NewT: New Tools to Accompany the Functional Vision and Learning Media Assessment (FV/LMA) for Students Who are Pre-Academic or Academic and Visually Impaired in Grades K-12
Nigel Newt's Goodies
Includes: Word Charts, Nigel Newt's Pertpetual Puzzles, Developmental Inventory of Visual Efficiency, and Print Size Reading Sheet
Copyright, 2015 all rights reserved.
American Printing House for the Blind, Inc.
Catalog Number: 61-357-097
Visual Fields
(Take care not to shine light into the student's eyes.)
Stand a helper with a penlight or small flashlight behind the student.
Direct him/her to point the light onto each individual square. Starting with the upper left square, move across the line, then drop down to the next line; just like reading. The movement should be slow and methodical.
Instruct the student to follow the light with his eyes. First cover one eye, then the other, then do again with both eyes.
From your position in front of the student, watch the student's eyes to see if they follow the movement of the penlight from one square to another. Make notes of what you observe.
After the three of you have completed horizontal movements, do vertical movements, starting with the upper, left-hand corner and moving down one square at a time. Make notes of what you observe.
Next move horizontally again, skipping the squares in the middle column. Carefully watch the student's response to see if he can cross midline. Take notes.
Word Charts
A Note About Print Size
In the Nigel Newt's Portfolio and Word Charts there are variations of font size and font face. Some samples are written in one font and one print size, others are written in several fonts and several print sizes. You may find it necessary to determine the print size of specific words in either the Nigel Newt's Portfolio or Nigel Newt's Word Charts. For this purpose an E scale ruler is included in the kit of materials. On the ruler you will see upper case Es in all sizes. To determine print size of a piece of text, simply overlay one of the Es from the ruler on top of an uppercase A, D, E, T, or W from the text sample. You can also use a lower case "t". When the E on the ruler and the letter underneath are exactly the same height, look on the same line on the ruler to determine the print size. Make a note of the sizes in the documentation you prepare.
18 pt. Verdana (ideal text size) FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Ask the student to read all the words that are appropriate for his language and grade level.
mop
ice
cow
sun
sat
rain
buds
toes
lake
moon
fish
chat
what
milk
fill
chair
goats
frilly
wheat
grass
flakes
pickle
rowing
blouse
walnut
16 pt. Verdana FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Ask the student to read all the words that are appropriate for his language and grade level.
big
tab
sea
say
log
ring
dues
spot
glad
play
plant
quiet
clown
vents
words
print
violet
rolled
dwell
frown
peeling
wiggle
domino
fisher
blended
14 pt. Verdana FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Ask the student to read all the words that are appropriate for his language and grade level.
two
bee
rag
red
fly
frog
rush
blue
rose
good
white
candy
clear
whose
frame
noodle
bright
mother
orange
lights
restroom
rainbow
balloon
slightly
dolphin
12 pt. Verdana FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Ask the student to read all the words that are appropriate for his language and grade level.
run
sew
bad
him
bat
nail
don't
blog
ever
gone
snows
dryer
cliff
rain
house
cavern
horses
purple
kitten
quest
flamingo
vanilla
shepherd
football
grandpa
Five words each in different sizes in bold and italic. Compare reading ability to previous four exercises. FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Ask the student to read all the words that are appropriate for his language and grade level. Note sizes and styles that are difficult for the student.
bread
seventy
draw
feathers
cranberry
seventy
cranberry
bread
draw
feathers
draw
bread
seventy
feathers
cranberry
cranberry
draw
feathers
bread
seventy
feathers
bread
cranberry
seventy
draw
12 to 18 pt. fonts of different styles FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Ask the student to read all the words that are appropriate for his language and grade level. Note sizes and styles that are difficult for the student.
12 points
14 points
16 points
18 points
20 points
Mars
rose
eggs
bird
hem
Venus
daisy
toast
cages
zipper
Saturn
violet
waffle
flyers
sewing
Jupiter
grasses
sausage
slightly
velvet
galaxy
sunflower
biscuits
newspaper
scissors
Nigel Newt's Perceptual Puzzles
How to Use the Perceptual Puzzles
The Perceptual Puzzles are designed to reveal what kind of perceptual skills a student has. They can also be used to teach the student and to develop visual skills as he uses the puzzle. The skills involved in each puzzle will be listed on the Teachers' Instruction pages.
