VIDBE-Q Volume 67 Issue 1
emerges from these discussions should form the foundation of intervention and
encourage all professionals and family members to consider how strategies should
be individualized, contextual, and respectful of how the child learns and develops
across domains.
This leads us to our last question: How can these new insights inform the
design of intervention strategies that are frequently embedded within
routines? For example, the recognition that the child is missing out on many
important learning opportunities during morning circle is essential. This will lead
the team to employ the strategy of the 4Ss - Say Less, Stress, Go Slow, Show
(Weitzman, 2017). The SLP and teacher will support each other to learn about this
strategy and implement it with fidelity, all while continuing to make observations
of how the child responds over time.
Lessons learned from the New Mexico School for the Blind and Visually
Impaired
Over the last two years, a group of multidisciplinary early intervention
professionals at the New Mexico School for the Blind and Visually Impaired
(NMSBVI) engaged in discussions around the CVI manifestations and how they
connect to the development of young children with CVIs on their caseloads. This
group used weekly discussions to collaborate, ask questions, and share
experiences, which eventually led to these professionals feeling more empowered
