ChromaGen® Vision Assessment 2013, First Edition rev.7

#C120086/L

CVA2013V i s i o n A s s e s s m e n t

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Light SensitivityOur brains process information received through our natural senses. This varies drastically from one person to another. Our vision is paramount to our functional ability yet is effected in numerous ways from poor vision to double vision, near sighted to farsighted, color blind to night blind. Ultimately, we are all affected one way or another by our vision. Reading is the mainstay of our learning process; our brains rely on the information perceived to process it accordingly. Two people may look at the same image, yet each of their brains may perceive it differently, and with varying results.

Learning disabilities and reading disabilities are often synonymous, but vision-related reading difficulties typically stem from various origins. Common symptoms of reading difficulties include a variety of distortions and seemingly-peculiar behavior of the written words being read. Some affected people may experience: blurring of print, words running together or disappearing, flashes of light, words moving, letters reversing themselves, headaches, and tired eyes. These reading-related problems can often be misdiagnosed, and could simply be a result of light sensitivity.

Scotopia refers to poor vision in bright light; photopia refers to poor vision in dim light. The problem with either condition is that each may alter light perception as it enters the visual system, which is problematic for the brain’s ability to synchronously decode visually-acquired information. Dyslexia, for example, can be directly related to both of these conditions, more so than being a result of a preconceived, inherited neurological disorder. Plainly put, people with perfect vision may actually be afflicted with light sensitivity and be unaware of the available solutions.

The ChromaGen® CureThis term is used cautiously, because proverbial miracle solutions are typically mythical. Our solution is to remedy the symptoms themselves by prescribing the use of ChromaGen®’s revolutionary haploscopic filters. These proprietary filters effectively synchronize and selectively alter the light’s wavelength as it enters each eye, in a dynamically balanced format. Simply, ChromaGen filters adjust the quality of information entering each eye, independently, before the information enters the brain’s neurological pathways, thereby synchronizing the information which enables the brain to process it properly. By enabling the brain to process visual information properly, the afflicted person’s life may be forever changed, including those who suffer reading problems, such as dyslexia, and those who may be color blind or have other color perception problems.

ChromaGen lenses offer an optical correction solution with life changing results. Preliminary screening evaluations and comprehensive ophthalmic tasks help prescribe appropriate lens configurations, which can be dispensed in the form of contact lenses or traditional eyeglasses, or can be incorporated into existing prescriptions.

This is Not an Eye Exam Pre-Screening Notice

For test subjects, parents, guardians, and all other participants:

All persons screened, including their parent or guardian, are hereby informed that the tasks contained within this manual are for screening

purposes only and in NO way replace an eye examination performed by a licensed optometrist or ophthalmologist as medical conditions may be

present that are not identified during the screening.

Further, it is recommended that a comprehensive eye examination is administered annually from birth to age 18, or as recommended by your

pediatrician, optometrist, or ophthalmologist. Only optometrists and ophthalmologists are trained to provide an eye examination.

Thank you for your participation!

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ChromaGen® Vision AssessmentA Note to CVA Screening Personnel The following disclaimer is to be read aloud prior to each screening:

“All persons screened, including their parent or guardian, are hereby informed that the tasks contained within this manual are for screening

purposes only and in NO way replace an eye examination performed by a licensed optometrist or ophthalmologist as medical conditions may be

present that are not identified during the screening.

Further, it is recommended that a comprehensive eye examination is administered annually from birth to age 18, or as recommended by your

pediatrician, optometrist, or ophthalmologist. Only optometrists and ophthalmologists are trained to provide an eye examination.”

Icons and Indicators

Stopwatch Required

Eye Occlusion Required

Magenta/GreenGlasses Req’d

Tasks requiring additional materials for proper administration feature these icons:

Prohibit Finger Tracking

Point Fixation Required

Allow Regular Prescription

Tasks requiring subject cooperation for proper administration feature these icons:

The ChromaGen Vision Assessment (CVA™) is intended for screening purposes only. The CVA is not a diagnostic instrument and it is not intended to be used to diagnose any medical condition or perceptual condition at any time.

