TRANSCRIPT
TSBVI Tech Tea Time
Look and Gaze Detector
2/13/25

>>Stephanie Steffer: Okay, so the place I want to start is our web-based dashboard. So if you're not familiar, we have actually two different portions of our system. So our CVI Connect offer Back up. CVI Connect runs on a web-based dashboard as well as Our CVI Connect iPad application. So we're going to start first by looking specifically at the web-based dashboard. And then we will get into what's on the iPad here shortly. So when you--

>>Donna: And just one question before we get started. Some folks may not have ever heard of CBI Connect. So what exactly is CBI Connect? And you may answer this in a minute.

>>Stephanie: Yeah.

>>Donna: You know what kind of need does it meet or--

>>Stephanie: Absolutely. So we're actually going to get into exactly that. That's actually um part of this here is what is CBI Connect. So thank you, Donna. So CVI Connect, like I said, has two different parts to it. We have the iPad application that we're going to get into and show you some examples there in a minute. And we also have our web-based dashboard. What we do is on the iPad, and like I said, we're going to show you some examples there. You're going to be working with your students. So you'll have a series of activities that you can run and while those activities are running, the iPad's forward-facing camera is going to capture whether the child is looking or looking away. When they're looking, where they're looking. We'll also use the microphone to capture decibel detection and we'll give you recordings of different things. And I'm going to show you examples of all of that shortly. On the web-based dashboard, this is really where the teachers can manage their student caseload. And so this is where you're going to review all of the data and kind of this is your hub, your educator place. And so from the dashboard, you can view a list of the students that you're working with here. I have a demo account. With a list of fake students here. And there's no limit to the number of providers that you can add. So on the top, you'll see this team here and you can actually add in as many different IEP team members as you'd like. In fact, we encourage you to add as many IEP team members in the system. Part of that is that coming out of the silos, you'll hear Dr. Roman mention a lot in any of her information or I was even just meeting with Sarah Blackstone from the Bridge School and talking about the importance of us coming out of those silos and working together with other professionals in the field. To better meet the needs of our kids with CVI, not just visually, but access to so many other parts of their day and parts of their curriculum. So in doing that, your SLP, your OT, your PT, your classroom teacher, the parents, everyone that is working with that child. Can have their own account. They will sign in under their own user ID and password. Again, making sure everything is HIPAA compliant. And when they sign in, they're only going to view the students that they're working with. So when they come into the system here. Under this team tab, you can add which team members that you've enrolled in the system from the top. Which team members will then work with that specific child. And it works very similar to like your online IEP system where then when they go to the student tab that I was showing here. Only the kids that they work with will be visible, right? So when they log in, they're only going to see their students that they work with. It allows a district or a region, a SELPA, depending on the state you're in, depends on how you guys kind of coordinate your services that you guys provide. But it allows you guys to think about volume purchase orders and things like that from a bigger perspective because we're able to maintain that HIPAA compliancy at a lower level. Caseload to caseload. It also makes it really nice because if the kid moves from one district to another within that region. It's easy to transfer over who's working with them from within here and maintaining that that data stays put. When the child moves and it's just a different team member that then has access to the data that's already been collected for them. The next thing that I want to make note of is on the student notebook is the opportunity for your baseline data. So we have opportunities for you to enter in your functional vision evaluation. You could put in any We kind of have like a basic template form that you can use. But specifically, if you're using the CVI range, that form is also available. We're available to add other things should other providers or other people who have assessment tools out there allow us to add them. We're open to that. At this time, Dr. Roman is the one who has given us permission to add her Assessment tool in here. And so we have her CPI range forms, both rating one and rating two. Viewed on the screen is a picture of the rating two form online in the system. And it shows color and movement with the different scores of zero to one. You'll also note that there's this little box that says show details. And so when you check that, the scoring criteria populates below. And so the screen that I'm showing here. Shows those scoring criteria that are from her text. To let you know what's the actual definition of that score, even though she advises many of us to kind of review those and kind of tuck it away when you're scoring. It's still nice to have sometimes to remind you of what that is. But also, it's nice because like I said before, the speech language pathologist, the OT, the PT, they all have access to the system as well. And so it would be really convenient when they come in to see, okay, you scored a color of 0.5. What does that even mean? So as a TVI, you might be more familiar with what that score indicates, but it would be nice for other providers or other