Pub Date : 2022-09-01DOI: 10.1177/0145482X221133938
L. Jones, Maria S. Murray, Renata S. M. Gomes
Despite the well-established evidence supporting the benefits of physical activity on health and well-being, many adults in the United Kingdom (UK) and worldwide remain insufficiently active. One in four working age adults in the UK do not reach the government recommended physical activity targets of at least 150 min of moderate intensity or combined with 75 min of vigorous intensity activity per week (NHS Digital, 2019). People living with disabilities are twice as likely to be inactive compared to the general population, placing this group at greater risk of poor health outcomes (Reiner et al., 2013; Rimmer & Marques, 2012). Of those with disabilities, people with visual impairments (i.e., a reduction in visual acuity or visual field loss which cannot be corrected using standard eyeglasses or lenses) rank among the least physically active, with activity rates comparable to individuals with physical disabilities affecting gross motor skills such as cerebral palsy (Longmuir & Bar-Or, 2000). Fitness facilities such as gyms and leisure centers provide a range of services designed to improve physical health. In the UK there is an extensive network of approximately 7,200 fitness facilities, with over 85% of the population living within 2 miles of their closest venue (Leisure Database Company, 2022). These facilities are often the first point of contact for the general population wishing to increase rates of physical activity; however, venues remain largely inaccessible for people with visual impairments, who describe being refused membership due to health and safety concerns or because of the requirement to pay for a personal trainer to facilitate every session (Phoenix et al., 2015). Structural and interior design has a major effect on the ability of people with visual impairments to participate in activities. A recent scoping review of the accessibility of public buildings found most studies identified issues relating to mobility and vision, particularly with regard to parking, routes to entrances, and pathways inside the building (Carlsson et al., 2022). Designing facilities that are inclusive for the whole population requires consideration across the entire service user journey. A recent investigation from Thomas Pocklington Trust, a national sight loss charity in the UK, found that many people with visual impairments have difficulties completing basic tasks associated with popular gym equipment such as treadmills,
尽管有确凿的证据支持体育活动对健康和福祉的好处，但英国和世界各地的许多成年人仍然不够活跃。在英国，四分之一的工作年龄成年人没有达到政府建议的每周至少150分钟中等强度或75分钟剧烈强度的体育活动目标（NHS Digital，2019）。与普通人群相比，残疾人不活动的可能性是普通人群的两倍，这使这一群体面临更大的健康不良风险（Reiner等人，2013；里默和马尔克斯，2012年）。在残疾人中，有视力障碍（即视力下降或视野丧失，无法使用标准眼镜或镜片矫正）的人是身体活动最少的人之一，其活动率与影响脑瘫等严重运动技能的身体残疾者相当（Longmuir&Bar-or，2000）。健身房和休闲中心等健身设施提供一系列旨在改善身体健康的服务。在英国，有一个由大约7200个健身设施组成的庞大网络，超过85%的人口居住在距离最近的场地2英里以内（休闲数据库公司，2022）。这些设施通常是希望提高体育活动率的普通人群的第一个接触点；然而，对于视障人士来说，场馆在很大程度上仍然无法进入，他们描述说，由于健康和安全问题，或者由于需要支付私人教练的费用来为每一次训练提供便利，他们被拒绝成为会员（Phoenix et al.，2015）。结构和室内设计对视觉障碍者参与活动的能力有很大影响。最近对公共建筑无障碍性的范围审查发现，大多数研究都发现了与机动性和视觉有关的问题，特别是在停车、入口路线和建筑内的通道方面（Carlsson等人，2022）。设计包容全体人口的设施需要在整个服务用户旅程中加以考虑。英国国家视力损失慈善机构Thomas Pocklington Trust最近的一项调查发现，许多视力受损的人很难完成与跑步机、，
{"title":"Moving Towards Inclusivity: A Call for Increased Speed and Intensity in Making Fitness Facilities Accessible for People with Visual Impairments","authors":"L. Jones, Maria S. Murray, Renata S. M. Gomes","doi":"10.1177/0145482X221133938","DOIUrl":"https://doi.org/10.1177/0145482X221133938","url":null,"abstract":"Despite the well-established evidence supporting the benefits of physical activity on health and well-being, many adults in the United Kingdom (UK) and worldwide remain insufficiently active. One in four working age adults in the UK do not reach the government recommended physical activity targets of at least 150 min of moderate intensity or combined with 75 min of vigorous intensity activity per week (NHS Digital, 2019). People living with disabilities are twice as likely to be inactive compared to the general population, placing this group at greater risk of poor health outcomes (Reiner et al., 2013; Rimmer & Marques, 2012). Of those with disabilities, people with visual impairments (i.e., a reduction in visual acuity or visual field loss which cannot be corrected using standard eyeglasses or lenses) rank among the least physically active, with activity rates comparable to individuals with physical disabilities affecting gross motor skills such as cerebral palsy (Longmuir & Bar-Or, 2000). Fitness facilities such as gyms and leisure centers provide a range of services designed to improve physical health. In the UK there is an extensive network of approximately 7,200 fitness facilities, with over 85% of the population living within 2 miles of their closest venue (Leisure Database Company, 2022). These facilities are often the first point of contact for the general population wishing to increase rates of physical activity; however, venues remain largely inaccessible for people with visual impairments, who describe being refused membership due to health and safety concerns or because of the requirement to pay for a personal trainer to facilitate every session (Phoenix et al., 2015). Structural and interior design has a major effect on the ability of people with visual impairments to participate in activities. A recent scoping review of the accessibility of public buildings found most studies identified issues relating to mobility and vision, particularly with regard to parking, routes to entrances, and pathways inside the building (Carlsson et al., 2022). Designing facilities that are inclusive for the whole population requires consideration across the entire service user journey. A recent investigation from Thomas Pocklington Trust, a national sight loss charity in the UK, found that many people with visual impairments have difficulties completing basic tasks associated with popular gym equipment such as treadmills,","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"752 - 755"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45811655","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 : 2022-09-01DOI: 10.1177/0145482X221132540
