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  NewT: New Tools to Accompany the Functional Vision and Learning Media
  Assessment (FV/LMA) for Students Who are Pre-Academic or Academic and
  Visually Impaired in Grades K-12


  Nigel Newt's Goodies

Includes: Word Charts, Nigel Newt's Pertpetual Puzzles, Developmental
Inventory of Visual Efficiency, and Print Size Reading Sheet

Copyright, 2015 all rights reserved.
American Printing House for the Blind, Inc.
Catalog Number: 61-357-097

Picture of a newt on a rock in a stream

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Classroom at


    Visual Fields

(Take care not to shine light into the student's eyes.)

 1. Stand a helper with a penlight or small flashlight behind the student.
 2. Direct him/her to point the light onto each individual square.
    Starting with the upper left square, move across the line, then drop
    down to the next line; just like reading. The movement should be
    slow and methodical.
 3. Instruct the student to follow the light with his eyes. First cover
    one eye, then the other, then do again with both eyes.
 4. From your position in front of the student, watch the student's eyes
    to see if they follow the movement of the penlight from one square
    to another. Make notes of what you observe.
 5. After the three of you have completed horizontal movements, do
    vertical movements, starting with the upper, left-hand corner and
    moving down one square at a time. Make notes of what you observe.
 6. Next move horizontally again, skipping the squares in the middle
    column. Carefully watch the student's response to see if he can
    cross midline. Take notes.

NewT salamander logo

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  Word Charts

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    A Note About Print Size

In the Nigel Newt's Portfolio and Word Charts there are variations of
font size and font face. Some samples are written in one font and one
print size, others are written in several fonts and several print sizes.
You may find it necessary to determine the print size of specific words
in either the Nigel Newt's Portfolio or Nigel Newt's Word Charts. For
this purpose an E scale ruler is included in the kit of materials. On
the ruler you will see upper case Es in all sizes. To determine print
size of a piece of text, simply overlay one of the Es from the ruler on
top of an uppercase A, D, E, T, or W from the text sample. You can also
use a lower case "t". When the E on the ruler and the letter underneath
are exactly the same height, look on the same line on the ruler to
determine the print size. Make a note of the sizes in the documentation
you prepare.


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18 pt. Verdana (ideal text size)
FV/LMA Protocol: Learning Media Assessment  Current Print Functioning

Ask the student to read all the words that are appropriate for his
language and grade level.

mop 	ice 	cow 	sun 	sat
rain 	buds 	toes 	lake 	moon
fish 	chat 	what 	milk 	fill
chair 	goats 	frilly 	wheat 	grass
flakes 	pickle 	rowing 	blouse 	walnut


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16 pt. Verdana
FV/LMA Protocol: Learning Media Assessment  Current Print Functioning

Ask the student to read all the words that are appropriate for his
language and grade level.

big 	tab 	sea 	say 	log
ring 	dues 	spot 	glad 	play
plant 	quiet 	clown 	vents 	words
print 	violet 	rolled 	dwell 	frown
peeling 	wiggle 	domino 	fisher 	blended


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14 pt. Verdana
FV/LMA Protocol: Learning Media Assessment  Current Print Functioning

Ask the student to read all the words that are appropriate for his
language and grade level.

two 	bee 	rag 	red 	fly
frog 	rush 	blue 	rose 	good
white 	candy 	clear 	whose 	frame
noodle 	bright 	mother 	orange 	lights
restroom 	rainbow 	balloon 	slightly 	dolphin


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12 pt. Verdana
FV/LMA Protocol: Learning Media Assessment  Current Print Functioning

Ask the student to read all the words that are appropriate for his
language and grade level.

run 	sew 	bad 	him 	bat
nail 	don't 	blog 	ever 	gone
snows 	dryer 	cliff 	rain 	house
cavern 	horses 	purple 	kitten 	quest
flamingo 	vanilla 	shepherd 	football 	grandpa


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Five words each in different sizes in bold and italic. Compare reading
ability to previous four exercises.
FV/LMA Protocol: Learning Media Assessment  Current Print Functioning

Ask the student to read all the words that are appropriate for his
language and grade level. Note sizes and styles that are difficult for
the student.

bread 	seventy 	draw 	feathers 	cranberry
seventy 	cranberry 	bread 	draw 	feathers
draw 	bread 	seventy 	feathers 	cranberry
cranberry 	draw 	feathers 	bread 	seventy
feathers 	bread 	cranberry 	seventy 	draw


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12 to 18 pt. fonts of different styles
FV/LMA Protocol: Learning Media Assessment  Current Print Functioning

Ask the student to read all the words that are appropriate for his
language and grade level. Note sizes and styles that are difficult for
the student.

