Using the Fundamentals of Implementation Science to Improve Data Collected and Reported Within Functional Vision Assessments

Introduction: This study analyzed the four established resources for teachers of students who are blind or visually impaired (TSVIs; also referred to as TVIs) who conduct functional vision assessments (FVAs) for students with visual impairments. Utilizing the Hexagon tool from implementation science, the authors then evaluated the usability of the FVA and current guidelines. Methods: In 2021, Kaiser and Herzberg identified a need for TSVIs to consider 23 components within FVAs, through examination of one established resource (originally developed by Erin & Paul, and later expanded by D'Andrea & Farrenkopf). This research compared these 23 components with those recommended by the other three established resources, resulting in a comprehensive list. The Hexagon tool was then used to evaluate the usability of the FVA to demonstrate the need for consistency and guide future research and practice. Results: Unanimous agreement (100%) regarding the 23 essential FVA components was found. The Hexagon tool from implementation science confirms the need for consistency and fidelity across the use and reporting of FVAs. Several considerations for future research are addressed. Discussion: There is considerable variation in the assessment and reporting of FVAs despite the agreeance of FVA components across all four established resources. Variability in the data collected across FVAs may impact student services and referrals recommended by TSVIs. Implications for Practitioners : FVAs are a critical component of a TSVIs role and student educational access. It is essential that FVAs and reports are consistent across teachers. Teachers should review their current forms and ensure all 23 components are listed, whether or not they were assessed for every student.