MRVI Study Resources
Here are the resources that have been specifically created for the MRVI Intervention Project. They were created by our expert staff and consultants in response to requests by study participants of TSVI-EIs and families. These resources were designed to begin conversations between TSVI-EIs and caregivers and to promotes ideas for the family to engage the child in mealtime process.
Each of these resources reflect the experience and opinions of the MRVI Intervention Project team and should not replace the recommendations of the licensed professionals assigned to your early intervention team. Please discuss this information with the appropriate team members before implementing with specific children.
MRVI Intervention Mealtime Preparation Resource
Having a beginning, middle, and end to daily routines is often a helpful way to assist young children with visual impairment in becoming comfortable and successful in their typical schedules. Given a familiar routine, children are often better able to accept unexpected changes and to generalize their skills in new environments or situations. In the mealtime routine, providing opportunities for children to participate in mealtime preparation serves as the ‘beginning’ in the sequence of preparation, eating, and clean-up.
MRVI Intervention Mealtime Environment Resource
Creating the optimal mealtime environment is a necessary adaptation for successful routines for the infant or toddler with a visual impairment. Aspects of the mealtime setting, such as lighting, background noise, surface and utensil contrast, and positioning will be individualized for each child and their visual needs. This resource is a great way to review and apply the knowledge gained from the Functional Vision Assessment with families and to help them problem solve in the real-life setting of the family table!
MRVI Intervention Using Color Contrast at Mealtime Resource
As vision professionals, we often talk about contrast or the state of being strikingly different from something else. What better way to interest young children with visual impairment in new foods and self-feeding than to provide brightly colored, healthy foods on contrasting backgrounds in the mealtime environment? Mealtime is the perfect opportunity to discuss colors, and even children with extremely limited vision need to know and understand what colors different foods are so they can engage in conversations with their peers as they grow older. This resource promotes families to think about colors and contrast as they introduce new foods to their children.
MRVI Intervention Cup Options Resource
Navigating all the cup options for infants as they are learning can be overwhelming. Just how do you determine what cup is best for a child that has a visual impairment? No one cup is right for all children, and this resource provides a chart that discusses all of the features of cups that are available. Remember, consider the child's development and visual needs when choosing cups.
MRVI Intervention Dropping and Throwing Resource
All young children love to drop and throw their toys, utensils, and other objects. It can be a way to learn concepts such as loud and soft and to learn about how adults may react. It is not unusual to see this behavior at mealtime, when your child may be in a high chair or other seating. Numerous developmental checklists indicate that this is typical behavior between the ages of eighteen months to three years.
MRVI Intervention Helping with Constipation Resource
During the transition from breast or bottle feeding to solid food, constipation is a common situation. This resource explains some of the common causes, good sources of fiber to introduce into the child's diet, and some strategies to support caregivers.
MRVI Intervention All Done Resource
It is often difficult to read the cues of young children who have a visual impairment when there is limited or no eye contact from the child. Recent research suggests that in a mealtime situation, hunger cues are easier to perceive by mothers than cues signaling fullness or decreased interest. So how does a caregiver know when the child is full? Satiation cues can be blatant or very subtle. This resource uses a list of possible "All Done" cues and a has a scenario that supports families in reading these critical communications.
MRVI Intervention Red Flag Documents
These three documents are lists of behaviors or situations that may warrant ongoing observation and conversations with caregivers. Infrequent observations of these items probably are not a concern, but consistent, intense demonstrations of these behaviors may require that you consider a referral to a medical professional or to the early intervention team.