individuals on the team to know what that means as well. There's also comment boxes available for each of the statements in rating one and the characteristics and Rating two for you to make notes of as to why you scored the way you did should you feel like that's relevant for that child. But again, if you're using something else, if you're using the new Perkins protocol or any of the questionnaires that are available. By all means, please do keep going with those. Do your functional vision evaluation the best way that you know how. And there are templates available for you to enter in some of that information into like a blank template. Should you want. That is not a requirement of the program. You don't have to enter this in there. It's just a place that If you want, just because we know there's so much value in our functional vision evaluations for kids with CVI, we get a lot of really good information that the team needs to know. And sometimes our eight to 10-page reports that we write Get glossed over. And so we wanted a way to kind of to manage and put little bits of information in there that you think is relevant. Not saying your eight pages of reports aren't relevant because I know personally how important every single word that you put in there is. And we really wish that every team member understood and really soaked all that up. But I also know the reality that most of my teams did not read all of my reports that I worked so hard on. So just kind of a little tidbit that we've got that in there to help support you should you think that your team needs it. So the next page on the student notebook that we'll jump down to is activities. So here is where you will assign which activities you think are most important for your student with CVI. And this is where I get the big question of like, well, how do I know where to start? How do I know what activities to begin with? One thing that is helpful is that within the CBI Connect pro app, you get access to our entire live shared library that we offer. So we have Activities for a wide variety of kids. This video is going to play and it's just me kind of scrolling through the library Here on the right-hand side, it's going to show you a lot of different templates. Sometimes I scroll faster than others, but you'll see that there are word activities, there's things with baby shark and Old MacDonald that have movement and songs and there's letters and numbers and rhyming things and reading and money and stop signs and We have the SEPCO activity that's available in English and in Spanish now. And I mean, there's just, we're constantly growing this library of activities that you guys have access to use. But the most important thing that you guys have to think about when selecting some of these initial activities are what characteristics are you looking at trying to better understand for your student, trying to gain more information, more data on for them. So are you trying to better understand their visual field? Okay. Are you trying to look at what colors they can or cannot attend to? Are you trying to better understand how different promising practices that are being put out there that we attend all these great webinars about? Trying to figure out which ones work and which ones don't. That's how you can kind of pick and choose your activities, picking out things that the child is familiar with. Going through and recognizing that while there's this really cool wheels on the bus song and that would be fun. My student has never ridden a bus. They don't know what the school bus is. And maybe that's not the most meaningful for my student. Or maybe my student rides the bus every single day. And every time we're going out to the bus, we're singing that song. That's very relevant to them. That's very in contact with what they need to learn, right? And then I also have to look at what your content expectations, what are your IEP goals and objectives? For yourself that you've written with the child, as well as the other team members. And this is, again, where you come out of those silos and work together to see What is the speech language pathologist working on? Is there a way that we could use one of these activities? That is already built in here that we can design on our own to make it more meaningful for our student. So there's a lot that kind of goes into that. And I'm happy to meet with you as teams to kind of figure out where is a good place to start. I tell a lot of teams to kind of over assign things in the beginning to just kind of Click assign to a lot of activities. And then go through and do your planning and kind of play with them a little bit because when you're I mean, I created them or another provider created them. And so they're not things that you're as familiar with. And so it might take some time to kind of play around and see What different types of activities do and what you can expect from them and how am I going to modify this if my student can't reach out and touch? How am I going to use yes no communication or reach out and touch with them or how can I work with the OT to encourage their reaching if that's a goal of theirs? There's so much more that kind of goes into just clicking assign and just running with it, right? There's a lot more in depth to it with our kids Because a lot of these kids are so complex and come with so many additional needs. So that being said, I could probably rattle on and talk about this topic alone for an hour. So we're going to move on. But just know that if that's something that you guys get to and you're stuck with, please reach out and talk to me. I'd be happy to Kind of brainstorm some ideas with you about that and answer any questions you guys might have.

>>Donna: We did have a question come in on the chat and it may be something, again, we're answering here in a moment. It says, where is the eye gaze session?