12
points 	14
points 	16
points 	18
points 	20
points
Mars 	rose 	eggs 	bird 	hem
Venus 	daisy 	toast 	cages 	zipper
Saturn 	violet 	waffle 	flyers 	sewing
Jupiter 	grasses 	sausage 	slightly 	velvet
galaxy 	sunflower 	biscuits 	newspaper 	scissors


NewT salamander logo

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  Nigel Newt's Perceptual Puzzles

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    How to Use the Perceptual Puzzles

The Perceptual Puzzles are designed to reveal what kind of perceptual
skills a student has. They can also be used to teach the student and to
develop visual skills as he uses the puzzle. The skills involved in each
puzzle will be listed on the Teachers' Instruction pages.

Like the Student Portfolios, the Perceptual Puzzles are designed to fit
into the easel-style binder, or in a separate three ring binder. The
same easel-style formatting is used. If after using the Perceptual
Puzzles, you find more are needed, there are lots of them in the
ENVISION, ToAD, and TADPOLE materials.

If after using all the puzzles, you desire a new set for NewT, please
contact APH at (800) 223-1839; ask for Elaine Kitchel or Customer
Service. We want to know if additional materials are needed for NewT.


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There is a drawing of a big white spoon on a red background. The bowl of
the spoon is on the left. Below on the red background are four very
small white spoons, each with the bowl of the spoon in a different
position. From left to right: first item, bowl points up; second item,
bowl points right; third item, bowl points down; fourth item bowl points
left.


    Teacher Instructions:

Matching and Directionality

Ask the student to find the little spoon that is exactly the same as the
big spoon.

 1. Talk about why the other little spoons do not match the big spoon.
 2. Use a real spoon to imitate the directions shown on the puzzle.
 3. Get a spoon for both you and your student. Observe if the student
    can imitate you when you turn your spoon to point in a certain
    direction.

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There is a black background and five objects on that black field. Upper
left, a yellow banana; upper right, red toothbrush; center, white spoon;
lower left, blue cup; lower right, yellow banana exactly like the banana
in the upper left.


    Teacher Instructions:

Matching, Grouping, Identification, Directionality

Ask the student the following questions:

 1. Which two items are the same? (bananas)
 2. Which two items are needed to prepare tea? (cup and spoon)
 3. Which two items are needed to keep your teeth clean? (toothbrush and
    cup)
 4. Which three items are needed to make banana pudding? (2 bananas and
    spoon)

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There is a white background with thin, green, diagonal lines
approximately three inches apart. On this background there are five blue
cups with yellow interiors. Some of the handles on the cups are on the
left, some are on the right. The cups are small, medium, and large
sizes. Upper left, medium cup with handle on left; upper right, large
cup with handle on the left; center, medium cup with handle on the
right; lower left, small cup with handle on the right; lower right,
medium cup with handle on the left.


    Teacher Instructions:

Matching, Recognition with Visual Noise

 1. Study the cups on this page. Now point to the large cup. (upper right)
 2. Now point to the small cup. (lower left)
 3. Now point to all the medium-sized cups. (Three cups diagonally from
    upper left to center, to lower right)
 4. Now point to the small cup. (lower left) Find the cup that has a
    handle that is on the same side as the handle of the small cup.
    (center cup)
    Now point to the large cup. Find the cups that have handles that are
    on the same side as the handle of the big cup. (upper left and lower
    right) 

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There are three rows of drawings. First row shows a white telephone on a
blue field, a red and white yield sign, a no smoking sign, a mens' and
womens' bathroom sign. (Both sexes are shown on the same sign.) Second
row shows first, a large red apple; second, the same apple a little bit
farther away positioned on a green bird wing; third, Emmy the Emu
juggling the apple and a spoon and a spark plug. Third row shows first,
a close-up of part of a maple leaf showing veins; second, shows a whole
maple leaf; third, shows a twig with three leaves on it; the fourth
shows some bare branches of a tree; the fifth shows a whole tree without
any leaves.


