Generalization and Maintenance of Social Skills of Children with Visual Impairments: Self-evaluation and the Role of Feedback

Abstract

A multiple baseline design across behaviors was used with two visually impaired girls to establish the effectiveness of self-evaluation and the role of feedback. In both cases, self-evaluation was effective in increasing the girls' social skills and social interaction. Implications of the role of significant others in providing feedback are discussed.

Social Behavior and Skills in Children

“…D' Allura (2002) found increased social interaction in preschool students through cooperative learning strategies and integration of sighted peers into special education classes. Finally, Jindal-Snape and colleagues have used self-evaluation and peer feedback interventions to increase social interaction skills in children with visual impairments (Jindal-Snape, 2004, 2005a, 2005bJindal-Snape, Kato, & Maekawa, 1998).…”

Use of Feedback from Sighted Peers in Promoting Social Interaction Skills

“…According to MacCuspie (1996), the nature of the social environment and the behavior of its participants (including peers, teachers, and parents) play an important role in the social interaction and integration of children with visual impairments. Therefore, it is necessary to increase the feedback from the environment, and for the purpose of facilitating generalization and maintenance, it may be better if the feedback regarding behavior is provided by someone in the natural environment (Jindal-Snape, 2004). One possible way of doing so is to train significant others in the environment to provide feedback.…”

Self-evaluation and Recruitment of Feedback for Enhanced Social Interaction by a Student with Visual Impairment

“…Self-evaluation has been observed to be effective in increasing the social interaction and generalization and maintenance of the social behavior of children with disabilities (Webber, Scheuermann, McCall, & Coleman, 1993), including those with visual impairments, and their peers (Jindal-Snape, 2004, 2005Jindal-Snape, Kato, & Maekawa, 1998). However, for skills that require visual cues, feedback from the significant others in the visually impaired child's environment is crucial (Jindal-Snape, 2004, 2005. Such feedback also has an effect on the ability of children with visual impairments to evaluate their own social behavior that requires visual cues (Jindal-Snape, 2004).…”