Melissa R. Allman, Kathleen Freeberg, K. Evans
Introduction: One of the greatest challenges dog guide handlers face after completing training is interference with their dogs’ work, both from people and other dogs. The Seeing Eye surveyed its active dog guide handlers to gain a better understanding of the types and severity of interference they were currently experiencing and to develop strategies to better equip handlers to deal with that interference. Methods: For one month (October 2019), an online survey was made available to the 1,761 active Seeing Eye handlers concerning the interference they had experienced while working their dogs in public within the past 5 years. The survey questions were designed to elicit information about the types, frequency, and severity of interference handlers experience both from people and other dogs, as well as the settings in which the interference took place. Descriptive statistics were used to analyze the data. Results: Eighty-nine percent of handlers had experienced people interfering with the work of their dogs at least occasionally by talking to or making eye contact with them, and 78% had experienced interference from other dogs regularly. Interference from other dogs was usually nonaggressive, but 36% reported other dogs making aggressive physical contact with their dogs. Interference of all types mostly occurred in public places. Discussion: A robust, multifaceted public awareness campaign is necessary to address the persistent problem of interference with dog guide teams. Implications for Practitioners: Many factors influence a person's decision about whether to work with a dog guide. This study provides practitioners with a more realistic picture of the challenges handlers are likely to face in their encounters with the public. Practitioners and dog guide schools can use the information in the study to better equip and support dog guide handlers to proactively engage the public and manage interference when it does occur.
{"title":"Interference With the Work of Dog Guides in Public: A Survey","authors":"Melissa R. Allman, Kathleen Freeberg, K. Evans","doi":"10.1177/0145482X221132540","DOIUrl":"https://doi.org/10.1177/0145482X221132540","url":null,"abstract":"Introduction: One of the greatest challenges dog guide handlers face after completing training is interference with their dogs’ work, both from people and other dogs. The Seeing Eye surveyed its active dog guide handlers to gain a better understanding of the types and severity of interference they were currently experiencing and to develop strategies to better equip handlers to deal with that interference. Methods: For one month (October 2019), an online survey was made available to the 1,761 active Seeing Eye handlers concerning the interference they had experienced while working their dogs in public within the past 5 years. The survey questions were designed to elicit information about the types, frequency, and severity of interference handlers experience both from people and other dogs, as well as the settings in which the interference took place. Descriptive statistics were used to analyze the data. Results: Eighty-nine percent of handlers had experienced people interfering with the work of their dogs at least occasionally by talking to or making eye contact with them, and 78% had experienced interference from other dogs regularly. Interference from other dogs was usually nonaggressive, but 36% reported other dogs making aggressive physical contact with their dogs. Interference of all types mostly occurred in public places. Discussion: A robust, multifaceted public awareness campaign is necessary to address the persistent problem of interference with dog guide teams. Implications for Practitioners: Many factors influence a person's decision about whether to work with a dog guide. This study provides practitioners with a more realistic picture of the challenges handlers are likely to face in their encounters with the public. Practitioners and dog guide schools can use the information in the study to better equip and support dog guide handlers to proactively engage the public and manage interference when it does occur.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"607 - 616"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42066334","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 : 2022-09-01DOI: 10.1177/0145482X221130365
Hilary E. Travers, E. Carter
