Chapter
5
Barraga Visual Efficiency Evaluation Tools
This chapter is designed in black and white so the Barraga evaluation tools can be photocopied easily. The tools that require a write-in response are also available online: https://barraga.aphtech.org/.
Visual Skills Chart
Category | Skills | Media | Function |
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Visual examining behaviors |
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Visually guided movements of the body |
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Developmental Sequences Chart1
Emergence | Maturity | |
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Awareness | Attention | Understanding |
Lights | People | Objects |
Fixating | Tracking | Scanning |
Near | Far | |
Peripheral | Central | |
Familiar | Novel | |
Large | Small | |
High contrast | Low contrast | |
Part | Whole | |
Black and white | Colors | |
Simple | Complex | |
Outer edges | Internal details |
Perceptual Skills Chart
Objects | Pictures | Graphic Symbols |
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Activity Inventory
This inventory is available online: https://barraga.aphtech.org/.
Regularly occurring activities | Need for Instruction | Comments | ||
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Low need | Medium need | High need | ||
Intervention Guide
Priority Activities | Media/Objects affected by poor visual efficiency | Related visual developmental sequences (V) and/or Related perceptual skill deficits (P) |
Intervention Accommodation (A) Skill (S) Strategy (St) |
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Perceptual Skills Evaluation–Instructions
Presentation | Action by teacher | Teacher says, |
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O.1 Skill: Match color O.2 Skill: Match shape O.3 Skill: Match size O.4 Skill: Match internal detail O.5 Skill: Match whole and partially obscured objects O.6 Skill: Match objects on patterned background |
Point to sample object. Pass hand over array objects. Point to sample object at end of question. |
Look at this object. Look at these three objects. Which one is the same as the first object? |
O.7 Skill: Name missing object | Pass hand over four objects. Hold a board over the presentation page to obscure the objects from the student’s view and remove one object. Pass hand over the three remaining objects. |
Look at these four objects. Name each object. Which object is missing? |
O.8 Skill: Match objects in different orientations | Point to sample object. Pass hand over array objects. Point to sample object at end of question. |
Look at this object. Look at these three objects. Which one is the same as the first object? |
O.9 Skill: Match object to embedded object |
Point to sample object. Pass hand over array objects. Point to sample object at end of question. |
Look at this object. Look at these three objects. Which object is part of the first object? |
Presentation | Action by teacher | Teacher says, |
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P.1 Skill: Match object to picture P.2 Skill: Match color P.3 Skill: Match shape P.4 Skill: Match size P.5 Skill: Match internal detail P.6 Skill: Match fully drawn picture to partially drawn picture P.7 Skill: Match pictures on patterned background |
Point to sample picture. Pass hand over array pictures. Point to sample picture at end of question. |
Look at this picture. Look at these three pictures. Which one is the same as the first picture? |
P.8 Skill: Name missing picture | Place cover over the array of three pictures. Pass hand over array of four pictures. Hold a board over the presentation page to obscure the pictures from the student’s view and move the cover from the array of three pictures to the array of four pictures. Pass hand over array of three pictures. |
Look at these four pictures. Name each picture. Which picture is missing? |
P.9 Skill: Match pictures in different orientations |
Point to sample picture. Pass hand over array pictures. Point to sample picture at end of question. |
Look at this picture. Look at these three pictures. Which one is the same as the first picture? |
P.10 Skill: Match item in scene to single item |
Point to the picnic scene. Point to picture symbol. |
Look at this picture. Find this picture in the picnic scene picture. |
Presentation | Action by teacher | Teacher says, |
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G.1 Skill: Match solid shaped symbols G.2 Skill: Match outline shaped symbols G.3 Skill: Match size G.4 Skill: Match manuscript symbols G.5 Skill: Match cursive symbols G.6 Skill: Match symbols on patterned background |
Point to sample symbol. Pass hand over array symbols. Point to sample symbol at end of question. |
Look at this symbol. Look at these three symbols. Which one is the same as the first symbol? |
G.7 Skill: Name missing symbol |
Pass hand over array of four symbol. Hold a board over the presentation page to obscure the symbols from the student's view and cover one symbol with a white card. Pass hand over array of three symbols. |
Look at these four symbols. Name each symbol. Which symbol is missing? |
G.8 Skill: Match symbols in different orientations |
Point to sample symbol. Pass hand over array symbols. Point to sample symbol at end of question. |
Look at this symbol. Look at these three symbols. Which one is the same as the first symbol? |
G.9 Skill: Match symbol to embedded symbol |
Point to sample symbol. Pass hand over array symbols. Point to sample symbol. |
Look at this symbol. Look at these three symbols. Find the symbol that is part of the sample. |
Performance Record Summary
This summary is available online: https://barraga.aphtech.org/.
