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High Contrast
Deirdre Galvin-McLaughlin
5/14/2018 10:27 PM
By Deirdre McLaughlin CF-SLP and Kayley McDonald OTD candidate
The impact and importance of using high contrast for visual attention and object identification is an important feature to consider when working with kids with CVI. By having a simple, black background with a bright symbol or object in the center, it eliminates the visual clutter or complexity and allows the child to visually focus on the main object or symbol. High contrast attracts the visual attention of a child with CVI without visual information competing for their attention.
Apps on the iPad are useful ways to utilize the strategy of high contrast when supporting the functional use of vision for children with CVI to learn how to interact with and access devices, while sustaining their visual attention. There are Apps that are best for children with CVI because they provide support of high contrast and these Apps can be used as a preparatory method for AAC, as well as working on fine-motor control.
Links to blog posts with CVI App suggestions with high contrast Apps for kids with CVI:
http://www.wonderbaby.org/articles/cvi-apps
http://littlebearsees.org/2012/07/13/favorite-apps-for-children-with-cvi/
http://babieswithipads.blogspot.com/2012/01/my-10-favorite-apps-for-children-with.html
The following image is an easy strategy to present symbols of the real image on a high contrast background. It is a black velcro wedge - it is useful to use with velcro on back of images and store images on the back, while presenting a single image to the child on the front.
The following image is an example of using a high contrast symbol sets using the high contrast strategy (Boardmaker). UNC Project Core have some available low tech books with high contrast symbols on their website if you’re looking for a resource: http://www.project-core.com/4-square/
Visual Behavior,Speech-Language Pathologist,Parent/Family Member,Occupational Therapist,Other,Intervention Strategies
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Teachers:
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging