ChromaGen® Vision Assessment 2013, First Edition rev.7 by Greytruck

CVA2013 Vision Assessment

#C120086/L

Light Sensitivity Our brains process information received through our natural senses. This varies drastically from one person to another. Our vision is paramount to our functional ability yet is effected in numerous ways from poor vision to double vision, near sighted to farsighted, color blind to night blind. Ultimately, we are all affected one way or another by our vision. Reading is the mainstay of our learning process; our brains rely on the information perceived to process it accordingly. Two people may look at the same image, yet each of their brains may perceive it differently, and with varying results. Learning disabilities and reading disabilities are often synonymous, but vision-related reading difficulties typically stem from various origins. Common symptoms of reading difficulties include a variety of distortions and seemingly-peculiar behavior of the written words being read. Some affected people may experience: blurring of print, words running together or disappearing, flashes of light, words moving, letters reversing themselves, headaches, and tired eyes. These readingrelated problems can often be misdiagnosed, and could simply be a result of light sensitivity. Scotopia refers to poor vision in bright light; photopia refers to poor vision in dim light. The problem with either condition is that each may alter light perception as it enters the visual system, which is problematic for the brain’s ability to synchronously decode visually-acquired information. Dyslexia, for example, can be directly related to both of these conditions, more so than being a result of a preconceived, inherited neurological disorder. Plainly put, people with perfect vision may actually be afflicted with light sensitivity and be unaware of the available solutions.

The ChromaGen® Cure This term is used cautiously, because proverbial miracle solutions are typically mythical. Our solution is to remedy the symptoms themselves by prescribing the use of ChromaGen®’s revolutionary haploscopic filters. These proprietary filters effectively synchronize and selectively alter the light’s wavelength as it enters each eye, in a dynamically balanced format. Simply, ChromaGen filters adjust the quality of information entering each eye, independently, before the information enters the brain’s neurological pathways, thereby synchronizing the information which enables the brain to process it properly. By enabling the brain to process visual information properly, the afflicted person’s life may be forever changed, including those who suffer reading problems, such as dyslexia, and those who may be color blind or have other color perception problems. ChromaGen lenses offer an optical correction solution with life changing results. Preliminary screening evaluations and comprehensive ophthalmic tasks help prescribe appropriate lens configurations, which can be dispensed in the form of contact lenses or traditional eyeglasses, or can be incorporated into existing prescriptions.

This is Not an Eye Exam Pre-Screening Notice For test subjects, parents, guardians, and all other participants:

All persons screened, including their parent or guardian, are hereby informed that the tasks contained within this manual are for screening purposes only and in NO way replace an eye examination performed by a licensed optometrist or ophthalmologist as medical conditions may be present that are not identified during the screening. Further, it is recommended that a comprehensive eye examination is administered annually from birth to age 18, or as recommended by your pediatrician, optometrist, or ophthalmologist. Only optometrists and ophthalmologists are trained to provide an eye examination. Thank you for your participation!

ChromaGen Vision Assessment ®

The ChromaGen Vision Assessment (CVA™) is intended for screening purposes only.

A Note to CVA Screening Personnel

The CVA is not a diagnostic instrument and it is not intended to be used to diagnose any medical condition or perceptual condition at any time.

The following disclaimer is to be read aloud prior to each screening:

“All persons screened, including their parent or guardian, are hereby informed that the tasks contained within this manual are for screening purposes only and in NO way replace an eye examination performed by a licensed optometrist or ophthalmologist as medical conditions may be present that are not identified during the screening.

Navigate the Manual Introduction for Screening Personnel 1 Introduction for Participants 2 Example Experiences 5

Further, it is recommended that a comprehensive eye examination is administered annually from birth to age 18, or as recommended by your pediatrician, optometrist, or ophthalmologist. Only optometrists and ophthalmologists are trained to provide an eye examination.”

CSR Light Sensitivity Tasks ™

X-Man™ 9 Itty-Bitty Spider™ 11 Jeanne’s Steps™ 13 Peripheral ID 15 V-Pattern Glare 17 H-Pattern Glare 19

Icons and Indicators Tasks requiring subject cooperation for proper administration feature these icons:

CSR Reading & Decoding Tasks

ABC Sequence 21 Word Sequence 23 Nonsense Words 25 Hidden Letters 27

Prohibit Finger Tracking

Point Fixation Required

Allow Regular Prescription

CSR Vision Function Tasks

Visual Acuity 29 Focus Strength 31 Tracking 33 Suppression 35 Alignment 37 Dominance & Convergence 39 ChromaGen® Color Screening 41 Credits & Acknowledgements

Tasks requiring additional materials for proper administration feature these icons:

Stopwatch Required

Eye Occlusion Required

Magenta/Green Glasses Req’d

Words or numbers may be incorrectly read.

Words or numbers may wash-out on a bright page.

Words may be missed during reading.

Words or numbers may be incorrectly read.

Words or numbers may wash-out on a bright page.

Words may be missed during reading.

Words or numbers and may appear blurry.

Words or numbers may appear to float off the page.

Rivers may appear in paragraphs.

Words or numbers and may appear blurry.

Words or numbers may appear to float off the page.

Rivers may appear in paragraphs.

X-Man

Proximity Confusion

™

A visual-perceptual task requiring subjects to correctly count a row of Xs, without the advantage of a placeholder. The task’s purpose is to determine the degree of distortion caused by light or its affect on the successful visual-perception of printed characters and words.

Task Procedure

Series A

Part 1

Instruct subject to carefully examine X-Man. Ask subject whether or not X-Man is difficult to view. If difficulty is reported identify reasons. •

Conduct inquiry Series A

•

Add responses and any observations to Record Sheet

• When you look at the Xs, do you see Xs, circles, diamonds, or squares? • Which part stands out: the white between the Xs, or each X itself?

Part 2 Identify for the subject the line of Xs situated between the two Dots. Identify the Start Point and the End Point. •

Instruct subject to count aloud the number of Xs between the two Dots

•

Add X count to Record Sheet

Correct Count = 14

Prohibit subject from tracking with finger.

• Do the Xs stay in place or do some Os pop up or rise-up at you?

Instruct subject to continue to examine the entire image of X-Man. Conduct inquiry Series B

•

Add responses and any observations to Record Sheet

• Do any of the Xs move at all?

Should NO difficulty be reported: •

• If anything, what else is moving on the page?

Proceed to next task

Overlay CSR Optifilm™ atop X-Man™ Part 4

• Do you see any colors on the page?

Ask subject to indicate any change(s) the CSR Optifilm may produce. •

Repeat Part 1, Part 2, and Part 3

•

Add responses and any observations to Record Sheet

-End of Task-

• Is counting the Xs easy or difficult? • If anything, what makes counting the Xs difficult?

Part 3 •

Series B

Linear Confusion

A visual-perceptual task requiring subjects to fixate on a point while reporting peripheral distortions such as movement, color, or perception of the entire image. The purpose of the this screening is to determine the degree that light distorts or affects visual perception.

Task Procedure

Series A

Part 1

Instruct subject to examine the entire image. Identify the Curtains (the horizontal section at the top and the vertical sections at each side), the Blinds (horizontal lines), and the Spider. Instruct subject to fixate on the Spider. Note: subject must fixate on the Spider at all times. •

Conduct inquiry Series A

•

Add responses and any observations to Record Sheet

Spider

Itty Bitty

• If anything, what is happening to the Spider; is it moving? • If anything, what are its legs doing? • What is happening to the horizontal lines in sections around the Spider? • What, if anything is happening to the two bold vertical lines adjacent to it?

Part 2 Remind subject to continue to fixate on the Spider at all times. •

Conduct inquiry Series B

•

Add responses and any observations to Record Sheet

Series B • What, if anything, is happening to the horizontal lines in column A & column B? (Identify columns with your finger for subject.)