Introduction for Screening Personnel 1Introduction for Participants 2Example Experiences 5

CSR™ Light Sensitivity Tasks X-Man™ 9Itty-Bitty Spider™ 11Jeanne’s Steps™ 13Peripheral ID 15V-Pattern Glare 17H-Pattern Glare 19

CSR Reading & Decoding TasksABC Sequence 21Word Sequence 23Nonsense Words 25Hidden Letters 27

CSR Vision Function TasksVisual Acuity 29Focus Strength 31Tracking 33Suppression 35Alignment 37Dominance & Convergence 39ChromaGen® Color Screening 41

Credits & Acknowledgements 43

Navigate the Manual

Words or numbers may be incorrectly read.

Words or numbers may wash-out on a bright page.

Words may be missed during reading.

Words or numbers may be incorrectly read.

Words or numbers may wash-out on a bright page.

Words may be missed during reading.

Words or numbers and may appear blurry.

Words or numbers may appear to float off the page.

Rivers may appear in paragraphs.

Words or numbers and may appear blurry.

Words or numbers may appear to float off the page.

Rivers may appear in paragraphs.

Instruct subject to continue to examine the entire image of X-Man.• Conduct inquiry Series B

• Add responses and any observations to Record Sheet

Should NO difficulty be reported:

• Proceed to next task

X-Man™Proximity Confusion A visual-perceptual task requiring subjects to correctly count a row of Xs, without the advantage of a placeholder. The task’s purpose is to determine the degree of distortion caused by light or its affect on the successful visual-perception of printed characters and words.

Part 2

• When you look at the Xs, do you see Xs, circles, diamonds, or squares?

• Which part stands out: the white between the Xs, or each X itself?

Instruct subject to carefully examine X-Man. Ask subject whether or not X-Man is difficult to view. If difficulty is reported identify reasons.

• Conduct inquiry Series A


Identify for the subject the line of Xs situated between the two Dots. Identify the Start Point and the End Point.

• Instruct subject to count aloud the number of Xs between the two Dots

• Add X count to Record Sheet Correct Count = 14

Ask subject to indicate any change(s) the CSR Optifilm may produce. • Repeat Part 1, Part 2, and Part 3


-End of Task-

Task ProcedurePart 1

Part 4

Series A

Overlay CSR Optifilm™ atop X-Man™

• Is counting the Xs easy or difficult?

• If anything, what makes counting the Xs difficult?

• Do the Xs stay in place or do some Os pop up or rise-up at you?

• Do any of the Xs move at all?

• If anything, what else is moving on the page?

• Do you see any colors on the page?

Series B

Part 3

Prohibit subject from tracking with finger.

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A B

• If anything, what is happening to the Spider; is it moving?

• If anything, what are its legs doing?

• What is happening to the horizontal lines in sections around the Spider?

• What, if anything is happening to the two bold vertical lines adjacent to it?

Linear Confusion A visual-perceptual task requiring subjects to fixate on a point while reporting peripheral distortions such as movement, color, or perception of the entire image. The purpose of the this screening is to determine the degree that light distorts or affects visual perception.

Instruct subject to examine the entire image. Identify the Curtains (the horizontal section at the top and the vertical sections at each side), the Blinds (horizontal lines), and the Spider. Instruct subject to fixate on the Spider.

Note: subject must fixate on the Spider at all times.



Remind subject to continue to fixate on the Spider at all times.

• Conduct inquiry Series B


Should NO difficulty be reported:


Ask subject to indicate any change(s) the CSR Optifilm may produce. Remind subject to continue to fixate on the Spider at all times.

• Repeat inquiry Series A


• Repeat inquiry Series B


-End of Task-

Task Procedure

Part 2

Part 1

Part 3

Series A

• What, if anything, is happening to the horizontal lines in column A & column B? (Identify columns with your finger for subject.)

• Are the horizontal lines: - staying still or moving? - overlapping or crisscrossing? - blurring, wiggling, or disappearing?

• Can you see the curtains? If so, what, if anything, are they doing?

• Are the lines within the curtains straight, crooked, or disappearing?


Series B

Overlay CSR Optifilm™ atop the Itty-Bitty Spider™

Spider™ Itty Bitty

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B

A

Demonstrate the counting path and method. Start at A and trace the path (highlighted) with finger up to B. Count aloud as you proceed.


