VIDBE-Q Volume 67 Issue 1
● The child cannot recognize specific facial features or objects on faces. This
may be completely absent or partially affected
● The child cannot follow fast-moving facial expressions (Lueck et al., 2021)
Connecting CVI Manifestations to Developmental Domains
As professionals consider the often unique visual functioning of young
children with CVIs, the understanding of the CVI manifestations can lead to the
design of intervention strategies. Consider the previous example of responses to
faces. A collaborative team of professionals that explores this manifestation may
notice these behaviors:
● The child struggles to recognize her mother when she shows up
unannounced at school
● The child has a delayed reaction when her teacher makes funny faces when
they sing a song together
The next key question for these professionals to discuss collaboratively is:
How might these behaviors affect the child's learning opportunities? For
example, has the team noticed that the child's delayed reaction to facial
expressions is causing her to miss out on the cause-and-effect relationships during
morning circle in her integrated preschool? These questions should spark a more
specific discussion about the social, emotional, cognitive skills and how she uses
or doesn't use her vision during frequently occurring routines. Ultimately, what
