Excerpts from Collaborative Psychoeducational Assessment of Students with Vision Impairments [presentation slides handout] by Dr. Terese Pawletko and Dr. Carol Evans
There are no measures developed for children with visual impairments, therefore this child’s performance is being compared to the sighted population on whom this measure was developed. The results should be considered conservative estimates of the child’s cognitive abilities given their life experiences have been different from birth than those in the normative group.
Precise determination of the cognitive ability level of individuals with visual impairments is particularly challenging. It is necessary to interpret findings in this report with caution for two reasons…
(Adapted from Sattler & Evans, 2006)
Example 1: At some point, it may be necessary to decide whether to continue to attempt to administer items with visual stimuli. For example, Arthur persisted in calling the sample item on the WISC-V Picture Completion a banana because of its color and was unable to identify correctly any other pictures on this, or any of the other subtests. He was unable to identify objects in my office by sight, but was able to identify all of them by touch. This finding suggests a profound limitation in functional vision and supports the Functional Vision and Learning Media Assessments, which stated that touch is his primary learning channel. It also seems to explain why Arthur is currently having great difficulty in learning to read print.
Example 2: Carlos correctly completed some of the more difficult items on the WISC-V Block Design subtest, but required about 50% more time than is standard for sighted children his age. These results suggest that he can do visual construction tasks accurately when given adequate time to complete the work.
Example 3: Although Laura's performance on the WISC-V Symbol Search and Coding subtests was accurate, she worked slowly and very carefully on these subtests of processing speed. Laura has nystagmus (rapid involuntary movement of the eyes) and photophobia (extreme response to light) associated with albinism, and these typically cause her to need more time for detailed visual work.
Example 4: Despite his severe visual field loss, Leon completed all the WISC-V Block Design items within the time limits. To accommodate for his need to scan to see all the blocks in the pictures, these were scored without bonus points awarded for rapid completion. Leon stated that he loves puzzles and works on them for relaxation.
Example 5: Olivia was unable to respond accurately to items on the WISC-V Picture Concepts subtest when wearing her glasses. She was able to see the details of pictures when items were presented on the video magnifier. She also stated that she finds it easier to read fluently when using the machine.
Example 6: Karma, a college student dealing with increasing vision loss from glaucoma, struggled with the tasks on the WAIS-IV Picture Completion subtest. Early items, where the missing parts were large and obvious, were fairly easy for her. Later items, with more complex pictures, and smaller, less obvious critical details were very difficult. When viewing the pictures under video magnification, and given enough time to search for the details, she was able to complete several more items.
Example 7: Marshall, a student with moderate vision loss (visual acuity = 20/250) secondary to optic nerve dysplasia, presents an unusual cognitive profile for a student with visual impairment. His efficiency with visual tasks is more highly developed than are his verbal skills. Difficulties with Vocabulary and Similarities (particularly problems with extending responses to queries of one-point answers) led to a WISC-V Verbal Comprehension Index score of 86 (low average). These results are supported by below average scores in academic measures of reading and listening comprehension. By contrast, with the use of a video magnifier Marshall was able to appreciate subtle details of pictures on the subtests of the Perceptual Reasoning Index, achieving a score of 112 (high average). Results suggest that despite his significant visual impairment, Marshall is primarily a visual learner, and that vision represents a significant learning channel strength for him.