Pub Date : 2023-05-01DOI: 10.1177/0145482X231180615
Henriëtte van der Aa, F.A.M. Jonker, P. de Looff, R. Didden
Introduction: In this study, we explored if low vision or blindness affects adaptive functioning in individuals with and without intellectual disabilities, using the adaptive ability performance test (ADAPT). Method: Two hundred and nine ADAPTs were collected from individuals with low vision and blindness who were in care or lived independently. ADAPT scores were compared with 2642 ADAPT scores from sighted individuals. Separate comparisons were made for intellectually disabled and nonintellectually disabled groups. Results: ADAPT scores of low vision and blind individuals in both intellectually disabled and nonintellectually disabled groups were significantly lower than those of sighted individuals. ADAPT scores did not differ significantly between low vision and blind individuals. Reference values were established for individuals with visual impairments with and without intellectual disabilities. Discussion: Despite some limitations of this study, we conclude that adaptive skills are lower in individuals with visual impairments than in sighted individuals. Cross-cultural studies are required. Information for Practitioners: The results of this study provide insight into adaptive skills in individuals with visual impairments. Reference data on the ADAPT can be used for the classification of (the severity of) intellectual disabilities and assessment of the need for support or training of adaptive skills, which makes the ADAPT a useful instrument for professionals who work with individuals with visual impairments with and without intellectual disabilities.
{"title":"A Study Into the Relationship Between Adaptive Skills and Visual Impairment in Individuals With and Without Intellectual Disabilities","authors":"Henriëtte van der Aa, F.A.M. Jonker, P. de Looff, R. Didden","doi":"10.1177/0145482X231180615","DOIUrl":"https://doi.org/10.1177/0145482X231180615","url":null,"abstract":"Introduction: In this study, we explored if low vision or blindness affects adaptive functioning in individuals with and without intellectual disabilities, using the adaptive ability performance test (ADAPT). Method: Two hundred and nine ADAPTs were collected from individuals with low vision and blindness who were in care or lived independently. ADAPT scores were compared with 2642 ADAPT scores from sighted individuals. Separate comparisons were made for intellectually disabled and nonintellectually disabled groups. Results: ADAPT scores of low vision and blind individuals in both intellectually disabled and nonintellectually disabled groups were significantly lower than those of sighted individuals. ADAPT scores did not differ significantly between low vision and blind individuals. Reference values were established for individuals with visual impairments with and without intellectual disabilities. Discussion: Despite some limitations of this study, we conclude that adaptive skills are lower in individuals with visual impairments than in sighted individuals. Cross-cultural studies are required. Information for Practitioners: The results of this study provide insight into adaptive skills in individuals with visual impairments. Reference data on the ADAPT can be used for the classification of (the severity of) intellectual disabilities and assessment of the need for support or training of adaptive skills, which makes the ADAPT a useful instrument for professionals who work with individuals with visual impairments with and without intellectual disabilities.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"224 - 232"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1177/0145482X231184467
G. Kapperman, Molly A. Pasley, Marian Garcia
of the U
的
{"title":"Preparation of Individuals Who Are Visually Impaired for Employment as Spanish Interpreters","authors":"G. Kapperman, Molly A. Pasley, Marian Garcia","doi":"10.1177/0145482X231184467","DOIUrl":"https://doi.org/10.1177/0145482X231184467","url":null,"abstract":"of the U","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"246 - 250"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/0145482x231166590
John A. Kusku
{"title":"A Review of The Camp Abilities Story: The Global Evolution of Sports Camps for Children Who Are Visually Impaired","authors":"John A. Kusku","doi":"10.1177/0145482x231166590","DOIUrl":"https://doi.org/10.1177/0145482x231166590","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"189 - 190"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/0145482X231169721
Deborah Chen, Cathy Callahan Groves
When a baby is diagnosed with a visual impairment, parents and caregivers are likely to experience a host of overwhelming feelings. They may have urgent questions about the child’s medical care and concerns about how the child will develop and learn. Early intervention visual impairment practitioners (teachers of students with visual impairments and orientation and mobility specialists who provide early intervention services) may meet families during a vulnerable and uncertain period. According to McMilliam and Scott (2001), early interventionists offer informational, material, and emotional supports to families. Early intervention visual impairment practitioners may provide information about the type and severity of a child’s visual impairment and possible influences of vision loss on overall development. They may share