Introduction: This study examined the naturally occurring social interactions of adolescents with visual impairments during lunch. Methods: We observed nine middle and high school students with visual impairments during multiple lunch periods (i.e., 44 total observations). We used interval recording (15 s observe, 15 s record) to collect data on our three primary variables: social interactions, social engagement, and proximity to others. We also took notes on quality of interaction (i.e., degree of reciprocity, appropriateness of content, affect of students and their peers, response relevance). Results: Students sat in close proximity to peers without disabilities for more than half of the observed lunch periods. However, students interacted with another person during only one-third of lunch periods. Interactions were more common with peers than with adults. Moreover, students without an additional cognitive impairment had higher quality and more frequent interactions with peers than adults; the opposite was true for students who had cognitive impairments in addition to visual impairments. Discussion: The findings of this study demonstrate that some students with visual impairments are very socially engaged during lunch, while others, namely those with additional cognitive impairments, have infrequent or low-quality interactions with peers during lunch. Implications for Practitioners: This study should prompt educators to consider the cafeteria as a context for supporting peer interaction and social skill development.
{"title":"An Observational Study of Lunchroom Interactions Among Secondary Students With Visual Impairments and Their Peers","authors":"Hilary E. Travers, E. Carter","doi":"10.1177/0145482X221130365","DOIUrl":"https://doi.org/10.1177/0145482X221130365","url":null,"abstract":"Introduction: This study examined the naturally occurring social interactions of adolescents with visual impairments during lunch. Methods: We observed nine middle and high school students with visual impairments during multiple lunch periods (i.e., 44 total observations). We used interval recording (15 s observe, 15 s record) to collect data on our three primary variables: social interactions, social engagement, and proximity to others. We also took notes on quality of interaction (i.e., degree of reciprocity, appropriateness of content, affect of students and their peers, response relevance). Results: Students sat in close proximity to peers without disabilities for more than half of the observed lunch periods. However, students interacted with another person during only one-third of lunch periods. Interactions were more common with peers than with adults. Moreover, students without an additional cognitive impairment had higher quality and more frequent interactions with peers than adults; the opposite was true for students who had cognitive impairments in addition to visual impairments. Discussion: The findings of this study demonstrate that some students with visual impairments are very socially engaged during lunch, while others, namely those with additional cognitive impairments, have infrequent or low-quality interactions with peers during lunch. Implications for Practitioners: This study should prompt educators to consider the cafeteria as a context for supporting peer interaction and social skill development.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"699 - 710"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46177987","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 : 2022-07-01DOI: 10.1177/0145482X221124187
R. W. Emerson
In this issue of the Journal of Visual Impairment & Blindness (JVIB), the article “Evaluating the use of tactile shapes in associative learning for people who are blind,” by Gupta, Mannheimer, Rao, and Balakrishnan reports the results of one-way ANOVA tests, but also notes results of something called “Levene’s test.” The mention of this test gives me a chance to talk about the assumptions behind a test like the one-way ANOVA. If readers will recall, a one-way ANOVA is a statistical test in which a dependent variable is compared across three or more groups. An example might be looking at the average height of people in North America, Africa, Europe, and Asia. An experimenter would collect a bunch of height data across those continents and could compare the average heights using an ANOVA test. But an experimenter should only use the ANOVA test if certain conditions are satisfied within the data. The first assumption is that the dependent measure is continuous, which means that it can have a value across a wide range and can have any value within that range. Height satisfies this requirement because people are a range of heights and can be any height within that range. The second assumption is that of normality, which is the assumption that the data for each group is drawn from a normally distributed population. A researcher could plot the heights of all the people in the dataset from each of the continents sampled and each sample should look like the standard bellshaped curve, with most heights being close to the average of the sample, and fewer people being much taller or much shorter. Plotting data is a quick way to check for normality. There are also statistical measures of normality. The shape of the bell curve has characteristics called “skewness” and “kurtosis.” One can think of skewness as how symmetrical the bell curve is and kurtosis as how pointy the curve is. If the bell curve of the plotted data is too lopsided (skewness of more than 1 or less than −1) or if it is too pointy (kurtosis of more than 3), then the sample of data is probably not normally distributed and another statistical test needs to be used. There are other tests that look at normality, but I will not get too deep in the weeds on that topic right now. The third assumption of data for an ANOVA test is that of independence, which means that the data in one group are not influenced by the data in another group and that the data in each group was gathered using random sampling. If height data from people in Turkey were included in both the European group and the Asian group, then those two groups would not be independent. Similarly, if a researcher only sampled people from Vancouver to represent all of North America, that would not be properly represented as a random sample of the continent. The final assumption of data for an ANOVA test is that of equal variances, and this is the point at which a test like Levene’s test comes into play. The assumption of equal variances mea