Should NO difficulty be reported: •

Proceed to next task

• Are the horizontal lines: - staying still or moving? - overlapping or crisscrossing? - blurring, wiggling, or disappearing?

Overlay CSR Optifilm™ atop the Itty-Bitty Spider™ Part 3 Ask subject to indicate any change(s) the CSR Optifilm may produce. Remind subject to continue to fixate on the Spider at all times. •

Repeat inquiry Series A

•

Add responses and any observations to Record Sheet

•

Repeat inquiry Series B

•

Add responses and any observations to Record Sheet

-End of Task-

• Can you see the curtains? If so, what, if anything, are they doing? • Are the lines within the curtains straight, crooked, or disappearing? • Do you see any colors on the page? 11

™

Linear Confusion

A visual-perceptual task requiring subjects to count a row of boxes varying in size. The purpose of this screening task is to determine to what degree light affects subjects’ visual perception.

Jeanne’s Steps

™

Task Procedure

Series A

Part 1

Identify the row of boxes starting at A at the bottom of Jeanne’s Steps to B at the top. Inform subject that the boxes vary in size. Identify the counting path by tracing it with your finger. See Task Note.

• What, in particular, makes the Steps difficult or uncomfortable to look at?

•

Instruct subject to count aloud all boxes from A to B without stopping

•

Add box-count to Record Sheet

• What, if anything, makes it difficult to count the boxes?

Correct Count = 37

• What, if anything, happens to the boxes or the lines while you are trying to count?

Prohibit subject from tracking with finger.

Part 2 Ask subject to indicate difficulty level experienced by simply looking at the Steps. Should ANY difficulty be reported: •

Conduct inquiry Series A

•

Add responses and any observations to Record Sheet

• Do the lines crisscross, move, blur, or disappear? • Do you see any colors on the page?

Should NO difficulty be reported: •

Task Note

Proceed to next task

Demonstrate the counting path and method. Start at A and trace the path (highlighted) with finger up to B. Count aloud as you proceed.

Overlay CSR Optifilm™ atop Jeanne’s Steps™ Part 3

Ask subject to indicate any change(s) the CSR Optifilm may produce. Reidentify A, B, and the counting path on the Steps. •

Instruct subject to count the boxes aloud, without stopping

•

Add box-count to Record Sheet

•

Repeat inquiry Series A

•

Add responses and any observations to Record Sheet

-End of Task-

Correct Count = 37

Peripheral Vision Abnormalities

This is a visual-perceptual task which requires subjects to count shapes while maintaining visual fixation. The purpose is to determine the degree that light distorts or affects peripheral perception in a visual task associated with accurate eye movement vital to reading.

Task Procedure

Series A

Part 1

Identify the Triangles, the Diamonds, and the Central Star. Instruct subject to fixate on the Central Star, and to maintain fixation on the Star at all times. •

Identify for subject the array of triangles situated around the Central Star

•

Conduct inquiry Series A

•

Add responses and triangle-count to Record Sheet

Correct = 8

Part 2 •

Identify for subject the array of diamonds situated around the Central Star

•

Conduct inquiry Series B

•

Add responses and diamond-count to Record Sheet

Correct = 8

Overlay CSR Optifilm™ atop the Peripheral ID Part 3

•

Add responses and triangle-count to Record Sheet

•

Repeat procedure Part 2

•

Add responses and diamond-count to Record Sheet

• Are the triangles moving, changing, or disappearing? • Are the triangles blurry or are they clear?

• While fixated on the Central Star how many diamonds can you see? • Are the diamonds moving, changing, or disappearing? • Are the diamonds blurry or are they clear?

Ask subject to indicate any change(s) the CSR Optifilm may produce. Remind subject to continue to fixate on the Central Star at all times. Repeat procedure Part 1

• While fixated on the Central Star how many triangles can you see?

Series B

Remind subject to continue to fixate on the Star.