information about ways to promote use of functional vision, compensatory skills, and how to obtain or adapt materials to help the child learn. Practitioners may also assist the family in finding relevant services and resources and in addressing material needs such as food, housing, and financial support. They may help families access emotional support through established services in early intervention and from informal family and community networks. Based on required professional competencies (Division for Early Childhood, 2020) early interventionists prepared by early intervention or early childhood special education programs are likely to feel confident and competent to provide informational and material supports to families. However, they may be less prepared to provide emotional support and be challenged by the complexities of family situations (Brotherson et al., 2010; Lee, 2015). Practitioners in visual impairment are trained to serve children of all ages so may not be adequately prepared for early intervention practices (Anthony, 2014; Ely et al., 2020; Ely & Ostrosky, 2018), unless they have had specific training or professional development. Given these training gaps, the authors reflected on their professional experiences mentoring early interventionists from various disciplines including early intervention visual impairment
当婴儿被诊断为视力障碍时，父母和照顾者可能会经历一系列压倒性的感觉。他们可能对孩子的医疗保健有紧急问题，并担心孩子将如何发展和学习。早期干预视障从业者（视障学生的教师以及提供早期干预服务的定向和行动专家）可能会在脆弱和不确定的时期与家人见面。根据McMilliam和Scott（2001），早期干预主义者为家庭提供信息、物质和情感支持。早期干预视力障碍从业者可以提供有关儿童视力障碍的类型和严重程度以及视力丧失对整体发展的可能影响的信息。他们可能会分享关于如何促进功能性视力的使用、补偿技能以及如何获得或调整材料以帮助孩子学习的信息。从业者还可以帮助家庭找到相关的服务和资源，并解决物质需求，如食物、住房和经济支持。他们可以通过早期干预中的既定服务以及非正式的家庭和社区网络帮助家庭获得情感支持。根据所需的专业能力（幼儿司，2020），通过早期干预或幼儿特殊教育项目培养的早期干预主义者可能会感到有信心和能力为家庭提供信息和物质支持。然而，他们可能不太准备提供情感支持，并受到复杂家庭情况的挑战（Brotherson et al.，2010；Lee，2015）。视力障碍从业者接受的培训是为所有年龄段的儿童服务，因此可能没有为早期干预实践做好充分准备（Anthony，2014；Ely等人，2020；Ely&Ostrosky，2018），除非他们受过专门的培训或专业发展。鉴于这些培训差距，作者反思了他们指导包括早期干预视力障碍在内的各个学科的早期干预学家的专业经验
{"title":"Providing Emotional Support to Parents and Caregivers of Infants and Toddlers With Visual Impairments","authors":"Deborah Chen, Cathy Callahan Groves","doi":"10.1177/0145482X231169721","DOIUrl":"https://doi.org/10.1177/0145482X231169721","url":null,"abstract":"When a baby is diagnosed with a visual impairment, parents and caregivers are likely to experience a host of overwhelming feelings. They may have urgent questions about the child’s medical care and concerns about how the child will develop and learn. Early intervention visual impairment practitioners (teachers of students with visual impairments and orientation and mobility specialists who provide early intervention services) may meet families during a vulnerable and uncertain period. According to McMilliam and Scott (2001), early interventionists offer informational, material, and emotional supports to families. Early intervention visual impairment practitioners may provide information about the type and severity of a child’s visual impairment and possible influences of vision loss on overall development. They may share information about ways to promote use of functional vision, compensatory skills, and how to obtain or adapt materials to help the child learn. Practitioners may also assist the family in finding relevant services and resources and in addressing material needs such as food, housing, and financial support. They may help families access emotional support through established services in early intervention and from informal family and community networks. Based on required professional competencies (Division for Early Childhood, 2020) early interventionists prepared by early intervention or early childhood special education programs are likely to feel confident and competent to provide informational and material supports to families. However, they may be less prepared to provide emotional support and be challenged by the complexities of family situations (Brotherson et al., 2010; Lee, 2015). Practitioners in visual impairment are trained to serve children of all ages so may not be adequately prepared for early intervention practices (Anthony, 2014; Ely et al., 2020; Ely & Ostrosky, 2018), unless they have had specific training or professional development. Given these training gaps, the authors reflected on their professional experiences mentoring early interventionists from various disciplines including early intervention visual impairment","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"175 - 182"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47898503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/0145482X231167871
Rachel Anne Schles, Hilary E. Travers