    Teacher Instructions:

Row 1  Recognition

As he moves from left to right across the page, ask the student to
identify the signs in the row.

Row 2  Sequence Recognition

As he moves from left to right across the page, ask the student to
identify what activity takes place in each frame.

Row 3  Complex Sequence Recognition and Parts of a Whole

As he moves from left to right across the page, ask the student to
identify what is in each frame and how each frame is related to the
others. Talk about the concept of how things happen in a sequence.

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This is a puzzle for which your student will most likely need sighted
help. Emmy (human) is positioned in the upper left hand corner of a
square maze. She is to travel the maze until she reaches her moped in
the lower right hand corner.


    Teacher Instructions:

Directionality, Spatial Orientation, and Visual Closure

Tell the student that Emmy needs to get to the moped because she must
return a book to the library which is 4 miles away. Ask the student to
use his finger as a marker to go through the maze and reach the moped,
without bumping into any walls. Allow repeated attempts until the
student finds success.

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There are three rows of pictures. They either go from a very small part
of a scene, or gradually add more depth and detail to the scene, or they
go from a complete scene and focus on smaller and smaller parts of the
scene. Going from a full scene to a fine detail is called “macro to
micro” and the opposite is called micro to macro. First row: 1st frame
shows the head of a purple toothbrush; 2nd frame shows a toothbrush and
toothpaste hovering over a sink; 3rd frame shows a corner of a bathroom
showing the left hand side of the sink, then a view of the entire
bathroom. Second row: 1st frame shows four geese flying across the sky;
2nd frame shows the head and upper body of one goose in a flying
position; 3rd frame shows three small black feathers; fourth frame
depicts a close-up of a feather including blue spots. Third row: 1st
frame shows a background of yellow kitchen cabinets; 2nd frame shows a
woman’s waistline with her hand holding a spoon with sugar or salt in
it; 3rd frame shows the bowl of a spoon with a heaping mound of sugar or
salt in it, 4th frame shows a close-up of the mound of sugar or salt
showing some individual crystals; 5th frame shows a close-up of two
individual crystals of salt or sugar.


    Teacher Instructions:

Sequencing  Macro to Micro and Micro to Macro

Explain to the student the difference between micro and macro. Make sure
she can tell the difference. Block all rows except the first one with a
piece of paper. With the student, go row by row to examine the pictures.
Continue to block the rows not in use. Ask the student to identify each
frame. Then ask the student whether the sequence is going from macro to
micro, or micro to macro.

Micro  very small, involving few, or very small pieces

Macro  very large, involving many, or very large pieces

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This is a graphic of red fish-shapes or tear-drop shapes on a pink
background. The shapes have a rounded end and a pointed end. The rounded
end, which some might view as the head, is lavender, and the rest is
red. There is nothing that could be called a fin. They are all arranged
in a spiral and the shapes get smaller and smaller toward the center of
the spiral.


    Teacher Instructions:

Parts of a Whole, Directionality, Spatial Orientation

Tell the student to study the graphic and answer the questions below:

 1. What do you see when you look at this image? (tunnel, circle of
    fish, inside of a cone, spiral, seashell)
 2. Is this picture made from one thing or many things? (many) "If you
    see separate things, point some out to me." "Do they point the same
    direction?" (no, but all point toward the center)
 3. "Use your fingertip to outline one of the shapes." Say, "Each of
    these is a part." Ask, "Do these parts look like anything to you?"
    (Most replies will be "fish." But any name that conveys the shape of
    the parts will do. Some other responses are "eraser," "conehead,"
    and "blob.")

Note: Some students will not be able to discriminate among the objects
and the background.

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At first glance this photo looks like a gnome or elf house. It is a
foot-tall mushroom with a red cap and white polka dots. The stalk of the
mushroom has a brown door with a yellow doorknob. There is a four-paned
yellow window with a brown frame. There is also what looks like a stone
doorstep and a few grasses and flowers. On the left hand side of the
mushroom stalk there appears to be a gnome or elf propped against the
stem, asleep. He is wearing green shoes, blue trousers, a yellow shirt,
and a pointy red hat. This house is actually a decorated cake.