>>Stephanie: Oh, let me tell you just about that right now. Here we're going to-- We're going to get into that just in just a bit when we get into the iPad, I'll show you exactly how that works. With the data examples and how all of the look detection works together okay So, um. The next tab, if you will, down on the student's notebook is the sessions tab. And that's where you're going to review the data. So you'll see on the screen to the right is a screenshot of our CVI Connect dashboard. Where each individual activity is listed and it's actually each page too, because you'll see some of the activities that we have multiple pages. And so Sometimes it can be that they attended to the first page really well, but not so much the second page of the book and so have you. This page here will give you every single page that you've ever run. It'll give you the date and time, the name of the activity, any comments that you had about the session. So maybe this is a good place for you to put that you were presenting in the right visual field to the left visual field. Maybe you want to make note of the position the child was sitting in. It's also going to give you the duration of the session and the time looking. And then afterwards, you can actually click on a link of one of these in particular to learn more about it. And that's where you're going to get this detailed session list. And you'll also get a timeline as well as the pictures and other associated files, which will give you your heat map of where they were looking, a touch map if the child is able to reach out and touch on the screen at all. It'll give you that. Your iPad recording. So what's actually being displayed on the screen will be recorded as well as the child's for the front pacing and camera will record the child themselves. Which is really helpful between all of these because with the timeline, I could look at it and see, and I'll give you some data samples here shortly, but in the timeline, I would actually be able to see that at the one-minute mark, I had some really good visual attention. And so I want to see what my students visual posture looks like and how they were attending to the screen. So I could pull up that front facing camera recording and actually look at the one-minute mark and see what did my student's body look like? Did they have a unique head tilt? Were they using a different posture or anything like that, that I could let my team know that this is the case of how you want to see them When they're attending. This is what their body looks like. Are they still or they're moving or they're, you know, whatever the case may be for that child. They have unique head tilt or what have you, kind of like we look for a null point for our kids with nystagmus. We might see something similar to that, a certain body posture or a certain behavior in that video that tells us that that's what the child looks like when they're looking. Similarly, you're going to be able to use the timeline to show you if they're looking and touching at the same time or if the volume change. Is impeding their learning. So if you see that all of a sudden it gets to a high decibel range and then they're looking away, you can then make that note of, okay, well. The volume is impacting their ability to maintain their attention on the screen. And similarly, you can see the heat map and touch map side by side to Are they looking and touching in the same vicinity? In a lot of cases, we're seeing our kids with CVI are Looking in one section, but then touching in another. And so even though they might be looking and touching the screen at the same time. They're not actually looking where they're touching. And so they might be looking off to the side when you know to the left side when they're touching on the right or what have you. So this is just a really great place to see all of that data. Let's get into exactly what you were just talking about. Tell me more about this actual look stuff that you're capturing and how all this works. This is the iPad application. When you sign in using the same user ID and password that you use to get onto the website. You will see this screen. On the left, you'll have this for student option where you can drop down and pick which student you want to work with. And then their specific activities that you assign to them will load on the screen. So this fake student, when I selected them, this is their library of activities that showed up and was available to them to choose from. Then what I can do is I can go into selecting an activity by pressing the play button. And what I'm going to show you how to do now is that preview eye detection. So we don't require any of our students to calibrate Prior to using the iPad application. Most of our students can't hold a visual gaze, that fixation for the length that would require a calibration. So instead what we use is a machine learning model where we have the faces, the iPad camera is capturing 64 different data points. On the face. And so you can see that to the right where this really weird blocky looking um outline is on my face and showing you some of those points and the lines that are drawn from those points. It has to have enough of those points in order to calculate where the student is looking. And so prior to running a session, once I've pressed play. I can use the more options icon at the top and then I can select preview eye detection. And that will give us this view of does the iPad actually see enough of the child's face in order for it to capture and collect that data. And so I can see by the angle of which my iPad is being held, whether or not my student is going to A, are they going to be able to see the iPad, but B, is the iPad going to be able to see them? So currently, the iPads look detection is going to be most accurate in portrait mode with the camera at the top. We did have some machine learning in for we found that in the landscape mode with the camera to the left or to the right. That it was it wasn't as accurate and I have the measurements here shortly but It wasn't as accurate as it was in portrait mode. And so what we've been doing recently is retraining the machine learning model with the iPad specifically in the Landscape mode to become more accurate. And so just recently at ATIA last week or the week before that. I can't keep, I was sick recently, so I can't keep track of what week was what just recently at ATIA, we had a number of participants join us and several other conferences we've been to where people will sit down and join us and stare at different iPad or at the iPad at different points Basically, they're setting a calibration. The machine