The ultimate goals of Bridge to Life include:

  • serving individuals with physical and/or communication impairments from birth through adulthood, locally, nationally and globally 
  • providing professional development opportunities in our areas of expertise 
  • contracting with families, agencies and school districts to offer direct services to students with severe physical impairments and complex communication needs

Save the Dates for Spring 2025!
Conversation Series on CVI and AAC with Dr. Christine Roman Lantzy

Browse Programs @The Bridge School

Webinar 9: Effective Interaction Strategies for Children with CVI and CCN

CVI@The Bridge School

Adapted AAC-CVI Framework – Adapted from work at Penn State University

Latest Events CVI@The Bridge School

2023 Summer Workshop – Addressing the Needs of Students with Cortical Visual Impairment (CVI) and Complex Communication Needs (CCN) in the Classroom Setting.

The Bridge School is excited to announce the AAC-CVI Framework, adapted from work at Penn State University.

Blackstone, S. W., Luo, F., Canchola, J., Wilkinson, K. M. & Roman-Lantzy, C. (2021). Children with cortical visual impairment and complex communication needs: Identifying gaps between needs and current practice. Language, Speech, and Hearing Services in School. 52, 612-629. https://doi.org/10.1044/2020_LSHSS-20-00088

Blackstone, S.W., Luo, F., Casella, V., Barker, M.R., Sevcik, R. Romski, M.A., & Roman-Lantzy. C. (under review). Profiles of Children with Cortical Visual Impairment (CVI) who use Augmentative and Alternative Communication (AAC): A Retrospective Examination (under review)

Blackstone, S.W. & Roman-Lantzy. (2019). Children with CVI and Complex Communication Needs. In Roman-Lantzy (Ed). Cortical Visual Impairment: Advanced Principles (pp. 58-91). Louisville, KY: APH Press.

Boster, J. B., McCarthy, J. W., Brown, K., Spitzley, A. M., & Blackstone, S. W. (2021). Creating a path for systematic investigation of children with cortical visual impairment who use augmentative and alternative communication. American Journal of Speech-Language Pathology, 30, 1880-1893. https://doi:10.1044/2021_AJSLP-20-00203

Chang, M. Y., & Borchert, M. S. (2020). Advances in the evaluation and management of cortical/cerebral visual impairment in children. Survey of Ophthalmology, 65, 708-724.

Luo, F., Blackstone, S. W., Canchola, J. & Roman-Lantzy, C. (2022). Working with Children with Cortical Visual Impairment who use Augmentative and Alternative Communication: Implications for Improving Current Practice. Augmentative and Alternative Communication.

McCarty, T., Sowers, D., Wolf, S., & Wilkinson, KM. (2021). A preliminary study of the relation of visual attention to stimulus complexity and level of functional vision in individuals with cortical visual impairment: Implications for AAC. Perspectives of the American Speech-Language-Hearing Association, 6, 1603-1617. https://doi.org/10.1044/2021_PERSP-21-00112  

McCarty, T. V., & Light, J. (2022). “It’s like a guessing game all the time:” Parent insights on barriers, supports, and priorities for children with cortical visual impairment and complex communication needs [Manuscript Under Review]. Department of Communication Sciences and Disorders, Penn State University. 

Roman-Lantzy, C. A. (2018). Cortical visual impairment: An approach to assessment and intervention (2nd ed.). New York, NY: AFB Press.

Roman-Lantzy, C. A. (2019). Cortical visual impairment: Advanced principles. New York, NY: AFB Press.

Tietjen, Matthew. (2019). The “What’s the Complexity?” Framework. In Roman-Lantzy, Christine. (2019) Cortical Visual Impairment: Advanced Principles (pp. 92-150). Louisville, KY: APH Press.

Wilkinson, K. M., & Jagaroo, V. (2004). Contributions of principles of visual cognitive science to AAC system display design. AAC: Augmentative and Alternative Communication, 20(3), 123–136.  

Wilkinson, KM & Wolf, SJ. (2021). An In-Depth Case Description of Gaze Patterns of an Individual With Cortical Visual Impairment to Stimuli of Varying Complexity: Implications for Augmentative and Alternative Communication Design. Pespectives of the American Speech-Language-Hearing Association, 6, 1591-1602. https://doi.org/10.1044/2021_PERSP-21-00111