>>Karen: So, I need to start by explaining that yesterday -- I've been pretty nervous about this, as you can imagine. So yesterday I asked some of my children what should I wear? It's a Zoom presentation, but, you know, it's also a presentation on what should I wear. And my children were unanimous about telling me that I should not wear -- they told me I shouldn't wear pants.  And that was disturbing for a little bit. They said that way you'll know you're like everybody else, because they aren't wearing pants. And so just for the record, I am indeed wearing pants. I went for jeans and flannel because what we're doing today is very practical. And I thought it would help us stay very practical.  Thanks for running this. This is very nice of you.  

Not a problem.  

Okay. So, this is me. And I have my email address at the end, you're always free to conta Kate sent me a list about what was still left. We have -- there was two presentations last year, one on our own and one we collaborated with New Mexico, and then there were a few other Western regional conference presentations, so we did a lot of EI coffee hour last year and there were still questions.  so here's the list that people were still asking about.  So anything helpful -- we can go through these pretty quickly. A functional vision assessment for birth to three, home visit activities, teleintervention, working with babies birth to two, working with ECI babies, one-year-olds. Infant to babies O&M, development of babies who are blind with reaching, sitting, crawling, working, etc. How do I work with parents, and supporting other parents. Last  of all, early childhood strategies. So this is quite a list to try to fit into 50 minutes. So let me tell you what I thought we would do here. I built every slide so I hope it's pretty -- oh, thank you, Malina. Optic nerve hypoplaysia, that's ONH. This first part is largely just resources where you can find some of the items on this list that we're not really going to talk about today.  So, moving on. So, we have some resources for assessment. Screening and assessment birth to three, you will find in the coffee hour library, distance considerations in EI you will find in the coffee hour library and the New Mexico/Utah Collaboration EI Face-to-face and Virtual, also in the coffee hour library. All of those deal with birth to three assessment, at least a section of them and they'll give you resources for assessments and some tips and tricks for working with parents and young children.  Colorado has a really terrific screener that you can do virtually. It's a parent questionnaire. It came out from the Colorado Department of Ed. And it's fabulous. It's really fabulous. So, again, you'll find that at TSBVI or you could contact Tammy in Colorado. We use vision assessment of infants and children with and without special needs by Kathleen. You can get that at Vision Associates.  That's what we use here in Utah. But I also want to talk to you about the NAVEG, Neonatal Assessment Visual European Grid, from Venice. They've been doing tremendous work in the NICUs. And this is no exception. So the NAVEG is an assessment for NICU, either inhabitants or graduates, who are under 12 months of age.  That's chronological age, not adjusted age. So the anchor folks were the folks that brought it over to the United States. And they were kind enough, Dr. Kathy Smith and her staff were kind enough to help train Utah in doing the NAVEG. We tried working with one of our NICUs. That's what they do in Colorado, they work with the rocky Mountain Children's Hospital.  I am sorry. Still not loud enough. I'm trying! I'm so sorry. Casey, David, if anybody has an idea, let me know. We tried working with our NICU at the University of Utah, but then COVID hit and life went crazy, and I just wasn't content to wait. So we got trained to do the NAVEG and then we are working with our EI agencies and we are doing the NAVEG of every graduate in the state of Utah that's under 12 months of age.  And this collaboration has gone really well. We started August 1st and since then, we've had 85 referrals. 65 are complete and we have those results back. And of those 65 where we have results back, we had 12 that our kids we couldn't have found any other way. I highly recommend that you think on this, you get some information.  There are a couple of articles about the Italian doctors, and then feel free to contact Cathy at the Anchor center. They Are Also Looking at Taking the Method and Turning it into a newborn vision screening. And so wouldn't that be great. It wouldn't be so much guesswork. But there we go. There's the NAVEG.  So, working with families -- we're working not just with the parents, but sometimes with grandparents and also with siblings. So I just wanted to show you some of our cute kids. You see the boys over there having a simulation experience, and you see a home visit over here with Mom and the little one playing with the toy, and then this is one of our family activities where the family came all dressed up for Halloween.  Life is grand working with families. Why would you want to do anything else? That's life's puzzle for me. Remember that when you get started in this, when you have been working with older kids and all of a sudden you have a young one and you're going to be working in early intervention, remember that you already have built into the system an expert partner.  Who is that partner? The parents. The parents are built-in experts on their children. And they can tell you so much about them and about what the child likes, what the child doesn't like, where he's headed, what his preferred activities are, when the child seems to use their vision best, when they seem to struggle. There's already so much built-in information there if you just learn how to tap it.  But working with parents is a little bit different if you're not familiar with adult learning principles. So we're going to take a minute to talk about adult learning principles. Adults have a higher sense of self-direction and motivation. They decide what they want to learn and if there's something they want to learn, they are very motivated. We want to learn what we want to learn.  Parents are very motivated to learn about their children and their children's condition. Adults use their life experience to facilitate learning. So if what we are sharing with them and coaching them on isn't relating to things they have gone through, it's not going to be as meaningful to them. And you know what that's like.  When you're learning something new, you try as hard as you can to figure out when you've done something similar. Adults are focused on achieving goals. That makes sense. If what a parent really wants is for their child to speak, and the child has very complex needs, don't tell them they can't speak or that they won't learn to speak.  Instead you do the communication matrix and you figure out what level the child is communicating at and you show the parent where they are, the steps they've already achieved, and the steps they have yet to achieve and you make it real. You focus on that goal and the way to get there. As we learned from Ursula, never underestimate the importance of body language.  And so teach the parent to use those baby's cues. Adults need to know that what you're telling them is relevant. That makes sense. Almost self-explanatory. Adults are practical. They are looking for help and mentorship. So let's take a minute to talk about this. We are used to a therapy model in lots and lots of situations as teachers and as therapists.  EI is not a therapy model. We don't come in and take the baby for the next 45 minutes while mom sits on the sofa or does the dishes, or whatever is happening, or sits in a chair, if you think about a doctor's office and mom is sitting in the chair and the physical therapist is doing everything with the baby. This is not what happens in the home.  We are coaches. The baby should not spend -- (Laughing) There you go. EI is NOT a therapy model! I'm very obedient. Yes. We -- the baby should not spend more time in our arms or on our lap or relating to us than they do their parent. Our entire job is to build a bridge of interaction between the parent and the child.  Okay. We can skip down a couple. Principle seven, adults are open to several ways of learning. And adults want to choose how they learn. Do they learn best by doing, best by hearing, do they learn best bay seeing? They really need that opportunity.  To find their modality. So when you are working with parents, your job is to ask and listen. And then ask and listen. And then when you're done asking and listening, you ask and you listen more. Here are some questions that you should feel absolutely free to ask parents. What do you think will help baby progress more in this area?  What are some ways we can fit this into your day so it's not stressful for you, but more automatic? Listen, listen, and listen, and brainstorm together about the family's routines, about what's happening with them, about places they go, people that can help. One of the bonus questions of my career has been what is the hardest part of your day?  These are the questions you ask to figure out your goals and outcomes when you're working with families with young children. So, before we start here, before we push play, I have three very short videos. They are all families in our program. The folks you see interacting with them, they could be parents, they could be siblings, they could be grandmas, they could be neighbors. So just really think outside the box in terms of the dyads or triads of communication as you are planning, lesson  planning, thinking about introducing interventions, because these are all pretty simple. But they're all really important.  