•

Peripheral ID

Task Note Verify that the subject does not deviate focus from the Central Star in an attempt to correctly count shapes. Watch for, and prevent, eye and/ or head movement. Although this task has been designed to ascertain how many shapes are visible within a subject’s periphery, the accuracy of the reported count is not as important as the ability to identify any of these shapes at all.

-End of Task15

Pattern Glare Sensitivity

This is a task whereby the subject is instructed to fixate on the star situated in the center of the pattern. The subject then reports any movement within the patternand/or if the pattern is physically uncomfortable to look at. The purpose of this is to identify a sensitivity to pattern glare.

Task Procedure

Series A

Part 1

• Is the series of lines uncomfortable to look at?

Instruct subject to carefully examine the entire image as whole. Identify for the subject the Central Star. Instruct subject to fixate on the Central Star, and to maintain fixation on the Central Star. •

Conduct inquiry Series A

•

Add responses and any observations to Record Sheet

V-Pattern Glare

• If anything, what is happening to the Central Star? • Is the Central Star moving? • What, if anything, is happening to the lines around the Central Star? • Are the lines: - staying still or moving? - overlapping or crisscrossing? - blurring, wiggling, or disappearing?

Overlay CSR Optifilm™ atop the V-Pattern Glare Part 2

• Do you see any colors on the page?

Ask subject to indicate any change(s) the CSR Optifilm may produce. Remind subject to continue to fixate on the Central Star at all times. •

Repeat inquiry Series A

•

Add responses and any observations to Record Sheet

Task Note Should subject experience physical discomfort or nausea discontinue this task and proceed to the next task.

-End of Task-

Pattern Glare Sensitivity

Task Procedure

Series A

Part 1

• Is the series of lines uncomfortable to look at?

Conduct inquiry Series A

•

Add responses and any observations to Record Sheet

H-Pattern Glare

Overlay CSR Optifilm™ atop the H-Pattern Glare Part 2

• Do you see any colors on the page? Ask subject to indicate any change(s) the CSR Optifilm may produce. Remind subject to continue to fixate on the Central Star at all times. •

Repeat inquiry Series A

•

Add responses and any observations to Record Sheet

Task Note Should subject experience physical discomfort or nausea discontinue this task and proceed to the next task.

-End of Task-

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Light Sensitivity

Random letters presented on a reading surface are used to measure a subject’s rateof-reading, and subtle forms of light sensitivity. Letters are used in lieu of words to enable examination of younger children.

Task Procedure

ABC Sequence Special Materials Required

Part 1

Situate task card at a normal reading distance for subject (16 inches). Inform subject that the task is timed to one minute.

• Stopwatch or timer

Prohibit subject from tracking with finger.

•

Instruct subject to read the letters aloud

•

Start timer

Task Note ((n2-n1)/ n1) x 100 = % increase in reading rate

Note: Should subject reach the end instruct to begin again. •

Record letter-count at one minute

•

Add letter-count to Record Sheet (this count = n1)

wherein n1= Letters-per-minute without CSR Optifilm n2= Letters-per-minute with CSR Optifilm

Overlay CSR Optifilm™ atop the ABC Sequence

Example:

Part 2 Ask subject to indicate any change(s) the CSR Optifilm may produce. •

Record any significant observations on Record Sheet

•

Instruct subject to again read the letters aloud

•

Start timer

Jay reads 20 letters-per-minute without CSR Optifilm Then Jay reads 50 letters-per-minute with CSR Optifilm Calculated: 50 - 20 = 30 30 / 20 = 1.5 1.5 x 100 = 150%

Note: Should subject reach the end instruct to begin again. •

Record letter-count at one minute

•

Add letter-count to Record Sheet (this count = n2)

•

Calculate improvement rate per formula in Task Note

-End of Task-

((50 - 20) / 20) x 100

“Jay experienced a 150% increase in letters-per-minute with CSR Optifilm.”

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Light Sensitivity

Random words presented on a reading surface are used to measure a subject’s rateof-reading, and subtle forms of light sensitivity.