Introduction: Special education eligibility criteria vary across U.S. states; this study reports a systematic analysis of interstate eligibility criteria in the Individuals with Disabilities Education Act (IDEA) category of visual impairments including blindness. Method: Eligibility criteria for all 56 U.S. states, territories, and Washington, DC, were collected and coded on 20 different variables. Variables included use of federal language, qualifying conditions, assessment components, and eligibility team member requirements. Results: Fourteen of 56 states use similar or identical eligibility criteria written in IDEA. Forty-one states (73%) included language that specified criteria or operationally defined what it meant to be a student with a visual impairment in their state. Although about half of the states included an eye report as part of the eligibility process, few specifically mentioned functional vision, learning media, and orientation and mobility assessments in their criteria. Discussion: Significant interstate variations in the interpretation of who qualifies as a student with a visual impairment exist in the United States. Some eligibility criteria were written in an unclear language, making the criteria hard to interpret. Given that identification and prevalence rates of students with disabilities, including students with visual impairments, correlate to components of eligibility criteria, future work should seek to develop an operationalized universal definition of who qualifies as a student with visual impairment in schools. Implications for Practitioners: Since significant interstate variations exist, students, families, and educators must have easy access to all states’ criteria so that families may understand how a student's eligibility for services may change if they move between states.
{"title":"Survey of Special Education Eligibility Criteria for the Category Visual Impairment Including Blindness","authors":"Rachel Anne Schles, Hilary E. Travers","doi":"10.1177/0145482X231167871","DOIUrl":"https://doi.org/10.1177/0145482X231167871","url":null,"abstract":"Introduction: Special education eligibility criteria vary across U.S. states; this study reports a systematic analysis of interstate eligibility criteria in the Individuals with Disabilities Education Act (IDEA) category of visual impairments including blindness. Method: Eligibility criteria for all 56 U.S. states, territories, and Washington, DC, were collected and coded on 20 different variables. Variables included use of federal language, qualifying conditions, assessment components, and eligibility team member requirements. Results: Fourteen of 56 states use similar or identical eligibility criteria written in IDEA. Forty-one states (73%) included language that specified criteria or operationally defined what it meant to be a student with a visual impairment in their state. Although about half of the states included an eye report as part of the eligibility process, few specifically mentioned functional vision, learning media, and orientation and mobility assessments in their criteria. Discussion: Significant interstate variations in the interpretation of who qualifies as a student with a visual impairment exist in the United States. Some eligibility criteria were written in an unclear language, making the criteria hard to interpret. Given that identification and prevalence rates of students with disabilities, including students with visual impairments, correlate to components of eligibility criteria, future work should seek to develop an operationalized universal definition of who qualifies as a student with visual impairment in schools. Implications for Practitioners: Since significant interstate variations exist, students, families, and educators must have easy access to all states’ criteria so that families may understand how a student's eligibility for services may change if they move between states.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"116 - 127"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48052602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/0145482X231169713
Sarah E. Wegwerth, Gianna J. Manchester, Julia E. Winter
Introduction: Visual model comprehension and application are important for success in science, technology, engineering, and mathematics (STEM) courses. As educational materials shift to primarily digital content with dynamic interactive visuals, students with visual impairments are at risk for being disadvantaged, since few interactives are born accessible. To fill this gap of accessible digital STEM learning tools, we designed and tested the Kasi Learning System. Kasi uses tactile manipulatives and computer vision with audio-based augmented reality algorithms to provide a multisensory experience of an interactive digital image. Methods: Ten high school students who are visually impaired (ie, blind or have low vision) participated in an underpowered random control study to evaluate the feasibility and usability of Kasi by completing an active learning lesson. The control group was instructed by a human, whereas the Kasi group was instructed by a computer. Follow-up interviews with both students and their instructors provided further insight. Results: Comparing the experiences of the two groups suggests that Kasi is an effective instructor for completing the activity. Comparison of students who chose to use braille versus large-print pieces revealed that braille users found the system to be easier to use. Discussion: All students efficiently identified the pieces. Regarding the audio, students who do not typically use a screen reader repeated the prompts more frequently and took longer to adapt to the system. Those in the Kasi group demonstrated increased engagement as shown by the increase in submitted answers. Overall, Kasi users’ performance improved significantly during the lesson. Implications for Practitioners: Kasi is most readily adapted and used by those who do not rely on vision. However, students with low vision may benefit from using a tool like Kasi earlier in their schooling to strengthen their auditory and tactile skills. Kasi appears to have the potential to provide students independence in studying STEM diagrams.