    Teacher Instructions:

Object Recognition, Function, Shift Across Midline

Say, "This item is a cake." Ask the student to study the cake. Then do
the following actions:

 1. Cover the right half of the cake. Ask, "What do you see on this
    half?" (half a cake, half a house, gnome, window, mushroom, dots)
 2. Cover the left half of the cake. Ask, "What do you see on this
    half?" (half a cake, half a house, porch, door, grass, flowers,
    stones, dots)
 3. Point alternately to the left and right sides. Tell the student to
    look from one side to another. Watch his eyes. He should shift his
    gaze across midline without a turn of his head.
 4. If the student answers that it is a house or half a house, say "How
    do you know it is a house?"
 5. Can this be a cake and a house at the same time? (any answer is
    okay) Tell me why you think so/not?

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This is a photo of a life-sized white carp. It has a few gray streaks in
its tail and fins. It has a black eye and a few clusters of black
scales, but it is primarily white. It is very visible on the brown
background.


    Teacher Instructions:

Tracing, Visual Closure, Recognition of Details

Do not tell the student what the image is. Cover the right-hand side of
the image. Ask the student to study the part-image and follow these
instructions:

 1. What do you see? (tail, fin, scales, fish)
 2. Now show the right-hand side of the image. What do you see? (Head,
    eye, fin, mouth, fish)
 3. Now show the whole image. What kind of animal (creature) is this?
    (fish, koi, carp)
 4. Ask the student to use his finger to draw all the way around the fish.
 5. Tell him to point to the mouth, nose, bars, fin, eye, tail. Offer
    help if needed.

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This is a photo of fifty or sixty carp, also called koi. They are adult
fish, some are black, others are white, and still others are orange.
Some fish are combinations of two or three colors with speckles,
stripes, or patches of color. They are very crowded together and their
bodies are twisted or packed together. There is one large white carp in
the lower left hand corner that we single out because it is the most
visible of all the fish.


    Teacher Instructions:

Parts of a Whole, Visual Closure, Object Separation

Allow the student to study the photo then ask these questions:

 1. What do you see in this photo? (fish, swirls, mess, candy, any
    answer that makes sense)
 2. If the student does not see fish, direct her attention to the big
    white fish in the lower left corner or the big black fish near the
    top. Allow magnification if needed. Ask the student to point out two
    different fish for you.
 3. Point to a fish and ask the student to describe it.
 4. If the student can't identify an individual fish, go back to the
    single fish exercise.

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This graphic is all donuts with black and white stripes. The stripes
bend in different directions. Think about a very large donut with
black-and-white stripes painted all around the cylinder that forms the
donut. Think of a smaller donut inside the hole of the very large donut.
It has the same stripes but they are slanted and appear to travel in the
opposite direction of the first donut. Think of a third donut inside the
hole of the second, and a fourth, very small donut inside the third.
They are all striped with the stripes slanting in the opposite direction
of the donuts on the inside and on the outside.


    Teacher Instructions:

Allow the student time to study the graphic. Ask the student to use her
finger to follow either the black lines or the circles that are formed
by the angles of the black lines. Talk about the image if the student
seems curious. Ask her the following:

 1. What do you see in this picture? (rings, lifesavers, peppermint
    candy, wheels, or whatever the child answers)
 2. Please show me the (blank). (Use whatever term the student used to
    describe what she saw.) *Here it is important that you try to see
    what the student saw. Try squinting or using a magnifier if it is
    not immediately obvious.
 3. Please use your finger to trace around one of the (blank) (use
    student's term) that you see. How many of them do you see?
 4. Tell the student what you see looking at the picture. Trace around
    the object that you see. Tell how many of them you see.

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  Developmental Inventory of Visual Efficiency

For Use With Learners 0-5 Years

From the Individual Systematic Assessment of Visual Efficiency (adapted
for NewT)

By M. Beth Langley

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Birth to Six Weeks

  * Child's name: _________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Oculomotor Control

  * Stares and gazes
  * Roving eye movements
  * Minimal direct and consensual response to light*
  * Turns head and eyes toward diffuse light**
  * One eye turns in intermittently
  * Doll's eye reflex present
  * Nystagmus upon rotation
  * Opens eyes when brought upright
  * Blinks/opens eyes to sudden sound
  * Eyes orient to penlight
  * Blinks at camera flash or other bright light
  * Turns eyes toward salient stationary contour presented in peripheral
    visual field (centering reflex)
  * Unstable and awkward following of moving targets for brief excursions
  * Gaze caught by objects agitated in line of vision from 6-10 inches
  * Momentarily holds gaze on bright lights or objects
  * Coordinates gaze sideways
  * Eyes and head move together