{"title":"ANOVA Assumptions","authors":"R. W. Emerson","doi":"10.1177/0145482X221124187","DOIUrl":"https://doi.org/10.1177/0145482X221124187","url":null,"abstract":"In this issue of the Journal of Visual Impairment & Blindness (JVIB), the article “Evaluating the use of tactile shapes in associative learning for people who are blind,” by Gupta, Mannheimer, Rao, and Balakrishnan reports the results of one-way ANOVA tests, but also notes results of something called “Levene’s test.” The mention of this test gives me a chance to talk about the assumptions behind a test like the one-way ANOVA. If readers will recall, a one-way ANOVA is a statistical test in which a dependent variable is compared across three or more groups. An example might be looking at the average height of people in North America, Africa, Europe, and Asia. An experimenter would collect a bunch of height data across those continents and could compare the average heights using an ANOVA test. But an experimenter should only use the ANOVA test if certain conditions are satisfied within the data. The first assumption is that the dependent measure is continuous, which means that it can have a value across a wide range and can have any value within that range. Height satisfies this requirement because people are a range of heights and can be any height within that range. The second assumption is that of normality, which is the assumption that the data for each group is drawn from a normally distributed population. A researcher could plot the heights of all the people in the dataset from each of the continents sampled and each sample should look like the standard bellshaped curve, with most heights being close to the average of the sample, and fewer people being much taller or much shorter. Plotting data is a quick way to check for normality. There are also statistical measures of normality. The shape of the bell curve has characteristics called “skewness” and “kurtosis.” One can think of skewness as how symmetrical the bell curve is and kurtosis as how pointy the curve is. If the bell curve of the plotted data is too lopsided (skewness of more than 1 or less than −1) or if it is too pointy (kurtosis of more than 3), then the sample of data is probably not normally distributed and another statistical test needs to be used. There are other tests that look at normality, but I will not get too deep in the weeds on that topic right now. The third assumption of data for an ANOVA test is that of independence, which means that the data in one group are not influenced by the data in another group and that the data in each group was gathered using random sampling. If height data from people in Turkey were included in both the European group and the Asian group, then those two groups would not be independent. Similarly, if a researcher only sampled people from Vancouver to represent all of North America, that would not be properly represented as a random sample of the continent. The final assumption of data for an ANOVA test is that of equal variances, and this is the point at which a test like Levene’s test comes into play. The assumption of equal variances mea","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"585 - 586"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49505578","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 : 2022-07-01DOI: 10.1177/0145482X221117172
Carolina Cassar, R. Tambelli, L. Pezzuti, Donatella Lecis, Silvia Castorina, D. Ricci, Stefania Fortini, F. Amore, F. De Crescenzo, F. Lucchese
Introduction: The objective of the current study was to design and pilot-test a nonverbal intelligence test for children and adolescents with visual impairment (i.e., blindness and low vision) aged 10 to 16 years. Method: A three-dimensional haptic matrix test of nonverbal cognitive abilities (3-DHMT-CA), initially developed for adults with visual impairment, was adapted and administered to 25 juveniles with severe low vision or blindness and 25 sighted peers. The test consisted of 22 tactual matrices with a missing element, and juveniles were asked to understand the logical scheme underlying each matrix and to complete it. Convergent validity was assessed in the sighted group with the Standard Progressive Matrices. Divergent validity was measured with the Verbal Comprehension Index (VCI) and the Working Memory Index (WMI) of the Italian version of the Wechsler Intelligence Scale for Children–Fourth Edition. Between-group differences were analyzed with Student’s t-test and ANOVA. Results: Results show a high correlation with the convergent measure (with the Standard Progressive Matrices), and the moderate correlations with divergent measures (VCI and WMI). Between-group differences showed significantly higher scores for sighted peers than juveniles with visual impairment at 3-DHMT-CA, and non-significant differences at VCI and WMI. Discussion: This haptic nonverbal cognitive test showed good psychometric properties, but it needs to be validated in a larger sample with a qualitative analysis of solution strategies because juveniles with visual impairment seem to use different verbal and working memory strategies. Implications for Practitioners: The 3-DHMT-CA and the haptic two-hands modality seem to be suitable to test nonverbal cognitive abilities in juveniles with visual impairment. Practitioners should focus on empowering verbal and working memory abilities, since they may affect nonverbal cognitive abilities as well.