{"title":"A Feasibility Study of the Kasi Learning System to Support Independent Use of STEM Diagrams by Students With Visual Impairments","authors":"Sarah E. Wegwerth, Gianna J. Manchester, Julia E. Winter","doi":"10.1177/0145482X231169713","DOIUrl":"https://doi.org/10.1177/0145482X231169713","url":null,"abstract":"Introduction: Visual model comprehension and application are important for success in science, technology, engineering, and mathematics (STEM) courses. As educational materials shift to primarily digital content with dynamic interactive visuals, students with visual impairments are at risk for being disadvantaged, since few interactives are born accessible. To fill this gap of accessible digital STEM learning tools, we designed and tested the Kasi Learning System. Kasi uses tactile manipulatives and computer vision with audio-based augmented reality algorithms to provide a multisensory experience of an interactive digital image. Methods: Ten high school students who are visually impaired (ie, blind or have low vision) participated in an underpowered random control study to evaluate the feasibility and usability of Kasi by completing an active learning lesson. The control group was instructed by a human, whereas the Kasi group was instructed by a computer. Follow-up interviews with both students and their instructors provided further insight. Results: Comparing the experiences of the two groups suggests that Kasi is an effective instructor for completing the activity. Comparison of students who chose to use braille versus large-print pieces revealed that braille users found the system to be easier to use. Discussion: All students efficiently identified the pieces. Regarding the audio, students who do not typically use a screen reader repeated the prompts more frequently and took longer to adapt to the system. Those in the Kasi group demonstrated increased engagement as shown by the increase in submitted answers. Overall, Kasi users’ performance improved significantly during the lesson. Implications for Practitioners: Kasi is most readily adapted and used by those who do not rely on vision. However, students with low vision may benefit from using a tool like Kasi earlier in their schooling to strengthen their auditory and tactile skills. Kasi appears to have the potential to provide students independence in studying STEM diagrams.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"162 - 174"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47935544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/0145482X231166596
Robert Wall Emerson
Back in the July–August issue of 2020, I discussed regression and R values. In this issue, the article titled, “Predictors of Job Satisfaction for People with Visual Impairments,” allows me to continue this discussion. In this article, authors Steverson and Crudden used multiple linear regression to identify predictors of job satisfaction. They also reported effect sizes for their analyses. Previously in this column, I have discussed the importance of reporting effect sizes for different statistical tests (e.g., January– February 2016 and July–August 2019). Although the concept of effect size is the same across all statistical tests (a measure of the size of the effect or difference being studied), how it is calculated is different for each statistical test. In the July–August 2020 Statistical Sidebar, I noted that the statistic η (read as eta squared) can be used as a measure of effect size in regression analyses. Other measures of effect size for regression include R (for the magnitude of the effect of the entire model), f 2 (for the magnitude of the effect of the entire regression model or individual predictors), and rpart (for the magnitude of the effect of individual predictors). The rpart statistic is called the squared semipartial correlation and is the measure used in the article under discussion in this issue. The R statistic, sometimes called the coefficient of determination, is where the main measures of effect size for regression all begin. Many researchers report the R value because it lends itself well to the interpretation of how much variability in the dependent variable is explained by the regression model. However, the use of the f 2 or rpart statistics allows researchers to focus on individual predictor variables. This operation is especially useful in multiple linear regressions where there are several predictor variables in the regression model. For a simple linear regression, where there is one predictor variable and one outcome variable, the R statistic is just the square of the correlation coefficient between the two variables. For more complicated regressions, R is calculated as 1-RSS/TSS where RSS is the sum of squared residuals and TSS is the total sum of squares. Without getting too deep into the details, these two measures relate to how far each datapoint in a dataset lies off of the regression line that minimizes the overall distance from the regression line to all the data points. The R statistic ranges from 0 to 1 where 0.01 is considered a small effect, 0.09 is a medium effect, and 0.25 is a large effect. The f 2 statistic is calculated based on the R statistic through the equation f =Rinc/ 1-Rinc where R 2 inc is the change in the overall R for a regression model when a given predictor variable is added to a group of other predictor variables. A rule of thumb is that for the f 2 statistic, 0.02 is a small effect, 0.15 is a medium effect, and 0.35 is a large effect. The rpart statistic is also calculated by runnin
