One great way to utilize our ABLLS visual performance data is to create programs specific to the areas that we see our students can improve in.

For one student who has visual impairments, we saw many deficiencies in the puzzle tasks.  Her data showed that she was unable to complete single piece puzzles, puzzles with connecting pieces in an inset, puzzles with a square edged border, puzzles that are irregularly shaped and non-interlocking, and jigsaw puzzles.

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(Pictured: Single piece)


We created a puzzle program for our student to work on building these visual performance skills.  There are 4 sets to work on (listed above).  Each trial, the student will be given the puzzle and told to complete the puzzle.  We record how long it takes the student to complete the puzzle as well as how many prompts we provide.

A prompt can consist of verbal or physical guidance, such as telling the student where a piece might go or physically moving or placing a piece in the puzzle.  Once student is provided with no more than 2 prompts and completes the puzzle in 5 minutes or less, this set is considered mastered.  The student can then move on to the next puzzle set.

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(Pictured: connecting pieces in an inset)


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(Pictured: square-edged border)




(Pictured: irregularly shaped and non-interlocking)