learning model is learning how their head tilt and eyes are looking at that. And so we suggest to people to kind of look at it in different positions to kind of show the iPad that you could have your head in different ways and be looking at it. And that's still considered a look. And so we're training the model what is considered a look? And then that way it can then capture our students face pull out which model is most accurate for that child. And then use that to determine where the child is looking. It's really quite amazing. To see in action and see exactly where our students are looking. The other thing that is really cool in that more options section of the iPad is you have an option for what's called our room saliency map. This is something that hasn't been highlighted as much, but I think is really worth noting. So you can use the iPad's back camera. So instead of using the forward-facing camera, it's going to then access the camera from behind the iPad to see how complex your array is behind the child. So if the target is the iPad that we want them to attend to, it's important for us to note what is going on behind that iPad and how complex is that. And so you'll see a room like this situation where my desk had lots of different stuff on it, my coffee cup, my desk or my laptop and other things. So if my iPad was sitting in front of that. I would have several different things that could be distracting to me. Versus this is a clear desk. What was interesting though is I have a little charger the desk here also had a little bit of a glare on it. And so although the desk itself was cleaned off. I found that when I was trying to get samples of this for this picture for you guys. That that glare was also being picked up as a distractor. And I almost wish I would have taken that picture to show you how even that little bit we know can be an issue and distracting for our students. If you have something bright and shiny, how that reaction to light, that reflection could Be a distractor for our students. And so we want to have more of a room that has less of those white bubbles all over the place so that we have a more clean, less distracting, less complex background for our students prior to running their activity. So if you're facing the open room and there's plenty of peers running around, you'll have lots of things flying up and moving around on the screen letting you know. And it's a live video feed that you can kind of move around and see what would be the best place. It's also a really great opportunity for us as TVIs to use as an educational standpoint to teach the classroom or other professionals that we work with that are working with this child to help them better understand how the placement of the iPad and what's going on behind the iPad also makes a really big difference for our kids. So again, just adding another piece of data to help drive the decisions that you're making for your student with CVI Whether it's the target that's on the iPad, whatever's going on behind it and how much the whole environment really impacts our kids. So again, this whole thing, you know, what is CVI Connect? We're now onto the iPad. The other thing that I want to talk to you guys, or the next thing I should say that I want to talk to you guys about is the opportunity for you to create your activity. I've showed you earlier about how we have our whole library of activities that you can choose from. And I don't think I mentioned it. I'm going to jump back really fast to the screen. You'll see in all of the activities, they start with Roman numerals. And so we use Dr. Roman's CVI range so if just to kind of give us some common language of what to expect or where we think that this might be a good fit. So back when we were talking about selecting activities. Thinking about the goal for that phase of CVI, what would be most appropriate for your learner? If you have a student who's in phase one, you could start by looking at the activities that we've deemed with a Roman numeral one at the beginning. That doesn't mean that that is the end all be all and that that is the only activities you could use or anything like that. Like I said, many of you as you're using other ways to assess your students now. And that is totally great. I just want to let you guys know what those roman numerals are for and how that can help guide you in making some of your decisions as far as which activities to pick and kind of what to expect visually the kind of level it is based on that common language of what the ranges are. Okay, jumping back over. So say you're going through the activities Which we've created, we actually have a new activity designer that has been adding so many cool activities to our activity library. She just did a really nice handwriting unit where we have all the letters of the alphabet We have them full screen of the iPad with the Roman word bubbling so the child can draw inside of it. She has them without the Roman word bubbling full screen. And then she also has them in a smaller size to see more fine motor skills to see if they're able to like actually draw in there, which we encourage. If you have a stylus to try it with that because the writing with the finger can be difficult for any kid to kind of grasp and understand that concept but Needless to say, like I said, she's been adding a lot of activities into our library and we're always looking for I mean, we have a long list of things that we want to add, but if there's something that the community feels like we really need Please feel free to reach out to us and throw that idea at us and we'll see what we can do. What we try to do is use a lot of promising practices that are out there in the field. So as Perkins announced something or we attend a new TSBVI seminar and we see that this is a new idea that a lot of people are using or Matt Teejan says, hey, this is a really great tool for math with kids with CVI. We're trying to apply those different things in a generalized way as much as we can. For people to try these different activities and see if that practice works for their student with CVI. And then you can use this activity designer that I'm showing now to expand on it and make it more custom and unique for your KIPAA CBI. We know there's so much individuality needed for our kids with CVI. And the last thing I wanted when I created this product was to have something that people expected to just kind of plug and play in no way, shape or form do I just want a kid sitting in front of an iPad in a classroom Throughout their day. This is meant to be data driven and a tool that helps support you doing your job as a TVI to help better educate the rest of