Pursuit

  * Unstable and awkward when trying to follow moving target for brief
    excursions
  * Jerky pursuit in direction of moving stimulus
  * Follows moving person with head and eyes
  * Follows dangling object brought to midline, fewer than 90 degrees
  * Conjugate horizontal visual tracking to midline
  * Reverses pursuit movement
  * Tracks vertically to 30 degrees
  * Pursues centrally to 90 degrees from distance of nine inches

Acuity and Focal Length

  * Fixed focal length 8-12 inches
  * Regards face, particularly during feeding
  * Looks toward eyes
  * Gaze caught by shaken object in line of vision from a distance of
    6-10 inches

Attention

  * Regards colorful object momentarily
  * Stares and gazes at environment
  * Regards a face

Social Gaze

  * Regards a face
  * Looks toward eyes
  * Regards mother's eyes and mouth while feeding

* The pupils of the neonate constrict and dilate more slowly than in
older infants; the size of infant's pupil is very small.

** Children who have been incubated may not turn toward light.

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Six Weeks to Four Months

  * Name: ______________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Oculomotor Control

  * Blinks at visual threat
  * Blinks at shadow of own hand
  * Sustained fixation is optimal
  * Has difficulty keeping both eyes on stimulus
  * Follows with eyes downward
  * Follows with eyes upward
  * In upright posture, turns head to follow toy rolled across visual field
  * Shows binocular convergence
  * Shows prompt regard at midline
  * Converges eyes for finger play
  * Ocular alignment is stable
  * Eyes move in unison
  * Moves head to gaze at surroundings
  * During gaze shift, becomes stuck on one object
  * Gaze shift is easier when lying supine
  * Glances between hand and toy when both are within visual field
  * Coordinates eye movements in all directions of gaze
  * Orients eyes to sound
  * Accommodates objects at all distances
  * Visually recognizes mother

Pursuit

  * Eyes move in active inspection
  * Orients to motion/light in the periphery
  * Follows objects past midline
  * Is able to perform central pursuit to 180 degrees horizontally
  * Eyes movement differentiated from head movements
  * Follows with both eyes in all directions of gaze

Acuity & Focal Length

  * Achieves focal length at 7 inches
  * Stares at objects several feet away
  * Can adjust focus for objects at all distances
  * Watches movement of hands
  * Regards raisin or other objects of small size

Depth

  * Prefers 3-D over one-dimensional objects
  * Can achieve binocular convergence on hand
  * Blinks at threat

Attention

  * Establishes eye contact
  * Inspects own hands
  * Preoccupied with human face

Social Gaze

  * Quiets when presented with human face
  * Preoccupied with human face
  * Watches speaker's eyes and mouth
  * Follows moving person with eyes
  * Responds with a smile when approached socially

Visual Closure

  * Binocular control is achieved
  * Regards a face
  * Visually recognizes mother when only part of her face is shown

Visual Discrimination

  * Visually recognizes mother
  * Regards a raisin or similar small object

Figure-Ground

  * Watches speaker's mouth and eyes
  * Reaches toward objects but doesn’t grasp
  * Fixates on an object in hand

Spatial Relationships

  * Inspects own hands
  * Reaches toward objects without grasping
  * Shifts gaze between hand and object when both appear in visual field

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Four Months to Eight Months

  * Name: ______________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Oculomotor Control

  * Eyes may turn in when inspecting hand or toy
  * Wandering eye movements normal up to six months
  * Shifts gaze from one object to another
  * Follows object when child is supported in an upright position
  * Looks with head in midline
  * Eyes become more mobile with less head movement
  * Attends to objects 5-10 seconds
  * Shifts gaze easily between two objects
  * Convergence of eyes on close objects held in hand

Pursuit

  * Looks for dropped object
  * Anticipates trajectory of slowly moving object

Acuity and Focal Length

  * Fixates image in mirror from 8-12 inches away
  * At 10 feet, watches 2 1/4-inch toy
  * Fixates on small objects from 6-12 inches
  * Watches activities of others from distance of 10-12 feet
  * Looks at toys he can hold
  * Works to get objects out of reach

Depth

  * Discriminates near and far objects in space
  * Searches for dropped toy
  * Balks at drop-off when crawling
  * Reaches for image of toy in mirror