Part 2

Linear Confusion A visual-perceptual task requiring subjects to count a row of boxes varying in size. The purpose of this screening task is to determine to what degree light affects subjects’ visual perception.

• What, in particular, makes the Steps difficult or uncomfortable to look at?

• What, if anything, makes it difficult to count the boxes?

• What, if anything, happens to the boxes or the lines while you are trying to count?

• Do the lines crisscross, move, blur, or disappear?


Identify the row of boxes starting at A at the bottom of Jeanne’s Steps to B at the top. Inform subject that the boxes vary in size. Identify the counting path by tracing it with your finger. See Task Note.

• Instruct subject to count aloud all boxes from A to B without stopping

• Add box-count to Record Sheet Correct Count = 37

Ask subject to indicate difficulty level experienced by simply looking at the Steps. Should ANY difficulty be reported:


• Add responses and any observations to Record Sheet Should NO difficulty be reported:


Ask subject to indicate any change(s) the CSR Optifilm may produce. Reidentify A, B, and the counting path on the Steps.

• Instruct subject to count the boxes aloud, without stopping

• Add box-count to Record Sheet Correct Count = 37



-End of Task-


Part 3

Series A

Overlay CSR Optifilm™ atop Jeanne’s Steps™

Jeanne’s Steps™

Task Note

B

A

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PeriPheraL Vision abnormaLities This is a visual-perceptual task which requires subjects to count shapes while maintaining visual fixation. The purpose is to determine the degree that light distorts or affects peripheral perception in a visual task associated with accurate eye movement vital to reading.

Peripheral ID

• While fixated on the Central Star how many triangles can you see?

• Are the triangles moving, changing, or disappearing?

• Are the triangles blurry or are they clear?

Identify the Triangles, the Diamonds, and the Central Star. Instruct subject to fixate on the Central Star, and to maintain fixation on the Star at all times.

• Identify for subject the array of triangles situated around the Central Star


• Add responses and triangle-count to Record Sheet Correct = 8

Remind subject to continue to fixate on the Star.

• Identify for subject the array of diamonds situated around the Central Star

• Conduct inquiry Series B

• Add responses and diamond-count to Record Sheet Correct = 8

Ask subject to indicate any change(s) the CSR Optifilm may produce. Remind subject to continue to fixate on the Central Star at all times.

• Repeat procedure Part 1

• Add responses and triangle-count to Record Sheet

• Repeat procedure Part 2

• Add responses and diamond-count to Record Sheet

-End of Task-

Task Procedure

Part 2

Part 1

Part 3

Series A

• While fixated on the Central Star how many diamonds can you see?

• Are the diamonds moving, changing, or disappearing?

• Are the diamonds blurry or are they clear?

Series B

Overlay CSR Optifilm™ atop the Peripheral ID

Verify that the subject does not deviate focus from the Central Star in an attempt to correctly count shapes. Watch for, and prevent, eye and/or head movement.

Although this task has been designed to ascertain how many shapes are visible within a subject’s periphery, the accuracy of the reported count is not as important as the ability to identify any of these shapes at all.

Task Note

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Pattern GLare sensitiVity This is a task whereby the subject is instructed to fixate on the star situated in the center of the pattern. The subject then reports any movement within the pattern and/or if the pattern is physically uncomfortable to look at. The purpose of this is to identify a sensitivity to pattern glare.

• Is the series of lines uncomfortable to look at?

• If anything, what is happening to the Central Star?

• Is the Central Star moving?

• What, if anything, is happening to the lines around the Central Star?

• Are the lines: - staying still or moving? - overlapping or crisscrossing? - blurring, wiggling, or disappearing?


Instruct subject to carefully examine the entire image as whole.

Identify for the subject the Central Star. Instruct subject to fixate on the Central Star, and to maintain fixation on the Central Star.






-End of Task-


Part 2

Series A

Overlay CSR Optifilm™ atop the V-Pattern Glare

V-Pattern Glare

Should subject experience physical discomfort or nausea discontinue this task and proceed to the next task.

Task Note

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Pattern GLare sensitiVity This is a task whereby the subject is instructed to fixate on the star situated in the center of the pattern. The subject then reports any movement within the pattern and/or if the pattern is physically uncomfortable to look at. The purpose of this is to identify a sensitivity to pattern glare.