They're doing an excellent job on this airplane, of keeping her engaged.  

Can you come walk to me? Yay! Good job! Good walking! Awesome walking. And drinking at the same time? You're doing so good!  

So, this was actually at a mall. The family had requested some help during shopping trips. That could be a mom that was calling to her, or it could have been a sibling. It could have worked lots of different ways in lots of different places, but this happened to be working in the community environment. So again, remember, in EI you're not working in classrooms. You're working in homes and other places that families go.  We learned how to turn the Christmas tree lights on with a switch. Look at Mom's face here. She looks completely delighted. Fun stuff. So, you may come with a great lesson plan. You know what the child needs to work on and you have activities set up to be able to work on those needs and outcomes.  But your job is to walk in the door and say is, what do you want to do today? And then get some input. So we've got several strategies lined up to talk about, as they relate to home routines. Of course we're going to talk about vision, motor, communication, social emotional, and cognitive.  That's kind of what we're going to focus on, before we head to the section, Kate, Kaycee, are there any questions we should address at this time, or are we good to go on?  

>>Kaycee: There are not any at this time.  

>>Karen: This could be the shortest coffee hour ever.  (Laughter)  

>>Karen: Before we can talk about the how-toes, there is a little bit of background that's important to know. So here are some basic assumptions about vision. I'm assuming that most of you out there know this, but sometimes when you start with a new age group, it's good to be reminded or if you've been working with older kids who are a lot more independent, these might be things that you're just not as aware of.  Use of vision will improve with practice, with a cup olof exceptions. One, those that don't have eyeballs. Another exception would be severe brain damage where the visual cortex isn't functionen and it's not going to. But for the most part, we assume that vision is going to improve with practice, that we can help it develop or at least make it more efficient in its use.  Parents have the best understanding. Ask them, where do they see best? What kind of lighting did you notice them noticing something in? What kind of activity were you doing when you saw her use her vision? What kind of position was she in? let's stop with position for a second. But remember, these are not little ones that are going to be sitting up.  These are kids doing tummy time, laying on their back, side, sitting up, assisted or unassisted. So, really ask Mom to be able to parse that out. What kind of position was she in? What kind of activity was she doing? Were there any other sensory cues? Did the object she looked at make a noise, was it shiny, moving, quiet in the environment so that she was less distracted?  Was there a smell? Was it very noisy in the environment so she felt safe to use her vision? Kids can react both ways depending on whether or not they're internallizer or externalizers. Were they touching the object? Was it soft, hard, crunchy, comforting?  I don't have the reference, but this is from Reach Out and Teach by Kay, and it's important stuff. So let's review it quickly. A child will see light before they see people and objects. They will fixate before they track. They will see near before they will see far. They will see in their periphery before they will use federal vision.  They will respond to familiar objects before unfamiliar objects. Think about the Dad on the airplane with the bunny, right? She was responding to that because it was something she knew. They will see parts before they see wholes. They will see simple before complex. They'll see large before small. They'll see concrete objects before they'll see two-dimensional representations of objects.  EI is not so much a place for pictures and lots of paper activities, especially in the very early months. We want things to be as concrete as possible. Here are some basic assumptions. Kids will rake through cereal or marbles, they will scoop, grasp, transfer, controlled release, two-handed tasks, maybe the one hand is holding something steady while the other hand turns it or bangs it.  gross motor, bearing weight, rolling, sitting, crawling, walking. Not every child will go in exactly the same order, of course. For example, Kate was never a crawler. She had places to go. She crawled for about 17 minutes. At 8 1/2 months, she stood up and went walking. She had places to go, people to see. Cognitive -- anticipating a routine. Babies do that early on. They start to hear noises. They recognize that means they are about to get changed or fed.  Turn the light on, lights come on. Turn the water on, water comes out. Differentiated cries are the beginning of communication. They'll cry differently. We respond differently. Body language, turning away. Let's talk about these for just a second. One of the reasons that early intervention for vision is so imperative as young as possible is because of attachment, right?  Mom and Dad are so used to seeing the baby look at them. They have great eye contact, have a great social smile. And babies with severe visual impairment, they're not going to look like that, their cues. Mom is so used to having the baby kick and get all excited and when she is coming into a room.  But a blind baby doesn't do that. They get very still and may turn a little bit so they can hear better. That is their excitement. That is their anticipation. But Mom or Dad can interpret that as oh, I'm disturbing my baby, they're stiffening up, they don't want me to disturb them. So, they back away.  