{"title":"Regression and Effect Size","authors":"Robert Wall Emerson","doi":"10.1177/0145482X231166596","DOIUrl":"https://doi.org/10.1177/0145482X231166596","url":null,"abstract":"Back in the July–August issue of 2020, I discussed regression and R values. In this issue, the article titled, “Predictors of Job Satisfaction for People with Visual Impairments,” allows me to continue this discussion. In this article, authors Steverson and Crudden used multiple linear regression to identify predictors of job satisfaction. They also reported effect sizes for their analyses. Previously in this column, I have discussed the importance of reporting effect sizes for different statistical tests (e.g., January– February 2016 and July–August 2019). Although the concept of effect size is the same across all statistical tests (a measure of the size of the effect or difference being studied), how it is calculated is different for each statistical test. In the July–August 2020 Statistical Sidebar, I noted that the statistic η (read as eta squared) can be used as a measure of effect size in regression analyses. Other measures of effect size for regression include R (for the magnitude of the effect of the entire model), f 2 (for the magnitude of the effect of the entire regression model or individual predictors), and rpart (for the magnitude of the effect of individual predictors). The rpart statistic is called the squared semipartial correlation and is the measure used in the article under discussion in this issue. The R statistic, sometimes called the coefficient of determination, is where the main measures of effect size for regression all begin. Many researchers report the R value because it lends itself well to the interpretation of how much variability in the dependent variable is explained by the regression model. However, the use of the f 2 or rpart statistics allows researchers to focus on individual predictor variables. This operation is especially useful in multiple linear regressions where there are several predictor variables in the regression model. For a simple linear regression, where there is one predictor variable and one outcome variable, the R statistic is just the square of the correlation coefficient between the two variables. For more complicated regressions, R is calculated as 1-RSS/TSS where RSS is the sum of squared residuals and TSS is the total sum of squares. Without getting too deep into the details, these two measures relate to how far each datapoint in a dataset lies off of the regression line that minimizes the overall distance from the regression line to all the data points. The R statistic ranges from 0 to 1 where 0.01 is considered a small effect, 0.09 is a medium effect, and 0.25 is a large effect. The f 2 statistic is calculated based on the R statistic through the equation f =Rinc/ 1-Rinc where R 2 inc is the change in the overall R for a regression model when a given predictor variable is added to a group of other predictor variables. A rule of thumb is that for the f 2 statistic, 0.02 is a small effect, 0.15 is a medium effect, and 0.35 is a large effect. The rpart statistic is also calculated by runnin","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"191 - 192"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/0145482X231169294
Alison Bell, Lucas Bonafede, A. Lorch, M. Snitzer, Scott A. Edmonds, A. Levin
Introduction: There is an increasing need for occupational therapists with the skills to provide low vision services, however, there is a lack of standardized training of low vision occupational therapy services. The purpose of this study is to design and evaluate a course for occupational therapy students to improve their skills and knowledge about ophthalmology and low vision. Methods: A multifaceted, 15-week curriculum using didactic learning, clinical experience, and reflective writing was created to instruct second-year occupational therapy students in ophthalmology and low vision. Participants included 19 occupational therapy students from Thomas Jefferson University. Each trainee participated in the course modules and then submitted their course evaluations and reflective writings for review. Participants evaluated their satisfaction with the course using a Likert-scale and open-ended comments. Reflective writing from each participant was reviewed by occupational therapy faculty authors (AB, AL). Results: Nineteen students participated in the course, with 19 (100%) of participants reporting being “satisfied” or “highly satisfied” with the course. Analysis of the reflective writings revealed three main themes: the impact of eye-related medical conditions on daily life, insight into the provider-patient interaction and relationship, and the potential role of the occupational therapist on the vision team as an agent to maximize patient adjustment and function. Discussion: This collaborative, multimodal interprofessional educational model can assist in training and sensitizing occupational therapy students in the areas of ophthalmology and low vision. Implications for Practitioners: This report provides a model for medical educators to utilize in the training of occupational therapy students.