• Is the series of lines uncomfortable to look at?

• If anything, what is happening to the Central Star?

• Is the Central Star moving?

• What, if anything, is happening to the lines around the Central Star?

• Are the lines: - staying still or moving? - overlapping or crisscrossing? - blurring, wiggling, or disappearing?


Instruct subject to carefully examine the entire image as whole.

Identify for the subject the Central Star. Instruct subject to fixate on the Central Star, and to maintain fixation on the Central Star.






-End of Task-


Part 2

Series A

Overlay CSR Optifilm™ atop the H-Pattern Glare

H-Pattern Glare

Should subject experience physical discomfort or nausea discontinue this task and proceed to the next task.

Task Note

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LiGht sensitiVityRandom letters presented on a reading surface are used to measure a subject’s rate-of-reading, and subtle forms of light sensitivity. Letters are used in lieu of words to enable examination of younger children.

Situate task card at a normal reading distance for subject (16 inches). Inform subject that the task is timed to one minute.

• Instruct subject to read the letters aloud

• Start timer Note: Should subject reach the end instruct to begin again.

• Record letter-count at one minute

• Add letter-count to Record Sheet (this count = n1)


• Stopwatch or timer

Ask subject to indicate any change(s) the CSR Optifilm may produce.

• Record any significant observations on Record Sheet

• Instruct subject to again read the letters aloud


• Record letter-count at one minute

• Add letter-count to Record Sheet (this count = n2)

• Calculate improvement rate per formula in Task Note

-End of Task-


Part 2

Special Materials Required

Overlay CSR Optifilm™ atop the ABC Sequence

ABC Sequence

((n2-n1)/n1) x 100 = % increase in reading rate

wherein

n1= Letters-per-minute without CSR Optifilm n2= Letters-per-minute with CSR Optifilm

Example:

Jay reads 20 letters-per-minute without CSR Optifilm

Then Jay reads 50 letters-per-minute with CSR Optifilm

Calculated:50 - 20 = 3030 / 20 = 1.5

1.5 x 100 = 150%((50 - 20) / 20) x 100

“Jay experienced a 150% increase in letters-per-minute with CSR Optifilm.”

Task Note

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LiGht sensitiVityRandom words presented on a reading surface are used to measure a subject’s rate-of-reading, and subtle forms of light sensitivity.

Situate task card at a normal reading distance for subject (16 inches). Inform subject that the task is timed to one minute.

• Instruct subject to read the words aloud


• Record word-count at one minute

• Add word-count to Record Sheet (this count = n1)


• Stopwatch or timer


• Record any significant observations on Record Sheet

• Instruct subject to again read the words aloud




• Calculate improvement rate per formula in Task Note

-End of Task-


Part 2


Overlay CSR Optifilm™ atop the Word Sequence

Word Sequence

((n2-n1)/n1) x 100 = % increase in reading rate

wherein

n1= Words-per-minute without CSR Optifilm n2= Words-per-minute with CSR Optifilm

Example:

Jay reads 20 words-per-minute without CSR Optifilm

Then Jay reads 50 words-per-minute with CSR Optifilm

Calculated:50 - 20 = 3030 / 20 = 1.5

1.5 x 100 = 150%((50 - 20) / 20) x 100

“Jay experienced a 150% increase in letters-per-minute with CSR Optifilm”

Task Note

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LiGht sensitiVity A random arrangement of nonsensical words presented on a reading surface used to determine the extent light’s adverse effects on a subject’s ability to process printed words.

Situate task card at a normal reading distance for subject (16 inches).

• Instruct subject to look at the card of Nonsense Words


• Instruct subject to choose any line and read each letter aloud

• Record responses and any other observations on Record Sheet


• Instruct subject to look at the card of Nonsense Words


• Instruct subject to choose a different line and read each letter aloud


-End of Task-


Part 2

Overlay CSR Optifilm™ atop the Nonsense Words

Nonsense WordsSeries A

• Are the nonsense words difficult to look at? If so, why?

• What, if anything, is happening to the words or letters?

• Are the words or letters: - staying still or moving? - floating or sinking? - blurring or wiggling

• Are any of the words or letters disappearing?