We need to get in there very early and show them that the baby just has different cues, but they very much love and adore their parents so that we can help that attachment. And I just through hiccups in there because not everybody knows that hiccups are a sign of a baby being overstimulated.  Sometimes they'll fall asleep. Sometimes they'll get hiccups. But look for those things, too. If they're turning away, if they sleep automatically, that could be they're a little bit overstimulated and we need to back off a bit. Interactive games like peekaboo, attention-getting behavior are all ways that babies communicate.  Here's the hard part if you've been working with older students. When you plan activities for little ones, plan a minute of attention for each year they are old. So, that sounds frustrating and yes, there are babies that will go much longer. But know the baby before you have a lot of expectations that they're going to go for a lot longer.  And understand what they are interested in, familiar with, and will engage them. Remember that activities need to be childlike.  So here's where we're going to go right into routines and we're just going to look at some of the ways -- things we can look at or work on during these routines.  I don't can examples for each one of these routines and I don't have an example for every domain. I just sort of mixed it up. We could be here for a short time. We'll see what happens.  With vision, they will fixate before they track and use favorite objects before unfamiliar objects, unless it's so novel and wonderful. The most important thing in our department that we work with, are flashlights and slinkies, Mylar, objects with and without flashlights, we'll have movement, sounds. We'll scan for favorite objects. That's going to be so important as you're working with little ones, playing stop and go games with lights on and off, or lights on and off on a toy  or a stop and go game like you're swinging them in a blanket or doing this with their feet. You wait for them to give you a cue that they want to continue. Use a lighted mobile with shiny objects and movement during activities like diaper-changing. Use appropriate backgrounds to create high contrast on high chairs, for example. You might get some dark construction paper if that's what you've got so that they can see their cheerios on the high chair.  In books during scanning games, make sure that you've got contrast going and for scanning you can do it with or without light, with or without sound, with or without motion, with or without smell.  Smell is neglected, so think on that as well. Tactile things -- provide a variety of textures with blankets, toys, pajamas, food, books. Match textures, explore shapes and sizes, find objects by shape, texture, or from memory. If I have an array of three things and I take one away, will baby know that something's missing.  Dance together. You start and stop games together. Positioning, positioning, positions. We've talked about that already. Transferring things, hand to hand or to another person. Can they give you a something?  They might be able to do that before they can transfer hand to hand. Play with the big metal bowl, in and out play, dump things into it if baby is not startled by sound. We may use silverware or Tupperware. One of the important things are the Mardi Gras beads that you can get for way cheap because they fall into the metal bowl and you can stir them around and they make wonderful noises.  Reaching and grasping with or without flashlights, moving, or sound. Holding out arms and legs. Tummy time. If a baby struggles with tummy time, coach mom in turning them over after being changed or dressed and picking them up upside down so they kind of get used to that feeling.  Next, they're going to get scooped up by mom and put right here. It's going to be very reinforcing. Have some ideas on how to help that tummy time move along. Rolling, creeping, crawling. Most little ones love to pour. Give them lots of opportunities and scribbling with chalk, pudding, shaving cream. Literally the world is your limit there.  Communication -- we've talked about reading cues. Attending to faces. Let's talk about that one for a minute. I am very beige. If I take off my glasses, not only can I not see because I have very poor vision, but if you were visually impaired you couldn't see me, either, because I'm just this beige person.  So help parents, family members, siblings. Think about brightly colored hats, dark glasses, makeup, lipstick so that babies have something to fixate on when they look at faces. Think about all the ways that you could bridge that communication and interaction between children and -- our children, VI children and their family members.  Mirroring activities, joint finger play, peekaboo, active play, wrestling, dancing. There has been a lot of really great research done on using the body carriers in the slings or the little front packs that children who are carried in those, their motor skills, especially the children of VI, their motor skills relevance a lot more quickly -- advance more quickly.  They get concepts. There's no magic milk when your mom has had you on her hip your whole life and you know she reaches over and opens up the fridge to take out the milk and pour it into your bottle or on your cereal. You're part of all that. It's really naturalistic observation that gets to happen when we can encourage and coach parents in using devices like that.  