Task Procedure

Word Sequence Special Materials Required

Part 1 Situate task card at a normal reading distance for subject (16 inches). Inform subject that the task is timed to one minute.

• Stopwatch or timer

Prohibit subject from tracking with finger.

•

Instruct subject to read the words aloud

•

Start timer

Task Note ((n2-n1)/ n1) x 100 = % increase in reading rate

Note: Should subject reach the end instruct to begin again. •

Record word-count at one minute

•

Add word-count to Record Sheet (this count = n1)

wherein n1= Words-per-minute without CSR Optifilm n2= Words-per-minute with CSR Optifilm

Overlay CSR Optifilm™ atop the Word Sequence

Example:

Part 2 Ask subject to indicate any change(s) the CSR Optifilm may produce. •

Record any significant observations on Record Sheet

•

Instruct subject to again read the words aloud

•

Start timer

Then Jay reads 50 words-per-minute with CSR Optifilm Calculated: 50 - 20 = 30 30 / 20 = 1.5 1.5 x 100 = 150%

Note: Should subject reach the end instruct to begin again. •

Record word-count at one minute

•

Add word-count to Record Sheet (this count = n2)

•

Calculate improvement rate per formula in Task Note

-End of Task-

Jay reads 20 words-per-minute without CSR Optifilm

((50 - 20) / 20) x 100

“Jay experienced a 150% increase in letters-per-minute with CSR Optifilm”

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Light Sensitivity

A random arrangement of nonsensical words presented on a reading surface used to determine the extent light’s adverse effects on a subject’s ability to process printed words.

Task Procedure

Series A

Part 1

• Are the nonsense words difficult to look at? If so, why?

Situate task card at a normal reading distance for subject (16 inches). •

Instruct subject to look at the card of Nonsense Words

•

Conduct inquiry Series A

•

Instruct subject to choose any line and read each letter aloud

• What, if anything, is happening to the words or letters? • Are the words or letters: - staying still or moving? - floating or sinking? - blurring or wiggling

Prohibit subject from tracking with finger.

•

Nonsense Words

Record responses and any other observations on Record Sheet

• Are any of the words or letters disappearing?

Overlay CSR Optifilm™ atop the Nonsense Words

• Do you see any colors on the page?

Part 2 Ask subject to indicate any change(s) the CSR Optifilm may produce. •

Instruct subject to look at the card of Nonsense Words

•

Repeat inquiry Series A

•

Instruct subject to choose a different line and read each letter aloud

•

Record responses and any other observations on Record Sheet

-End of Task-

Figure Ground Discrimination

A task which gauges a subject’s ability to distinguish an object, shape, word, or letter from the background in which it is embedded. Problems with figure-ground discrimination may impact the ability to identify or isolate individual letters and words presented on a written page.

Task Procedure

Task Key

Part 1

Situate task card at a normal reading distance for subject (16 inches). •

Instruct subject to identify each of the Hidden Letters

•

Record responses and any other observations on Record Sheet

Overlay CSR Optifilm™ atop the Hidden Letters Part 2 Ask subject to indicate any change(s) the CSR Optifilm may produce. •

Instruct subject to again identify each of the Hidden Letters

•

Record responses and any other observations on Record Sheet

Hidden Letters

-End of Task-

Visual Acuity

Clearness of Eyesight

Visual acuity tasked here is the measurement of the ability to discriminate various letters at a specific distance and assesses near acuity and distance acuity. Myopia (nearsightedness) is a vision condition wherein nearer objects are seen more clearly than distant objects. In contrast, hyperopia (farsightedness) is a vision condition wherein distant objects are seen more clearly than nearer objects.