{"title":"An Innovative Interprofessional Course in Ophthalmology and Low Vision for Occupational Therapy Students","authors":"Alison Bell, Lucas Bonafede, A. Lorch, M. Snitzer, Scott A. Edmonds, A. Levin","doi":"10.1177/0145482X231169294","DOIUrl":"https://doi.org/10.1177/0145482X231169294","url":null,"abstract":"Introduction: There is an increasing need for occupational therapists with the skills to provide low vision services, however, there is a lack of standardized training of low vision occupational therapy services. The purpose of this study is to design and evaluate a course for occupational therapy students to improve their skills and knowledge about ophthalmology and low vision. Methods: A multifaceted, 15-week curriculum using didactic learning, clinical experience, and reflective writing was created to instruct second-year occupational therapy students in ophthalmology and low vision. Participants included 19 occupational therapy students from Thomas Jefferson University. Each trainee participated in the course modules and then submitted their course evaluations and reflective writings for review. Participants evaluated their satisfaction with the course using a Likert-scale and open-ended comments. Reflective writing from each participant was reviewed by occupational therapy faculty authors (AB, AL). Results: Nineteen students participated in the course, with 19 (100%) of participants reporting being “satisfied” or “highly satisfied” with the course. Analysis of the reflective writings revealed three main themes: the impact of eye-related medical conditions on daily life, insight into the provider-patient interaction and relationship, and the potential role of the occupational therapist on the vision team as an agent to maximize patient adjustment and function. Discussion: This collaborative, multimodal interprofessional educational model can assist in training and sensitizing occupational therapy students in the areas of ophthalmology and low vision. Implications for Practitioners: This report provides a model for medical educators to utilize in the training of occupational therapy students.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"107 - 115"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42262291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/0145482X231168399
L. Cushley, T. Peto, Roseleen McCann, T. Moutray, G. Virgili, A. Jackson
Purpose: To determine the number of people being certified as either severely sight impaired or sight impaired due to diabetic eye disease (DED) in Northern Ireland (NI). Methods: Sight impairment data have been collected for the 6-year period of 2014–2019, these data included age, gender, certification status, visual acuity, and type of eye disease. All data were entered into an Excel database and analyzed using Stata to ascertain the number of total certifications and diabetic eye disease certifications per year. Results: The number of total certifications in NI increased year on year as has the number of diabetic eye disease certifications. The number of diabetic eye disease certifications rose from 12.6 per million in 2014 to 17.4 per million in 2019, with a peak of 27 per million in 2018. There were more males than females registered due to diabetic eye disease. Diabetic eye disease's proportional representation of total certifications of visual impairment remained relatively stable during the 6-year period. Conclusions: In the 6-year period, the overall number of certifications has increased from 2014 to 2019, as have the number of certifications due to DED. This may be attributed to the improvement of certification and diabetic eye care pathways. People with diabetes who are certified are more likely to be younger and male. More research with medical data needs to be conducted in the future.
