VIDBE-Q Volume 67 Issue 1
in their thinking about CVIs as they designed individualized and family-based
intervention strategies following the questions and problem-solving approach.
Although the discussions these professionals engaged in required more time and
new ways of thinking (two things that were even more challenging during a
pandemic) they felt the benefits to their professional practice were so great that
they continue to make it a priority to meet each week and have expanded the
discussion to other NMSBVI programs. In addition to practitioners, parents also
reported how important it was for them to learn from the NMSBVI professionals
about the impact of visual impairment, including CVIs, on early development.
Parents reported that interventions done within their daily routines were
particularly helpful and "life-changing" as they learned that addressing their
child's CVI could be simple, even though the diagnosis is so complex. Ultimately,
professionals and parents felt that they greatly benefitted from the collaborative
process from manifestations to development to intervention.
In closing, when designing interventions to support young children with
CVIs, their caregivers, and practitioners who serve them, it is important to engage
in a collaborative, problem-solving approach that considers how CVIs manifest in
the child, how these behavioral manifestations connect to the child's development
and learning and how intervention can be designed to occur within embedded
routines. Although it may be tempting for busy professionals to focus on what