Task Procedure

Special Materials Required • Occluder (e.g., an index card)

Part 1 Situate task card at a normal reading distance for subject (16 inches). •

Cover the left eye with the occluder

•

Identify for the subject the vertical column of letters

•

Instruct the subject to begin at the top with the letter E

•

Instruct subject to continue down until the letters are no longer visible

•

Record identified letters on the Record Sheet

Task Key

Part 2 •

Cover right eye with the occluder and repeat Part 1

•

Record identified letters on the Record Sheet

Part 3 •

From a five (5) foot distance repeat Part 1

•

Record identified characters on the Record Sheet

•

Also from a five (5) foot distance repeat Part 2

•

Record identified characters on the Record Sheet

-End of Task-

5 feet

16 inches

my play see to for you is the look up cat not dog come red the to for my come play the dog see you not cat up and come up come look for the not dog cat you to see is and my go not you dog for not cat my look come and up to play see play go the look dog and not is you come up to my for cat the run up play my is dog you come look for see and to the we big up come and is my cat not dog you see for

Accommodative Amplitude

This screening determines the amount of focusing strength. The greater the focusing strength, the longer a person typically can focus the eyes. Decreased focusing strength is associated with decreased reading ability, red eyes, tired eyes, and decreased comprehension.

Focus Strength Task Note Measure distance with the CVA Linear Scale. Directions (Prior to Task Administration)

Task Procedure

1. Unfold the CVA Linear Scale

Part 1

2. Place the CVA Linear Scale flat on the surface between yourself and the subject 3. FOLLOW CALIBRATION INSTRUCTIONS PRINTED ON THE CVA LINEAR SCALE

Situate task card at a normal reading distance for subject (16 inches). •

Instruct subject to fixate on the word look

4. Place CVA on the scale; be sure to position its Alignment Mark* at sixteen inches (16”)

•

Inform subject that the task card will be brought toward their face

5. Lift CVA slightly, and proceed with task

•

Instruct subject to keep both eyes open

6. Place CVA down at the exact moment the subject reports that the word ‘look’ has become blurry or has doubled-up

Note: Allow NO squinting. •

7. Record the linear distance as indicated by the Alignment Mark on your CVA binder

Instruct subject to indicate the instant the word look becomes blurry

Proceed to slowly bring the task card toward the subject’s nose. •

Stop once subject indicates the word look has become blurry

•

Record the distance on Record Sheet

* located on the side which faces you, as indicated by the chevrons on the CVA binder itself (pictured).

-End of Task-

me to you and play cat up is my not come for the look big blue come see cat not look dog is my up the for to and you see not cat for look is my and up come play you see the and my play see to for you is the look up cat not dog come red the to for my come play the dog see you not cat up and come up come look for the not dog cat you to see is and my go not you dog for not cat my look come and up to play see play go the look dog and not is you come up to my for cat the run up play my is dog you come look for see and to the we big up come and is my cat not dog you see for to play me and you is look the dog play see not come and to cat for red red the to and you cat is look up my not dog play see run go look see and play to the is cat not come for my up for the not to play look the and dog see is cat up you for not we is for dog come see the cat up look you play my not you me you cat to and play for not come up the see look my two red come to up cat my see dog you not look is play and not we see the play look up is cat not my and dog for you not one cat up dog and is play come you see for not to look go the for the and not see my play come is look dog cat to run me to you and play cat up is my not come for the look big blue come see cat not look dog is my up the for to and you see not cat for look is my and up come play you see the and my play see to for you is the look up cat not dog come red the to for my come play the dog see you not cat up and come up come look for the not dog cat you to see is and my go not you dog for not cat my look come and up to play see play go the look dog and not is you come up to my for cat the run up play my is dog you come look for see and to the we big up come and is my cat not dog you see for to play me

Eye Tracking

Visual Tracking

Visual tracking is the eyes’ ability to work together and navigate from one side of the written page to the other side accurately with precision. Decreased tracking is associated with a number of reading issues: skipping words, skipping lines, reversed words, substituting words in place of actual words, and decreased reading comprehension.

Task Procedure

Series A • Are the words or lines of words difficult to look at? If so, why?