{"title":"Certification of Visual Impairment due to Diabetic Eye Disease in Northern Ireland From 2014 to 2019","authors":"L. Cushley, T. Peto, Roseleen McCann, T. Moutray, G. Virgili, A. Jackson","doi":"10.1177/0145482X231168399","DOIUrl":"https://doi.org/10.1177/0145482X231168399","url":null,"abstract":"Purpose: To determine the number of people being certified as either severely sight impaired or sight impaired due to diabetic eye disease (DED) in Northern Ireland (NI). Methods: Sight impairment data have been collected for the 6-year period of 2014–2019, these data included age, gender, certification status, visual acuity, and type of eye disease. All data were entered into an Excel database and analyzed using Stata to ascertain the number of total certifications and diabetic eye disease certifications per year. Results: The number of total certifications in NI increased year on year as has the number of diabetic eye disease certifications. The number of diabetic eye disease certifications rose from 12.6 per million in 2014 to 17.4 per million in 2019, with a peak of 27 per million in 2018. There were more males than females registered due to diabetic eye disease. Diabetic eye disease's proportional representation of total certifications of visual impairment remained relatively stable during the 6-year period. Conclusions: In the 6-year period, the overall number of certifications has increased from 2014 to 2019, as have the number of certifications due to DED. This may be attributed to the improvement of certification and diabetic eye care pathways. People with diabetes who are certified are more likely to be younger and male. More research with medical data needs to be conducted in the future.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"183 - 188"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43779350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/0145482X231167150
Valérie Caron, Alessio Barras, R. V. van Nispen, N. Ruffieux
Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience difficulties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects of targeted interventions on social skills in children and adolescents with visual impairments. Methods: A systematic literature search was performed using databases Web of Science, OvidSP, EBSCOhost, Sage Journals. The scientific quality of the studies was assessed using two scales dedicated to single case studies and group studies, respectively. Results: Out of 1866 hits, 32 studies were included in the review. A total of 397 children and adolescents with visual impairments (aged 3–20 years) received different types of social skills interventions. “Peer relation” interventions were most often studied (n = 21) and effects were mainly analyzed using observational tools. The scientific quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills difficulties reported in this population and the effect of these difficulties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention programs. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.
社交技能主要是通过视觉系统的模仿获得的。因此，视力受损的人在任何年龄都可能在这方面遇到困难，这可能对他们的社会参与和生活质量产生重大影响。本研究的目的是系统地回顾有针对性的干预措施对视力障碍儿童和青少年社交技能的影响。方法:采用Web of Science、OvidSP、EBSCOhost、Sage Journals等数据库进行系统文献检索。研究的科学质量分别用两种量表进行评估，分别用于单个案例研究和群体研究。结果:在1866项研究中，32项研究被纳入综述。共有397名视力障碍儿童和青少年(3-20岁)接受了不同类型的社交技能干预。研究最多的是“同伴关系”干预措施(n = 21)，主要使用观察工具分析效果。科学质量评定量表显示中度(对于群体研究)到高总体质量(对于单个案例研究)。总的来说，大多数研究报告了针对性社交技能的提高。讨论:考虑到所考虑的研究的异质性，无论是在内容上还是在用于记录效果的测量方法上，这些结果都应该谨慎解释。因此，目前尚不清楚应该建议哪些干预措施在实践中使用，例如在特殊教育中。对从业人员的启示:考虑到这一人群中社交技能困难的发生率很高，以及这些困难对所有发展阶段的影响，从业人员将社交技能评估和显性教学纳入干预计划似乎特别相关。未来，研究人员、利益相关者和从业人员应该共同努力，为患有视力障碍的儿童和青少年制定、实施和评估基于证据的干预措施。
{"title":"Teaching Social Skills to Children and Adolescents With Visual Impairments: A Systematic Review","authors":"Valérie Caron, Alessio Barras, R. V. van Nispen, N. Ruffieux","doi":"10.1177/0145482X231167150","DOIUrl":"https://doi.org/10.1177/0145482X231167150","url":null,"abstract":"Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience difficulties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects of targeted interventions on social skills in children and adolescents with visual impairments. Methods: A systematic literature search was performed using databases Web of Science, OvidSP, EBSCOhost, Sage Journals. The scientific quality of the studies was assessed using two scales dedicated to single case studies and group studies, respectively. Results: Out of 1866 hits, 32 studies were included in the review. A total of 397 children and adolescents with visual impairments (aged 3–20 years) received different types of social skills interventions. “Peer relation” interventions were most often studied (n = 21) and effects were mainly analyzed using observational tools. The scientific quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills difficulties reported in this population and the effect of these difficulties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention programs. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"128 - 147"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44302200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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