Like the Student Portfolios, the Perceptual Puzzles are designed to fit into the easel-style binder, or in a separate three ring binder. The same easel-style formatting is used. If after using the Perceptual Puzzles, you find more are needed, there are lots of them in the ENVISION, ToAD, and TADPOLE materials.
If after using all the puzzles, you desire a new set for NewT, please contact APH at (800) 223-1839; ask for Elaine Kitchel or Customer Service. We want to know if additional materials are needed for NewT.
Teacher Instructions:
Matching and Directionality
Ask the student to find the little spoon that is exactly the same as the big spoon.
Talk about why the other little spoons do not match the big spoon.
Use a real spoon to imitate the directions shown on the puzzle.
Get a spoon for both you and your student. Observe if the student can imitate you when you turn your spoon to point in a certain direction.
Which two items are needed to prepare tea? (cup and spoon)
Which two items are needed to keep your teeth clean? (toothbrush and cup)
Which three items are needed to make banana pudding? (2 bananas and spoon)
Teacher Instructions:
Matching, Recognition with Visual Noise
Study the cups on this page. Now point to the large cup. (upper right)
Now point to the small cup. (lower left)
Now point to all the medium-sized cups. (Three cups diagonally from upper left to center, to lower right)
Now point to the small cup. (lower left) Find the cup that has a handle that is on the same side as the handle of the small cup. (center cup)
Now point to the large cup. Find the cups that have handles that are on the same side as the handle of the big cup. (upper left and lower right)
Teacher Instructions:
Row 1 – Recognition
As he moves from left to right across the page, ask the student to identify the signs in the row.
Row 2 – Sequence Recognition
As he moves from left to right across the page, ask the student to identify what activity takes place in each frame.
Row 3 – Complex Sequence Recognition and Parts of a Whole
As he moves from left to right across the page, ask the student to identify what is in each frame and how each frame is related to the others. Talk about the concept of how things happen in a sequence.
Teacher Instructions:
Directionality, Spatial Orientation, and Visual Closure
Tell the student that Emmy needs to get to the moped because she must return a book to the library which is 4 miles away. Ask the student to use his finger as a marker to go through the maze and reach the moped, without bumping into any walls. Allow repeated attempts until the student finds success.
Teacher Instructions:
Sequencing – Macro to Micro and Micro to Macro
Explain to the student the difference between micro and macro. Make sure she can tell the difference. Block all rows except the first one with a piece of paper. With the student, go row by row to examine the pictures. Continue to block the rows not in use. Ask the student to identify each frame. Then ask the student whether the sequence is going from macro to micro, or micro to macro.
Micro – very small, involving few, or very small pieces
Macro – very large, involving many, or very large pieces
Teacher Instructions:
Parts of a Whole, Directionality, Spatial Orientation
Tell the student to study the graphic and answer the questions below:
What do you see when you look at this image? (tunnel, circle of fish, inside of a cone, spiral, seashell)
Is this picture made from one thing or many things? (many) "If you see separate things, point some out to me." "Do they point the same direction?" (no, but all point toward the center)
"Use your fingertip to outline one of the shapes." Say, "Each of these is a part." Ask, "Do these parts look like anything to you?" (Most replies will be "fish." But any name that conveys the shape of the parts will do. Some other responses are "eraser," "conehead," and "blob.")
Note: Some students will not be able to discriminate among the objects and the background.
Teacher Instructions:
Object Recognition, Function, Shift Across Midline
Say, "This item is a cake." Ask the student to study the cake. Then do the following actions:
Cover the right half of the cake. Ask, "What do you see on this half?" (half a cake, half a house, gnome, window, mushroom, dots)
Cover the left half of the cake. Ask, "What do you see on this half?" (half a cake, half a house, porch, door, grass, flowers, stones, dots)
Point alternately to the left and right sides. Tell the student to look from one side to another. Watch his eyes. He should shift his gaze across midline without a turn of his head.
If the student answers that it is a house or half a house, say "How do you know it is a house?"
Can this be a cake and a house at the same time? (any answer is okay) Tell me why you think so/not?
Teacher Instructions:
Tracing, Visual Closure, Recognition of Details
Do not tell the student what the image is. Cover the right-hand side of the image. Ask the student to study the part-image and follow these instructions:
What do you see? (tail, fin, scales, fish)
Now show the right-hand side of the image. What do you see? (Head, eye, fin, mouth, fish)
Now show the whole image. What kind of animal (creature) is this? (fish, koi, carp)
Ask the student to use his finger to draw all the way around the fish.