25

27

fiGure Ground disCrimination A task which gauges a subject’s ability to distinguish an object, shape, word, or letter from the background in which it is embedded. Problems with figure-ground discrimination may impact the ability to identify or isolate individual letters and words presented on a written page.


• Instruct subject to identify each of the Hidden Letters



• Instruct subject to again identify each of the Hidden Letters


-End of Task-


Part 2

Overlay CSR Optifilm™ atop the Hidden Letters

Hidden Letters

Task Key

27

E L 8

O T E 6

U O P 9

B I E 3 P E F 7 R T O 2 F P O 0

29

CLearness of eyesiGhtVisual acuity tasked here is the measurement of the ability to discriminate various letters at a specific distance and assesses near acuity and distance acuity. Myopia (nearsightedness) is a vision condition wherein nearer objects are seen more clearly than distant objects. In contrast, hyperopia (farsightedness) is a vision condition wherein distant objects are seen more clearly than nearer objects.


• Cover the left eye with the occluder

• Identify for the subject the vertical column of letters

• Instruct the subject to begin at the top with the letter E

• Instruct subject to continue down until the letters are no longer visible

• Record identified letters on the Record Sheet

• Occluder (e.g., an index card)Task Procedure

Part 1


Visual Acuity

• Cover right eye with the occluder and repeat Part 1

• Record identified letters on the Record Sheet

Part 2

E L 8

O T E 6

U O P 9

B I E 3 P E F 7 R T O 2 F P O 0

Task Key

5 feet

16 inches

• From a five (5) foot distance repeat Part 1

• Record identified characters on the Record Sheet

• Also from a five (5) foot distance repeat Part 2

• Record identified characters on the Record Sheet

-End of Task-

Part 3

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big up come and is my cat not dog you see for

31

aCCommodatiVe amPLitudeThis screening determines the amount of focusing strength. The greater the focusing strength, the longer a person typically can focus the eyes. Decreased focusing strength is associated with decreased reading ability, red eyes, tired eyes, and decreased comprehension.

Focus Strength


• Instruct subject to fixate on the word look

• Inform subject that the task card will be brought toward their face

• Instruct subject to keep both eyes open Note: Allow NO squinting.

• Instruct subject to indicate the instant the word look becomes blurry

Proceed to slowly bring the task card toward the subject’s nose.

• Stop once subject indicates the word look has become blurry

• Record the distance on Record Sheet

-End of Task-


Measure distance with the CVA Linear Scale.

Directions (Prior to Task Administration)

1. Unfold the CVA Linear Scale

2. Place the CVA Linear Scale flat on the surface between yourself and the subject

3. FOLLOW CALIBRATION INSTRUCTIONS PRINTED ON THE CVA LINEAR SCALE

4. Place CVA on the scale; be sure to position its Alignment Mark* at sixteen inches (16”)

5. Lift CVA slightly, and proceed with task

6. Place CVA down at the exact moment the subject reports that the word ‘look’ has become blurry or has doubled-up

7. Record the linear distance as indicated by the Alignment Mark on your CVA binder

*located on the side which faces you, as indicated by the chevrons on the CVA binder itself (pictured).

Task Note

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see not cat for look is my and up come play you see the andmy play see to for you is the look up cat not dog come red

the to for my come play the dog see you not cat up and comeup come look for the not dog cat you to see is and my go

not you dog for not cat my look come and up to play see playgo the look dog and not is you come up to my for cat the

run up play my is dog you come look for see and to the webig up come and is my cat not dog you see for to play me

and you is look the dog play see not come and to cat for redred the to and you cat is look up my not dog play see run

go look see and play to the is cat not come for my up forthe not to play look the and dog see is cat up you for not

we is for dog come see the cat up look you play my not youme you cat to and play for not come up the see look my two

red come to up cat my see dog you not look is play and notwe see the play look up is cat not my and dog for you not

one cat up dog and is play come you see for not to look gothe for the and not see my play come is look dog cat to run

me to you and play cat up is my not come for the look bigblue come see cat not look dog is my up the for to and you

see not cat for look is my and up come play you see the andmy play see to for you is the look up cat not dog come red

the to for my come play the dog see you not cat up and comeup come look for the not dog cat you to see is and my go

not you dog for not cat my look come and up to play see playgo the look dog and not is you come up to my for cat the

run up play my is dog you come look for see and to the webig up come and is my cat not dog you see for to play me

33

VisuaL traCkinGVisual tracking is the eyes’ ability to work together and navigate from one side of the written page to the other side accurately with precision. Decreased tracking is associated with a number of reading issues: skipping words, skipping lines, reversed words, substituting words in place of actual words, and decreased reading comprehension.

