Helping Your Child See!
Using Contrast During Daily Routines
(EI-TVI version)

Caregiver PDF

EI-TVI PDF

Contrast is the difference in luminance or color that makes an object distinguishable from other objects in the same field of view. We can make it easier for your child to see contrast by changing the background so that the object on it stands out. Then we’ll see if your child is more interested in looking at or reaching for the object. First, let’s experiment with different foods and/or objects on various backgrounds to learn what is easiest for your child to see.

Objectives

• Teach parents about how contrast affects their child’s functional vision and how high contrast can reduce visual fatigue.
• Teach parents how to change contrast to help their child see.
  

Expanded Core Curriculum Areas Supported

• Self-Determination: Choice making, decision making and problem solving. First, we teach the parent about contrast, but eventually the child learns about contrast so they can advocate for themself and make things easier to see.
• Independent Living Skills: Use contrast during independent living skills to increase participation and independence.
• Recreation and Leisure: Learning how to use contrast during recreation and leisure activities to make them more enjoyable and easier.
• Sensory Efficiency: Use contrast to increase functional vision.
• Orientation and Mobility: Use contrast during orientation and mobility activities to increase movement and safety during movement.
• Compensatory Skills: Learning to use alternative techniques to promote independence and exploration.
• Social Skills: Bonding and communicating with caregiver during the activity. Adding contrast to the face (red lipstick, red glasses, bright hat, etc.) might help the child look at their caregiver or speaker.
  

Everyday Routines Supported

This activity supports play time, mealtime, dressing, bath time, and most routines in the day.

Suggested Next Steps to Use This Activity With Caregiver and Child

1. Discuss activity with caregiver to determine appropriateness and relevancy to family.
2. Forward the caregiver version of the activity to the caregiver.
3. Remind the primary caregiver one to two days before the home/virtual visit to gather the materials required.
4. Introduce the activity, discuss the objectives, and provide an overview of the possible steps.
5. Be prepared to break down the activities into a smaller subset as the child and family may not have the time or tolerance to complete all activities.
6. After completing this activity, consider extension activities that may be appropriate and relevant to the family.
   

Red placemat with orange spoon vs. yellow spoon

Navy sock on black blanket with pattern vs. orange blanket

White and gray washcloth vs. black washcloth

Doll on red blanket vs. gray sofa

Brown ball in wood chips vs. sidewalk

White ball on sidewalk vs. green grass

Red ring on a red blanket with a pattern (note, a child without color vision might see it something like these)