Tell him to point to the mouth, nose, bars, fin, eye, tail. Offer help if needed.
Teacher Instructions:
Parts of a Whole, Visual Closure, Object Separation
Allow the student to study the photo then ask these questions:
What do you see in this photo? (fish, swirls, mess, candy, any answer that makes sense)
If the student does not see fish, direct her attention to the big white fish in the lower left corner or the big black fish near the top. Allow magnification if needed. Ask the student to point out two different fish for you.
Point to a fish and ask the student to describe it.
If the student can't identify an individual fish, go back to the single fish exercise.
Teacher Instructions:
Allow the student time to study the graphic. Ask the student to use her finger to follow either the black lines or the circles that are formed by the angles of the black lines. Talk about the image if the student seems curious. Ask her the following:
What do you see in this picture? (rings, lifesavers, peppermint candy, wheels, or whatever the child answers)
Please show me the (blank). (Use whatever term the student used to describe what she saw.) *Here it is important that you try to see what the student saw. Try squinting or using a magnifier if it is not immediately obvious.
Please use your finger to trace around one of the (blank) (use student's term) that you see. How many of them do you see?
Tell the student what you see looking at the picture. Trace around the object that you see. Tell how many of them you see.
Developmental Inventory of Visual Efficiency
For Use With Learners 0-5 Years
From the Individual Systematic Assessment of Visual Efficiency (adapted for NewT)
By M. Beth Langley
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Birth to Six Weeks
Child's name: _________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Oculomotor Control
Stares and gazes
Roving eye movements
Minimal direct and consensual response to light*
Turns head and eyes toward diffuse light**
One eye turns in intermittently
Doll's eye reflex present
Nystagmus upon rotation
Opens eyes when brought upright
Blinks/opens eyes to sudden sound
Eyes orient to penlight
Blinks at camera flash or other bright light
Turns eyes toward salient stationary contour presented in peripheral visual field (centering reflex)
Unstable and awkward following of moving targets for brief excursions
Gaze caught by objects agitated in line of vision from 6-10 inches
Momentarily holds gaze on bright lights or objects
Coordinates gaze sideways
Eyes and head move together
Pursuit
Unstable and awkward when trying to follow moving target for brief excursions
Jerky pursuit in direction of moving stimulus
Follows moving person with head and eyes
Follows dangling object brought to midline, fewer than 90 degrees
Conjugate horizontal visual tracking to midline
Reverses pursuit movement
Tracks vertically to 30 degrees
Pursues centrally to 90 degrees from distance of nine inches
Acuity and Focal Length
Fixed focal length 8-12 inches
Regards face, particularly during feeding
Looks toward eyes
Gaze caught by shaken object in line of vision from a distance of 6-10 inches
Attention
Regards colorful object momentarily
Stares and gazes at environment
Regards a face
Social Gaze
Regards a face
Looks toward eyes
Regards mother's eyes and mouth while feeding
* The pupils of the neonate constrict and dilate more slowly than in older infants; the size of infant's pupil is very small.