Instruct subject to read aloud the first word and the last word of each line as quickly as possible. Inform subject that the task is timed to one minute.

• Instruct subject to read the first word and last word of each line aloud

• Start timer






Eye Tracking


Series A

• Are the words or lines of words difficult to look at? If so, why?

• What, if anything, is happening to the words, letters, or lines?

• Are the words, letters, or lines: - staying still or moving? - floating or sinking? - blurring or wiggling

• Are any of the words or letters disappearing?



• Instruct subject to read the first word and last word of each line aloud

• Start timer





-End of Task-

Part 2

Overlay CSR Optifilm™ atop the Eye Tracking Task

33

Progress Guideme bigblue yousee andmy redthe comeup gonot playgo therun webig meand redred rungo forthe notwe you

123456789

101112131415

me twored notwe notone gothe runme bigblue yousee andmy redthe comeup gonot playgo therun webig me

161718192021222324252627282930

35

binoCuLar suPPressionBinocular suppression is the result of the eyes not working together in some way. This may be caused by unequal focusing of the two eyes, poor alignment (including poor convergence), poor accommodation, or decreased acuity of one eye. The brain suppresses (turns-off) the perception of the image associated with one of the eyes.

Situate the task card at a normal reading distance (16 inches).

• Instruct subject to put on the Trioscopic (magenta/green) glasses

Point to the Vertical Arrows.

• Ask subject to report the number of visible Vertical Arrows

• Record arrow-count on Record Sheet Note: Should subject fail to identify the two vertical arrows do not proceed to the Eye Alignment Task


Suppression

Point to the Horizontal Arrows.

• Ask subject to report the number of visible Horizontal Arrows

• Record arrow-count on Record Sheet

Note: Should subject fail to identify the two horizontal arrows do not proceed to the Eye Alignment Task

-End of Task-

Part 2

• Trioscopic (magenta/green) glasses


Subject may wear Trioscopic glasses over their prescription glasses, as indicated.

Task Note

Task Key

Horizontal ArrowsHashes spaced @ 0.10”

Vertical ArrowsHashes spaced @ 0.10”

A B C D E F G

1 2 3 4 5 6 7

37

Vertical Arrow & Letters

Letters spaced @ 0.10”

binoCuLar aLiGnmentBinocular alignment is required for each eye to see equivalent images in order for the brain to process the images and produce one perceived image. Poor alignment will produce decreased concentration, decreased comprehension, increased distractibility, suppression, missed words and missed lines, among many other signs and symptoms.

Situate the task card at a normal reading distance (16 inches).

• Instruct subject to put on the Trioscopic (magenta/green) glasses

Point to the Horizontal Arrows and the letters.

• Ask subject to report the letter to which the Horizontal Arrow points

• Record letter on Record Sheet


Alignment

Point to the Vertical Arrow and the numbers.

• Ask subject to report the number to which the Vertical Arrow points

• Record number on Record Sheet

-End of Task-

Part 2

• Trioscopic (magenta/green) glasses


Subject may wear Trioscopic glasses over their prescription glasses, as indicated.

Task Note

Task Key

A B C D E F G

1 2 3 4 5 6 7

Horizontal Arrow & Numbers

Numbers spaced @ 0.10”

39

eye dominanCe & eye ConVerGenCeEye dominance is analogous to right or left handedness, but the two are not equivalent. Although no significant correlation exists between hand and eye dominance, there may be cross-dominance with a right handed person having left eye dominance. Near point of convergence is a screening of the eyes’ ability to converge together. Proper convergence is necessary in order for the eyes to work together so visual data collected can be processed by the brain synchronously. Poor convergence is associated with poor near-task concentration, poor comprehension, and greater distractibility.