the IEP team members. And us to do better for our kids with CVI. The other thing is that I was itinerant. And so I really wanted a tool that allowed me to tap in and create things for my kids and send them over to the team when I couldn't physically be there. If I'm serving another one of my kids in my caseload and I can't be there, but you have a need for this kid to See what a certain type of tree looks like, then I can pull up an image online and I can create it and I can assign it to that student and it'll be readily available on your iPad when you're sitting with a student, even though I can't be there. Because as many of you know, driving back to your office and finding the materials and creating that thing and making sure it's visually accessible and then going to drop it off in a timely fashion isn't always the easiest way to go. Again, I'm not IÕm not discounting any of those physical needs for a multisensory approach because that is definitely still needed. And I want you to incorporate that, but it just gives you another opportunity for access for when some of those things aren't available. And I hope that makes sense to all of you knowing that you're all TV or in the vision field with us so um on the right-hand side, you'll see a screenshot or a couple different screenshots of four different steps in the process to create activities. And this is just kind of meant as a tool for those of you who maybe have the system or are interested just to know like how complicated it is. I get that a lot of like. How hard is it to make an activity? And it really is as easy as the four elements that are shown here. On the bottom left-hand side of an activity, you're going to click edit. On the second page, it'll open like a kind of the activity itself. And then instead of playing the activity, you're going to press edit. And then on the top right-hand side, there's an ad icon. So a plus sign, and you'll touch that. And then the next thing you know, you'll have this little bar that pops up that allows you to add images from your actual iPad's library, or we have some shared images that are in there. We stopped adding as many because it's because makes the iPad application size larger than needed. And so we didn't add as many in there, but there are some. There's some shapes that you can just basic shapes that you can add. Text that you can alter the size and things like that. You can actually using the image dropdown, you can actually add Roman word bubbling directly from, it'll take you to a Just like the site, you can type in your word just like you do on the website and then it takes a screenshot of that and loads it directly into your activity designer that way. The next one after text says effects, and that's where you can add sparkly things and snow and rain and any type of special visual effect that you think would be, you know, just add movement or light or anything fun to gather your students' visual attention. And then there's the more option that will add Several different things that you can add into the system. It's kind of limitless as far as what you can do in there. And then from there, you can also customize how a child engages with an activity. And so this is just a quick video That will show you exactly the process I was just talking to you about. So the first thing you'll say is that you have a new activity. You're going to say, okay. That's the plus and then you can select from this menu bar So if I go to image. I can pick from my photo library and then your photo library from your iPad will populate. I happened to scroll and take pictures of lots of Roman were bubbling and everything else all the time. So that's what my photo library looks a little bit like. But then I can also add in text if I want to, touch and drag and move it all over. I can adjust the size here as well as in the properties. I can make it so that the text that I have on the activity is draggable. So if I want my student to be able to touch it and drag it around on the screen when they play it. Or I can leave it stagnant so it just stays still. And then I can also add different animations to my activity. To say, okay, when I want when I want when they touch it or when they do something, I want something else to happen, right? And so the best way to think about these events are these animations are to think about them as like if then statements. So the most common one that we see used is if touched. Then, and then you can change any of these things, right? So for example, if touched I want it to move. So I'd go into motion and I would select the type of motion that I want it to have. If touched, I want it to say, so audio visual, it'll say something, you know, like if I touch it, it'll do something. The other common one that we get is either a dragged over, which means that the student just drug the letter roughly over the target of where we want it to go. So someone who can't actually pinpoint a specific spot on the screen or what we call a caught item where You would drag a target and actually set it on to a specific item and then it would Excuse me, I'm sorry. It would react that way. And so you could change the color change of the item, change the color or the background. Change the background image entirely, switch to a different activity that would be like another page in a book kind of situation. Make, like I said, you can make it move, change the appearance in some way. There are so many different things that you could do. These are just a few of the options. So you could pick any of these and then pick any of these from this side. So if this happens, then I want this to happen. And the way that often looks is we would have a situation where like this activity where if they touch on the why, then I want the why to move and jump up to this matching Y at the top. And so in this case, a student would touch the Y and it would just jump up there and match that activity at the top or the Y at the top, right? So to make something like that happen. Actually, I will note that Initially, I wanted it to visually slide up and we're actually changing and adding another block in there so that we can do that. So what it'll do now is as of now today is that we went into touch the letter that I want the student to touch. You go to animations and then you go to when touched and then you'll get this blackly view where you get all these different options along the bottom. And so in this case, I went to motion and I selected move to and I gave it exactly where I wanted it to go. Okay. And then it does exactly what we just saw where when the student touches it, it moves to that spot. So now we'll have a new block coming in