{"title":"A Haptic Nonverbal Cognitive Test for Children and Adolescents With Visual Impairment","authors":"Carolina Cassar, R. Tambelli, L. Pezzuti, Donatella Lecis, Silvia Castorina, D. Ricci, Stefania Fortini, F. Amore, F. De Crescenzo, F. Lucchese","doi":"10.1177/0145482X221117172","DOIUrl":"https://doi.org/10.1177/0145482X221117172","url":null,"abstract":"Introduction: The objective of the current study was to design and pilot-test a nonverbal intelligence test for children and adolescents with visual impairment (i.e., blindness and low vision) aged 10 to 16 years. Method: A three-dimensional haptic matrix test of nonverbal cognitive abilities (3-DHMT-CA), initially developed for adults with visual impairment, was adapted and administered to 25 juveniles with severe low vision or blindness and 25 sighted peers. The test consisted of 22 tactual matrices with a missing element, and juveniles were asked to understand the logical scheme underlying each matrix and to complete it. Convergent validity was assessed in the sighted group with the Standard Progressive Matrices. Divergent validity was measured with the Verbal Comprehension Index (VCI) and the Working Memory Index (WMI) of the Italian version of the Wechsler Intelligence Scale for Children–Fourth Edition. Between-group differences were analyzed with Student’s t-test and ANOVA. Results: Results show a high correlation with the convergent measure (with the Standard Progressive Matrices), and the moderate correlations with divergent measures (VCI and WMI). Between-group differences showed significantly higher scores for sighted peers than juveniles with visual impairment at 3-DHMT-CA, and non-significant differences at VCI and WMI. Discussion: This haptic nonverbal cognitive test showed good psychometric properties, but it needs to be validated in a larger sample with a qualitative analysis of solution strategies because juveniles with visual impairment seem to use different verbal and working memory strategies. Implications for Practitioners: The 3-DHMT-CA and the haptic two-hands modality seem to be suitable to test nonverbal cognitive abilities in juveniles with visual impairment. Practitioners should focus on empowering verbal and working memory abilities, since they may affect nonverbal cognitive abilities as well.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"485 - 495"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41313988","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 : 2022-07-01DOI: 10.1177/0145482X221121824
Grace Ambrose-Zaken
Walking alone (without assistance) is considered by the World Health Organization as the terminal independent walking milestone, typically achieved by 18 months. Children born with severe visual impairment and blindness (visual impairments) do not achieve independent walking milestones on time. This study examined independent walking in 35 children with visual impairments (VIs) aged 14–69 months. Before treatment, they had limited to no anticipatory control. Wearing the pediatric belt cane (PBC) provided them with consistent, tactile anticipatory control. Thirty-five participants with VIs’ independent walking milestones were analyzed using pre- and post-video recordings provided weekly 1 month before and the 3 months after obtaining the PBC. The PBC consisted of a rectangular frame that connects to a custom-made belt with magnets. The PBC provided no weight support. While none of the participants had motor impairments, 80% of them were receiving physical therapy services prior to obtaining a PBC. Fifty-four percent were receiving orientation and mobility services, and half were equipped with hand-held mobility tools (long canes, adaptive mobility devices, push toys, and reverse walkers). A paired samples t-test indicated a significant difference between the before and with PBC scores (N = 35, t = −13.0, df = 34, p = .000). Participants demonstrated significantly improved independent walking after wearing their PBC regularly over 3 months. Before PBC, the participants demonstrated delayed independent walking milestones. Most participants walked only with assistance. Those who walked independently experienced unavoidable bodily collisions and used a slow pace with poor gait patterns. After being provided PBCs, these same participants’ independent walking milestones improved, all but three were walking independently and five were observed independently running. Wearing their PBCs allowed them to perform motor skills, like running, often described as needing to be specifically taught to learners with VIs due to their inability to learn incidentally through visual observation.