Part 1

Instruct subject to read aloud the first word and the last word of each line as quickly as possible. Inform subject that the task is timed to one minute. •

Instruct subject to read the first word and last word of each line aloud

•

Start timer Prohibit subject from tracking with finger.

• What, if anything, is happening to the words, letters, or lines? • Are the words, letters, or lines: - staying still or moving? - floating or sinking? - blurring or wiggling

•

Record word-count at one minute

•

Add word-count to Record Sheet (this count = n1)

• Are any of the words or letters disappearing?

•

Conduct inquiry Series A

• Do you see any colors on the page?

•

Add responses and any observations to Record Sheet

Progress Guide

Overlay CSR Optifilm™ atop the Eye Tracking Task Part 2

2 3

Ask subject to indicate any change(s) the CSR Optifilm may produce. •

Instruct subject to read the first word and last word of each line aloud

•

Start timer

•

Record word-count at one minute

•

4 5 6 7 8 9 10 11

Add word-count to Record Sheet (this count = n2)

•

Conduct inquiry Series A

•

Add responses and any observations to Record Sheet

-End of Task-

me big blue you see and my red the come up go not play go the run we big me and red red run go for the not we you

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

me two red not we not one go the run me big blue you see and my red the come up go not play go the run we big me

Binocular Suppression

Binocular suppression is the result of the eyes not working together in some way. This may be caused by unequal focusing of the two eyes, poor alignment (including poor convergence), poor accommodation, or decreased acuity of one eye. The brain suppresses (turns-off) the perception of the image associated with one of the eyes.

Suppression Special Materials Required

Task Procedure

• Trioscopic (magenta/green) glasses

Part 1

Situate the task card at a normal reading distance (16 inches). •

Task Note

Instruct subject to put on the Trioscopic (magenta/green) glasses

Subject may wear Trioscopic glasses over their prescription glasses, as indicated.

Point to the Vertical Arrows. •

Ask subject to report the number of visible Vertical Arrows

•

Record arrow-count on Record Sheet

Note: Should subject fail to identify the two vertical arrows do not proceed to the Eye Alignment Task

Task Key

Part 2 Vertical Arrows

Point to the Horizontal Arrows. •

Ask subject to report the number of visible Horizontal Arrows

•

Record arrow-count on Record Sheet

Hashes spaced @ 0.10”

Note: Should subject fail to identify the two horizontal arrows do not proceed to the Eye Alignment Task

-End of Task-

Horizontal Arrows Hashes spaced @ 0.10”

ABCDEFG

1 2 3 4 5 6 7

Binocular Alignment

Binocular alignment is required for each eye to see equivalent images in order for the brain to process the images and produce one perceived image. Poor alignment will produce decreased concentration, decreased comprehension, increased distractibility, suppression, missed words and missed lines, among many other signs and symptoms.

Alignment Special Materials Required • Trioscopic (magenta/green) glasses

Task Procedure

Task Note

Part 1

Subject may wear Trioscopic glasses over their prescription glasses, as indicated.

Situate the task card at a normal reading distance (16 inches). •

Instruct subject to put on the Trioscopic (magenta/green) glasses

Point to the Horizontal Arrows and the letters. •

Ask subject to report the letter to which the Horizontal Arrow points

•

Record letter on Record Sheet

Task Key

Part 2 Point to the Vertical Arrow and the numbers.

ABCDEFG

•

Ask subject to report the number to which the Vertical Arrow points

•

Record number on Record Sheet

-End of Task1 2 3 4 5 6 7

Horizontal Arrow & Numbers Numbers spaced @ 0.10”

Vertical Arrow & Letters Letters spaced @ 0.10”

Eye Dominance & Eye Convergence

Eye dominance is analogous to right or left handedness, but the two are not equivalent. Although no significant correlation exists between hand and eye dominance, there may be cross-dominance with a right handed person having left eye dominance. Near point of convergence is a screening of the eyes’ ability to converge together. Proper convergence is necessary in order for the eyes to work together so visual data collected can be processed by the brain synchronously. Poor convergence is associated with poor neartask concentration, poor comprehension, and greater distractibility.

