Brain-based Vision Impairment (CVI)

Brain-based vision impairment is often referred to as cortical or cerebral vision impairment (CVI), and is caused by damage or disorder to the visual pathways and visual processing centres of the brain. It is the leading cause of vision loss in children in developed countries (Phillip & Dutton, 2014).

There are a range of assessment tools available, including the CVI Range tool (Roman-Lantzy, 2018). These can be done face-to-face or online via FaceTime, Skype or Zoom. 

Information from these assessments is used to develop interventions for O&M, as well as education and other therapies.

Click on the images above for more information about the training and micro-credentials I have earned from Perkins School for the Blind eLearning.

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Perkins eLearning - Cortical Visual Impa
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Causes of CVI can include asphyxia, stroke, traumatic brain injury, infection (such as meningitis or toxoplasmosis), or tumour. CVI can coexist with ocular vision impairment.

CVI is indicated when all the following characteristics exist:

  • An ocular eye exam that is normal or cannot explain the functional vision impairment;

  • A history of a significant congenital or acquired brain injury or neurological disorder; and

  • The presence of unique visual characteristics and behaviours associated with CVI.

(Roman-Lantzy, 2018)

With the appropriate intervention, the functional vision of children with CVI can improve.

What interventions are available?

There are a growing number of tools becoming available for screening and assessment of CVI.

The CVI Range

The CVI Range is a reliable and validated assessment tool developed by Dr Christine Roman-Lantzy (2007, 2018) that can be used to describe how children with CVI see, develop appropriate interventions, and monitor progress and improvements in functional vision. 

My primary role is to conduct the CVI Range assessment, determine which phase of CVI the child is currently in, and then work collaboratively with families, therapists and education professionals to implement effective strategies within the child’s daily routines.  These might be routines in the home, or the child’s day-care or educational setting. I also incorporate strategies for orientation and mobility (O&M).

I also incorporate other assessment tools developed by Professor Gordon Dutton (Lueck & Dutton, 2015), and the TeachCVI project.

How do I get an assessment for CVI?

I can provide information and assessment across Australia, either through face-to-face or Telehealth.Please contact me for further information.

Further Information

Some useful websites for further links and information on CVI are:

CVI Scotland:

https://cviscotland.org

 

CVI Community Australia:

https://www.cvicommunityaus.net

CVI Now:

https://www.perkins.org/cvi-now/

The American Printing House for the Blind CVI page:

http://tech.aph.org/cvi/

Little Bear Sees:

http://littlebearsees.org

Kaleidoscope: The Cortical Visual Impairment Podcast:

http://thecvipodcast.libsyn.com/

 

 

References:  

Lueck, A.H. & Dutton, G.N. (2015). Vision and the brain: understanding cerebral visual impairment in children.  New York: AFB Press.

Philip, S.S., & Dutton, G.N. (2014). Identifying and characterising cerebral visual impairment in children: a review.  Clinical and Experimental Optometry, 97(3), 196-208.

Roman-Lantzy, C. (2007). Cortical visual impairment: An approach to assessment and intervention. New York: AFB Press.

Roman-Lantzy, C. (2010). Teaching orientation and mobility to students with cortical visual impairment. In W. R. Wiener, R. L. Welsh, & B. Blasch (Eds.), Foundations of orientation and mobility(3rd ed., Vol. II, pp. 667-711). New York: American Foundation for the Blind.

Roman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention. (2nd ed.). New York: AFB Press.

Schwartz, J.M., & Begley, S. (2002). The mind and the brain. New York: Harper Collins