Attention

  * Smiles at mirror image
  * Regards tiny objects of less than 1/2 inch
  * Looks at distant objects
  * Watches scribbling
  * Looks at toys held in own hand
  * Attends to objects for 5-10 seconds
  * Eyes move in active inspection of environments

Social Gaze

  * Smiles at image in mirror
  * Watches activities of others at a distance of 10-12 feet
  * Turns eyes toward the sound of a voice
  * Searches for family members
  * Responds to facial expressions

Visual Closure

  * Anticipates trajectory of slowly moving toy
  * Attends to and reaches for partially-covered object

Visual Discrimination

  * Visually distinguishes preferred toys from others
  * Visually distinguishes bottle from toys

Visual Memory

  * Turns eyes and head toward hidden voice
  * Finds partially-hidden object
  * Anticipates trajectory of slowly-moving object
  * Plays peek-a-boo
  * Searches for dropped toy/object
  * Searches for family members

Figure-Ground

  * Selects pacifier from among other items
  * Fixates on objects in room

Spatial Relationships & Eye-Hand Integration

  * Looks at objects she can hold
  * Works to get objects out of reach
  * Takes object offered

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Eight Months to Twelve Months

  * Name: ______________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Oculomotor Control

  * Increasing ability to shift from near to far space
  * Likes to watch movement of wheels, fans, repetitious moves

Acuity and Focal Length

  * At 10 feet, watches small toy pulled along floor
  * Recognizes familiar objects at 20 feet
  * Picks up colored thread and small beads, smaller than 1/4 inch

Depth

  * Peers into cavity of cup
  * Probes spaces with fingers
  * Accurately releases objects into container
  * Vertically aligns two, 2- to 3-inch blocks
  * Attempts to reach through transparent barrier

Attention

  * Fixates on objects in room
  * Probes spaces with fingers
  * Likes to watch fans, wheels
  * Likes to watch movements of animals, cars, and other objects
  * Points to objects/people with index finger
  * Looks at pictures for several minutes when named

Social Gaze

  * Plays peek-a-boo
  * Discriminates between familiar and unfamiliar people

Visual Closure

  * Creeps toward favorite toy after it is seen
  * Plays peek-a-boo
  * Stacks plastic rings
  * Assembles pop beads, links

Visual Discrimination

  * Recognizes familiar objects at 20 feet

Visual Memory

  * Searches for contents removed from a container

Figure-Ground Relationships

  * Creeps after a favorite toy
  * Attempts to reach through transparent barrier to reach a toy

Spatial Relationships & Eye-Hand Integration

  * Probes spaces with fingers
  * Points toward objects or people with index finger
  * Points to pictures in books
  * Stacks plastic rings
  * Takes out and puts back 1-inch cubes into a large container
  * Imitates striking two objects together at midline
  * Releases small object on top of a larger toy
  * Pulls apart large pop beads

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Twelve Months to Eighteen Months

  * Name: ______________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Pursuit

  * Scans array of three toys

Acuity & Focal Length

  * Recognizes miniature toys at 10 feet
  * Points to objects out-of-doors
  * Attends to birds and airplanes

Depth

  * Accurately places rings on cone (no over/under reaching)
  * Accurately places raisin/small object into 1/2-inch opening
  * Accurately nests smaller inside larger container
  * Accurately inserts dowel through hole
  * Points to objects out-of-doors
  * Reaches around transparent barrier
  * Visually anticipates stepping up or down
  * Searches for contents removed from deep, narrow, opaque container

Attention

  * Points to, looks at, or pats pictures in books
  * Interested in looking at simple pictures
  * Holds objects close to eyes to inspect

Social Gaze

  * Identifies self in mirror
  * Points to people

Visual Closure

  * Places peg 1/2-inch diameter in board
  * Places rings on cone
  * Places simple shapes in form board
  * Orients to place where toy rolled out of sight

Visual Discrimination

  * Recognizes familiar miniature toys at 10 feet
  * May gather several objects or toys of same color
  * Discriminates circle
  * Matches identical objects

Visual Memory

  * Looks in place where toy rolled out of sight
  * Looks for pictures in favorite books

Figure-Ground Relationships

  * Looks at or points to pictures in books
  * Selects part associated with larger toy among other smaller parts
  * Reaches around transparent barrier to retrieve toy
  * Points to objects out-of-doors