{"title":"A Study of Improving Independent Walking Outcomes in Children Who Are Blind or Have Low Vision Aged 5 Years and Younger","authors":"Grace Ambrose-Zaken","doi":"10.1177/0145482X221121824","DOIUrl":"https://doi.org/10.1177/0145482X221121824","url":null,"abstract":"Walking alone (without assistance) is considered by the World Health Organization as the terminal independent walking milestone, typically achieved by 18 months. Children born with severe visual impairment and blindness (visual impairments) do not achieve independent walking milestones on time. This study examined independent walking in 35 children with visual impairments (VIs) aged 14–69 months. Before treatment, they had limited to no anticipatory control. Wearing the pediatric belt cane (PBC) provided them with consistent, tactile anticipatory control. Thirty-five participants with VIs’ independent walking milestones were analyzed using pre- and post-video recordings provided weekly 1 month before and the 3 months after obtaining the PBC. The PBC consisted of a rectangular frame that connects to a custom-made belt with magnets. The PBC provided no weight support. While none of the participants had motor impairments, 80% of them were receiving physical therapy services prior to obtaining a PBC. Fifty-four percent were receiving orientation and mobility services, and half were equipped with hand-held mobility tools (long canes, adaptive mobility devices, push toys, and reverse walkers). A paired samples t-test indicated a significant difference between the before and with PBC scores (N = 35, t = −13.0, df = 34, p = .000). Participants demonstrated significantly improved independent walking after wearing their PBC regularly over 3 months. Before PBC, the participants demonstrated delayed independent walking milestones. Most participants walked only with assistance. Those who walked independently experienced unavoidable bodily collisions and used a slow pace with poor gait patterns. After being provided PBCs, these same participants’ independent walking milestones improved, all but three were walking independently and five were observed independently running. Wearing their PBCs allowed them to perform motor skills, like running, often described as needing to be specifically taught to learners with VIs due to their inability to learn incidentally through visual observation.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"533 - 545"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43138205","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 : 2022-07-01DOI: 10.1177/0145482X221121353
Kristi M. Probst, S. Morgan
Introduction: Interveners are paraeducators who have been trained in deafblind strategies. This study evaluated the effectiveness of an online training project for intervener candidates. Methods: The training project utilized the Open Hands, Open Access (OHOA) Intervener Training Modules in conjunction with synchronous meetings and coaching. Results: Upon completion of the program, a survey was conducted to evaluate the participant's preparation to perform their job as an intervener, the most helpful parts of the program, suggestions for improvement, and overall satisfaction with the training. Additionally, participant attrition (17%) and pursual of intervener certification were examined. Discussion: The results of this study indicated that this type of program can successfully impart the knowledge and skills one needs to improve their skills as an intervener, reduce attrition of participants, and individuals can subsequently complete a rigorous certification process based on national standards. Implications for Practitioners: State deaf-blind projects as well as other entities engaged in professional development can use the materials from this project to train staff in deafblind strategies. The flexibility built into this training can be enticing for educators and paraeducators seeking professional development.
{"title":"The Online National Intervener Training Pilot Project","authors":"Kristi M. Probst, S. Morgan","doi":"10.1177/0145482X221121353","DOIUrl":"https://doi.org/10.1177/0145482X221121353","url":null,"abstract":"Introduction: Interveners are paraeducators who have been trained in deafblind strategies. This study evaluated the effectiveness of an online training project for intervener candidates. Methods: The training project utilized the Open Hands, Open Access (OHOA) Intervener Training Modules in conjunction with synchronous meetings and coaching. Results: Upon completion of the program, a survey was conducted to evaluate the participant's preparation to perform their job as an intervener, the most helpful parts of the program, suggestions for improvement, and overall satisfaction with the training. Additionally, participant attrition (17%) and pursual of intervener certification were examined. Discussion: The results of this study indicated that this type of program can successfully impart the knowledge and skills one needs to improve their skills as an intervener, reduce attrition of participants, and individuals can subsequently complete a rigorous certification process based on national standards. Implications for Practitioners: State deaf-blind projects as well as other entities engaged in professional development can use the materials from this project to train staff in deafblind strategies. The flexibility built into this training can be enticing for educators and paraeducators seeking professional development.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"567 - 573"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49420304","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 : 2022-07-01DOI: 10.1177/0145482X221116642
K. Harpster, Sophia Hamilton, Kelly E. Lusk, Anna M. Seastone, Amy E. Fox, M. Rice, Terry Schwartz