soon that says slide two. And so instead of it just like kind of jumping to or snapping into place, it will actually visually slide so the child could actually see that motor movement of it, of it matching and kind of going into that spot. And I'm running through that part relatively quickly. But there's so much more that it can, like I said, I could spend a whole hour on just that topic alone. And I would be happy to meet with teams if they have an idea for an activity in their head. And they're just not sure how to go about it, feel free to email me. My information will all be at the end of the session. But we can discuss specifically how you want your activity to look and I can help walk you through that process. Or if not me, one of my team members. Can help you with designing and creating that activity to make it look just the way you want it. So that you can gather the data that you need for your student. Okay. The other thing that we found over time is that a lot of our schools don't have the greatest Wi-Fi connection. Or as guests in the building, if you're itinerant, you aren't allowed on the school's Wi-Fi connection. And so we often found that the internet access that's required in order to use the system was causing an issue for the iPad to be able to communicate with the web-based dashboard. So what we wanted to do is, and what we did was we gave you the opportunity to save the activities on your device. So now what you can do is you can click an activity that you want to save and click this store on device option. And when you do that. Activity will store for that student on your device, much like if you were storing a video you want to watch on Netflix when you're traveling and you know you're not going to have Wi-Fi. So you store it on there so that you can have it when you're When you're not connected. Same thing. So when you have a Wi-Fi connection, you'll come in here, you'll save it on there, and it's temporarily stored on your device for that particular child. And then when you go to run the session, you will turn on your no Wi-Fi mode, run the activity. And then when you get back to a connection, I see you, Donna. Give me one second. When you get back to connection, you'll turn off that no Wi-Fi mode, allowing the WIFI to reconnect to a server. And then in the top right-hand side of the iPad up here is that settings wheel and you'll be given an option for to view completed sessions. And you can see all of the sessions that were completed. And then you can select if you want to send all of them all at once and just say, go ahead and send all the sessions that were run. Or you could go through and say, I know this third session that we ran was really good and I cannot wait to see that data on that one. So you can send that one first, let that one go up and then send all of them afterwards and you can start going on the website and looking at all the data because it really will just go right up as soon as you send it. So you can actually watch all the files go up from there. Yes, Donna. There's a question.

>>Donna: Roxanne has an interesting question. That goes back to the movement of the letters of the choice. She says, can a switch access be used if the student doesn't have enough movement to touch the screen and slide?

>>Stephanie: Okay, so love this question. But this is where I get frustrated with Apple because I don't know how many of you guys have used Apple's switch accessibility recipes and things like that. So here's what I will say. Yes, it is possible. If you are someone who is very fluent with the recipes and you feel comfortable with doing that, it is possible. However, I feel it is very clunky and not as user friendly as I would like. So I don't advertise our system as being switch accessible for that reason. Because I do feel like I feel like it takes a lot. It's kind of cumbersome to go back and forth in access. So it is something that's on my list. For my developers and we are working on that. But I don't have a date for when that would roll out and be pretty and neat for you at this time. What I will say is that for my students who are Switch users and don't have that motor ability. One of the ways that I've adapted for my students is using their switch and then it might say like, you know. They might use the switch that rotates through and it says touch the and IÕll like fill it in and give it what it needs to say, or I'll use yes, no switches. And that's probably my most common is using working with my SLPs to figure out their yes, no communication. And then what I can do is I can point to the different parts of the screen and ask them yes, no questions. And then I will touch and drag it up for them. It also allows me to add any extra movement or to take my time and kind of slowly drag it up or use a visually or I mean IÕm a hand under hand To work with them and help them drag up or a modified assist from the elbow if that's appropriate too so I think that's, I've just found other ways to accommodate instead of using the switch access on the iPad, which isn't The greatest, but it is it's just that's been my solution to the issue at hand at this point in time. So I wish I had a better answer for you, but that is, I love that you're thinking that way for your students, Roxanne. Moving forward, the next thing that I want to talk to you guys about is called the queue. So again, related to that Wi-Fi issue, we found that even when you do have a strong connection that you're able to run the activities. Sometimes the connection slows and doesn't send the data up as fast. And so what we wanted to do was store the securely store those large data files on the iPad temporarily. And so we add them to what's called the queue. And so if you go, you run a session really fast and then you go to the website and you're not seeing all of those files that are supposed to be there, the heat map, the touch map, the recordings. That's when I would go back to the iPad and I would look Again, at that settings wheel, and this is where that pop-up will appear where you can turn on and turn off no Wi-Fi mode. And then you can also click this view queue. And that is where it'll show you exactly what is still working on being sent up to the server. So what have you told the server like, hey, I'm done with these. These are completed. And it's just working on going up there. Now, that being said, if everything's already been sent up, this view queue option won't show up. It'll only be there. If there are things that are still trying to be sent up. So if view queue doesn't show up as an option. That means that everything that the iPad has already been sent up. So then you can go back over