The steps involved are listed as follows:
1. List regularly occurring activities. BVEE: CH. 1
2. Rate need for instruction. BVEE: CH. 1
Both the steps are linked to a table of 5 rows and 5 columns. The columns have the following headings from left to right. Regularly occurring activities, Need for Instruction: Low Need, Need for Instruction: Medium Need, Need for Instruction: High Need, and Comments. The row entries are as follows. Row 1. Regularly occurring activities, Breakfast. Need for Instruction: Low Need, checkmark. Need for Instruction: Medium Need, blank. Need for Instruction: High Need, blank. Comments, blank. Row 2. Regularly occurring activities, Dressing. Need for Instruction: Low Need, blank. Need for Instruction: Medium Need, checkmark. Need for Instruction: High Need, blank. Comments, blank. Row 3. Regularly occurring activities, Arrival routine. Need for Instruction: Low Need, blank. Need for Instruction: Medium Need, blank. Need for Instruction: High Need, checkmark. Comments, blank. Row 4. Regularly occurring activities, Centers. Need for Instruction: Low Need, blank. Need for Instruction: Medium Need, blank. Need for Instruction: High Need, checkmark. Comments, blank. Row 5. Regularly occurring activities, Journal time. Need for Instruction: Low Need, blank. Need for Instruction: Medium Need, blank. Need for Instruction: High Need, checkmark. Comments, blank.
The second step is linked to the third step of in the second section.
The second section is Intervention Guide (IG). The steps are listed as follows
3. List priority activities. BVEE: CH. 1
4. Observe activities.
5. List media or object affected by poor visual efficiency. BVEE: CH. 1
6. Identify related skill from Visual Skills Chart, Perceptual Skills Chart, or Developmental Sequences. This step further leads to “Teach a visual skill and/or provide an accommodation” and “Teach a compensatory strategy for a related perceptual skill deficit.”
7. Determine and describe intervention. BVEE: CH. 1
The steps are linked to a table of 3 rows and 4 columns. The columns have the following headings from left to right. 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). The row entries are as follows. Row 1. Priority activities, Arrival time. Media/Objects affected by poor visual efficiency, Name tag on cubby. Related visual developmental sequences (V) and/or Related perceptual skill deficits (P), V: High contrast/low contrast, P: Identification. Intervention: Accommodation (A), Skill (S), Strategy (St), A: Enhance contrast with wide tip, black marker on white background, St: Identify name written in cursive and manuscript on tag. Row 2. Priority activities, Arrival time. Media/Objects affected by poor visual efficiency, Hook on coat rack. Related visual developmental sequences (V) and/or Related perceptual skill deficits (P), V: Fixating/tracking/scanning. Intervention: Accommodation (A), Skill (S), Strategy (St), A: Use contrasting color backgrounds to help locate hook, A: Scan from left to next hook in row until empty hook is located. Row 3. Priority activities, Journal time. Media/Objects affected by poor visual efficiency, Notebook. Related visual developmental sequences (V) and/or Related perceptual skill deficits (P), V: High contrast/low contrast. Intervention: Accommodation (A), Skill (S), Strategy (St), A: Used bold-line paper to enhance contrast.