Introduction: Cortical or cerebral visual impairment (CVI) is the leading cause of bilateral visual impairment in developed countries. The goals of this study were to explore the CVI education and training received by occupational therapy practitioners and teachers of students with visual impairments and to quantify the confidence of these professionals to evaluate and work with children who are diagnosed with CVI. Methods: An Internet-based survey was conducted with a volunteer sample that included occupational therapists, certified occupational therapy assistants, and certified teachers of students with visual impairments who practice in 50 U.S. states; Washington, D.C.; and Canada. The survey was posted on professional organizations and social media websites, as well as emailed to colleagues at organizations such as the Association for the Education and Rehabilitation of the Blind and Visually Impaired, schools for students who are blind, and local universities. Data collection occurred between June 2019 and November 2019. Results: Surveys were completed by 205 respondents from 43 U.S. states; Washington, D.C.; and Canada. Occupational therapy practitioners consistently reported lower rates of formal education in CVI, with only 25% of occupational therapists and 47% of certified occupational therapy assistants receiving education on CVI in their academic programs. Less than 23% of occupational therapists received training on CVI assessments, whereas 75% of teachers of students with visual impairments had training in CVI assessments. Additionally, respondents indicated reduced satisfaction with their knowledge and skills for treating or teaching children with CVI. Discussion: The results indicate a gap in formal CVI education for occupational therapy practitioners and, to a lesser extent, teachers of students with visual impairments. Due to the increasingly high prevalence of CVI, the gap in formal education on CVI is significant. Implications for Practitioners: Results indicate the need to increase formal and continuing education for occupational therapy practitioners and teachers of students with visual impairments.
{"title":"Exploring the Need for Education on Cortical Visual Impairment Among Occupational Therapy Professionals and Teachers of Students With Visual Impairments","authors":"K. Harpster, Sophia Hamilton, Kelly E. Lusk, Anna M. Seastone, Amy E. Fox, M. Rice, Terry Schwartz","doi":"10.1177/0145482X221116642","DOIUrl":"https://doi.org/10.1177/0145482X221116642","url":null,"abstract":"Introduction: Cortical or cerebral visual impairment (CVI) is the leading cause of bilateral visual impairment in developed countries. The goals of this study were to explore the CVI education and training received by occupational therapy practitioners and teachers of students with visual impairments and to quantify the confidence of these professionals to evaluate and work with children who are diagnosed with CVI. Methods: An Internet-based survey was conducted with a volunteer sample that included occupational therapists, certified occupational therapy assistants, and certified teachers of students with visual impairments who practice in 50 U.S. states; Washington, D.C.; and Canada. The survey was posted on professional organizations and social media websites, as well as emailed to colleagues at organizations such as the Association for the Education and Rehabilitation of the Blind and Visually Impaired, schools for students who are blind, and local universities. Data collection occurred between June 2019 and November 2019. Results: Surveys were completed by 205 respondents from 43 U.S. states; Washington, D.C.; and Canada. Occupational therapy practitioners consistently reported lower rates of formal education in CVI, with only 25% of occupational therapists and 47% of certified occupational therapy assistants receiving education on CVI in their academic programs. Less than 23% of occupational therapists received training on CVI assessments, whereas 75% of teachers of students with visual impairments had training in CVI assessments. Additionally, respondents indicated reduced satisfaction with their knowledge and skills for treating or teaching children with CVI. Discussion: The results indicate a gap in formal CVI education for occupational therapy practitioners and, to a lesser extent, teachers of students with visual impairments. Due to the increasingly high prevalence of CVI, the gap in formal education on CVI is significant. Implications for Practitioners: Results indicate the need to increase formal and continuing education for occupational therapy practitioners and teachers of students with visual impairments.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"451 - 460"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49104489","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 : 2022-07-01DOI: 10.1177/0145482X221116903
Sajja Koirala, Brett Oppegaard
Introduction: American media-accessibility pioneers in the 1970s and 1980s not only sparked interest in the academic study of audio description, they also originated many practical techniques, protocols, theoretical perspectives, guidelines, and standards that persist in the fabric of this type of work decades later. In this study, we located and analyzed source documents for two oft-mentioned innovators—Gregory Frazier and Margaret Pfanstiehl—to shine light on their individual perspectives through a historiography of their foundational writings and associated media. Method: This analysis was conducted on publicly available source documents, such as Frazier’s landmark thesis and also included a trove of Pfanstiehl’s personal correspondence, as a way to establish particular points of theoretical and historical interest. Results: We found that despite the prominent place of Frazier and Pfanstiehl in audio description lore, neither actually published much writing about what they did and why they did it. Some of what they wrote has been selectively repeated, but other parts have been forgotten. In that respect, this research method could be used to more precisely trace and identify where particular practices emerged, under which theoretical perspectives, and complications. It also can help to show how these ideas were documented and tested during their emergence and domestication, as a way to gauge procedural rigor as well as validity of related findings. Discussion: Audio description scholarship needs theoretical anchors, but it also needs systematic testing of assumptions inherent in those theoretics, which this study helps to identify. Implications for Practitioners: Audio describers invariably will encounter the moment when an assertion of “this is the way we do it” collides with the curiosity of “why?” To promote best practices, the field has to understand where practices came from, how they developed, and as Frazier recommended, put those ideas to “objective” tests.