I think about using similar scents and colors to recognize others. Think about turn-taking with sounds, toys, and activities. Cognitive things -- repetition of activities. I can no longer remember, but it's an incredibly large number of times that a typical child will want their favorite book read. If anybody remembers that, it's something like thousands. I just don't remember what the thousands are.  If somebody remembers that, feel free to throw that in the chat. So kids who can't ask for their favorite book to be read over and over again, we can't forget how much they need that. They need that familiarity. That is so pleasing to them and a great way for them to learn concepts. Repetition of activities.  Rolling, dropping, are all important cognitive effect things. Switch toys like the little one using the Christmas tree. That was so cool. And twin sister was just there as part of -- she wasn't jealous that he was turning on the Christmas tree. She was so involved with that. And she thought it was very cool, too.  Remove a favorite object, but not to the point of frustration and then bring it back when they give you a cue that they want it. Build anticipation in play and family routines. Let's think about that for a minute. Not only do we have the environmental sounds, but you can build anticipation into a routine.  Tapping a spoon on the high chair so you get the baby's attention and then there's the sound of the scraping the baby food dish or bottle. Then you can put it on their lips and they'll open their mouth and you give them the bite. If you do that every time, you build that anticipation into a routine. It's an incredibly important cognitive skill.  Hiding objects, where you take notes for your presentation and partially hide an object or hide it altogether and the baby is learning those conservancy concepts. Explore the nest of objects. This is a term that I got -- what makes a dog a dog and not a cat?  We explore the nest of things. There's four legs, there's fur, there's the sound they make. They need to do that. They need experiential learning. That's how they learn those concepts. What's up, down, hot, cold. Wait for requests for help. Not to the point of frustration, but they ought to be able to give you a noise if they need something to be opened, to start a toy, play a game. Don't forget pretend play -- please, don't forget how to pretend.  All teachers of all ages pretend. There are always those not great days that you have that you want to be able to show your class that you're into this and you're cheerful. Tool use -- reaching something with something else. Those are all important cognitive skills.  Let's talk about bedtime. And here's a little one so tired they fell asleep in the shoe. So here are a couple of ideas, working into a routine. In a room darkened as needed, hold a lighted toy or object like using a flashlight eight to ten inches from the baby and off to the side. When the baby can focus on that slowly move to develop tracking. Remember the slow part.  Begin to increase distance. Bring the object to midline, out to periphery and slowly back to midline. When ready, slowly cross midline. We're going to start working on this. Does she lose it at center? Can she pick it up again if she does lose it at center? Skills will overlap and vary greatly based on position.  Here's an idea for something that could happen naturally at bedtime when it's time to darken the room. Also at bedtime, hold the baby in your arms or in a body carrier while you put away their toys, cleanup time. Talk about what you're doing. Use lots of vocabulary. Seeing a -- sing a routine or regular goodnight song. Give a bath with the same scented product, lotion, so they anticipate bedtime. Dance together to the bedtime song. All things that are great for movement.  Thank you for that point, Kate. Do you mind going back one? I do it, we do it, you do it. I am so sorry. I should have explained that at the beginning. That's a coaching model. If the parent really feels a little bit lost or if you don't want to give them the chance to feel lost, say let me show you something and then you do it.  Then you say how do you feel about doing this together with me and then back away and say you do it. That's the coaching model. You won't be there at bedtime, probably. But you can coach all of these strategies before bedtime. Okay.  Mealtime, isn't he adorable. Mealtime. We're going to explore tactically at mealtime or you can do vision, cognitive, communication. We have a few strategies for every domain. Safely explore the cold fridge, freezer, and the hot stove or oven. Locate running water by sound, then explore with feet or fingers. Remember that a lot of children will prefer to touch things first with their feet than their hands.  If a little one tends to be a little bit tactilely defensive you might start with the feet. But the feet in a bucket of rice or in shaving cream or in water or in Play-Doh or in whatever it is you're exploring that way first. The explore food textures, fruit, sugar, flour, peas, pudding, etc. On the tray or in a cookie sheet if the baby prefers to be on the floor. Do whatever works.  Label favorite foods with object cues or Braille labels. So they're not only learning that oh, when I feel this I'm going to get my cookie, but they're also beginning to build that symbolism, that symbolic recognition. Place textures on the bottles. So this can be done in a number of ways. It can be hair scrunchchies, socks, you can sow things onto the socks like buttons or pompoms.  You can use a variety of fabrics. You can put Mylar. One of the most wonderful things I ever saw was from one of our providers, Terry Morrison who cut out holes in something and put the bottle in it. We were working on independence, the baby could feed themselves, we were working on tactile, it was great stuff.  