to your server and hit refresh and go from there. But if there's anything that's still kind of in the process, you will just want to check that out. The other thing that we've noted is that, and we're working on fixing for you guys, is that if you run a longer session, so you have a student who a session that's 10, 15 minutes long. You want to make sure you leave the iPad application open for a little bit longer after you complete the session so that all of the data can be sent up. If you close the app, let's say you press your home button or swipe out of it and you're going to a different app. The data again will be stored in this way where it's in the queue to be sent up until you reopen the app and then it'll start to resend that data backup. So the app actually has to be open on the iPad. In order for the data to be sent up in an encrypted secure way for your students. That being said, like I said before, our system is HIPAA compliant. So those are temporary files. So if you close the app and move on and go do something else and don't go back to open it. And I don't remember off the top of my head how long it is, so I apologize. I will look into that and get back to you guys. But they are temporary because if the iPad were to be stolen or anything, we don't want anyone to have access to those, even though they're encrypted. We just want to kind of cross our T's and dot our I's. They're only temporary. And so for that reason If you don't go back into it within a certain window. And I think it's pretty reasonable. I think you have like a couple of days. But if you don't go back into it to open it back up, that data will just be lost. And so you won't have those files then. From your server. So just kind of making a mental note of that for yourself and your teams when you're helping others use the system. Okay. What can CVI Connect look like? What is the iPad um what is the app and all of that? Let me show you some example of a student actually using the system. So this is a child during COVID. Yeah, can you do that? It's a little choppy, but drag it in there. Drag it to its puzzle piece. Which I… All right, let's practice our words. Can you drag it for me? Good job. Go ahead and press the next page. Do you see any more of these on the page? Okay, if you see any that are not the, can you drag them up to this not sign? Remember, that's our no. It's a circle with a line through it. Is like for the example, is this the word the? So instead of dragging it to the, remember, we're going to drag it to the note. So can you drag it up to no? Hold on, before we go on, what do you notice about the beginning of this word? Yep, that is the T. Is this a capital T like it was? And the first version of the word that or is this a lowercase t? Lord, tasty. You're right. And so instead of the line being at the top of the letter, it's in the middle, right? So it looks a little bit different, but it's still the word Good. All right. Go ahead and press the next page. Let's see if we can find the word the. Okay, I'm going to pause it there. Show me what we do. I just love listening to her little voice at the end. Anyway, so this is a student using the system and this is something that she's very familiar with, with dragging the letters up. It had been a little while because, like I said, it was during COVID when we were doing some home visits and going to work with her at home. It had been some time before she had been using that. So this is a list here of all of that data that I mentioned in the beginning that the system is capturing and we're going to get into some examples here as we wrap up the session of what this looks like and how you guys could be using it for your kids with CVI and your caseload. So on the left is a list of everything that CVI Connect is automatically capturing. So it's going to capture the name of the session that you're running, the date and time, the length. That's great for like Do we see a difference between if we run it in the morning versus the afternoon, how tired are they in the afternoon? Does that change their visual attention later in the day? We're also going to see that look, look away pattern in the timeline that we get. We're also going to see how long each of those looks are from that timeline. And then we're also going to get the eye tracking exactly where they are looking on the screen. And I think it's important to note that this is eye tracking and not eye gaze. And soâ a lot of people think of eye tracking and eye gaze as the same thing and they're not. So eye gaze would be more of like what you see in your AAC systems where the child can look at and Interact with the screen by staring at a specific target on the screen for a certain length of time. And while I see us getting there someday, our system is not that today. The goal of our system right now, what you're using it for right now is letting the child interact with the iPad the way that they naturally would. And you facilitating an activity with them, whatever that activity may be. And then looking later to see how they are visually attending to different targets that you're presenting. And it can be used to collect this data as part of your FEE. So you could be using this data and using CBA Connect is a tool that you use for any of your kids, whether they have CBI or are just low vision with some other diagnosis. To better understand how they are using their vision and how they interact with the iPad. But it also could be something that you're using as more of like an instructional tool to progress monitor over time to see As I continue to use the same visual target, the same information, how are they progressing and what does that look like for them? And then using that data to then report that into your IEP. And track on some of your IEP goals as well. So, I mean, it can look very different as to how teams, and we have a lot of teams who integrate this very differently. In their situation. So you can also use the decibel levels, like I mentioned earlier to see is we captured the volume in the room and then categorize that into a low, medium, or high decibel level. And based on that, you can see in that timeline to see does the decibel changing in the room change how the child is attending to the target. If the child is able to reach out and touch, you'll see the heat map that shows where they're touching on the screen. And then you also, like I said, get the screen recording and the forward-facing camera recording. At the end of every session, a little box will pop up, like I mentioned earlier, where you can make note of their body position and other things. And that's directly tied to that specific session. So