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Sara: The next characteristic is latency. And this is a delayed response to the presentation of a visual target. It may take the brain some time to recognize that visual information is present and that it may be an item of interest.
Sara: And so latency is just that period of time it takes for the brain to say, "Oh, there's something there," and then, "I'm ready to give it some attention."

Sara: Things that are easier to attend to initially will be what is familiar, so you may see a decreased amount of wait time when an individual is presented with a familiar item or even something that has similar visual characteristics to a familiar item. The converse is also true: latency might increase when an item is visually unfamiliar. 
Lynne: Fatigue can also increase latency. Breaks must be provided if you see fatigue. As a child begins to use their vision more, less time is needed for processing. Less time is required between visual targets and more targets can be seen in a set amount of time. This amounts to an increase in visual efficiency.
Sara: In your temporal lobe, you have an area that functions as a visual library. Visual items seen during your everyday routine are stored there. 
Lynne: And so when I come to work and I see Sara, I have easy access to all the visual information that Sara invokes in me. I can remember how long we've known each other and when we worked together, it's all there and easily accessible. But if I went to San Francisco on vacation, went around the corner and there was Sara, I would probably have to stop a moment before I am able to access the place in my brain where my visual memory of her is stored and I can recognize her. Whereas at work, I know who she is right away. 
Sara: And so everyone experiences visual latency. This is just something that individuals with CVI experience in many more situations. Early on, it could be more of a process of noticing a visual target even exists. We must be mindful of wait time when we present a visual target to a child who experiences latency. It may even help to count. If you know the child typically takes a certain amount of time to look, time yourself before you prompt again or give another type of prompt. You may need to count in your own head. This may help you keep from misinterpreting student behavior as disinterest.


Sara: We're going to see a video clip of Brandon. He's being presented a visually unfamiliar patterned item. He's moving his head for the first part, which is something he does a lot, perhaps to activate his vision. But while he is doing that he isn't really giving the item any sustained visual attention. You'll see when he really does attend briefly. And you can count, it's just about 10 seconds.