Visual Impairment Scale of Service Intensity of Texas - VISSIT: Practice Session Using the VISSIT to Determine Service Intensity

By Shannon Darst, Ph.D., TVI

Assistant Professor, Visual Impairment Preparation Program Stephen F. Austin State University, Nacogdoches, Texas

What is the VISSIT ? What is the VISSIT?

• Visual Impairment Scale of Service Intensity of Texas (VISSIT)

• Type of service: direct intervention and

collaborative consultation

• Focus is on student need in the ECC areas

Overview of the VISSIT – First Page

Overview of the VISSIT – Final Page

Overview of the VISSIT – Additional Areas of Family Support Table

Overview of the VISSIT – Recommended Direct Service Time Range Form

Overview of the VISSIT – Recommended Educational Team Support/Collaboration Service Time Range Form

Frequently Asked Questions

PURPOSE Q: Can the VISSIT be used for all students on my caseload, including those with multiple impairments and/or those with deafblindness? How about infants? A: The VISSIT is designed to determine the appropriate type and amount of services needed for ALL students with visual impairments on the TVI caseload. Q: Is the VISSIT to be used as a caseload analysis? A: The VISSIT is not a caseload analysis tool but can be used as part of a process to determine appropriate caseload size. The VISSIT does not take into account issues related to workload (e.g., planning, travel, and material preparation). HOW TO USE THE VISSIT Q: Can professionals who are not teachers of students with visual impairments fill out the VISSIT? A: The VISSIT must be completed by a TVI who has the vision-specific knowledge to quantify the levels of service intensity. Q: How often should the VISSIT be completed? When might I complete the VISSIT? A: The VISSIT should be completed prior to any determination of service type and amount. It should be completed prior to any IEP or IFSP meeting so that the TVI can have data to determine and support recommended type and amount of services for students.

Frequently Asked Questions

HOW TO USE THE VISSIT Q: How do I rate the intensity of student need? Do I have to complete other evaluations to complete the VISSIT? A: The VISSIT should be based on current evaluation data such as the FVE/LMA, evaluation of ECC areas, and present levels of functioning. Q: When identifying the intensity of service need, can I use a number besides the choices provided (0, 1, 4, 7, 10)? A: No. The VISSIT is based on the use of these numbers to accurately determine type and amount of services needed. Please use the choices provided. Q: Should a student who has direct services also have time allotted for Educational Team Support/Collaboration? A: YES!!! All students who receive direct instruction will require collaborative consultation services to provide information, identify areas of need, reinforce skills, and support all team members, including families.

Sample VISSIT – STUDENT A “Lily” • Lily is a 5-year-old girl who has a history of “extensive multifocal cystic encephalomalacia involving bilateral cerebral

hemispheres”. Dr. XXX reports, “likely cortical vision impairment”, legally blind and, "… appears to have no vision". Lily also

has a history of HSV meningitis as an infant, cerebral palsy, seizure disorder, encephalopathy, and developmental

delay. She is able to alert to sounds and to her name being called; turn or tilt her head towards music, bells, and

instruments; sit in an adapted chair; smile when she is happy; and demonstrate discomfort (as when she is wet). She

demonstrates the 3 distinct criteria for Cortical Visual Impairment: 1) eye exam does not explain the child’s functional use

of vision, 2) history of a neurologic incident or some neurologic sequelae, and 3) demonstrates the unique visual and

behavioral characteristics associated with CVI.

• With regard to her vision, Lily is able to visually attend to and track an 8-inch lighted red ball when it is presented in either

her far left or far right visual field or no more than 12 inches away from her face. She also visually attends to other targets

that are either lighted or have reflective qualities. No distance viewing is observed, other than staring at ceiling lights and

sunlight for brief moments. Results from her learning media assessment indicate that Lily relies heavily on her auditory

mode for learning, but will explore real objects that are of a single, bright color, reflective, and/or can light up.

• Lily is transitioning from a school-based self-contained classroom into a homebound setting with services being provided in

her home. The family is concerned with Lily’s ongoing education while she is in the homebound placement. They have few

connections with VI-related organizations or state agencies.

• Needs based on FVE/LMA/ECC report = communication mode and device(s); CVI-related activities for more use of visual

sense; introduction to more rec/leisure activities.

Filling Out the VISSIT – Intensity of Need in Skill Areas

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Filling Out the VISSIT – Intensity of Need in Skill Areas

Filling Out the VISSIT – Intensity of Need in Skill Areas

Filling Out the VISSIT – Intensity of Need in Skill Areas

Filling Out the VISSIT – Intensity of Need in Skill Areas

Filling Out the VISSIT – Intensity of Need in Skill Areas

Filling Out the VISSIT – Intensity of Need in Skill Areas

Filling Out the VISSIT – Intensity of Need in Skill Areas

Filling Out the VISSIT – Intensity of Need in Skill Areas

YOUR TURN!

Questions? Comments?

Contact Information Shannon Darst, Ph.D. - darstsd@sfasu.edu

Stephen F. Austin State University, Nacogdoches, Texas

VISSIT website: http://www.tsbvi.edu/vissit