Task Procedure

Dominance Task Note (Dominance)

Dominance

Instruct subject to extend their arms in front of them and create a small triangular opening with both of their hands by putting one thumb on top of the other and extending the other fingers out and overlaying them to form a triangle with both hands. •

Instruct subject to raise arms and look through the triangle at your nose

•

Repeat procedure; use the two common responses of three (3) trials

•

Record results on the Record Sheet

Place one thumb on top of the other thumb. Extend the other fingers to form a triangle with both hands.

-End of Task-

Task Procedure Convergence

Situate test card at a normal reading distance in front of subject (16 inches). •

Instruct subject to fixate on the X

•

Have subject move slowly toward the X

•

Instruct subject to report when the X becomes two Xs

Task Note

(Convergence) The eyes will move inward or move outward relative to each other.

Observe eye alignment; each should be fixated on the X as the subject moves closer to the X. Record distance when either a) subject reports two Xs, or b) eye misalignment is observed. •

Repeat procedure; use the shortest distance of three (3) trials

•

Record results on the Record Sheet

-End of Task-

One or both eyes may appear to shake.

Color Perception & Distinction

This simplified task quickly gauges subject’s ability to distinguish color hues within the average human color space. This ChromaGen® Color Test (CCT ™) excerpt features four standard alphabet characters pseudoisochromatically camouflaged between two proprietary hexagonal screens—which have been designed to further confuse the eyes’ ability to discern the outlines of familiar glyphs, letters, and/or numerals. Color perception problems may have a negative impact on a person’s ability to progress down certain professional pathways, and therefore is often labelled a disability.

Color Screening Task Notes General Indications The characters camouflaged within the CCT’s pseudoisochromatic field have been tinted in concert with the field itself, using colors selected from points along the same confusion line within the CIE 1931 XYZ Color Space.

Task Procedure Part 1

Situate task card at a normal reading distance before subject (16 inches). •

Inform subject that four (4) letters or numbers are hidden within the field

•

Instruct subject to identify any discernible letters or numbers

•

Record responses and any other observations on Record Sheet

The selected confusion lines reflect color hues known to be confused (or indistinguishable) by subjects afflicted with some level of deuteranomaly—commonly referred to as ‘redgreen color blindness”. 6.0% of males and 0.4% of females are deuteranomalous. Generally speaking: should a subject fail to easily identify any of the pseudoisochromatic letters, it may be assumed that the subject suffers some degree of deuteranomaly. Simply, the subject’s medium-wavelength color receptors (‘green cones’) may be weak, abnormal, or missing altogether.

-End of Task-

Notice

E: Should a subject fail to distinguish the E, it may be assumed that a deuteranomaly may present at a higher degree.*

* This task provides only an indication that a color-perception problem may exist.

High~Medium Wavelength Zone

This CCT™ excerpt neither identifies a specific color-perception condition, nor indicates to what degree a presenting color-perception problem may be.

Medium Wavelength Zone

This CCT excerpt is simply used herein as a qualifier or ‘screening tool’, which serves as an entry point for a subject’s further evaluation by a ChromaGen® Certified Practitioner.

A ChromaGen® Publication of a qualifying and screening tool engineered expressly for use by Qualified ChromaGen Screeners, ChromaGen Certified Practitioners, and other authorized associates.

A comprehensive screening manual developed by

Dr. Jeanne Howes, Ph.D & Dr. Edward J. Huggett, Jr., O.D. Edited, produced, and published by

ChromaGen Vision Pennsylvania, USA

ChromaGen® Vision Assessment CVA™ Edition 1 Rev. 7; May 2013 Ref. #C120086, #G130030, #GXZ13811

CHROMAGEN, CGN, the butterfly symbols, and other devices are trademarks or registered trademarks of ChromaGen Vision, LLC. United States Patents 7,931,369, and 6,089,712, others pending. Printed in the United States of America.

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