** Children who have been incubated may not turn toward light.
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Six Weeks to Four Months
Name: ______________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Oculomotor Control
Blinks at visual threat
Blinks at shadow of own hand
Sustained fixation is optimal
Has difficulty keeping both eyes on stimulus
Follows with eyes downward
Follows with eyes upward
In upright posture, turns head to follow toy rolled across visual field
Shows binocular convergence
Shows prompt regard at midline
Converges eyes for finger play
Ocular alignment is stable
Eyes move in unison
Moves head to gaze at surroundings
During gaze shift, becomes stuck on one object
Gaze shift is easier when lying supine
Glances between hand and toy when both are within visual field
Coordinates eye movements in all directions of gaze
Orients eyes to sound
Accommodates objects at all distances
Visually recognizes mother
Pursuit
Eyes move in active inspection
Orients to motion/light in the periphery
Follows objects past midline
Is able to perform central pursuit to 180 degrees horizontally
Eyes movement differentiated from head movements
Follows with both eyes in all directions of gaze
Acuity & Focal Length
Achieves focal length at 7 inches
Stares at objects several feet away
Can adjust focus for objects at all distances
Watches movement of hands
Regards raisin or other objects of small size
Depth
Prefers 3-D over one-dimensional objects
Can achieve binocular convergence on hand
Blinks at threat
Attention
Establishes eye contact
Inspects own hands
Preoccupied with human face
Social Gaze
Quiets when presented with human face
Preoccupied with human face
Watches speaker's eyes and mouth
Follows moving person with eyes
Responds with a smile when approached socially
Visual Closure
Binocular control is achieved
Regards a face
Visually recognizes mother when only part of her face is shown
Visual Discrimination
Visually recognizes mother
Regards a raisin or similar small object
Figure-Ground
Watches speaker's mouth and eyes
Reaches toward objects but doesn’t grasp
Fixates on an object in hand
Spatial Relationships
Inspects own hands
Reaches toward objects without grasping
Shifts gaze between hand and object when both appear in visual field
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Four Months to Eight Months
Name: ______________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Oculomotor Control
Eyes may turn in when inspecting hand or toy
Wandering eye movements normal up to six months
Shifts gaze from one object to another
Follows object when child is supported in an upright position
Looks with head in midline
Eyes become more mobile with less head movement
Attends to objects 5-10 seconds
Shifts gaze easily between two objects
Convergence of eyes on close objects held in hand
Pursuit
Looks for dropped object
Anticipates trajectory of slowly moving object
Acuity and Focal Length
Fixates image in mirror from 8-12 inches away
At 10 feet, watches 2 1/4-inch toy
Fixates on small objects from 6-12 inches
Watches activities of others from distance of 10-12 feet
Looks at toys he can hold
Works to get objects out of reach
Depth
Discriminates near and far objects in space
Searches for dropped toy
Balks at drop-off when crawling
Reaches for image of toy in mirror
Attention
Smiles at mirror image
Regards tiny objects of less than 1/2 inch
Looks at distant objects
Watches scribbling
Looks at toys held in own hand
Attends to objects for 5-10 seconds
Eyes move in active inspection of environments
Social Gaze
Smiles at image in mirror
Watches activities of others at a distance of 10-12 feet
Turns eyes toward the sound of a voice
Searches for family members
Responds to facial expressions
Visual Closure
Anticipates trajectory of slowly moving toy
Attends to and reaches for partially-covered object
Visual Discrimination
Visually distinguishes preferred toys from others
Visually distinguishes bottle from toys
Visual Memory
Turns eyes and head toward hidden voice
Finds partially-hidden object
Anticipates trajectory of slowly-moving object
Plays peek-a-boo
Searches for dropped toy/object
Searches for family members
Figure-Ground
Selects pacifier from among other items
Fixates on objects in room
Spatial Relationships & Eye-Hand Integration
Looks at objects she can hold
Works to get objects out of reach
Takes object offered
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Eight Months to Twelve Months
Name: ______________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Oculomotor Control
Increasing ability to shift from near to far space
Likes to watch movement of wheels, fans, repetitious moves
Acuity and Focal Length
At 10 feet, watches small toy pulled along floor
Recognizes familiar objects at 20 feet
Picks up colored thread and small beads, smaller than 1/4 inch
Depth
Peers into cavity of cup
Probes spaces with fingers
Accurately releases objects into container
Vertically aligns two, 2- to 3-inch blocks
Attempts to reach through transparent barrier
Attention
Fixates on objects in room
Probes spaces with fingers
Likes to watch fans, wheels
Likes to watch movements of animals, cars, and other objects
Points to objects/people with index finger
Looks at pictures for several minutes when named
Social Gaze
Plays peek-a-boo
Discriminates between familiar and unfamiliar people
Visual Closure
Creeps toward favorite toy after it is seen
Plays peek-a-boo
Stacks plastic rings