you can see how other things that we, these are some little tips on the right that we've suggested, like body posture, students' health, behavior, environmental information, additional sensory inputs like touch, smell, et cetera. That might be impacting your student or the data that you're capturing. Visual field would be another one that I would add into this list. So let's take a look at a student sample really fast because I know we're running out of time here. This student in particular, this is just a picture of a kid because I think it's important when we're doing professional development to remind ourselves of the kids we serve and then her sweet mom was willing to let her be our model. So this is not her data, but it's just a quick reminder of the kids we serve. Here, this child was positioned in his wheelchair and it was tilted back slightly. And the team had been told to place his iPad at center. And so we noticed that So they were putting it at center with intentionality, it actually ended up being up too high. And so because of that, you can see the green here at the bottom is where he was looking. This is his heat map. That illustrated he was only able to see the bottom portion of the screen. So naturally we said, okay, let's lower it and see what happens from there. So when we lowered it and kept it at central, we could see that he had a good visual fixation up here for a little bit because it's more dense. But then we see only some light little gazes Across the rest of the iPad screen. The good news is that he had more visual field of the iPad because of its new positioning. But not as much visual attention as we think he's capable of based on how we've seen him look at other things that have been presented to him. One teacher noted during this time that his head then fell to his left shoulder and it appeared that he was using his right eye to attend to the iPad. And so using that peripheral vision, that side view. We said, okay, let's move it over to the right side. So we moved his iPad over to his right visual field, and I kid you not, this is his heat map was just so mind-blowing to see how he was able to attend. He picked his head back up into a neutral position and he attend and was so engaged into this activity. I mean, it now looks like a green activity because of how well he was attending. And Donna, I know you said you needed some time at the end, so I'm going to do this one last one really, really quick. So bear with me, guys.

>>Donna: We have time.

>>Stephanie: Okay, sorry. So this last student here that I want to show you again, this is a student, sweet little Peyton, her dad's, let me use her as a model frequently and sweet girl is one of my first few that I had with CVI. And even though I'm not her TVI anymore, I'm very close to the family. And so oftentimes I'll just text dad and say, hey, I need some more pictures of Peyton and he'll send me a whole bunch. And it's fantastic. She's our little diva. So little Peyton, again, this is not her data, but this is some just other data, another student that we worked with. So in this case, we didn't know much about the student prior to running the session, but we knew they were visually pretty low. And so we were just trying to get some idea of what he would attend to and so We presented this data and we presented the purple activity. So during the session, I didn't mention this on the-- But the red is kind of moving around the screen. There are sparkling things moving around the screen. The same thing with this purple one. It kind of moves around on the screen. So it's a solid color or I mean, it's one color purple. But it's a lot of movement, lots of light kind of going around on the screen. And so we presented this at Central while he was in his wheelchair. And this is the visual attention we got, which was pretty decent. A pretty decent amount of the actual iPad screen was being utilized. So we weren't We were okay with that. And we looked over at the timeline. And so the session was run for about seven minutes. And we saw that he had 124 looks. So that constant look, look away. And just because I think when we talk about it, a lot of times we physically will turn our head to like look away What I've noticed from doing this is that it's more often that our students will, without turning their head, we're getting even more lookal ways than we realize because their eyes will just slightly shift off and come back within only a second. And so let me show you what this looks like. So you're seeing here the looked at display is red and the look away is yellow. And you're literally seeing these little slivers back and forth one sec at a time. These fleeting glances where it's just boom, boom, boom, boom, boom. They're on and off the screen so fast. Almost as if they have nystagmus, but it's not. It's not what it is. And so you're seeing this back and forth behavior for the first two and a half minutes or so. And then after the three-minute mark, we really see that there's hardly any visual attention at all. And then when we ran the red, we see about the same density in the heat map. We actually see an increase in the number of looks, which is now up to 251. But the longest look went from only 10 seconds long to almost a full minute. So again, if I zoom in on this, the red is looked at, the yellow is looked at away. We're seeing a lot of those glances for the first two and a half minutes or so. And then after that three-minute mark is where he actually had this long, almost full minute visual fixation. Which was just amazing to us as a team we started to think. Is this the latency? Is it color? What is going on? And so we have so much more information about how he's using his visual attention and making sure we give at least three minutes at five to really visual attend to see what kind of a response we're going to get. We also have the video now to see How he responded after that three-minute mark. So we know like if he's done and he's just saying, I'm not going to attend to it, the team now has that visual. Versus when he's actually visually attending, they have that video now. And so we were able to get so much more information about the fact that the central visual field was a great placement for him. And now we know more about the red and how much more that kind of attracts his visual attention. I'm going to jump. To, I wish I had time to talk about our study and I don't, I'm sorry. But I would love to talk to you about it. So I know there's some people actually on this call who are on the study um QR code will get you to my email. My email is stephanies at CVIconnect.co. It's not.com. That's not a typo. It is only Ôco.Õ