Objects | Perceptual Skill | 1 Color | Tri-Color |
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O.1 Skill: Match color | Identification | ||
O.2 Skill: Match shape | Identification | ||
O.3 Skill: Match size | Identification | ||
O.4 Skill: Match internal detail | Identification | ||
O.5 Skill: Match whole & partially obscured objects | Visual closure | ||
0.6 Skill: Match objects on patterned background | Figure-ground | ||
0.7 Skill: Name missing object | Visual memory | ||
0.8 Skill: Match orientation | Constancy | ||
0.9 Skill: Match object to embedded object | Part/Whole |
Pictures | Perceptual Skill | 1 Color | Tri-Color | Outline |
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P.1 Skill: Match object to picture | Identification (3D to 2D) | |||
P.2 Skill: Match color | Identification (2D to 2D) | |||
P.3 Skill: Match shape | Identification | |||
P.4 Skill: Match size | Identification | |||
P.5 Skill: Match internal detail | Identification | |||
P.6 Skill: Match fully drawn picture to partially drawn picture | Visual closure | |||
P.7 Skill: Match pictures on patterned background | Figure-ground | |||
P.8 Skill: Name missing picture | Visual memory | |||
P.9 Skill: Match pictures in different orientations | Constancy | |||
P.10 Skill: Match item in scene to single item | Part/Whole |
Symbols | Perceptual Skill | Single letters & numbers | Words & numbers sequences |
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G.1 Skill: Match solid shaped symbols | Identification | ||
G.2 Skill: Match outline shaped symbols | Identification | ||
G.3 Skill: Match size | Identification | ||
G.4 Skill: Match manuscript symbols | Identification | ||
G.5 Skill: Match cursive symbols | Identification | ||
G.6 Skill: Match symbols on patterned background | Figure-ground | ||
G.7 Skill: Name missing symbol | Visual memory | ||
G.8 Skill: Match symbols in different orientation | Constancy | ||
G.9 Skill: Match symbol to embedded symbol | Part/Whole |
References
Bender, W. N. (2008). Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators (2nd ed.). Thousand Oaks, CA: Corwin Press. Joint publication with Council for Exceptional Children.
Ferrell, K. A. (2010). Visual development. In A. L. Corn & J. N. Erin (Eds.), Foundations of low vision: Clinical and functional perspectives (2nd ed.) (pp. 299-338). New York: AFB Press.
Ferrell, K. A. (2011). Reach out and teach: Helping your child who is visually impaired learn and grow (2nd ed.). New York: AFB Press.
Hatton, D., Bailey, D. B., Burchinal, M., & Ferrell, K. A. (1997).
Developmental growth curves of preschool children with vision impairments. Child Development, 64, 788-806.
Leguire, L. E., Fellows, R. R., Rogers, D. L., & Fillman, R. D. (1992). The CCH vision stimulation programs for infants with low vision: Preliminary results. Journal of Visual Impairment & Blindness, 86, 33-37.
Lerner, J. W. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies (8th ed.). Boston: Houghton Mifflin.
Lueck, A. H. (2004). Overview of intervention methods. In A. H. Lueck (Ed.), Functional vision: A practitioner’s guide to evaluation and intervention (pp. 257-276). New York: AFB Press.
Mamer, L. (1999). Visual development in students with visual and additional impairments. Journal of Visual Impairment & Blindness, 93, 360-369.
Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes New York: Guilford Press.