Spatial Relationships & Eye-Hand Integration

  * Assembles large pop-beads
  * Nests two to three toys
  * Places circle, square, triangle in form board
  * Inserts single forms into individual recesses
  * Places round and square pegs in appropriate holes
  * Places 1/2-inch objects into narrow opening
  * Rotates container to dump contents
  * Stacks three, 4-inch cubes
  * Stacks six, 2-inch cubes
  * Marks paper with large crayon or marker

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Eighteen Months to Twenty-Four Months

  * Name: ______________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Attention

  * Points to distant objects out-of-doors

Social Gaze

  * Identifies self in mirror
  * Recognizes self in photograph
  * Turns right-side-up, an upside-down picture of a familiar face

Visual Memory

  * Recognizes self in photograph
  * Points to hand holding toy
  * Watches two items hidden under two separate containers, then finds each

Visual Discrimination

  * Matches two colors when prompted to scan and compare
  * Matches simple, concrete shapes
  * Matches two large, colorful pictures with help
  * Selects pictures when labeled

Visual Association

  * Sorts different sets of identical objects
  * Identifies familiar objects by function
  * Identifies pictures in books

Figure-Ground Relationships

  * Recognizes self in photograph
  * Points to detail in familiar books

Spatial Relationships & Eye-Hand Integration

  * Imitates simple strokes
  * Strings large beads
  * Inaccurately folds square in half
  * Tosses 5-inch ball into trash can 2 feet away
  * Coordinates eyes and hands to use tool to reach objects

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Two Years to Three Years

  * Name: ______________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Oculomotor Control

  * Closes eyes on request

Pursuit

  * Scans array of two to three pictures
  * When cued, moves eyes systematically left to right to scan array of
    four or more pictures

Depth

  * Shifts easily from near-to-far space and back
  * Accurately inserts string in 1-inch bead

Social Gaze

  * Watches and imitates actions of other children
  * Recognizes familiar adult in photograph
  * Pieces together two halves of face puzzle

Visual Closure

  * Pastes on appropriate side of paper
  * Matches objects to pictures
  * Given choice of two, selects single puzzle piece to match recessed area
  * Identifies broken or missing part of familiar object (tooth of comb,
    leg of chair, tine of fork
  * Discriminates between matched halves of picture
  * Forms circle from two halves
  * Puts together two halves of picture
  * Labels incomplete picture of familiar object

Visual Memory

  * Recalls same color given two choices
  * Identifies mate of missing picture
  * Labels item shown briefly then removed from group of two
  * Identifies mate of missing simple shape (circle, square, triangle)

Visual Discrimination

  * Sorts black-and-white buttons or blocks
  * Sorts four different colors
  * Matches small colorful pictures with simple detail
  * Finds detail in picture books
  * Matches objects with pictures
  * Matches big and little objects
  * Matches black-and-white lined pictures

Visual Association

  * Matches pairs of objects that go together: spoon and bowl; shoe and
    sock; toothbrush and toothpaste; coins and purse; comb and brush,
    and so forth
  * Identifies pictures of objects described by function
  * Groups dissimilar objects by categories such as, different sizes and
    colors of combs, balls, books, spoons, toothbrushes, socks; and so forth
  * Sorts pictures of objects dissimilar in form into two categories
    (all dogs vs. all cars) 

Visual Sequencing

  * Matches order of objects
  * Matches alternating sequence of beads or blocks according to color,
    shape, or size (red, yellow; circle, square; big, little)

Spatial Relationships & Eye-Hand Integration

  * Assembles four nesting toys
  * Makes circle from two halves
  * Strings 1/2-inch beads
  * Assembles three- to four-piece puzzle

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Three Years to Four Years

  * Name: ______________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Oculomotor Control

  * Closes eyes on request
  * Winks
  * Brings eyes and head close to page of book while inspecting
  * Shifts easily from near-to-far space and back

Pursuit

  * Given two to three rows of four or more pictures each, scans
    systematically left to right and top to bottom

Depth

  * Accurately inserts string into 1/2-inch bead
  * Accurately draws line between two parallel lines, one inch apart

Social Gaze

  * Points to missing facial features in pictures

Visual Closure

  * Matches simple colored picture to black-and-white outline
  * Assembles three- to four-piece puzzle
  * Points to missing part of picture
  * Completes incomplete drawing of circle