{"title":"The Light Bulb Went on: A Historiography-Based Approach to Disentangling Audio Description’s Influential U.S. Roots From Its Common Practices","authors":"Sajja Koirala, Brett Oppegaard","doi":"10.1177/0145482X221116903","DOIUrl":"https://doi.org/10.1177/0145482X221116903","url":null,"abstract":"Introduction: American media-accessibility pioneers in the 1970s and 1980s not only sparked interest in the academic study of audio description, they also originated many practical techniques, protocols, theoretical perspectives, guidelines, and standards that persist in the fabric of this type of work decades later. In this study, we located and analyzed source documents for two oft-mentioned innovators—Gregory Frazier and Margaret Pfanstiehl—to shine light on their individual perspectives through a historiography of their foundational writings and associated media. Method: This analysis was conducted on publicly available source documents, such as Frazier’s landmark thesis and also included a trove of Pfanstiehl’s personal correspondence, as a way to establish particular points of theoretical and historical interest. Results: We found that despite the prominent place of Frazier and Pfanstiehl in audio description lore, neither actually published much writing about what they did and why they did it. Some of what they wrote has been selectively repeated, but other parts have been forgotten. In that respect, this research method could be used to more precisely trace and identify where particular practices emerged, under which theoretical perspectives, and complications. It also can help to show how these ideas were documented and tested during their emergence and domestication, as a way to gauge procedural rigor as well as validity of related findings. Discussion: Audio description scholarship needs theoretical anchors, but it also needs systematic testing of assumptions inherent in those theoretics, which this study helps to identify. Implications for Practitioners: Audio describers invariably will encounter the moment when an assertion of “this is the way we do it” collides with the curiosity of “why?” To promote best practices, the field has to understand where practices came from, how they developed, and as Frazier recommended, put those ideas to “objective” tests.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"461 - 472"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42542530","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 : 2022-07-01DOI: 10.1177/0145482X221120265
Michael Tuttle, E. Carter
Introduction: “High-tech” assistive technology (AT) plays a critical role in the lives and educational experiences of students with visual impairments (i.e. those who are blind or have low vision). However, little is known about how these students actually use AT within their educational programs. Methods: A survey examining AT use and services among 51 students with visual impairments addressed their personal characteristics, device characteristics, device usage, AT assessment, and AT instruction. In addition, 12 teachers provided perspectives on their district's AT services and policies. Results: Students primarily used commercially available AT to access print. Some variations in use were found between elementary and secondary students. Instruction of devices was highly aligned with students’ device use. Discussion: High-tech AT can meet diverse needs among students with visual impairments. Individualization of AT selection and services remains essential. Implications for Practitioners: Educators should consider AT for a broad range of student needs, promote device use at home, reflect on their instruction, and pursue professional development in this area.
{"title":"Examining High-Tech Assistive Technology Use of Students With Visual Impairments","authors":"Michael Tuttle, E. Carter","doi":"10.1177/0145482X221120265","DOIUrl":"https://doi.org/10.1177/0145482X221120265","url":null,"abstract":"Introduction: “High-tech” assistive technology (AT) plays a critical role in the lives and educational experiences of students with visual impairments (i.e. those who are blind or have low vision). However, little is known about how these students actually use AT within their educational programs. Methods: A survey examining AT use and services among 51 students with visual impairments addressed their personal characteristics, device characteristics, device usage, AT assessment, and AT instruction. In addition, 12 teachers provided perspectives on their district's AT services and policies. Results: Students primarily used commercially available AT to access print. Some variations in use were found between elementary and secondary students. Instruction of devices was highly aligned with students’ device use. Discussion: High-tech AT can meet diverse needs among students with visual impairments. Individualization of AT selection and services remains essential. Implications for Practitioners: Educators should consider AT for a broad range of student needs, promote device use at home, reflect on their instruction, and pursue professional development in this area.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"116 1","pages":"473 - 484"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41891829","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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