impairment
 Visual Perceptual Skills
 Developmental Inventory of Visual Efficiency
COMPONENTS OF ISAVE
 Social
Attentional Gaze Behaviors
 ISAVE Baby Screen
 ISAVE Vision Screen
 ISAVE 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
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
PREPARE FOR ASSESSMENT
Gather Information:
 Review
student’s records
 Interview parent/caregivers
 Consult with therapists
 Observe child informally
INFORMATION GATHERED WILL HELP YOU
SELECT
 Appropriate
assessment components
 Materials
 Interactions
style
 Handling techniques
 Equipment and positioning options
 Pacing
KEY POINT
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
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 POINT
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.
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 COMPONENTS
Consider:
 Purpose of the assessment
 Specific referral concerns
 Developmental 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 Component
 Structural Integrity Component
 Fixation, following, binocular items from the Oculomotor
Component
CONT’D
 Alignment
and Ocular Mobility Component
 Visual Acuity Component
 Visual Fields Component
 Perception Component
SELECTION OF ISAVE COMPONENTS
If the reason for assessment is an augmentative
communication device using symbols
 Visual
Acuity Component
 Visual Field Component
 Perception 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)
ISAVE Components
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.
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…

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