Visual Memory

  * Recalls missing colored object among six objects
  * Recalls same colored item as stimulus color circle, given three choices
  * Identifies from four or more pictures, one seen briefly
  * Shown four objects or pictures which are then removed, recalls one
  * Matches both color and shape of object seen briefly

Visual Discrimination

  * Sorts by size
  * Identifies two identical pictures from choice of three or more
  * Discriminates between different pictures
  * Matches eight geometric forms

Visual Association

  * Sorts multiple shapes that vary by color or form
  * Classifies pictures into three categories such as toys, clothing,
    animals, foods, transportation, and so forth
  * Groups pictures of two objects into two categories according to
    whether the pictures or shapes are the same or different

Visual Sequencing

  * Arranges objects from smallest to largest
  * Nests four or more objects through visual comparison
  * Sorts three sizes of objects
  * Matches series of four pictures
  * Matches a series of beads according to two variables: shape and
    color; color and size; size and shape

Figure-Ground Relationships

  * Locates stimulus object in complex picture
  * Locates picture among group of pictures similar in detail and
    configuration

Spatial Relationships & Eye-Hand Integration

  * Draws line between two parallel lines, 1/2 inch apart
  * Copies a circle
  * Imitates straight cross
  * Folds square twice in imitation
  * Stacks rings correct order
  * Marks 1-inch spaces with marker or other tool

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    DEVELOPMENTAL INVENTORY OF VISUAL EFFICIENCY
    Four Years to Five Years

  * Name: ______________________________
  * Date of birth: _________________________
  * Date of DIVE administration: _____________
  * Age at testing: ________________________
  * Visual diagnosis: _______________________
  * Medications: __________________________
  * Low vision prescription: _________________
  * Corrective lenses worn: _____ yes    _____ no
  * Additional impairments: _________________

Visual Closure

  * Pieces together a four- to five-piece puzzle
  * Pieces together two right triangles to form a square
  * Adds two parts to an incomplete picture of man
  * Labels missing parts of picture
  * Puts together four quarters of a circle
  * Assembles six-piece puzzle of a man
  * Points out missing details in picture when presented with complete
    matching picture

Visual Memory

  * Adds two parts to an incomplete picture of a man
  * Identifies mate of missing picture of a shape
  * Recalls two colors among six
  * Matches both color and shape of two objects seen only briefly

Visual Discrimination

  * Matches coins
  * Matches a few letters and numbers
  * Matches his name when given two foils
  * Matches a few short words
  * Matches series of shapes or beads by color and form
  * Matches different configuration of items up to six

Visual Association

  * Sorts multiple shapes differently; groups by color instead of form
    or form instead of color
  * Matches pairs of pictures that go together: coat and coat hanger;
    crayon and coloring book; spoon and fork; birthday cake and candle;
    bat and ball; cup and saucer, and so forth

Visual Sequencing

  * Matches bead pattern by color and form or size
  * Arranges three or more pictures to tell a story
  * Arranges pictures of objects graded in size from smallest to largest
  * Arranges coins from smallest to largest
  * Matches a series of five pictures of objects in graded sizes from
    smallest to largest with a duplicate set of pictures
  * Recognizes repeating pattern in a sequence and can continue it

Figure-Ground Relationships

  * Finds two related objects in picture and draws line to connect them
  * Locates "hidden" pictures

Spatial Relationships & Eye-Hand Integration

  * Copies a square
  * Copies a cross
  * Traces diamond/rhombus pattern
  * Forms square with two right triangles
  * Adds two parts to a partially drawn man
  * Colors within lines
  * Imitates construction of simple visual patterns using parquetry blocks

NewT salamander logo

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Logo for NewT


  Print Size Reading Sheet

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This print is 12 points.

This print is 14 points.

This print is 16 points.

This print is 18 points.*

This print is 20 points.

This print is 22 points.

This print is 24 points.

This print is 26 points.

This print is 28 points.**

This print is 36 points.


* According to APH guidelines, any point size lower than 18 points is
not considered large print.
** Any reader who needs 28 points or larger should be considered a
possible Braille user.

NewT salamander logo

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American Printing House for the Blind, Inc.
1839 Frankfort Ave.
P.O. Box 6085
Louisville, KY 40206-0085
U.S.A.
800-223-1839
info@aph.org
shop.aph.org

APH logo