Assembles pop beads, links
Visual Discrimination
Recognizes familiar objects at 20 feet
Visual Memory
Searches for contents removed from a container
Figure-Ground Relationships
Creeps after a favorite toy
Attempts to reach through transparent barrier to reach a toy
Spatial Relationships & Eye-Hand Integration
Probes spaces with fingers
Points toward objects or people with index finger
Points to pictures in books
Stacks plastic rings
Takes out and puts back 1-inch cubes into a large container
Imitates striking two objects together at midline
Releases small object on top of a larger toy
Pulls apart large pop beads
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Twelve Months to Eighteen Months
Name: ______________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Pursuit
Scans array of three toys
Acuity & Focal Length
Recognizes miniature toys at 10 feet
Points to objects out-of-doors
Attends to birds and airplanes
Depth
Accurately places rings on cone (no over/under reaching)
Accurately places raisin/small object into 1/2-inch opening
Accurately nests smaller inside larger container
Accurately inserts dowel through hole
Points to objects out-of-doors
Reaches around transparent barrier
Visually anticipates stepping up or down
Searches for contents removed from deep, narrow, opaque container
Attention
Points to, looks at, or pats pictures in books
Interested in looking at simple pictures
Holds objects close to eyes to inspect
Social Gaze
Identifies self in mirror
Points to people
Visual Closure
Places peg 1/2-inch diameter in board
Places rings on cone
Places simple shapes in form board
Orients to place where toy rolled out of sight
Visual Discrimination
Recognizes familiar miniature toys at 10 feet
May gather several objects or toys of same color
Discriminates circle
Matches identical objects
Visual Memory
Looks in place where toy rolled out of sight
Looks for pictures in favorite books
Figure-Ground Relationships
Looks at or points to pictures in books
Selects part associated with larger toy among other smaller parts
Reaches around transparent barrier to retrieve toy
Points to objects out-of-doors
Spatial Relationships & Eye-Hand Integration
Assembles large pop-beads
Nests two to three toys
Places circle, square, triangle in form board
Inserts single forms into individual recesses
Places round and square pegs in appropriate holes
Places 1/2-inch objects into narrow opening
Rotates container to dump contents
Stacks three, 4-inch cubes
Stacks six, 2-inch cubes
Marks paper with large crayon or marker
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Eighteen Months to Twenty-Four Months
Name: ______________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Attention
Points to distant objects out-of-doors
Social Gaze
Identifies self in mirror
Recognizes self in photograph
Turns right-side-up, an upside-down picture of a familiar face
Visual Memory
Recognizes self in photograph
Points to hand holding toy
Watches two items hidden under two separate containers, then finds each
Visual Discrimination
Matches two colors when prompted to scan and compare
Matches simple, concrete shapes
Matches two large, colorful pictures with help
Selects pictures when labeled
Visual Association
Sorts different sets of identical objects
Identifies familiar objects by function
Identifies pictures in books
Figure-Ground Relationships
Recognizes self in photograph
Points to detail in familiar books
Spatial Relationships & Eye-Hand Integration
Imitates simple strokes
Strings large beads
Inaccurately folds square in half
Tosses 5-inch ball into trash can 2 feet away
Coordinates eyes and hands to use tool to reach objects
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Two Years to Three Years
Name: ______________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Oculomotor Control
Closes eyes on request
Pursuit
Scans array of two to three pictures
When cued, moves eyes systematically left to right to scan array of four or more pictures
Depth
Shifts easily from near-to-far space and back
Accurately inserts string in 1-inch bead
Social Gaze
Watches and imitates actions of other children
Recognizes familiar adult in photograph
Pieces together two halves of face puzzle
Visual Closure
Pastes on appropriate side of paper
Matches objects to pictures
Given choice of two, selects single puzzle piece to match recessed area
Identifies broken or missing part of familiar object (tooth of comb, leg of chair, tine of fork
Discriminates between matched halves of picture
Forms circle from two halves
Puts together two halves of picture
Labels incomplete picture of familiar object
Visual Memory
Recalls same color given two choices
Identifies mate of missing picture
Labels item shown briefly then removed from group of two
Identifies mate of missing simple shape (circle, square, triangle)
Visual Discrimination
Sorts black-and-white buttons or blocks
Sorts four different colors
Matches small colorful pictures with simple detail
Finds detail in picture books
Matches objects with pictures
Matches big and little objects
Matches black-and-white lined pictures
Visual Association
Matches pairs of objects that go together: spoon and bowl; shoe and sock; toothbrush and toothpaste; coins and purse; comb and brush, and so forth
Identifies pictures of objects described by function
Groups dissimilar objects by categories such as, different sizes and colors of combs, balls, books, spoons, toothbrushes, socks; and so forth