You could put a cookie in a bowl of sugar or apple in pudding so the baby searches for that. Maybe we should put the cookie in the pudding and the apple in the sugar, I don't know. Nutritionally, somebody's going to have something to say about that. Sing cooking songs. This is the way we pour the milk, pour the milk. Or here we are a-stirring.  So just make them up and encourage moms and dads to just make it up. Boiling, freezing, crushing, shaking, stirring, cause and effect. All of those things are cause and effect activities. Matching or sorting. Put all the forks together or put them together by color. Conservation exploration with liquid. Lots of liquid poured into a container looks like less liquid. Will they get all of that? No, it's a pretty mature concept.  But it's still fun for them to play and look at it and begin to internalize it. Very Piaget, so by all means, let them do that. Choice-making -- so important and babies at a very, very young age will indicate preference. They'll choose their favorites. When they're very little, you'll see that in their faces.  Just watch the reaction and let them do some choosing. Pretend play we've talked about, so important to build that dramatic play for both cognitive and communication concept development.  All righty. We're going to head into changing or bath time or dressing. Lighted mobile, bright bath toys like a rubber ducky, mirror play while side-lying, matching clothing items like colors of socks or shirts and pants.  Highlight items with lighting like a flashlight or desk lamp. Develop touch cues for the dressing routine. If you're touching two fingers at the waist that might mean we're going -- it's time to be changed. Or have an object cue like an empty baby powder container, maybe one of the little ones that you get for travel size.  Make sure it's empty and give it to the baby so they know it's time to change, or give them the rubber ducky so they know it's time for bath. Use sound and touch to develop a routine. And then I have this section that's just stuff. And this was a great picture, it came from Creative Commons. I thought this is all stuff we've used, the power cord because we're always using switches or something, and the lava lamp, you bet.  The disco beads for something bright and attractive. Almost like a disco ball, great stuff. Make sure babies don't have seizure disorders. The desk lamp we already talked about. Let's talk about some general stuff.  In positioning remember sidelying, tummy, back, sitting up, standing up, all fours. What comes before boppies? It's something. Bumbos. Me again? Oh, bumbos. I realized I can move you. Bumbo is the little stool that has a lot of support but the baby still needs to be able to control their neck and head. boppie is a big round neck pillow on steroids. Positioning assisted or not assisted. Those are things we build bridges to from having to have a lot of systems, to minimal, to none.  Auditory development. Think about things that make noise. They can be great cues. Keys, the fridge, running water, animals, timers, phones, songs. Remember that hearing is the only distance sense we have if we are visually impaired.  So all the sounds that are happening in a family's home during the day are pretty meaningless to baby unless we're giving them the chance to learn experientially and to discover what all of these things mean. Swinging, sliding, rolling, grasping, bouncing, one hand to two, pinching, assisted or unassisted, with feet or hands.  All of those things you're going to be building into your lesson plan. And sensory, hiding, matching, exploring, inside, outside. And olfactory with four exclamation points because smell is so important and powerful and easy to forget.  With vision, using lighting, things that are shiny sparkly, simple, bright, funny hats, glasses, makeup. We make play frames. You can Google this and find it very easily, out of PVC pipe where you have two little feet at the bottom and the pipe goes like this. We hang things from it, beads, kitchen scrubbers, spoons, alum pie plates that make noise -- aluminum, they're cheap and wonderful.  It just is a real opportunity to sit with a parent and say, okay, here's our frame. What kinds of things can we hang from it that baby will really pay attention to? What are some of the preferred things? What do we want them to be paying attention to?  A lot of great ideas can come from two places. One is the VIISA curriculum for infants and preschoolers who are visually impaired. You can find that at Hope incorporated, an institute run out of Utah State University. And this is really kind of embarrassing because this is one that Utah did. I couldn't fund a good picture of it online.  This is Vision in the Natural Environment, an Intervention Guide for Children. We sell this here at Utah Schools for the Deaf and the Blind, but frankly, Hope also sells it. And so you could feed two birds with one crust if you wanted to get these and get them right from Hope.  Aren't they cute? This is what you get to do. In the corner, they're using Ps and Qs, teething toys. It's so great for kids that are tactilely defensive. There's a little one loving that yellow ball. This is Russell over here. He is -- he doesn't have any light perception. And so here he is exploring textures right up close and personal.  Down on the bottom we have siblings, brother loving his brother so much. Here we have snow. We went outside and collected snow and made snowmen on the tray. And these little lighted wands you can get at the dollar store. Just so great for fixating and tracking.  That's me. That's my email address. And Kate tells me there might be a question?  

