Peer-Mediated and teacher-directed social skills training for visually impaired students

Sacks, Sharon Zell; Gaylord‐Ross, Robert

doi:10.1016/s0005-7894(89)80139-x

Cited by 33 publications

(28 citation statements)

References 11 publications

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“…Overall these results shed light on the importance of early assessment of spatial impairments in visually impaired children and early intervention to prevent the risk of isolation and social exclusion. Indeed, it has been shown that early blind children have difficulties not only in auditory and haptic spatial skills (Marmor, 1977; Pasqualotto and Newell, 2007; Röder et al, 2007; Gori et al, 2010; Cappagli et al, 2015) as well as locomotor and mobility skills (Sampaio et al, 1989; Stack et al, 1989; Bigelow, 1992; Perez-Pereira and Conti-Ramsden, 2001), but also in engaging in positive social interaction (Sacks and Kekelis, 1992; Sacks et al, 1992; Rettig, 1994; Guralnick et al, 1996a,b,c; McConnell and Odom, 1999). For this reason, the early assessment of spatial abilities in visually impaired children is fundamental to develop adequate intervention programs to restore or rehabilitate impaired aspects of spatial perception.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Early Visual Deprivation on Spatial Hearing: A Comparison between Totally and Partially Visually Deprived Children

Cappagli

Finocchietti

Cocchi³

et al. 2017

Front. Psychol.

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The specific role of early visual deprivation on spatial hearing is still unclear, mainly due to the difficulty of comparing similar spatial skills at different ages and to the difficulty in recruiting young blind children from birth. In this study, the effects of early visual deprivation on the development of auditory spatial localization have been assessed in a group of seven 3–5 years old children with congenital blindness (n = 2; light perception or no perception of light) or low vision (n = 5; visual acuity range 1.1–1.7 LogMAR), with the main aim to understand if visual experience is fundamental to the development of specific spatial skills. Our study led to three main findings: firstly, totally blind children performed overall more poorly compared sighted and low vision children in all the spatial tasks performed; secondly, low vision children performed equally or better than sighted children in the same auditory spatial tasks; thirdly, higher residual levels of visual acuity are positively correlated with better spatial performance in the dynamic condition of the auditory localization task indicating that the more residual vision the better spatial performance. These results suggest that early visual experience has an important role in the development of spatial cognition, even when the visual input during the critical period of visual calibration is partially degraded like in the case of low vision children. Overall these results shed light on the importance of early assessment of spatial impairments in visually impaired children and early intervention to prevent the risk of isolation and social exclusion.

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Section: Discussionmentioning

confidence: 99%

The Impact of Early Visual Deprivation on Spatial Hearing: A Comparison between Totally and Partially Visually Deprived Children

Cappagli

Finocchietti

Cocchi³

et al. 2017

Front. Psychol.

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“…1,11,13,21,27,28,30,35,47,51,54,75,78,89 Slightly more often, studies reported the degree of visual impairment (e.g., severe visual impairment, legal blindness) or fulfillment of certain criteria for low vision (e.g., the criteria for low vision of the WHO or the ICD criteria). 1,6,16,20,39,40,44,50,56,62,69,75,90,93,96,104,110,111,121 In some cases, authors quantified the number of participants with a certain degree of visual impairment, that is, how many participants had visual impairment and how many participants were blind. 32,39,74,85,90,97,108,123 Thirteen studies reported the number of participants that fell into a visual acuity range or reported the visual acuity of each individual participant, 7,8,12,13,15,…”

Section: 2mentioning

confidence: 99%

Interventions to improve functioning, participation, and quality of life in children with visual impairment: a systematic review

Elsman

Baaj

Rens

et al. 2019

Survey of Ophthalmology

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Editors Keywords: visual impairment children rehabilitation review functioning participation a b s t r a c t Visual impairment in childhood often has life-long implications. To aim for the highest levels of functioning, participation, and quality of life and to ensure children's well-being, children should be entitled to the most effective rehabilitation programs. We review evidence for the effectiveness of rehabilitation interventions for children with visual impairment to improve skills and behavior, thereby improving participation and quality of life as an ultimate goal. Of the 441 potentially relevant articles identified, 66 studies met our inclusion criteria (i.e., 28 randomized controlled trials, 18 nonrandomized controlled trials, and 20 before-after comparisons). The results suggest that sports camps, prescription and training in the use of low vision devices, and oral hygiene programs might be effective in improving functioning and elements of participation and quality of life in children with visual impairment. Other interventions showed mixed or negative results. The results should be interpreted with caution because of moderate to high risk of bias and suboptimal reporting. Heterogeneity of results and the use of over 50 different outcome measures prevented a meta-analysis. Future studies should focus on promising interventions for which effectiveness is still unclear (e.g., mobility, social skills), with adequately designed methodology.

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“…Van Hasselt, Hersen, Kazdin, Simon, and Mastantuono (1983) used direct instructions, performance feedback, behavior rehearsal, modeling, and manual guidance to increase assertive behavior in four female adolescents who were blind. Peer-mediated interventions have been shown to have improved generalization and maintenance outcomes in comparison to teachermediated interventions (Sacks & Gaylord-Ross, 1989). Through a peer-mediated intervention, Sisson, Van Hasselt, Hersen, and Strain (1985) found increases in appropriate play and the number and quality of social interactions.…”

Section: Social Skills Interventions In Children With Visual Impairmentsmentioning

confidence: 99%

Social Behavior and Skills in Children

Matson¹

2009

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Peer-Mediated and teacher-directed social skills training for visually impaired students

Cited by 33 publications

References 11 publications

The Impact of Early Visual Deprivation on Spatial Hearing: A Comparison between Totally and Partially Visually Deprived Children

The Impact of Early Visual Deprivation on Spatial Hearing: A Comparison between Totally and Partially Visually Deprived Children

Interventions to improve functioning, participation, and quality of life in children with visual impairment: a systematic review

Social Behavior and Skills in Children

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