Instruct subject to extend their arms in front of them and create a small triangular opening with both of their hands by putting one thumb on top of the other and extending the other fingers out and overlaying them to form a triangle with both hands.

• Instruct subject to raise arms and look through the triangle at your nose

• Repeat procedure; use the two common responses of three (3) trials

• Record results on the Record Sheet

-End of Task-

Task ProcedureDominance

Dominance

Place one thumb on top of the other thumb. Extend the other fingers to form a triangle with both hands.

Task Note(Dominance)

ConvergenceTask Procedure

Situate test card at a normal reading distance in front of subject (16 inches).

• Instruct subject to fixate on the X

• Have subject move slowly toward the X

• Instruct subject to report when the X becomes two Xs Observe eye alignment; each should be fixated on the X as the subject moves closer to the X. Record distance when either a) subject reports two Xs, or b) eye misalignment is observed.

• Repeat procedure; use the shortest distance of three (3) trials

• Record results on the Record Sheet

-End of Task-

The eyes will move inward or move outward relative to each other.

One or both eyes may appear to shake.

Task Note(Convergence)

41

General Indications

The characters camouflaged within the CCT’s pseudoisochromatic field have been tinted in concert with the field itself, using colors selected from points along the same confusion line within the CIE 1931 XYZ Color Space.

The selected confusion lines reflect color hues known to be confused (or indistinguishable) by subjects afflicted with some level of deuteranomaly—commonly referred to as ‘red-green color blindness”. 6.0% of males and 0.4% of females are deuteranomalous.

Generally speaking: should a subject fail to easily identify any of the pseudoisochromatic letters, it may be assumed that the subject suffers some degree of deuteranomaly. Simply, the subject’s medium-wavelength color receptors (‘green cones’) may be weak, abnormal, or missing altogether.

E: Should a subject fail to distinguish the E, it may be assumed that a deuteranomaly may present at a higher degree.*

CoLor PerCePtion & distinCtionThis simplified task quickly gauges subject’s ability to distinguish color hues within the average human color space. This ChromaGen® Color Test (CCT ™) excerpt features four standard alphabet characters pseudoisochromatically camouflaged between two proprietary hexagonal screens—which have been designed to further confuse the eyes’ ability to discern the outlines of familiar glyphs, letters, and/or numerals.

Color perception problems may have a negative impact on a person’s ability to progress down certain professional pathways, and therefore is often labelled a disability.

Situate task card at a normal reading distance before subject (16 inches).

• Inform subject that four (4) letters or numbers are hidden within the field

• Instruct subject to identify any discernible letters or numbers


-End of Task-


Color ScreeningTask Notes

This task provides only an indication that a color-perception problem may exist.

This CCT™ excerpt neither identifies a specific color-perception condition, nor indicates to what degree

a presenting color-perception problem may be.

This CCT excerpt is simply used herein as a qualifier or ‘screening tool’, which serves as an entry point

for a subject’s further evaluation by a ChromaGen® Certified Practitioner.

Notice*

MediumWavelength

Zone

High~MediumWavelength

Zone

A comprehensive screening manual developed by

Dr. Jeanne Howes, Ph.D& Dr. Edward J. Huggett, Jr., O.D.

Edited, produced, and published by

ChromaGen VisionPennsylvania, USA

Copyright © 2013 ChromaGen Vision, LLC. All rights reserved, including the right to reproduce this book or any portion thereof in any form whatsoever.

ChromaGen® Vision Assessment CVA™

Edition 1 Rev. 7; May 2013Ref. #C120086, #G130030, #GXZ13811

CHROMAGEN, CGN, the butterfly symbols, and other devices are trademarks or registered trademarks of ChromaGen Vision, LLC. United States Patents 7,931,369, and 6,089,712, others pending.

Printed in the United States of America.

A ChromaGen® Publication of a qualifying and screening tool engineered expressly for use by Qualified ChromaGen Screeners,

ChromaGen Certified Practitioners, and other authorized associates.

www.IReadBetterNow.com

©2013 ChromaGen. All rights reserved.

#C130030V1B4

United States patents 7,931,369, and 6,089,712. Others pending. For additional information call (855) 473-2323.

Documents

ChromaGen® Vision Assessment 2013, First Edition rev.7