>>Kaycee: Yeah. Do you have suggestions to help engage caregivers who are more used to that therapy model and use visits as a chance to relax or catch up on other tasks like dishes that you mentioned earlier, especially when the parent is the main or the only caregiver, how you handle that.  

>>Karen: One thing that I have never seen fail is if you are asking the caregiver what's likely to work, what are the preferred objects, what are the familiar things, could you get me a pan from the kitchen. Don't go in with a bag of things. Go in expecting to use what's in the home.  And then ask the parents, what does this child like to do? Can you show me how you feed him, hold him, play with him. It's very natural and very inclusive.  

>>Kaycee: Perfect. We had some comments about another tool that somebody really liked. Let me see, a book called Activities for Low Visual Efficiency, visual impairments, noted that she liked that the activities were broken up and they may not work on their own, but they're easy to adapt, another tool for people. And then we had some folks share that they felt that supporting those students with CVI in this young range is so important and there's lots of tools out there to do that.  

>>Karen: That's why we really love the NAVEG, because it's for finding those babies with CVI. It's just so great. The younger the better, right.  

>>Kaycee: Fabulous. Thank you so, so much, Karen. And thank you to everybody who participated in the chat. I'm going to go ahead and give the code.  

>>Kate: We had a couple people ask. I just put the visual response continuum, that image into the notes section. If you need an accessible version, please send me an email. I'll put my email in the chat and I will give you an accessible version. I just wanted to put a screenshot in there. If you go back to the handouts link, it will be there.