Initial Validation Study for a Scale Used to Determine Service Intensity for Itinerant Teachers of Students with Visual Impairments

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Introduction: This research followed the lead of an initial validation study and responded to the call from the state education agency–endorsed Service Intensity Subcommittee of the Texas Action Committee for the Education of Students with Visual Impairments to conduct a larger scale validation study on the Visual Impairment Scale of Service Intensity of Texas (VISSIT). Methods: The authors collected survey data from 77 respondents using a mixed-methods survey research design. These data were used to determine the VISSIT’s validity and reliability. Participants represented urban, suburban, and rural geographic regions across 20 U.S. states. Results: The results of the national study showed that the VISSIT has social validity, which was supported by both ease of use and acceptability of the tool. The VISSIT’s consequential and content validity were also supported by the data collected. The internal consistency reliability showed reliability for the VISSIT with a Cronbach’s alpha calculated as being .935. Based on the results presented here, in which the social, consequential, and content validity of the VISSIT have been confirmed, it can also be confidently asserted that the VISSIT is construct valid. Discussion: The findings of this national study indicate an overall positive response to the usability and understandability of the VISSIT. Participants used the tool to provide quantifiable documentation to identify accurate student need for service across all expanded core curriculum areas as well as to provide administrators and families with research-based data to justify service type and time. Implications for practitioners: Respondents in the national study saw the VISSIT as an effective way to take student evaluation data and convert those results into a measurable recommendation for service type and intensity. The VISSIT helps a teacher of students with visual impairments to document how much time is needed for both direct and collaborative consultation services, as appropriate for each individual student.

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confidence: 99%

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confidence: 99%

Determining Type and Amount of Service Delivery Time by Teachers of Students with Visual Impairments: Results of a National Validation Study of the VISSIT

Pogrund

Darst

Munro

2019

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“…Severity rating scales are used by some teachers of students with visual impairments in the assessment process to determine recommendations for services and programming based on specific individual needs and characteristics including functional vision (Pogrund et al, 2015). In a recent study, 59% ( n = 185) of teachers reported that they use one or more severity rating scales as part of an FVA (Kaiser & Herzberg, 2017).…”

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confidence: 99%

“…Although the authors did not confirm, the data suggest that some participants use more than one severity rating scale as part of their assessments (Kaiser & Herzberg, 2017). Validity of the VISSIT was evaluated using an electronic questionnaire with 25 “expert” teachers of students with visual impairments (Pogrund et al, 2015). Moderate validity was established since 71% of the participants reported that the results of the rating scale aligned with their professional judgment regarding recommended service time (Pogrund et al, 2015).…”

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confidence: 99%

“…Validity of the VISSIT was evaluated using an electronic questionnaire with 25 “expert” teachers of students with visual impairments (Pogrund et al, 2015). Moderate validity was established since 71% of the participants reported that the results of the rating scale aligned with their professional judgment regarding recommended service time (Pogrund et al, 2015). Similarly, the Michigan VSSRS was found to be moderately valid through an electronic survey of 65 professionals (Wall Emerson & Anderson, 2014).…”

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confidence: 99%

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An Analysis of Data Collection Tools Used When Completing Functional Vision Assessments

Kaiser

Herzberg

2021

Introduction: This study analyzed 39 data collection tools used by teachers of students with visual impairments when completing functional vision assessments (FVAs). Methods: In 2017, teachers of students with visual impairments submitted data collection tools used in the FVA process. These tools were then compared with the 23 FVA components suggested by two established resources, Erin and Paul and D’Andrea and Farrenkopf. Results: The most commonly assessed skills and abilities were near visual acuity, distance visual acuity, and color perception. Only five of the submitted data collection tools contained at least 80% of the FVA components identified by the established resources. Fewer than 25% of the tools incorporated an orientation and mobility (O&M) screening. Discussion: There was considerable variation in the background information, medical data, and visual skills information that was collected. Variability in the data collected during the FVA process may impact a teacher’s recommendations, including referrals for specialized evaluations such as O&M and clinical low vision evaluations. Implications for practitioners: Since FVA reports are used by Individualized Education Program teams, it is essential that data collection tools used during the assessment process are complete and address key areas such as near visual acuity and color perception. Teachers should carefully review their tools to determine whether the data collected are sufficient to make informed recommendations regarding accommodations, goals, and referrals. If the data collected are not sufficient, then the tools should be revised or additional data should be collected.

Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students With Visual Impairments

Cihan

Pogrund

2022

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High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students’ needs for service delivery (United States Department of Education, 2004), some teachers of students with visual impairments continue taking other factors such as caseload size into account for service intensity determination (Pogrund et al., 2019). Similarly, The Michigan Vision Services Severity Rating Scale (Michigan Department of Education, 2017) does not focus on the individual needs of the students to recommend service time. For example, it considers teachers’ availability such as travel time while determining service intensity. It also uses students’ visual condition as a criterion, which may not always accurately reflect the needs of the students for service delivery time.