Sorts pictures of objects dissimilar in form into two categories (all dogs vs. all cars)
Visual Sequencing
Matches order of objects
Matches alternating sequence of beads or blocks according to color, shape, or size (red, yellow; circle, square; big, little)
Spatial Relationships & Eye-Hand Integration
Assembles four nesting toys
Makes circle from two halves
Strings 1/2-inch beads
Assembles three- to four-piece puzzle
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Three Years to Four Years
Name: ______________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Oculomotor Control
Closes eyes on request
Winks
Brings eyes and head close to page of book while inspecting
Shifts easily from near-to-far space and back
Pursuit
Given two to three rows of four or more pictures each, scans systematically left to right and top to bottom
Depth
Accurately inserts string into 1/2-inch bead
Accurately draws line between two parallel lines, one inch apart
Social Gaze
Points to missing facial features in pictures
Visual Closure
Matches simple colored picture to black-and-white outline
Assembles three- to four-piece puzzle
Points to missing part of picture
Completes incomplete drawing of circle
Visual Memory
Recalls missing colored object among six objects
Recalls same colored item as stimulus color circle, given three choices
Identifies from four or more pictures, one seen briefly
Shown four objects or pictures which are then removed, recalls one
Matches both color and shape of object seen briefly
Visual Discrimination
Sorts by size
Identifies two identical pictures from choice of three or more
Discriminates between different pictures
Matches eight geometric forms
Visual Association
Sorts multiple shapes that vary by color or form
Classifies pictures into three categories such as toys, clothing, animals, foods, transportation, and so forth
Groups pictures of two objects into two categories according to whether the pictures or shapes are the same or different
Visual Sequencing
Arranges objects from smallest to largest
Nests four or more objects through visual comparison
Sorts three sizes of objects
Matches series of four pictures
Matches a series of beads according to two variables: shape and color; color and size; size and shape
Figure-Ground Relationships
Locates stimulus object in complex picture
Locates picture among group of pictures similar in detail and configuration
Spatial Relationships & Eye-Hand Integration
Draws line between two parallel lines, 1/2 inch apart
Copies a circle
Imitates straight cross
Folds square twice in imitation
Stacks rings correct order
Marks 1-inch spaces with marker or other tool
DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY Four Years to Five Years
Name: ______________________________
Date of birth: _________________________
Date of DIVE administration: _____________
Age at testing: ________________________
Visual diagnosis: _______________________
Medications: __________________________
Low vision prescription: _________________
Corrective lenses worn: _____ yes _____ no
Additional impairments: _________________
Visual Closure
Pieces together a four- to five-piece puzzle
Pieces together two right triangles to form a square
Adds two parts to an incomplete picture of man
Labels missing parts of picture
Puts together four quarters of a circle
Assembles six-piece puzzle of a man
Points out missing details in picture when presented with complete matching picture
Visual Memory
Adds two parts to an incomplete picture of a man
Identifies mate of missing picture of a shape
Recalls two colors among six
Matches both color and shape of two objects seen only briefly
Visual Discrimination
Matches coins
Matches a few letters and numbers
Matches his name when given two foils
Matches a few short words
Matches series of shapes or beads by color and form
Matches different configuration of items up to six
Visual Association
Sorts multiple shapes differently; groups by color instead of form or form instead of color
Matches pairs of pictures that go together: coat and coat hanger; crayon and coloring book; spoon and fork; birthday cake and candle; bat and ball; cup and saucer, and so forth
Visual Sequencing
Matches bead pattern by color and form or size
Arranges three or more pictures to tell a story
Arranges pictures of objects graded in size from smallest to largest
Arranges coins from smallest to largest
Matches a series of five pictures of objects in graded sizes from smallest to largest with a duplicate set of pictures
Recognizes repeating pattern in a sequence and can continue it
Figure-Ground Relationships
Finds two related objects in picture and draws line to connect them
Locates "hidden" pictures
Spatial Relationships & Eye-Hand Integration
Copies a square
Copies a cross
Traces diamond/rhombus pattern
Forms square with two right triangles
Adds two parts to a partially drawn man
Colors within lines
Imitates construction of simple visual patterns using parquetry blocks
Print Size Reading Sheet
This print is 12 points.
This print is 14 points.
This print is 16 points.
This print is 18 points.*
This print is 20 points.
This print is 22 points.
This print is 24 points.
This print is 26 points.
This print is 28 points.**
This print is 36 points.
* According to APH guidelines, any point size lower than 18 points is not considered large print. ** Any reader who needs 28 points or larger should be considered a possible Braille user.